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Creative Writing for Critical Thinking : Creating a Discoursal Identity.

By: Material type: TextPublisher: Cham : Springer International Publishing AG, 2018Copyright date: ©2018Edition: 1st edDescription: 1 online resource (423 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783319654911
Subject(s): Genre/Form: DDC classification:
  • 808.02
Online resources:
Contents:
Intro -- Preface -- Contents -- List of Figures -- 1: Introduction -- 1.1 Critical Thinking and Creative Writing -- 1.2 Some Points of Departure -- 1.3 Research Problem, the Main Hypothesis, and Aims -- 1.4 Ethical Aspects -- 1.5 Outline of the Book -- References -- 2: Creative Writing and Critical Thinking: From a Romantic to a Sociocritical View on Creative Writing -- 2.1 Expressive, Creative Writing -- 2.1.1 Creative Writing to Enhance Reflective, Critical Thinking -- 2.2 Critical Thinking and Narrative Imagination -- 2.3 Critical Thinking: Reasoning from a Specific Case -- 2.4 Expressive Writing in a Sociocritical Writing Discourse -- 2.4.1 Imagination as a Cultural and Social Form of Thinking -- 2.4.2 The Importance of Externalization -- 2.4.3 Prototype Theory and the Narrative Example -- 2.5 Concluding Discussion About the Research Background -- References -- 3: Basic Outlines of the Research -- 3.1 Reflexivity in Ethnomethodological Research -- 3.2 Action Research and Exploratory Practice -- 3.3 The Researcher's Roles -- 3.4 Context, Main Data, and Selection Procedures -- 3.5 The Writing Assignment -- 3.5.1 A Moral Dilemma -- 3.5.2 Critical Metareflection as Perspective Change -- 3.5.3 Design of the Assignment -- 3.5.4 A Specific Example -- 3.5.5 Data for Triangulation -- 3.6 Ethical Considerations -- 3.7 Summary of the Approaches to the Research -- References -- 4: Discoursal Identity and Subject -- 4.1 From Social Psychology to Organizational Theory -- 4.2 Learning -- 4.3 Positions and Discoursal Identity -- 4.4 The Construction of Discoursal Identity Through Writing -- 4.4.1 Creating Identity Through Writing-An Example -- 4.5 Summary -- References -- 5: Text as a Site of Negotiation: A Model for Text Analysis -- 5.1 The Textanalytical Model -- 5.1.1 Subject -- 5.1.2 Tools -- 5.1.3 Object and Motive.
5.1.4 Community, Rules, Division of Labour -- 5.1.5 Outcome -- 5.2 Basic Assumptions About Text as Intentional -- 5.3 Text-Analytical Approaches -- 5.3.1 Themes and Social Frames -- 5.3.2 Writing Discourses -- Evaluating Writing Discourse -- Discourse of Uptake -- 5.3.3 Recontextualizations as a Tool for Perspective Change -- 5.4 Summary -- References -- 6: Writers' Positions -- 6.1 Genre-Oriented Subject Perspective (Subject, Object/Motive, Tools) -- 6.1.1 Motive and Application of Tools in the Author's Profile -- 6.1.2 Motive and Application of Tools in the Apprentice's Profile -- 6.1.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Genre-Oriented Position -- 6.2 Process-Oriented Subject's Perspective (Subject, Object/Motive, Tools) -- 6.2.1 Motive and Application of Tools in the Empathetic Profile -- 6.2.2 Motive and Application of Tools in the Expressive Profile -- 6.2.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Process-Oriented Position -- 6.3 Exploratory Subject's Perspective (Subject, Object/Motive, Tools) -- 6.3.1 Motive and Application of Tools in the Communicative Profile -- 6.3.2 Motive and Application of Tools in the Strategic Profile -- 6.3.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Exploratory Positioning.
6.4 Summary of the Writers' Positions -- 6.4.1 Genre-Oriented Positioning -- 6.4.2 Process-Oriented Positioning -- 6.4.3 Exploratory Positioning -- References -- 7: Critical Metareflection -- 7.1 Text as a Site of Negotiation -- 7.2 Critical Metareflection in the Genre-­Oriented Position -- 7.2.1 Critical Metareflection in the Author's Profile -- 7.2.2 Critical Metareflection in the Apprentice's Profile -- 7.3 Critical Metareflection in the Process-­Oriented Positioning -- 7.3.1 Critical Metareflection in the Empathetic Profile -- 7.3.2 Critical Metareflection in the Expressive Profile -- 7.4 Critical Metareflection in the Exploratory Positioning -- 7.4.1 Critical Metareflection in the Communicative Profile -- 7.4.2 Critical Metareflection in the Exploratory Strategic Profile -- 7.5 Concluding Discussion of the Metacritical Results -- References -- 8: A Follow-Up Study: Creative Writing for Critical Metareflection in a Different Context -- 8.1 Format of the Follow-Up Study -- 8.2 Teacher Trainee Educational programme Context -- 8.2.1 Writing Course Context -- 8.3 Participants' Roles in the Follow-Up Study -- 8.4 Ethical Considerations -- 8.5 Data and Data Selection in the Follow-Up Study -- 8.6 Text-Analytical Approaches in the  Follow-Up Study -- 8.7 Results from the Text-Analytical Approaches -- 8.8 Trainees as Creative Writers -- 8.8.1 Trainees as Genre-Oriented Writers -- 8.8.2 Trainees as Process-Oriented Writers -- 8.8.3 Trainees as Exploratory Writers -- 8.9 Negotiating Discoursal Identity in Context -- 8.9.1 Negotiating Agency as Teachers of Writing -- Strategies for Subjective Agency -- 8.9.2 Contradicting Paradigms -- 8.10 Teacher Trainees as Learners -- Results of the Negotiation -- 8.10.1 Trainee as Creative Writer -- 8.10.2 Trainee as Teacher -- 8.10.3 Trainee as Creative Writer and Teacher.
8.11 Concluding Remarks About Discoursal Identity and About the Impact of Context -- 8.12 Summary of the Teacher Trainee Study -- 8.12.1 Creative Writing for Critical Thinking: A Transferable Method? -- References -- 9: Concluding Discussion About Discoursal Identity and Learning Critical Thinking Through Creative Writing -- 9.1 Critical Metareflection and Writers' Positions -- 9.1.1 Subject as Writer in a Creative Writing Course -- 9.1.2 Subject as Writer in a Teacher's Training Course -- 9.2 A Model for Text Analysis -- 9.2.1 Broad Concepts -- 9.3 Negotiating Discoursal Identity -- 9.3.1 Impact of Context -- 9.4 Text Type and Discoursal Identity -- 9.5 Discoursal Identity and Learning -- 9.6 Concluding Remarks About Discoursal Identity -- 9.7 One Last Word About Transfer -- References -- 10: Creative Writing for Critical Metareflection: Some Educational Implications -- 10.1 Sketching a Method -- 10.2 Text Types for Creative Writing and Critical Metareflection -- 10.3 Writing and Reading for Critical Thinking -- 10.4 Deconstructing Vocabulary for Critical Metareflection -- 10.4.1 Essays for Critical Metareflection -- 10.5 Concluding Remarks -- References -- References -- Index.
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Intro -- Preface -- Contents -- List of Figures -- 1: Introduction -- 1.1 Critical Thinking and Creative Writing -- 1.2 Some Points of Departure -- 1.3 Research Problem, the Main Hypothesis, and Aims -- 1.4 Ethical Aspects -- 1.5 Outline of the Book -- References -- 2: Creative Writing and Critical Thinking: From a Romantic to a Sociocritical View on Creative Writing -- 2.1 Expressive, Creative Writing -- 2.1.1 Creative Writing to Enhance Reflective, Critical Thinking -- 2.2 Critical Thinking and Narrative Imagination -- 2.3 Critical Thinking: Reasoning from a Specific Case -- 2.4 Expressive Writing in a Sociocritical Writing Discourse -- 2.4.1 Imagination as a Cultural and Social Form of Thinking -- 2.4.2 The Importance of Externalization -- 2.4.3 Prototype Theory and the Narrative Example -- 2.5 Concluding Discussion About the Research Background -- References -- 3: Basic Outlines of the Research -- 3.1 Reflexivity in Ethnomethodological Research -- 3.2 Action Research and Exploratory Practice -- 3.3 The Researcher's Roles -- 3.4 Context, Main Data, and Selection Procedures -- 3.5 The Writing Assignment -- 3.5.1 A Moral Dilemma -- 3.5.2 Critical Metareflection as Perspective Change -- 3.5.3 Design of the Assignment -- 3.5.4 A Specific Example -- 3.5.5 Data for Triangulation -- 3.6 Ethical Considerations -- 3.7 Summary of the Approaches to the Research -- References -- 4: Discoursal Identity and Subject -- 4.1 From Social Psychology to Organizational Theory -- 4.2 Learning -- 4.3 Positions and Discoursal Identity -- 4.4 The Construction of Discoursal Identity Through Writing -- 4.4.1 Creating Identity Through Writing-An Example -- 4.5 Summary -- References -- 5: Text as a Site of Negotiation: A Model for Text Analysis -- 5.1 The Textanalytical Model -- 5.1.1 Subject -- 5.1.2 Tools -- 5.1.3 Object and Motive.

