What is it about?
In this paper, I outline a theoretical model for thinking about the relationship between creative writing, reading and identity. It's a model that is grounded in the year 6 primary classroom but one that I feel could be used to think about textual construction in other spheres.
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Why is it important?
At a time when neoliberalism and testing may lead to prescriptive teaching of English, this paper emphasises the importance of thinking about pupils' creative writing in relation to their identities.
Perspectives
This paper is based on my own teaching of creative writing and is necessarily self-refelxive. What is brought to the surface is the way in which a teacher's identity comes into play in the creative writing classroom.
Dr Tom Dobson
Leeds Beckett University
Read the Original
This page is a summary of: Developing a theoretical framework for response: Creative writing as response in the Year 6 Primary Classroom, English in Education, September 2015, Taylor & Francis,
DOI: 10.1111/eie.12075.
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