Creative Writing for Critical Metareflection: Some Educational Implications



How may new ways of approaching learning critical thinking through creative writing be implemented in educational settings? This chapter introduces some educational perspectives and discusses transfer from an educational perspective. The chapter also presents some instructional aspects of creative writing for critical thinking and suggests a few ideas for assignments and instructional approaches to working with them. Whether creative writing for critical thinking can be used as a writing method in any academic course aiming at enhancing metacritical text awareness is a question for further research.


Implementation Writing instruction Educational design Suggestions for writing assignments Writing method Ideas for critical writing 


  1. Applebee, Arthur N. (1996). Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: University of Chicago Press.Google Scholar
  2. Biggs, John & Tang, Catherine (2011). Teaching for Quality Learning at University. 4th ed. Maidenhead, England: Society for Research into Higher Education & Open University Press, McGraw-Hill House, pp. 45–57, 99.Google Scholar
  3. Billig, Michael (1996). Arguing and Thinking; A Rhetorical Approach to Social Psychology. Cambridge: Cambridge University Press.Google Scholar
  4. Blåsjö, Mona (2010). Skrivteori och skrivforskning: en forskningsöversikt. 2nd ed. Stockholm University, Department of Scandinavian Languages.Google Scholar
  5. Brodin, Eva (2007). Critical Thinking in Scholarship: Meanings, Conditions and Development. Lund: Lund University, Department of Education.Google Scholar
  6. Brookfield, Stephen D. (2012). Teaching for Critical Thinking Tools and Techniques to Help Students Question Their Assumptions. 2nd ed. San Francisco: Jossey-Bass.Google Scholar
  7. Bruner, Jerome (2002). Kulturens väv; Utbildning i kulturpsykologisk belysning. Translated into Swedish by Sten Andersson. Göteborg: Daidalos, pp. 40–42; Chaps.  6 7 pp. 157–178.
  8. Burgess, Amy & Ivanič, Roz (2010). Writing and Being Written: Issues of Identity Across Timescales. In: Written Communication 27: 228. Downloaded from pp. 228–255.
  9. Cicero, Marcus Tullius (1942). De oratore Volume 1, Book II. Introduction by Harris Rackham. In translation to English from Latin by Edward William Sutton. Digitizing sponsor Andrew W. Mellon Foundation. Cambridge Harvard University Press. Open library Edition OL23287089M. Downloaded in November 2017 from
  10. Davies, Martin (2015). A Model of Critical Meta-Reflection in Higher Education [Ch. 2]. In: M. B. Paulsen (ed.). Higher Education: Handbook of Theory and Research. Cham: Springer International Publishing Switzerland.Google Scholar
  11. Dias, Patrick; Freedman, Aviva; Medway, Peter & Par, Anthony (1999). Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mahwah: Lawrence Erlbaum Associates.Google Scholar
  12. Dysthe, Olga (2008). The Challenges of Assessment in a New Learning Culture. In: A. Havnes & L. McDowell (eds.). Balancing Dilemmas in Assessment and Learning in Contemporary Education. New York/London: Routledge, pp. 15–28.Google Scholar
  13. Fairclough, Norman (1992). Discourse and Social Change. Cambridge: Polity Press.Google Scholar
  14. Graham, Steve & Rijlaarsdam, Gert (2016). Writing Education Around the Globe: Introduction and Call for a New Global Analysis. Reading Writing 29: 781. Downloaded in November 2016.
  15. Healey, Mick (2014). Students as Partners and Change Agents in Learning and Teaching in Higher Education. Workshop Presented at University College Cork. Downloaded from:
  16. Hellspong, Lennart (2011). Konsten att tala : handbok i praktisk retorik. Lund: Studentlitteratur.Google Scholar
  17. Hyland, Ken (2002). Directives: Argument and Engagement in Academic Writing. Applied Linguistics 23/2: 215–219.CrossRefGoogle Scholar
  18. Ivanič, Roz (1998). Writing and identity: The Discoursal Construction of Identity in Academic Writing. Amsterdam: John Benjamins.CrossRefGoogle Scholar
