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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Rababah, Luqman M., Othman Khalid Al-Shboul, and Ala’Eddin Abdullah Banikalef. "Examination of the Use of Feedback in EFL Writing Instruction: A Case Study of Jordan." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 263–68. http://dx.doi.org/10.17507/jltr.1401.28.
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When comparing public and private schools, it is clear there are significant differences in teaching methods, and this may be used to help pupils become writers that are more creative. The goal of this research is to examine the concept of creative writing by analyzing comments made by EFL educators in their instruction. Fifteen EFL teachers in Jordan were interviewed and observed. The researcher interviewed fifteen teachers to get their opinions on how they think feedback may be used to foster creativity in writing among EFL students. The interview results revealed that thirteen instructors utilized student comments to encourage English as foreign language writers to be more creative. Moreover, observations found that ten instructors employed feedback in their courses, including peer feedback. This research supports the use of a pre- and post-test in an experimental evaluation of the impact of interventions (such as feedback) on students' writing creativity. Why some instructors oppose using creative writing exercises (feedback) is a subject that requires deeper exploration.
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Maire, Hélène, Emmanuèle Auriac-Slusarczyk, Bernard Slusarsczyk, Marie-France Daniel, and Cathy Thebault. "Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus." Journal of Education and Learning 7, no. 4 (May 15, 2018): 1. http://dx.doi.org/10.5539/jel.v7n4p1.
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Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied wrote texts for “Adolescence et Société”, a magazine produced by researchers. 100 students’ works, written by philosophizing students in fourth-year college in France, culled from the PreCPhi/Philosophemes Corpus (1,300 texts collected from 43 classrooms) were studied in order to measure the progress of philosophizing students between a pre-test and a post-test following the introduction of a pedagogical tool that unites Art with Philosophy, Philo & Carto. Their writing skills were measured according to the following five dimensions: linguistic, philosophical, cognitive, reflective and creative. Performance measures, calculated on group averages and applied to the group’s variance between the pre- and the post-tests, were related to each dimension. Linguistic performance (presence of an introduction and conclusion) did not progress, remaining subject to pupils’ academic level. Philosophical, cognitive, creative and reflective performance increased significantly, or at least confirmed the trend. Reasoning, metaphors, conceptual differences and discourse ownership increased, while anecdotal examples decreased. These increases were accompanied by an increase in the post-test variance: gaps between the strongest and the weakest performances widened, except in the case of questioning, personal examples and generation of doubt, which were at the core of the effect produced. The study validates the fact that the Art and Philosophy link promises unprecedented educational prospects with regard to the production of early quality philosophical writings. This will require validation with other samplings.
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Astrini, Febri, Ratminingsih, N.M, and Utami, I. G.A. L.P. "The Model of Strategies Employed by English Teachers in Teaching Writing Skill in National Plus Schools." Journal of Education Research and Evaluation 4, no. 1 (March 11, 2020): 59. http://dx.doi.org/10.23887/jere.v4i1.23682.
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In teaching writing, there are number of strategies that can be used. This study was intended to explore (1) the teaching writing strategies used by the teacher, (2) the differences in teaching, and (3) the problems encountered by the English teacher in teaching writing skill. This study was a descriptive qualitative study. Teachers from Bintang Mandiri and Widyatmika Junior High Schools were involved as the informant of the study. They were observed during the teaching and learning process and also interviewed. The data taken from observation and interview were analyzed in order to find out the answer the research questions. It was identified that In Bintang Mandiri the teacher used 1 more teaching writing strategy namely creative writing while in Widyatmika, creative writing was not identified. There were three main problems identified from the teachers. The first was students’ difficulties in expressing ideas in English. The second problem was students’ grammar. The third was students’ passiveness in classroom. Suggestions and implications are furtherly discussed.
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Dwi Handayani, Trisna Kumala Satya Dewi, and Bramantio. "ONLINE CREATIVE WRITING TRAINING FOR STUDENTS IN KEMLOKO VILLAGE, BLITAR REGENCY." Jurnal Layanan Masyarakat (Journal of Public Services) 6, no. 1 (March 30, 2022): 153–61. http://dx.doi.org/10.20473/jlm.v6i1.2022.153-161.
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The ability to write as a form of proficiency in a variety of literature is a very important form of writing for students in schools in Kemloko Village. It is assumed that as intellectuals, they must have skills and master the language in a variety of literature. As a form of concern and service to the village community assisted by the Indonesian Language and Literature Study Program, it is necessary to hold these activities to create a young generation who is ready to face the progress of the times in the era of globalization. Thus, the Indonesian Language and Literature Study Program held the creative writing activity as an alternative step to prepare the younger generation who are ready to face the future by proficiently writing and reading. The activity was carried out online as well as an anticipation to break the chain of the spread of Covid-19. Furthermore, to support these activities, good cooperation is needed between the Indonesian Language and Literature Study Program, the Faculty of Cultural Sciences, Airlangga University with the Blitar Regency PORBUDPAR Service, and the MI School Committee and Kemloko Village Village. This strategy can create positive synergies by forming writing groups so that these activities can be applied in a structured and sustainable manner by producing a collection of interesting and quality poems and short stories even though they are online. Furthermore, the collection of students' writings will be made into a collection of books that have an ISBN and can be distributed to various levels of society.
