Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 (2015) Developing a Theoretical Framework for Response: Creative Writing as Response in the Year 6 Primary Classroom. English in Education, 49 (3). pp. 252-265.

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Abstract

Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtin's notion of utterances as ‘interpersonal’ (1986), the model demonstrates the complexity of creative writing – the text is influencing of and influenced by an author's participation in ‘figured worlds’ (Holland, Lachicotte, Skinner and Cain 1998), but also influencing of and influenced by future respondents. This article suggests that ‘weaker framing’ (Bernstein 2000) in creative writing pedagogy has the potential to alter boys' identities and refigure their worlds.

Item Type:	Article
Additional Information:	https://eprints.leedsbeckett.ac.uk/id/eprint/1727/3/Dobson%202015%20Creative%20Writing%20as%20Response.pdf
Status:	Published
DOI:	10.1111/eie.12075
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/7228

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