Готові списки джерел за темами / Creative writing research

Добірка наукової літератури з теми "Creative writing research"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 18 вересня 2024

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Статті в журналах з теми "Creative writing research"

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Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23. http://dx.doi.org/10.2307/30047083.

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Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23–27. http://dx.doi.org/10.58680/ej20064953.

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Анотація:
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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3

Bailey, Christine, and Patrick Bizzaro. "Research in Creative Writing: Theory into Practice." Research in the Teaching of English 52, no. 1 (August 1, 2017): 77–97. http://dx.doi.org/10.58680/rte201729201.

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Анотація:
Since the publication of Wendy Bishop’s Released into Language (1990), the disciplinary boundaries of composition and creative writing have been in question. More recently, as Douglas Hesse’s “The Place of Creative Writing in Composition Studies” (2010) suggests, creative writing has been assumed to exist as a subdiscipline of composition despite efforts during the past decade to develop a new discipline, Creative Writing Studies. The research reported on and analyzed here argues for creative writing’s disciplinary status by using Toulmin’s (1972) definition of disciplinarity as a basis for claiming writers’ aesthetic documents as data and reporting those data in an aesthetic form. In our study, 57 students in first-year composition were asked to write a creative piece concerning how they came to the present place in their lives. Students produced 57 artifacts, including 55 poems, one script, and one visual narrative. These data were subsequently represented in fiction—that is, we used a novel to present our findings in an effort to assert the differences between the ways findings might be rendered in composition as opposed to creative writing. This paper examines what each subject area views as evidence and how that evidence might be most profitably analyzed and discussed in an aesthetic document. We suggest that the process of writing the novel is a method, a mode of analysis, with the novel itself as the articulation of the researchers’ analysis of the original data. Using this method, we studied creative writing aesthetically as creative writing and offer a justification for doing so.
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4

Brien, Donna Lee. "Creative Practice as Research: A Creative Writing Case Study." Media International Australia 118, no. 1 (February 2006): 53–59. http://dx.doi.org/10.1177/1329878x0611800108.

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Анотація:
This paper utilises a case study approach to examine practice-led research in a specific discipline of the creative arts by examining the range of research strategies utilised during the author's doctoral studies in creative writing. This personal example is then situated within a broader context through suggestions about the contribution such creative arts-based research practice can make to the development and enhancement of creativity more generally, and an exploration of why this is important.
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Mayers, Tim. "One Simple Word: From Creative Writing to Creative Writing Studies." College English 71, no. 3 (January 1, 2009): 217–28. http://dx.doi.org/10.58680/ce20096932.

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Анотація:
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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6

Blue, Tim. "A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research." Teaching English in the Two-Year College 34, no. 2 (December 1, 2006): 179–84. http://dx.doi.org/10.58680/tetyc20066050.

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Анотація:
This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get “outside the box” of traditional academic research papers.
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Butt, Maggie. "Creative Writing Research Degrees: Range and Rigour." New Writing 6, no. 1 (March 2009): 53–56. http://dx.doi.org/10.1080/14790720802617637.

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Harper, Graeme. "Creative writing: words as practice-led research." Journal of Visual Art Practice 7, no. 2 (November 2008): 161–71. http://dx.doi.org/10.1386/jvap.7.2.161_1.

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Clifton, Glenn. "Critical-Creative Literacy and Creative Writing Pedagogy." University of Toronto Quarterly 91, no. 1 (February 1, 2022): 51–66. http://dx.doi.org/10.3138/utq.91.1.04.

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Анотація:
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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Meng, Qingyan. "Research on the Subject Teaching Construction and Countermeasures of Creative Writing based on Employment Orientation." Educational Administration: Theory and Practice 29, no. 3 (June 26, 2023): 300–317. http://dx.doi.org/10.52152/kuey.v29i3.750.

