Helping Writers Take Flight
Sonia Jolliffe
Teacher Inquiry Project
TE 848
Michigan State University
Sources
Bizzaro, P. (2004) Research and reflection in English studies: The special case of creative writing. College English, 66(3), 294-309.
Boulter, Amanda. (2004). Assessing the Criteria: An Argument for Creative Writing Theory. New Writing: The International Journal for the Practice and Theory of CreativeWriting, 1(2), 134-140.
Brayfield, Celia. (2009). Creative Writing: The Frequently Asked Question. New Writing: The International Journal for the Practice and Theory of Creative Writing, 6(3), 175-186.
Drew, C., Yost, D., & Rein, J. (2011). Dispatches From the Classroom : Graduate Students on Creative Writing Pedagogy. New York: Continuum.
Morris, Gerard and Sharplin, Elaine. (2013). The Assessment of Creative Writing in Senior Secondary English: A Colloquy Concerning Criteria. English in Education, 47(1), 49-65.
Mozaffari, Hamideh. (2013). An Analytical Rubric for Assessing Creativity in Creative Writing.Theory and Practice in Language Studies, 3(12), 2214-2219.
Norton, Sue. (2013). Betwixt and Between: Creative Writing and Scholarly Expectations. New Writing: The International Journal for the Practice and Theory of Creative Writing, 10(1), 68-76.
Ritter, K. (2007) Opinion: Ethos interrupted: Diffusing ‘‘star’’ pedagogy in creativewriting programs. College English, 69(3), 283-292.
Rodriguez, Alicia. (2008). The ‘Problem’ of Creative Writing: Using Grading Rubrics Based On Narrative Theory as Solution. New Writing: The International Journal for the Practice and Theory of Creative Writing, 5(3), 167- 177.
Smith, Hazel. (2005). The Writing Experiment: Strategies for Innovative Creative Writing.Australia: Allen and Unwin.
Weldon, Fay. (2009). On Assessing Creative Writing. New Writing: The International Journal for the Practice and Theory of Creative Writing, 6(3), 168-174.
Several of the sources encouraged the use
rubrics to promote consistent and objective feedback. These authors included: Boulter, Morris and Sharplin, Mozaffari, Rodriguez, and Weldon.
Bizzaro, Morris and Sharplin, Norton, and Ritter all agree that instructor writing style or literary preference can have undue influence on student writing style.
Rodriguez and Bizzaro speak to the importance of reading in students' development as writers.
Boulter and Ritter both emphasize the importance of using writing conferences to guide students in their development.
The importance of providing students with multiple sources of feedback was stressed by Ritter and Drew, Yost and Rein.
Numerous sources mentioned the importance of instruction in analysis and criticism in order to develop students' abilities to effectively critique their own and one another's writing. These sources also spoke of the need to empower students as writers and assessors. Drew, Yost and Rein were emphatic about this, as was Rodriguez.