The problem of the exegesis in creative writing higher degrees
It has now become standard practice for there to be an exegetical component not only in creative writing PhDs, but also in Masters and even Honours dissertations. In this paper we will examine the main kinds of exegeses currently being submitted and discussed - including reflective/journal-based, 'theory' based, literary criticism, and historical or genre context - and attempt to evaluate their usefulness both for the student/writer and for the broader academic community.
We will be exploring such questions as: does current learning theory support the reflective or self-critical approach? Are current exegetical models (particularly the literary criticism model) overly embedded in an English Department idea of writing and writing theory? Does creative writing need to establish its own critical discourse, particularly through the exegesis? What kinds of students are doing these exegeses and how does our understanding of their assumed knowledges impact on developing models for critical work? Does current exegetical practice contribute to a growing theory of creative writing?
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||pedagogy, creative practice, practice, led, creative writing, RHD, MA, PhD, research, exegesis, exegetical, reflective, reflexive, reflexivity, first order, second order|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) > Creative Writing (incl. Playwriting) (190402)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||Copyright Nicole A. Bourke and Philip M. Neilsen|
|Deposited On:||27 Jun 2006|
|Last Modified:||29 Feb 2012 23:30|
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