Active Reading: Transformative Writing in Literary Studies by Ben Knights
By Ben Knights
The topic of this booklet is the crossover among serious examine and artistic writing. 'Active studying' is a dependent strategy of writing actions utilizing imitation, version and experimentation. via useful composition thoughts equivalent to 'transformational writing', 're-writing' or 'translation', scholars can use writing actions to enhance their severe mind's eye. This ebook bridges the distance among theories of studying and Literary experiences in greater schooling. surroundings 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' realizing of theoretical in addition to literary and cultural texts. The authors supply a reflective account of training and evaluate equipment utilizing writing actions and demanding considering concepts and the kinds 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 autonomous 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
Example text
Nearly a hundred creative activities on and around texts were assembled by John Parry who noted that an 'active engagement with words on the page means that the student literally makes something of the text' (42). Barbara Bleiman's Activities for A-level English (1991) draws on this tradition of work and suggests that in the period before the options started to close down there was widespread receptivity in sixth forms towards creative/critical approaches. To sum up: for a brief period in the 1980s it looked to many not only as though a reciprocity of practice across the tertiary-secondary line was possible, but also that, 32 Pedagogic Context more specifically, critical/creative crossover would be a key element.
In the last chapter, we argued that the conventional distinction between critical and creative practice was in fact unstable and ripe for deconstruction. In developing the theme of this book, our case about literary criticism develops three broad and interconnected areas. In this light we seek to spell out something already touched on in the previous chapter: the complex relationship of criticism as a genre of writing and pedagogy to other, 'creative', genres. In doing so we examine an explicit argument concerning the symbiotic relationship between criticism and writing: the Arnoldian thesis that a healthy state of criticism is the precondition for 'great' writing.
What they were claiming — implicitly or overtly - was that, firstly, the performance of literary criticism (oral or written) typically drew on and reinforced a narrow band of response, and, secondly, that even assuming its benefits, most (if not all) students needed more of what Bruner referred to as scaffolding. Part of the role of the teacher was therefore to support students in getting to the point where they could start to join in meaningful discussion. In the view of Broadbent and his colleagues, students in seminars were typically inhibited, looking warily over their shoulders, nervously trying to read the signs.