Journal articles: 'Creative writing ; English'

1

Everett, N. "Creative Writing and English." Cambridge Quarterly 34, no. 3 (January 1, 2005): 231–42. http://dx.doi.org/10.1093/camqtly/bfi026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Barnes, Julia A. "Creative Writing in Trigonometry." Mathematics Teacher 92, no. 6 (September 1999): 498–503. http://dx.doi.org/10.5951/mt.92.6.0498.

Full text

Abstract:

These assignments bring an alternative form of assessment into my trigonometry classroom, and they combine topics from English and mathematics – two subjects that students often consider to be totally unrelated.

APA, Harvard, Vancouver, ISO, and other styles

3

Fraser, Alison. "Teaching Creative Writing in Special Collections." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 2 (November 21, 2019): 70. http://dx.doi.org/10.5860/rbm.20.2.70.

Full text

Abstract:

While enrollments are in a downward trend in humanities departments across the board and in English departments in particular, creative writing has emerged as an area of explosive growth: creative writing enrollments and majors are up, and undergraduate and graduate student demand is high. The impact of this shift on English departments from the traditional focus on literature to creative writing has significant ramifications for university professors and librarians. According to a recent report by the Association of Departments of English (ADE), “The structural visibility of creative writing suggests its considerable importance for the English major—and the growth potential of creative writing does not appear to be exhausted.” The ADE recommends “that departments give continued attention to building enrollments in creative writing and to its fruitful connections and contributions to students’ education in literary and writing studies.” Special collections librarians involved in integrated course instruction with English departments should take note of the ADE report and its recommendation that English departments across the country continue to direct their pedagogical resources to creative writing. What are we doing to serve this growing population of students and how are we adapting our outreach to reflect changing English department enrollments and instruction needs? With David Pavelich, I am in agreement that “For special collections to remain a vibrant and visible presence on university and college campuses, special collections librarians need to reach out to developing user groups” like creative writing students.

APA, Harvard, Vancouver, ISO, and other styles

4

Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.

Full text

Abstract:

The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.

APA, Harvard, Vancouver, ISO, and other styles

5

Marshall, Shane. "Room 106: English 12, English 11, Creative Writing, Yearbook ..." English Journal 93, no. 6 (July 2004): 35. http://dx.doi.org/10.2307/4128891.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Green, Andrew. "Creative Writing in A level English Literature." New Writing 6, no. 3 (November 2009): 187–95. http://dx.doi.org/10.1080/14790720903556155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

DAI, FAN. "English-language creative writing in mainland China." World Englishes 29, no. 4 (November 21, 2010): 546–56. http://dx.doi.org/10.1111/j.1467-971x.2010.01681.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gilbert, Francis. "Aesthetic Learning, Creative Writing and English Teaching." Changing English 23, no. 3 (July 2, 2016): 257–68. http://dx.doi.org/10.1080/1358684x.2016.1203616.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

Full text

Abstract:

In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).

APA, Harvard, Vancouver, ISO, and other styles

10

Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.

Full text

Abstract:

Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.

APA, Harvard, Vancouver, ISO, and other styles

11

Težak, Katja. "Creative Thinking and Decision-Making Processes in EFL Creative Writing." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 2 (December 29, 2015): 161–74. http://dx.doi.org/10.4312/elope.12.2.161-174.

Full text

Abstract:

Creativity has been discussed, observed and researched for hundreds of years in the fields of psychology and philosophy – from the ancient notion of the inspired genius, all the way to modern psychologists trying to define creativity and prove its effects. Creativity has recently become a buzzword in EFL teaching practices. We try to stimulate creative thinking in the classroom, but possibly forget to observe the processes within it. The article discusses definitions of creativity and presents a qualitative study on the decision-making processes within EFL creative writing and its connections to students’ language learning. The qualitative study was conducted with two 3rd-year bachelor English students who were asked to plan and write a short story in English while doing a think-aloud protocol. The data were transcribed and coded in order to observe emerging categories in the students’ reasoning for plot and language use decisions.

APA, Harvard, Vancouver, ISO, and other styles

12

Hashim, Azirah. "The Use of Malaysian English in Creative Writing." Asian Englishes 10, no. 2 (December 2007): 30–44. http://dx.doi.org/10.1080/13488678.2007.10801211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Purnomo, SF Luthfie Arguby. "Ludic writing: Challenges in gamifying English creative writing class for technopreneurial purposes." Journal on English as a Foreign Language 7, no. 1 (March 3, 2017): 59. http://dx.doi.org/10.23971/jefl.v7i1.503.

