Articulate walls : writer’s block and the academic creative

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

Abstract

In the study of creative writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question ‘Can creative writing be taught?’ What of the creative practitioners who are working in an interzone between nurturing their students’ writing and maintaining creative output of their own? Institutional ‘publish or perish’ demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analysing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.
Original languageEnglish
Pages (from-to)348-359
Number of pages12
JournalNew Writing
Volume15
Issue number3
Early online date18 Oct 2017
DOIs
Publication statusPublished - Jul 2018

Fingerprint

Teaching
Creative Writing
Writer
Syllabus
Academic Discipline
Student Writing
Pedagogy
Mental Fatigue
Industry
Scenarios

Keywords

  • creative writing
  • inspiration
  • pedagogy
  • The muse
  • writing

Cite this

@article{5320acfac0da40e6a132f86d03f2ae34,
title = "Articulate walls : writer’s block and the academic creative",
abstract = "In the study of creative writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question ‘Can creative writing be taught?’ What of the creative practitioners who are working in an interzone between nurturing their students’ writing and maintaining creative output of their own? Institutional ‘publish or perish’ demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analysing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.",
keywords = "creative writing, inspiration, pedagogy, The muse, writing",
author = "Marshall MOORE",
year = "2018",
month = "7",
doi = "10.1080/14790726.2017.1384025",
language = "English",
volume = "15",
pages = "348--359",
journal = "New Writing",
issn = "1479-0726",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

Articulate walls : writer’s block and the academic creative. / MOORE, Marshall.

In: New Writing, Vol. 15, No. 3, 07.2018, p. 348-359.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

TY - JOUR

T1 - Articulate walls : writer’s block and the academic creative

AU - MOORE, Marshall

PY - 2018/7

Y1 - 2018/7

N2 - In the study of creative writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question ‘Can creative writing be taught?’ What of the creative practitioners who are working in an interzone between nurturing their students’ writing and maintaining creative output of their own? Institutional ‘publish or perish’ demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analysing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.

AB - In the study of creative writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question ‘Can creative writing be taught?’ What of the creative practitioners who are working in an interzone between nurturing their students’ writing and maintaining creative output of their own? Institutional ‘publish or perish’ demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analysing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.

KW - creative writing

KW - inspiration

KW - pedagogy

KW - The muse

KW - writing

UR - http://www.scopus.com/inward/record.url?scp=85031739587&partnerID=8YFLogxK

UR - http://commons.ln.edu.hk/sw_master/6685

U2 - 10.1080/14790726.2017.1384025

DO - 10.1080/14790726.2017.1384025

M3 - Journal Article (refereed)

VL - 15

SP - 348

EP - 359

JO - New Writing

JF - New Writing

SN - 1479-0726

IS - 3

ER -