Relevant bibliographies by topics / Creative writing schools

Academic literature on the topic 'Creative writing schools'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Creative writing schools"

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Smith, Gilly. "Dream writing: A new creative writing technique for Secondary Schools?" English in Education 47, no. 3 (September 2013): 245–60. http://dx.doi.org/10.1111/eie.12020.

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Kalouptsi, Maria. "Creative writing in the Correctional Institution: the Greek case." Journal of Literary Education, no. 6 (December 31, 2022): 50. http://dx.doi.org/10.7203/jle.6.25543.

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Abstract Creative writing is a field that has been flourishing over the last years in Greece. Creative writing projects are being implemented in many different institutions and a continuously increasing number of partakers engage in them. A special case of such a project is the one that takes place in the 3rd Second Chance School (SCS) in the Correctional Institution of Diavata. There, in collaboration with the University of Western Macedonia in Greece which imparts a Master´s in Creative Writing program and the voluntary participation of many students of the program, creative writing activities give the chance to the inmates that involve in them, to express their thoughts and communicate their ideas to the world outside of the prison through their writings. This paper aims at presenting one of the numerous creative writing activities that were carried out during the project in the SCS of Diavata, an activity that evolved around the notion of truth. Key words: Creative writing, Second Chance Schools, truth, correctional institution. Resumen La escritura creativa es un campo que está floreciendo en los últimos años en Grecia. Los proyectos de escritura creativa se están implementando en varias instituciones y un número cada vez mayor de participantes se involucra en ellos. Un caso especial de tal proyecto es el que se lleva a cabo en la 3a Escuela de Segunda Oportunidad (E2O) en la Institución Correccional de Diavata. Allí, en colaboración con la Universidad de Macedonai Occidental en Grecia que imparte un programa de Maestría en Escritura Creativa y la implicación voluntaria de muchos estudiantes del programa, las actividades de escritura creativa dan la oportunidad a los reclusos que partiipan en ellas, de expresar sus pensamientos y comunicar sus ideas al mundo fuera de la prisión a través de sus escritos. Este estudio trata de presentar una de las numerosas actividades de escritura creativa que se realizaron durante el proyecto en la E2O de Diavata, una actividad que evolucionó en torno a la noción de la verdad. Palabras clave: Escritura Creativa, Escuelas de Segunda oportunidad, verdad, institución correccional.
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Williams, Ronald D., and Amber R. Williams. "Creative Writing In Alcohol, Tobacco, And Other Drug Education." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 327. http://dx.doi.org/10.19030/cier.v5i4.7276.

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Health educators in elementary and secondary schools should seek collaborations with teachers of other subjects to enhance health education curriculum. The strategy described in this article details a potential collaboration between health education and language arts units. The activity enhances both drug education knowledge gains and creative writing skills among junior high/middle school students.
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Southern, Alex, Jenny Elliott, and Colin Morley. "Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 24. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.24.

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Zip Zap is a Creative Social Enterprise, which offers an author/illustrator- led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap’s CPDL programme and Festival across two UK sites, with two quite different creative learning contexts – Wales and England, to explore issues affecting the pedagogies at work in the space where teachers and creative practitioners elide. An analysis of findings from teacher/pupil/parent/creative practitioner interviews and observations of classroom teaching and CPDL sessions highlighted a number of key issues in relation to pedagogies of creative writing. These are: the teachers’ lack of confidence in creative writing pedagogies, a lack of shared approaches to teaching creative writing, and the potential for shared creative pedagogies. We propose a theoretical framework based on Homi K. Bhabha’s theory of the third space that offers a framework for professional learning that enables collaboration between teachers and creative practitioners, and the emergence of shared, creative pedagogies that would nurture pupils’ creative writing.
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Sulistijani, Endang, Arinah Fransori, and Friza Youlinda. "Kegiatan Menulis Kreatif Sastra Pada Siswa Kelas VII SMP Di Jakarta Timur Sebagai Wujud Gerakan Literasi Sekolah." Nusa: Jurnal Ilmu Bahasa dan Sastra 13, no. 3 (August 28, 2018): 370. http://dx.doi.org/10.14710/nusa.13.3.370-379.

