Assessing creative writing in a postmodern era
Auteur(s)
Type
Article dans une revue scientifique
Date de publication
2015-11
Langue de la référence
Anglais
Entité HEP
Résumé
How to teach creative writing at school? If the procedures inherited from writing workshops have undoubtedly proved efficient as regards text production, it is also clear that in Switzerland, as elsewhere in Europe and in the Anglo-Saxon world, the present use of evaluation grids with their numerous items prevents secondary school pupils from adopting the stance of an author. Why? Simply because the most innovative and 'literary' texts are always surprising: they are 'different', and could not possibly result from writing guidelines devised only to facilitate a mechanical evaluation itself conceived for the sake of some illusory objectivity... Now, in our postmodern age with its rejection of models, what is more difficult than assessing the quality of creative writing? In our approach we suggest restoring confidence in the teacher, an expert reader if any, who, acting as a publisher, dramaturge or mere aesthete, knows how to take his pupils’ texts seriously, acknowledging their aesthetic value and looking at apparent clumsiness as a possible promise of innovation. The teaching of creative writing lies both in this specific reception of budding works and in the teacher's performative utterances that, then and there, make the pupil a writer.
Titre du périodique
Maison d’édition
David Publishing
Pays d'édition
Etats-Unis
ISSN
2159-5836
EISSN
2159-5844
Peer Reviewed
Portée (nationale / internationale)
Internationale
Volume / Tome
5/11
Pagination
1090-1097
URL(s) non permanente et complémentaire(s)
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Renaud_Assessing creative writing in a postmodern era.pdf
Description
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Taille
203.4 KB
Format
Adobe PDF
Checksum (MD5)
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