Full text

Abstract:

This paper, first of three research parts, attempts to describe the challenges English Letters at IAIN (Institut Agama Islam Negeri/State Islamic Institute) Surakarta faced in implementing gamification for technopreneurial purposes in regard to the transformation of a creative writing class into a ludic writing class, a gamification infused writing class. The challenges revealed are story-game script adaptation, integration portion, and monetization. Specific problems occur on each challenge. Story-game script adaptation exposes three problems namely (1) conditional branching system (2) visualization (3) copyrighted material issues (4) and writing mechanics adaptation. Integration portion challenge displays a problem on the insufficient alloted time for gamifying the creative writing class. Monetization challenge indicates three problems namely (1) the inexistence of monetization team, (2) the inexistence of institutional regulation for monetization management by study programs, (3) responses to gaming trends. Responding to these problems, solutions specifically designed based on the nature of the problems are implemented.

APA, Harvard, Vancouver, ISO, and other styles

14

Pentury, Helda Jolanda, Anastasia Dewi Anggraeni, and Dendi Pratama. "Improving Students’ 21st Century Skills Through Creative Writing as A Creative Media." DEIKSIS 12, no. 02 (May 28, 2020): 164. http://dx.doi.org/10.30998/deiksis.v12i02.5184.

Full text

Abstract:

The ability to improve students’ 21st century skills using creative writing is truly one of the most revolutionary developments in modern creative English education. This type of education, however, is not without its challenges, the way of using creative projects as the creative media to improve writing skills experiences showed the students and the teachers as well that to improve ‘21st century skills’ through creative writing is imaginative, and creative way. This study conducted an observation of design students at the University of Indraprasta PGRI Jakarta, especially their projects and literature study. The qualitative method with an integrated creative approach of 4C’s is used to analyze the creative writing elements of students’ creative projects as a creative media. The results of this study are useful to be used as a reference in improving students’ 21st century skills and creative writing skills as well by using those Creative Writing projects as a creative media. Furthermore, the results show most of the students have improved their 4C’s skills which is called 21st century skills, grow their language skills by writing the projects creatively and innovatively. Keywords: 21st century skill, creative writing, media

APA, Harvard, Vancouver, ISO, and other styles

15

DAI, FAN. "Teaching creative writing in English in the Chinese context." World Englishes 34, no. 2 (May 13, 2015): 247–59. http://dx.doi.org/10.1111/weng.12136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Dai, Fan, and Wei Zheng. "Self‐translation and English‐language creative writing in China." World Englishes 38, no. 4 (May 21, 2019): 659–70. http://dx.doi.org/10.1111/weng.12377.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Al-Jarf, Reima. "Discourse and Creativity Issues in EFL Creative Writing on Facebook." International Journal of Signs and Semiotic Systems 4, no. 1 (January 2015): 54–81. http://dx.doi.org/10.4018/ijsss.2015010103.

Full text

Abstract:

Social media, such as Facebook and Twitter, have been used by young Arabs for many purposes such as reporting breaking news, posting special events, launching political campaigns, announcing family gatherings and sending seasons' greetings. Another emerging type of timeline posts is creative writing in English. Some Arab Facebook users post lines of verse, short anecdotes or points of view, express emotions, personal experiences, and/or inspirational stories or sayings written in literary style. A sample of Facebook creative writing pages/clubs, and creative timeline posts was collected and analyzed to find out the forms and themes of creative writing texts. A sample of Facebook Arab creative writers was also surveyed to find out the reasons for their creative writing activities in English. This article describes the data collection and analysis procedures, and reports results quantitatively and qualitatively. Implications for developing creative writing skills in foreign/second language learners using Facebook are given.

APA, Harvard, Vancouver, ISO, and other styles

18

Nicholes, Justin. "Science fiction prototyping’s features and impact on college students’ perceptions of writing." Scientific Study of Literature 10, no. 1 (December 9, 2020): 128–64. http://dx.doi.org/10.1075/ssol.20002.nic.