5.1.4 Community, Rules, Division of Labour -- 5.1.5 Outcome -- 5.2 Basic Assumptions About Text as Intentional -- 5.3 Text-Analytical Approaches -- 5.3.1 Themes and Social Frames -- 5.3.2 Writing Discourses -- Evaluating Writing Discourse -- Discourse of Uptake -- 5.3.3 Recontextualizations as a Tool for Perspective Change -- 5.4 Summary -- References -- 6: Writers' Positions -- 6.1 Genre-Oriented Subject Perspective (Subject, Object/Motive, Tools) -- 6.1.1 Motive and Application of Tools in the Author's Profile -- 6.1.2 Motive and Application of Tools in the Apprentice's Profile -- 6.1.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Genre-Oriented Position -- 6.2 Process-Oriented Subject's Perspective (Subject, Object/Motive, Tools) -- 6.2.1 Motive and Application of Tools in the Empathetic Profile -- 6.2.2 Motive and Application of Tools in the Expressive Profile -- 6.2.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Process-Oriented Position -- 6.3 Exploratory Subject's Perspective (Subject, Object/Motive, Tools) -- 6.3.1 Motive and Application of Tools in the Communicative Profile -- 6.3.2 Motive and Application of Tools in the Strategic Profile -- 6.3.3 Community, Rules, and Division of Labour -- Community -- Rules Based on Epistemological Beliefs -- Rules for Teaching and Learning in Terms of Content and Methods -- Division of Labour Among the Subject, the Lecturer, and the Group -- Outcome in the Exploratory Positioning.

