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In this descriptive, qualitative study, the
English instructor Don Pardlow
uses a variety of verse drafting and narrative
drafting techniques to teach a class of freshman
English composition students editing, revising, and
critical thinking skills. At the beginning Pardlow
focuses primarily on the key cruces to the use of
creative writing pedagogy, teacher control and the
transfer of student
writing skills from narrative, expressive discourse
to expository, arugumentative, and research
discourses. He arrives at a working conclusion for
these problem, but in the course of the study
new issues, issues of language, of language
acquisition, of identity, and of gender emerge and
not only change the original focus of the study but
also reveal new definitions of creative writing,
definitions which argue for its expansion beyond the
context of the freshman English composition
classroom.
English instructor Don Pardlow
uses a variety of verse drafting and narrative
drafting techniques to teach a class of freshman
English composition students editing, revising, and
critical thinking skills. At the beginning Pardlow
focuses primarily on the key cruces to the use of
creative writing pedagogy, teacher control and the
transfer of student
writing skills from narrative, expressive discourse
to expository, arugumentative, and research
discourses. He arrives at a working conclusion for
these problem, but in the course of the study
new issues, issues of language, of language
acquisition, of identity, and of gender emerge and
not only change the original focus of the study but
also reveal new definitions of creative writing,
definitions which argue for its expansion beyond the
context of the freshman English composition
classroom.