Full text

Abstract:

Abstract The present study develops an applied literariness study by exploring both the features, and the impact, of science fiction prototyping (SFP) on college students’ perceptions of disciplinary, or field-specific, writing. College students (N = 83), who were English (n = 35) or STEM (science, technology, engineering, mathematics) majors (n = 48), composed micro-science fiction prototyping (µSFP), a genre that blends creative and science writing. Linguistic Inquiry and Word Count (LIWC2015) analysis demonstrated that, aside from a more positive average emotional tone, µSFP written fell psycho-linguistically between personal and science writing. English and STEM majors’ µSFP stories were similar in terms of analytical levels, clout, authenticity, emotional tone, and use of words. Mann-Whitney U tests indicated that, while English majors evaluated creative writing as significantly more relevant to their future career goals pre-intervention than did STEM majors (p = .04, r = .23), this difference vanished post-intervention. Additionally, while STEM majors evaluated science writing as significantly more worth their time to study (p = .042, r = .22) and relevant to their major (p = .01, r = .28) pre-intervention than did English majors, these differences disappeared post-intervention. Wilcoxon signed-ranks tests indicated that, while English majors’ ownership and evaluation of science and creative writing did not change, STEM majors’ evaluations of creative writing as relevant to their majors and future careers were significantly higher post-intervention (p = .015, r = .35)

APA, Harvard, Vancouver, ISO, and other styles

19

Starko, Alane J. "Problem Finding in Creative Writing: An Exploratory Study." Journal for the Education of the Gifted 12, no. 3 (April 1989): 172–86. http://dx.doi.org/10.1177/016235328901200302.

Full text

Abstract:

This exploratory study examines the techniques used to generate and select topics for creative writing in each of the following groups: professional writers, high school students identified as having specific interest and ability in creative writing, high school students in above average English classes, and high school students in average English classes. Subjects were presented with a variety of stimuli and asked to generate ideas for potential writing projects, select their best idea, and reflect on strategies used to generate and select ideas. Eight problem finding and eleven problem selection strategies of student writers were identified. Significant differences in the number of ideas generated were found by both group and sex, with more able writers generating more ideas than less able writers, and girls producing more ideas than boys.

APA, Harvard, Vancouver, ISO, and other styles

20

Rajaram, Shyama. "Application of E-Learning in Creative Writing." DESIDOC Journal of Library & Information Technology 29, no. 1 (January 1, 2009): 31–36. http://dx.doi.org/10.14429/djlit.29.227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Malilang, Chrysogonus Siddha. "Drawing Maps for Research in Creative Writing through A/r/tography." Journal of Urban Society's Arts 4, no. 2 (December 26, 2018): 71–88. http://dx.doi.org/10.24821/jousa.v4i2.2158.

Full text

Abstract:

The return of Creative Writing to the academia was intended as an answer to rigid approaches employed in the nineteenth century’s teaching of English Literature. This comeback has since brought back a new perspective in seeing body of literature as a living body but at the same time also introduced clash between dominating research paradigm in the academia. The writers who were hired to teach creative writing tended to prioritise their creative practice, while the general consensus in academia called for more theoretical-oriented research. In order to compromise, the practice-based research method was born. Despite various justifications that creative process is the same as research inquiry, the heavier emphasis on creative works in this method still invites criticism, such as the lack of research rigour (Biggs & Büchler, 2007). New framework to balance and bridge practice and research rigour is thus needed – especially one that can accommodate the non-linear thinking trajectories in creative practices. Due to the possible non-linearity, the new research platform should not follow the reigning ‘arborescent scheme’ in the academic research tradition, but incorporate the concept of Deleuzian rhizome. A/r/tography – developed based on the premise of art and art creation as a rhizomatic process / activity – is proposed as one of the potential practices for creative writing research. The non-linear view of a/r/tography towards arts practices suggests a rhizomatic role in the mapping of creative writing process. As it addresses and accommodates multiplicities, a/r/tography also facilitates non-native English speakers to conduct and map his journey in art creation and research inquiry. Author’s project of writing a collection of bilingual poems based on classical Javanese song cycle – Sekar Macapat – is presented to illustrate the claim.

APA, Harvard, Vancouver, ISO, and other styles

22

Kane, Jill A. "Sharing Teaching Ideas: A Book of Creative Geometry." Mathematics Teacher 92, no. 9 (December 1999): 800–801. http://dx.doi.org/10.5951/mt.92.9.0800.

