Download Active Reading: Transformative Writing in Literary Studies by Ben Knights PDF

By Ben Knights

The topic of this publication is the crossover among serious learn and inventive writing. 'Active studying' is a based means of writing actions utilizing imitation, version and experimentation. via functional composition options resembling 'transformational writing', 're-writing' or 'translation', scholars can use writing actions to advance their severe mind's eye. This e-book bridges the distance among theories of studying and Literary reports in better schooling. atmosphere the argument in an ancient and theoretical context, it outlines the significance of writing as a medium of studying and argues for its usefulness in helping English scholars' figuring out of theoretical in addition to literary and cultural texts. The authors supply a reflective account of educating and evaluation equipment utilizing writing actions and important considering strategies and the different types of studying they advertise. within the final part, they discover the connections with other kinds of writing perform in similar disciplines and argue for the function of transformational writing in selling self reliant studying. Appendices supply examples of the diversity of actions that may be used and an indicative record of literary examples.

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Additional resources for Active Reading: Transformative Writing in Literary Studies

Sample text

One of the effects of the perpetually shifting domain of educational institutions is to create amnesia, a kind of continuous present in which exacting initiatives loom up out of the fog. It is all the more necessary, therefore, to remain in touch with our collective memories. What follows is a brief history of the activities advocated by this book. THEORY, PEDAGOGY, WRITING No attempt to explore the role of writing and transformative writing in relation to English degree programmes can be made without locating the topic in the larger history of the subject.

Yet we certainly should not paint a picture of overall decline in interest in pedagogy in general or transformative writing in particular. In some quarters critical/creative activity went on. While the week-long workshops came to be replaced by shorter events, DUET carried on into the new millennium, and indeed in 1996 bid for and obtained funding from the newly established Fund for the Development of Teaching and Learning (FDTL) which enabled it for the first time in its history to employ a paid administrator and embark on an ambitious new series of workshops.

171) DUET's deliberate challenge to university teachers of English was to transcend their own dissatisfaction with the institutional world of teaching and find their way back to the sources of vigour within their subject. One such source was licensed play with words. In this the project was not alone — dissatisfaction with the teaching of English in universities and polytechnics was surfacing elsewhere. Teachers thus dissatisfied frequently turned towards poiesis. ) John Broadbent was not the only university teacher of English who was coming to question his role as a critic devoted to bringing up the next generation of critics.

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