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Artigos de revistas sobre o tema "Creative writing"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 18 de setembro de 2024

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1

Jones, Stephanie. "Laying Tracks: Teaching Creative Writing, Writing Creatively". Wasafiri 31, n.º 3 (2 de julho de 2016): 66–71. http://dx.doi.org/10.1080/02690055.2016.1184914.

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2

Guzmán Urrego, Luna, e Astrid Ramírez Valencia Ramírez Valencia. "Creative writing: Creating self-confidence". Revista Boletín Redipe 10, n.º 13 (7 de abril de 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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3

Guzmán Urrego, Luna, e Astrid Ramírez Valencia. "Creative writing: creating self-confidence." Revista Boletín Redipe 11, n.º 1 (13 de janeiro de 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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4

Ntuli, Pitika. "Creative Writing". English Academy Review 39, n.º 1 (2 de janeiro de 2022): 138–42. http://dx.doi.org/10.1080/10131752.2022.2105002.

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5

Rothstein, Linda. "Creative writing". Bulletin of the Atomic Scientists 57, n.º 2 (1 de março de 2001): 2. http://dx.doi.org/10.2968/057002001.

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6

Yamamoto, Traise. "Creative Writing". Frontiers: A Journal of Women Studies 21, n.º 1/2 (2000): 225. http://dx.doi.org/10.2307/3347046.

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7

Harper, Graeme. "‘Creative Writing’?" New Writing 4, n.º 2 (15 de outubro de 2007): 93–96. http://dx.doi.org/10.1080/14790720708668958.

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8

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

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9

Rothstein, Linda. "Creative writing". Bulletin of the Atomic Scientists 57, n.º 2 (março de 2001): 2. http://dx.doi.org/10.1080/00963402.2001.11460421.

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10

Sprengnether, Madelon, Margo Culley, Teresa Iles e Liz Stanley. "Creative Writing". Women's Review of Books 10, n.º 5 (fevereiro de 1993): 13. http://dx.doi.org/10.2307/4021452.

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11

Maja‐Pearce, Adewale. "Creative writing". Wasafiri 1, n.º 2 (março de 1985): 26–28. http://dx.doi.org/10.1080/02690058508574084.

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12

Phillips, Mike, Kojo Laing e Vikram Seth. "Creative writing". Wasafiri 2, n.º 4 (março de 1986): 24–27. http://dx.doi.org/10.1080/02690058608574117.

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13

Charles, Faustin, E. A. Markham, Jan Shinebourne e Valerie Bloom. "Creative writing". Wasafiri 3, n.º 5 (setembro de 1986): 28–36. http://dx.doi.org/10.1080/02690058608574132.

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14

Mokoso, Ndeley, Henri Lopez, Tony Wallace, Jean Arasanayagam, David Dabydeen, Cyril Dabydeen, John Hayes e Idi Bukar. "Creative writing". Wasafiri 3, n.º 6-7 (março de 1987): 30–39. http://dx.doi.org/10.1080/02690058708574151.

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15

Shinebouren, Jan, Lois‐Andrea Ferguson, Mahadai Das, Katherine Gallagher, Jean Arasanayagam e Velma Pollard. "Creative writing". Wasafiri 4, n.º 8 (março de 1988): 21–30. http://dx.doi.org/10.1080/02690058808574164.

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16

D'aguiar, Fred, Ian McDonald, Stewart Brown e Frances Hunter. "Creative writing". Wasafiri 4, n.º 9 (dezembro de 1988): 22–28. http://dx.doi.org/10.1080/02690058808574177.

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17

Arasanayagam, Jaen, Atephen Gray e Alex Padamsee. "Creative writing". Wasafiri 5, n.º 10 (junho de 1989): 16–19. http://dx.doi.org/10.1080/02690058908574191.

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18

Jeffery, Chris, Deena Padayachee, Matthew Andrew Curr e Darshan. "Creative Writing". English Academy Review 37, n.º 1 (2 de janeiro de 2020): 70–73. http://dx.doi.org/10.1080/10131752.2020.1744838.

