Creative Writing Commons^™

Pivoting Rural Community-Based Fine Arts Programs For Youth Due To A Global Pandemic, Heather Olson Beal, Cc Conn, Lauren Burrow, Amber Wagnon, Chrissy Cross Ph.D.

Journal of Multicultural Affairs

This personal experience essay features five women professors who, as engaged scholars, seek to continuously respond to the needs of their local community by volunteering their time and expertise to offer educational programs that focus on creative arts and academic assistance for K–12 students. This piece explores the opportunities and obstacles we experienced in using virtual platforms, during the 2020 global pandemic, in order to re-envision our civic responsibilities to engage communities beyond our previous place-based programs.

Coda -- Or -- Now What?, Abriana Jette, Brandi Reissenweber

Journal of Creative Writing Studies

The special issue editors reflect on the issue's contents and offer further suggestions for moving forward.

Cultivating The Cyborg Voice: Technology In The Creative Writing Classroom, Rebecca Valley

Journal of Creative Writing Studies

This article takes a critical look at pieces generated from a capstone project in a recent mixed-genre Intro to Creative Writing workshop. It was inspired by an open-ended creative project asking students to use technology to generate unconventional works of fiction, poetry, memoir, and theatre. Writer and educator Rebecca Valley's hope when assigning this project was to encourage students to innovate and step outside their standard forms. But beyond mere innovation of form, students surprised her in their capacity to use technology to hybridize their authorial voices – rather than merely changing the form of their own words, they became …

(Re)Considering Craft And Centralizing Cultures: A Revision Of The Introductory Creative Writing Workshop, Zoë Bossiere, Micah Mccrary

Journal of Creative Writing Studies

This article explores options for introductory creative writing curricula that allow for and encourage a greater consideration of personal identity and audience on the part of the student-author. It reaches toward possibilities for revising the introductory creative writing course as a space for student-authors to not only consider the cultural positions of the professional authors they study, but also the ways in which their own subject-positions influence their writing practices, craft choices, and understandings of genre. The article overall proposes a holistic revision to the standard, introductory creative writing curriculum, moving student-authors beyond considerations of “good” creative writing, and toward …

Bad Grades, Making Bank, And Hating Piano: The Divergent Trajectories Of Two Creative Writers’ Semiotic Becomings, Jon Udelson

Journal of Creative Writing Studies

This article challenges lore-based conceptions of creative writers’ becomings by showing how creative writers establish their literate and disciplinary identities not only through modes of learning characterized by curricular-based advancement in their field, but also through complex social and material negotiations with communities, institutions, and engagements outside of the disciplinary domain of creative writing. Drawing primarily from case study interview data, this article argues for a theoretical and empirical approach to studying creative writers’ “semiotic becomings” in order to further inform creative writing studies research, creative writing pedagogy, and the disciplinary benefits of validating creative writers’ extra-literate and extra-disciplinary experiences.

Public Promises, Hazy Vision: What Program Learning Outcomes Tell Us About Creative Writing As An Academic Subject, Tanya Perkins, Lisa Marling

Journal of Creative Writing Studies

: Although creative writing entered undergraduate curricula in the 20^th century primarily as a way to teach literature, the range of current programming suggests that original intent has evolved, as has opinion among faculty and writers about the nature of creative writing as a subject and its role within English programs. This study applies content analysis to 271 creative writing program learning outcomes (PLOs) from 51 undergraduate programs across the US in order to identify prevailing patterns and themes related to creative writing as a teaching subject. As measurable (and public) statements of content, PLOs are informative and accessible …

The Extracurriculum Of Creative Writing, Nancy Reddy

Journal of Creative Writing Studies

So far, the scholarship in the emerging field of Creative Writing Studies has focused primarily on creative writing workshops in colleges and universities. This article argues that Creative Writing Studies should broaden its focus to also include what scholars call the extracurriculum –the writing that people do when it’s not required by school or work, which takes place across a range of community, nonprofit, private, and digital spaces. Qualitative and archival research in the extracurriculum can help us develop a longer and more complex history and a more inclusive pedagogy.

Utilizing Digital Literacy In The Creative Writing Classroom, Sam Meekings

Journal of Creative Writing Studies

This paper will examine contemporary approaches to utilizing the pre-existing skills and knowledge of students in order to reconceptualize the process and reception of writing. Using social media platforms in the Creative Writing classroom presents a range of possibilities for experimenting with character, voice, structure, tone and world-building. This paper will share examples and exercises from a range of resources, and discuss ways of using the technical, formal, and cross-platform innovations of online applications to extend lessons beyond the classroom. Consideration will also be given to the problems inherent in using social media platforms for storytelling.

Habitat Mosaic, Adrienne Corradini

Animal Studies Journal

In this creative work a young fox and a hunter’s daughter negotiate the emotional and physical landscape of a rural Australian property.