Bibliografías temáticas / Creative writing

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Literatura académica sobre el tema "Creative writing"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Creative writing"

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Jones, Stephanie. "Laying Tracks: Teaching Creative Writing, Writing Creatively." Wasafiri 31, no. 3 (July 2, 2016): 66–71. http://dx.doi.org/10.1080/02690055.2016.1184914.

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Guzmán Urrego, Luna, and Astrid Ramírez Valencia Ramírez Valencia. "Creative writing: Creating self-confidence." Revista Boletín Redipe 10, no. 13 (April 7, 2022): 112–19. http://dx.doi.org/10.36260/rbr.v10i13.1732.

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Developing teenage students’ self-confidence could be difficult. Their age, likes, beliefs, attitudes, and perceptions are constant obstacles to learning a new language, even more, if they do not feel comfortable in their classroom. This article reflects on the implementation of creative writing and how other aspects as critical thinking, development of language skills, motivation, among others, can be improved while focusing on writing in a “funny way” based on the information gathered through different researches and personal teaching experience.
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Guzmán Urrego, Luna, and Astrid Ramírez Valencia. "Creative writing: creating self-confidence." Revista Boletín Redipe 11, no. 1 (January 13, 2022): 344–51. http://dx.doi.org/10.36260/rbr.v11i1.1646.

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El desarrollo de la autoconfianza en estudiantes adolescentes puede resultar difícil. Su edad, gustos, creencias, actitudes y percepciones son obstáculos constantes para aprender un nuevo idioma, más aún, si no se sienten cómodos en su salón de clases. Este artículo reflexiona sobre la implementación de la escritura creativa y cómo se pueden mejorar otros aspectos como el pensamiento crítico, el desarrollo de las habilidades lingüísticas, la motivación, entre otros, mientras se enfoca en escribir de manera “divertida” tomando como base información recopilada a través de diferentes investigaciones y la experiencia personal en el ámbito de la enseñanza.
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Ntuli, Pitika. "Creative Writing." English Academy Review 39, no. 1 (January 2, 2022): 138–42. http://dx.doi.org/10.1080/10131752.2022.2105002.

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Rothstein, Linda. "Creative writing." Bulletin of the Atomic Scientists 57, no. 2 (March 1, 2001): 2. http://dx.doi.org/10.2968/057002001.

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Yamamoto, Traise. "Creative Writing." Frontiers: A Journal of Women Studies 21, no. 1/2 (2000): 225. http://dx.doi.org/10.2307/3347046.

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Harper, Graeme. "‘Creative Writing’?" New Writing 4, no. 2 (October 15, 2007): 93–96. http://dx.doi.org/10.1080/14790720708668958.

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MAXWELL-MAHON, W. D., and R. J. R. Masiea. "CREATIVE WRITING." South African Journal of African Languages 7, sup2 (January 1987): 176–82. http://dx.doi.org/10.1080/02572117.1987.10586740.

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Rothstein, Linda. "Creative writing." Bulletin of the Atomic Scientists 57, no. 2 (March 2001): 2. http://dx.doi.org/10.1080/00963402.2001.11460421.

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Sprengnether, Madelon, Margo Culley, Teresa Iles, and Liz Stanley. "Creative Writing." Women's Review of Books 10, no. 5 (February 1993): 13. http://dx.doi.org/10.2307/4021452.

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Tesis sobre el tema "Creative writing"

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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.

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Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.

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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.
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Riber, Henrik, and Pontus Sjögren. "Motivation in Creative Writing." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35292.

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This paper aims to investigate to what extent creative writing promotes motivation for EFL learners to write. A report published by the National Assessment Project (NAFS) commissioned by The Swedish National Agency for Education evaluated the national tests in English for Swedish students during 2018/2019, documenting that the Swedish students obtained the lowest English scores on writing. This result corresponds with the national test scores in English from earlier years. According to The Swedish National Agency for Education (Skolverket, 2019) motivation is a necessary component for L2 learning, and teachers are expected to play a fundamental role in creating student motivation. However, research within the area of motivation indicates that the understanding of motivation in L2 learning is limited. Likewise, the research indicates a need for the understanding of motivation to be both revised and subject to further research, both to understand the nature of motivation and to define tools on how to push motivation in L2 writing. One such tool could be creative writing (CW). Thus, to understand to what extent CW can motivate EFL learners to write, we explore recent studies that examine how different implementations of CW activities and CW courses can motivate students to write within a school context. In the study, we argue that CW motivates EFL learners to produce text. CW seems to facilitate relevance for the student and empower writing activities that consider the student’s self-interest as well as bring new life to the student’s understanding of writing. The insights of this study hold pedagogical values for L2 writing in the EFL classroom.
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Smith, Heidi Ann. "Sensing the logic of writing : creative writing reimagined." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20822/.

