My research began as an exploration of text-based interactions and the part that these relationships played in the development of students’ writing in an online Masters programme in Creative Writing. As well as a discussion of my findings, this thesis chronicles my research journey and the evolution of my ‘intersubjective methodology’. While harnessing an approach that I characterise as informed by grounded theory, my methodology foregrounds the role I played in generating and interpreting data; and it provides the rationale for my reflexive orientation and the resulting approach to presenting this research (part of which includes the use of creative writing). This thesis, then, both gives an account of my research topic and serves to present a way to understand the research process. My ‘findings’ point towards the potential for trust, intimacy and support within the text- based environment. While I found that the process of creative writing development is contested, participants identified wider goals that were related to their becoming writers, and it is here that I found the part played by the relationships on the programme. To extend the potential of the programme I conclude that more might be made of students working together At the same time, in order to facilitate this, it is to tutor development that I suggest attention should be turned in order to enable a shift away from the traditional student-tutor relationship.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:724985 |
| Date | January 2016 |
| Creators | Thomas, Hilary |
| Publisher | Lancaster University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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