La escritura creativa como disciplina emergente

  1. Arbona Abascal, Guadalupe 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Arbor: Ciencia, pensamiento y cultura

ISSN: 0210-1963

Año de publicación: 2020

Volumen: 196

Número: 798

Tipo: Artículo

Otras publicaciones en: Arbor: Ciencia, pensamiento y cultura

Referencias bibliográficas

  • Aljasser, Haya, Almajed, Asma, Almansour, Haila y Alahmad, Nidhal (2017). A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class. Higher Education Studies, 8 (1), pp. 25-35. https://doi.org/10.5539/hes.v8n1p25
  • Balzhiser, Deborah y McLeod, Susan H. (2010). The Undergraduate Writing Major: What Is It? What Should It Be?. College Composition and Communication, 61 (3), pp. 415-433.
  • Csikszentmihalyi, Mihaly (1998). Creatividad. Barcelona: Paidós.
  • Dawson, Philip (2017). Assessment Rubrics: Towards Clearer and More Replicable Design, Research and Practice. Assessment and Evaluation in Higher Education, 42 (3), pp. 347-360. https://doi.org/10.1080/02602938.2015.1111294
  • Dreyfus, Hubert L. y Dreyfus, Stuart E. (2005). Peripheral vision: Expertise in real world contexts. Organization Studies, 26 (5), pp. 779-792. https://doi.org/10.1177/0170840605053102
  • Echeverría Ezponda, Javier (1999). Los señores del aire: telépolis y el tercer entorno. Barcelona: Destino.
  • Ericsson, K. Anders (2007). An expert-performance perspective of research on medical expertise: The study of clinical performance. Medical Education, 41 (12), pp. 1124-1130. https://doi.org/10.1111/j.1365-2923.2007.02946.x
  • Florida, Richard (2006). The Rise of Creative Class: The New Global Competition for Talent. Liberal Education, 92 (3), pp. 22-29.
  • Hansen, Kristine (2018). Discipline and profession. Can the Field of Rhetoric and Writing Be Both?. En: Malenczyk, Rita, Miller-Cochran, Susan, Wardle, Elizabeth y Yancey, Kathleen Blake (eds.). Composition, Rhetoric, and Disciplinarity. Utah: Utah State University Press, pp. 134-158. https://doi.org/10.7330/9781607326953.c007
  • Hollenberg, Alexander (2017). Challenging Creativity: A Critical Pedagogy of Narrative Interpretation. ESC: English Studies in Canada, 43 (1), pp. 45-66. https://doi.org/10.1353/esc.2017.0005
  • Jenkins, Henry (2008). Convergence culture. La cultura de la convergencia de los medios de comunicación. Barcelona: Paidós.
  • Kim, Kyung Hee (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23 (4), pp. 285-295. https://doi.org/10.1080/10400419.2011.627805
  • Myers, David Guy (1993). The Rise of Creative Writing. Journal of the History of Ideas, 54 (2), pp. 277-297. https://doi.org/10.2307/2709983
  • Myers, David Guy (2006). The Elephants Teach. Chicago: The University of Chicago Press.
  • Pappano, Laura (9 febrero 2014). Learning to think outside the box: Creativity becomes an academic discipline. The New York Times, p. 5.
  • Reif, Marija (2017). The creative calling. En: Glass, Loren (ed.). After the Program Era: The Past, Present, and Future of Creative Writing in the University. Iowa: University of Iowa Press, pp. 11-20. https://doi.org/10.2307/j.ctt20q238s.5