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Анотація:
Creative writing is important because it allows individuals to express their thoughts, feelings, and experiences in a unique and imaginative way. It promotes self-expression and helps to develop writing skills, as well as stimulates the imagination and encourages critical thinking. Additionally, creative writing can serve as a form of therapy and provide a means of exploring and understanding emotions. Therefore, it is important to identify these factors that affect creative writing. The purpose of this study was to investigate a teaching method that teaches construction and countermeasures in creative writing by combining problem-based learning, project-based learning, and the support of technology. Data was collected from 425 students of colleges and universities in China with the help of a structured questionnaire. SmartPLS 4 and SPSS were utilized for data analysis. The findings of the study showed that Problem-based learning, Problem-based blended learning teaching construction and project base learning orientation has a significant positive impact on creative writing. Furthermore, the finding shows that technical support to develop writing skills significantly moderates this relationship. The study provided valuable insights into the current state of creative writing education and the strategies that can be used to improve it. The results can be used by teachers, educational administrators, and policymakers to design better programs and initiatives that support the development of creative writing skills and prepare students for careers in this field.
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Дисертації з теми "Creative writing research"

1

Ware, Damien Lamont. "Borne the Battle; Creative Writing for Military and Personal Trauma." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1592388118726987.

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Boyd, Nicola Mary. "Strang Loops and Confessions: In Search of a Creative Writing Research Methodology and AI PI: A Novel." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367955.

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Анотація:
The journey through the exegesis and creative work, discourse on the nature of the exegesis, and an examination of awarded PhD and DCA creative theses, leads to the idea of modelling the relationship between the exegesis and the novel. This idea is taken further to explore the relationship between the writer, creative work and readership; the journey within the chasm that opens between original drafts of a novel and the complete re-writing of the novel; and the possibilities of providing a framework to help other postgraduates conceptualise, explain, model and map their own creative theses. I explore in this exegesis the possibility of drawing together all methods currently used into one methodological framework. To do this, we need a language – a system of understandings – to communicate our methodologies. It is this I am trying to achieve in this dissertation, by searching for a concept of a flexible or hybrid model and seeking a metaphor for that model, a language to map the creative/academic process of making.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.

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Анотація:
This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy. The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies. This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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North, Sue, and n/a. "Relations of power and competing knowledges within the academy: creative writing as research." University of Canberra. Creative Communication, 2004. http://erl.canberra.edu.au./public/adt-AUC20051025.121424.

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Анотація:
The aim of this thesis is to explore the politics of discourse within Australian universities with particular reference to the position of creative writing as a research discipline. My thesis argues that some discourses have more power than others, with the effect that some forms of knowledge are seen as valid research and others as invalid, at least in research terms. Academic research has been increasingly dichotomised in the short history of research in Australian universities through issues of public versus private funding, and university concern for sector autonomy. The growing influence on university research, stemming from a global market economy, is one that privileges applied research. Creative writing�s position within a basic/applied dichotomy is tenuous as its practitioners vie for a place in the shrinking autonomous research sector of universities. I show the philosophical understanding of creativity (with specific reference to creative writing) from a historical perspective and explore this understanding in the current climate. This understanding of creativity confounds creative writing�s position as research, for this highlights the obstacles faced in certifying it as a valid form of knowledge. I investigate the current status of creative writing in the area of university research in relation to research equivalence, and examine the terminology, the social structures and individual experiences surrounding creative writing as a form of research.
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Simon, Gail. "Writing (as) systemic practice." Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223012.

