Editor

Dr. Brandon McFarlane

Document Type

Article

Publication Date

7-6-2020

Keywords

Creative Writing Studies; Pedagogy; Creativity; Critical Thinking; Psychology of Creativity

Abstract

This article builds on psychological research that claims critical thinking is a key component of the creative process to argue that critical-creative literacy is a cognitive goal of creative writing education. The article also explores the types of assignments and prompts that might contribute to this goal and simultaneously build bridges between creative writing education and other Humanities disciplines.

Faculty

Faculty of Humanities & Social Sciences (FHASS)

Journal

University of Toronto Quarterly

Issue

Special Issue on The Creative Humanities

Version

Pre-print

Peer Reviewed/Refereed Publication

yes

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Share

COinS