Full text

Abstract:

Writing is an important part of the curriculum at Indian Hills High School. Students are encouraged to become good and effective writers by “writing across the curriculum.” Teachers are encouraged to have students write in mathematics and science classes, as well as in English classes. Writing in journals and creative-writing assignments allow students to sort out ideas, reinforce their understanding of concepts, or discover weaknesses in their understanding of concepts.

APA, Harvard, Vancouver, ISO, and other styles

23

Sari, Winda Setia, Juli Rachmadani Hasibuan, and Citra Anggia Putri. "Facilitating Novice Writers with Creative Writing Workshop in Poetry Writing Classroom (Indonesian EFL Context)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 706–13. http://dx.doi.org/10.33258/birle.v3i2.899.

Full text

Abstract:

The increasing usage of creative writing strategy in a poetry writing classroom can nevertheless answer the question which has been empirically explored throughout the decade; Can second language learner write a poem in their non-native tongue? This study aimed to answer whether the creative writing strategy can facilitate novice writers who are the third year of English Department undergraduate students to be able to write an English poem. The strategies cover written prompts dealing with their personal experience and memory. After conducting two series of creative writing workshop, the result conveys that second language novice writers demonstrate the ability to communicate their personal experience dealing with their significant others. Repetition of words and grammatical error exist, yet most writers can produce longer poems with complexities. Also by providing the novice writers with written prompts, students find themselves more enthusiastic and eager to write.

APA, Harvard, Vancouver, ISO, and other styles

24

Tarnopolsky, Oleg. "Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience." TESL Canada Journal 23, no. 1 (October 1, 2005): 76. http://dx.doi.org/10.18806/tesl.v23i1.79.

Full text

Abstract:

This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.

APA, Harvard, Vancouver, ISO, and other styles

25

Venuta, Petryna. "Writing the Wrong in the ELA Classroom: The Role of Performance Through Creative Writing." LEARNing Landscapes 13, no. 1 (June 13, 2020): 237–48. http://dx.doi.org/10.36510/learnland.v13i1.1017.

Full text

Abstract:

Why aren’t English teachers creative writers? Why is there little to no emphasis on creative writing in ELA classes? What are the implications of popular media portrayals of the writer on students’ perception of writing? In my classroom practice, I encouraged a variety of writing styles that allowed students to grow as readers, but, more importantly, as writers. This paper attempts to understand how we can integrate creative writing with traditional academic writing, to imagine its possibilities, and to examine how we can do more of it.

APA, Harvard, Vancouver, ISO, and other styles

26

Larasaty, Gina. "THE UNIVERSITY STUDENTS’ PERCEPTION OF CREATIVE WRITING IN RELATION WRITING SKILL." ENGLISH JOURNAL OF INDRAGIRI 4, no. 2 (July 15, 2020): 253–63. http://dx.doi.org/10.32520/eji.v4i2.1096.

Full text

Abstract:

In this era, writing is one of the skills that should be mastered by the students, because it will be useful in the future. Writing has a purpose of entertaining and of giving the information, for example, in creative writing. This research aimed to know the students’ perception of abilities they acquired after they participated in creative writing at the university level. The method of this research is descriptive analysis. The Participants of this research are coming from students in the fourth semester of English Department in Wiralodra University who took the Poetry subject Then the study resulted in the identification of abilities the students acquired after learning creative writing, the students are more self-confidence, critical reading and gain their vocabulary, grammar and punctuation in writing.

APA, Harvard, Vancouver, ISO, and other styles

27

Korzun, O., and E. Shtan'ko. "How to Teach School Students to Produce Creative Writing in English." Profession-Oriented School 9, no. 1 (March 26, 2021): 16–21. http://dx.doi.org/10.12737/1998-0744-2021-9-1-16-21.

Full text

Abstract:

The relevance of the article is conditioned by the insufficient effort taken at school to teach students to produce different types of writing in English with the exception of the informal letter and essay in the State Exam format. The article deals with the issue of training students to create a simple coherent text (story). The authors define the concept and specify the structure of a simple coherent text (story). The problems that students face are thoroughly analyzed and the authors suggest effective ways of coping with the problems that students experience while writing stories in English. The article describes teaching methods that assist students to excel at creative writing. The aim of the article is to make school teachers aware of the necessity to develop students’ writing skills in terms of storytelling.