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Анотація:
This doctoral portfolio is a collection of papers and pieces of creative writing arising out of therapeutic, supervisory and training conversations and in relation to a wide range of texts. I have wanted to find ways of writing ethically so as to avoid objectifying people and appropriating their words, their life stories. I find ways of writing in which the values and practices of a collaborative, dialogical and reflexive ways of being with people are echoed in the texts. I show how writing and reading are relational practices in that I speak with the participants in the texts as well as with the reader and also with other writers. To do this, I experiment with a variety of written forms and employ literary devices so as to speak from within a range of practice relationships, from within inner dialogue, with real and fictitious characters. Technically and ethically, I try to write in a way which not only captures the sound of talk but which also speaks with the reader who would be reading, and perhaps hearing these accounts of conversation. By sharing a rich level of detail from my polyvocal inner dialogue, I invite the reader into a unique and privileged alongside position as a participant-observer in my work. Inspirational research methodologies include: writing as a method of inquiry, reflexivity, autoethnography, performance ethnography and transgression interpreted by many areas of systemic theory and practice. To support this innovative work, I offer several theoretical and practical papers offering novel developments on systemic practice theory. I situate systemic practice as a research method and demonstrate many family resemblances between systemic inquiry and qualitative inquiry. I offer a reflexive model for systemic practice and practice research which I call Praction Research which regards therapy and research as political acts requiring an activist agenda. Linked to this I politicise ideas of reflexivity by introducing local and global reflexivity and create a political connection with a concept of theorethical choices in theory and ethics in practice research. I propose a new form of ethnography suited to systemic practice, Relational Ethnography in which I draw attention to reflexive relationships between writer and readers, between the voices of inner and outer dialogue in research texts.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17032/1/Sam_Martin_-_eighteenth.pdf.

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Анотація:
This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth? eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers. Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17032/.

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Анотація:
This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth? eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers. Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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8

Moessner, Meeka K. "The use of irritation in mood and character development in creative writing." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116543/1/Meeka_Moessner_Thesis.pdf.

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Анотація:
This research project takes a practice-led approach to the study of negative emotions, to address the question of how their representation can feature as a basis of character response and influence in plot development in novels. l discuss irritation, in particular, as an affective mood in creative writing practice. Examination of case studies and my own creative practice will illustrate how writing devices are used to create a novel's overarching mood of irritation. I identify the potential that non-cathartic emotions have to promote plot development through the protracted experience of irritation, thereby leading to new possibilities of character response, and story.
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Baker, Dallas John. "(Re)Scripting the Self: Subjectivity, Creative and Critical Practice and the Pedagogy of Writing." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/368123.

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Анотація:
This PhD research focuses on Queer Theory and its application to subjectivity in the contexts of creative practice, Practice-Led Research (PLR) and Creative Writing pedagogy. One of the principal concerns of the project is how a queered PLR might foreground subjectivity as a practice in itself and view both creative practice and critical research as components in an “ethics of the self” (Foucault 1978) or “selfbricolage” (Rabinow 1997). In this context, creative practice is conceived as an intervention into subjectivity and creative works are framed as artefacts that both document this interventional process and express or disseminate new subjectivities arising from that process. In a similar vein, research in the Creative Arts is seen as a performative act that includes affect (produced through engagement with both creative and critical texts) as a form of knowledge. As with creative practice, this kind of research informs the ongoing constitution of subjectivity. The research project also explores the notion of effeminacy as a liminal masculinity of considerable discursive potency that simultaneously disrupts both masculinity and femininity. This exploration is undertaken in relation to the Southern Gothic genre of literature, cinema and television.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
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Murphy, Caroline. "Practice, pedagogy and policy : the influence of teachers' creative writing practice on pedagogy in schools." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/13334/.

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Анотація:
This research aims to develop understanding of how teachers’ experience of practising creative writing influences pedagogy in schools. The research is located within a literary studies domain, responding to the context in which creative writing is most commonly taught in schools and in higher education. The central research question explored is: • How is the pedagogy of creative writing in schools influenced by teachers’ creative writing practice? The research explores the premise that creative writing practice has the potential to raise teachers’ ‘confidence as writers’, enabling them to ‘provide better models for pupils’ (Ofsted, 2009: p.6). This thesis examines what ‘creative writing practice’ means in the context of developing pedagogy; considers how creative writing is conceptualised by teachers; and investigates how teachers’ creative writing practice connects to pedagogic methods and approaches. The research sub questions that underpin the research are: • How has creative writing been conceptualised in educational policy, and how do these conceptions influence pedagogy in schools? • Does the practice of creative writing influence teachers’ conceptualisations of creative writing, and, if so, what is the impact on pedagogy? • Does the practice of creative writing influence teachers’ perceptions of themselves as writers, and, if so, what is the impact on pedagogy? • Does the experience of working with writers influence teachers’ pedagogic approaches in the classroom, and if so, how? The research includes a case study involving 14 primary and secondary school teachers, engaged in developing their own creative writing practice under the guidance of professional writers. The case study approach enables exploration of the research questions through analysis of participants’ lived experience of creative writing practice and pedagogy. The analysis of the case study at the heart of this research is situated within an interpretive framework, acknowledging the complexity of multiple meanings at play in socio-cultural learning contexts. The analysis draws on Bruner’s exploration of how pedagogical approaches imply conceptions of the learner’s mind and pedagogy (Bruner, 1996), and considers the interplay between teachers’ experiences of creative writing, and their choice of pedagogical methods and approaches.
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Книги з теми "Creative writing research"

