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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.
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.
The Department has worked proactively to bring creative writing out from the institutional sphere and into the public domain. While creative writing is often perceived as a niche activity largely confined to university writing programmes, Warwick's writers have broken new ground with their approach that writing can take all forms, that creativity is open to everyone, and that writing has the power to intervene meaningfully in the world. This commitment is demonstrated through a range of activities that include active involvement in campaigns for the freedom of expression, the foundation of distinctive literary prizes, widespread communication of interactive material through social media, and the establishment of new publishing houses and literary magazines.
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.
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.
Mick Gowar's critical and creative practice has impact on culture and education within the community. His work has had, and continues to have, a significant impact on children's reading and writing, in particular introducing children to the heritage of British folklore through initiatives such as the World Wide Story Web which both preserves and presents cultural heritage. A key impact of his research is the way it has enabled adults and children, including children with special needs, to express themselves through writing and music making, thus having a positive impact on wellbeing, educational achievement and personal development.
Members of the University of Exeter's Programme for Creative Writing and Arts have translated their research-as-practice into regional, national, and international impact by introducing innovative forms of contemporary writing to a range of audiences through publications, several of which have had notable public acclaim; an events programme; and training workshops. Funded projects to develop new writing have strengthened relationships between academic and creative sectors and inspired new and successful writing careers. The main impacts of this research-as-practice have been to:
The case study will discuss, and provide qualitative evidence of the ways in which Julie Maclusky's action research into developing approaches to teaching creative writing in primary schools has contributed to the thinking, training and continuing professional development of primary school teachers and their teaching practice. It will illustrate the emerging impact that the research has had on the practices of primary schools in teaching creative writing and on the value and success of those practices to developing articulacy and literacy amongst primary school-aged children.
This case study concerns the impact of the research group `Contempo', which engages in an iterative relationship between poetry and poetry criticism. Key themes for the critical basis of this group's poetry are: life and poetry-making; historically informed poetry; ekphrastic poetry. The group has generated two types of impact a) Cultural Life and b) Education. The beneficiaries are a diverse range of audiences: 1) those attending the poetry readings of this group in person; 2) those witnessing media events (especially Radio); 3) those using social media for discussion and comment and 4) those engaging in writing classes outside of the academy, particularly A level students and adult learners.