Статті в журналах: "Creative writing research"

1

Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23. http://dx.doi.org/10.2307/30047083.

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Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23–27. http://dx.doi.org/10.58680/ej20064953.

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Jason Wirtz has turned his research unit into a creative writing project. While still relying on traditional methodology, including requiring students to write a “miniature research paper,” the true goal is for students to write a short story that embeds their research to enhance the narrative.

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Bailey, Christine, and Patrick Bizzaro. "Research in Creative Writing: Theory into Practice." Research in the Teaching of English 52, no. 1 (August 1, 2017): 77–97. http://dx.doi.org/10.58680/rte201729201.

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Since the publication of Wendy Bishop’s Released into Language (1990), the disciplinary boundaries of composition and creative writing have been in question. More recently, as Douglas Hesse’s “The Place of Creative Writing in Composition Studies” (2010) suggests, creative writing has been assumed to exist as a subdiscipline of composition despite efforts during the past decade to develop a new discipline, Creative Writing Studies. The research reported on and analyzed here argues for creative writing’s disciplinary status by using Toulmin’s (1972) definition of disciplinarity as a basis for claiming writers’ aesthetic documents as data and reporting those data in an aesthetic form. In our study, 57 students in first-year composition were asked to write a creative piece concerning how they came to the present place in their lives. Students produced 57 artifacts, including 55 poems, one script, and one visual narrative. These data were subsequently represented in fiction—that is, we used a novel to present our findings in an effort to assert the differences between the ways findings might be rendered in composition as opposed to creative writing. This paper examines what each subject area views as evidence and how that evidence might be most profitably analyzed and discussed in an aesthetic document. We suggest that the process of writing the novel is a method, a mode of analysis, with the novel itself as the articulation of the researchers’ analysis of the original data. Using this method, we studied creative writing aesthetically as creative writing and offer a justification for doing so.

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Brien, Donna Lee. "Creative Practice as Research: A Creative Writing Case Study." Media International Australia 118, no. 1 (February 2006): 53–59. http://dx.doi.org/10.1177/1329878x0611800108.

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This paper utilises a case study approach to examine practice-led research in a specific discipline of the creative arts by examining the range of research strategies utilised during the author's doctoral studies in creative writing. This personal example is then situated within a broader context through suggestions about the contribution such creative arts-based research practice can make to the development and enhancement of creativity more generally, and an exploration of why this is important.

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Mayers, Tim. "One Simple Word: From Creative Writing to Creative Writing Studies." College English 71, no. 3 (January 1, 2009): 217–28. http://dx.doi.org/10.58680/ce20096932.

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Creative writing programs should transform into creative writing studies, a field of scholarly inquiry and research that would have three main strands: pedagogical, historical, and advocacy-oriented. This move would help bridge the gap between literary studies and composition.

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Blue, Tim. "A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research." Teaching English in the Two-Year College 34, no. 2 (December 1, 2006): 179–84. http://dx.doi.org/10.58680/tetyc20066050.

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This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get “outside the box” of traditional academic research papers.

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Butt, Maggie. "Creative Writing Research Degrees: Range and Rigour." New Writing 6, no. 1 (March 2009): 53–56. http://dx.doi.org/10.1080/14790720802617637.

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Harper, Graeme. "Creative writing: words as practice-led research." Journal of Visual Art Practice 7, no. 2 (November 2008): 161–71. http://dx.doi.org/10.1386/jvap.7.2.161_1.

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Clifton, Glenn. "Critical-Creative Literacy and Creative Writing Pedagogy." University of Toronto Quarterly 91, no. 1 (February 1, 2022): 51–66. http://dx.doi.org/10.3138/utq.91.1.04.

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This article builds on psychological research that claims critical thinking is a key component of the creative process to argue that critical-creative literacy is a cognitive goal of creative writing education. The article also explores the types of assignments and prompts that might contribute to this goal and simultaneously build bridges between creative writing education and other humanities disciplines.

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Meng, Qingyan. "Research on the Subject Teaching Construction and Countermeasures of Creative Writing based on Employment Orientation." Educational Administration: Theory and Practice 29, no. 3 (June 26, 2023): 300–317. http://dx.doi.org/10.52152/kuey.v29i3.750.

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Creative writing is important because it allows individuals to express their thoughts, feelings, and experiences in a unique and imaginative way. It promotes self-expression and helps to develop writing skills, as well as stimulates the imagination and encourages critical thinking. Additionally, creative writing can serve as a form of therapy and provide a means of exploring and understanding emotions. Therefore, it is important to identify these factors that affect creative writing. The purpose of this study was to investigate a teaching method that teaches construction and countermeasures in creative writing by combining problem-based learning, project-based learning, and the support of technology. Data was collected from 425 students of colleges and universities in China with the help of a structured questionnaire. SmartPLS 4 and SPSS were utilized for data analysis. The findings of the study showed that Problem-based learning, Problem-based blended learning teaching construction and project base learning orientation has a significant positive impact on creative writing. Furthermore, the finding shows that technical support to develop writing skills significantly moderates this relationship. The study provided valuable insights into the current state of creative writing education and the strategies that can be used to improve it. The results can be used by teachers, educational administrators, and policymakers to design better programs and initiatives that support the development of creative writing skills and prepare students for careers in this field.

