I'm a Poet? International Doctoral Students at a U.S. University Participate in a Creative Writing Workshop
I'm a Poet? International Doctoral Students at a U.S. University Participate in a Creative Writing Workshop
复制标题
我是诗人？
作者：
Jill Ostrow;L. Chang
当国际博士生参加创意写作研讨会时会发生什么？我们美国中西部的一所大型大学的学生往往是在自己的国家学习英语后进入课堂的，他们非常重视技能和语法。他们没有机会玩弄语言，没有机会通过诗歌、叙事或富有表现力的声音来表达自己。其中一位作者为国际研究生开设了写作课程，这样来自不同国家的博士生不仅可以作为一个学习英语的作家社区聚集在一起，而且可以作为一个国际作家社区聚集在一起。学生们被要求关掉学术写作的声音，探索他们的创造性声音。慢慢地，通过选择、起草、分享、编辑、修改和起草其他体裁的写作过程，学生们开始感到作为作家更有信心。有几个人发现自己是诗人。其他人则愿意冒险尝试不同的流派。所有的学生都感觉到他们的学术写作有了进步。作者的发现表明，让国际学生有机会用母语和非母语进行创造性写作，以帮助他们在所有大学课程中取得成功，这一点至关重要。
实践始终是理论的体现，理论是对实践的理解。批判性的教育方法被理解为理论和实践，其目的是识别和挑战不公平的社会结构和政策。(康明斯，2009年，第261-271页)
What happens when international doctoral students participate in a creative writing workshop? Very often, students at our large midwestern U.S. university enter classes having learned English in their native countries with a heavy emphasis on only skills and grammar. They have not had the chance to play with language, to express themselves through poetry, narrative, or expressive voice. One of the authors created the course Writing Workshop for International Graduate Students so doctoral students from different countries would be able to come together not only as a community of writers learning English, but as a community of international writers. The students were asked to turn off their academic writing voices and to explore their creative ones. Slowly, through the writing process of choice, drafting, sharing, editing, revision, and drafting in other genres, the students began to feel more confident as writers. Several discovered that they were poets. Others were willing to take the risk to try different genres. All of the students felt that their academic writing had improved. The authors’ findings suggest that it is crucial to allow opportunities for international students to write creatively in both their native and nonnative languages in order to help them succeed in all of their university courses.
Practice always embodies theory and theory strives for understanding of practice. Critical approaches to education, understood as both theory and practice, aim to identify and challenge inequitable social structures and policies. (Cummins, 2009, pp. 261-271)