Abstract
Charalambous returns to the initial question “Why do we write?” arguing that writing is a practice of detachment and connection. The effects of the six exercises are summarized along with the case studies of writing fantasies in the order of the chapters interlinked with a commentary narrative asking the reader to reflect upon their own writing. Justifying the rationale of the pedagogy of writing fantasy, Charalambous clarifies the contribution of the workbook in relation to Creative Writing studies: not privileging canonical readings of Creative Writing texts, analyzing students’ texts on a micro-level and generating qualitative data to inform the teaching of Creative Writing. She ends the book marking her vision of the pedagogy of writing fantasy as disrupting status quo conceptions of Creative Writing.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Adsit, J. (2017). Place-Based Pedagogy and Creative Writing as a Fieldwork Course. In D. M. Clark, T. Hergenrader, & J. Rein (Eds.), Creative Writing Innovations: Breaking Boundaries in the Classroom (pp. 156–168). London, Oxford, and New York: Bloomsbury.
Althusser, L. (1971). Lenin and Philosophy and Other Essays (B. Brewster, Trans.). New York and London: Monthly Review Press.
Bibby, T. (2018). The Creative Self: Psychoanalysis, Teaching and Learning in the Classroom. London and New York: Routledge.
Bracher, M. (2006). Radical Pedagogy: Identity, Generativity and Social Transformation. New York: Palgrave Macmillan.
Cain, M. A. (2017). Collaborative Story Writing and the Question of Influence. In D. M. Clark, T. Hergenrader, & J. Rein (Eds.), Creative Writing Innovations: Breaking Boundaries in the Classroom (pp. 125–139). London, Oxford, and New York: Bloomsbury.
Clark, D. M., Hergenrader, T., & Rein, J. (2017). Creative Writing Innovations: Breaking Boundaries in the Classroom. London, Oxford and New York: Bloomsbury.
Donnelly, D. (2012). Establishing Creative Writing Studies as an Academic Discipline (New Writing Viewpoints Series). Buffalo, Toronto, and London: Multilingual Matters.
Donnelly, D. (2019). Building and Mobilizing a Sustainable, Knowledge-Based Culture for Creative Writing Studies. New Writing, 16(1), 116–125.
Fink, B. (1997). The Lacanian Subject: Between Language and Jouissance. Princeton: Princeton University Press.
Fink, B. (2007). Fundamentals of Psychoanalytic Technique: A Lacanian Approach for Practitioners. New York: Norton.
Haake, K. (2000). What Our Speech Disrupts: Feminism and Creative Writing Studies. Urbana: National Council of Teachers of English.
Haake, K. (2005). Dismantling Authority: Teaching What We Do Not Know. In A. Leahy (Ed.), Power and Identity in the Creative Writing Classroom: The Authority Project (New Writing Viewpoints). Bristol, Buffalo, and Toronto: Multilingual Matters.
Haake, K. (2017). WB: When Our Students Write Us. In D. M. Clark, T. Hergenrader, & J. Rein (Eds.), Creative Writing Innovations: Breaking Boundaries in the Classroom (pp. 193–198). London, Oxford, and New York: Bloomsbury.
Harper, G. (Ed.). (2017). Changing Creative Writing in America: Strengths, Weaknesses and Possibilities. Bristol: Multilingual Matters.
Hecq, D. (2015). Towards a Poetics of Creative Writing (New Writing Viewpoints). Bristol, Buffalo, and Toronto: Multilingual Matters.
Hecq, D., & Novitz, J. (Eds.). (2018). Creative Writing with Critical Theory: Inhabitation. Canterbury: Gylphi Ltd.
Himmelheber, R. H. (2017). The Empathy Project: A Research Assignment for Fiction Writing Students. In D. M. Clark, T. Hergenrader, & J. Rein (Eds.), Creative Writing Innovations: Breaking Boundaries in the Classroom (pp. 51–62). London, Oxford, and New York: Bloomsbury.
Kim, K. M. (2018). A Humanized View of Second Language Learning Through Creative Writing: A Korean Graduate Student in the United States. Journal of Creative Writing Studies, 3(1), Article 7.
Lapping, C. (2013). Which Subject, Whose Desire? The Constitution of Subjectivity and the Articulation of Desire in the Practice of Research. Psychoanalysis Culture and Society, 18, 368–385.
Mayers, T. (2017). Notes Toward an Inventive, Process-Oriented Pedagogy for Introductory Multigenre Creative Writing Courses. In D. M. Clark, T. Hergenrader, & J. Rein (Eds.), Creative Writing Innovations: Breaking Boundaries in the Classroom (pp. 13–25). London, Oxford, and New York: Bloomsbury.
Oxford Dictionaries Online. (2019a). Entry ‘Symbol’. No Pages. Retrieved January 2019, from https://en.oxforddictionaries.com/definition/symbol
Oxford Dictionaries Online. (2019b). Entry ‘To Express’. No Pages. Retrieved January 2019, from https://en.oxforddictionaries.com/definition/express
Soler, C. (1995). The Body in the Teaching of Jacques Lacan. Journal of Freudian Analysis and Research (6). Retrieved December 2018, from http://jcfar.org.uk/wp-content/uploads/2016/03/The-Body-in-the-Teaching-of-Jacques-Lacan-Colette-Soler.pdf
Takolander, M. (2015). From the ‘Mad’ Poet to the ‘Embodied’ Poet: Reconceptualizing Creativity through Cognitive Science Paradigms. TEXT, 19(2). Retrieved October 2018, from http://www.textjournal.com.au/oct15/takolander.htm
Westbrook, S. (2004). Just Do It™: Creative Writing Exercises and the Ideology of American Handbooks. New Writing: The International Journal for the Practice and Theory of Creative Writing, 1(2), 141–148.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Charalambous, Z. (2019). A Paper Boat. In: Writing Fantasy and the Identity of the Writer. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-20263-7_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-20263-7_11
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-20262-0
Online ISBN: 978-3-030-20263-7
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)