APA, Harvard, Vancouver, ISO, and other styles

28

Sasil, Lloyd Vincent O., Rex Argate, Marcial Chiu, and Sunny R. Fernandez. "Formula Poems for Enriching Writing in the English Classroom." International Journal of English Language Studies 3, no. 4 (April 25, 2021): 67–78. http://dx.doi.org/10.32996/ijels.2021.3.3.6.

Full text

Abstract:

The main objective of the study was to determine the effectiveness of formula poems for enriching writing in the English classroom at the University of Cebu- Main Campus. A quasi-experimental design was used. The experimental group was treated with the use of creative formulae, while the control group was taught to use freewriting. The experts utilized the researcher-made rubric to measure the students' writing performance in both groups. The writing performances of the free writing group had fair rating and there were students got ratings that were also poor. The writing performances of the formula writing group had a very good rating and good ratings which shows that they were better in poetry writing compared to the free writing group. There is a significant difference in the performances of the free writing and formula writing groups. The engagements of the subjects with the formula poems have proved that it is much effective compared to freewriting in assessing the outputs of the subjects. The study concluded that the writing strategy of the students of the formula writing group using formula poems is effective. Furthermore, student writing guided by poetic formulas contributes to more engaged learning and provides a strong framework for creative thinking.

APA, Harvard, Vancouver, ISO, and other styles

29

Tok, Şükran, and Anıl Kandemir. "Effects of Creative Writing Activities on Students’ Achievement in Writing, Writing Dispositions and Attitude to English." Procedia - Social and Behavioral Sciences 174 (February 2015): 1635–42. http://dx.doi.org/10.1016/j.sbspro.2015.01.815.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Deveci, Tanju. "Students’ self-perceptions of creativity: the case of Emirati students in a first-year English program." Learning and Teaching in Higher Education: Gulf Perspectives 17, no. 1 (March 4, 2021): 29–40. http://dx.doi.org/10.1108/lthe-08-2020-0004.

Full text

Abstract:

Purpose The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses. Design/methodology/approach Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions. Findings Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses. Originality/value People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.

APA, Harvard, Vancouver, ISO, and other styles

31

Okunkova, L. O., D. A. Karasova, and E. O. Okunkova. "Creative Writing as an Effective Method of Individual English Learning." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (334) (2020): 191–95. http://dx.doi.org/10.12958/2227-2844-2019-3(334)-191-195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Austen, Veronica J. "The Value of Creative Writing Assignments in English Literature Courses." New Writing 2, no. 2 (October 15, 2005): 138–50. http://dx.doi.org/10.1080/14790720508668953.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Viana, Vander, and Sonia Zyngier. "Creative writing and iconicity in English as a foreign language." New Writing 16, no. 1 (June 14, 2018): 38–49. http://dx.doi.org/10.1080/14790726.2018.1476554.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ghani, Mamuna, and Muhammad Din. "The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan." International Journal of English Linguistics 7, no. 2 (January 20, 2017): 142. http://dx.doi.org/10.5539/ijel.v7n2p142.

Full text

Abstract:

Creative writing means the ESL/EFL learners’ capacity to respond vividly and spontaneously, and to convey responses freely in their writing. This study brings to light the fact that teaching English through literature does not render any positive pay off in developing and honing the EFL/ESL learners’ creative writing. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards “developing creative writing through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

APA, Harvard, Vancouver, ISO, and other styles

35

Acuin, Dandy G., Mona Lisa D. Petallana, and Geraldine C. Esperas. "Cooperative-Collaborative Learning in Enhancing Creative Writing Performance." JPAIR Multidisciplinary Research 32, no. 1 (July 31, 2018): 164. http://dx.doi.org/10.7719/jpair.v32i1.581.

Full text

Abstract:

Writing is among the communication skills covered in both Filipino and English language teaching that every learner should develop at any level of education in the Philippines. However, teaching creative writing skills continues to be a very challenging task for teachers. It is a challenge, therefore, for teachers to motivate students to write. More so, it is a challenge for students to write creatively. Using the action research design, this study aimed to test and examine the effectiveness of cooperative-collaborative learning using the specific strategy, Team Pair Solo, in enhancing their creative writing skills. Triangulation is also used in this study to examine, verify, and cross-check the data at different angles such as observation, analysis of the pre and post writing composition, and from the interviews of the students. The finding shows positive effects of cooperative-collaborative learning in enhancing creative writing performance among the students. It is recommended that cooperative-collaborative learning strategy (Team Pair Solo) should be used in teaching to enhance the creative writing skills of students. It is further recommended that other cooperative-collaborative learning strategies be studied for the same purpose.