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Badenhorst, Cecile, Cecilia Moloney, Janna Rosales, and Jennifer Dyer. "Graduate Research Writing: A Pedagogy of Possibility." LEARNing Landscapes 6, no. 1 (June 1, 2012): 63–80. http://dx.doi.org/10.36510/learnland.v6i1.576.

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Graduates often find conceptualizing and writing long research projects an arduous alienating process. This paper1 describes a research writing intervention conducted at Memorial University in Newfoundland with two groups of graduate students (Engineering and Arts). One small part of the workshop was devoted to creative "sentence activities." Our argument is that these creative activities contributed to re-connecting students to themselves as researchers/writers and to others in the group. The activities engaged students in language literally, metaphorically, and performatively.

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Kotišová, Johana. "Creative Nonfiction in Social Science: Towards More Engaging and Engaged Research." Teorie vědy / Theory of Science 41, no. 2 (February 24, 2020): 283–305. http://dx.doi.org/10.46938/tv.2019.487.

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The paper aims at identifying, explaining and illustrating the affordances of “creative nonfiction” as a style of writing social science. The first part introduces creative nonfiction as a method of writing which brings together empirical material and fiction. In the second part, based on illustrations from my ethnographic research of European “crisis reporters,” written in the form of a novel about a fictional journalist, but also based on a review of existing social science research that employs a creative method of writing, I identify several main affordances of creative nonfiction in social-scientific research. In particular, I argue that creative nonfiction allows scientists to illustrate their findings, to express them in an allegorical way, to organize data into a narrative, to let their pieces of research act in the social world, and to permeate research accounts with self-reflexive moments. I also discuss some apparent negative affordances: challenges that creative nonfiction poses to readers and to the institutionalized academic discourse. Finally, I suggest that writing about sociological problems in the style of creative nonfiction can help to produce more engaging and engaged texts, and I discuss the ethical implications of the approach.

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

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

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Harper, Graeme. "Buying or Selling? Creative Writing Research in the University." New Writing 2, no. 1 (April 15, 2005): 1–3. http://dx.doi.org/10.1080/14790720508668933.

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Bill, Amanda. "Just another piece of paper: creative research and writing." Journal of Writing in Creative Practice 3, no. 1 (July 1, 2010): 5–15. http://dx.doi.org/10.1386/jwcp.3.1.5_1.

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Williams, Wendy R., and Ashley D. DomíNguez. "Teaching Creative Writing: Arts-Based Youth Participatory Action Research." English Journal 110, no. 6 (July 1, 2021): 89–91. http://dx.doi.org/10.58680/ej202131321.

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Rani, Ika Shofia, and Ngatmini Ngatmini. "Penggunaan Media Video Kreatif Dalam Menulis Teks Biografi Sebagai Strategi Pembelajaran Kelas X SMA." Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya 7, no. 1 (July 31, 2023): 186. http://dx.doi.org/10.31002/transformatika.v7i1.7735.

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<p>This study aims to describe the use of creative video media learning strategy for writing biographical texts class X SMA. The research used a qualitative descriptive. The data are the results writing biographical texts by students class X SMA. The data was collected using observation, test, and documentation. The test is used analyze student’s skill in writing biographical text through creative video media. The text were analyzed using carried out by reducing data, presenting data, and making conclusions. The results data analysis is presented form of complete explanation in the form of written word. The results of the data is (1) the use of creative video media in learning to write biographical texts; (2) skills students writing biographical texts with the structure and linguistic elements biographical texts; (3) learning strategies writing biographical texts using creative video media, and (4) implementing the use of creatie video media in writing biographical texts.</p>

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Vedia, Vedia, and Emzir Emzir. "CREATIVE WRITING LEARNINGIN NATURE SCHOOL 2017." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 1 (June 1, 2017): 55–63. http://dx.doi.org/10.21009/ijlecr.031.07.

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This study was aimed to get a picture of creative writing learning in the 4th grade of Sekolah AlamTangerang. This research used an ethnography method. The data were collected through observation, documentation, and interview. The research showed that: (1) The type of syllabus used was a syllabus referring to the SAT curriculum and national curriculum. (2) The formulation of learning objectives was the maturity in creative writing. (3) The materials developed by the teachers included learning to write journal or book report, poem, comic, and article. (4) The strategies, approaches, methods, and techniques used refer to experience from the natural environment. (5) The roles of teachers and students in learning were equally important. (6) The most important infrastructures and learning media were nature-based. (7) The evaluation system used was more concerned with daily assessment. Overall, the creative learning process at the 4th grade of Sekolah Alam Tangerang forms its own cultural theme; that is nature-based learning.

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Vedia, Vedia, and Emzir Emzir. "CREATIVE WRITING LEARNING IN NATURE SCHOOL2017." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 62–71. http://dx.doi.org/10.21009/ijlecr.032.05.