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19

Willings, David. "Creative Writing". Gifted Education International 5, n.º 1 (setembro de 1987): 24–28. http://dx.doi.org/10.1177/026142948700500105.

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The writer suggests that one can consider five modes of thinking; the non-creative or convergent modes which are defensive thinking and productive thinking and the creative or divergent modes which are adaptive thinking, elaborative thinking and developmental thinking. The author supports his argument with case studies of artistic, creative writing and gives details of a writing programme designed to identify these modes and consequently develop them.

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20

Hill, Crag, e Lara E. Dieckmann. "Teaching Creative Writing: Creative Writing as Formative Assessment". English Journal 109, n.º 3 (1 de janeiro de 2020): 96–98. http://dx.doi.org/10.58680/ej202030473.

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21

Hill, Crag, e Jason Poudrier. "Teaching Creative Writing: Veterans, Students, and Creative Writing: Creating Cultural Cohesion in the Classroom". English Journal 109, n.º 1 (1 de setembro de 2019): 117–19. http://dx.doi.org/10.58680/ej201930288.

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22

Tsatsou-Nikolouli, Sofia. "CREATIVE INTELLIGENCE AND CREATIVE WRITING". Journal Plus Education 34, n.º 2 (20 de dezembro de 2023): 26–42. http://dx.doi.org/10.24250/jpe/2/2023/stn/.

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Creative intelligence is the ability to find solutions to small or large problems and requires a kind of abstract thinking in unusual ways at an individual or group level. Through it, the individual acquires new skills and knowledge, devises solutions to problems and increases his or her imagination. Creative intelligence can be expressed and enhanced through creative writing, i.e. through writing novels, short stories, poems and other textual genres. Writers, using language, seek the most appropriate words to express their thoughts and describe all the images in their mind, while experimenting with forms and structures in order to find innovative ways to reach their readers.

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23

Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement". New Trends and Issues Proceedings on Humanities and Social Sciences 4, n.º 1 (26 de agosto de 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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24

Gifford, Terry. "Environmental Creative Writing". English in Education 36, n.º 3 (setembro de 2002): 37–46. http://dx.doi.org/10.1111/j.1754-8845.2002.tb00766.x.

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25

Law-Viljoen, Bronwyn. "Teaching creative writing". Scrutiny2 17, n.º 2 (setembro de 2012): 132–37. http://dx.doi.org/10.1080/18125441.2012.747769.

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26

Lum, Wing Tek, Jennifer Hayashida e Juliana Chang. "Creative Writing: Poetry". Journal of Asian American Studies 19, n.º 3 (2016): 427–28. http://dx.doi.org/10.1353/jaas.2016.0043.

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27

Lee, James Kyung-Jin, Viet Nguyen e Gina Apostol. "Creative Writing: Prose". Journal of Asian American Studies 19, n.º 3 (2016): 428–29. http://dx.doi.org/10.1353/jaas.2016.0044.

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28

Wang, Dorothy, Kazim Ali e Cathy Linh Che. "Creative Writing: Poetry". Journal of Asian American Studies 20, n.º 3 (2017): 465. http://dx.doi.org/10.1353/jaas.2017.0040.

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29

Davis, Rocio, Yoonmee Chang e Ed Lin. "Creative Writing: Prose". Journal of Asian American Studies 20, n.º 3 (2017): 465–66. http://dx.doi.org/10.1353/jaas.2017.0041.

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30

Dynes, Robin. "Using Creative Writing". British Journal of Occupational Therapy 52, n.º 4 (abril de 1989): 151–52. http://dx.doi.org/10.1177/030802268905200414.

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31

Vakil, Ardashir. "Teaching Creative Writing". Changing English 15, n.º 2 (17 de maio de 2008): 157–65. http://dx.doi.org/10.1080/13586840802052328.

