The article examines the significance of lore in creative writing pedagogy discourse, the problem posed by the historical distinction between teaching craft and drawing out talent in workshops, and the role of social identity as it is rejected, theorized, or ignored in discussions on teaching creative writing. Taking into account students' subjectivity as also constituted by the dynamics of collective identities such as those suggested by the terms gender, race, ethnicity, and so forth, the essay offers examples of workshop strategies that encourage dialogic voicing.

Commentary| April 01 2003 The Strangeness of Creative Writing: An Institutional Query Shirley Geok-lin Lim Shirley Geok-lin Lim Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 151–170. https://doi.org/10.1215/15314200-3-2-151 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Shirley Geok-lin Lim; The Strangeness of Creative Writing: An Institutional Query. Pedagogy 1 April 2003; 3 (2): 151–170. doi: https://doi.org/10.1215/15314200-3-2-151 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: Commentaries You do not currently have access to this content.

Research Article| January 01 2001 English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process Shirley Geok-lin Lim Shirley Geok-lin Lim Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 178–184. https://doi.org/10.1215/15314200-1-1-178 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Shirley Geok-lin Lim; English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process. Pedagogy 1 January 2001; 1 (1): 178–184. doi: https://doi.org/10.1215/15314200-1-1-178 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.