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Journal of Writing in Creative Practice

Date posted: 18/06/2009

Issue 3 of Volume 1 of JWCP is now out and has some interesting articles.  Below is a short précis of these. The editors hope that you enjoy reading them as much as they have enjoyed selecting them and that you will let them have your valued feedback by email.  They would also like to take this opportunity to remind you to suggest that your institutions subscribe to the Journal.

In article 1, Lewis Elton writes about Complexity, University and the Arts, and suggests that senior administrators in education are cultivating methods of teaching and assessment that almost seem designed to reduce diversity. His thesis draws upon Wilhelm von Humboldt’s influential report of 1810 that called for unhindered intellectual autonomy in education.
 
In article 2, Val Diggle’s, Beautiful Place/Beautiful View, describes her work in a New Zealand university, in which she set up writing workshops structuring writing through the exploration of physical space and the use of the scroll.
 
In article 3, Introducing oral assessment within creative practice, Heather Symonds describes the introduction of new guidelines for the Viva Voce at Ph.D. level. This model neatly fits the existing subject benchmarks in Art and Design and the codes of practice that were favourably received at the Writing-PAD symposium held at Goldsmiths in 2006.
 
In article 4, Jane Charlton’s, Behind the Lines and Lines and Lines: Student studio solutions to projects that facilitate the exploration of visual and textual languages within fine arts practice, addresses notions of reading as opposed to looking at imagery in writing about models that she uses with her students at York Saint John University.

In article 5, The relevance and consequences of academic literacies for pedagogy and research in practice-based postgraduate design, Gavin Melles suggests that where hybrid approaches to project work are adopted, there is an ongoing effect on how feedback is offered. He suggests the specific relevance of the academic literacies in this area of design research.

In article 6, Sylexiad. A typeface for the adult dyslexic’ reader, Dr Robert Hillier addresses the nature of typeface legibility and readability, claiming that most font designers are literate and therefore overlook the cognitive complexity of reading for dyslexics. Dr. Hillier asks why, when we discuss these issues, we still use words such as ‘difficult’ (or the prefix ‘dys’, in ‘dyslexic’). He believes this derives from the lexic’s preference for typefaces with a uniform, symmetrical appearance.

In article 7, Mary O’Neill’s, Here “I” am, makes a challenge and a welcome amendment to John Wood’s article of 2000, The culture of academic rigour: does design research really need it? (www.writing-pad.ac.uk). Her response argues that both creative, opportunistic judgment and rigorous analysis must be cultivated and integrated.

In article 8, John Wood’s Auspicious Reasoning: can metadesign become a mode of governance? He argues that, unless we can develop a fresh approach to the way we reason, the next era of governance (e.g. creative democracy) may elude us.

For further information please see: www.intellectbooks.co.uk/journals/view-issue,id=1687/

 

Launch of Writing PAD Network Wiki

The editors are also pleased to launch the Writing PAD Network Wiki.  This is for everyone to use: you just need to log in and get involved.  This is in its initial stages, but there are pages for all of the WRiting PAD Centres, displaying information about themselves or students' work.  You are invited to take a look and feedback to the author:

www.writing-pad.org/wiki/HomePage