Habits of the Creative Mind available in Paperback
Habits of the Creative Mind is not another textbook. Instead, Habits of the Creative Mind is a series of guideposts taking your students off the beaten path of five paragraph essays and rote responses. Portable and flexibly arranged, it works beautifully alone or as a supplement to other materials. In this refreshingly conversational volume, your students will learn to trust and refine their own thinking and improve their writing—at all skill levels. They will have access to Richard E. Miller’s and Ann Jurecic’s much acclaimed, truly unique approach to posing and exploring questions, and facing complexity—in which there are no limits to how far a student may go with his or her thinking and writing. Instantly accessible and instantly flexible, all your students need to do is dive in anywhere in the book and be ready to try something new. And throughout, they will benefit from innovative, manageable exercises—which may be completed in any order—to help them along the way.
In the Framework for Success in Postsecondary Writing, the Council for Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project all affirm the need to shift the emphasis in writing instruction to habits of mind. This book answers that call—and gives your students the tools they need to rise to the occasion.
|Edition description:||First Edition|
|Product dimensions:||5.10(w) x 7.70(h) x 0.40(d)|
About the Author
Richard E. Miller has written and lectured extensively on how digital technology is transforming higher education. He is an award-winning teacher, an avid blogger, an amateur graphic novelist, and a poet.
Ann Jurecic is the author of Illness as Narrative, which examines how writers, both literary and amateur, have used writing to make meaning of illness, loss, and impermanence. Her academic work explores the intersection of writing studies, literary studies, and the medical humanities. Jurecic is also an award-winning teacher and she writes a column for the medical journal The Lancet.
Richard E. Miller and Ann Jurecic teach at Rutgers University.
Table of Contents
Preface for Instructors
On Habits of Mind: A Letter to Students and Other Readers
On the Origins of Habits of the Creative Mind: A Letter to Teachers
On Confronting the Unknown
On Joining the Conversation
Curiosity at Work: Rebecca Skloot’s Extra-Credit Assignment
On Learning to See
On Looking and Looking Again
On Encountering Difficulty
Curiosity at Work: David Simon Pays Attention to the Disenfranchised
On Asking Questions
On Writing to a Question
Curiosity at Work: Michael Pollan Contemplates the Ethics of Eating Meat
On Going Down the Rabbit Hole
On Creative Reading
On Imagining Others
Curiosity at Work: Donovan Hohn Follows the Toys
On the Three Most Important Words in the English Language
On Writing by Formula
On Working with the Words of Others
Argument at Work: Michelle Alexander and the Power of Analogy
On the Miracle of Language
On Making Thought Visible
On Thinking Unthinkable Thoughts
Reflection at Work: Harriet McBryde Johnson and the "Undeniable Reality of Disabled Lives Well Lived"
On Creative Places
On a Screen of One’s Own
Curiosity at Work: Alan Lightman and the Mind-Bending Multiverse
On Seeing as a Writer
On Reading as a Writer
Creativity at Work: Twyla Tharp and the Paradox of Habitual Creativity
Planning and Replanning
On Learning from Failure
Curiosity at Work: Alison Bechdel and the Layered Complexity of the Graphic Narrative
On Argument as Journey
On the Theater of the Mind
On Curiosity at Work in the Academy
Argument at Work: Sonia Sotomayor and Principled Openness
On Writing’s Magical Powers
On Playing with Conventions
Creativity at Work: James McBride’s Serious Humor
Ta-Nehisi Coates, Fear of a Black President
Jill Lepore, The Last Amazon: Wonder Woman Returns
Susan Sontag, Looking at War Index
Most Helpful Customer Reviews
Adopting an innovative and refreshing approach to the standard college composition/rhetoric reader/manual, Miller and Jurecic have developed a writing guide that balances the value of constructive creativity in writing along with rhetorical acumen. Rather than pack their text with dozens of models of professional writing, Miller and Jurecic design each chapter as an invitation to consider and practice various aspects of a creative approach to composing texts of all kinds. Using simple chapter titles such as “Paying Attention,” “Asking Questions,” and “Connecting,” the authors model their craft by including within each chapter original essays (which they themselves co-wrote). These essays do not simply model the element of the constructivist approach to writing upon which they focus—the essays discuss how and why a given element (e.g., “encountering difficulty,” “imagining others,” or “learning from failure”) may be used as an integral aspect of developing productive writing habits. Each essay is followed by practice sessions (which are emphatically not essay assignments) and invitations to explore the element or aspect of writing as it used it models of professional writing, only three of which are found at the end of the text. By including a list of essays at the end of each chapter (most of which may be found free of charge on the Internet), the authors avoid producing a bulky text and—wisely—avoid copyright fees that would drive up the cost of their book. Freed of numbing and formulaic prescriptions for “effective writing,” students will enjoy this refreshing and liberating approach to composition. For example, Miller and Jurecic advocate writing that responds to author-generated questions, writing that explores and discovers—in effect, writing as thinking and learning—rather than writing that hews strictly to the development of a strategically positioned (and often banal) thesis statement that must appear at the end of a soporific introductory paragraph. This text strikes another welcome nail in the coffin of the five-paragraph theme. Instructors might find it a bit of a challenge to implement this book within a composition course, especially if the course curriculum is restrictively designed by some sort of departmental committee to meet a set of prefabricated standards. I suspect, however, that any effort to adopt Miller and Jurecic’s strategies will yield impressive results both in the quality of the writing that students will produce and in their attitude towards writing itself.