APA, Harvard, Vancouver, ISO, and other styles

36

Perdana Prasetya, Eska. "ENGLISH CORPORA RESEARCH: THE MEANING OF CREATIVE AND WRITING CONTEXTS IN IWEB APLICATION." ENGLISH JOURNAL 15, no. 1 (March 31, 2021): 18. http://dx.doi.org/10.32832/english.v15i1.4559.

Full text

Abstract:

Corpus linguistics learns about language with the help of modern computer technology in language data collection. language corpora are one of the important aspects related to langaunge corpora is a matter of copyright, especially if the findings from the corpus will be disseminated through handouts or published in any form.The research explored the field of computational linguistics to find the meaning of Creative Writing Context in online learning during pandemic. Corpus-based research is also considered as a broad approach to qualitative research or as a method for gathering qualitative data. more than 1 million sentences that connect creative words with writing. Broadly speaking, if we are looking for creative words, it will be related to writing.

APA, Harvard, Vancouver, ISO, and other styles

37

Connor-Greene, Patricia A., Janice W. Murdoch, Art Young, and Catherine Paul. "Poetry: It's Not Just for English Class Anymore." Teaching of Psychology 32, no. 4 (October 2005): 215–21. http://dx.doi.org/10.1207/s15328023top3204_2.

Full text

Abstract:

Higher level thought involves both critical and creative thinking skills. Although the psychological literature is rich with research on teaching critical thinking, relatively little published work addresses ways of promoting creative thinking. In this article we describe the use of poetry writing in an abnormal psychology class to encourage creative exploration and informed empathy. Content analyses suggested that the majority of students' poems communicated both accurate information and empathy. Furthermore, most students described the poetry assignment as a positive learning experience. Two examples demonstrate creative ways students' poems can distill and communicate information.

APA, Harvard, Vancouver, ISO, and other styles

38

Safonova, Victoria V. "Creative Writing as Part and Parcel of Developing Communicative & Intellectual FL Learners’ Powers." European Journal of Social Science Education and Research 5, no. 1 (April 1, 2018): 130–41. http://dx.doi.org/10.2478/ejser-2018-0014.

Full text

Abstract:

Abstract For many years in ELT methodology the questions of teaching writing in ELT coursebooks have been given much attention in terms of its nature, differences between written and spoken speech, ELT objectives and approaches to teaching writing, types of writing genres, writing assessment. But one rather neglected area in that regard is a graded teaching of creative writing to FL learners. The fifteen-year experience with organizing language-and-culture competitions launched by the Research Centre “Euroschool” for foreign language /FL/ students across Russia have proved that even intermediate FL learners, not to speak about advanced students are quite capable of writing in a FL: a) poems and songs expressing their ideas about teenagers’ lifestyle & visions of contemporary world; b) short stories describing family and school life experiences of their own or their peers; c) essays based on their comparative study of native and foreign cultures; d) presentations of Russian culture & other cultures of the Russian Federation in an English environment while being on exchange visits; e) translations of English poetry, short stories, excerpts from humours books, stripes of comics. The paper compares teaching creative writing in Russian and English, discusses the questions arisen from the outcomes of the language-and-culture competitions, arguing that effective teaching of creative writing presupposes: 1) teaching a FL in the context of the dialogue of cultures and civilizations, 2) introducing creative writing into a FL curriculum, 3) designing a package of thought-provoking teaching materials aiming at developing communicative, intellectual & mediating learners’ powers, 4) applying appropriate assessment scales for observing the dynamics of learners’ development as creative writers, 5) marrying students’ bilingual and crosscultural/ pluricultural classroom activities stimulating their participation in language-and-culture competitions.

APA, Harvard, Vancouver, ISO, and other styles

39

Alwasilah, A. Chaedar. "Membangun Kreativitas Menulis: Membenahi Pendidikan Bahasa di Perguruan Tinggi." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 7, no. 2 (January 10, 2017): 111. http://dx.doi.org/10.24036/komposisi.v2i2.6442.