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Bang, Louise Rosendal. "Det’ lig’som teksten sådan bølger." Passage - Tidsskrift for litteratur og kritik 35, no. 3 (November 8, 2020): 15–33. http://dx.doi.org/10.7146/pas.v35i3.123627.
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This article addresses the practice of shared readings at The Danish Academy of Creative Writing. It argues that these readings represent exploratory talk as a method of reading the aesthetic dimensions of literary texts. Moreover, it points out that both exploratory approaches and aesthetic readings are of increasing interest within the field of didactical research. The article aims to investigate the shared readings at the Danish Academy of Creative Writing as a supplement to the highly analytical classroom conversations about literature in Danish high schools.
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Winarni, Retno, St Y. Slamet, Jenny IS Poerwanti, Muhammad Ismail Sriyanto, Septi Yulisetiani, and Ahmad Syawaludin. "An Analysis of Preservice Elementary Teacher Ability in Creative Writing Containing Character Education with Local Wisdom Persepective." Jurnal Ilmiah Sekolah Dasar 5, no. 3 (August 11, 2021): 498. http://dx.doi.org/10.23887/jisd.v5i3.37069.
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Poetry can be an integrative media for character education in learning in elementary schools. However, the important role of poetry has not been matched by the results of writing poetry in elementary schools. This study aims to analyze the ability of preservice elementary teacher ability in poetry writing containing character education with local wisdom persepective. Mix method research approach is used with research design is triangulation design. The research subjects were 35 students of the elementary school teacher education program. The data were obtained through the technique of writing poetry tests and interviews. The analysis of the test used aspects of poetry writing skills. The research findings provide views that students have been able to write poetry with their own imagination, include the meaning of poetry, the advice, and are able to integrate character values with local wisdom. Mastery of the diction aspect is the lowest among other aspects that need to be improved. Recommendations of this research to educators and future research as a review for developing effective Indonesian language learning in the elementary school teacher education program, especially in productive language skills, namely creative writing with character education and local wisdom.
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Krisbiantoro, Benny, and Tri Pujiani. "The effectiveness of MALL and flipped classroom in teaching writing to the eleventh graders of SMA in Banyumas." EduLite: Journal of English Education, Literature and Culture 6, no. 1 (February 28, 2021): 86. http://dx.doi.org/10.30659/e.6.1.86-104.
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MALL has become an invaluable means in teaching writing for learners in and out of the classroom. Although there were many researches on MALL to enhance writing competence, analytical exposition text writing was never carried out. This study was aimed to investigate whether: (1) MALL was more effective than Flipped classroom to teach writing for the eleventh graders of SMA (senior high school); (2) the high creative students possessed better writing skills than the low creative ones; and (3) an interaction effect occurred between the methods of teaching and creativity to teach writing for the eleventh graders of SMA in Banyumas. The employed method was an experimental research with factorial design. The population of the research was the eleventh graders of SMA in Banyumas. Four schools were purposively taken. There were two samples in this research; experimental class comprising 72 students from SMAN 01 Banyumas and SMAN 01 Baturraden and control class containing 72 students from SMAN 03 Purwokerto and SMAN 01 Sokaraja. The occupied instruments in this research were verbal creativity and writing test. The data analyses were in the matter of frequency distribution, normality, homogeneity, ANOVA and TUKEY. The results of the study revealed that: (1) MALL is more effective than Flipped classroom in teaching writing for the eleventh graders of SMA; (2) the high creative students possessed better writing competence than the low creative students; and (3) an interaction effect happened between the methods of teaching and creativity in regards to writing teaching.
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Hancock, Charles R. "BALTIMORE CITY SCHOOLS USE MICROCOMPUTERS TO TEACH WRITING." CALICO Journal 2, no. 3 (January 14, 2013): 13–16. http://dx.doi.org/10.1558/cj.v2i3.13-16.
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Many school systems in the U.S. are attempting to use limited resources effectively. In a large urban school system, the problem is compounded by a large number of students and a steadily declining budget. Despite this reality, school systems are continuing to find creative ways to use computers and other technological advances to raise the achievement level of their students. Several innovative programs in the Baltimore City Public Schools are described in this article. A joint project with a local college, a federally funded project for disadvantaged pupils, a partnership with a national organization, and a joint venture with the Maryland State Department of Education, all involving the use of computers, are described. These projects suggest that there is a distinct advantage in using computers to teach students to write better. In the case of the severe problem writer, word processing may be the preferable way to help them in a school setting.
