The idea of creativity in the classroom first came up in the 1970s as a means of “Erneuerung, Veränderung [und] Selbstentfaltung” and in order to combat “Verkrustung, Erstarrung [und] Routine” (Thaler in Klippel 2008: 236). At first merely German lessons were affected by this new trend but soon afterwards it became a part in foreign language teaching as well. Today creative writing is considered by many scholars as an important component of teaching foreign languages. In the following it will be discussed what crea-tive writing actually is and why it is important. Furthermore, the process character and the question how creative writing should be marked will be examined.
Table of Contents
INTRODUCTION
1. WHAT IS CREATIVE WRITING?
2. WHY IS CREATIVE WRITING IMPORTANT?
3. CREATIVE WRITING AS PROCESS WRITING
3.1 Pre-Writing
3.2 Writing
3.3 Post-Writing
4. HOW TO MARK CREATIVE WRITING?
CONCLUSION - WHY I THINK THAT CREATIVE WRITING IS IMPORTANT
BIBLIOGRAPHY
ATTACHMENTS
1. Ideas for Tasks
2. Exemplary Task
Objectives and Topics
The primary objective of this work is to explore the didactic significance of creative writing within the foreign language classroom. It investigates how creative writing can be effectively implemented as a process-oriented approach, moving beyond simple text production to enhance language acquisition and student motivation.
- Theoretical definitions of creativity and creative writing in school settings.
- Cognitive and psychological benefits of creative writing for language learning.
- Structuring the writing process through pre-writing, writing, and post-writing stages.
- Strategies for providing feedback and assessment in creative writing tasks.
Excerpt from the Book
3. Creative Writing as Process Writing
Creative writing cannot be considered as merely the production of a text in one step but has to be regarded as a process. In order to succeed in writing a creative text it is necessary that the students approach the task systematically and have the opportunity to go through different stages during their writing process. On account of that the process of creative writing can be divided into the pre-writing stage, the writing stage and the post-writing stage.
The pre-writing stage is concerned with everything that takes place before the actual writing. Since many students have problems to start writing, this stage is to be considered essential for the students’ success.
First of all it is important for teachers to find appropriate stimuli because they influence the students’ reactions to a great extent. Those stimuli can be either linguistic or also non-linguistic ones (cf. Teichmann in Timm 1998: 253), for instance auditive or visual stimuli such as music or paintings and pictures. After that, it is necessary to clarify, together with the students, what the subject of the task is (content), what text format should be used (genre) and what vocabulary might be needed for the task (language) (cf. Bludau 1998: 14). The collection of words and phrases can be considered a relief, particularly for students who have difficulty in finding an appropriate beginning of a text. The vocabulary work can for instance be done in the form of brainstorming, clustering or mindmapping (cf. Thaler in Klippel 2008: 239). At first glance, those preparations before writing may seem restrictive. However, the frame or the guidelines that are offered to the students are actually a great relief since the students can fully concentrate on how to write their story and let their imagination run free according to the set frame.
Summary of Chapters
INTRODUCTION: The introduction outlines the historical development of creative writing in German and foreign language classrooms and defines the scope of the paper.
1. WHAT IS CREATIVE WRITING?: This chapter explores various definitions of creativity and argues that creative writing in schools must be tailored to the individual learner's knowledge and experience.
2. WHY IS CREATIVE WRITING IMPORTANT?: The author explains how creative writing supports a holistic approach to brain function and facilitates language acquisition by reducing pressure and encouraging risk-taking.
3. CREATIVE WRITING AS PROCESS WRITING: This section breaks down the writing process into three distinct phases, emphasizing the importance of planning, scaffolding, and editing.
4. HOW TO MARK CREATIVE WRITING?: The chapter discusses the challenges of assessing creative work and proposes a feedback model that prioritizes content over linguistic accuracy.
CONCLUSION - WHY I THINK THAT CREATIVE WRITING IS IMPORTANT: The final section reflects on the motivating nature of creative tasks and their role as a central didactic component in foreign language instruction.
BIBLIOGRAPHY: Lists the academic sources used to support the pedagogical arguments presented.
ATTACHMENTS: Provides practical classroom resources, including a list of creative task ideas and a specific collaborative writing exercise.
Keywords
Creative writing, foreign language teaching, process writing, pre-writing, language acquisition, holistic approach, student motivation, feedback, assessment, creativity in school, classroom management, writing stages, cognitive strategies, learner autonomy, didactic component.
Frequently Asked Questions
What is the core focus of this publication?
This work focuses on the pedagogical implementation of creative writing within the foreign language classroom, examining its definition, benefits, and practical application.
What are the central themes covered?
Key themes include the shift from product-oriented to process-oriented writing, the cognitive benefits of combining logical and emotional brain functions, and effective assessment strategies for creative texts.
What is the primary goal of the author?
The goal is to demonstrate that creative writing is a valuable and motivating didactic tool that helps students improve their language skills by fostering a stress-free, communicative learning environment.
Which scientific method is employed?
The author uses a literature-based didactic analysis, synthesizing theories from various scholars to support the pedagogical recommendations.
What is discussed in the main section of the paper?
The main section covers the definition of creativity, the physiological and psychological importance of creative writing, the three-stage process model, and methods for marking creative student work.
Which keywords best characterize this work?
The most relevant keywords include creative writing, process writing, foreign language teaching, and student-centered assessment.
How does the author suggest managing student errors?
The author suggests avoiding a fixation on linguistic mistakes, instead recommending content-oriented feedback to encourage students to take risks without fear.
What role does the pre-writing phase play in the author's view?
The pre-writing phase is considered essential as it helps overcome "blank page" syndrome by providing stimuli, clarifying tasks, and reducing initial student pressure through structured guidance.
What practical resources does the publication offer?
The attachments contain a comprehensive list of creative writing tasks and a detailed "Bits and Pieces" classroom exercise designed to encourage collaborative storytelling.
Why is the "process" aspect so emphasized?
Emphasizing the process allows teachers to assess the entire effort—from brainstorming to editing—rather than just the final product, which supports long-term language reinforcement.
- Citation du texte
- Kirsten Hinzpeter (Auteur), 2009, Creative Writing in Foreign Language Teaching, Munich, GRIN Verlag, https://www.grin.com/document/187474
