Title

Articulate walls : writer’s block and the academic creative

Document Type

Journal article

Source Publication

New Writing

Publication Date

1-1-2017

Volume

Advance publication

First Page

1

Last Page

12

Publisher

Routledge

Keywords

creative writing, inspiration, pedagogy, The muse, writing

Abstract

In the study of creative writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question ‘Can creative writing be taught?’ What of the creative practitioners who are working in an interzone between nurturing their students’ writing and maintaining creative output of their own? Institutional ‘publish or perish’ demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analysing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralysingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect.

DOI

10.1080/14790726.2017.1384025

Print ISSN

14790726

E-ISSN

19433107

Publisher Statement

Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Moore, M. (2017). Articulate walls: Writer’s block and the academic creative. New Writing, Advance publication, 1-12. doi: 10.1080/14790726.2017.1384025

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