  19. Ivanič, Roz (2004). Discourses of Writing and Learning to Write. In: Language and Education 18/3: 220–245. Downloaded in March 2010.Google Scholar
  20. Ivanič, Roz (2006). Language, Learning and Identification. In: R. Kiely et al. (eds.). Language. Culture and Identity in Applied Linguistics. University of Bristol: British Association for Applied Linguistics. London: Equinox.Google Scholar
  21. Kalonaityté, Viktorija (2014). Normkritisk pedagogik—för den högre utbildningen. Lund: Studentlitteratur.Google Scholar
  22. Kumashiro, Kevin (2002) Troubling Education; Queer Activism and Antioppressive Pedagogy. New York/London: RoutledgeFalmer, pp. 31–76.Google Scholar
  23. Kumashiro, Kevin. (2015). Against Common Sense: Teaching and Learning Toward Social Justice. 3rd ed. New York/London. Routledge.Google Scholar
  24. Ledin, Per & Machin, David (2016). Management Discourse in University Administrative Documents in Sweden: How It Recontextualizes and Fragments Scholarly Practices and Work Processes. Pragmatics 26/4: 653–674. International Pragmatics Association.Google Scholar
  25. Linell, Per (2002). Perspectives, Implicitness and Recontextualization. In: C. F. Graumann, & W. Kallmeyer (Eds.), Perspective and Perspectivation in Discourse. Amsterdam: J. Benjamins Pub. Co, pp. 41–57.CrossRefGoogle Scholar
  26. Linell, Per (2009). Rethinking Language, Mind and World Dialogically: Interactional and Contextual Theories of Human Sense-Making. Charlotte: Information Age Publishing.Google Scholar
  27. Linell, Per (2011). Samtalskulturer: Kommunikativa verksamhetstyper i samhället. Studies in Language and Culture 18. Linköping: Department of Culture and Communication.Google Scholar
  28. Lykke, Nina (2010). Feminist Studies, A Guide to Intersectional Theory, Methodology and Writing. New York/London: Routledge/Taylor & Frances Group, pp. 163–183.Google Scholar
  29. Mills, Sara (2011). Discourse: The New Critical Idiom. 2nd ed. London/New York: Routledge, pp. 14–25.Google Scholar
  30. Molloy, Gunilla (2001). De kulturbundna metaforerna. In: Texten bakom texten. Lund: Studentlitteratur, pp. 5–26.Google Scholar
  31. Nussbaum, Martha Craven (1997). Cultivating Humanity; A Classical Defence of Reform in Liberal Education. Cambridge, MA: Harvard University Press.Google Scholar
  32. Nussbaum, Martha Craven (2001). Upheavals of Thought; The Intelligence of Emotions. Cambridge: Cambridge University Press, pp. 304–326, 401–405.Google Scholar
  33. Nyström, Catharina (2000). Gymnasisters skrivande; En studie av genre, textstruktur och sammanhang. Skrifter utgivna av institutionen för nordisk språk vid Uppsala universitet 51.Google Scholar
  34. Queneau, Raymond (2013). Exercises in Style. Translated by Barbara Wright, preface by Umberto Eco; with an essay by Italo Calvino; Illustrated by Stefan Themerson.Google Scholar
  35. Rosch, Eleanor H. (1973). Natural Categories. Cognitive Psychology 4: 328–350.CrossRefGoogle Scholar
  36. Rosenblatt, Louise M. (2005). Making Meaning with Texts. Selected Essays. Portsmouth: Heinemann.Google Scholar
  37. Toulmin, Stephen (1992). Cosmopolis; The Hidden Agenda of Modernity. Chicago: University of Chicago Press.Google Scholar
  38. Vygotsky, L. S. (1995 [1930]). Fantasi och kreativitet i barndomen. Translated into Swedish by Kajsa Öberg Lindsten. Preface by Gunilla Lindqvist. Göteborg: Daidalos.Google Scholar
  39. Vygotsky, L. S. (1978). Mind in Society; The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner & E. Souberman (eds.). Cambridge, MA and London: Harvard University Press.Google Scholar
  40. Walters, Kerry (1994). Rethinking Reason: New Perspectives in Critical Thinking. S. Kerry (ed.). New York: State University of New York Press.Google Scholar
  41. Wodak, Ruth & Chilton, Paul (2005). Introduction: Theory, Interdisciplinarity and Critical Discourse Analysis. In: Ruth Wodak & Paul Chilton (eds.). A New Agenda in (Critical) Discourse Analysis: Theory, Methodology and Interdisciplinarity. Amsterdam and Philadelphia: John Benjamins, pp. 1–32.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Södertörn UniversityStockholmSweden

Personalised recommendations