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This study was aimed to get a picture of creative writing learning in the 4th grade of Sekolah AlamTangerang. This research used an ethnography method. The data were collected through observation, documentation, and interview. The research showed that: (1) The type of syllabus used was a syllabus referring to the SAT curriculum and national curriculum. (2) The formulation of learning objectives was the maturity in creative writing. (3) The materials developed by the teachers included learning to write journal or book report, poem, comic, and article. (4) The strategies, approaches, methods, and techniques used refer to experience from the natural environment. (5) The roles of teachers and students in learning were equally important. (6) The most important infrastructures and learning media were nature-based. (7) The evaluation system used was more concerned with daily assessment. Overall, the creative learning process at the 4th grade of Sekolah Alam Tangerang forms its own cultural theme; that is nature-based learning.

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

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

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Sultan, Muhammad Randy, Nur Qalbi, and Syamsiarna Nappu. "Project-Based Learning in Creative Writing: Teachers' Strategies and Encountered Obstacles." VELES (Voices of English Language Education Society) 7, no. 2 (October 30, 2023): 374–84. http://dx.doi.org/10.29408/veles.v7i2.21419.

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Project-Based Learning (PjBL) emerges as a pivotal approach in modern pedagogy. This research delves into how English teachers at the eleventh-grade level in SMA Dunia Harapan Makassar integrate PjBL in their creative writing curriculum, the challenges faced during this implementation, and its impact on students' writing outcomes. Utilizing a mixed-method approach, data was sourced from observation checklists, teacher interviews, and students' creative writing samples. Findings revealed both participating teachers proficiently applied PjBL syntaxes and began instruction by discussing linguistic elements of short stories. Challenges emerged in time management, sparking student enthusiasm for writing, and aligning PjBL with the Cambridge A-level curriculum and the CCP framework, emphasizing character development, communication, and problem-solving. A review of students' writings showed commendable results; organization, vocabulary, grammar, and mechanics achieved average scores of 19.25, 18.87, 22.37, and 4.5 respectively. Content scored an average of 25.12, denoting good quality. Despite specific hurdles, the study underscores that with adept PjBL integration, students can markedly improve their creative writing prowess.

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Paat, Jimmy. "STUDI PEMINATAN PENULISAN KREATIF DAN PEMINATAN JURNALISTIK PADA PROGRAM STUDI PENERBITAN." Jurnal Ilmiah Publipreneur 2, no. 2 (December 30, 2014): 134–46. http://dx.doi.org/10.46961/jip.v2i2.129.

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The purpose of this research are to (1) provide a reason academic formation of creative writing and journalism concentration, (2) describe the structure of the curriculum design creative writing and journalism concentration, (3) lays out the work prospects of graduates creative writing and journalism concentration, and (4) describe the level of student interest in courses of creative writing and journalism concentration in the department of Publishing in Polimedia. Researcher uses document study to draft a new curriculum structure design creative writing and journalism concentration. Furthermore, to study the interest of students towards creative writing and journalism, he uses a quantitative descriptive research. The results obtained, creative writing and journalism specification need to be held because the two concentrations give much interest to students, needed and in accordance with the development of the science publishing in Indonesia.

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MOVLYAMOVA, Nilgün, and Elif Derya Özdemir. "A1- A2 Seviyesinde Yabanci Dil Olarak Türkçe Yazma Becerisinin Gelişiminde Yaratıcı Yazma Tekniklerinin Kullanımı: Kazakistan Örneği." International Journal of Social Sciences 6, no. 24 (May 12, 2022): 400–421. http://dx.doi.org/10.52096/usbd.6.24.24.

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There are four basic skills in foreign language teaching: listening, reading, speaking and writing. These skills are interrelated. One affects the other. Writing skill in foreign language teaching is as important as listening, reading and speaking skills. In this study, the effects of creative writing methods and techniques on the writing skills of A1 and A2 level cognates who learn Turkish as a foreign language were investigated. Creative writing techniques and methods were applied to cognates at A1 and A2 levels.It was investigated whether the creative writing techniques and methods applied had an effect on cognate students learning Turkish as a foreign language.The study group of the research consists of 24 students at A1 level and 23 students at A2 level studying at Bilim Innovation Girls High School in Shymkent, Kazakhstan in the 2021-2022 academic year. case study was used as one of the qualitative research methods. The last creative writing activity was determined as a data collection tool in the study.The findings obtained at the end of the study were evaluated and interpreted according to the Creative Writing Competencies criteria in the European Language Portfolio by using the observation method. as the creative writing activities applied as a result of the research change it is seen that different objects emerge. It is observed that this creative writing skills that are applied differs according to male and female students and female students are more successful in creative writing and creative thinking. Key words: Creative writing, Teaching Turkish language, methods, foreign language

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Oktaviana, Eka, Kahfie Nazaruddin, and Heru Prasetyo. "PROSES KREATIF PENGARANG NOVEL THE POWER OF DREAM NINA NURRAHMAH DAN IMPLEMENTASINYA PADA RANCANGAN PEMBELAJARAN SASTRA DI SMA KELAS XII." J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia 10, no. 1 (2022): 47–55. http://dx.doi.org/10.23960/j-simbol/v10i1.2022.06.

