Pub Date : 2019-01-01DOI: 10.1386/JWCP.12.1-2.91_1
Jessica Moriarty, Ross Adamson
The telling and sharing of stories is synonymous with what it is to be human. The narrative threads reaching back through our personal histories can help us to make sense of who we are in the present and we already use these stories anecdotally, at school, on dates, over coffee, in the local, to make connections with people and our social worlds. At an academic level, storytelling that engenders meaning making is becoming legitimized as branch of qualitative research that can inform us about our culture and identity. Autoethnography is a methodology that links the self (auto) with ethno (culture) to research (graphy). Helping students to work in this way and make these connections in their assessed work can be a challenge, but it can also help them to identify the stories that already exist inside themselves and give them the confidence to believe that these stories might matter in the world beyond their writing journals and university lectures. In this article, the authors share personal stories to reflect on our pedagogic approach to undergraduate creative writing teaching.
{"title":"‘Storying the self’: Autobiography as pedagogy in undergraduate creative writing teaching","authors":"Jessica Moriarty, Ross Adamson","doi":"10.1386/JWCP.12.1-2.91_1","DOIUrl":"https://doi.org/10.1386/JWCP.12.1-2.91_1","url":null,"abstract":"The telling and sharing of stories is synonymous with what it is to be human. The narrative threads reaching back through our personal histories can help us to make sense of who we are in the present and we already use these stories anecdotally, at school, on dates, over coffee, in the local, to make connections with people and our social worlds. At an academic level, storytelling that engenders meaning making is becoming legitimized as branch of qualitative research that can inform us about our culture and identity. Autoethnography is a methodology that links the self (auto) with ethno (culture) to research (graphy). Helping students to work in this way and make these connections in their assessed work can be a challenge, but it can also help them to identify the stories that already exist inside themselves and give them the confidence to believe that these stories might matter in the world beyond their writing journals and university lectures. In this article, the authors share personal stories to reflect on our pedagogic approach to undergraduate creative writing teaching.","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66735451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article looks at the motivation behind the removal of the final-year dissertation from the fashion, textiles and footwear undergraduate programmes at the University of Northampton. The removal process was not straightforward and occurred over a number of years and through a process of ‘mini actions’ that in large part were driven by student response to changes implemented by the programme team. The title ‘Slaying the beast: Writing, learning and experiencing in a post-dissertation world’ is intended to suggest both the iconic status the final-year dissertation within undergraduate study has and methods of engagement that can be used to replace this set-piece academic exercise. The discussion is organized under five sections with offer reflections on the process and issues involved in this transition, each with a title that is designed to capture the experience: Identifying the beast; Taking aim; The misery of choice; To B or not to B; Taking down the beast; Burying the beast; and finally Looking back on the quest.
{"title":"Slaying the beast: Writing, learning and experiencing in a post-dissertation world","authors":"Will Hoon","doi":"10.1386/JWCP.11.2.305_1","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.305_1","url":null,"abstract":"This article looks at the motivation behind the removal of the final-year dissertation from the fashion, textiles and footwear undergraduate programmes at the University of Northampton. The removal process was not straightforward and occurred over a number of years and through a process of ‘mini actions’ that in large part were driven by student response to changes implemented by the programme team. The title ‘Slaying the beast: Writing, learning and experiencing in a post-dissertation world’ is intended to suggest both the iconic status the final-year dissertation within undergraduate study has and methods of engagement that can be used to replace this set-piece academic exercise. The discussion is organized under five sections with offer reflections on the process and issues involved in this transition, each with a title that is designed to capture the experience: Identifying the beast; Taking aim; The misery of choice; To B or not to B; Taking down the beast; Burying the beast; and finally Looking back on the quest.","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48115730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An open letter to colleagues working to improve student success in higher education","authors":"L. Clughen","doi":"10.1386/JWCP.11.2.319_1","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.319_1","url":null,"abstract":"","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Case Study 5: Multimodal Exhibition","authors":"T. Burns, S. Sinfield, S. Abegglen","doi":"10.1386/JWCP.11.2.297_7","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.297_7","url":null,"abstract":"","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The starting point of our re-genering experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as ‘deficit’. We, as learning developers and educationists, started by welcoming and valuing students for who they were, rather than remediating them because of what they were not. Our teaching started with their strengths and assets: their commitment and engagement; and what they could do and what challenge they could rise to without the need for the specific cultural and academic capital typically already possessed by the traditional, middle-class student. The present article and mini-case studies (see also ‘Cabinet of Curiosity’ pp. 211–15, ‘Games and Board Games’ pp. 261–66, ‘Digital Storytelling’ pp. 275–78 and ‘Multimodal Exhibition’ pp. 291–303) present some of the ludic work we have undertaken with our students. This article contains Case Study 1.
