Creative Writing Commons^™

Composition As A Spiritual Discipline, Scott Wagar

The Journal of the Assembly for Expanded Perspectives on Learning

Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.

“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.

Book Reviews, Julie Nichols, Peter Fields, Walter L. Reid, Jeffrey H. Taylor, Warren Hatch

The Journal of the Assembly for Expanded Perspectives on Learning

Julie Nichols - Reading Ethically

Peter Fields - Gregory Marshall. Shaped by Stories: The Ethical Power of Narratives. Notre Dame, IN: U of Notre Dame P., 2009

Walter L. Reed - Gregory, Marshall. Teaching Excellence in Higher Education, ed. Melissa Valiska Gregory. NY: Palgrave Macmillan, 2013

Jeffrey H. Taylor - Musgrove, Laurence. Local Bird. Beaumont, TX: Lamar U Press, 2015

Warren Hatch - Lynch, Tom, Cheryll Glotfelty, Karla Armbruster. The Bioregional Imagination—Literature, Ecology, and Place. Athens, GA: U of GA Press, 2012

Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull

The Journal of the Assembly for Expanded Perspectives on Learning

Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”

Final Journals, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

Poem

Autoethnography And Assimilation: Composing Border Stories, Mark Noe

The Journal of the Assembly for Expanded Perspectives on Learning

Introducing autoethnography in composition classes brings together personal narratives, academic discourse, and awareness of audience in surprising ways among students in south Texas.

My Mom’S Letter, Robert M. Randolph

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime poet explains how a letter from his mother reminds him that regardless of our language skills and backgrounds, our writing can still bear witness to the values and ethics that guide our lives.

Toward A Poetics And Pedagogy Of Sound: Students As Production Engineers In The Literature Classroom, Karen Lee Osborne

The Journal of the Assembly for Expanded Perspectives on Learning

Pairing students to be recorders and production editors of poetry readings results in a collaborative assignment that embodies students’ experience of reading through media.

Connecting, Helen Walker, Sheryl Lain, Matthew B. Ittig, Laurence Musgrove, Julie O'Connell, Leslie A. Werden, Donna Souder-Hodge, Tanya R. Cochran, Rasha Diab, Thomas Ferrel, Beth Godbee

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - More Apt, Connected Title

Sheryl Lain - Hey, Teach! Do You Love Me?

Matthew B. Ittig - Ask Me Tomorrow

Laurence Musgrove - Writing Program

Julie O’Connell - The Power of a Slave Narrative

Leslie A. Werden - Embracing Chaos

Donna Souder-Hodge - Teaching Dachau

Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Online

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article offers a critique of the way middle schoolers are often positioned as generalizable objects that can be acted upon to produce measurable increases in motivation and learning. The critique invites a reconsideration and cultural analysis of some of the dominant discourses and perceptions of technology, young adolescence, and the study of motivation. The use of New Ethnographic Writing—a method that performs a cultural critique via extended scenes—connects to the roles and status of motivation, technology, and educational research methods deployed within public schools. Coupled with weak theory, this approach offers a way to understand young adolescents as navigating …

Now & Then (Volume 32, Issue 02, 2016), Center Of Excellence For Appalachian Studies And Services, East Tennessee State University

Now & Then: The Appalachian Magazine

Now & Then: The Appalachian Magazine, Volume 32, Issue 02, published in 2016. The theme of this issue is the Future of Appalachia. This issue considers the future of Appalachia at a moment of transition, pairing reflections on change with an awareness of the region's past and present conditions. As the paper magazine is ending, contributors reflect on economic uncertainty, environmental pressures, and shifting cultural forms, while also identifying opportunities for renewal and growth. The future is framed not as a fixed outcome but as something shaped by choices related to land use, industry, health, and community life, often …

Now & Then (Volume 32, Issue 01, 2016), Center Of Excellence For Appalachian Studies And Services, East Tennessee State University

