Theory and Strategies for Teaching Creative Writing

deadline for submissions: 
December 15, 2017
full name / name of organization: 
Tamara Girardi, HACC & Abigail G. Scheg
contact email: 

The demand for online education continues to grow. In fact, more than six million students are currently taking distance education courses. As online education steadily increases, students not participating in any distance education courses is decreasing; this number “dropped by almost one million between 2012 and 2015” (Allen and Seaman 3).

 

Although online education is increasing overall, it has significant meaning for some areas and demographics, such as rural communities, which have long struggled with lack of student engagement and dropout rates. For such areas, distance education offers vibrant and necessary educational opportunities for students who may otherwise not continue their educational journey. In addition, engaging, diverse, and inspiring educators who may not be available in certain areas can be brought in through technology (Nordine). 

 

To meet the needs of students, online pedagogy scholars persist in their efforts to ensure online education is as vibrant and effective as its onsite counterpart, if not more so. However, scholarship focusing on teaching creative writing, specifically, online is limited. As Bronwyn T. Williams rightfully points out, “the scholarship in creative writing pedagogy remains remarkably unengaged with digital technologies” (247). Given the youthfulness of creative writing scholarship, particularly when compared to other work that has taken the forefront in English studies, it is fair to assume that creative writing scholarship might be too limited at the present to include online education perhaps as it should. However, with this collection of essays, we aim to change that.

 

To that end, we welcome abstracts that address any of the following, specifically in the online learning environment:

  • Pedagogical foundations and approaches for teaching creative writing or any aspect of it (i.e. genres, character development, setting, structure, dialogue, plot development)
  • How to balance craft with practical application
  • Best workshop practices
  • E-publication in student literary magazines
  • Publishing in general
  • Building effective online creative writing programs
  • Hosting guest speakers such as authors, editors, agents, etc.
  • Addressing concerns and criticisms of course and/or program effectiveness
  • Student expectations and engagement
  • Assessment of creative work

 

*As a point of clarification, we are open to discussions of pedagogical approaches in low residency creative writing programs as long as the essay focuses explicitly on the online education aspect of those programs.

 

Please send proposals of 250-350 words to CWOnlineText@gmail.com by December 15, 2017.