New Writing-The International Journal for the Practice and Theory of Creative Writing最新文献

{"title":"A Doctorate in Creative Writing – is it Rocket Science?","authors":"G. Harper","doi":"10.1080/14790726.2021.1917108","DOIUrl":"https://doi.org/10.1080/14790726.2021.1917108","url":null,"abstract":"I am not asking if it is difficult. It can be. What I am asking is if it is a doctorate in the field of rocket science. Clearly, it is not. In fact, it should not be a doctorate in any other field than creative writing. Yet, over and over again, we find this simple fact misunderstood or misrepresented or misinterpreted. I admit I used to blame colleagues in English and Literary Studies for attempting to bend creative writing study (the methods, philosophies behind the degree, outcomes) to their disciplinary will. But I was wrong – English Literature Departments are not to blame, Literary Studies is not the culprit here. Nor is Cultural Studies, Film and Media Studies, Theatre Studies, Writing Studies, Composition Studies, or Biomedical Studies or Legal Studies, for that matter. If the Doctorate in Creative Writing might as well be a Doctorate in Rocket Science we have no one to blame but ourselves. The reason for this is simple: we have failed so far to create an adequate global conversation about the nature, reasons behind, intentions, range of outcomes, and significance of the doctoral degree in Creative Writing. Let’s face it, it has been around long enough that we can’t just point at colleagues and say (in some form or another) ‘You’re stopping us doing this’. Nor can we today lament the fact that ‘no one gets it’. If no one gets it, then it is because we haven’t been clear enough about it. And if someone/s are getting in the way, somehow, somewhere, then clearly the reasons behind the degree and the results of undertaking the degree are not strongly presented enough by us to those who need to understand its importance. Doctorates – so-called – can be traced back to medieval times in the Western world and were originally a way of formally licensing someone to teach in a university – the licentia docendi (‘licence to teach’). This is to oversimplify the history, but that is basic origin. Some continue to argue today that the reason why creative writing is not suitable for a doctorate is that doctoral study is associated with the sciences, and that creative writing is not a science. Well – not historically, not necessarily and not entirely. Nevertheless, one argument for the existence of the Master of Fine Arts (M.F.A.) as the ‘terminal degree’ (highest degree in the discipline) in Creative Writing has always been that it was more suited – as a ‘studio’ type degree, an arts practice type degree – to those who would choose to study creative writing. Similar thoughts were expressed when some notable Master of Arts (M.A.) in Creative Writing programmes were launched in Great Britain a half a century ago – that is, that the programme would provide ‘time to write’, or ‘be suitable for writers wanting to focus on their work’. The inference (and sometimes direct statement) being that a doctorate was just not the thing a creative writer should do. Well, here we are, and today there is an entire world of doctoral qualified creative writers – whose docto","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"18 1","pages":"123 - 124"},"PeriodicalIF":0.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1917108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44261540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being allowed: negotiating space for poetry writing with literature examination students","authors":"S. Dymoke, N. Mcguinn","doi":"10.1080/14790726.2021.1891257","DOIUrl":"https://doi.org/10.1080/14790726.2021.1891257","url":null,"abstract":"ABSTRACT This paper focuses on issues of permission and the space for creative writing practice which emerged from a day-long poetry writing workshop with UK English Literature students aged 16–18 funded by the University of Hull’s Bridges to Everywhere project. Drawing on critical frameworks from Hall and Thomson (2017. “Creativity in Teaching: What Can Teachers Learn from Artists?” Research Papers in Education 32 (1): 106–120) and Harris and de Bruin (2018. “An International Study of Creative Pedagogies in Practice in Secondary Schools: Toward a Creative Ecology.” Journal of Curriculum and Pedagogy 15 (2): 215–235), pertaining to artistic practices and creative pedagogies, it seeks to explore how poetry might flourish in the classroom. It does so by outlining and discussing a set of distinctive practices identified in one writer’s approach as she guides students through a workshop experience to make their own choices about their poetry writing. The paper considers particular challenges for creative practitioners and for students, concerning agency in learning about poetry within school curriculum confines. It concludes by posing some questions about how such creative practices might be sustained within a post-COVID-19 educational environment.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"18 1","pages":"440 - 451"},"PeriodicalIF":0.2,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1891257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45646314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The heroic nature of the expert presenter: a practitioner's perspective","authors":"C. Gough-Brady","doi":"10.1080/14790726.2021.1893755","DOIUrl":"https://doi.org/10.1080/14790726.2021.1893755","url":null,"abstract":"ABSTRACT In this article I explore the nature of the expert presenter character, in particular the relationship between that character and the person playing the role, and also between that character and the narrative structure of the episodes they present. I use Robert McKee's separation of ‘character’ and ‘characterization’ to explore how the presenter character can perform the same actions in different series, and yet be played by different presenters. I find that