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This project draws attention to the ‘graphic elements’ – both written and visual – of a creative writing practice by exploring those graphic elements in both the critical component of this mixed-mode dissertation and in a series of creative artefacts. Its principle aim is to record how as a practising creative writer-researcher I have made a series of artefacts as a way of providing an opportunity for readers and researchers to explore this specific instance of theoretically-informed aesthetic experimentation. The psychophysiological researcher, Tony Bastick, having investigated expert ‘experimenters’ in Intuition: How We Think and Act (1982), identified an “intuitive method” that provides “insights” into a “creative process” that is, importantly, “preverbal”, yet not in fact visual (298–299). In this project I raise a different set of questions from those raised by ‘alphabetically’-guided ways of creating writing, as a means of continuing to learn and reinvent my own creative writing practice as mixed-mode (combining written and visual invention). My proposal is to demonstrate how a creative writer-researcher with a keen interest in the visual arts might make an original contribution to the fields of creative writing and visual arts by providing readers with an opportunity to view and examine that set of artefacts alongside a critical document that explores how the choices were made during the double creative process. My central hypothesis is that a practising creative writer-researcher is uniquely situated to identify how her or his own expanded and complexified creative writing process might work and to share that specific crossdisciplinary knowledge as the epistemic aspects of a creative writing practice draws on resonances and exchanges with other disciplines, including the visual arts. On these bases this mixed-mode submission includes a portfolio of writing within a visual arts framework together with a written critical commentary focused on issues raised by those complex practices themselves.
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Біскуб, Ірина Павлівна, and Iryna P. Biskub. "Computer Literacy and Creative Writing." Thesis, Горлівський державний педагогічний інститут іноземних мов, 2006. http://evnuir.vnu.edu.ua/handle/123456789/1003.

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De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.

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Marsh, Meredith. "Good Writing: Integrating Creative Writing Elements in Undergraduate Composition." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1469050437.

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Dolgin, Steven Alfred Getsi Lucia Cordell. "Creative writing and the composing process the role of creative writing in the English curriculum /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713213.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 25, 2005. Dissertation Committee: Lucia C. Getsi (chair), Curtis K. White, Robert D. Sutherland, Ronald J. Fortune, William E. Piland. Includes bibliographical references (leaves 137-140) and abstract. Also available in print.
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McDonald, Zoe Nicole. "Writing Gets Personal: Listening at the Intersections of Creative Writing and Writing Tutoring." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/842.

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In this thesis, I investigate the extent to which creative writing impacts the ways writing tutors work with student writers on their academic writing. In doing so, I interview five writing tutors with creative writing experiences for their personal definitions of creative writing, and the extent to which drawing on, or ignoring, creative writing impacts their writing tutoring. Through combining the interviews with reflections into my writer identities, I find creative writing focuses on self-expression and narrative features which strengthen disciplinarity and conventions. Additionally, focusing on creative writing’s influence in the writing center allows tutors to engage as fellow writers able to learn alongside the students they tutor. Specifically, I notice writing tutors perceive a division between creative and academic writing. Crossing that perceived division requires a willingness to confront assumptions about academic and creative writing, but allows for the opportunity for tutors and the students they tutor to deepen their writing processes.
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Mattingly, Stacy. "The hit and other writing." Thesis, Boston University, 2012. https://hdl.handle.net/2144/32034.

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Thesis (M.F.A.)--Boston University. Please note: creative writing theses are permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the locked Download file link and fill out the appropriate web form.<br>2031-01-02
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Libros sobre el tema "Creative writing"

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Casterton, Julia. Creative Writing. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14679-6.

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Casterton, Julia. Creative Writing. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07582-9.

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Casterton, Julia. Creative Writing. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-11496-9.

