Journal of Secondary Alternate Education

Journal of Secondary Alternate Education: Homepage Reviews of and Comments About the Journal Volume 9, Number 1, Winter 2012 Volume 9, Number 2, April 2012 Volume 9, Number 3, May 2012 Volume 9, Number 4, June 2012 Volume 9, Number 5, July 2012 Volume 9, Number 6, August 2012 Volume 9, Number 7, September 2012 Volume 9, Number 8, October 2012 Volume 9, Number 9, November 2012 Volume 9, Number 10, December 2012 Volume 10, Number 1, January 2013 Volume 10, Number 2, February 2013 Volume 10, Number 3, March 2013 Volume 10, Number 4, April 2013 Volume 10, Number 5, May 2013 Volume 10, Number 6, June 2013 Volume 10, Number 7, July 2013 Volume 10, Number 8, August 2013 Volume 10, Number 9.0, September 2013 Volume 10, Number 9.1, September 2013 Volume 10, Number 10, October 2013 Volume 10, Number 11, November 2013 Volume 10, Number 12, December 2013 Volume 11, Number 1, January 2014 Volume 11, Number 2, February 2014 Volume 12, Number 1, December 2015 Volume 13, Number 1, January 2016 Volume 13, Number 2, February 2016 Volume 13, Number 3, March 2016 Volume 13, Number 4, April 2016 Volume 13, Number 5, May 2016 Volume 13, Number 6, June 2016 Volume 13, Number 7, July 2016 Volume 13, Number 8, August 2016 Volume 13, Number 9, September 2016 Volume 13, Number 10, October 2016 Volume 13, Number 11, November 2016 Volume 13, Number 12, December 2016 Volume 14, Number 1, January 2017 Volume 14, Number 2, February 2017 Volume 14, Number 3, March 2017 Volume 14, Number 4, April 2017 Volume 14, Number 5, May 2017 Volume 14, Number 6, June 2017 Volume 14, Number 7, July 2017 Volume 14, Number 8, August 2017 Volume 14, Number 9, September 2017 Volume 14, Number 10, October 2017



Volume 13, Number 8 (August 2016)

 

Direction for Creative Writing Teachers, a hermeneutic phenomenological perspective

 

Blurb

 

This book is a collection of internationally published chapters. It is a comprehensive guide for teachers who are interested in teaching creative writing, and includes extensive direction about what sorts of activities and events may encourage some students to become adult creative writers. Chapters about tact and the nature of encouragement highlight the teacher's responsibility to create a classroom environment that promotes individuality and creative expression. The work, five years in the making, utilizes three of the author's research projects in which he interviewed established Canadian writers about experiences in school that had encouraged them to become adult creative writers. The research details explicit methodology with respect to conducting hermeneutic phenomenological studies. Methodology includes bracketing bias and applying participant review and free imaginative variation to determine essential versus incidental themes within the qualitative paradigm.