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-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.

• 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
• License: Copyright (c) 2019 ENLETAWA JOURNAL