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This book introduces Chinese creative writing to the English-speaking world, considering various aspects of literary and creative theories in research in Chinese writing. It covers recent trends such as cross-media practices, pedagogy in creative writing in China, Taiwan and Hong Kong, specifically, and looks at how Chinese classical culture brings new interpretations to creative writing within a global context. Consisting of 14 chapters by established scholars and experts, writers, and poets working in various genres within the Chinese writing tradition, the book presents data accrued from personal reflections, classroom teaching, video games, museum studies, radio dramas, TV series, and cyber-literature. The book includes leading Chinese leading scholars’ reflections on research and the field, providing an omnibus perspective on theories of creative writing. It focuses on the interconnection between Chinese creative writing and pedagogy and examines different writer-training methods in Mainland China, Hong Kong, and Taiwan, offering a comparative perspective that deepens the understanding of institutional effects on the development of creative writing. It unpacks the interaction between Chinese creative writing and multimedia and ascertains the possibilities of incorporating media studies into writing practices. It also presents new interpretations of Chinese classical culture assets to new creative or literary manuscripts, such as TV series adaptation and Internet literature. Relevant to researchers, teachers, and students working Chinese creative writing and Chinese literature, it is also a landmark text in exposing English-speaking creative writing scholars to the wealth of Chinese creative writing, in English.
This book charts the development of creative writing, bringing it from China to the world. As the second volume of Chinese Creative Writing Studies, the first of which introduces Chinese creative writing to English-speaking readers, this book expands on the first in further developing theories and research on creative writing pedagogy in the Chinese context, and in Hong Kong particular, looking at creative writing within cross-media practices, and the implications for creative writing in global contexts. The volume does so by presenting both local and international voices to expand the horizon of Chinese creative writing development. Structured in four parts, the book begins with leading Chinese scholars' reflections on research and field. The second part focuses on the interlinkages between creative writing and pedagogy in Hong Kong. The third section discusses poetic thinking and therapeutic writing to highlight their relationship with the personal and community. Lastly,the book takes a global perspective to examine the pedagogy and practice of creative writing through interviews with leaders in the field. It is relevant to researchers, teachers, and students interested in creative writing, particularly Chinese creative writing, but also those working in comparative contexts, both culturally, and in terms of cross-media perspectives.
Andy Kirkpatrick and and Zhichang Xu offer a response to the argument that Chinese students’ academic writing in English is influenced by “culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate.” Noting that this argument draws from “an essentially monolingual and Anglo-centric view of writing,” they point out that the rapid growth in the use of English worldwide calls for “a radical reassessment of what English is in today’s world.” The result is a book that provides teachers of writing, and in particular those involved in the teaching of English academic writing to Chinese students, an introduction to key stages in the development of Chinese rhetoric, a wide-ranging field with a history of several thousand years. Understanding this important rhetorical tradition provides a strong foundation for assessing and responding to the writing of this growing group of students.
This book explores creative writing and its various relationships to education through a number of short, evocative chapters written by key players in the field. At times controversial, the book presents issues, ideas and pedagogic practices related to creative writing in and around education, with a focus on higher education. The volume aims to give the reader a sense of contemporary thinking and to provide some alternative points of view, offering examples of how those involved feel about the relationship between creative writing and education. Many of the contributors play notable roles in national and international organizations concerned with creative writing and education. The book also includes a Foreword by Philip Gross, who won the 2009 TS Eliot Prize for poetry.
A volume in the Chinese American Educational Research and Development Association Book Series Series Editor Jinfa Cai, University of Delaware The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically wellinformed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc.
Informed by theory, research, and classroom practice, the volume provides a systematic overview of critical L2 writing issues. Additionally, with the aim to support instruction across all levels of education for Chinese speakers, this book introduces pre-service and in-service teachers to new teaching ideas, techniques, and practice.
An accessible guide to writing Chinese at the intermediate level An easy way to add more writing practice to the intermediate Chinese curriculum, this guide helps Chinese learners express themselves correctly on common everyday topics and for common social purposes. It is structured around the MPG teaching methodology for writing, which is model based, process oriented, and genre focused, to improve students' vocabulary and sentence- and paragraph-building skills. By providing sample texts with vocabulary, tips, and strategies for success in using those texts as models, this book will teach students to write biographical, creative, business, and personal content.
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This engaging and highly regarded book takes readers through the key stages of their PhD research journey, from the initial ideas through to successful completion and publication. It gives helpful guidance on forming research questions, organising ideas, pulling together a final draft, handling the viva and getting published. Each chapter contains a wealth of practical suggestions and tips for readers to try out and adapt to their own research needs and disciplinary style. This text will be essential reading for PhD students and their supervisors in humanities, arts, social sciences, business, law, health and related disciplines.