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The purpose of this study is to describe the creative process of Nina Nurrahmah as the author of the novel The Power of A Dream and its implementation in the design of learning literature in high school class XII. This research was conducted to overcome the problems that exist in high school class XII regarding novel design. The results showed that there was a series of creative processes that Nina went through. Nina's creative process starts from the urge to write, activities before writing, activities during writing, to activities after writing. Starting from the reason for writing, conducting interviews before writing, the repetitive activities carried out while writing, until the stage where the work was finished all reflecting Nina's cultural, religious, and educational background. All of Nina's creative processes are very worthy of being used as inspiration in creating effective and interesting learning, which can be implemented in the RPP (Learning Implementation Plan).

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Alsharhan, Abdulla. "Natural Language Generation and Creative Writing A Systematic Review." International Journal of Advances in Applied Computational Intelligence 1, no. 1 (2022): 67–88. http://dx.doi.org/10.54216/ijaaci.010105.

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Among studies on natural language generation (NLG), computational creativity, and human-computer interaction; there is a vision of witnessing these tools collaborating with humans in generating and authoring creative content. This study aims to systematically review published studies discussing creative writing and story generation during the period of 2016-2021. This work seeks to identify the primary research methods used in NLG and creative writing studies, to locate how these studies are distributed geographically, and finally, to classify the subfields or common keywords primarily used in NLG involving creative writing. The findings suggest that experiment studies and problem-solving were the most common research methods in NLG and creative writing. Major identified themes in the reviewed articles include story generation, language models, and co-creativity, along with some gaps in foreign language translation and humour generation studies. The majority of the studies suggest that NLG tasks had a positive impact on creative writing. Common tasks related to NLG and creative writing are typically using keywords such as story generation, co-creativity, co-writing, user interface and writing tools. In future work, we aim to explore more GPT-3 capabilities in creative writing, in addition to creative writing applications in foreign language translation tasks.

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Fitria, Tira Nur. "Creative Writing Skills in English: Developing Student's Potential and Creativity." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (January 14, 2024): 1–17. http://dx.doi.org/10.37304/ebony.v4i1.10908.

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This research describes teaching creative writing skills in English to develop student's potential and creativity. This research is library research. The finding shows that creative writing is an innovative writing style that emphasizes narrative, character development, opinions, and non-formal language styles. It involves expressing ideas and imagination in various forms of fiction and nonfiction and requires the ability to build the reader's imagination and research skills such as poetry, short stories, novels, epics, short stories, fairy tales, drama scripts, film scenarios, song lyrics, television scripts, advertising scripts, popular articles, opinions, news, etc. It also attracts attention and entertains readers, requiring the author's ability to build the reader's imagination. Creative writing in English is a rewarding activity that increases students’ creativity, trains their imagination, and improves their English skills. To improve creative writing skills, students should read diverse literary works, practice regular writing, explore different language styles, use writing prompts, and accept feedback from friends or teachers. Mastering these skills in English can lead to self-expression, imagination, language and vocabulary improvement, and effectively conveying messages. Techniques to improve creative writing skills include reading diverse literary works, practicing regular writing, exploring different language styles, using writing prompts, and being open to feedback from friends or mentors.

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Febriyanto, Budi Febriyanto, Rahman, Yuliawati, Sri Wulan Anggraeni, and Devi Afriyuni Yonanda. "Hubungan Kemampuan Berpikir Kreatif Dan Menulis Deskripsi Pada Siswa Kelas II Sekolah Dasar." Jurnal Elementaria Edukasia 6, no. 3 (September 30, 2023): 1519–28. http://dx.doi.org/10.31949/jee.v6i3.5647.

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Writing activities are creative activities, through learning to write students can develop their creative potential. There are many benefits that can be gained from writing, including increasing intelligence, developing initiative and creativity, growing courage, encouraging the will and ability to gather information. However, the reality in the field shows that students in writing narrative essays have not been able to express their correct ideas as clearly as possible. This shows that students' creative thinking skills in writing narrative essays are still low and causes only a few students to be capable of creative thinking skills in writing narrative essays, especially in the lower classes. The aim to be achieved in this research is to determine the relationship between creative thinking and elementary school students' descriptive writing abilities. This research is correlational research (Correlational Studies) to determine the relationship between the ability to think creatively and the ability to write descriptions. The results of the research concluded that there is a relationship between creative thinking and elementary school students' descriptive writing abilities.

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Hartmann, Esa Christine. "Multilingual, Multimodal, and Multivocal Creative Songwriting based on Tomi Ungerer’s Picturebooksve Songwriting based on Tomi Ungerer’s Picturebooks." Journal of Literary Education, no. 6 (December 31, 2022): 5. http://dx.doi.org/10.7203/jle.6.24506.

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Abstract: As creative writing research has shown, literary education in the context of teacher education at university greatly benefits from the collaborative practice of creative forms of literary expression for the development of creative literacies and imaginative agency. Accordingly, this study analyses the creative processes and outcomes of a bilingual songwriting workshop that was carried out in 2022 at the University of Strasbourg with 18 bilingual student teachers, in collaboration with the Franco-German world hip-hop artists Zweierpasch. This creative action research was guided by the following research questions: What are the pedagogical affordances of translingual creative writing for the acquisition of multiliteracies in bilingual education? What are the impacts of this creative writing workshop on the bilingual student teachers’ attitudes and beliefs towards creative pedagogical approaches in bilingual education? What are the effects of this workshop on the development of their linguistic, cultural, and professional identities? This study presents a literary analysis of the poetic outcome of this creative action research, as well as an evaluation of the workshop in the form of a qualitative content analysis of the student teachers’ reflections and perspectives. Overall, the student teachers considered creative writing as a valuable pedagogical approach for multimodal literacy teaching and learning in bilingual education. Their discourses reveal the transformation process of their attitudes and beliefs towards creative pedagogical approaches, and the enrichment of their linguistic and cultural identity through multilingual creative writing. Keywords: Creative writing; multilingual writing; multiliteracies; creative literacies; Tomi Ungerer.