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The purpose of writing this paper is to describe creative writing activities for seventh grade students in East Jakarta. This activity was carried out by a team of lecturers, students and alumni of the Indonesian Language Study Program at Indraprasta PGRI University as a form of the Tri Dharma of Higher Education in Community Service. The implementation of this activity lasted for two days at two different schools. The method used in this creative writing activity is the lecture and brainstorming methods. In addition, the Community Service team also used a demonstration method in describing the stages or process of creative writing of literature according to its experience in literary copyright. With literary creative writing activities both writing poetry or short stories, from these our team expected that the more real growth and development of school literacy will occur so that more students produce literary works. Therefore, the outcome of this activity is the publication of Short Story Poetry and Antalogy book by students
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Smith, Barry. "Lighting the Fuse—some reflections on promoting creative writing in schools." English in Education 23, no. 3 (September 1989): 28–32. http://dx.doi.org/10.1111/j.1754-8845.1989.tb00062.x.

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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.

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Pardito, Ranilo H. "Creative Writing Curriculum in the Selected Senior High Schools in the Division of Quezon: A Groundwork for a Teaching Guide." American Journal of Education and Technology 1, no. 2 (September 8, 2022): 62–71. http://dx.doi.org/10.54536/ajet.v1i2.511.

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The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon. Specifically, the study assessed the level of effectiveness of Creative Writing Curriculum Guide in terms of: Content Standard, Performance Standard and Learning Competency. The study used descriptive research design in the presentation of the findings of the study and purposive sampling in the selection of the respondents. There were 30 senior high school teacher-respondents from the selected National Senior High Schools. Although the findings show that the respondent’s assessments on the Creative Writing Curriculum Guide in terms of content standard, performance standards and learning competencies were Moderately Effective, there is still a need for improvement in the performance standards based on the general weighted mean. The finding shows that majority of the senior high school students, 532 or 43.04% obtained Satisfactory performance. From the interview, the following challengers emerged: Inappropriate Activities/Task, Learning Material Not Fitting/Confusing, Limited Time, No Teacher’s Guide, Lack of Laboratory Rooms, Wi-Fi and Library, Ratio of Teachers with Students, and No monitoring of implementation. There was significant relationship between teachers’ strategies in Teaching Creative Writing and content standards, performance standards and learning competency. Based on these, the following are recommended: Strict monitoring on the implementation of the curriculum guide be made to address the needs of the teachers and the students. The authority can use the findings of this study to determine further improvement in teaching Creative Writing and develop the learning competencies of the students as well as improving teacher’s performance. The proposed Creative Writing Teaching Guide can be a great help for teachers in meeting the challenges in teaching creative writing.
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Artemyeva, Tamara V., and Oleg I. Pechnikov. "On the Issue of Teaching Creative Writing to the Primary School Students." Development of education 4, no. 3 (September 25, 2021): 15–20. http://dx.doi.org/10.31483/r-99423.

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The purpose of the article is to determine the importance of teaching creative writing to younger schoolchildren. The urgency of the problem of teaching creative writing in the native Chuvash language is due to the need for the formation of text competencies in younger schoolchildren, the lack of formation of their native writing skills, especially creative writing. Material and methods of research. The main research methods were the study of literature, the analysis of teachers 'difficulties and errors in the students' works. A brief history of the issue is considered: the ideas of developing creative writing skills among foreign researchers: the most successful start of learning creative writing is 4-5 years old (M. Montessori), the need to believe in the creative abilities of a child (S. Frenet); leading domestic teachers: every child is born a potential writer (L. N. Tolstoy), the experiments of V. A. Sukhomlinsky and Sh. Amonashvili on composing fairy tales and stories by students, I. Ya. Yakovleva on teaching creative writing to students of the Chuvash Simbirsk school; the main provisions of the Chuvash linguodidacts: the support of written creativity on the development of oral speech (M. Ya. Sirotkin), on the observation of objects, phenomena (F. T. Timofeev), the need to study the structure and content of the text from the first grade (V. E. Efimov, I. V. Drozdov, L. P. Sergeev), the need to work on composing miniature texts in the native language lessons (D. S. Filippova). The main problems in teaching creative writing in the Chuvash primary school are highlighted. The assumption is made about the effectiveness of planning within the hours allocated to the native language, creative writing lessons. The results of the study. The purpose and tasks, features of the organization of creative writing lessons in grades 2-4 of Chuvash schools are described: it is recommended to conduct one lesson every two weeks, the main goal is the formation of a comprehensively developed language personality. The main directions, methods and forms of work: work on the content, structure of the text; on language tools, editing. It is concluded that the idea and provisions of the methods are accepted by teachers, and the lessons of creative writing are introduced into the practice of the Chuvash primary school.
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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.

