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Creative Academic Writing: A Playful Approach to Knowledge Production in Higher Education

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Title: Creative Academic Writing: A Playful Approach to Knowledge Production in Higher Education
Language: English
Authors: Heidi Hautopp (ORCID 0000-0003-3567-7727)
Source: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2026 25(2):173-191.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Language, Play, Writing Instruction, Creative Activities, Writing Exercises, College Instruction
DOI: 10.1177/14740222251388714
ISSN: 1474-0222
1741-265X
Abstract: Imagine that you can approach academic writing differently. Where vulnerability, playful tones, and doubtful steps weave into the lines. This paper extends an invitation to wonder, questioning how students in higher education are introduced to academic writing. Based on teaching experiments within the Humanities and Social Science, this paper introduces practical exercises and theoretical reflections on creative academic writing. It advocates for various methods, including resonance, bricolage, and visual approaches to foster students' creativity. The analysis addresses the role of teachers and students in embracing varied and inclusive writing methods. Findings suggest that when students experiment with different formats and writing styles, they become more engaged writers aware of their own writing preferences. However, the analysis shows that while most students found creative approaches inspiring and liberating, they hesitated to balance new insights with traditional expectations. This highlights a critical tension, suggesting a need for an integrated approach that allows for creativity while meeting academic standards.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501316
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Heidi+Hautopp%22">Heidi Hautopp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3567-7727">0000-0003-3567-7727</externalLink>)
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  Data: Imagine that you can approach academic writing differently. Where vulnerability, playful tones, and doubtful steps weave into the lines. This paper extends an invitation to wonder, questioning how students in higher education are introduced to academic writing. Based on teaching experiments within the Humanities and Social Science, this paper introduces practical exercises and theoretical reflections on creative academic writing. It advocates for various methods, including resonance, bricolage, and visual approaches to foster students' creativity. The analysis addresses the role of teachers and students in embracing varied and inclusive writing methods. Findings suggest that when students experiment with different formats and writing styles, they become more engaged writers aware of their own writing preferences. However, the analysis shows that while most students found creative approaches inspiring and liberating, they hesitated to balance new insights with traditional expectations. This highlights a critical tension, suggesting a need for an integrated approach that allows for creativity while meeting academic standards.
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