This book examines the institutional history and disciplinary future of creative writing in the contemporary academy, looking well beyond the perennial questions »can writing be taught? » and »should writing be taught? ».
Paul Dawson traces the emergence of creative writing alongside the new criticism in American universities; examines the writing workshop in relation to theories of creativity and literary criticism; and analyzes the evolution of creative writing pedagogy alongside and in response to the rise of »theory » in America, England and Australia.
Dawson argues that the discipline of creative writing developed as a series of pedagogic responses to the long-standing »crisis » in literary studies. His polemical account provides a fresh perspective on the importance of creative writing to the emergence of the »new humanities » and makes a major contribution to current debates about the role of the writer as public intellectual.
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