Full text

Abstract:

Abstract: Writing skills should be mastered by students in order to support them to finish their assignment, such as article review, book review, paper, and thesis, This article discus,se.r the case in the teaching of Indonesian and English as a general subject (MKU) in the university and some solutions to the problems.Key words: creative writing, Indonesian and English as a general subject, collaborative writing, writing education

APA, Harvard, Vancouver, ISO, and other styles

40

Dr. Muhammad Ilyas Mahmood, Mobashra Mobeen, and Sajid Abbas. "Effect of High-Stakes Exams on Creative Writing Skills of ESL Learners in Pakistan." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (September 22, 2020): 169–79. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(169-179).

Full text

Abstract:

Creative writing owns an important place in the education system. It enlightens creativity and boosts critical thinking among students. Therefore, it appears to be a ruling skill. Knowing that conventional high-stakes examination leaves a key impact on teaching and learning, the present study was designed to identify the effect of high-stakes exams on creative writing skills of secondary level students of English as a Second Language (ESL) in Pakistan. For this, the content of a series of seven English tests by 8th, 9th, and 10th graders (separately) taken in one of the two spans of private coaching at a renowned tuition center for preparation of high-stakes exams was analyzed to see incremental change in students’ creative writing abilities. Analysis discovered that the whole of students’ content was mere replicas of ready-made notes except few traces of original effort by students only in the beginning. It was revealed that the system of examination is producing crammers rather than developing real writing skills among students. The study recommended that the examination should include such writing tasks as should gear the education system to develop original creative writing skills among students.

APA, Harvard, Vancouver, ISO, and other styles

41

Silverberg, Mark. "Relief: Observations on Creative Nonfiction as Pedagogy." LEARNing Landscapes 12, no. 1 (May 31, 2019): 249–58. http://dx.doi.org/10.36510/learnland.v12i1.991.

Full text

Abstract:

“Relief: Observations on Creative Nonfiction as Pedagogy” offers a case study in the possibilities of using creative writing as a pedagogical tool with ESL students. Analyzing the experience, comments, and creative work of a Chinese nursing student named Wei Wan at Ryerson University, the essay explores the benefits of personal writing and peer workshops as tools for self-exploration, aesthetic appreciation, and confidence building. While urging teachers to see the advantages of this methodology, the paper also reflects on the literary values of creative work in hybrid, non-standard English forms.

APA, Harvard, Vancouver, ISO, and other styles

42

전재민 and 마지현. "The Effects of Creative Instruction onCreative Thinking and English Poem Writing." Journal of the Korea English Education Society 14, no. 2 (May 2015): 31–60. http://dx.doi.org/10.18649/jkees.2015.14.2.31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kang, Nam Joon. "Synectics and Personal Analogy for Young Learners’ Creative Writing in English." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 5 (March 2, 2017): 493–516. http://dx.doi.org/10.22251/jlcci.2017.17.5.493.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Levinzon, Anna. "Creative Writing: Bringing the English-Speaking Countries’ Model to Russian Schools." Voprosy obrazovaniya / Educational Studies. Moscow, no. 1 (2014): 25–45. http://dx.doi.org/10.17323/1814-9545-2014-1-25-45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Fitzgerald, Bernadette, Lorna Smith, and Jan Monk. "Celebrating creativity collaboratively: Inspiring PGCE English trainees to teach creative writing." English in Education 46, no. 1 (March 2012): 56–69. http://dx.doi.org/10.1111/j.1754-8845.2011.01115.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Lim, Shirley Geok-lin. "English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process." Pedagogy 1, no. 1 (January 1, 2001): 178–84. http://dx.doi.org/10.1215/15314200-1-1-178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Belas, Oliver. "The Perfectionist Call of Intelligibility: Secondary English, Creative Writing, and Moral Education." Philosophical Inquiry in Education 24, no. 1 (July 15, 2020): 37–52. http://dx.doi.org/10.7202/1070553ar.

