Titlebook: Creative Writing for Critical Thinking; Creating a Discoursa Hélène Edberg Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 d

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Book 2018hat result from the negotiations involved in learning through writing. This volume offers a completely new approach to creative writing, including useful practical advice as well as a solid theoretical base. It is sure to appeal to students of creative writing and discourse analysis as well as applied linguistics and language as identity.

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Concluding Discussion About Discoursal Identity and Learning Critical Thinking Through Creative Wriems. This chapter concludes and discusses the previous chapters and makes some comparative remarks. The concepts of the text-analytical model are discussed, in particular some theoretical concerns related to the concepts construed as text-analytical tools.

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Creative Writing for Critical Metareflection: Some Educational Implications,riting for critical thinking and suggests a few ideas for assignments and instructional approaches to working with them. Whether creative writing for critical thinking can be used as a writing method in any academic course aiming at enhancing metacritical text awareness is a question for further research.

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,Alternative sozial-?konomische Modelle, the writer’s capacity to encompass prototypical representations in language and in narrative texts. It is based on the American philosopher Martha Nussbaum’s definition of critical thinking as including critical self-reflection through the narrative imagination, but exceeding it to include a capacity for metareflection about writing.

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,Alternative sozial-?konomische Modelle,ts work with . and in different versions to maximize perspective change. It is presented in full. In addition, an extended example from the collected data is included. The main data consists of 65 student texts, where students sum up what they learned from the assignment. The basic approach to the research is ethnomethodological.

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Sozialistische Plan-Markt-Koppelungen,tured the results as three prototypical writers’ positions with a variation in each. The names assigned to the positions, the genre-, the process- and the research-oriented positions, mirror the driving . and . that are the main focus in each learning trajectory.

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Sozialistische Plan-Markt-Koppelungen,ed to critical evaluation of certain tools the writer has used; one is self-oriented, focusing identity, and one is critical/analytical in regard to language. This new way of understanding variation in learning outcomes calls for new ways of thinking about educating for learning through writing.

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