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Reading, writing, crafting – Innovations in first year tertiary writing pedagogy

Atherton, Cassandra and Pont, Antonia 2013, Reading, writing, crafting – Innovations in first year tertiary writing pedagogy, in Proceedings of the 18th conference of the Australasian Association of Writing Programs, Australian Association of Writing Programs, [Canberra, A.C.T.], pp. 1-13.

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Title Reading, writing, crafting – Innovations in first year tertiary writing pedagogy
Author(s) Atherton, Cassandra
Pont, Antonia
Conference name AAWP Writing Conference (18th : 2013 : Canberra, ACT)
Conference location Canberra, ACT
Conference dates 25-27 Nov. 2013
Title of proceedings Proceedings of the 18th conference of the Australasian Association of Writing Programs
Editor(s) [unknown]
Publication date 2013
Conference series AAWP Writing Conference
Start page 1
End page 13
Total pages 13
Publisher Australian Association of Writing Programs
Place of publication [Canberra, A.C.T.]
Keyword(s) Curriculum Design
Genre
Creativity
Writing Craft
Reading
First Year Pedagogy
Summary This paper will outline some of the rationale behind, and strategies contributing to, curriculum revision in first-year creative writing at Deakin University in 2012 – delivered in that year and currently running in 2013. The process aimed to produce two consecutive offerings, with distinct but strategically scaffolded preoccupations. This paper deals with the first of these. The design process for this offering, named ‘Writing Craft’, involved addressing two central concerns: (a) the need to unhook the initial encounter with tertiary creative writing pedagogy from a preoccupation with ‘genres’ or the ‘forms’ of creative writing (such as prose fiction, creative nonfiction, script, poetry, and so on) and instead to reorient efforts towards establishing an engagement with craft per se; (b) to address a perceived impoverishment in the range of texts to which students had been exposed prior to commencing study – in other words, to emphasise the practice of reading to facilitate the practice of writing. The curriculum design also involved reimagining assessment, noting the ‘messages about making’ sent to students via the framing of tasks and rubrics. Aiming instead to deemphasise the role of inspiration and ‘work arriving fully formed’, it sought to offer assessment that provided clear – and bounded – prompts for incidents of making and the practice of craft, as well as to provoke conversation with a broad range of texts as a way of courting intertextual inspiration and aesthetic formation.
ISBN 9780980757378
Language eng
Field of Research 190402 Creative Writing (incl Playwriting)
Socio Economic Objective 970119 Expanding Knowledge through Studies of the Creative Arts and Writing
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
HERDC collection year 2013
Copyright notice ©2013, Australasian Association of Writing Programs
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059962

Document type: Conference Paper
Collections: School of Communication and Creative Arts
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.