What is it about?
In addition to synthesizing empirical studies that in total included more than 3,500 participants, chapters present new research involving about 400 more--all of which illustrate linguistic and thematic evidence supporting Creative Writing Across the Curriculum (CWAC) as meaningful literacy.
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Why is it important?
"Much of the history of literacy education is about oppression and forcing students to become accurate, correct, and conventional in the most limited sense of the word. Back to basics, a focus on vocational literacy, English-only classrooms, literacy gate-keeping, and many other conservative, backward-looking pedagogical movements are primarily manifestations of the idea that literacy belongs to the nation and that teaching is about forcing students into performing a preconceived, externally validated form. But literacy and, in particular, creative literacies can have very different aims. They are about ownership, voice, emotion, and engagement. They are about finding oneself and understanding one’s life. Creative literacies allow, even encourage, divergence in form and validate the performance of self" (p. xv). -- Dr. David I. Hanauer, Foreword to <Creative Writing Across the Curriculum>.
Perspectives
"Justin Nicholes has done the hard work of tracking down, reviewing, synthesizing, and evaluating the different findings relevant to the discussion of whether creative writing can be used across the curriculum, what this implies, how it can be assessed, and the values that this entails. The argument here is not theoretical but empirical and based on multiple, rather than single studies." Dr. David I. Hanauer, Foreword to <Creative Writing Across the Curriculum>.
Justin Nicholes
University of Wisconsin Stout
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This page is a summary of: Creative Writing Across the Curriculum, October 2022, John Benjamins,
DOI: 10.1075/lal.40.
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