This book examines the institutional history and disciplinary future of creative writing in the contemporary academy, looking well beyond the perennial questions 'can writing be taught?' and 'should writing be taught?'.
Paul Dawson traces the emergence of creative writing alongside the new criticism in American universities; examines the writing workshop in relation to theories of creativity and literary criticism; and analyzes the evolution of creative writing pedagogy alongside and in response to the rise of 'theory' in America, England and Australia.
Dawson argues that the discipline of creative writing developed as a series of pedagogic responses to the long-standing 'crisis' in literary studies. His polemical account provides a fresh perspective on the importance of creative writing to the emergence of the 'new humanities' and makes a major contribution to current debates about the role of the writer as public intellectual.
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Creative Writing is an increasingly popular area of study. There are over four hundred writing programmes in the US, and u/g and p/g degrees in the subject are taught in the UK, Australia, Canada and New Zealand
Students of Creative Writing have until now been without a generalised introduction to their studies. This book provides a history of the discipline and argues a very persuasive case for why they should be doing CW at all
There has been a lot of recent debate at conferences and in journals about the role of CW and its relation to literary theory. This is the first full-length treatment of the topic, but others are in development. It's a growing area
Paul Dawson is a rising star. His journals and conference papers have been very well received
Can be marketed alongside Rob Pope's Creativity: History, Theory and Practice, which will be published around the same time and Paul Mill's The Routledge Creative Writing Coursebook (second edition of Writing in Action) which will be published mid -2005.
This book examines the institutional history and disciplinary future of creative writing in the contemporary academy, looking well beyond the perennial questions 'can writing be taught?' and 'should writing be taught?'.Paul Dawson traces the emergence of creative writing alongside the new criticism in American universities; examines the writing workshop in relation to theories of creativity and literary criticism; and analyzes the evolution of creative writing pedagogy alongside and in response to the rise of 'theory' in America, England and Australia.Dawson argues that the discipline of creative writing developed as a series of pedagogic responses to the long-standing 'crisis' in literary studies. His polemical account provides a fresh perspective on the importance of creative writing to the emergence of the 'new humanities' and makes a major contribution to current debates about the role of the writer as public intellectual.
Introduction: building a garrret in the ivory tower 1. From imagination to creativity 2. Disciplinary origins 3. Workshop poetics 4. Creative Writing in Australia 5. Negotiating Theory 6. What is a literary intellectual? Conclusion: towards a sociological poetics
Introduction: building a garrret in the ivory tower 1. From imagination to creativity 2. Disciplinary origins 3. Workshop poetics 4. Creative Writing in Australia 5. Negotiating Theory 6. What is a literary intellectual? Conclusion: towards a sociological poetics
This polemic account provides a fresh perspective on the importance of Creative Writing to the emergence of the 'new humanities' and makes a major contribution to current debates about the role of the writer as public intellectual.
' ... an extraordinarily important contribution to the future development of creative writing theory.' - Rukopis: Review of Writing Practice
This polemic account provides a fresh perspective on the importance of Creative Writing to the emergence of the 'new humanities' and makes a major contribution to current debates about the role of the writer as public intellectual.
Inhaltsverzeichnis
Introduction: building a garrret in the ivory tower 1. From imagination to creativity 2. Disciplinary origins 3. Workshop poetics 4. Creative Writing in Australia 5. Negotiating Theory 6. What is a literary intellectual? Conclusion: towards a sociological poetics
Klappentext
This book examines the institutional history and disciplinary future of creative writing in the contemporary academy, looking well beyond the perennial questions 'can writing be taught?' and 'should writing be taught?'.
Paul Dawson traces the emergence of creative writing alongside the new criticism in American universities; examines the writing workshop in relation to theories of creativity and literary criticism; and analyzes the evolution of creative writing pedagogy alongside and in response to the rise of 'theory' in America, England and Australia.
Dawson argues that the discipline of creative writing developed as a series of pedagogic responses to the long-standing 'crisis' in literary studies. His polemical account provides a fresh perspective on the importance of creative writing to the emergence of the 'new humanities' and makes a major contribution to current debates about the role of the writer as public intellectual.