Full text

Abstract:

This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the "well-rounded learner," what we have, or should have, in mind is moral agents whose capacities for moral dialogue, judgement, and discourse are increased as a result of their formal educational experiences. In its current form, secondary English is built mainly, though not exclusively, around reading assessment; around, that is, demonstration of students' "comprehension" of texts. There is little or no sense that the tradition and practice of literary criticism upon which this type of assessment is based is a writerly tradition. By making writing practices central to what it is to do English in the secondary classroom, I argue that we stand a better chance at helping students develop their capacities for self-expression, for articulating their developing webs of belief and for scrutinizing those webs of belief. I thus wish to think about English and Creative Writing Studies in light of Cavell’s moral perfectionism, and to conceive of it as an arts-practical subject and a mode by which one might, in Baldacchino’s sense, undergo a process of "unlearning." My arguments are tailored to the English educational context.

APA, Harvard, Vancouver, ISO, and other styles

48

Anggaira, Aria Septi, and Zainal Rafli. "The Effect of Learning Model and Creative Thinking Ability on Students' Recount Writing Skill." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 2, no. 2 (December 12, 2016): 9–13. http://dx.doi.org/10.21009/ijlecr.022.12.

Full text

Abstract:

The aim of the study is to find out the effect of learning model and creative thinking ability on students' recount writing skill. It was an experimental study with 2x2 factorial design and analysed using two-factor ANOVA at 0.05 significance level. The sample was 32 students and divided into two groups, namely experiment and control. The data were collected using recount writing test in English and creative thinking ability test. The research finding showed: (1) the students' recount writing skill taught by project-based learning model was higher than by genre-based learning model, (2) there was interaction between learning model and creative thinking ability on students' recount writing skill, (3) the students' recount writing skill with high creative thinking ability taught by project-based learning model was higher than those by genre-based learning model, and (4) the students' recount writing skill with low creative thinking ability taught by project-based learning model was lower than those by genre-based learning model.

APA, Harvard, Vancouver, ISO, and other styles

49

Aliyu, Muhammad Mukhtar, and Gambo A. Danladi. "Attitude of Hausa ESL Secondary School Students Towards Spelling and Writing in English." International Journal of Language Teaching and Education 2, no. 3 (December 1, 2018): 184–94. http://dx.doi.org/10.22437/ijolte.v2i3.5908.

Full text

Abstract:

Writing skill is described as an essential language tool for students. Studies have shown that Hausa ESL secondary school students commit various errors in their writing in English. Various factors have been identified as responsible for the problems. However, the students’ attitude towards spelling and writing has not been investigated. It is believed that students’ attitude plays an important role in motivating and influencing their second-language learning. Therefore, the aim of this study is to explore the attitude and perception of Hausa ESL secondary school students towards English spelling and writing. The study adopts a survey research design where an intact class of 75 students from a secondary school in north-eastern Nigeria was selected. To collect the data for the study, a questionnaire was employed. The questionnaire comprises two sections: (i) attitudes toward English spelling and (ii) attitudes toward writing in English which include four writing purposes: (a) School Use, (b) Social Use, (c) Official Use, and (d) Creativity. Findings of the study revealed that the participants have a moderate positive attitude and perception towards English spelling and writing. The findings also indicated that the students’ attitude toward the School Use of English is the highest, whereas their Creativity in writing has the lowest means among the four purposes. In addition, the study revealed that there is a significant positive relationship between the participants’ attitude towards spelling and writing. To enhance students’ creative writing and thinking skills, the study suggests that literature in English should be made compulsory to all secondary school students. Story-reading and creative writing should be incorporated into the curriculum. Other extracurricular activities such as spelling completion should be organised to help the students.

APA, Harvard, Vancouver, ISO, and other styles

50

Usmonali Qizi, Buvajonova Mohiraxon. "Develop The Pronunciation And Speech Of Small-Age Students On The Basis Of A Creative Approach." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 439–42. http://dx.doi.org/10.37547/tajssei/volume02issue11-73.

Full text

Abstract:

As a global medium of communication, the importance of English has increased a lot in the present social, political and commercial contexts. With the advancements of Information technology in various spheres of society, English has become the only language for the world citizen. In Uzbekistan, English has long been taught as a core subject from class 1 -12, yet it is very painful to watch that students are still lagging behind to achieve comprehensive productive skills, that is writing and speaking skills. For a long time, communicative method is followed at schools and colleges that aims at developing four skills reading, writing, listening and speaking. Proper planning, implementation and monitoring can make it possible to achieve students’ language proficiency in four skills simultaneously. This paper focuses on the challenges and possible solutions on the way of effective application of productive skills

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Creative writing ; English'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles