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In:Creative Writing Across the Curriculum: Meaningful literacy for college writers across disciplines, languages, and identities
Justin Nicholes
[Linguistic Approaches to Literature 40] 2022
► pp. vii–xii

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Published online: 2 November 2022
DOI logo with link
https://doi.org/10.1075/lal.40.toc

Table of contents

Dedication ix
Acknowledgments xiii
Foreword xv
David I. Hanauer
Chapter 1.Introduction to Creative Writing Across the Curriculum (CWAC) 1
1.1Introduction 1
1.2Creativity 2
1.3Creative writing 3
1.3.1The forms of creative writing 7
1.3.2Poetry 8
1.3.3Fiction 8
1.3.4Creative nonfiction 9
1.3.5Creative writing around the world 9
1.4Creative Writing Across the Curriculum (CWAC), applied literariness, and meaningful literacy 15
1.5The design of this book 17
Chapter 2.CWAC: A systematic review 19
2.1Introduction 19
2.1.1Empirical studies on creative writing: A review 19
2.2Methods 20
2.2.1Data-analysis procedures 21
2.3Results 23
2.3.1Meaningful literacy 24
2.3.2Content learning 37
2.3.3Self-learning 39
2.4Discussion 41
2.4.1Limitations 42
2.5Where does CWAC go from here? 43
Chapter 3.Across disciplines: Science fiction prototyping and science majors 45
3.1Introduction 45
3.1.1Science communication, science curricula, and creativity 45
3.1.2Creative and science writing 49
3.1.3Science identity 52
3.1.4Science Fiction (SF) and Science Fiction Prototyping (SFP) 52
3.1.5The present study 54
3.2Methods 56
3.2.1Participants 56
3.2.2Design 56
3.3Results 60
3.3.1Textual features 60
3.3.2Analytical thinking processes 62
3.3.3Thematic features 64
3.3.4How Science Majors Evaluate Science Fiction Prototyping 68
3.4Discussion 74
Chapter 4.Across languages: Creative writing for multilingual authors 77
4.1Introduction 77
4.1.1Multilingual writers using English as an additional Language 77
4.1.2Creative writing in the Devil’s Tongue 81
4.1.3Voice 83
4.1.4Identity 85
4.1.5The present study 86
4.2Methods 86
4.2.1Participants 87
4.2.2Design 87
4.3Results 90
4.3.1Lin Koshi’s creative writing 90
4.3.2Na Aiguo’s creative writing 93
4.3.3Linguistic description 96
4.4Discussion 97
Chapter 5.Academic identity and life stories 101
5.1Introduction 101
5.1.1Creative nonfiction 101
5.1.2Literacy narratives as (Creative) nonfiction 102
5.1.3Creative nonfiction, literacy narratives, and academic identity 103
5.1.4Measuring voice and identity performance 104
5.1.5The present study 107
5.2Methods 107
5.2.1Participants 107
5.2.2Design 108
5.3Results 110
5.3.1Textual features 110
5.3.2Associations among linguistic variables 112
5.3.3Thematic features 113
5.4Discussion 117
Chapter 6.Academic identity and poetic autoethnographies 121
6.1Introduction 121
6.1.1Poetic autoethnography 122
6.1.2Stancetaking and identity 122
6.1.3Research writing pedagogy 123
6.1.4Research on autoethnographies 124
6.2Methods 124
6.2.1Participants 124
6.2.2Design 125
6.3Results 127
6.3.1Textual features 127
6.3.2Analytical thinking processes 129
6.3.3Thematic features 129
6.3.4How students evaluate poetic autoethnographies 135
6.4Discussion 138
Chapter 7.Assessment and (Creative) life writing 141
7.1Introduction 141
7.1.1Assessment, writing, and college-student persistence 141
7.2Methods 144
7.2.1Procedures 145
7.3Results 145
7.3.1Perceptions of becoming and persisting in Chemistry 146
7.3.2Identity performance in academic life stories 149
7.4Cohesion in academic life stories 156
7.4.1Character as adequate causality 157
7.4.2Character foils 158
7.4.3Adequate causality 159
7.5Discussion 160
Chapter 8.Pedagogical implications: Creating worlds and identities 161
8.1Introduction 161
8.2Preliminary considerations: Student investment and delivery method 162
8.2.1Student investment 162
8.2.2Methods of delivery 164
8.3Focus 165
8.3.1The creative writing process 165
8.3.2Writing about the self 167
8.3.3Writing about others 168
8.3.4Writing about course content 169
8.3.5Writing about negative emotions or trauma 170
8.4Ends: Thought processes 172
8.4.1Analytical ends 172
8.4.2Dynamic ends 173
8.5Genre 174
8.5.1Poetry 175
8.5.2Fiction 176
8.5.3Creative nonfiction 178
8.6Final considerations: Experimenting with CWAC 178
Chapter 9.Empirical directions: Making it meaningful 179
9.1Introduction 179
9.2Limitations of earlier studies 179
9.2.1Study design 179
9.2.2Data collection 181
9.2.3Data analysis 181
9.2.4Study results 182
9.3Future directions 183
9.4Making it meaningful 184
9.4.1CWAC as positive (mostly) 184
9.4.2Voice 185
9.4.3Identity 185
9.4.4Trauma and grief 186
9.4.5Ownership 187
9.4.6Community 187
9.4.7Empathy 188
9.5Concluding remarks 188
Chapter 10.Conclusion 189
References 195
Appendices 219
Index 223
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