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A Pedagogy for Writing Enjoyment: Inspiration From Free-Time Author Schools for Children.

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Title: A Pedagogy for Writing Enjoyment: Inspiration From Free-Time Author Schools for Children.
Authors: Heger, Stine1 (AUTHOR) stine.heger@edu.au.dk
Source: Writing & Pedagogy. Jun2026, Vol. 16 Issue 3, p496-527. 32p.
Subject Terms: *Creative writing education, *Writers' workshops, *Teaching methods, *Authors, *Creative writing, *Children's writings
Geographic Terms: Denmark
Abstract: This article presents findings from an ethnographic, rhetorical study of children's experiences with free-time writing in so-called author schools for children in Denmark. The study is guided by two research questions: What characterizes writing enjoyment in the context of free-time author schools for children, based on children's own experiences? and How can insights from children's writing experiences in author schools inform broader pedagogical considerations about writing in formal school settings? The aim of the article is to contribute empirically grounded knowledge about writing enjoyment in an out-of-school teaching context and to explore how such knowledge might inspire broader considerations about a pedagogy for enjoyable writing experiences. Findings point to four core dimensions of writing enjoyment as expressed by the children: (a) writing together with others in a community of writing, (b) being free in writing and experiencing agency, (c) using imagination in writing to explore ideas and stories, and (d) being taught by an author, someone who is herself a writer. These insights are considered in relation to existing understandings of writing enjoyment and discussed as inspiration for a writing pedagogy that is experience centered rather than performance centered. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: *<searchLink fieldCode="DE" term="%22Creative+writing+education%22">Creative writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Writers'+workshops%22">Writers' workshops</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+writing%22">Creative writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+writings%22">Children's writings</searchLink>
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  Data: This article presents findings from an ethnographic, rhetorical study of children's experiences with free-time writing in so-called author schools for children in Denmark. The study is guided by two research questions: What characterizes writing enjoyment in the context of free-time author schools for children, based on children's own experiences? and How can insights from children's writing experiences in author schools inform broader pedagogical considerations about writing in formal school settings? The aim of the article is to contribute empirically grounded knowledge about writing enjoyment in an out-of-school teaching context and to explore how such knowledge might inspire broader considerations about a pedagogy for enjoyable writing experiences. Findings point to four core dimensions of writing enjoyment as expressed by the children: (a) writing together with others in a community of writing, (b) being free in writing and experiencing agency, (c) using imagination in writing to explore ideas and stories, and (d) being taught by an author, someone who is herself a writer. These insights are considered in relation to existing understandings of writing enjoyment and discussed as inspiration for a writing pedagogy that is experience centered rather than performance centered. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/wap-2025-0022
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        Text: English
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      – SubjectFull: Creative writing education
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      – SubjectFull: Writers' workshops
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      – SubjectFull: Teaching methods
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      – SubjectFull: Authors
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      – SubjectFull: Creative writing
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      – SubjectFull: Children's writings
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              Text: Jun2026
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