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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).
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Dissertations / Theses on the topic "Creative writing schools"

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Kärn, Lina. "‘Creative Writing’: An Efficient Supplementary Tool for Teaching English at Swedish High Schools." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117674.

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English is, can be, and ought to be taught through various teaching modes for deeper learning to take place successfully. ‘Creative writing’ has shown to be, according to previous research and interviewed high school teachers, a successful tool for teaching English as a foreign language, just as it can help students reach requirements and course goals constituted by the National Agency for Education in Sweden. Furthermore, creative forms of the English language are shown to be largely what motivate high school students the most to learn English, and what interest them about the English language in general. Nevertheless, ‘creative writing’ is rarely practiced when teaching English as a foreign language at Swedish high schools. Together, these findings suggest that ‘creative writing’ should be used more frequently as a tool for teaching English in Sweden. A prerequisite for actualizing the suggestion is education of English teachers in how to teach it properly.
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Murphy, Caroline. "Practice, pedagogy and policy : the influence of teachers' creative writing practice on pedagogy in schools." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/13334/.

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This research aims to develop understanding of how teachers’ experience of practising creative writing influences pedagogy in schools. The research is located within a literary studies domain, responding to the context in which creative writing is most commonly taught in schools and in higher education. The central research question explored is: • How is the pedagogy of creative writing in schools influenced by teachers’ creative writing practice? The research explores the premise that creative writing practice has the potential to raise teachers’ ‘confidence as writers’, enabling them to ‘provide better models for pupils’ (Ofsted, 2009: p.6). This thesis examines what ‘creative writing practice’ means in the context of developing pedagogy; considers how creative writing is conceptualised by teachers; and investigates how teachers’ creative writing practice connects to pedagogic methods and approaches. The research sub questions that underpin the research are: • How has creative writing been conceptualised in educational policy, and how do these conceptions influence pedagogy in schools? • Does the practice of creative writing influence teachers’ conceptualisations of creative writing, and, if so, what is the impact on pedagogy? • Does the practice of creative writing influence teachers’ perceptions of themselves as writers, and, if so, what is the impact on pedagogy? • Does the experience of working with writers influence teachers’ pedagogic approaches in the classroom, and if so, how? The research includes a case study involving 14 primary and secondary school teachers, engaged in developing their own creative writing practice under the guidance of professional writers. The case study approach enables exploration of the research questions through analysis of participants’ lived experience of creative writing practice and pedagogy. The analysis of the case study at the heart of this research is situated within an interpretive framework, acknowledging the complexity of multiple meanings at play in socio-cultural learning contexts. The analysis draws on Bruner’s exploration of how pedagogical approaches imply conceptions of the learner’s mind and pedagogy (Bruner, 1996), and considers the interplay between teachers’ experiences of creative writing, and their choice of pedagogical methods and approaches.
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Kwan, Che-ying. "A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.

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Mali-Jali, Nomfundo. "A genre-based approach to writing across the curriculum in isiXhosa in the Cape Peninsula schools." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1412.

