Reclaiming the "wounded storyteller": The use of peer feedback as a pedagogical tool in creative life writing

Akhtar, Farrukh (2015) Reclaiming the "wounded storyteller": The use of peer feedback as a pedagogical tool in creative life writing. Writing in Practice, 1, ISSN (online) 2058-5535

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Abstract

This paper looks at the use of student feedback within the creative writing workshop, with particular reference to life writing. It is argued that preparing students for the peer review process, managing the way in which feedback is given and received and being mindful of the emotional impact of writing are keys areas of consideration. Different types of feedback are presented. "Emergent feedback" is identified as a category that captures the accumulative impact of peer review, enabling holistic discussions about the craft of writing. Frank’s (1995) concept of the "wounded storyteller" is applied to the emotional impact of life writing. Suggestions are made for managing the process for individual students and within the curriculum as a whole.

Item Type: Article
Uncontrolled Keywords: life writing, peer feedback, emergent feedback
Research Area: Education
English language and literature
Faculty, School or Research Centre: Faculty of Health, Social Care and Education
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Depositing User: Clive Allnutt
Date Deposited: 17 May 2016 09:25
Last Modified: 26 May 2016 15:07
URI: http://eprints.kingston.ac.uk/id/eprint/35131

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