Now & Then: The Appalachian Magazine

Now & Then: The Appalachian Magazine, Volume 32, Issue 01, published in 2016. The theme of this issue is Cultivating Appalachia. This issue captures cultivation in Appalachia through reflections that focus on land, tradition, and community life as ongoing practices shaped by care, labor, and memory. Contributors describe relationships to place through stewardship, creative work, and the transmission of knowledge across generations, while also addressing change and uncertainty in rural life. Across the issue, preservation and adaptation appear in tension as communities negotiate continuity and transformation. Together, the pieces present cultivation as a recurring lens for understanding how people …

Now & Then (Volume 31, Issue 02, 2016), Center Of Excellence For Appalachian Studies And Services, East Tennessee State University

Now & Then: The Appalachian Magazine

Now & Then: The Appalachian Magazine, Volume 31, Issue 02, published in 2016. The theme of this issue is Justice in Appalachia. Framed by questions of justice and accountability, this issue brings together writing that addresses legal, environmental, social, and cultural struggles across Appalachia. Drawing on both historical memory and contemporary events, it documents labor conflicts, resource extraction, and public health crises alongside efforts to organize, protest, and seek reform. Contributors present personal narratives and community based accounts that examine issues of identity, including LGBTQ and Melungeon experiences, as well as movements for racial justice and intergenerational activism. The …

“When Do I Cross The Street?” Roberta’S Guilty Reflection, Irene A. Lietz

The Journal of the Assembly for Expanded Perspectives on Learning

Following a student’s evolving attitudes on race issues through her undergraduate years, a researcher concludes that a critical pedagogy can have long-term effects on student and instructor alike.

V.1 2016-2017 Supplement, Center For Arts & Language, Students Of Risd, Risd Archives

All Student Newspapers

v.1 is a publishing platform for the ongoing work, ideas, discussions, debates, and aspirations of students at the Rhode Island School of Design. The 2016-2017 Supplement issue contains handwritten answers on post-its to the question "What feels urgent to you in your studio? In your life? In the world?" These post-its were written at a grad-student gathering on the day after the 2016 US Presidential election, scanned and printed as a zine the next day, and distributed at open studios the day after that.

Young Adult Fiction Writing In The Classroom: Emily’S Investigation And Insights, Emily Westfall

Williams Honors College, Honors Research Projects

This project explores the field of young adult literature, while also discovering the creative writing process required to develop a young adult novel. The project is organized into three separate parts. Part One focuses on young adult writers and the literature they create, along with the benefits of using these novels in a high school classroom. To benefit my future career as a future writing teacher, I researched the process required to write a fiction novel, specifically one in the young adult genre. Within this section, sources are cited such as experienced teachers and the scholarship on young adult literature. …

The International Community's Response To The Hypothetical Emergence Of Superheroes, Brittany Nicole Woods

CMC Senior Theses

In a golden era for comic based media, this paper uses the hypothetical emergence of superheroes to analyze the assumptions and predictions of three international relations theories: realism, liberalism, and constructivism. Comics consistently reflect the real world, paralleling events and concepts discussed in foreign affairs dialogues. The thought experiment, and the comic genre itself, provides a vehicle for thinking broadly about the political and social ramifications of successful or failed problem solving, state interaction, and scientific advances.

V.1 2016-2017, Center For Arts & Language, Students Of Risd, Risd Archives

All Student Newspapers

v.1 is a publishing platform for the ongoing work, ideas, discussions, debates, and aspirations of students at the Rhode Island School of Design. The 2016-2017 issue contains articles on Kara Walker, Women's March, "Look at Art, Get Paid" program, #pizzagate, the Mutual Encounters exhibition, and smartphones.

Travel Tales: The Role Of Storytelling In Abroad Experience And Healing, Colleen N. Mcmurray

Capstone Collection

This capstone paper examines the perceived effectiveness of storytelling in the healing process. It aims to answer the question: What role does storytelling play in the healing of returning travelers? The study was conducted by analyzing forty digital videos, categorizing themes, and analyzing the themes in relation to themes found within several articles about the power and effects of storytelling. Five principal themes were used from the data collected. The themes were then used to gain a deeper understanding of how storytelling makes the storyteller feel and how storytelling can be used for healing. The author of this paper has …

The Trials Of A New Teacher, Diego A. Rocha

Student Publications

Tim, a new teacher, faces challenges as he works towards changing the environment in a high school music program.

