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Size matters: class numbers and the creative writing workshop

Journal Article


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Abstract


  • With heightened funding pressures on Australian universities, academics are

    being placed under more pressure to increase class sizes. Creative writing

    workshops, where students provide feedback on each other’s creative work,

    can be rigorous and demanding sites for teachers in ways that differ from

    ‘traditional’ classroom settings. This article surveys critical research on class

    sizes and the workshop model, as well as third-year University of Wollongong

    creative writing student perspectives, arguing that the in-person workshop

    model, while imperfect, remains vital to the discipline of creative writing.

    When successful, it can teach students the technical elements of craft as well as

    the skills to build workshop communities, consider process and develop a sense

    of who their audiences are. However, increasing class sizes make it difficult, if

    not impossible, to fulfil these potentials, and put the workshop at risk. If

    creative writing academics don’t fight for manageable workshop student

    numbers, our very discipline will be at risk with the rise of the information

    economy, as outlined by Paul Mason (2015).

Publication Date


  • 2018

Citation


  • Cosgrove, S. E. "Size matters: class numbers and the creative writing workshop." Text .Special Issue 51 (2018): 1-10.

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=4716&context=lhapapers

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3687

Number Of Pages


  • 9

Start Page


  • 1

End Page


  • 10

Issue


  • Special Issue 51

Place Of Publication


  • Australia

Abstract


  • With heightened funding pressures on Australian universities, academics are

    being placed under more pressure to increase class sizes. Creative writing

    workshops, where students provide feedback on each other’s creative work,

    can be rigorous and demanding sites for teachers in ways that differ from

    ‘traditional’ classroom settings. This article surveys critical research on class

    sizes and the workshop model, as well as third-year University of Wollongong

    creative writing student perspectives, arguing that the in-person workshop

    model, while imperfect, remains vital to the discipline of creative writing.

    When successful, it can teach students the technical elements of craft as well as

    the skills to build workshop communities, consider process and develop a sense

    of who their audiences are. However, increasing class sizes make it difficult, if

    not impossible, to fulfil these potentials, and put the workshop at risk. If

    creative writing academics don’t fight for manageable workshop student

    numbers, our very discipline will be at risk with the rise of the information

    economy, as outlined by Paul Mason (2015).

Publication Date


  • 2018

Citation


  • Cosgrove, S. E. "Size matters: class numbers and the creative writing workshop." Text .Special Issue 51 (2018): 1-10.

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=4716&context=lhapapers

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3687

Number Of Pages


  • 9

Start Page


  • 1

End Page


  • 10

Issue


  • Special Issue 51

Place Of Publication


  • Australia