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Doubtfire, Dianne. Creative writing. Lincolnwood (Chicago), Ill: NTC Pub. Group, 1993.

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Yeh, Jane, and Sally O'Reilly. Creative Writing. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003189169.

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Dianne, Doubtfire, ed. Creative writing. 4th ed. London: Teach Yourself, 2008.

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1949-, Burton Ian J., ed. Creative writing. Chicago: McGraw-Hill, 2004.

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Rand, Phyllis. Creative writing. 2nd ed. Pensacola, Fla: A Beka Book Publications, 1993.

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D, Reynolds Jerry, ed. Creative writing. Lincolnwood, Ill., USA: National Textbook Co., 1990.

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Harper, Graeme. Inside Creative Writing. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1057/978-0-230-35841-6.

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Capítulos de libros sobre el tema "Creative writing"

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Cocker, Emma. "Writing Without Writing." In The Creative Critic, 47–54. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561059-5.

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Rose, Jean. "Creative Writing." In The Mature Student’s Guide to Writing, 116–35. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05027-4_7.

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Bennett, Andrew, and Nicholas Royle. "Creative Writing." In An Introduction to Literature, Criticism and Theory, 112–21. 6th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003255390-12.

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Rose, Jean. "Creative Writing." In The Mature Student’s Guide to Writing, 108–25. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-26557-9_7.

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Moosbrugger, Mathias. "Creative writing." In The Routledge Handbook of Medieval Rural Life, 66–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003194866-7.

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Golon, Alexandra Shires. "Creative Writing." In VISUAL-SPATIAL learners, 63–77. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-5.

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Golon, Alexandra Shires. "Creative Writing." In VISUAL-SPATIAL learners, 63–77. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-5.

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Raschke, Erik. "Creative Writing." In Encyclopedia of Sciences and Religions, 530–33. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1389.

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Sherrin, David. "Creative Writing." In Authentic Assessment in Social Studies, 96–130. New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780429261114-7.

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Bennett, Andrew, and Nicholas Royle. "Creative writing." In This Thing Called Literature, 129–35. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003301363-13.

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Actas de conferencias sobre el tema "Creative writing"

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Deshmukh, Dr Nilima. "Human Vs Machine: Evaluating AI-Generated Scripts and Creative Storytelling." In Two Day National Interdisciplinary Conference on Script Writing, 34–39. Bhavnagar, Gujarat, India: SK Publisher, 2024. https://doi.org/10.61165/sk.publisher.script.writing.2024.8.

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Jadhao, Dr Manoj Tikaram. "Scriptwriting as a Creative Extension of Literature: A Study for Literature Students." In Two Day National Interdisciplinary Conference on Script Writing, 135–39. Bhavnagar, Gujarat, India: SK Publisher, 2024. https://doi.org/10.61165/sk.publisher.script.writing.2024.28.

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Shukla, Dr Surajprasad Shivdayal. "The Impact of Artificial Intelligence on Script writing: A Critical Analysis of Creative Potential and Ethical Considerations." In Two Day National Interdisciplinary Conference on Script Writing, 76–78. Bhavnagar, Gujarat, India: SK Publisher, 2024. https://doi.org/10.61165/sk.publisher.script.writing.2024.16.

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Bernhardi, Donna, Elné Spang, and Theresa Mofana. "THE EFFECT OF INTERVENTIONS IN LEARNING ACADEMIC WRITING – THE CREATIVE MIND STUDENT." In 17th annual International Conference of Education, Research and Innovation, 4332–37. IATED, 2024. https://doi.org/10.21125/iceri.2024.1089.

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Bolter, Jay David, and Michael Joyce. "Hypertext and creative writing." In Proceeding of the ACM conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/317426.317431.

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Hossain, Md Shafaeat, Carl Haberfeld, Kate Yuan, Jundong Chen, Khandaker Abir Rahman, and Ishtiaque Hussain. "Continuous Authentication Using Creative Writing." In 2020 International Symposium on Networks, Computers and Communications (ISNCC). IEEE, 2020. http://dx.doi.org/10.1109/isncc49221.2020.9297312.

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McElroy, Honor. "Rurality, Gender, and Creative Writing." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012843.

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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Guangzhi, Zhao. "Relative research of creative Writing and industries about creative culture." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.105.

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BUREA, Svetlana. "Implementing creative writing skills in the English classroom." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p204-208.

