Abstract

This article interrogates the commonly used creative writing workshop model, calling for a higher degree of process-oriented work in the classroom and bringing to light process-oriented models already in place in universities across the country. This discussion can serve as a springboard for classroom development of alternative teaching models.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 299-318
Launched on MUSE
2012-04-21
Open Access
No
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