Writing from the Self: Reflecting on the Role of Creative Writing in the Academic Writing Classroom
As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of self-re...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/16103
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/10955
https://repositorio.uptc.edu.co/handle/001/16103
- Palabra clave:
- Academic writing, co/autoethnography, creative writing, critical sociocultural model
- Rights
- License
- Copyright (c) 2019 ENLETAWA JOURNAL
| Summary: | As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of self-reflection. In addition, we invited three modern language students at a public university in Tunja, Colombia to share their reflections about their writing processes and the role creative writing could play in the academic writing classroom. Our reflections were a first step in rethinking our classroom from a critical sociocultural model, which revealed that students’ individual writing processes, motivation, feedback, and creative writing could help boost students’ self-confidence when writing for academic purposes. |
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