the presenter is a type of hero who achieves wholeness at the end of each episode once they have ‘discovered’ the knowledge. However, I find that there is a unique form of the hero's journey that takes place in some presenter documentaries where the presenter hands the ‘elixir’ of this knowledge to the viewer to take back to their real world, rather than the presenter returning to their world with it. To understand the nature of the presenter character I use my own experience as director of presenter documentaries, interviews with presenters I have worked with, and an interview with one of the producers of the landmark BBC series Simon Schama's A History of Britain (2000–2002).","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"19 1","pages":"129 - 139"},"PeriodicalIF":0.2,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1893755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46751342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the undergraduate literary magazine: impacts, intersections, and implications","authors":"C. Stevens","doi":"10.1080/14790726.2021.1893756","DOIUrl":"https://doi.org/10.1080/14790726.2021.1893756","url":null,"abstract":"ABSTRACT The characteristics and aims of undergraduate literary magazines have received little scholarly attention in recent years. They often function independently, leading to missed opportunities for literary magazine clubs and practicums to operate equitably, effectively, and sustainably in a rapidly changing publishing world. To help bridge this urgent gap in research, the author conducted a survey of 33 undergraduate literary magazines in the Midwest, accompanied by two anonymous interviews of faculty supervisors. In the pages that follow, the author first delves into the survey and interview data to explore the literary magazine itself; the roles of faculty advisors; and the recruitment, diversity, and roles of student editors. The results reveal two issues that reoccur in many of the survey and interview responses: a pressing concern over adaptability amidst academia’s shift to digital spaces and a desire to facilitate student engagement with social justice movements. Thus, this essay not only reports needed general data surrounding literary magazines but also forecasts how the undergraduate literary magazine is positioned in relation to each of these social issues. Ultimately, the author articulates a way forward for these magazines and their advisors to successfully adapt to this unique historical moment.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"19 1","pages":"68 - 90"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1893756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49153760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Encouraging ‘children of the compost’: in search of a posthuman theory of character","authors":"Rachel Hennessy","doi":"10.1080/14790726.2021.1891260","DOIUrl":"https://doi.org/10.1080/14790726.2021.1891260","url":null,"abstract":"ABSTRACT This paper interrogates the humanist commitment in pedagogical ideas circulating around the act of creating character and the related judgements which underlie workshop criticism. It considers how many pedagogical texts, and much practice, reinforce the centrality of an individual subject who is separate not only from objects and environment, but from other subjects: technological, human and nonhuman. Whilst acknowledging the challenge to these notions already arising from the textuality of postmodernism it questions the theory of character these challenges have produced and considers what a posthuman theory of character might look like, drawing on Donna Haraway’s notion of humanity as ‘compost’ and utilising The Overstory by Richard Powers as an example. The paper considers how student writers could be encouraged to move beyond humanist notions of the individual and to write into the connected realm of the posthuman.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"19 1","pages":"38 - 49"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1891260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43975770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The links between creative writing and traumatic thought","authors":"Paul Magee","doi":"10.1080/14790726.2021.1891259","DOIUrl":"https://doi.org/10.1080/14790726.2021.1891259","url":null,"abstract":"ABSTRACT The paper considers the personal determinants of quality in writing, by exploring poet Ted Hughes's proposition that ‘psychological crises' are necessary ‘to awaken genius in an otherwise ordinary mind.' Inspiration for this exploration is provided by the author's work as a creative writing mentor on a rehabilitation programme for injured and ill servicepeople. The experience of that programme is that participants will often produce compelling writing on the topics that have scarred them. Hughes's book Poetry in the Making provides some insights into why this might be the case, by suggesting that poetic composition is not a matter of close and professional consideration of the right words for any given topic, but rather emerges through an intensely-embodied imagining of one's subject matter. Hughes argues that when one acts out some subject matter vividly in one’s mind, the words emerge as if of their own accord, and with far more mimetic aptness. My argument is that the traumatized engage in such intense imagining as their very condition, and so end up doing the very thing Hughes recommends, when taking their trauma as their topic.