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A Follow-Up Study: Creative Writing for Critical Metareflection in a Different Context

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Abstract

Can creative writing for critical thinking be used in any academic writing course, and just as one of many elements in writing instruction on such a course? The follow-up study described in this chapter researches the learning outcomes when creative writing is tried out in a new academic context. The assignment used is similar to the one in the creative writing study, but it is designed for one seminar. In alignment with Chaps.  6 and  7, the results are presented as prototypical writers’ positions. Learning through writing is impacted by previous experience and by the course context, but also by imagined identities in imagined futures. Some learning outcomes are related to
  • perspective change for critical thinking,

  • prototypical language use in narratives,

  • creative writing for critical thinking as a teaching method, and

  • epistemological paradigms and conflicts generated by them.

Keywords

Academic writing Case study Qualitative writing research Writing assignment Imagined identity Imagined future 

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Södertörn UniversityStockholmSweden

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