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Kroll, Jeri, and Graeme Harper, eds. Research Methods in Creative Writing. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27254-6.

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Graeme, Harper, and Kroll Jeri 1946-, eds. Creative writing studies: Practice, research and pedagogy. Clevedon [England]: Multilingual Matters, 2008.

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Morrison, Kevin A., and Pälvi Rantala. Historical Research, Creative Writing, and the Past. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003252801.

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Weidenborner, Stephen. Writing research papers: A guide to the process. 6th ed. Boston: Bedford/St. Martin's, 2001.

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Weidenborner, Stephen. Writing research papers: A guide to the process. 7th ed. Boston: Bedford/St. Martins, 2005.

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6

Domenick, Caruso, ed. Writing research papers: A guide to the process. 5th ed. New York: St. Martin's Press, 1997.

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Domenick, Caruso, ed. Writing research papers: A guide to the process. 3rd ed. New York: St. Martin's Press, 1990.

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Domenick, Caruso, ed. Writing research papers: A guide to the process. 2nd ed. New York: St. Martin's Press, 1986.

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Domenick, Caruso, ed. Writing research papers: A guide to the process. 4th ed. New York: St. Martin's Press, 1994.

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10

Alfano, Christine L. Envision: Writing and research arguments. 2nd ed. New York: Pearson/Longman, 2008.

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Частини книг з теми "Creative writing research"

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Casterton, Julia. "Doing your Research." In Creative Writing, 151–60. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-11496-9_13.

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Cowan, Andrew. "Is Creative Writing Research Writing?" In Against Creative Writing, 197–224. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429489358-6.

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Harper, Graeme. "Creative Writing Research." In A Companion to Creative Writing, 278–90. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118325759.ch18.

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Harper, Graeme. "Practice-led research." In Creative Writing Analysis, 26–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003023388-3.

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Cook, Jon. "Creative Writing and Ph.D. Research." In Teaching Creative Writing, 99–103. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137284464_13.

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Harper, Graeme. "6. Creative Writing Research." In Key Issues in Creative Writing, edited by Dianne Donnelly and Graeme Harper, 103–15. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698483-009.

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Thorpe, Ryan. "Research in Creative Writing." In Teaching Creative Writing to Second Language Learners, 26–38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003043492-3.

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Mort, Graham. "Transcultural Writing and Research." In Research Methods in Creative Writing, 201–22. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27254-6_10.

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Brien, Donna Lee. "Non-Fiction Writing Research." In Research Methods in Creative Writing, 34–55. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27254-6_3.

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Lasky, Kim. "Poetics and Creative Writing Research." In Research Methods in Creative Writing, 14–33. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27254-6_2.

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Тези доповідей конференцій з теми "Creative writing research"

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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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Adachi, Sae, Kiyoka Hayashi, Elly Shimamura, and Takashi Iba. "Academic Writing Patterns: A Pattern Language for Writing Creative Research Papers." In EuroPLoP 2023: 28th European Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3628034.3628074.

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Li, L. "Action Research on Teaching of Creative Writing for Postgraduates." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.31.

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"Research on Thinking Training Path in English Creative Writing Teaching." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.026.