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Thesis (DLitt (African Languages))--University of Stellenbosch, 2007.
This study aims to investigate properties of writing relating to genre-based literacy in isiXhosa as a first language (that is, as home language) for Grade eleven learners. The research investigates the problem of writing in isiXhosa at secondary school level, and the associated instruction, to grade eleven learners, whose first (home) language is isiXhosa. The educational context of these learners is such that the language of instruction in content subjects is English, which is as an additional language to these learners. Furthermore, they take English as a language subject. The learners’ home language is, however, only taught as a subject in this context. The language of instruction officially is English in all the content subjects, hence language proficiency problems in English are often encountered not only by the learners, but by educators as well. The genre-based theoretical framework and associated methodology is explored and employed in this study to establish the extent to which the isiXhosa first language learners are able to transfer the skills they have acquired in their first language, isiXhosa, to writing in the content subjects. Thus, the study has the following five main aims: (i) The study investigates the question of the extent to which high school learners can use their isiXhosa as their home language for the purpose of writing in their content subjects in a bilingual education system, where English as their second or additional language is the prescribed medium of instruction for content subjects; (ii) The study addresses the questions of how genre-based writing skills of learners with isiXhosa as home language are realized in their writing in the home language, isiXhosa as subject, assuming a genre-based approach to language learning and teaching; (iii) This study examines the writing of learners whose first (home) language is isiXhosa with regards to the extent to which they can transfer the genre-based writing skills they have acquired in writing in isiXhosa as language subject to writing in their content subjects; (iv) This study aims to determine the textlinguistic properties of writing in isiXhosa. Thus, the study will investigate genre-related concerns about the extent to which explicit genre-based instruction in isiXhosa will result in improving genre-based writing across the curriculum while enhancing the educational performance and achievement of learners; (v) This study explores the gap in knowledge and insights as regard the role of writing across the curriculum in isiXhosa as home language (first language), providing theoretically-motivated arguments for the importance of a strong focus on genre-pedagogy for African languages as language subjects, more generally.Therefore, this study aims to address the question of the role of writing in isiXhosa, as learners’ home language in a bilingual education in the learning and teaching context, a central point of concern in the South African education system. The methodology of this study entails the examination of three stages of the learners’ writing in isiXhosa, in both the biographical recount and the expository genres. The three stages are termed stage one, stage two and stage three, respectively, of the learners’ writing. For the purpose of data collection the writing in isiXhosa, two secondary schools in the Cape Peninsula, Bulumko Secondary School in Khayelitsha and Kayamandi Secondary School in Stellenbosch have been examined, focusing on the writing of the grade eleven learners. For all the three stages of writing in each secondary school a class of fourty grade 11 learners was instructed to write essays in isiXhosa on both the biographical recount genre and the expository genre. After the learners had written their essays the effectiveness of the essays was classified according to the levels of learners’ performance, for the purpose of analysis. In stage one, learners write the essay without being taught the genre-based properties of writing. In the stage two essay writing, the learners wrote the biographical recount and the expository essays after they have been taught the genre-based properties of writing. In the stage three essay writing, the learners applied the skills they have been taught in stage two regarding genre-based properties of writing. The teacher and learners brainstormed, discussed and exchanged views with each other on genre-based properties before the learners engaged in the writing in the third stage. As mentioned above, the stage one, two and three essays were categorised according to the learners’ performance, that is the good essays, the middle standard essays and the less or lower performance essays were classified for the purpose of the analysis. This study explores the genre-specific writing in isiXhosa by grade 11 learners with isiXhosa as first language, assuming as framework the genre properties by Feez and Joyce (1998), Grabe and Kaplan (1996), and Hyland (2005), the latter concerning metadiscourse. These models are discussed in chapter two and employed in chapter three for the analysis of both the biographical recount and the expository genres of grade eleven learners. Grabe and Kaplan’s (1996) linguistic and ethnographic construction of texts, the overall structure of texts and the generic move structures were examined in the content of the isiXhosa text. The parameters of the ethnography of writing, “Who writes what to whom, for what purpose, why, when, where and when and how?” posited by Grabe and Kaplan are also employed in this study in the analysis of the essays written in isiXhosa. In addition, the isiXhosa essays have been analysed with respect to Grabe and Kaplan’s (1996) components of information structuring under the writes parameter; topic sentence structure, topic continuity, topic structure analysis, topic-comment analysis, given-new relations, theme-rheme relations and focus-presupposition. In addition to the textlinguistic components of the write parameter, the writing in isiXhosa was analysed as regard the elements of text structure, which form part of the textuality and the structuralism of a text, as well as text cohesion, text coherence and the lexicon. In addition, the writing in isiXhosa was examined as regard Feez and Joyce’s (1998) overall design and language components of a biographical recount, including the three stages that reflect the rhetorical structure. The analysis of the isiXhosa essays has taken into account Hyland’s (2005) classification of metadiscourse according to two dimensions of interaction: the interactive dimension and the interactional dimension. The evaluative discussion invoked evidence from the analysis of the isiXhosa essays conducted in chapter three to demonstrate the view that, despite the variations in the three stages of both the learner’s expository and biographical recount essays, a steady progress and improvement from the stage 1 to the stage 2, and from the stage 2 to the stage 3 was evidenced. The findings of this study confirmed the effective realization and effective transfer of genre-based skills across the curriculum, in accordance with the objectives and aims stated for the study.
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Schermbrucker, Ben Mathew. "Assessing the impact of an English for academic purposes course on the academic writing skills of English second language learners attending economically disadvantaged high schools : an interventionist case study." University of the Western Cape, 2016. http://hdl.handle.net/11394/5459.

