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Creative Writing and an Overlooked Population
New Writing 2.2 (2005)
  • Charlie Sweet, Eastern Kentucky University
  • Hal Blythe, Eastern Kentucky University
As a regional institution, our university's historic mission is to train area teachers who must operate under the auspices of the Kentucky Educational Reform Act, which mandates extensive writing portfolios i Grades 4,7, and 12. While these portfolios may include as much as 50% creative writing or work employing creative writing techniques, a recent survey of teachers responsible for guiding students revealed that not a single teacher had ever taken a course in creative writing pedagogy and only a handful had even had any formal training in creative writing. We suggested that this lack of teacher training was one reason the majority of K-12 students portfolios had plateaued at the lowest 'Novice' level, unable to move to 'Apprentice,' 'Proficient' or' Distinguished.' to address the problem, we created and team-taught a graduate course in creative writing pedagogy. This highly popular course, consisted of an exploration of the various theoretical approaches to the discipline, demonstrations of these approaches, and each student's creation of a Planned Unit of Study that integrated theory and practice at a particular grade level. Our observations, exit evaluations, and follow-up discussions with teachers after they had actually returned to the classroom pointed to the course's success
  • creative writing,
  • creative writing pedagogy,
  • workshop approach,
  • collaboration,
  • middle-school teachers,
  • high-school teachers
Publication Date
Citation Information
Charlie Sweet and Hal Blythe. "Creative Writing and an Overlooked Population" New Writing 2.2 Vol. 2 Iss. 2 (2005)
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