Reflection In Creative Writing

Throughout the course of the Creative Writing Poetry class, I feel as though I have learned a lot about the craft and my own work. This has all culminated in the completion of my portfolio and there are still various things that I have and learned and noticed while piecing it together. The hardest part about this portfolio, besides the title, would have to be the ordering of the poems. As I have learned from Erica Dawson, you want to both start and finish strong in order to get the reader invested

has gone up in some levels as well, but more so the appreciation for the craft of writing itself. Intially, at the start of this class my sole goal was to further my understanding and appreciation of the writer's and books that I so love to read. Through further evaluation within the first week, a few other goals came to mind, of which were, making writing a habit, finishing what I start, stop second guess my writing skills and making effective use of detail and description. Through the use of the

my classmates’ writing. Having a mix of large and small group discussions have allowed me not only to help others improve their writing, but to learn about different writing styles and techniques. Throughout the course, I have worked closely with Cory Robinson, a senior at Sacred Heart University, studying English/Pre-Law with multiple minors, including Creative Writing. In an interview with Robinson, I have learned about how he gained an interest in writing, what he enjoys writing, and ultimately

In this class, Creative Writing, we learned twelve different rules for writing. I felt that each rule, except for two, were important and could help, not only with writing, but in school, work, and life. We had writing projects due weekly and, in class, we traded papers so we could edited each others work.We also made a Google Docs and collaboratively wrote stories in groups of three to five people. My group is writing a murder mystery on a cruise ship. With this project I learned more about what

verbatim, I am making it hard for them to resist the urge, and I may be the cause of their inability to authenticate work. In writing, I have simply given out outline to put more control in their hands and take the temptation of coping out. I inform them that I want to be broad enough to see their creativity. I receive some resistance at first, but as time has passed with more writing, they begin to enjoy looking at others’ work and challenging creativity among classes and individual students. I do falter

English 1140. Luckily, after the first few weeks of class, I felt encouraged because I realized the class was a supportive learning environment with the professor and classmates helping to build my creative writing and critical thinking skills, such as, the use of counterarguments, evaluating sources, writing for different audiences or subjects, creating flow with good transitions and adding interesting words. Throughout life, I have felt comfortable talking and explaining my views; however, supporting

Pacify Your Inner Critic is informing the writer reading the article of how writing can become an emotional process. It explains there is good emotional, and bad emotional, and how you need to just let it flow, write without thinking, and write from your emotions. The author mentions Anne Paris a clinical psychologist and how stepping back from the full immersion in the creative process can be used as a time of reflection and consolidation; however, she also mentions that it can also make a person

My Advanced Project focuses on the analysis of the creative writing process and methodology and what this process involves. Leading a practice-based research in this field I will by the end of the academic year write one feature length movie screenplay, which will be the product and reflection of my research on the creative writing process. The research focuses on examining how and develops a screenwriter writes a screenplay. Throughout the development process of a diary, recording notes on everything

The compulsive writing forced upon students in their normal education stifles their creative process. Each student has experiences and an imagination that could create worlds for potential readers, but teachers are made to test their ability to make an argument within confined and detailed instructions. This type of instruction is all to prove that a student is able to write conventionally. How are the next great authors supposed to come out of an education that does not foster a trust in the student

The first tag is “learning”. It may seem obvious but I learned so much about not the only the writing process, but in my self too. Nearly all of my entries in the commonplace book discuss some lesson that I learned from the time when I figured out MLA format to when I finally realized how to revise the style of my papers. The second tag is “Fear of