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Philosophiae Doctor - PhD
Academic writing skills are vitally important for South African learners in both high school and tertiary contexts. The importance of such writing skills is even more pronounced for English Second Language (ESL) speakers, as such learners often attend low-performing schools (that inculcate poor levels of academic literacy), and also face the challenge of writing in a non-native language. This study is an attempt to understand how a specially designed English for Academic Purposes (EAP) course can improve the academic writing of bilingual, economically disadvantaged high-school South African learners. The study analysed the effects of the EAP course on Grade 11 learners from two 'nofees' high schools located in Khayeltisha and Delft. Over a seven-week period Grade 11 learners from these schools attended the EAP course twice a week (after school hours on their school premises) and submitted a total of fourteen written assignments (seven rough drafts, and seven final drafts). These assignments required the learners to formulate essay-like responses to literary and philosophical texts. The learners shaped their responses by making reference to structured classroom discussions (led by the EAP course instructor), as well as standardised notes and assignment instructions. The conceptual frameworks that guided this study were mapped using a variety of sources and materials. Whilst Hyland's (2005, 2006) influential writings on EAP helped the researcher situate the study's academic writing skill's course within an EAP paradigm, recent theoretical and empirical advancements in cognitive science (in particular by Tooby & Cosmides 1992; Gallistel 2000; Wagner &Wagner 2003) helped to justify the specifically 'modular' approach to academic writing skills that the course favoured. Finally, testimonies about the function of creative fiction (see Pessoa 2010; Kafka 2013; Barnes 2012; Pinker 2011) played an important part in shaping the EAP course's approach to text-orientated academic writing skills. Importantly, this study also aimed to describe and analyse various factors that threatened the implementation of the academic writing skills course. In relation to attrition – a phenomenon which clearly presented the single greatest threat to the intervention – Bandura's theoretical writings on the structure of agency (2006, 2005, 2004, 2001, 1998, 1997, 1994) provided a rich source of justification for many of the conclusions that the study derived about the underlying factors that drove the high dropout rate. Another key aim of this study was to transmit writing skills that would boost levels of learner preparedness for matric and first-year university. To establish a link between the course and the writing requirements of certain matric and university subjects, the researcher compared the contents of the writing skills course to the contents of these subjects. This comparative analysis relied heavily on matric and first-year university source material (i.e. exam papers, memorandums, marking rubrics, departmental handouts, etc.). In terms of its findings, the study discovered many striking parallels between the Grade 11 learners at Khayelitsha and Delft. Firstly, in both experimental groups, a preintervention writing task revealed that – prior to the EAP course's inception – the overwhelming majority of the learners were not in firm possession of virtually any of the writings skills the EAP course aimed to transmit. Secondly, in both groups, it was found that the EAP course significantly improved the learners' academic writing skills. Although this improvement was not especially visible in the learners' grade-based results for the EAP course (due, mainly, to absenteeism and resulting missed assignments), a thorough qualitative analysis of the learners' preintervention, early and late EAP assignments demonstrated that – by the end of the course – most of the learners had gained fairly high degrees of proficiency in a range of critically important academic writing skills. Thirdly, qualitative data – derived from observations and interviews – established that the high rates of attrition and absenteeism that plagued both experimental groups was chiefly due to a single cause: weak levels of agency. On the basis of this study's findings, a number of recommendations can be put forward. Firstly, the many parallels between the two experimental groups suggest that the EAP course designed by this study could achieve comparable results in other South African township schools. Secondly, due to the difficulties that this study encountered in relation to high absenteeism and attrition rates, it is recommended that future implementations of the EAP course adopt a number of measures to improve learners' perceptions of their self-efficacy. Finally, it is recommended that future versions of the EAP course could include a 'matric study skills module'.
Sasakawa Foundation
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Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.
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Fayner, Thibault. "Transmettre l'art d'écrire pour le théâtre : les apprentissages de l'écriture théâtrale en France (1984-2015) : histoire, méthodes et enjeux." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20103.

