KREATIVNO PISANJE KAO AKADEMSKA DISCIPLINA
CREATIVE WRITING AS AN ACADEMIC DISCIPLINE

Summary/Abstract: Teaching writing is complex, and research related to its approaches is extensive. Aspects of writing such as forms, text structure, language conventions, purpose, outcomes, and other explicit elements are explained and described and the teaching staff is familiar with the teaching methods. Within university studies, preference is given to writing methods grounded in literary theories. Unlike established norms in the realm of academic writing, the field of creative writing has long been considered an emerging field of scientific investigation and research, resisting the creation of histories and theories that shape its practice. Although present in Anglo-American universities since the 1930s, one component still renders it non-canonical and opposed to university practice even today – creativity. The fact that academic community requires a creative discourse is evidenced by the proliferation of new creative writing programs within literature and language studies, accompanied by growing student interest. All of this contributes to equalizing the status of creative writing with other disciplines. This work aims to present the position of creative writing programs at the university level in the region. Creative writing is the type of writing that carries the hallmark of a creative act, representing the shaping of an author's work through linguistic means. It is a form of writing based on imagination and originality, relating to the creation of fiction and poetry. It is a form of self-expression that enables writers to explore their thoughts, emotions, and experiences through the written word. Creative writing often differs from other forms of writing, such as academic or technical writing, in that it features a more personal and imaginative style, and places emphasis on emotion. The goal of creative writing is not necessarily conveying information, but influencing the readers' emotions and imagination. The nature of creative writing makes its categorization or definition in an absolute sense difficult, as it's an intensely individual, subjective, and personal form of expression that can manifest in various forms. However, it is the flexibility and subjectivity that make it a rich and valuable mode of expression for both the writer and the reader. Creation (Latin: creatio) is the act of bringing something into existence; therefore, creative writing is a form of creation, in a way. Creative writing existed even before the emergence of the discipline we now call creative writing; it's a familiar concept in regional educational and methodological systems. Creative writing is a broad term, given that in its original form, as a subject, it is meant to bridge and unify the understanding and creation of literature. At the beginning of the twenty-first century, there is a significant diversity in the understanding of creative writing, depending on whether it is studied within a university or outside of it. Although mastering writing techniques is a common factor, the university model pertains to literary creation, while the non-university model includes both literary and non-literary genres (journalism, essays, academic writing). Courses in creative writing offered at colleges and universities worldwide vary and can be found at different levels of study, ranging from undergraduate to graduate and master's programs. They appear in a wide array of academic programs, but they are integral to literature, arts, and communications programs. The most common courses offered encompass creative writing for prose, poetry, dramatic forms, scripts (for films, video games), biographical genres, nonsense literature, children's and young adult books. A broad spectrum of research, studies, and books focuses on various aspects of creative writing. Some delve into skill and technique, literary analysis, the creative process, writing pedagogy, writing theories, while others examine creative writing from historical, cultural, or sociopolitical perspectives. The position of creative writing within publishing, marketing, and the economics of the literary industry is also explored. Textbooks, guides (for instructors and participants), workbooks, anthologies of creative writing – collections of creative writers' works or their perspectives on writing – are all available. Apart from research and studies showcasing the importance of creative writing as part of education and its global acceptance, this is also demonstrated by associations such as: EACWP - European Association of Creative Writing Programmes; NAWE – National Association of Writers in Education (UK); CCWWP – Canadian Creative Writers and Writing Programs; AWP – The Association of Writers and Writing Programs (USA); AAWP – The Australasian Association of Writing Programs; APWT – Asia-Pacific Writing Partnership. Creative writing has come a long way in a relatively short time, evolving from a state of complete mistrust and quasi-science status to a phase of excessive expansion and trendiness. Of course, these are negative extremes, so this discussion won't cover the entire phenomenon of creative writing in the region, but rather its emergence in the scientific and academic sphere, which has granted it a certain legitimacy. Antipathy still exists, resistance to creative writing hasn't entirely vanished, but it has at least been partially suppressed. This is evident in the creation of manuals by local authors, often instructors in creative writing courses. Apart from historical context and an explanation of the concept itself, these works provide principles and writing strategies. By embracing and understanding creative reading and reconstructing the writing process, applicable insights can be obtained. It should be noted that works on creative writing often emerged at an academic level, although not necessarily as university-level manuals. Each mentioned work is useful in its own way for someone engaged in writing, but the varied approach to the topic of creative writing (literaryhistorical, theoretical, poetic, practical, etc.) also determines the potential applications of the acquired knowledge. The overview presented in this study spans from 2005 to 2023, and the mentioned works can be found in bookstores or libraries. Although there is no single work that satisfies all criteria, i.e. an ideal creative writing manual, there is a clear need for literature of this kind, showcasing diversity and progress in the conception of creative writing manuals. The greatest value gained from reading these works is a sort of "awareness," a change in mindset, and consequently, in the approach to writing. When considering all the factors of writing as a complex process and its inseparable connection to reading, the role of learning, models, instructors, and education gains another dimension. All manuals share one common element – the use of literary templates, in other words, reading. The Creative Writing course curriculum analysis is presented in the paper. Only study programs of higher education institutions accredited by official bodies and ministries of the respective countries were analyzed. The research was conducted solely within the framework of study programs oriented towards social and humanities disciplines. Study programs in literature and language, language and literature, general literature, and comparative literature were analyzed. Not all researched materials are listed in the analysis; only those higher education institutions that offer the Creative Writing course as part of the programs attended by students are mentioned. The research indicates that over the past decade, the Creative Writing course has found its place in colleges and universities, often as an elective course in undergraduate