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(The Need for a National Mapping of Writing Courses in Tertiary Instituti\
ons)Tj
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( )Tj
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(The lack of formal links between writing programs around Australia prior\
to the establishment of the )Tj
0 -1.2 TD
(AAWP in 1996 is probably the main reason for there being no reliable nat\
ional statistics relating to )Tj
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(numbers of students and staff involved in the teaching of writing course\
s at tertiary level. )Tj
0 -2.557 TD
(As )Tj
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(John O'Toole)Tj
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( suggests in an article published in this issue, figures produced by DEE\
TYA in relation )Tj
-1.361 -1.343 Td
(to the visual and performing arts \(the recognised category most likely \
to apply to creative writing in the )Tj
0 -1.2 TD
(university context\) don't appear to include writing studies at all and \
probably don't include all of theatre )Tj
T*
(studies. )Tj
0 -2.557 TD
(The organisations that have been most ready and able to respond to the v\
exed Research Quantum )Tj
0 -1.2 TD
(situation are associated with music and the visual arts - not surprising\
ly, because those areas have their )Tj
T*
(distinct institutions in Colleges of Art and Conservatoria of Music in e\
ach state. )Tj
0 -2.557 TD
(The May 1997 VCA symposium focussed on the perspectives of music, visual\
arts and dance. Without )Tj
0 -1.2 TD
(clear knowledge of the extent of writing and theatre courses - these bei\
ng, as O'Toole points out, buried )Tj
T*
(in a variety of departments \(English, Creative Arts, Communications, et\
c.\) - the symposium had )Tj
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(difficulty representing and reporting back to writing and theatre teachi\
ng areas. )Tj
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(Due to the two AAWP conferences, and in the pages of )Tj
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(TEXT)Tj
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(, we are gradually forming an idea of the )Tj
0 -1.2 TD
(extent of writing courses around the country. Somewhat belatedly, the pr\
essure is now upon us to )Tj
T*
(quantify the contribution of writing courses to the overall teaching and\
research business of our )Tj
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(universities. )Tj
0 -2.557 TD
(The kind of information we need - to press the case for Research Quantum\
recognition of creative )Tj
0 -1.2 TD
(product as research - has its basis in statistics that give a clear pict\
ure of the extent to which university )Tj
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(study \(at all degree levels\) concerns writing. )Tj
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(Glen Phillips')Tj
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( article, also published in this issue, reflects on the fact that most c\
reative writing courses )Tj
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(came under the aegis of the universities at the time of the Dawkins amal\
gamation process. )Tj
0 -2.557 TD
(This is a factor which needs to be addressed. Not all university adminis\
trators and high-level academics )Tj
0 -1.2 TD
(were necessarily happy with the idea that practice-oriented teaching and\
research, inherited from the )Tj
T*
(CAEs, should achieve equal status with the established 'research' discip\
lines. )Tj
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(We have always thought that if the universities now profess creative wri\
ting and other forms of writing, )Tj
0 -1.2 TD
(if they produce Bachelors, Masters and PhD level graduates in these area\
s and encourage an overall )Tj
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(research culture, then the AVCC should also acknowledge that the task of\
working out research-)Tj
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(equivalence for creative products is a matter of the highest priority. )Tj
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(O'Toole indicates that the commitment of Australian universities to the \
graduating of 'creative-trained' )Tj
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(specialists represents over five percent of the total university industr\
y. This is a significant proportion of )Tj
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(the national tertiary education product. These graduates move into Arts \
industries which, in themselves, )Tj
T*
(generate a significant proportion of the national economy. )Tj
0 -2.557 TD
(The key initial factor required for the AAWP to join into the national d\
ebate over the Research Quantum )Tj
0 -1.2 TD
(and the significance of creative-oriented graduation and research in the\
universities is the collection of )Tj
T*
(real data related to writing's participation in the university context. \
)Tj
0 -2.557 TD
(The statistics able to be collected in this respect do not exist either \
for the university or TAFE sector. It )Tj
0 -1.2 TD
(is up to the AAWP to collect them. We therefore urge you to fill in the \
form provided under )Tj
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(The Mouse)Tj
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( )Tj
-37.05 -1.343 Td
(heading in the contents page of this issue. Armed with real data, the AA\
WP can move forward in )Tj
T*
(various national contexts to validate the significance of its existence.\
)Tj
0 -2.557 TD
( )Tj
T*
( )Tj
0 -2.557 TD
(Nigel Krauth )Tj
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(Tess Brady )Tj
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