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32

Isaacs, Neil D. "Creative Sports Writing". American Book Review 30, n.º 3 (2009): 20–21. http://dx.doi.org/10.1353/abr.2009.0049.

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33

Williams, Wendy R. "Teaching Creative Writing". English Journal 110, n.º 4 (1 de março de 2021): 7. http://dx.doi.org/10.58680/ej202131119d.

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34

Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing". English Journal 95, n.º 4 (1 de março de 2006): 23. http://dx.doi.org/10.2307/30047083.

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35

Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing". English Journal 95, n.º 4 (1 de março de 2006): 23–27. http://dx.doi.org/10.58680/ej20064953.

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Jason Wirtz has turned his research unit into a creative writing project. While still relying on traditional methodology, including requiring students to write a “miniature research paper,” the true goal is for students to write a short story that embeds their research to enhance the narrative.

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36

Mayers, Tim. "One Simple Word: From Creative Writing to Creative Writing Studies". College English 71, n.º 3 (1 de janeiro de 2009): 217–28. http://dx.doi.org/10.58680/ce20096932.

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Creative writing programs should transform into creative writing studies, a field of scholarly inquiry and research that would have three main strands: pedagogical, historical, and advocacy-oriented. This move would help bridge the gap between literary studies and composition.

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37

Otten, Nick, e Marjorie Stelmach. "Creative Reading/Creative Writing: Telling Stories". English Journal 76, n.º 6 (outubro de 1987): 87. http://dx.doi.org/10.2307/818068.

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38

McVey, David. "Why all writing is creative writing". Innovations in Education and Teaching International 45, n.º 3 (agosto de 2008): 289–94. http://dx.doi.org/10.1080/14703290802176204.

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39

Kalouptsi, Maria. "Creative writing in the Correctional Institution: the Greek case". Journal of Literary Education, n.º 6 (31 de dezembro de 2022): 50. http://dx.doi.org/10.7203/jle.6.25543.

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Abstract Creative writing is a field that has been flourishing over the last years in Greece. Creative writing projects are being implemented in many different institutions and a continuously increasing number of partakers engage in them. A special case of such a project is the one that takes place in the 3rd Second Chance School (SCS) in the Correctional Institution of Diavata. There, in collaboration with the University of Western Macedonia in Greece which imparts a Master´s in Creative Writing program and the voluntary participation of many students of the program, creative writing activities give the chance to the inmates that involve in them, to express their thoughts and communicate their ideas to the world outside of the prison through their writings. This paper aims at presenting one of the numerous creative writing activities that were carried out during the project in the SCS of Diavata, an activity that evolved around the notion of truth. Key words: Creative writing, Second Chance Schools, truth, correctional institution. Resumen La escritura creativa es un campo que está floreciendo en los últimos años en Grecia. Los proyectos de escritura creativa se están implementando en varias instituciones y un número cada vez mayor de participantes se involucra en ellos. Un caso especial de tal proyecto es el que se lleva a cabo en la 3a Escuela de Segunda Oportunidad (E2O) en la Institución Correccional de Diavata. Allí, en colaboración con la Universidad de Macedonai Occidental en Grecia que imparte un programa de Maestría en Escritura Creativa y la implicación voluntaria de muchos estudiantes del programa, las actividades de escritura creativa dan la oportunidad a los reclusos que partiipan en ellas, de expresar sus pensamientos y comunicar sus ideas al mundo fuera de la prisión a través de sus escritos. Este estudio trata de presentar una de las numerosas actividades de escritura creativa que se realizaron durante el proyecto en la E2O de Diavata, una actividad que evolucionó en torno a la noción de la verdad. Palabras clave: Escritura Creativa, Escuelas de Segunda oportunidad, verdad, institución correccional.

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40

Clifton, Glenn. "Critical-Creative Literacy and Creative Writing Pedagogy". University of Toronto Quarterly 91, n.º 1 (1 de fevereiro de 2022): 51–66. http://dx.doi.org/10.3138/utq.91.1.04.

