Stimulus Intention And Process In Creative Writing

Stimulus, Intention and Process in Creative Writing explores three exciting and key areas of creative writing practice and understanding. What stimulates a writer to write – or to write a particular piece? What do they intend to achieve when they do it? And is there a process we can study and perhaps even understand? The authors in this book, who are both practitioners and researchers, explore these three areas in unique and thought-provoking ways. They bring to the discussion both expertise in relation to what we already know, and a sense of forward-thinking in discussing how we can find out more. This is a book for creative writing researchers and students who are seeking new knowledge about how creative writing is done, what informs and encourages those doing it, and what results from that knowledge and encouragement. It is also potentially a book for creative writing practitioners who wonder how the things that interest them have them writing certain things, and the ways they go about approaching, undertaking and completing these projects. The chapters in this book were originally published in New Writing: The International Journal for the Practice and Theory of Creative Writing.

Stimulus, Intention and Process in Creative Writing explores three exciting and key areas of creative writing practice and understanding. What stimulates a writer to write – or to write a particular piece? What do they intend to achieve when they do it? And is there a process we can study and perhaps even understand? The authors in this book, who are both practitioners and researchers, explore these three areas in unique and thought-provoking ways. They bring to the discussion both expertise in relation to what we already know, and a sense of forward-thinking in discussing how we can find out more. This is a book for creative writing researchers and students who are seeking new knowledge about how creative writing is done, what informs and encourages those doing it, and what results from that knowledge and encouragement. It is also potentially a book for creative writing practitioners who wonder how the things that interest them have them writing certain things, and the ways they go about approaching, undertaking and completing these projects. The chapters in this book were originally published in New Writing: The International Journal for the Practice and Theory of Creative Writing.

In recent years the issue of boys and literacy, namely that they are worse at it compared to girls, has become a key area of interest to all those concerned with the education of our children. This book highlights the key factors causing this divide and discusses the implementation of new strategies to overcome it, which have been the result of extensive qualitative research made by the author. Trisha Maynard reports case study findings of a primary school whose staff wanted to explore and improve boys' attitudes towards and attainment in literacy, and in particular their difficulties with writing. The book highlights issues concerning the reading and writing of stories, what teachers understand by 'good story writing' and the importance of teachers exploring boys' and girls' difficulties with literacy by themselves. It provides significant insight into boys' difficulties with writing as well as informing teachers how to find out about children's attainment.

This special edition of the Journal of Artistic and Creative Education (JACE) brings together authors from across Australia discussing issues central to the ongoing development and importance of education within museums. What are the distinctive characteristics and significance of museum education? How does learning occur in museums and what does it look like? Who is engaged in museum education and where does it take place? What are some of the benefits of museum education? This edition explores these broad questions through nine articles that individually address the role of museum learning as providing a transformative experience in a rich, ‘hands-on’ and diverse environment. The authors present a wide array of case studies and examples from their institutions and their research, providing practical and invigorating discussions on the purpose, pedagogy and practice of museum education. At a time when there are significant cuts being made to education budgets in Australia, thereby often limiting excursions to museums and other cultural sites, it seems timely to publish a special edition that sheds light on the power of learning in museums and to make a case for museum learning. Moreover, museums are already producing effective learning experi-ences that are highly appreciated by their users, and these deserve to be celebrated. This celebration will hopefully lead to increased appreciation and understanding of the educational possibilities in museums and galleries, of why professionals have chosen to work in particular ways and the outcomes of their work.

This engaging and highly regarded book takes readers through the key stages of their PhD research journey, from the initial ideas through to successful completion and publication. It gives helpful guidance on forming research questions, organising ideas, pulling together a final draft, handling the viva and getting published. Each chapter contains a wealth of practical suggestions and tips for readers to try out and adapt to their own research needs and disciplinary style. This text will be essential reading for PhD students and their supervisors in humanities, arts, social sciences, business, law, health and related disciplines.

All over Europe, universities are moving over to English as the language of instruction. This development has been accelerated by global forces, and its pedagogical consequences have yet to be fully explored. This book examines this situation from the point of view of students and teachers, focusing particularly on the acquisition of English language writing skills in European university contexts. It takes an academic approach, and is firmly grounded in the bibliography on teaching academic writing to second language users in English-speaking countries, as well as in the bibliography on teaching English in Europe in higher education. In addition to providing sound pedagogical guidelines, it also brings together the most recent critiques of current practice and an overview of the innovative approaches devised in the last ten years. This is a book for all those who are involved in the changing European university scenario: English teachers and writing instructors, lecturers faced with the challenge of teaching their courses in English, university administrators and decision-makers.

The technical program of The First ICTES 2018 consisted of 114 full papers. Aside from the high-quality technical paper presentations we also held workshop and clinic manuscript that was carried out before the main track aims to strengthen the ability to write scientific publications. Coordination with the steering chairs, Dr. Kadek Suranata, S.Pd, M.Pd.,Kons., and the members of organizing committee is essential for the success of the conference. We sincerely appreciate all the Advisory Boards for the constant support and guidance. It was also a great pleasure to work with such an excellent organizing committee team for their hard work in organizing and supporting the conference. In particular, the Scientific Committee, led by Cand(Dr) Robbi Rahim, M.Kom have completed the peer-review process of technical papers and made a high-quality technical program. We are also grateful to Students Conference chairs were leading by Ida Ayu Made Diah Paramiswari for their support and all the authors who submitted their papers to the First ICTES 2018. We strongly believe that ICTES conference provides a good forum for all academicians, researchers, and practitioners to discuss all Educational science and technology aspects that are relevant to issues and challenge for sustainability in the 4th industrial revolution. We also expect that the future ICTES conference will be as successful and stimulating, as indicated by the contributions presented in this volume

This collection of essays attempts to address some problems of editorial theory and practice which its contributors have either encountered in their own work as practicing editors or as critical users of English editions. It also discusses more general questions, i.e. linguistic problems of editing, the problems of editing bilingual editions or school editions and the difficult economics of scholarly editions today. There are also essays on editing performance poetry, the waning impact of analytical bibliography, the role of teaching and learning editing as well as on the situation of editorial theory and practice among Anglicists in Germany. Several of the essays in this volume began their lives as papers for a workshop on »Editorial Problems« held at the annual meeting of the German 'Anglistentag' in Gießen in September 1997.