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Tsatsou-Nikolouli, Sofia, and Stavroula Mavrogeni. "Enhancing Empathy Through a Creative Writing Program in Elementary School." Research Journal of Education, no. 72 (April 1, 2021): 62–67. http://dx.doi.org/10.32861/rje.72.62.67.
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Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception, and their success in school. Empathy, which refers to the ability to recognize another person’s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explore the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.
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Tsatsou-Nikolouli, Sofia, and Stavroula Mavrogeni. "Enhancing Empathy through a Creative Writing Program in Elementary School." International Journal of Educational Studies 4, no. 2 (November 25, 2021): 47–53. http://dx.doi.org/10.53935/2641-533x.v4i2.155.
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Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception and their success in school. Empathy, which refers to the ability to recognize another person‟s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explores the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.
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Habibi, M., Chandra Chandra, Ritawati Mahyuddin, and S. Hendri. "Validity of Teaching Materials for Writing Poetry Based on Creative Techniques in Elementary Schools." Mimbar Sekolah Dasar 5, no. 3 (December 26, 2018): 145. http://dx.doi.org/10.17509/mimbar-sd.v5i3.14501.
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One form of literary literacy in elementary schools is that students are able to write poetry. But in reality, students tend to have difficulty making poetry with certain themes. The reason is because teaching materials used were not able to lead students to carry out poetry writing activities well. Therefore, this study aims to develop teaching materials for writing poetry that is valid. The use of various creative techniques is expected to help students in expressing their ideas and imagination into verses of poetry. The research design uses Research and Development with the ADDIE development model. This model consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. Data to determine the level of validity of instructional materials obtained by expert validation and practitioner validation. Validation aspects of teaching materials include: (1) content feasibility aspects, (2) language aspects, (3) presentation aspects, and (4) graphical aspects. Research findings show that teaching materials for poetry writing based on creative techniques are declared valid with an average score of 3.59. Specifically, the scores obtained for each aspect are: (1) content feasibility 3.59, (2) language 3.45, (3) presentation 3.61, and (4) graphical 3.68.
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Al-Ogaily, Nihad Hasan. "Developing Intermediate School Students’ Creative Thinking in (EFI) English for Iraq." British Journal of Applied Linguistics 2, no. 1 (March 2, 2022): 01–05. http://dx.doi.org/10.32996/bjal.2022.2.1.1.
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Creativity is defined as the screen that shows the hidden ideas of the human mind. It is the product of deep thinking about a specific problem or thing, which has different faces, the most important of which is writing. Writing is a skill of producing creative texts without grammatical mistakes using an attractive style with poetic or rhetorical language, i.e. it translates students’ imaginations and thoughts on papers. Iraqi Ministry of Education is one of the educational institutions that is interests in developing students’ creativity using many techniques. Therefore, the ministry makes many changes to its educational programs, such as the English curriculum. The new curriculum is called English for Iraq (EFI). The current paper depends on qualitative methods of research to seek how the technique of EFI of the intermediate schools develops students’ creative thinking by using writing skills as a creative means that produces three books: scrapbook, school magazine and collection of short stories. The researcher focuses on the three books of the intermediate stage, which are 1st, 2nd, and 3rd intermediate.
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Sukarso, AA, I. Putu Artayasa, Syamsul Bahri, and Afriana Azizah. "Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students." Jurnal Penelitian Pendidikan IPA 8, no. 6 (December 28, 2022): 2728–36. http://dx.doi.org/10.29303/jppipa.v8i6.2514.
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This study examines the use of creative teaching materials in building students' creative thinking skills. The research sample was 53 students of class X one of the public high schools in Mataram. Instruments for learning activities in the form of creative teaching materials modified by the Writing to Teach approach, student books and data collection instruments. Creative dispositions were measured using closed questionnaires on inquisitive, persistent, imaginative, collaborative and disciplined aspects. Students' creative thinking skills were measured using a creative thinking skills test in the form of five essay questions on viruses. The results of the study show that the use of creative teaching materials triggers creative dispositions in the five aspects of inquisitive, persistent, imaginative, collaborative and disciplined aspects, also improves creative thinking skills where the average score of classes using creative teaching materials is higher than the average score in classes using books student package. Students' creative thinking skills improve in all aspects of creative thinking skills (flexibility, fluency, elaboration and originality). This shows that the use of creative teaching materials provides better conditions for the development of students' creative thinking skills.
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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.
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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
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Lee, Bridget Kiger, and Patricia Enciso. "The Big Glamorous Monster (or Lady Gaga’s Adventures at Sea): Improving Student Writing Through Dramatic Approaches in Schools." Journal of Literacy Research 49, no. 2 (March 23, 2017): 157–80. http://dx.doi.org/10.1177/1086296x17699856.