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Depuis le début des années 1980, les auteurs de théâtre sont sollicités pour conduire des dispositifs d’apprentissage de l’écriture théâtrale auprès de publics variés. Cette nouvelle prérogative pédagogique de l’auteur ne va pas sans poser un certain nombre de questions qui portent aussi bien sur l’organisation du dispositif pédagogique que sur les contenus de la transmission. À travers une approche historique et sectorielle, et en étayant l’enquête bibliographique de trente entretiens avec des écrivains-enseignants, nous analyserons la constitution cumulative de contenus d’enseignement ainsi que l’évolution des dispositifs pédagogiques sur la période 1984-2015
Since the 1980s playwrights have been requested to devise learning techniques in the art of dramatic writing for a variety of audiences in France. This new educational opportunity given to a writer interrogates both adopted pedagogic strategies and the contents of the knowledge transferred. Through a historic and sectoral approach, by supporting the bibliographic research with thirty interviews of teacher-writers our analysis will evaluate the cumulative construction of the teaching material and the evolution of the pedagogic measures taken between 1984 and 2015
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Sulfasyah. "Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/602.

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This study focused on the interpretation and implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in primary schools in Makassar City, Indonesia. The KTSP is a school-based curriculum which was introduced in 2006 and became compulsory across Indonesia in 2009. The main purpose of the study was to explore teachers‟ interpretation of the KTSP in relation to teaching writing to Year 2 students; to investigate how these teachers implemented the KTSP when teaching writing; and, to identify factors that influenced their interpretation and implementation of the KTSP in relation to writing. The teachers‟ interpretation and implementation of this new curriculum were assessed through the lens of six key concepts taken from the KTSP. These included student-centred learning, active learning, the role of the teacher as a facilitator, students‟ interaction as a means of promoting learning, assessment for learning and a thematic approach to learning. This study emerged from an interest in understanding the processes and outcomes of curriculum reform that would inform effective implementation of existing and future curricula in Indonesia. This study utilised a mixed method approach with two phases of data collection, in which the Researcher collected quantitative data in Phase 1, followed by qualitative data in Phase 2. In Phase 1, 61 Year 2 teachers from 29 primary schools in Makassar City, Indonesia, completed a questionnaire about their interpretation and implementation of the KTSP in writing classes and identified factors that influenced their interpretation and implementation. In Phase 2 of the study, 10 of the 61 teachers were selected. Qualitative data were gathered from these teachers through classroom observations, informal discussions at the end of each observed lesson and post-observation interviews. In addition, the teachers‟ writing syllabi, plans of the observed lessons and students‟ writing samples from the observed lessons were collected and analysed to provide additional evidence of the teachers‟ interpretation and implementation of the KTSP in writing. This added depth to the quantitative findings. The study found that the teachers‟ interpretation and implementation of the KTSP in relation to writing appeared to reflect a traditional view of learning, despite the intent of the KTSP to move away from this approach to teaching and learning. The teachers‟ existing knowledge and understanding of the KTSP, their limited pedagogical practices, apparent lack of relevant professional development and their classroom contexts appeared to mitigate against changed practice. In addition, the nature of the expected competencies for writing in Y2, which were very narrow and skill-based, coupled with the teachers‟ even narrower interpretation of them, appeared to reinforce their traditional teacher-centred method of teaching. As a result, the majority of writing activities were teacher directed and restricted to low level writing skills, with an emphasis on handwriting and the use of basic punctuation. Assessment was also based on these low level skills and students were only required to achieve proficiency in the given competencies. This study identified three key issues which emerged from the findings and have implications for curriculum change. The first is that effective implementation of a new curriculum at the classroom level is very challenging if teachers do not have both adequate knowledge and working conditions to meet the demands of the new curriculum. In-depth and ongoing learning and support for teachers about all aspects of the new curriculum is a crucial element of effective curriculum change. The second issue relates to the potential conflict between the learning outcomes and the underlying philosophical and pedagogical perspectives that inform new curricula. The apparent dichotomy between the prescribed competencies and the constructivist approach to teaching and learning was extremely difficult for the teachers in this study to interpret and implement. In new curriculum frameworks, that determine both outcomes and the underlying philosophical and pedagogical practices, there is a need to ensure a match between these central elements of curriculum. The third key issue highlighted by the study revolves around the problematic nature of importing a Western-based philosophy of teaching and learning directly into a significantly different context, without recognising the cultural and educational dissonance existing between the two cultures. Failure to address these three aspects at both the macro-and micro-level will encourage the teachers to retain their old practices and thereby lead to superficial change.
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Arderne, Mia. "Last gangster of the old school a novel." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5950.

