Teaching Historical Analysis through Creative Writing Assignments
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| Title: | Teaching Historical Analysis through Creative Writing Assignments |
|---|---|
| Language: | English |
| Authors: | Peterson, Janine Larmon, Graham, Lea |
| Source: | College Teaching. 2015 63(4):153-161. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Creative Writing, History, History Instruction, Assignments, Instructional Effectiveness, College Students, College Faculty |
| DOI: | 10.1080/87567555.2015.1052725 |
| ISSN: | 8756-7555 |
| Abstract: | Incorporating creative writing exercises in history courses can heighten students' critical reading and analytical skills in an active learning model. We identify and define two types of possible assignments that use model texts as their locus: centripetal, which focuses on specific context and disciplinary terms, and centrifugal, which address paradigms in human experience. Imitative assignments that include emphasis on form or structure provide a clear framework for assessment. We provide models for both types of assignments in history survey courses, including our reflections on final analysis of the projects, means of assessing them, and qualitative evidence to evaluate the effectiveness of this approach. |
| Abstractor: | As Provided |
| Number of References: | 40 |
| Entry Date: | 2015 |
| Accession Number: | EJ1078153 |
| Database: | ERIC |
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| Abstract: | Incorporating creative writing exercises in history courses can heighten students' critical reading and analytical skills in an active learning model. We identify and define two types of possible assignments that use model texts as their locus: centripetal, which focuses on specific context and disciplinary terms, and centrifugal, which address paradigms in human experience. Imitative assignments that include emphasis on form or structure provide a clear framework for assessment. We provide models for both types of assignments in history survey courses, including our reflections on final analysis of the projects, means of assessing them, and qualitative evidence to evaluate the effectiveness of this approach. |
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| ISSN: | 8756-7555 |
| DOI: | 10.1080/87567555.2015.1052725 |
