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Writing Workshop (writing + workshop)
Selected AbstractsWriting as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] Not so Exquisite Corpses: Character Invention and Development in the Creative Writing ClassENGLISH IN EDUCATION, Issue 3 2001Peter Wilson Abstract A method of helping students to invent characters is described in the context of a creative writing workshop for undergraduates. Using the surrealist technique of ,exquisite corpses', students draw composite characters for which they can write a profile. Student work is used to illustrate how such characters feed into the story writing process. [source] The similarity,attraction relationship revisited: divergence between the affective and behavioral facets of attractionEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2002Estelle Michinov In contemporary attitudes-and-attraction research, attraction has been viewed as a multidimensional construct. Moreover, the effects of dissimilar and similar attitudes have been shown to vary with the facets of attraction measured. The hypotheses tested are that (1) only the proportion of similar attitudes relevant to the social context or interaction goals affects behavioral attraction (i.e. interpersonal distance between the participant and targets), and (2) the proportion of similar attitudes influences affective attraction (i.e. Byrne's attraction measure), regardless of attitude relevance. Two experiments were conducted with classroom activities (Experiment 1) and a writing workshop (Experiment 2) as the social contexts. The results of both experiments supported the hypotheses. Clearly, a solely affective measure of attraction seems inadequate for understanding the similarity,attraction relationship. Copyright © 2002 John Wiley & Sons, Ltd. [source] Lost voices/found words: a psychoanalytic perspective on a writing workshopINTERNATIONAL JOURNAL OF APPLIED PSYCHOANALYTIC STUDIES, Issue 3 2006Erika Duncan First page of article [source] | |||||||||||||