Outside the box
Incorporating high stakes creative writing assignments into non-major literature courses, a case study
Keywords:Assessment, High Stakes Creative Writing Assignment, Creative Writing, Literature Studies, Pedagogical Case Study
There has been little scholarly work looking at the use of creative writing pedagogy within non-creative writing courses. However, ‘Outside the box: Incorporating high stakes creative writing assignments into non-major literature courses, a case study’ demonstrates promising findings when incorporating high stakes creative writing assignments into the curriculum for core English literature courses. This article gives an overview of the Progressive history of ‘creative’ writing in the academy and then outlines contemporary sources that reference the burgeoning field of Creative Writing Studies and how creative writing pedagogy may be used more broadly in classrooms in a variety of disciplines. Then the case study details the assignments and experience of teaching a high stakes creative assignment in a non-major literature course at an undergraduate liberal arts institution. Using 25 representative student responses from among 50 total students over multiple semesters, the article concludes by asserting the findings that the inclusion of a high stakes creative assignment – in this case an original short story that is workshopped by peers and then revised – results in students who note increased confidence and creativity, and who state making connections between the relevance of writing instruction and workshopping to their lives outside of the classroom. While further, more formalized study would be beneficial on this topic, this study provides a useful perspective not just to teachers within the English department but also has ramifications for interdisciplinary scholarship.
Forbes. Austen, V. (2005) “The Value of Creative Writing Assignments in English Literature Courses.” New Writing: The International Journal for the Practice and Theory of Creative Writing 138 -- 150.
Batuman, E. (2010) “Get A Real Degree.” London Review of Books. 32, 18: 3 -- 8.
Breu, C. (2015) “The Humanities ‘Crisis’ and the Future of Literary Studies.” College Literature. 42, 2: 348 -- 351.
Bruner, J. (2006) “Life as Narrative.” In Search of Pedagogy, Volume II 129 -- 140. New York: Routledge.
Clark, M. C. (2002) “Off the Beaten Path: Some Creative Approaches to Adult Learning.” New Directions for Adult and Continuing Education 83 -- 91.
Clark, M. C., & Rossiter, M. (2008) “Narrative Learning in Adulthood.” New Directions for Adult & Continuing Education 61 -- 70.
Galef, D. (2014) “Stanza and Deliver.” Chronicle of Higher Education. 60, 21: 10.
Macleod, D. M. Cowieson, A.R. (2001) “Discovering Credit Where Credit is Due: Using Autobiographical Writing as a Tool for Voicing Growth.” Teachers and Teaching 7: 239 -- 256.
Martin, W. (1986) Recent Theories of Narrative. Ithaca, NY: Cornell University Press.
Myers, D.G. (1993) “The Rise of Creative Writing.” Journal of the History of Ideas. 54.2: 277 -- 297.
Rossiter, M. (2002) “Narrative and Stories in Adult Teaching and Learning.” Eric Digest. Retrieved on 3 August 2015 from http://eric.ed.gov/?id=ED473147
Rossiter, M. (1999) "A Narrative Approach to Development: Implications for Adult Education." Adult Education Quarterly. 50.1: 56 -- 71.
Sheppard, R. (Feb-Sept 2002, March 2003) “Supplementary Discourses in Creative Writing Teaching at Higher Education Level.” The Higher Education Academy English Subject Centre. Retrieved on 3 Aug 2015 from http://www.english.heacademy.ac.uk/archive/projects/.../supdisc_cwrit.doc
Walker, N. (1993) “Student Writer As Reader.” ADE Bulletin. 106: 35 -- 45.
Wilson, P. (2011) “Creative Writing and Critical Response in the University Literature Class.” Innovations in Education and Teaching International. 48, 4: 439 -- 446.
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.