Now showing items 1-10 of 14
A or C: Can we assess creative work fairly?
(Australian Association of Writing Programs, 1997-04)
Assessment is of prime concern to students and their teachers. Marks affect students psychologically; more to the point, in our 'clever country,' students know that what appears on their transcript might determine whether ...
The supervisor as practice-led coach and trainer: getting creative writing doctoral candidates across the finish line
(Australian Association of Writing Programs, 2009-10)
Multitasking supervisor-trainers who oversee the hybrid creative writing thesis have a role that is complicated by the multiplicity of theoretical and structural pathways available to shape the hybrid thesis. The dialectical ...
Imagination and Marketability: What do writers do for a living?
(The Australian Association of Writing Programs, 1998-04)
If recent statistics are reliable, most Australian writers pursue their craft as a vocation, not as a means to a living wage. These statistics might not dampen the enthusiasm of students who might be years away from facing ...
Living on the Edge: Creative writers in higher education
(The Australian Association of Writing Programs, 2010-04)
This paper focuses on creative writing and considers how we might write across and beyond boundaries between genres, between disciplines and between audiences. Using principles from action research and practice-led research ...
Uneasy Bedfellows: Assessing the creative thesis and its exegesis
(The Australian Association of Writing Programs, 2009-10)
Since creative writing is being formalised in coherent programs and assessment methods are under scrutiny, we must mediate the problematic relationship between this new discipline and the academy more effectively. Honours ...
(Social Alternatives, 2005)
Honouring Students: What can a successful creative writing honours program offer?
(The Australian Association of Writing Programs, 2000-10)
This paper explores the turf of creative writing honours students. When they begin, do honours students have a clear idea of what they want? For example, how ready are they to be independent and to be judged by professional ...