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Learning From Earlier Explorers

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.

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