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Hastuti, Sri. "IMPLEMENTATION OF A CREATIVE WRITING TEXTBOOK BASED ON LOCAL WISDOM FOR PBI UNS STUDENTS IN WRITING POETRY." International Conference on Cultures & Languages (ICCL) 2, no. 1 (July 12, 2024): 65–75. http://dx.doi.org/10.22515/iccl.v2i1.9583.

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Learning to write poetry will run well if it is supported by appropriate teaching materials. There are no conditions for using creative writing textbooks that specifically discuss writing poetry that focuses on local wisdom. This research aims to determine the implementation of the Creative Writing textbook based on Local Wisdom for Indonesian Language Education students in writing poetry. The research method used is quantitative to present the findings based on the use of a Creative Writing textbook based on Local Wisdom. The technique in testing effectiveness uses paired samples t-test. The findings of this research are the effectiveness of learning to write poetry using creative writing textbooks based on local wisdom

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Malilang, Chrysogonus Siddha. "Drawing Maps for Research in Creative Writing through A/r/tography." Resital: Jurnal Seni Pertunjukan 19, no. 1 (April 1, 2018): 1–17. http://dx.doi.org/10.24821/resital.v19i1.2448.

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The essay aims to review clashes in research methodologies for creative practices–especially Creative Writing–and to propose a possible solution to bridge it. A/r/tography–a research methodology developed based on the premise of art and art creation as a rhizomatic process/activity–is elaborated here as a middle ground between opposing schemes. The author’s project of writing a collection of bilingual poems based on classical Javanese song cycle–Sekar Macapat–is presented to illustrate how a/r/tography can be used to address various multiplicities and non-linear process in creative process.

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Oswald, Austin, Sara Bybee, and Austin Oswald. "CREATIVE QUALITATIVE RESEARCH METHODS WITH LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER (LGBTQ+) OLDER ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 136. http://dx.doi.org/10.1093/geroni/igac059.539.

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Abstract The voices of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adults are very often overlooked in research contexts. Creative qualitative methods have been utilized to study populations who have been neglected, empowering marginalized communities, and fostering equitable research processes and outcomes (Archibald & Blines, 2021; Jen & Paceley, 2021; McGarry & Bowden, 2017). This innovative symposium explores creative qualitative methods of data collection and analysis, such as creative writing and poetry, which have been employed in research about LGBTQ+ aging and also describes how each method may provide a unique contribution to the research process and literature. The first presentation describes the process of facilitating a weekly creative writing group with LGBTQ+ older adults and how creative writing can facilitate the retelling of life events and reimaging of new futures. The second presentation describes the process of analyzing pieces of creative writing in order to elucidate the potential and possibility of queer futurities and their implications for research on aging trajectories and imaginings. The third presentation details how found poetry created from dyadic semi-structured interviews sheds new light on the relationships of LGBTQ+ couples facing cancer. Through these three presentations, we will illustrate how creative methods contribute strengths of generating evocative and poignant narratives, illuminating not-yet-possible futures, and inspiring equally creative interventions. The overall objective of this symposium is to explore creative qualitative research methods for their utility in research with LGBTQ+ older adults, ultimately fostering more inclusive and nuanced research processes and products.

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Sung-Soo Kim. "A Research on the Construction Plans of Creative Writing Class in College Writing Instruction." Journal of Korean Modern Literature ll, no. 38 (June 2009): 327–61. http://dx.doi.org/10.35419/kmlit.2009..38.011.

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Kakerissa, Wenda Marlin, Nenden Sri Lengkanawati, and Ahmad Bukhori Muslim. "UTILIZING INDONESIA’S SUPERDIVERSITY AS A LEARNING SOURCE IN CREATIVE WRITING TEACHING FOR INDONESIA EFL STUDENTS." English Review: Journal of English Education 11, no. 2 (June 24, 2023): 525–38. http://dx.doi.org/10.25134/erjee.v11i2.7343.

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Research on English creative writing has been carried out by many researchers both in Indonesia and outside Indonesia by considering how important creative writing is for learning literature in general and learning English in particular. Likewise, research on Indonesia’s super-diversity. However, research on English creative writing using Indonesian superdiversity as a learning source is still very little. Therefore, this qualitative descriptive method research is conducted. This study aims to explore benefits of teaching of creative writing utilizing Indonesia’s superdiversity as a source of learning. To achieve the aim, a questionnaire and document of students' artifacts are employed as research instruments. 59 participants from Creative Writing Language Education: Poetry class are involved; they are convenient and purposive samples. The result showed that almost all participants are very interested in learning about and making creative patterned poetry utilizing Indonesia’s super-diversity because of its many benefits. Similar research can also be carried out in other subjects so that the values of tolerance and respect become a beautiful culture amid Indonesian people's lives.

