Abstract
The subject benchmarks statements published in 2016 state that ‘Creative Writing
(CW) is a diverse and still developing subject […] underpinned by a growing body of
research and pedagogical thinking.’ (QAA, 2016) and as such writers who teach, and
teachers who write, are actively engaging in reflective practice to try and bridge the gap
between what has previously been viewed as a solitary and perhaps ‘mysterious’
practice (Waitman and Plucker, 2009), and what is now demanded in terms of
theoretical and critical knowledge of that practice by students.
As a writer and teacher of writing, I have become aware of similarities between
Problem Based Learning (PBL) and the praxis approach I use. Seeking out literature on
this connection however, has revealed that while many other disciplines
(English/History/Sociology) are using CW as a PBL tool, it is little discussed within the
subject itself. This study is the first tentative stage in a wider consideration of whether
openly exploring creative writing acts and actions as a series of problem solving
exercises can help students further understand their own creative practice, and develop
not only their creative work but their ability to reflect and analyse their practice through
academic research.
Original language | English |
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Pages (from-to) | 1-12 |
Journal | New Writing The International Journal for the Practice and Theory of Creative Writing |
Early online date | 10 Apr 2018 |
DOIs | |
Publication status | E-pub ahead of print - 10 Apr 2018 |
Keywords
- Pedagogy
- Problem based learning
- Reflective practice
- Praxis.