The creative writing curriculum has historically focussed on discipline-specific skills, developing students’ proficiency in literary forms, craft and techniques. However, contemporary writers are increasingly expected to participate in the economy of ideas through festival appearances, debates, and other forms of public speaking – skills that the creative writing curriculum has yet to fully contend with. We argue for the value of teaching debate as a distinct topic of inquiry for creative writing students, and hold that pedagogical innovation is required to address the changing nature of literary cultures and their increasing orientation towards performativity. This article establishes a new pedagogical model designed to introduce creative writing students to the study and practice of debate, comprising four key stages: modelling, scaffolding, debating and reflection. This learning progression not only fosters students’ oral argumentation skills, but also prompts critical reflection on the way key ideas in their field connect with their creative works. We contend that introducing debate into the creative writing curriculum addresses broader shifts in the writing and publishing industry, and that oral argumentation and debate should be considered key graduate competencies for creative writing students in the twenty-first century.

中文翻译：

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辩论、话语和生产性分歧：在创意写作课堂中探究作者身份的表演维度

创意写作课程历来侧重于特定学科的技能，培养学生对文学形式、工艺和技巧的熟练程度。然而，越来越多的当代作家被期望通过节日露面、辩论和其他形式的公开演讲来参与思想经济——创意写作课程尚未完全应对这些技能。我们认为教学辩论作为创造性写作学生的一个独特探究主题的价值，并认为需要教学创新来解决文学文化不断变化的性质及其对表演性日益增长的导向。本文建立了一个新的教学模式，旨在向创意写作学生介绍辩论的学习和实践，包括四个关键阶段：建模、脚手架、辩论和反思。这种学习过程不仅能培养学生的口头辩论技巧，还能促使他们批判性地反思他们所在领域的关键思想与他们的创造性作品的联系方式。我们认为，将辩论引入创意写作课程可以解决写作和出版行业的更广泛转变，并且口头辩论和辩论应被视为 21 世纪创意写作学生的关键研究生能力。