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Drawing on assets-oriented, sociocultural theories of imagination and learning, the authors argue that the improvisational qualities and expanded resources of dramatic approaches to teaching make a positive difference in the quality of and persistence in students’ story writing. The authors describe findings from a controlled quasi-experimental study examining the outcomes of an 8-week story-writing and drama-based program, Literacy to Life, implemented in 29 third-grade classrooms in elementary schools with and without Title I funding located within the same urban school district in Texas. Pre- and post-measures of writing self-efficacy, story building, and generating and revising ideas showed significant positive results, especially for students in schools that receive Title I funding. Research findings and the sociocultural theoretical framework argue for increased resources in support of opportunities for students to practice combinatorial imagination and use cultural knowledge for creative writing, as was made possible through the Literacy to Life program.
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Samra Bashir, Muhammad Ilyas Khan, and Anum Fatima. "Comparative Case Study of Creative Abilities of Public and Private Sector Schools in Pakistan." Journal of Arts & Social Sciences 7, no. 2 (December 31, 2020): 35–42. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(35-42).
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This study was designed to explore the creative thinking abilities of primary school students in Pakistan. The study also explored teachers’ perceptions about the issue. Multistage sampling was applied to select the sample. Four primary schools (2 from public sector and 2 from private sector) from Lahore city were selected randomly to collect the data. 100 students and 100 teachers were selected by applying cluster sampling. Torrance Tests of Creative Thinking (TTCT) were conducted to identify the creativity abilities of students. A questionnaire was developed to identify the perceptions of teachers regarding the development of creativity among students. Reliability of the questionnaire was .855. Independent sample t-test was applied to identify the difference between the creativity of public and private sector school students and perceptions of teachers. Findings show that students who were studying in private schools are more competent in creative writing and have more expressive ability than public school students. Teachers of private schools were using the methods and techniques more effectively for teaching creativity. The study has important implications for the development or otherwise of creativity in primary schools in Pakistan.
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Short, Verity. "Mana kupu, the power of words: Exploring creative writing in the primary classroom." Teachers and Curriculum 22, no. 2 (November 3, 2022): 75–88. http://dx.doi.org/10.15663/tandc.v22i2.407.
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Teaching writing is complex, and a number of ideas circulating among schools and teachers often belie the difficulty of how to teach the techniques and processes of writing. I’ve come to believe that authorship is not a passive undertaking and does not originate in the struggle to put something onto the page. Rather it emerges by living with a sense of awareness. It is, in a sense, life work, a consciousness of the significance of our experiences and the impression that they make upon us. These impressions then seek expression and, in turn, we are moved to write. I believe that being moved to write should be the driving force behind our work with young writers in schools. From experience I have seen that inquiry-driven, arts-rich invitations to write, with an emphasis on how the writing will function with respect to an intended audience and purpose, foster a sense of connection, and a respect for diverse opinions and points of view. These undertakings are part of the meaning-making process and pivotally cultivate an ability to think critically and creatively—the essence of learning to be literate. When we see that children are innately curious, we see that our role, as educators, is to foster this sense of wonder. When we begin with inquiry and a shared quest for significance, the journey from the head to the page becomes a process of growing meaning. In this article, I will be sharing a number of stories of practice, where students in a range of contexts were enabled via a range of activities to make such a journey.
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Oakley, Grace, Helen Wildy, and Ye’Elah Berman. "Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms." Journal of Early Childhood Literacy 20, no. 4 (June 11, 2018): 655–79. http://dx.doi.org/10.1177/1468798418779171.
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This article reports on an exploratory mixed-methods study that investigated how the creation of multimodal digital texts, using tablets, and open-ended creative apps contributed to the literacy learning of five-year-old children in two schools in low socioeconomic areas in Western Australia. Participating teachers learned about seven exemplar learning activities designed to engage children in multimodal text creation using tablets, primarily to improve literacy. Teachers used exemplars to guide their literacy planning and practice over three school terms. Pre- and post-test scores suggest that aspects of participating children’s reading had improved. Teachers also reported some improvements in children’s oral language and writing, as well as reading.
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Kučera, Miloš. "On Writing and Handwriting." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (January 1, 2010): 11–28. http://dx.doi.org/10.2478/v10159-010-0007-4.
