This essay proposes a theoretical conception of design particularly suited for the creative writing classroom and suggests teaching strategies that enhance what I refer to as students’ design sense. Drawing upon the work of Francis Christensen, I highlight instructional approaches that reposition and reformat texts on the page such that the functional relationships between sentence elements are made more concrete and thus more comprehensible to students. I argue that by helping students see the subtle part-to-part and part-to-whole dynamics within sentences, creative writing teachers inspire students to move beyond their usual stylistic and syntactical tendencies.
"Schemes and Sense: Teaching Creative Writing with Design in Mind,"
Journal of Creative Writing Studies: Vol. 2:
1, Article 5.
Available at: https://repository.rit.edu/jcws/vol2/iss1/5