This article challenges lore-based conceptions of creative writers’ becomings by showing how creative writers establish their literate and disciplinary identities not only through modes of learning characterized by curricular-based advancement in their field, but also through complex social and material negotiations with communities, institutions, and engagements outside of the disciplinary domain of creative writing. Drawing primarily from case study interview data, this article argues for a theoretical and empirical approach to studying creative writers’ “semiotic becomings” in order to further inform creative writing studies research, creative writing pedagogy, and the disciplinary benefits of validating creative writers’ extra-literate and extra-disciplinary experiences.
"Bad Grades, Making Bank, and Hating Piano: The Divergent Trajectories of Two Creative Writers’ Semiotic Becomings,"
Journal of Creative Writing Studies: Vol. 6
, Article 15.
Available at: https://scholarworks.rit.edu/jcws/vol6/iss1/15