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"19 1","pages":"27 - 37"},"PeriodicalIF":0.2,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1891259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading and trauma: how the openness of contemporary poetry and haiku facilitates engagement","authors":"Owen Bullock, Jordan Williams","doi":"10.1080/14790726.2021.1891256","DOIUrl":"https://doi.org/10.1080/14790726.2021.1891256","url":null,"abstract":"ABSTRACT We present here an account of the way we employ the reading of poetry in engaging participants of an intensive four-week creative arts programme known as ARRTS (Arts for Recovery, Resilience, Teamwork and Skills) for wounded, ill or injured serving military personnel people with injury or illness, to prepare and assist them in writing their own stories. Poetry can deal with experience and perception in unique ways, as can haiku, which are invaluable for their accessibility and depth. The open qualities of our reading matter invite discussion and models the fact that poetry gives us permission to feel and to express ourselves. This discussion and engagement with readings is a key aspect of any prospective writer’s development, and, supplemented by the identification of specific techniques such as enjambment, creates awareness of ways in which it is possible to ‘re-author’ experience for healing effect.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"19 1","pages":"13 - 26"},"PeriodicalIF":0.2,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1891256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49648126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poets with titles: Korea’s deungdan system","authors":"Bo-Seon Shim","doi":"10.1080/14790726.2021.1891258","DOIUrl":"https://doi.org/10.1080/14790726.2021.1891258","url":null,"abstract":"ABSTRACT The traditional romantic myth of poetry involves the poet refusing to accept mundane titles in favour of being authentic and autonomous. Taking Korean poets as an example and drawing on interview data, this study investigates whether the binary of the poet without a title and the non-poet with a title persists. Korea has a strong certification system called deungdan, through which aspirants acquire the professional title of poet, and a relatively viable market in which poets can make a name for themselves through high sales. Korean poets – characterised by the salient utility of a title – exemplify a well-defined, patterned interplay between internality and externality, which they utilise to manage their lives and careers. In contrast to the romantic myth, contemporary Koreans embrace the external title but not wholeheartedly, as they remain committed to poetry while understanding the profession’s disadvantages. Thus, the romantic myth of the poet may be redefined to correspond with the complexity of professional life, which requires both the public title of ‘poet’ and a personal dedication to poetry.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"18 1","pages":"452 - 465"},"PeriodicalIF":0.2,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1891258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spinning ancient straw into contemporary gold: transforming folklore into supernatural crime fiction","authors":"M. Golding","doi":"10.1080/14790726.2021.1876096","DOIUrl":"https://doi.org/10.1080/14790726.2021.1876096","url":null,"abstract":"ABSTRACT Folktales inspire me, as a reader, an academic and as a novelist. That the story has come from an aural tradition makes me wonder about its hidden truths. My creative practice is concerned with the question of how to balance supernaturalism with realism in the contemporary thriller, when adapting a folktale, in this case, ‘The Mermaid Wife’, a Selkie tale from the isle of Unst. My artistic process begins by extrapolating from the not-said, finding chinks in the perspective and narration of the original tale in order to form the basis of the questions posed by my novel. In both of the folktales I have novelised, I began with the assumption that the male point of view was dominant, whereas in both of my novels I choose to shift the perspective to the feminist. I argue here that by doing this, the supernatural aspects – or even magic – in the original tales form part of their rational, pre-scientific worldview. In my novel, by contrast, the supernatural is transformed into a metaphor for the female experience. I recognise, nonetheless, that my reading of the folktale as ‘male’ and the novels as ‘female’ raises some troubling and difficult questions.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"18 1","pages":"374 - 385"},"PeriodicalIF":0.2,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1876096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46442345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Poetry and trauma: exercises for creating metaphors and using sensory detail","authors":"Owen Bullock","doi":"10.1080/14790726.2021.1876094","DOIUrl":"https://doi.org/10.1080/14790726.2021.1876094","url":null,"abstract":"ABSTRACT This paper reports on the use of four poetry writing exercises in the Creative Writing stream of the four-week intensive residential programme, Arts for Recovery, Resilience, Teamwork and Skills (ARRTS), with Australian Defence Force participants diagnosed with post-traumatic stress disorder (PTSD) or anxiety disorders. The programme is hosted twice annually by the University of Canberra. As a Creative Writing Mentor for the programme, I have developed these exercises, which have specific goals: metaphor creation, writing from the senses and using detail, and writing about movement and the body to assist engagement; these exercises are generative. These approaches are predicated on the idea that the therapeutic value of writing is assisted by trying to write well. They highlight the need to both restore and explore symbolic language, an ability which is sometimes lost following trauma; to use sensory detail; and the value of writing in embodied ways. After discussing each exercise, the paper reflects on their usefulness to participants.","PeriodicalId":43222,"journal":{"name":"New Writing-The International Journal for the Practice and Theory of Creative Writing","volume":"18 1","pages":"409 - 420"},"PeriodicalIF":0.2,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14790726.2021.1876094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47615689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}