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- Volume 7, Issue 2, 2014
Journal of Writing in Creative Practice - Volume 7, Issue 2, 2014
Volume 7, Issue 2, 2014
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Making the textual visual
Authors: Kaye Towlson and Julia ReeveAbstractThis visual essay documents the ‘Making the textual visual’ event held at De Montfort University: it embodies the visual approach to written formats that is central to the authors’ research. Photographs from the event are used to illustrate the activities, atmosphere and ethos of the day.
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How can adopting the materials and environment of the studio engage Art & Design students more deeply with research and writing? An investigation into the Reframing Research technique
By Julia ReeveAbstractThis article puts forward the learning and teaching benefits of placing theory for Art & Design students within the realm of the studio, focusing on a particular technique, Reframing Research, developed by the author. The ways in which this method can both engage students with the research process and deepen their understanding of context are identified. Primary research from student workshops and reflection on the author’s practice are used to support the discussion.
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‘Embodied writing support’: The importance of the body in engaging students with writing
By Lisa ClughenAbstractScholars from a wide range of disciplines – from linguistics, neuroscience and science to education, Sports and Leisure and telecommunications – have argued for the centrality of the body to effective learning environments. My contention in this article is that embracing the body is also crucial for creating empowering environments to support writing in UK Higher Education (HE). Drawing mainly on feminist theories of the body, I discuss how I have attempted to do this in my own work in academic literacy support with a specific consideration on the creation of supportive spaces for writing. The intention here is to theorize ways in which the body might relate to writing and to stimulate creative ideas about how this burgeoning field of ‘embodied writing support’ can be further developed.
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Collage, a crucible for transformative learning
By Kaye TowlsonAbstractThis article relates the personal experience and reflections of the author in her pedagogic use of collage as an aid to exploration, thinking, planning and reflection. The article recounts her use of this and other radical visual and kinaesthetic learning techniques within the contexts of assignment exploration, project planning and careers mapping. The revelatory and self-reflective results of these activities generate an environment of trust and peer experience sharing which creates an atmosphere ripe for a truly transformative learning experience.
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Navigating the essay: Making writing multi-sensory
Authors: Jackie Hatfield, Tina Horsman and Jacqueline SzumkoAbstractIn this article we present multi-sensory materials for teaching academic writing, specifically paragraph structure. We aim to give an overview of multi-sensory teaching and explain why it is that paragraphing is both important and difficult. We will demonstrate some of the materials we have developed and how we use them, showing examples of students’ work. Coloured text is used in this article to emphasize the main technique discussed. As specialist teachers, these ideas were originally developed for neurodiverse students, but we argue that they will be equally beneficial to any student.
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Volumes & issues
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Volume 17 (2024)
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Volume 16 (2023)
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Volume 15 (2022)
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Volume 14 (2021)
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Volume 13 (2020)
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Volume 12 (2019)
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Volume 11 (2018)
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Volume 10 (2017 - 2018)
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Volume 9 (2016)
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Volume 8 (2015)
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Volume 7 (2014)
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Volume 6 (2013)
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Volume 5 (2012)
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Volume 4 (2011 - 2012)
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Volume 3 (2010)
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Volume 2 (2009)
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Volume 1 (2007 - 2008)