我们重生实验的出发点是将我们的两个核心研究兴趣结合在一起:我们对滑稽和多模态实践的解放力量的信念，以及我们对那些经常被称为“赤字”的学生扩大参与的愿望。作为学习开发者和教育家，我们从欢迎和重视学生的本来面目开始，而不是因为他们的不足而纠正他们。我们的教学从他们的优势和资产开始:他们的承诺和参与;不需要传统中产阶级学生所拥有的特定文化和学术资本，他们能做什么，能面临什么挑战。本文和小型案例研究(参见《Cabinet of Curiosity》第211-15页、《Games and Board Games》第261-66页、《Digital Storytelling》第275-78页和《Multimodal Exhibition》第291-303页)展示了我们与学生一起开展的一些有趣的工作。本文包含案例研究1。
{"title":"Regenring academic writing. Case Study 1: Collages","authors":"T. Burns, S. Sinfield, S. Abegglen","doi":"10.1386/JWCP.11.2.181_1","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.181_1","url":null,"abstract":"The starting point of our re-genering experiment was to bring together two of our core research interests: our belief in the emancipatory power of ludic and multimodal practice and our desire to empower those widening participation students often labelled as ‘deficit’. We, as learning developers and educationists, started by welcoming and valuing students for who they were, rather than remediating them because of what they were not. Our teaching started with their strengths and assets: their commitment and engagement; and what they could do and what challenge they could rise to without the need for the specific cultural and academic capital typically already possessed by the traditional, middle-class student. The present article and mini-case studies (see also ‘Cabinet of Curiosity’ pp. 211–15, ‘Games and Board Games’ pp. 261–66, ‘Digital Storytelling’ pp. 275–78 and ‘Multimodal Exhibition’ pp. 291–303) present some of the ludic work we have undertaken with our students. This article contains Case Study 1.","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41380868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing for visual arts students remains a current dilemma. Academic essays frequently form assessment requirements in awards that are studio practice based. This series of images illustrates a project created for fine art undergraduates, drawing upon the research-led practice experiences of the academic leaders. The Academic Poster Project regenred a model commonly used in science to accommodate both the individual interests and methods used by visual learners, which in turn become the participating student’s plan for narrating argument, knowledge and criticality. Writing in the visual arts can be difficult territory [...] students (and indeed staff) are often uncomfortable with the role of writing and theory within the subject: it is often seen as separate and unrelated. (Shreeve et al. 1999: 345–57)
{"title":"Regenring… visual lives","authors":"Sarah Taylor, Sheila Gaffney","doi":"10.1386/jwcp.11.2.217_1","DOIUrl":"https://doi.org/10.1386/jwcp.11.2.217_1","url":null,"abstract":"Writing for visual arts students remains a current dilemma. Academic essays frequently form assessment requirements in awards that are studio practice based. This series of images illustrates a project created for fine art undergraduates, drawing upon the research-led practice experiences of the academic leaders. The Academic Poster Project regenred a model commonly used in science to accommodate both the individual interests and methods used by visual learners, which in turn become the participating student’s plan for narrating argument, knowledge and criticality. \u0000 \u0000Writing in the visual arts can be difficult territory [...] students (and indeed staff) are often uncomfortable with the role of writing and theory within the subject: it is often seen as separate and unrelated. \u0000 \u0000(Shreeve et al. 1999: 345–57)","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42841430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Us in Museum: Promoting student engagement through regenring academic writing and collaborations","authors":"P. Palmer, J. Lindley","doi":"10.1386/JWCP.11.2.191_1","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.191_1","url":null,"abstract":"","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Outing RTP: Writing to be read","authors":"Pat Francis","doi":"10.1386/jwcp.11.2.279_1","DOIUrl":"https://doi.org/10.1386/jwcp.11.2.279_1","url":null,"abstract":"","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Case Study 3: Games and Board Games","authors":"T. Burns, S. Sinfield, S. Abegglen","doi":"10.1386/JWCP.11.2.261_7","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.261_7","url":null,"abstract":"","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the editorial for the first of these double issues has already shown, it has been difficult to decide how to organise the different contributions into two issues – how should we split them up? How should we order them? And then what would be a good way to introduce them in an editorial? Rather than give an overview of what is to come by signposting the order of the issues themselves, as is more conventional, for this issue we decided to draw out notable trends and aspects in stand-alone form and order them in the fashion of an abecedary. While this loses the traditionally developed linearity of a text (admittedly the order here is somewhat artificially imposed by the alphabet), it gains clear short sections that are subtitled to allow dipping into the text and identifying areas of interest. We have used ALL CAPS to denote names of entries to show linkages and wherever we make reference to an article in these two issues, have given the page number and the letter E (for this issue – the Egg – and C for the accompanying issue – the Chicken). As the editorial of the sister issue (C ?) takes the form of a more traditional one, we hope that readers will read both and in comparing them be able to reflect on the affordances of GENRES using these examples.
{"title":"E is for Editorial","authors":"Alke Gröppel-Wegener, F. English","doi":"10.1386/JWCP.11.2.157_2","DOIUrl":"https://doi.org/10.1386/JWCP.11.2.157_2","url":null,"abstract":"As the editorial for the first of these double issues has already shown, it has been difficult to decide how to organise the different contributions into two issues – how should we split them up? How should we order them? And then what would be a good way to introduce them in an editorial? Rather than give an overview of what is to come by signposting the order of the issues themselves, as is more conventional, for this issue we decided to draw out notable trends and aspects in stand-alone form and order them in the fashion of an abecedary. While this loses the traditionally developed linearity of a text (admittedly the order here is somewhat artificially imposed by the alphabet), it gains clear short sections that are subtitled to allow dipping into the text and identifying areas of interest. We have used ALL CAPS to denote names of entries to show linkages and wherever we make reference to an article in these two issues, have given the page number and the letter E (for this issue – the Egg – and C for the accompanying issue – the Chicken). As the editorial of the sister issue (C ?) takes the form of a more traditional one, we hope that readers will read both and in comparing them be able to reflect on the affordances of GENRES using these examples.","PeriodicalId":38498,"journal":{"name":"Journal of Writing in Creative Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/JWCP.11.2.157_2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45573460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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