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This article builds on psychological research that claims critical thinking is a key component of the creative process to argue that critical-creative literacy is a cognitive goal of creative writing education. The article also explores the types of assignments and prompts that might contribute to this goal and simultaneously build bridges between creative writing education and other humanities disciplines.

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41

Farfán-Santos, Elizabeth. "WRITING THE FUTURE: CREATIVE WRITING, SOCIAL TRANSFORMATION, AND THE HEALTH PROFESSIONS". Practicing Anthropology 43, n.º 3 (1 de junho de 2021): 3–11. http://dx.doi.org/10.17730/0888-4552.43.3.3.

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Abstract In this article, I discuss the pedagogical interventions I make in the health professions by combining core concepts in medical anthropology with creative writing methods, emphasizing the need for future health professionals to not only think critically about the dominant biomedical epistemologies they have learned, but to also actively imagine creative solutions for the future. Here, the objective is to use creative writing as a tool to stimulate and practice creative thinking as a way of transforming the world we live in, our relationships to our bodies, and complicating the ways in which we think about health and illness. Creative writing exercises that force future health professionals to think outside of their training and to re-inhabit their own bodies and social worlds can have a powerful impact on the culture of medicine, health and illness, and the overall social beliefs and practices surrounding health care. As a medical anthropologist, I teach future health professionals creative writing with a social responsibility component with the intention of transforming our present social world, but also and perhaps more importantly, with the goal of imagining and creating a healthier future.

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42

Williams, Wendy R., e April Zongker Mcnary. "Teaching Creative Writing: Writing a Monster’s Story". English Journal 111, n.º 1 (1 de setembro de 2021): 85–88. http://dx.doi.org/10.58680/ej202131401.

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43

Spark, Muriel. "The Creative Writing Class". World Literature Today 78, n.º 3/4 (2004): 5. http://dx.doi.org/10.2307/40158470.

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44

Mengiste, Maaza. "Creative Writing as Translation". Callaloo 35, n.º 4 (2012): 939–43. http://dx.doi.org/10.1353/cal.2013.0040.

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45

Townsend, Jacinda, Vievee Francis, Gregory Pardlo, John McCluskey, Ishion Hutchinson, Joshua Bennett, AH Jerriod Avant, Stacy Parker Le Melle e Sebastian Matthews. "Callaloo and Creative Writing". Callaloo 40, n.º 1 (2017): 162–76. http://dx.doi.org/10.1353/cal.2017.0069.

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46

Goma, Ophelia D. "Creative Writing in Economics". College Teaching 49, n.º 4 (novembro de 2001): 149–52. http://dx.doi.org/10.1080/87567555.2001.10844598.

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47

Beck, Heather. "Teaching Creative Writing Online". New Writing 1, n.º 1 (janeiro de 2004): 23–36. http://dx.doi.org/10.1080/14790720408668189.

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48

Weldon, Fay. "On Assessing Creative Writing". New Writing 6, n.º 3 (novembro de 2009): 168–74. http://dx.doi.org/10.1080/14790720903556734.

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49

Harper, Graeme. "Thoughts are creative writing". New Writing 13, n.º 3 (25 de agosto de 2016): 349. http://dx.doi.org/10.1080/14790726.2016.1223457.

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50

Brunke, Mark, e Merv Gilbert. "Alcohol and Creative Writing". Psychological Reports 71, n.º 2 (outubro de 1992): 651–58. http://dx.doi.org/10.2466/pr0.1992.71.2.651.

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A repeated-measures design was used to test for the effects of alcohol on creative writing as measured by use of novel figurative language. 11 male social drinkers participated in a creative writing task under two conditions, alcohol (high dose: 1.1 ml. ethanol/kilogram body weight) and placebo. In the alcohol condition, within-subject comparisons indicated significantly greater quantity of creative writing while intoxicated. These results were interpreted as supporting the belief that alcohol can reduce “writer's block,” at least amongst nonalcoholic subjects.

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