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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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Анотація:
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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Barbas, Maria, and Pedro Matos. "CREATIVE WRITING AND READING ON MULTIMEDIA ENVIRONMENTS WITH STUDENTS WITH DISABILITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0538.

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Chen, Renzhang, and Haixia Zhao. "ChatGPT in Creative Writing Courses in Chinese Universities: Application and Research." In 2024 12th International Conference on Information and Education Technology (ICIET). IEEE, 2024. http://dx.doi.org/10.1109/iciet60671.2024.10542824.

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Poce, Antonella, and Francesca Amenduni. "Creative writing and Critical Thinking Enhancement at Higher Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9221.

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Currently, educational policymakers identify Critical Thinking (CT) as an essential aspect of progress and knowledge growth in any field and in the broad society. Peer interactions and individual writing are helpful pedagogical strategies for CT development that could be enhanced by the use of technologies (Guiller, Durndell, & Ross, 2008). Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing with the critical analysis of literary texts and the fruition of figurative arts. 123 students worked in groups and their CT level was assessed at different times of the course. Most of the students’ groups showed an increase in their CT level whilst a few did not. The difficulties in the management of group dynamics corresponded to the decreasing CT level. On the contrary, groups able to organize their work improved their CT throughout the course. Additionally, students’ work modes had an impact on their performance at different CT tasks. The research results could be used to improve university course design for CT education.
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Sutinwong, Nichtawan. "An analysis creative genre writing of Thai adolescent learners in terms of their knowledge of information reports genre." In 2018 5th International Conference on Business and Industrial Research (ICBIR). IEEE, 2018. http://dx.doi.org/10.1109/icbir.2018.8391264.

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Suing, Abel, Patricio Barrazueta, and Lilia Carpio. "COMPETENCES IN CREATIVE WRITING THROUGH DISTANCE EDUCATION. CASE OF DEGREE IN COMMUNICATORS OF THE UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1974.

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Звіти організацій з теми "Creative writing research"

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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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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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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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Semerikov, Serhiy O., Illia O. Teplytskyi, Yuliia V. Yechkalo, and Arnold E. Kiv. Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2648.

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The article substantiates the necessity to develop training methods of computer simulation of neural networks in the spreadsheet environment. The systematic review of their application to simulating artificial neural networks is performed. The authors distinguish basic approaches to solving the problem of network computer simulation training in the spreadsheet environment, joint application of spreadsheets and tools of neural network simulation, application of third-party add-ins to spreadsheets, development of macros using the embedded languages of spreadsheets; use of standard spreadsheet add-ins for non-linear optimization, creation of neural networks in the spreadsheet environment without add-ins and macros. After analyzing a collection of writings of 1890-1950, the research determines the role of the scientific journal “Bulletin of Mathematical Biophysics”, its founder Nicolas Rashevsky and the scientific community around the journal in creating and developing models and methods of computational neuroscience. There are identified psychophysical basics of creating neural networks, mathematical foundations of neural computing and methods of neuroengineering (image recognition, in particular). The role of Walter Pitts in combining the descriptive and quantitative theories of training is discussed. It is shown that to acquire neural simulation competences in the spreadsheet environment, one should master the models based on the historical and genetic approach. It is indicated that there are three groups of models, which are promising in terms of developing corresponding methods – the continuous two-factor model of Rashevsky, the discrete model of McCulloch and Pitts, and the discrete-continuous models of Householder and Landahl.
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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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Lazonick, William, and Matt Hopkins. Why the CHIPS Are Down: Stock Buybacks and Subsidies in the U.S. Semiconductor Industry. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp165.