Notes From Mrs. Hadgu's Class: Conceptualizing Music Education Curriculum For A Changing World, Logan B. Santiago

Student Publications

How can we conceptualize curriculum and school knowledge to better address important questions of social change, contingency of knowledge, life in mediated worlds, and inequalities? To answer this question I wrote fictional stories from students about their favorite moments from their 8th grade music class. Each account deals with a specific activity or instance in which the teacher included social change and/or student centered knowledge in the curriculum. The explanation at the end of the accounts details the reasons for creating each activity and the relation of the stories to texts utilized in class.

Grids And Gestures: A Comics Making Exercise, Nick Sousanis

SANE journal: Sequential Art Narrative in Education

Grids and Gestures is an exercise intended to offer participants insight into a comics maker’s decision-making process for composing the entire page through the hands-on activity of making an abstract comic. It requires no prior drawing experience and serves to help reexamine what it means to draw. In addition to a description of how to proceed with the exercise, this piece also includes conceptual grounding in the form of a brief theoretical discussion of the ways comics convey meaning as well as personal notes on the development of the exercise and how it has been used.

Revision In The Multiversity: What Composition Can Learn From The Superhero, David Hyman

SANE journal: Sequential Art Narrative in Education

Constant and ongoing revision is the compositional tactic through which many contemporary superhero narratives negotiate the powerful struggle between reiteration of the genre’s past, and creative expression of its future. Instead of a gradual succession of improved renditions of a text, each one effacing and superseding the imperfections of its predecessors, revision is revealed as the production of multiple versions whose differences and diversities are “capable of being in uncertainties”, as Keats describes the creative attitude which he terms Negative Capability: ontologically equal textual variations that wear their inconsistencies openly, and reject the pressure to resolve their multiplicities into the …

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study/read comics …

Overviewing Software Applications For Graphic Novel Creation In The Post-Secondary And Secondary Classroom, Jeffrey S.J. Kirchoff Phd, Mike Cook Phd

SANE journal: Sequential Art Narrative in Education

It is well established that the 21^st century literate student needs to be able to effectively craft and interpret texts that use multiple communicative modes. Graphic novels are one text type that facilitates such literacy instruction, as the seamless relationship between words, image, and sound (in the form of sound effects) are inherent to the medium. Though there is a wealth of scholarship on the importance of how reading graphic novels facilitate multimodal literacy, there is less scholarship on how writing graphic novels facilitate multimodal literacy. This article demonstrates not only how writing graphic novels enables multimodal literacy, but …

Creative Collaboration On A Creativity Book, Jane Harvey

Creativity and Change Leadership Graduate Student Master's Projects

Based on existing roles as writer and designer, two Master’s students partnered on one project. This project was dually about the creative product and creative process. The final product result is a book on creativity, but much of the project learning was about collaboration during the creative process itself. The project included the creation of written and visual content and a production-ready book layout on the subject of creativity. This paper describes the process followed to create a fast reading, jargon-free book with a special academic end section.

John Spaghotte, Peter C. Schuler

Electronic Theses, Projects, and Dissertations

Author Peter Schuler discusses his thoughts on how ideas of creativity, literature, and pedagogy helped to develop into his first novel, John Spaghotte of Crumb. Schuler is a native of the Coachella Valley in Southern California and writes from a middle-class appreciation of working and living in an area where everything is catered to the wealthy class. Through personal injury and his experience in undergraduate and graduate studies he fought to develop a healthy critical mind and a grasp as to the true nature of identity. As a result, his riveting debut novel about a young, nerdy California version …

If You Don’T Want To Talk About Food, Don’T Sit Next To Me, Judith L. Polk

Master of Arts in Professional Writing Capstones

If You Don’t Want to Talk About Food, Don’t Sit Next to Me has as its main characters the same qualities taken from the new philosophy of Le Cordon Bleu: “Aspire, Discover, Flourish, Delight, and Thrive,” and the memories made while a full-time student.

We Begin When We Finish When We Begin, Students Of Risd, Risd Archives

All Student Newspapers

We Begin When We Finish When We Begin was a graduate student publication published in 2015. It featured essays, interviews, and student work dealing with themes of identity, geography, academics, and student life. Students as well as faculty contributed.