Log in
Two successive ESRC studies by Myhill and Jones have shaped national policy and practice in the teaching of writing in the UK and internationally, by establishing an appropriately evidenced rationale for grammar in a pedagogy for writing. Rapporteur A (Study 2) noted that `the grant-holders should be congratulated for their activities in ensuring that relevant policy-makers are aware of and take in to consideration appropriate empirical evidence that they have gathered' and Rapporteur B believed that the research `has had more impact than any other UK educational project'. Specifically the two studies have had an impact by:
The Military Writing Network (MWN) was founded in 2009 by Siobhan Campbell, Principal Lecturer in the Department of English Literature and Creative Writing, Kingston University London. Drawing on research by Professor Rachel Cusk, Dr. Meg Jensen and Professor Vesna Goldsworthy into the interface between testimony, trauma literature, autobiographical fiction and recovery from trauma and related disorders, the MWN created and sustains partnerships with organisations working with veteran soldiers, sailors and airmen and their families toward investigating how creative writing practice can help them cope with issues relating to combat stress, both inside and outside mental health environments.
The impact of Professor Nigel McLoughlin's work has two main, interrelated facets. The first is the public dissemination of his poetry through a variety of media, including mass media. His work takes the Irish troubles as a main context, and addresses themes of violence, invasion, identity, belonging, and tradition. He has published widely and has been invited to perform his work to public audiences at numerous literary festivals. The second is his academic research into pedagogy and poetics. Here his academic work examines the creative process and principles of making poems and his research reflects how one can explore and teach the various textual, musical, rhythmic, formal and thematic considerations of poetry. His own poetry bears out this reflective relation to expressivity through its perpetual experiments with formal and musical considerations, imagery and the relationship of the poetic whole to multi-sensory images and embodied thought.
This impact relates to the development of Creative Writing within school and University curricula and has three elements. Firstly, this research has played a leading role in the development of new conceptual frameworks and innovative methodologies for the teaching of Creative Writing within English Literature University curricula within the UK and beyond. Secondly, this research has made a key contribution to the development and implementation of innovative models of professional development for teachers of English Literature and Creative Writing in Further and Higher Education. Finally, this research has changed the profile of Creative Writing as an academic discipline by informing the development of new national UK frameworks for the teaching of Creative Writing in schools and University, including the development of new A Level specifications.
As a prize-winning poet, novelist and teacher of Creative Writing, Professor Philip Gross's work is concerned with the development of individuals' creative practice (both adults' and children's), outside the academy as well as inside it. His work has led to a wider awareness of the ways in which creative process, particularly through cross-arts collaboration, can enhance our understanding of some of the most urgent challenges of contemporary society. Offering models of peace-building and communication in an age of cultural diversity and migration, it encompasses creative ways of envisioning the environment as well as human issues of dispossession, health and ageing.
This study details the impact of Nicholas Royle's research on the teaching of literary theory and creativity in HEIs and beyond. Royle co-authored the textbook An Introduction to Literature, Criticism and Theory (ILCT) with Andrew Bennett (Bristol). The book has achieved significant international reach, changing the way in which literary theory is taught in HEIs. Central to this project is a concern with how literary theory can be taught creatively and with new ways of linking theory and creative writing in the academy and beyond, approaches furthered by Royle's development of Quick Fictions events and a web-based app with Myriad Editions.
This case study describes the impact of two poetry collections authored by Dr Abi Curtis, Senior Lecturer in Creative Writing and English Literature. The research explored and disseminated in two journal articles is intrinsically linked to the two poetry collections, which are practice-based explorations of an ongoing body of research. The research conducted in the two academic articles has had a direct impact on the practice-based work — the two poetry collections. These, in turn, have had impacts on the reading public, other artists, and students in different disciplines.
Writing Lives is a community storytelling project. It develops creative writing with people and communities as a way of expressing their past and present, and has resulted in a self-sustaining model of community arts practice. It demonstrates the following impact:
Tessa Hadley's, novels and stories have reached a public audience, been listed for prizes, and led to prominent literary journalism, public debate, and appointments to prize-awarding panels. Hadley's work is an example of the cultural and economic impact of the Creative Writing research community at BSU, which includes novelists, poets, dramatists and non-fiction writers, who have reached public audiences, contributed to public literary culture through journalism, broadcasting and award-judging, and contributed to the economic viability of publishing and related industries. Hadley exemplifies the strategy of using the research base to enhance the quality of published creative writing and literary debate.
The present case study describes the considerable influence over time of a core team of creative writers at the University of East Anglia (UEA) on the practice of creative writing as a discipline, both within the academy and beyond, and on the landscape of contemporary literature, the novel in particular. Our practice-based research and pedagogy represents a considerable contribution to economic prosperity in the publishing industries. UEA creative writing has local, national and international cultural impact through its partnership with the Writers Centre, Norwich and its extensive presence in the media, and through links with workshops in India, Australia and America. The transformative influence of UEA on the character of creative writing was recognized in 2012 with the award of the Queen's Anniversary Prize.