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On Writing and Handwriting Writing is often considered secondary to the spoken language, as it is only coded sound-by-sound. But other scholars have demonstrated that writing is similar to ‘arithmetic’: a cognitive structuring, a shift to the meta-level (‘for the eye’). Handwriting (referred to here as the cursive writing in the sense of joined up handwriting, of ‘écriture liée’) differs from writing (in the first analysis): it has its own grammar composed of paradigmatic gestemes and tracemes and its own syntagmatic rules that connect them. In emotional terms, handwriting is designed to provide a special pleasure by its own drive (instinct, ‘Trieb’). But there is also cognitive aspect to it: the rapidity and fluidity of a cursive writing could be (in professional writing, for instance) more important (at the climax of the creative process) than it being legible for all eternity. The project of the new handwriting reform for Czech schools, abolishing the liaison between letters, is shown to be a modern and technically simplified form of calligraphy.
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Banegas, Darío Luis, and Robert J. Lowe. "Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 401–21. http://dx.doi.org/10.14746/ssllt.2021.11.3.5.
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There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
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Shi, Ling, and Yanning Dong. "Graduate Writing Assignments Across Faculties in a Canadian University." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 123–42. http://dx.doi.org/10.47678/cjhe.v45i4.184723.
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This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.
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Farooqi, Ahsan-ul-Haq, Masood Ahmad, and Ijaz Hussain. "The Impact of the Rotation Model of Blended Learning on Creative Writing Skills of the EFL Learners in Pakistan." Global Language Review VII, no. II (June 30, 2022): 315–23. http://dx.doi.org/10.31703/glr.2022(vii-ii).26.
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The study was conducted to investigate the impact of the rotation model of BL on the creative writing skills of EFL learners in the Pakistani context.The main purpose of this experimental research is to enhance the English writing skill of the learners and the instructional approaches used by the teaching faculty members. The paper offers experimental research on EFL learners of four Federal Government Secondary Schools, including male and female. The researcher used pre-test, post-test, lesson plan and scoring rubrics as a tool. The paper discovers that the rotation model of blended learning is more suitable for the English writing skills of EFL learners than the conventional method. The results suggest that the application of the rotation model of blended learning in writing skills helps the learners produce significant and better performance compared to the conventional method of instruction. The findings also indicate that female EFL learners performed better than male EFL learners in the experimental group.
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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.
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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.
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Vdovych, S. M. "FEATURES OF STUDENTS’ SCIENTIFIC ACTIVITY AT HIGHER EDUCATION INSTITUTIONS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(24) (2022): 10–18. http://dx.doi.org/10.51707/2618-0529-2022-24-02.
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The article considers the features of scientific activity of student youth in higher education, current problems and ways to solve them. Students’ scientific activity at higher education institutions is an integral part of the educational process. The main centers of scientific work at higher schools are scientific societies, the purpose of which is to conduct and intensify scientific research, publish their results, expand scientific and creative contacts on the principles of voluntariness, collegiality, openness, freedom of scientific creativity and equality of rights. Educational and scientific activity of student youth at higher schools begins with the students’ revision for seminars and practical classes, writing essays and creative tasks, term papers and ends with the writing and defense of bachelor’s or master’s thesis. In addition to educational and scientific work, research and development activities are actively carried out at higher schools. Students are involved in research work of departments, scientific schools; on the basis of academic integrity they prepare and publish scientific articles, materials and abstracts of conferences, test the results of departmental research, as well as individual research papers at various scientific and practical events (conferences, round tables, seminars, etc.), participate in national and international contests of student research papers in various specialties and projects, receive grants for research in various fields and countries. For student youth involved in scientific activities, it is extremely important to improve language and foreign language training, develop soft skills through psychological training, master “Fundamentals of Research” course, know how to use modern digital tools in research, as well as to create educational environment of research activities at higher schools and motivate students taking into account their needs, aspirations and desires.
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Lim, Pei Rong, and Norah Md Noor. "Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 07 (July 11, 2019): 117. http://dx.doi.org/10.3991/ijim.v13i07.10798.
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Abstract - With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.
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Hartanto, Wido. "PELATIHAN MENULIS KREATIF, INSPIRATIF, DAN INOVATIF 4.0 MELALUI W-MODEL CREATIVE, INSPIRING, INNOVATIVE WRITING TRAINING 4.0 THROUGH W-MODELS." JURNAL MASYARAKAT NEGERI ROKANIA 1, no. 1 (May 2, 2020): 29–35. http://dx.doi.org/10.56313/jmnr.v1i1.5.
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So far, writing skills are mandatory abilities that must be mastered by teachers, both scientific and non scientific writing. The importance of teachers having the ability to write later will be their own stories for students being taught. Students will certainly be more motivated if a teacher is able to produce their own work as teaching material. However, during writing sometimes the teacher encounters obstacles. One of the schools that continues to grow, but has limited resources is the Ghilmani Integrated Islamic Elementary School Surabaya. SDIT Ghilmani is an elementary school that continues to grow. As the development of this school continues to require teachers who are creative and can provide interesting lessons. The goal is of course to make students enthusiastic about learning. The implementation method uses a coaching clinic, so participants can practice directly. Broadly speaking activities refer to the 3C concept, namely Creativity, Communication, and Create. The trainees also presented the concept of W-Model in writing. SDIT Ghilmani teacher was able to produce unique and crisp works
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Ukam, Edadi Ilem. "The Choice of Language for African Creative Writers." English Linguistics Research 7, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.5430/elr.v7n2p46.