studies. Interestingly, even though it's visible in the study programs, the curriculum for this course is not always readily available, or it is presented in a different format compared to other subjects. The available programs demonstrate consistency in the course's name, its elective status, and its outcomes. Almost all course outcomes focus on equipping students for writing specific forms as outlined in the curriculum and elevating the creative level of participants to a higher standard. The differences within outcomes are observed in additional statements, such as those within programs in Novi Sad, where an outcome also expects participants to elevate their self-awareness, apply genre conventions in practice, or take a polemical stance towards them (which involves becoming familiar with older and newer representative models from both domestic and world literature). In formulating objectives there is unity, as almost all curricula agree that the goal of creative writing is to empower students for independent creative work, allowing them to showcase their literary and artistic abilities. This involves training to write in predetermined forms, as well as to contemplate relevant poetic questions associated with them. Within the course content, there is always a division into theoretical and practical segments. In the theoretical part, there is divergence in approach, as perspectives range from narratology and poetic inquiries, to theoretical knowledge about the history and various models of creative writing, extending to literary production, media, and the market. There are programs where the theoretical aspect is almost or entirely absent. In nearly all study programs, creative writing is an elective course. The number of hours per semester varies from two to four, and the distribution of hours for lectures and exercises varies depending on the subject's concept. Practical instruction sometimes occurs beyond the classroom – on websites, blogs, platforms – so that participants can read each other's works between lectures. The literature for the Creative Writing course exhibits a high degree of heterogeneity. This relatively young regional course within an academic environment has adopted a considerable number of diverse publications from domestic and foreign authors as manuals or equivalents. The reading lists include works that address creativity itself, auto-poetic texts by eminent writers, texts from the field of literary study methodology, literary works that challenge norms and are considered revolutionary, or simply works of exceptional quality. The significant interest in creative writing is evidenced by study programs not included in the analyzed corpus, as their diversity and abundance could constitute a new research field leading to fresh insights. Creative writing appears in communication studies, political science, journalism, foreign language studies, among others, but in those cases, it's specifically tailored to the needs of students' future professions. When creative writing appeared in teacher education colleges or vocational colleges for training educators, it often referred to a course name implying some form of literature theory and spelling combined with academic writing. While the names of many faculties do not appear in this analysis because creative writing is not formally a subject within literature and language study programs at those institutions, it does not mean that creative writing is entirely absent from them. Institutions often promote literary events, readings, literary festivals, and competitions to support creative writing and encourage interaction between students and professional writers. Higher education institutions frequently organize workshops and seminars on creative writing where students can refine their writing and receive feedback from peers and instructors. In some cases, renowned authors may be involved as instructors or visiting lecturers in programs, providing students the opportunity to learn from accomplished literary figures. Each university's Creative Writing program carries its own uniqueness, shaping itself into a distinct discipline. When creative writing courses are conducted over an extended period and achieve exceptional outcomes, their progress spreads and impacts the broader community. The examples provided in this study demonstrate that academic-level creative writing can be translated into accessible resources and platforms. The existence of such programs signifies the recognition of the need to foster and support the creativity of the youth, offering them platforms for expression, growth, and sharing their literary passion with the wider community. The development of Creative Writing as an academic discipline in the region (Serbia, Montenegro, Republika Srpska, Federation of Bosnia and Herzegovina) marks a crucial step towards promoting literary creativity, artistic expression, and literary creation among students. This discipline is becoming increasingly prevalent at universities across the region, attesting to the growing interest in both the subject itself and literary-artistic expression in general. On most campuses, Creative Writing has become part of academic programs, reflecting the understanding that literary creation deserves a systematic approach and theoretical foundation. Notably, the interest in this discipline is consistently rising, with a growing number of students choosing Creative Writing as an elective. A key characteristic of all these courses is their shared name – Creative Writing – providing clear subject identification and its goals. The objectives of Creative Writing as an academic discipline are diverse. Primarily, the subject aims to equip students with the ability to write in various literary forms, such as narratives, short stories, essays, poetry, and others. Curricula are carefully designed to elevate the creative level of participants to a higher degree, encouraging them to explore different styles, themes, and writing techniques. All curricula concur that the essence of Creative Writing is to empower students to engage in independent creative work. Through this process, students have the opportunity to showcase their literary and artistic abilities and express their authentic creativity. Furthermore, they are trained to write in various literary forms, explore poetic questions related to them, and gain a deeper understanding of the process of creating literary works. Creative Writing courses often vary in focus. While some may ambitiously encompass all literary forms and genres, most concentrate on narrative or short story writing. This is often due to the length constraints of courses and the need for student work assessment. At times, Creative Writing courses may blend with an academic approach, offering students the chance to explore theoretical aspects of literature alongside practical writing. The diversity in approaches to Creative Writing courses also leads to a wealth of literary perspectives. Students have the opportunity to familiarize themselves with diverse literary traditions, genres, and writing techniques, contributing to the expansion of their literary horizons. Additionally, the existence of these courses leads to an increasing number of domestically authored manuals or translated editions. Institutions that have already introduced the Creative Writing subject in previous study programs demonstrate progress in their approach and teaching methods. This indicates the continuous evolution of this discipline and comprehensive support for literary creation among young writers. Thus, Creative Writing as an academic discipline contributes to shaping future literary talents and enriches the cultural landscape of the region, making it even more diverse and inspiring.

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