6.4 Summary of the Writers' Positions -- 6.4.1 Genre-Oriented Positioning -- 6.4.2 Process-Oriented Positioning -- 6.4.3 Exploratory Positioning -- References -- 7: Critical Metareflection -- 7.1 Text as a Site of Negotiation -- 7.2 Critical Metareflection in the Genre-­Oriented Position -- 7.2.1 Critical Metareflection in the Author's Profile -- 7.2.2 Critical Metareflection in the Apprentice's Profile -- 7.3 Critical Metareflection in the Process-­Oriented Positioning -- 7.3.1 Critical Metareflection in the Empathetic Profile -- 7.3.2 Critical Metareflection in the Expressive Profile -- 7.4 Critical Metareflection in the Exploratory Positioning -- 7.4.1 Critical Metareflection in the Communicative Profile -- 7.4.2 Critical Metareflection in the Exploratory Strategic Profile -- 7.5 Concluding Discussion of the Metacritical Results -- References -- 8: A Follow-Up Study: Creative Writing for Critical Metareflection in a Different Context -- 8.1 Format of the Follow-Up Study -- 8.2 Teacher Trainee Educational programme Context -- 8.2.1 Writing Course Context -- 8.3 Participants' Roles in the Follow-Up Study -- 8.4 Ethical Considerations -- 8.5 Data and Data Selection in the Follow-Up Study -- 8.6 Text-Analytical Approaches in the  Follow-Up Study -- 8.7 Results from the Text-Analytical Approaches -- 8.8 Trainees as Creative Writers -- 8.8.1 Trainees as Genre-Oriented Writers -- 8.8.2 Trainees as Process-Oriented Writers -- 8.8.3 Trainees as Exploratory Writers -- 8.9 Negotiating Discoursal Identity in Context -- 8.9.1 Negotiating Agency as Teachers of Writing -- Strategies for Subjective Agency -- 8.9.2 Contradicting Paradigms -- 8.10 Teacher Trainees as Learners -- Results of the Negotiation -- 8.10.1 Trainee as Creative Writer -- 8.10.2 Trainee as Teacher -- 8.10.3 Trainee as Creative Writer and Teacher.

8.11 Concluding Remarks About Discoursal Identity and About the Impact of Context -- 8.12 Summary of the Teacher Trainee Study -- 8.12.1 Creative Writing for Critical Thinking: A Transferable Method? -- References -- 9: Concluding Discussion About Discoursal Identity and Learning Critical Thinking Through Creative Writing -- 9.1 Critical Metareflection and Writers' Positions -- 9.1.1 Subject as Writer in a Creative Writing Course -- 9.1.2 Subject as Writer in a Teacher's Training Course -- 9.2 A Model for Text Analysis -- 9.2.1 Broad Concepts -- 9.3 Negotiating Discoursal Identity -- 9.3.1 Impact of Context -- 9.4 Text Type and Discoursal Identity -- 9.5 Discoursal Identity and Learning -- 9.6 Concluding Remarks About Discoursal Identity -- 9.7 One Last Word About Transfer -- References -- 10: Creative Writing for Critical Metareflection: Some Educational Implications -- 10.1 Sketching a Method -- 10.2 Text Types for Creative Writing and Critical Metareflection -- 10.3 Writing and Reading for Critical Thinking -- 10.4 Deconstructing Vocabulary for Critical Metareflection -- 10.4.1 Essays for Critical Metareflection -- 10.5 Concluding Remarks -- References -- References -- Index.

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