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Naming the unnamable : researching identities through creative writing
Reflecting upon his own prior experiences as Writer, PhD Student embarks on an ethnographic research project which seeks to explain the relationship between Boys' creative writing and identity. A view of identity as performance is adopted, a main cast of year 6 Boys is assembled, and the stage of the year 6 primary classroom and the secondary school is set. Undertaking participant observation, PhD Student sends his reflections as emails to PhD Supervisor but as their dialogue takes hold, questions relating to the problematic nature of research and representation proliferate. Which identity is PhD Student performing in the classroom: himself, Mr. Dobson, Writer or Tom? Is self-reflexivity enough? To what extent can the Boys' identities ever be known? Rather than silencing these problems, PhD Student looks for a form of writing which lays bare the messiness of research. He rejects the linearity of the traditional form and writes his thesis as a self-conscious fiction: a dialogue on a train between himself, a post/structuralist academic, and You, a humanist non-academic. As PhD Student's data is analysed, critiqued and deconstructed from both essentialist and interpretivist perspectives, the impossibility of objective representation is explored. Within its own frame of reference, PhD Student's analysis of the Boys' writing offers a theoretical framework for thinking about creative writing in terms of identity and agency. However, the thesis-script itself is primarily a methodological critique: one that shows that no matter what is written on pages, between the words, between the letters, there will always be the Unnamable.
Book
Celebrating Writers
Writing begins before students even pick up a pencil, but there are many reasons to stop and rejoice between the idea and the finished project. By helping students celebrate each stage of the writing process and applauding success, we help our students persevere through what can be an extended and challenging process.
eBook
First you write a sentence : the elements of reading, writing...and life
\"The sentence is the common ground where every writer walks. A good sentence can be written (and read) by anyone if we simply give it the gift of our time, and it is as close as most of us will get to making something truly beautiful. Using minimal technical terms and sources ranging from the Bible and Shakespeare to George Orwell and Maggie Nelson, as well as scientific studies of what can best fire the reader's mind, author Joe Moran shows how we can all write in a way that is clear, compelling and alive. Whether dealing with finding the ideal word, building a sentence, or constructing a paragraph, First You Write a Sentence informs by light example: much richer than a style guide, it can be read not only for instruction but for pleasure and delight. And along the way, it shows how good writing can help us notice the world, make ourselves known to others, and live more meaningful lives. It's an elegant gem in praise of the English sentence\"-- Provided by publisher.
Book
Ambient Rhetoric
InAmbient Rhetoric,Thomas Rickert seeks to dissolve the boundaries of the rhetorical tradition and its basic dichotomy of subject and object. With the advent of new technologies, new media, and the dispersion of human agency through external information sources, rhetoric can no longer remain tied to the autonomy of human will and cognition as the sole determinants in the discursive act.Rickert develops the concept of ambience in order to engage all of the elements that comprise the ecologies in which we exist. Culling from Martin Heidegger's hermeneutical phenomenology inBeing and Time,Rickert finds the basis for ambience in Heidegger's assertion that humans do not exist in a vacuum; there is a constant and fluid relation to the material, informational, and emotional spaces in which they dwell. Hence, humans are not the exclusive actors in the rhetorical equation; agency can be found in innumerable things, objects, and spaces. As Rickert asserts, it is only after we become attuned to these influences that rhetoric can make a first step toward sufficiency.Rickert also recalls the foundational Greek philosophical concepts ofkairos(time),chora(space/place), andperiechon(surroundings) and cites their repurposing by modern and postmodern thinkers as \"informational scaffolding\" for how we reason, feel, and act. He discusses contemporary theory in cognitive science, rhetoric, and object-oriented philosophy to expand his argument for the essentiality of ambience to the field of rhetoric. Rickert then examines works of ambient music that incorporate natural and artificial sound, spaces, and technologies, finding them to be exemplary of a more fully resonant and experiential media.In his preface, Rickert compares ambience to the fermenting of wine-how its distinctive flavor can be traced to innumerable factors, including sun, soil, water, region, and grape variety. The environment and company with whom it's consumed further enhance the taste experience. And so it should be with rhetoric-to be considered among all of its influences. As Rickert demonstrates, the larger world that we inhabit (and that inhabits us) must be fully embraced if we are to advance as beings and rhetors within it.
eBook
What will I write?
