MARC 主機 00000nam  2200373   4500 
001    AAI3366225 
005    20100618144826.5 
008    100618s2009    ||||||||||||||||| ||eng d 
020    9781109270419 
035    (UMI)AAI3366225 
040    UMI|cUMI 
100 1  Sharp, Leta McGaffey 
245 10 Creative nonfiction illuminated: Cross-disciplinary 
300    157 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       07, Section: A, page: 2498 
500    Adviser: Amy Kimmea Hea 
502    Thesis (Ph.D.)--The University of Arizona, 2009 
520    Creative nonfiction is abundant and popular. There are 
       many names and definitions for this fluid, multimodal 
       genre, which has played a role in its marginality in 
       academia. This dissertation examines creative nonfiction 
       in composition, creative writing, and journalism. I argue 
       that distinct beliefs and values of each discipline have 
       led to compartmentalized, disciplinary-specific 
       definitions and uses of creative nonfiction. To understand
       why this is, and to develop and a cross-disciplinary 
       understanding, I use Amy Devitt's rhetorical genre theory 
       to illuminate cultural beliefs and values that influence 
       the names, definitions, subgenres, and views of the genre 
       in each field. A rhetorical understanding of genre reveals
       the purpose of creative nonfiction, the themes it conveys,
       and perhaps why it is so persuasive and powerful. In 
       examining composition I analyze the historical development
       of creative nonfiction, its definitions, and current 
       beliefs and values about teaching composition. I argue 
       composition limits its view of creative nonfiction by too 
       often equating it with the personal essay. A personal-
       expressive pedagogy would help teach creative nonfiction. 
       In creative writing I analyze the definitions of creative 
       nonfiction and the AWP's statements about creative writing
       education. I argue creative writing has inclusive 
       definitions, if not rhetorical, but the culture of 
       literature limits the genre for students. A strength of 
       creative writing is the teaching of craft that I argue is 
       beneficial for teaching creative nonfiction. In journalism
       I analyze the culture of objectivism from which literary 
       journalism emerged. I argue literary journalists have 
       developed definitions that identify the purpose of 
       literary journalism and narrative form. I express concerns
       about the separation of journalism from composition and 
       creative writing that has limited discussions about 
       creative nonfiction and literary journalism. Finally, I 
       argue each discipline should value one another's views and
       agree on dissensus instead of focusing on denying one 
       another or trying to find a single name and definition. I 
       suggest narrative nonfiction as a subset of creative 
       nonfiction that would benefit students in composition. 
       Creative nonfiction engages students in writing and 
       examining the sociopolitical world from a personal 
       perspective, which aids them in becoming writers for life 
590    School code: 0009 
650  4 Education, Language and Literature 
650  4 Journalism 
650  4 Language, Rhetoric and Composition 
690    0279 
690    0391 
690    0681 
710 2  The University of Arizona.|bRhetoric, Composition & the 
       Teaching of English 
773 0  |tDissertation Abstracts International|g70-07A 
856 40 |u