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Language issue has been considered as a major problem to Africa. The continent has so many distinct languages as well as distinct ethnic groups. It is the introduction of the colonial languages that enable Africans to communicate with each other intelligibly: otherwise, Africa has no one central language. Among the colonial languages are English, French, Arabic and Portuguese which today serve as lingua franca in the mix of multiple African languages. Based on that, there is a serious argument among African critics about which language(s) would be authentic in writing African literature: colonial languages which serve as lingua franca, or the native indigenous languages. While some postcolonial African creative writers like Ngugi have argued for the authenticity and a return in writing in indigenous African languages, avoiding imperialism and subjugation of the colonisers, others like Achebe are in the opinion that the issue of language should not be the main reason in defining African literature: any languagecan be adopted to portray the lifestyles and peculiarities of Africans. The paper is therefore, designed to address the language debate among African creative writers. It concludes that although it is authentic to write in one’s native language so as to meet the target audience, yet many Africans receive their higher education in one of the colonial and/or European languages; and as such, majority do not know how to write in their native languages. Rather, they write in the imposed colonial languages in order tomeet a wider audience. Not until one or two major African languages are standardised, taught in schools, acquired by more than 80 per cent of Africans and used as common languages, the colonial languages would forever continue to have a greater influence in writing African literature. The paper recommendes that Africans should have one or two major African languages standardised, serving as common languages; also African literature should be written in both colonialand African languages in order to avoid the language debate by creative African writers.
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Samiullah, Muhammad, Aftab Ahmad, and Muhammad Naseer Ud Din. "Development of Functional Writing Skills through Communicative Approach in Pakistani High School." Global Social Sciences Review III, no. III (September 30, 2018): 559–72. http://dx.doi.org/10.31703/gssr.2018(iii-iii).33.
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The major and foremost aim of the research had been to observe an effect of (CLT) communicative language teaching approach on functional writing skills among 9th graders in Pakistani high schools. Relevant literature revealed that functional writing skills can be increased through (CLT) communicative language teaching approach. Quasi Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. The pre-test was the same, and it had been used as the post-test as well. Creative compositions related to functional writing skills were examined carefully and were marked as per scoring rubrics. The (CLT) communicative language teaching approach is recommended for English teaching specifically writingrelated tasks in the subject of English.
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Yuliana, Yuliana. "STRATEGI PEMBELAJARAN MENULIS PARAGRAF ARGUMENTASI BERBASIS SAINTIFIK PADA PESERTA DIDIK SD NEGERI SUNGAI PINYUH." Jurnal Edukasi Khatulistiwa 1, no. 2 (November 26, 2018): 188. http://dx.doi.org/10.26418/ekha.v1i2.29618.
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Learning to write paragraphs of argument in primary schools has not been entrenched because of the lack of interest and motivation of learners to learn to write. The scientific approach in Indonesian language learning especially in writing argumentation is one strategy that can be used to encourage and motivate learners to be more interested in writing an essay of argumentation based on critical and creative thinking. This study aims to describe the implementation of learning to write paragraphs of argumentation with a scientific approach in grade IV primary school. The subjects of this study were classroom teachers, and the fourth grade students at SDN 02, SDN 07 and SDN 08 Sungai Pinyuh. The results of this study indicate that (1) Learning to write paragraphs of argument has been implemented in accordance with the RPP that is designed based on scientific, (2) Learning to write paragraph argumentation has been done by teacher in accordance with scientific step, (3) the teacher has not been skilled in the use of learning resources, (4) Learning outcomes of learners in writing paragraphs argumentation approach scientifically indicate that learners can pour the contents of the idea well. Keywords : Writting, Paragraph Argumentation, Saintific Approach
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Yemez, Nazmiye, and Kenan Dikilitaş. "DEVELOPMENT OF VERBAL CREATIVITY BY BILINGUAL AND ENGLISH AS FOREIGN LANGUAGE LEARNERS IN KINDERGARTEN TO 8TH GRADE SCHOOLS." Creativity Studies 15, no. 1 (January 10, 2022): 25–39. http://dx.doi.org/10.3846/cs.2022.12603.
