Schreiben befreit! Ziele und Wirkung schreibpädagogischer Seminarkonzepte in der Erwachsenenbildung

This contribution presents a new model for teaching writing seminars in adult education. The starting point for the model tested is the historical development of creative writing, in which two extreme positions were originally in opposition to each other: creative writing as self-awareness and creative writing exclusively as a means for developing style. After a tough struggle, an integrated approach constructively uniting both of these opinions developed out of this conflict. The seminar model presented here builds on this and develops the theory on the basis of a needs-based and practice-oriented offering in adult education. The author argues that writing is able to be taught and learned and that the division between literary and non-literary text production should be eliminated. Her contribution shows on different levels of experience that in adult education, creative writing (and therefore writing competence) finds its identity in a circular process between treatment, guided exercises and writing workshop work.