An Interpretive Theory of Talent Development in Creative Writing

• In Event: Research on Creativity With an Advanced Population

Abstract

Abstract

Talent development in creative writing differs across developmental stages. In this paper, the author proposes an interpretive theory based on cross-sectional phenomenological data from writers in childhood, adolescence, graduate school and established careers. The compatibilities and conflicts between the writers and differing contexts resulted in different challenges at each developmental stage. In elementary school, a common challenge is modeling vs. mimicry. In adolescence, writers learn to make conceptual, rather than surface level, revisions. In graduate school, writers balance idealism and pragmatism in pursuit of professional goals. Established authors change the domain creatively. A visual model and practical implications of the theory are included.

Author

• Jill M. Olthouse, West Virginia University