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Bilingualism has long been within the scope of creativity studies that investigate creativity and problem solving. This study aims to explore the possible effect of bilingualism on the verbal creativity of English language learners. Participants from a bilingual and an English as foreign language teaching program within the same school were selected as an experimental and a control group respectively to compare verbal creativity. A series of creative English writing tasks designed by the authors were assigned to a total of 86 third grade (aged 7–8) students. Both the English as foreign language group (N = 42) and the bilingual group (N = 44) were subject to assessment and evaluation in terms of verbal creativity. The two cohorts completed the same creative writing tasks that were then assessed by a board of five English teachers from the same school who were trained by the authors to assess verbal creativity using a Student Product Assessment Form. An independent samples Student’s t-test was conducted and descriptive statistics of both cohorts for 9 of the assessment form were analyzed. The results showed that the students on the bilingual program outperformed those on the English as foreign language program in terms of verbal creativity. The study offers implications for English language teaching in primary schools with reference to developing creative verbal language skills at early ages.
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Gannon, Susanne, and Jennifer Dove. "Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era." Australian Educational Researcher 48, no. 4 (January 27, 2021): 657–79. http://dx.doi.org/10.1007/s13384-020-00416-6.
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AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.
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Outcault Hill, MJ, and Robert Caldwell. "Research in Writing Instruction and Assessment: Current and needed research to improve student writing." Westcliff International Journal of Applied Research 1, no. 2 (November 1, 2017): 6–15. http://dx.doi.org/10.47670/wuwijar201712rcmjoh.
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Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.
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Liu, Tingting. "An investigation of teachers’ EAP writing and international publishing skills in China’s higher vocational schools." International Journal of English for Academic Purposes: Research and Practice: Volume 2022, Issue Autumn 2022, Autumn (September 1, 2022): 139–58. http://dx.doi.org/10.3828/ijeap.2021.12.
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The growth of English as the dominant language for the dissemination of academic knowledge has influenced scholars in every corner of the world, especially those coming from non-English countries. When faced with the increasing pressure to publish their research in English, Chinese higher vocational school teachers experience huge constraints in their current contexts and suffer great difficulties. This article examines three Chinese higher vocational schoolteachers’ perceptions, motivations, and the challenges encountered in conducting English academic writing and international publishing. It aims to explore the targeted teachers’ agency in surmounting difficulties when acquiring English academic literacy in order to meet the discipline-specific expectations of high-profile international journals and further analyse their creative use of resources to help them fulfil this demanding task. The findings indicate both intrinsic and extrinsic motivation in the targeted teachers’ EAP writing and international publishing endeavours. Their practices in presenting research on a global stage could provide suggestions to future researchers exploring scholars’ English academic writing for international publication purpose. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.
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Kruger, E. "Die gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer: ’n gevallestudie." Literator 28, no. 2 (July 30, 2007): 21–48. http://dx.doi.org/10.4102/lit.v28i2.158.
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The use of humour to stimulate creative writing in the teaching of Afrikaans: a case study This article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom. Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
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Amono, Maria, and Niccolò Banchetti. "Letters outside the box: multilingual practices in high schools and academic contexts." Language Learning in Higher Education 8, no. 1 (May 25, 2018): 197–206. http://dx.doi.org/10.1515/cercles-2018-0012.
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Abstract In this report, we present certain teaching activities employed at the University of Calabria and at the I.T.C. C. Mortati high school. The former were conducted within the English for Basic Academic Skills courses, the latter in the Spanish as a Foreign Language classes for students in the last two years of high school. The grammar and linguistic knowledge required for writing and gap filling letters, emails and short messages are often problematic to students struggling to learn a foreign language. The teaching experiences illustrated show, on the other hand, how formal and informal letters can be presented to pupils by combining conventional writing practice with other creative techniques such as Total Physical Response, in order to make the lessons more dynamic and entertaining in a relaxed environment. More specifically, letters will be re-assembled in a jumbled style, through a cut and paste technique. Pieces of text will then be given to students at random in order to create a reasonable collage. Special attention will also be given to the specific contexts of action research.
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Khairani, Yenny, Kama Abdul Hakam, and Ganjar Muhammad Ganeswara. "ANALISIS TEORI BELAJAR BEHAVIOURISTIK SEBAGAI UPAYA PENGEMBANGAN KREATIVITAS PESERTA DIDIK PADA ABAD 21." JISPE: Journal of Islamic Primary Education 2, no. 2 (September 6, 2022): 89–94. http://dx.doi.org/10.51875/jispe.v2i2.38.
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The purpose of this study is to analyze behavioristic learning theory as an effort to develop the character of students' creativity. Descriptive qualitative research method. Data collection techniques in this study used observation, interview, and documentation techniques. Data analysis techniques used in this study were source triangulation analysis and technical triangulation. The analysis is in the form of data collection, data reduction, data presentation, and verification or drawing conclusions. The results of the study explain that the behavioristic learning theory on the character of the creativity of students with the formation of a creative behavior. The form of creativity carried out by schools in developing creative character in creative thinking skills (aptitude) with activities such as creative writing in the form of short stories and opinions, the use of PBL and PJBL learning methods. In the aspect of attitude/non-aptitude by way of inspirational stories, changing the layout of the classroom every week, class cooperatives, outbound training, making woven crafts, embroidery crafts, batik dyeing crafts, cooking competitions, outing classes, class meetings, and cultural festivals.