\"Students love to write about things that interest them! This helpful book teaches young writers about fiction and non-fiction styles of writing, different text structures, dialogue, similes, and metaphors, and formulating questions. Children are encouraged to write poems, songs, stories, projects, and simple books. They will also learn about the important parts of a book such as front and back covers, title page, contents, glossary, and index\"-- Provided by publisher.
Book
Imaginative Teaching through Creative Writing
Growing out of recent pedagogical developments in creative writing studies and perceived barriers to teaching the subject in secondary education schools, this book creates conversations between secondary and post-secondary teachers aimed at introducing and improving creative writing instruction in teaching curricula for young people. Challenging assumptions and lore regarding the teaching of creative writing, this book examines new and engaging techniques for infusing creative writing into all types of language arts instruction, offering inclusive and pedagogically sound alternatives that consider the needs of a diverse range of students. With careful attention given to creative writing within current standards-based educational systems, Imaginative Teaching through Creative Writing confronts and offers solutions to the perceived difficulty of teaching the subject in such environments. Divided into two sections, section one sees post-secondary instructors address pedagogical techniques and concerns such as workshop, revision, and assessment before section two explores hands-on activities and practical approaches to instruction. Focusing on an invaluable and underrepresented area of creative writing studies, this book begins a much-needed conversation about the future of creative writing instruction at all levels and the benefits of collaboration across the secondary/post-secondary divide.
eBook
Who Needs Books?
“We look around and feel as if book culture as we know it is crumbling to dust, but there’s one important thing to keep in mind: as we know it.” What happens if we separate the idea of \"the book\" from the experience it has traditionally provided? Lynn Coady challenges booklovers addicted to the physical book to confront their darkest fears about the digital world and the future of reading. Is the all-pervasive internet turning readers into web-surfing automatons and books themselves into museum pieces? The bogeyman of technological change has haunted humans ever since Plato warned about the dangers of the written word, and every generation is convinced its youth will bring about the end of civilization. In Who Needs Books?, Coady suggests that, even though digital advances have long been associated with the erosion of literacy, recent technologies have not debased our culture as much as they have simply changed the way we read. Introduction by Paul Kennedy.
eBook
You Look Good for Your Age
“I returned to the same respiratory therapist for my annual checkup. I told her that her words to me, ‘You look good for your age,’ had inspired a book. ‘Wow!’ she said. ‘You wrote a whole book about that?’ ‘Twenty-nine kick-ass writers wrote it,’ I said. She gave me a thumbs up.” From the Preface This is a book about women and ageism. There are twenty-nine contributing writers, ranging in age from their forties to their nineties. Through essays, short stories, and poetry, they share their distinct opinions, impressions, and speculations on aging and ageism and their own growth as people. In these thoughtful, fierce, and funny works, the writers show their belief in women and the aging process. Contributors: Rona Altrows, Debbie Bateman, Moni Brar, Maureen Bush, Sharon Butala, Jane Cawthorne, Joan Crate, Dora Dueck, Cecelia Frey, Ariel Gordon, Elizabeth Greene, Vivian Hansen, Joyce Harries, Elizabeth Haynes, Paula E. Kirman, Joy Kogawa, Laurie MacFayden, JoAnn McCaig, Wendy McGrath, E.D. Morin, Lisa Murphy Lamb, Lorri Neilsen Glenn, Olyn Ozbick, Roberta Rees, Julie Sedivy, Madelaine Shaw-Wong, Anne Sorbie, Aritha van Herk, Laura Wershler
eBook