About: Creative writing is a research topic. Over the lifetime, 5760 publications have been published within this topic receiving 63487 citations.
Papers published on a yearly basis
01 Jan 1994
21 Nov 1985
TL;DR: The Art of Teaching Writing, New Edition as mentioned in this paper has major new chapters on assessment, thematic studies, writing throughout the day, reading/writing relationships, publication, curriculum development, nonfiction writing and home/school connections.
Abstract: Cloth Edition. The Art of Teaching Writing, New Edition, has major new chapters on assessment, thematic studies, writing throughout the day, reading/writing relationships, publication, curriculum development, nonfiction writing and home/school connections.
•27 Oct 2003
TL;DR: This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues.
Abstract: Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike
01 Jan 1973
TL;DR: In the early nineties, writing without teachers (WND) as mentioned in this paper was proposed as a practical program for learning how to write, which is especially helpful for people who get "stuck" or blocked in their writing.
Abstract: In Writing Without Teachers, well-known advocate of innovative teaching methods Peter Elbow outlines a practical program for learning how to write. His approach is especially helpful to people who get "stuck" or blocked in their writing, and is equally useful for writing fiction, poetry, and essays, as well as reports, lectures, and memos. The core of Elbow's thinking is a challenge against traditional writing methods. Instead of editing and outlining material in the initial steps of the writing process, Elbow celebrates non-stop or free uncensored writing, without editorial checkpoints first, followed much later by the editorial process. This approach turns the focus towards encouraging ways of developing confidence and inspiration through free writing, multiple drafts, diaries, and notes. Elbow guides the reader through his metaphor of writing as "cooking:" his term for heating up the creative process where the subconscious bubbles up to the surface and the writing gets good. 1998 marks the twenty-fifth anniversary of Writing Without Teachers. In this edition, Elbow reexamines his program and the subsequent influence his techniques have had on writers, students, and teachers. This invaluable guide will benefit anyone, whether in the classroom, boardroom, or living room, who has ever had trouble writing.
TL;DR: The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis.
Abstract: The role of self-efficacy beliefs concerning the academic attainment and regulation of writing, academic goals, and self-standards on writing course achievement was studied with college freshman using path analysis. These self-regulatory variables were measured at the beginning of a writing course and related to final course grades. Students’ verbal scholastic aptitude and level of instruction were also included in the analysis. Perceptions of self-efficacy for writing influenced both perceived academic self-efficacy and personal standards for the quality of writing considered self-satisfying. High personal standards and perceived academic self-efficacy, in turn, fostered adoption of goals for mastering writing skills. Neither level of writing instruction nor verbal aptitude had any direct link to course grades. Verbal aptitude affected writing course outcomes only indirectly by its influence on personal standards. Perceived academic self-efficacy influenced writing grade attainments both directly and thr...
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