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This research paper investigates the use of different writing approaches in English as a Foreign Language classroom activity. Specifically, the paper explores freewriting, controlled written activities, and guided written activities, and their potential to enhance writing skills, language proficiency, and soft skills, depending on the objectives and needs of the students. Additionally, the paper suggests strategies and techniques to encourage creativity and enjoyment in writing activities. A focus is put on the development of creative writing that is seen as a booster of skills. The study finds that students are more engaged and motivated when specific writing steps are followed, and they learn to use both convergent and divergent thinking strategies. The results indicate that writing promotes communication skills, increases confidence, and provides a permanent record of progress. However, it is recommended that writing should be combined with speaking, listening, and reading activities for a more comprehensive learning experience. Finally, the primary goal of this study is to empower students to express their thoughts and emotions through writing. By implementing the recommended methodologies, students can develop their writing abilities and build their confidence, which will be useful in more advanced writing tasks in the future.
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Informes sobre el tema "Creative writing"

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5269.

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Maerz, Seraphine. Quarto in RStudio: Writing Reproducible & Dynamic Research Papers. Instats Inc., 2024. http://dx.doi.org/10.61700/pdeaaefq62n681556.

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This seminar equips PhD students, academics, and professional researchers with practical skills in using R, RStudio, and Quarto to create reproducible and dynamic research papers. Key topics include integrating data analysis and manuscript writing, generating automatically-updating tables and figures, and utilizing version control for collaborative projects, ensuring research transparency and efficiency.
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Schlegel, Kevin A. Update of the Navy Contract Writing Guide Phase III: Creation of an Addendum Addressing DD-1716 Contract Deficiencies. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada429263.

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bin Ahsan, Wahid, Md Tanvir Hasan, Danilson Placid Purification, Nilim Ahsan, Naima Haque Numa, and Mostain Billa Tusar. Challenges and Opportunities in Bangladesh’s Content Writing Industry: A Qualitative Exploration. Userhub, July 2023. http://dx.doi.org/10.58947/ghkp-lxdn.

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This research provides a qualitative, in-depth exploration of the content writing industry in Bangladesh, identifying prevalent trends, challenges, and growth potential. The study utilizes data from 44 participants, which include content writers and clients with diverse levels of industry experience, collected via online surveys and detailed interviews. Key findings suggest that while the industry is marked by a high demand for unique, engaging, and SEO-optimized content, issues pertaining to AI’s role, market saturation, and remuneration concerns persist. Despite these challenges, strategies for success emerged, such as continuous learning, effective client-writer communication, and strategic use of AI and social media tools. The study highlights the industry’s considerable potential for growth and recommends enhancing skill sets, promoting clear communication, creating unique value propositions, and encouraging supportive industry-wide policies. The study also signals future research directions, including the exploration of AI’s impact, pay practices, professional development programs, and the differential roles of social media platforms.
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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
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Azar, Matthew, Sabrina Camarda, Larissa Duggan, David Dupont, Stephanie Emmanouil, Araceli Ferrara, Taylor Grigg, et al. Victorian Ghosts, 1852-1907. Edited by Matthew Dunleavy. York University, 2021. http://dx.doi.org/10.25071/10315/41231.

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The following collection of Victorian Ghost Stories was collated and annotated by scholars at York University enrolled in the fourth-year Victorian Ghosts course offered through the department of English during Fall 2020. Starting with Elizabeth Gaskell’s “The Old Nurse’s Story” (1852)—a staple of many Victorian Ghost Story Anthologies—and ending with Ambrose Bierce’s “The Moonlit Road” (1907), this collection includes twenty-one ghost stories spanning six decades. As our classes were moved online for the 2020-21 academic year, this Scalar project functioned as a collaborative space with each student responsible for one ghost story (writing a short introduction and creating explanatory notes) and then finding links between those texts (and texts outside the course) to create a critical apparatus that helps guide readers through the anthology. This is the first edition and attempt at creating a project of this kind for this course and I hope it offers a foundation for future projects for EN 4573 (Victorian Ghosts) at York University. I cannot praise the students enough for their effort and enthusiasm during our time together when faced with learning a new software and completing unfamiliar assignments—not to mention, doing this all while navigating a (new to many of them) completely remote learning environment.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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