Abstract
This article explores options for introductory creative writing curricula that allow for and encourage a greater consideration of personal identity and audience on the part of the student-author. It reaches toward possibilities for revising the introductory creative writing course as a space for student-authors to not only consider the cultural positions of the professional authors they study, but also the ways in which their own subject-positions influence their writing practices, craft choices, and understandings of genre. The article overall proposes a holistic revision to the standard, introductory creative writing curriculum, moving student-authors beyond considerations of “good” creative writing, and toward a more common consideration of cultural inclusion and diversity.
Recommended Citation
Bossiere, Zoë and McCrary, Micah
(2021)
"(Re)Considering Craft and Centralizing Cultures: A Revision of the Introductory Creative Writing Workshop,"
Journal of Creative Writing Studies: Vol. 6:
Iss.
2, Article 1.
Available at:
https://repository.rit.edu/jcws/vol6/iss2/1
Formatted Version
Included in
Creative Writing Commons, Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons