Annotated Bibliography # 6

Fenza, David. “The Centre Has Not Held: Creative Writing & Pluralism.” New Writing: The International Journal For The Practice & Theory Of Creative Writing 8.3 (2011): 206-214. Literary Reference Center. Web. 6 Apr. 2014.

This article focuses on the idea that creative writing becomes much more democratized through the medium of blogging because it opens the door for a plethora of people to be able to enter the writing community for better or for worse. The sphere of creative writing opens to aspiring writers as well as established ones to form a community that was hardly possible even about 30 years ago. It gives access to media in a way that has never before been available, as well as has let writers play with content, form, and overall craft because of the accessibility to the internet. Blogging has produced new styles of writing that are at once innovative and rapidly changing.

Annotated Bibliography # 2

Lacina, Jan, and Robin Griffith. “Blogging As A Means Of Crafting Writing.” Reading Teacher 66.4 (2013): 316-320. ERIC. Web. 2 Mar. 2014.

This source is an article based on how blogging is beneficial to crafting writing. These writers argues that in the classroom, blogging hones skills that are very much connected to critical thinking, writing, and the production of creative knowledge. By this the authors assert that in classroom studies, focusing on a centralizing topic and being able to concisely share ideas shows a skill level in younger children that are not present in other students who have not been exposed to this style of writing. They also assert that blogging has a space in the classroom for various reasons. Most importantly, they showcase how blogging isn’t detrimental because of its shorter form of narrative but actually helps the student to focus and hone in on their specific topics. They find that the blog posts are much more precise and relevant to the subject matter that they speak about.

Annotated Bibliography

Ruth Mei Fen, Wong, and Hew Khe Foon. “The Impact Of Blogging And Scaffolding On Primary School Pupils’ Narrative Writing: A Case Study.” International Journal Of Web-Based Learning & Teaching Technologies 5.2 (2010): 1. Publisher Provided Full Text Searching File. Web. 23 Feb. 2014.

This article focuses on a case study administered to children at the elementary level that discusses the impact of blogging in how students read, respond, and write in the narrative form. This study finds that the blogging form allows the kids to experiment and find their own voices while they study the narrative form. It is a way of expressing creativity in terms of form while learning to control content. In some cases, students who had done worse in prior years now found themselves with an increased ability to use the narrative form simply because of the change of form. Being able to incorporate technology into the classroom not only provided a pick-up to the workload but also encouraged the students to look at each other’s work. This basis of comparison both inspired and pushed the students to continue working on their own blogs. This way of collaboration and editing also helped children whose grammar and spelling techniques were at lower levels. The study even included cases where the computers would simply underline the misspelled word but not auto-correct or show the correct spelling without the student first looking it up. For the purposes of my paper I would like to incorporate that the blogging form actually increased the ability for kids to find a narrative voice rather than stunted them.