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Hartati, Tatat. "CONFERENCING APPROACH IN PROMOTING WRITING ABILITIY: A CLASSROOM ACTION RESEARCH STUDY ON LANGUAGE CREATIVE WRITING IN INDONESIAN LANGUAGE." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 56. http://dx.doi.org/10.17509/ijal.v7i2.8346.

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In recent days there is a growing interest in the study of creative writing. A number of approaches for teaching creative writing have also been investigated. However, studies investigating creative writing particularly for primary school students are hardly to find. The aim of the present research is to figure out how conferencing approach is applied to teach poetry writing and to find out the impact of this approach to the students’ writing skills. The study used a classroom action research with 30 sixth-grade students as the participants. To ensure the present approach effectively improves the learning achievement, the study used three cycles of teaching steps, including classical, group, and individual. Various media and sources to support the learning activities were also used. The results of the study show that there is a significant improvement in students’ writing skills, in which the average score of the third cycle was twice higher than that of the first cycle. This suggests that conferencing instruction had been successful in improving students’ writing skills. The process of interaction, both among students and between students and the teachers, were also emphasized. In addition, the teachers gained an experience of assesing poetry writing analytically using four aspects: creative idea, diction, information, and imagination.

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Bibi, Shabnam, and Muhammad Hameed Nawaz. "Creative Writing and Publishing Problems of Educational Research in Pakistan." Sustainable Business and Society in Emerging Economies 4, no. 1 (March 31, 2022): 63–70. http://dx.doi.org/10.26710/sbsee.v4i1.2171.

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Purpose: The reason of this research article is presents some principles establish in creative writing and publishing the article in any journal. Paper publishing is a very tough job and time-consuming process mostly in Pakistan. Even within Pakistan, there are a lot of journals we have, who making difficult to decide what appropriate venue is for one’s research and creative writing. Luckily, many of the obstacles along the writing and publishing path can be avoided by following some simple guidelines and practices. Methodology: The methodology of the research paper is supported on literature review and articles. Essential issues and barriers of publishing a research paper in any journal and conference is the aim of this study. By using examples of technology based learning and by explaining from literature review the manuscript acquired an interdisciplinary stance. Findings: findings of the study were made the understanding how to solve problems in creative writing and publishing problems of educational research in Pakistan. (a) Lake knowledge of important parts of a research paper. (b) Lake knowledge of how to describe data in data analyses. (c) Some may have weak critical thinking or brainstorming skills. (d) Some are not able to craft an impeccable research paper which lands in either of the HEC approved journals or in any international journal. (e) Few Researcher try to seek help from some external sources which may appear to offer them cheap research papers but in the end, may eventually rob them of a lot of money and will deliver them deplorable research papers.

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

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

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Nurmilah, Nisrina, Lilies Youlia Friatin, and Leni Irianti. "The Teacher’s Perception of Using Canva Application In Teaching Creative Writing." Journal of English Education Program (JEEP) 10, no. 2 (August 5, 2023): 131. http://dx.doi.org/10.25157/(jeep).v10i2.11690.

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This research reported on the teacher’s perception of using the Canva Application in teaching creative writing in an Islamic Senior High School in Ciamis. The aim of this research was to investigate the teacher’s way to use the Canva Application to teach creative writing and to identify the teacher’s perception of using the Canva Application to teach creative writing. A case study design was engaged in this research. By means of a purposive sampling technique, an English teacher was selected as the research participant in an Islamic Senior High School in Ciamis. The research instruments constructed consisted of observation and interviews. There were two data analysis techniques obtained, including conversational analysis and triangulation analysis to analyze the data. The findings showed that the teacher employed seven steps to use Canva Application in teaching creative writing. It also indicated that the teacher responded positively on the use of the Canva Application in teaching creative writing since it was useful for both the teachers and the students.

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Richards, Jess. "Writing and Drawing "The Three Dresses" (Creative Practice as Research)." Marvels & Tales 37, no. 2 (2023): 303–9. http://dx.doi.org/10.1353/mat.2023.a923687.

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Chenhuan, Tian, Chen Yangqi, Gu Hanbing, Li Zhuofan, Wan Lijun, and Yu Yunye. "A Survey on AI-assisted Creative Writing Research and Practice." Progress in Social Sciences 6, no. 3 (2024): 828–35. http://dx.doi.org/10.35534/pss.0603077.

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Rustan, Edhy. "LEARNING CREATIVE WRITING MODEL BASED ON NEUROLINGUISTIC PROGRAMMING." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 26–42. http://dx.doi.org/10.21009/ijlecr.032.03.