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Conrad, Joan Andrée. "Archaeology; or, the school of resentment." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2426.

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ARCHAEOLOGY; OR, THE SCHOOL OF RESENTMENT is a novel in verse and other genres that, on the one hand, follows the progress of Nancy Drew as a new votary of Dionysos who has too long been on a detour in the Apollinian realm, and, on the other, records the excavation of psychological sites by Nancy’s Africanist alter ego, Sarah Fumeaux, archaeologist and historian of humanity. The trajectories of the two female protagonists are chronicled in the tradition of the feminist long poem. The work explores postlapsarian ways in which race and gender disturb life. Nancy’s quest as Dionysiac votary drags the archaeologist into peril in a process that finally decolonizes the archaeologist’s soul and restores balance to Nancy’s sidetracked self. As plot, the work reconsiders the Modernist and apparently politically incorrect feminism of Virginia Woolf as expressed in Three Guineas. As aesthetic object, the poem weaves through a collage of shadows of imperial dismantling cast by the work of Anna Akhmatova, Anne Carson, Nick Carbo, Colette, H.D., Denise Duhamel, Sergei Eisenstein, Robert Hass, Audre Lorde, Campbell McGrath, Frank O’Hara, Sylvia Plath, Gertrude Stein, Stephanie Strickland, Eleanor Wilner, and others. Laying bare the detritus of patriarchal convention that began with the Ur- metaphor of Aristotle, ARCHAEOLOGY; OR, THE SCHOOL OF RESENTMENT represents one poet’s exploration of the relationship of excavation to literature, of landscape and silence to history, of text to body, of metaphor to news.
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Books on the topic "Creative writing schools"

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Creating writers: A creative writing manual for schools. London: RoutledgeFalmer, 2001.

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Clark, Fiona. A Practical Guide to Creative Writing in Schools. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105.

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Small, Mary. Trapped! Littleton, MA: Sundance Publishing, 1997.

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MacLachlan, Patricia. Word after word after word. New York: Katherine Tegen Books, 2010.

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Writers in the schools: A guide to teaching creative writing in the classroom. Fayetteville, Ark: University of Arkansas Press, 1998.

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T.A.L.E.S. of the unexpected: Young writers 2005 creative writing competition for secondary schools. Peterborough: Young Writers, 2005.

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Sales, Leila. Mostly good girls. New York, NY: Simon Pulse, 2010.

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Sales, Leila. Mostly good girls. New York: Simon Pulse, 2010.

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Ralph tells a story. New York: Marshall Cavendish Children, 2012.

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MacLachlan, Patricia. Word after word after word. New York: Katherine Tegen Books, 2010.

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Book chapters on the topic "Creative writing schools"

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Butt, Maggie. "Commentary 6. Taking Creative Writing Seriously in Schools." In Creative Writing and Education, edited by Graeme Harper, 166–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093540-020.

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Gilbert, Francis, and Vicky Macleroy. "A century of teaching creative writing in schools." In The New Newbolt Report, 186–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141891-17.

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Clark, Fiona. "School newspaper." In A Practical Guide to Creative Writing in Schools, 108–35. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-6.

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Clark, Fiona. "Responding to prose." In A Practical Guide to Creative Writing in Schools, 136–51. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-7.

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Clark, Fiona. "Detective stories." In A Practical Guide to Creative Writing in Schools, 37–56. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-3.