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Muzaki, Ferril Irham. "Language Learning at Natural Disaster Area in Elementary Schools." Lingual: Journal of Language and Culture 6, no. 2 (January 11, 2019): 39. http://dx.doi.org/10.24843/ljlc.2018.v06.i02.p07.
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Abstract
One of the challenges in designing language learning in elementary schools is the ability to predict the skills of learners. To meet this need the Ministry of Education and Culture in designing the national exam which is one of the standardized tests in Indonesia. The use of multiple choice in national exams has an efficient basis for the correction of results after the exam is over. You can imagine homework from ministry of Education and culture on the national curriculum. The complex case faced by Indonesia today is the location of Indonesia. Geographically, the Eurosasia and pacific plates are surrounded by active volcanoes. For this reason language learning is preferably related to the literature of children with the teaching method of copy by master creative writing.
Keywords: Elementary School, Natural Disaster, Copy By Master, 21st Century Challenge
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Portnova, Tatjana, José Luis Ortega-Martín, Félix Zurita-Ortega, and Gabriel González-Valero. "The Educational Interrelation of Narrative Creativity and Written Expression Dimensions as an Innovative and Didactic Process in Learning a Foreign Language." Sustainability 12, no. 18 (September 4, 2020): 7274. http://dx.doi.org/10.3390/su12187274.
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The aim of the present study was to analyze the impact of narrative creativity on the subject of written foreign languages in secondary school students. A quasi-experimental longitudinal study was conducted with 117 students of 14–15 years of age in two secondary schools in Andalusia (Spain) with experimental and control groups. The tools used were a writing expression analysis tool designed by the authors and the Creative Imagination for Youngsters Test (Prueba de Imaginación Creativa para Jóvenes, PIC-J). The results showed that the participants of the experimental groups improved in terms of the originality and usage of variables of imaginary elements. We also found gender differences—in favor of female students—in the experimental groups in terms of foreign language improvement during the study. Finally, there was a slight interrelation of students with higher narrative creativity showing greater improvements in their written expression skills.
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Riyadin, Slamet. "Kebijakan Pengembangan Profesionalisme Berkelanjutan Guru PNS." JKMP (Jurnal Kebijakan dan Manajemen Publik) 4, no. 2 (April 25, 2017): 219. http://dx.doi.org/10.21070/jkmp.v4i2.697.
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Teacher was one of humankind as an engine in the educational process. In the process of education in schools, teachers were holding double duty as a teacher and educator. As a teacher in charge of giving some learning materials professionally, while as an educator in charge of giving guide and nurture their students to become skilled human, active, creative and independent. Therefore, policy of development for the teacher was needed. It aimed to develop and enhance the competence and capacity of teachers in accordance with their expertise. It was done through education and training in the form of in-house training, internship program, partnership schools, distance learning, specialized training, short courses, internal coaching by the school, as well as continuing education. In addition, there were education discussion, seminars, workshops, research, writing books / materials, manufacture instructional media, and making technology/artwork. Policy of development professionalism teacher accordance in Government Regulation Number 74 of 2008 on Teachers, Regulation of the Minister of Administrative Reform and Bureaucratic Reform Number 16 of 2009 on Functional Position Teacher and credit figures. However, there are weaknesses in this policies that sanction teachers who did not implemented explicitly and in writing.
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Singh, Ram Ekwal. "A Study of Written English in Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 135–50. http://dx.doi.org/10.3126/tuj.v35i2.36199.
Full textAbstract:
People in Nepal speak different languages. English is taught as a compulsory subject up to bachelor level. Writing skill in compulsory English occupies 40% weight age in class XI syllabus. This research was conducted with the main purposes of analysing the writing tasks and writing serves various purposes in a person’s everyday life. Its role is vital for upgrading students and job placement. It has been prescribed in English textbooks for higher secondary level across four subject streams and finding out the English teaching learning processes in the development of writing skills. The study had been delimited to the Kathmandu Valley. The sample comprised Class XI students. Mixed methods were utilized for gathering data such as questionnaire for students, test, students’ interview, teachers’ opinionnaire, teachers’ interview and class observation. All the higher secondary schoolteachers of English of the sample schools and 25 students of four streams were the respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 16 and the t-test. The nature of exercises related to writing in textbooks of Class XI is almost similar, sequential and aims at developing creative writing. Science students performed the best of all on the test followed by Management, Arts and Education students. Almost all the informants expressed that writing grammatically correct sentences is of top most importance. Most of the teachers used process methodology in teaching writing. All informants interviewed expressed writing as a vital skill but it lacks separate classes.