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The objectives of the study are to determine: (1) condition on learning creative writing at high school students in Makassar, (2) requirement of learning model in creative writing, (3) program planning and design model in ideal creative writing, (4) feasibility of model study based on creative writing in neurolinguistic programming, and (5) the effectiveness of the learning model based on creative writing in neurolinguisticprogramming.The method of this research uses research development of Learning Model. The research data are obtained by observation, interviews, questionnaires, expert assessment, and test results. The feasibility of the model is done through expert assessment, testing one-to-one, small group trial, a large group trial, and trial on its effectiveness.The results of data analysis show that (1) the objective condition has various problems in learning to write short stories, (2) analysis of objectives has varous needs, deficiencies, and desire of students and teachers in developing creative writing based on learning model in neurolinguistic programming, (3) learning model covers focus, syntax, social system, the principle of reaction, means of support, and the impact of learning, (4) eligibility models by experts produces valid result, a trial one-to-one has practical result, a small group trial, and large group trial obtain enforceability of the model in good criteria, and (5) model-based learning creative writing in neurolinguistic programming is proved to be effective in improving skill of high school students to write short stories in Makassar.

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Ernalida, Ernalida, Santi Oktarina, and Ansori Ansori. "STUDENTS’ RESPONSES TOWARDS E-LEARNING SCHOOLOGY CONTENT ON CREATIVE WRITING LEARNING DURING THE COVID-19 PANDEMIC." English Review: Journal of English Education 10, no. 1 (December 31, 2021): 195–202. http://dx.doi.org/10.25134/erjee.v10i1.5370.

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The era of the COVID-19 pandemic brought major changes in the world of education, not only in Indonesia, but in the world. Almost all countries feel the same way. The learning system has switched from an offline/face-to-face to an online system. This world disaster has made many new applications appear or the famous applications that support online learning. One of them is Indonesian learning which requires learning technology, especially writing skills; creative writing. Writing skills in high school are needed. There are many types of creative writing that must be mastered by students, such as writing biographies, writing short stories, writing poetry, and so on. Moreover, in the 2013 curriculum, Indonesian language learning is text-based which directs students to be able to produce text-based writings. The purpose of this study was to determine the practicality of the content of E-Learning Schoology in learning creative writing in high schools in Palembang city in terms of teachers. This research is research and development research. The object of research is the 10th grade Indonesian at SMA Palembang. The method used is the Delpi method. Data collection techniques are questionnaires and FGDs. Data were analyzed quantitatively and qualitatively. Based on the results of research and discussion, it can be concluded as follows. First, the E-Learning Schoology content for creative writing learning has been practically used based on the small group test which was participated by 10 students. This practicality can be seen from the assessments given by students on aspects of material, language, content presentation, and E-Learning which show a very decent value. Mean value which was above 4.25. Second, the students stated that the content developed has advantages such as, interesting, motivating, complete material, easy to use, inspiring, provides many learning experiences, the language is easy to understand, the features used are interesting and make it easier to learn. Third, this content has weaknesses, but these weaknesses occured because of the lack of understanding of students in operating this e-learning.

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Yang, Shizhou, and Barry Lee Reynolds. "“Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact." Chinese Journal of Applied Linguistics 45, no. 3 (August 1, 2022): 340–59. http://dx.doi.org/10.1515/cjal-2022-0302.

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Abstract Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data (drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts, which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.

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Yuliyana, Yuliyana, and Ahmida Rizki Aulia. "A CASE STUDY OF GRAMMATICAL ERROR ANALYSIS OF CREATIVE WRITING." ELTR Journal 1, no. 2 (July 15, 2017): 98–106. http://dx.doi.org/10.37147/eltr.v1i2.96.

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We realize the difficulty of acquiring skill in second language writing. Many aspects in writing should be concerned, include model texts, grammar, spell-check, punctuation and prepositions. Learners have to study how to convey their understanding of grammatical rules. In this research, researchers conducted analysis in grammatical error based on surface strategy taxonomy. Surface strategy taxonomy highlights the way surface structures are altered. It includes omission, addition, misformation, and misordering errors. There are 125 grammatical errors found in 12 creative writings which include 37 errors in omission, 10 errors in addition, 13 errors in misinformation, 1 errors in misordering, and 64 errors in others category. Researchers mostly found errors in use of tenses and punctuation as other error category. The participant did not make any improvement in his creative writings from March 2013 up to January 2014 because he repeated make same grammatical errors in each article.

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Yuliyana, Yuliyana, and Ahmida Rizki Aulia. "A CASE STUDY OF GRAMMATICAL ERROR ANALYSIS OF CREATIVE WRITING." ELTR Journal 1, no. 2 (July 15, 2017): 98–106. http://dx.doi.org/10.37147/eltr.v1i2.96.

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We realize the difficulty of acquiring skill in second language writing. Many aspects in writing should be concerned, include model texts, grammar, spell-check, punctuation and prepositions. Learners have to study how to convey their understanding of grammatical rules. In this research, researchers conducted analysis in grammatical error based on surface strategy taxonomy. Surface strategy taxonomy highlights the way surface structures are altered. It includes omission, addition, misformation, and misordering errors. There are 125 grammatical errors found in 12 creative writings which include 37 errors in omission, 10 errors in addition, 13 errors in misinformation, 1 errors in misordering, and 64 errors in others category. Researchers mostly found errors in use of tenses and punctuation as other error category. The participant did not make any improvement in his creative writings from March 2013 up to January 2014 because he repeated make same grammatical errors in each article.