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Clark, Fiona. "Responding to drama." In A Practical Guide to Creative Writing in Schools, 81–107. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-5.

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Clark, Fiona. "Autobiography." In A Practical Guide to Creative Writing in Schools, 22–36. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-2.

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Clark, Fiona. "Gothic conventions." In A Practical Guide to Creative Writing in Schools, 57–80. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-4.

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Clark, Fiona. "Poetry." In A Practical Guide to Creative Writing in Schools, 1–21. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003097105-1.

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Tan, Chee Lay, Lynn Dee Puah, and Hee San Teoh. "Facilitating Creative Writing Instruction Using iPads in Secondary Schools: A School-Based Research." In Teaching Chinese Language in Singapore, 135–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_10.

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Conference papers on the topic "Creative writing schools"

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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Vahakangas, Taneli, and Joel Pyykko. "VisciPad: Peeking into a Collaborative Creative Writing Project in Elementary School." In 2012 10th International Conference on Creating, Connecting and Collaborating through Computing (C5). IEEE, 2012. http://dx.doi.org/10.1109/c5.2012.10.

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Shi, Rui. "Integration of Automated Essay Scoring With Creative Writing for ESL Teaching in China Primary School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445980.

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Haupert, Mary Ellen. "CREATIVITY, MEANING, AND PURPOSE: MIXING CULTURES IN CREATIVE COLLABORATION." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10109.

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Music composition is embedded into the Viterbo University music theory curriculum to promote active engagement of musical materials. The project accomplishes three basic complementary outcomes: 1) Students will be able to creatively apply and develop the foundations of music theory learned in their first year of university-level music study, 2) Students will develop proficiency using music writing software, and 3) Students will overcome their fear of composition and gain confidence as musicians. Students are taught foundational concepts during the first four semesters of music theory; these concepts are creatively applied and developed in the gestation and birth of a musical composition that is original and personal. Meaning and purpose, combined with guidance and encouragement, sustain these freshmen and sophomore students over a five-month process of framing a concept, composing music, editing their scores, and finally rehearsing and performing their works. The “concept” for the 2018-2019 freshmen and sophomore music theory students was a collaborative venture with Gateway Christian School, which is part of Project Gateway in Pietermaritzburg, South Africa. Poetry written specifically for this project by Grade 7 students was collected and given to Viterbo University students for setting; the learning outcomes, as well as the benefits and global focus of the project will be the focus of this paper.
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Rahman, Yoesrina Novia Vini Syafitri, Faishal Rachman Firdaus, and Asri Wibawa Sakti. "The Effect of Cooperative Integrated and Reading Composition Model on Elementary School Students’ Personal Experience Creative Writing." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.088.

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Ari Widayanti, Maria Johana, and Rinta Aryani. "Creating Stories to Improve Students’ Writing Ability in Narrative Text for Junior High School Students." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.46.

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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Tavares Fernandes Fernandes, Kleber Tavares, Márcia Jacyntha Nunes Rodrigues, Eduardo Henrique da Silva Aranha, and Gildene Gildene Lima de Souza Fernandes. "Estratégia para Especificação de Game Design a Partir da Produção Textual em Sala de Aula." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p482-489.

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Digitalgames are increasingly part of our daily lives and are alsoconsidered teaching and learning tools. However, its productionand documentation is a very complex task that requiresprogramming skills and knowledge of various areas. This hashampered the development of classroom games. On the otherhand, enthusiastic teachers and students have ventured into thisactivity as a way of learning school content and developingcomputational thinking in a more fun and meaningful way. Astrategy for creating games using natural language seems to be analternative to adopting game-based learning, developing computerthinking and writing skills. In this context, this article reports anexperience of specifying game design from textual production bystudents and teachersin the classroom.
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Wang, Yu, and Yang Feng. "Developing Junior High School Students' English Writing Skills Through Reading and Creating English Picture Books: An Experimental Study." In ICBDE'22: The 2022 5th International Conference on Big Data and Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524383.3524417.

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Rasheva-Yordanova, Katia, and Boriana Nikolova. "CREATING READING AND WRITING LITERACY AMONG PRESCHOOL AND SCHOOL-AGE MINORITIES: A FACTOR IN REDUCING SOCIAL DISPARITIES IN SOCIETY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1961.

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