Abstract
ABSTRACT: Creative Writing in English (CWE) has not been extensively researched in Brazil. There are few courses on CWE in Brazilian Languages and Literature universities, and even fewer available publications on this area as well (MYERS, 2006; MORLEY, 2007; BLYTHE and SWEET, 2008; HEALEY, 2009; OBERHOLZER, 2014). For these reasons, the main objective of this research was to investigate the development (VYGOTSKY, 2004; 2007;, M. C.E EINER, A. (2010) 2014. a grammar JOHN-STEINER, CONNERY & MARJANOVIC-SHAN, 2015) of undergraduate students’ concepts about creativity. To achieve that, the researcher investigated the participating students’ initial and final concepts about creativity in a creative writing course in English. This course had 12 Brazilian undergraduate students. The initial results indicated that they all shared a very strict view upon creativity, however, their concepts were all broadened extensively by the end of the course due to the development of the creative writing course as well as the teacher’s pedagogical interventions. Keywords: Creativity; Creative Writing; Broadening
Highlights
Creative Writing in English (CWE) has not been extensively researched in Brazil
For Vygotsky (2004; 2007), creativity is a process developed by the constant interaction between the self and the other, and between the self and the world which surrounds all of us
I concur with Vygotsky (2004), creativity is an internal and external process which is in line with the sociocultural tenets present in the Glăveanu (2011)’s We-paradigm’s approach
Summary
Creative Writing in English (CWE) has not been extensively researched in Brazil. There are few courses on CWE in Brazilian Languages and Literature universities, and even fewer available publications on this area as well (MYERS, 2006; MORLEY, 2007; BLYTHE and SWEET, 2008; HEALEY, 2009; OBERHOLZER, 2014). Glăveanu (2011) highlighted another characteristic of the I-paradigm approach to creativity In the same vein, Carson (2011) believed that by identifying correctly the strongest cognitive skills of a person, he may have more chances of becoming a Big C creator Because of that, she proposed 7 distinct types of essential creative skills. The attempts of measuring properly a person’s creative potentials is a recurrent procedure among the I-paradigm researchers They have all promulgated that creativity is within the human psychology, i.e., it is cognitive-oriented. For this reason (and others already mentioned), most of them have tried to elaborate an ultimate measuring technique to assess a person’ creativity and promote their development. A Glăveanu (2011) illustrative summary of the I-paradigm approach to creativity can be visualized below: Innatism
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