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Nurliza, Eli, Erfinawati Erfinawati, Nurul Azmi, and Nursafiah Nursafiah. "Enhancement of Narrative Writing Based on Local Wisdom." Proceedings of International Conference on Multidiciplinary Research 5, no. 1 (November 30, 2022): 105–9. http://dx.doi.org/10.32672/pic-mr.v5i1.5261.

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The purpose of this research is to improve the creative writing skills of junior high school student level through learning based on local wisdom. The method used in this research is the research and development method. The results showed that students' creative writing abilities increased if using the material and learning process used local wisdom-based learning. Local wisdom-based learning will make it easier for students to receive the knowledge gained through the learning process. Keywords: Narrative Writing, Local Wisdom, Creative Writing

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Zulfikar, Rizki, and Annisa Sari Putri. "Web-based system for creative writing." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 144–50. http://dx.doi.org/10.31940/jasl.v4i2.1899.

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Due to the rapid technological development, online business is at a high peak and yet to attract people to buy things on the internet is not as easy as it sounds. The purpose of this study is to describe the importance of the role of creative writing in online marketing. The method used for this study is secondary data, where all the sources are obtained from previous research, including collecting data from articles, books, or online websites. The results indicate that creative writing is one of the most important elements to promote a product or a service for business over the internet. Most people nowadays prefer to buy things online because it is indeed an easier and simpler way. However, to promote and attract more people to look at our online products is not as easy as it sounds. It is because we can’t taste, smell, touch, and feel things while doing online shopping. That’s why we need creative writing in order to create a strong visual in the reader’s mind.

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Reynolds, Barry Lee, Shizhou Yang, and Melissa H. Yu. "Teaching and Learning Second Language Creative Writing in a Taiwanese University: The Issues with Language Ideology and Creativity." Mextesol Journal 46, no. 2 (April 1, 2022): 1–15. http://dx.doi.org/10.61871/mj.v46n2-3.

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University level second language (L2) creative writing courses are widespread around the world. However, little empirical research has been done to document teachers and students’ experiences with courses whose main focus is to develop students’ creativity. In response, this case study was conducted to explore how an English native-speaking (NS) creative writing teacher and non-English majors at a Taiwanese public university evaluated an elective L2 creative writing course through the investigation of the teachers’ language ideology, assessment strategies, and learning activities. Data included the course syllabus, the teacher’s and the students’ reflection reports, and the students’ L2 creative writing portfolios. Through qualitative content analysis, it was found that this creative writing course did focus on teaching creative writing skills. Despite the NS identity of the teacher, in resonance with the spirit of the world Englishes pedagogical paradigm, the notion of conforming to NS linguistic norms and accuracy was not introduced to students. Lecturing, sharing, and workshopping were found to be effective learning and assessment activities, while students experienced the most difficulty with keeping a creative writing journal. We argue that creativity should and can be pursued as the main objective in English creative writing courses even by NS teachers. Lastly, implications for research and pedagogy were considered.

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Mardiningrum, Arifah, Yan Nisa Intan Sistyawan, and Andi Wirantaka. "Creative Writing for EFL Classroom: A Perspective from Higher Education." Journal of Languages and Language Teaching 12, no. 1 (January 9, 2024): 546. http://dx.doi.org/10.33394/jollt.v12i1.8888.

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Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

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Le, Thi Anh Phuong. "EFL students as creative writers." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 2 (October 31, 2020): 153–67. http://dx.doi.org/10.25170/ijelt.v15i2.1847.

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This article aims to share the author’s mini-action research in using some creative writing activities with Vietnamese high school students to examine how creative these EFL students could be in their writing of English and how useful creative writing can be to them. Three teaching activities were tried out as warmers with two groups of students in three different English sessions within two weeks. The outcome showed that these high school students were able to write creatively and their products could contribute to consolidating the benefits of creative activities in enhancing students’ mental and emotional development as advocated in various EFL contexts (Avramenko et al., 2018; Maloney, 2019; Manara, 2015; Pawliczak, 2015; Rippey, 2014; Şenel, 2018).

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Utami, Retna, Aditya Marianti, and R. Susanti. "Analysis of the Creative Thinking Ability of Students SMA N 1 Pecangaan Jepara on Environmental Change Material." Journal of Biology Education 7, no. 2 (September 9, 2018): 190–96. http://dx.doi.org/10.15294/jbe.v7i2.24382.

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Creative thinking is an ability of creating a new thought as a result from combination of previous knowledge. It is needed to be developed in the 21st century because it is importance in work world. This study aims to analyze the students’ creative thinking of SMA N 1 Pecangaan on environmental material. The research used observational method. Population is whole students of tenth grade of SMA N 1 Pecangaan. The samples used purposive samplings were X MIA 1, X MIA 2 and X MIA 4 with total number 116 students. The students’ creative thinking was tested by essay test and instrument non-test which is scoring rubric of writing article about environment problems. The result showed that students’ creative thinking of SMA N 1 Pecangaan in answering question is 14.7% very creative, 31% creative, 20.7% creative enough and 33.6% less creative. The students’ ability in writing article showed 0% very creative, 16.4% creative, 30% creative enough, 49.1% less creative and 4.3% not creative. The research concluded that the creative thinking ability of students SMA N 1 Pecangaan is low. The highest aspects of creative thinking that is reached by students are originality and fluency, while the lowest is elaboration.

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