Active Reading: Transformative Writing in Literary StudiesA&C Black, 2006 M01 1 - 200 pages The subject of this book is the crossover between critical study and creative writing. 'Active reading' is a structured process of writing activities using imitation, variation and experimentation. Through practical composition techniques such as 'transformational writing', 're-writing' or 'translation', students can use writing activities to develop their critical imagination. This book bridges the gap between theories of learning and Literary studies in Higher Education. Setting the argument in an historical and theoretical context, it outlines the importance of writing as a medium of learning and argues for its usefulness in aiding English students' understanding of theoretical as well as literary and cultural texts. The authors provide a reflective account of teaching and assessment methods using writing activities and critical thinking techniques and the forms of learning they promote. In the last section, they explore the connections with other forms of writing practice in related disciplines and argue for the role of transformational writing in promoting independent learning. Appendices provide examples of the range of activities that can be used and an indicative list of literary examples. |
Other editions - View all
Active Reading: Transformative Writing in Literary Studies Ben Knights,Chris Thurgar-Dawson Limited preview - 2008 |
Active Reading: Transformative Writing in Literary Studies Ben Knights,Chris Thurgar-Dawson Limited preview - 2008 |
Active Reading: Transformative Writing in Literary Studies Ben Knights,Chris Thurgar-Dawson Limited preview - 2008 |
Common terms and phrases
A-level academic achieve active reading actually Aeolian Mode argument assessment Barthes become chapter Clare Pollard classroom cognitive commentary context course creative writing critical/creative cultural curriculum Curriculum 2000 David Lodge dialogue discipline draft DUET engagement English Studies essay example exercise expectations explore feedback fiction genre Graeme Harper higher education idea imaginative implications individual intellectual intertextuality kind knowledge language learners learning linguistic literary criticism literature material meaning metaphor mins module narrative National Teaching Fellowship negotiation novel parody participants pedagogic perhaps person play poem portfolio practice practitioners production programme re-writing reader reflection relation response Rob Pope Robert Scholes role seminar sense share simply social source text space specific story structure suggest T.S. Eliot task teachers teaching textual theme theory things tradition transformative writing tutor undergraduate understanding verbal arts week words workshop Writing Back Writing for Reading