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Creative Writing for Critical Metareflection: Some Educational Implications

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Abstract

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.

Keywords

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

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Notes

  1. 1.

    Cf. Cat arina Nyström (2000: 231ff.) , who writes about A-level students and their writing in typical “school” genres . The text types that Nyström describes are expository texts, such as reports and book reviews. Such texts may have influenced the way students in the case study perceived the text type critical reflection, as a “school gen re,” similar to those they faced during their A-level writing assignments.

  2. 2.

    In this book, I have adhered to the general requirements for academic texts. As part of my own reflexivity, I note that the text thereby contributes to perpetuating certain power relations : “Whether writers decide to establish an equal or hierarchical affiliation, adopt an involved or remote stance, or choose a convivial or indifferent interpersonal tenor, they are at least partly influenced by the dominant ideologies of their disciplines which are exercised through the patterns of the genre they are participating in. These ideologies help establish cohesion and co-ordinate understanding through mutual expectations and so provide writers with the means to display their credentials as disciplinary insiders and to persuade readers of their claims. In so doing , however, they also sanction particular relationships of aut hor ity” (Hyland 2002: 219; see also, e.g., Lykke 2010).

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Edberg, H. (2018). Creative Writing for Critical Metareflection: Some Educational Implications. In: Creative Writing for Critical Thinking. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65491-1_10

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  • DOI: https://doi.org/10.1007/978-3-319-65491-1_10

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