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The Semiconductor Industry Association (SIA) is promoting the Creating Helpful Incentives to Produce Semiconductors (CHIPS) for America Act, introduced in Congress in June 2020. An SIA press release describes the bill as “bipartisan legislation that would invest tens of billions of dollars in semiconductor manufacturing incentives and research initiatives over the next 5-10 years to strengthen and sustain American leadership in chip technology, which is essential to our country’s economy and national security.” On June 8, 2021, the Senate approved $52 billion for the CHIPS for America Act, dedicated to supporting the U.S. semiconductor industry over the next decade. As of this writing, the Act awaits approval in the House of Representatives. This paper highlights a curious paradox: Most of the SIA corporate members now lobbying for the CHIPS for America Act have squandered past support that the U.S. semiconductor industry has received from the U.S. government for decades by using their corporate cash to do buybacks to boost their own companies’ stock prices. Among the SIA corporate signatories of the letter to President Biden, the five largest stock repurchasers—Intel, IBM, Qualcomm, Texas Instruments, and Broadcom—did a combined $249 billion in buybacks over the decade 2011-2020, equal to 71 percent of their profits and almost five times the subsidies over the next decade for which the SIA is lobbying. In addition, among the members of the Semiconductors in America Coalition (SIAC), formed specifically in May 2021 to lobby Congress for the passage of the CHIPS for America Act, are Apple, Microsoft, Cisco, and Google. These firms spent a combined $633 billion on buybacks during 2011-2020. That is about 12 times the government subsidies provided under the CHIPS for America Act to support semiconductor fabrication in the United States in the upcoming decade. If the Congress wants to achieve the legislation’s stated purpose of promoting major new investments in semiconductors, it needs to deal with this paradox. It could, for example, require the SIA and SIAC to extract pledges from its member corporations that they will cease doing stock buybacks as open-market repurchases over the next ten years. Such regulation could be a first step in rescinding Securities and Exchange Commission Rule 10b-18, which has since 1982 been a major cause of extreme income inequality and loss of global industrial competitiveness in the United States.
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Annunziato, Dominick. HPLC Sample Prep and Extraction SOP v1.3 for Fungi. MagicMyco, August 2023. http://dx.doi.org/10.61073/sopv1.3.08.11.2023.

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medicine, industry, and biotechnology. Fungi produce a wide range of bioactive compounds, such as alkaloids, antibiotics, antifungals, immunomodulators, anticancer agents, enzymes, and vitamins. However, these compounds are often locked inside the fungal cell wall, which is composed of chitin, a tough substance that is dif�icult to digest by humans1. Therefore, it is essential to have a good extraction technique that can break down the chitin and release the valuable compounds from the fungi, this is especially essential in the laboratory for accurate lab assays and potency determination during routine HPLC chromatography analysis. During licensure and/ or certi�ication any given lab will be required to take a pro�iciency test which gauges the lab’s pro�iciency at measuring a given matrices for accurate evaluation. They evaluate our abilities to run the gear and accurately measure the potency of what was extracted; however, at the time of this writing none existed for extraction of the fungal material itself, so this remains a variable between testing labs. It is important that we openly share our extraction techniques for evaluating fungi materials speci�ically for the clean extraction of active alkaloids for which potency can be measure via chromatography and/or spectrometry devices. In this way hopefully creating less variables between testing lab and more concise results. In this paper, we present a novel sample prep and extraction technique for fungi that uses speci�ic solvent composition in conjunction with M.A.E (microwave assisted extraction) in 75% methanol , 25% water which helps break the cell wall to release the compounds. Also used is an ultrasonication unit and vortex mixer. Our technique quickly releases all the available alkaloids for accurate chromatography measurements in just two hours, forty-�ive minutes with minimal handling. We demonstrate the effectiveness and ef�iciency of our technique by applying it to magic mushroom fruit bodies for the extraction of tryptamines namely psilocybin and its active derivative psilocin; however, this technique can be used for other species of fungi and compounds like Cordyceps/ cordycepin or Lions’ mane/ erinacines, etc.. We also compare our technique with other popular methods in terms of extraction techniques, digestion times and solvent compositions. Our results show that our technique is superior to the others in terms of time and effectiveness while pulling all the active compounds and not degrading them. Our extraction technique for fungi chromatography analysis offers a new and improved way to access the natural products of fungi and explore their potential for various biotechnological applications. We hope that our technique will inspire further research and innovation in the field of fungal extraction and natural product.
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