Creative Writing - Student Productions

Creation and Criticism, 2020

The objective of the workshop was to boost creativity and innovation through theory and practice and to utilize the lockdown period in a constructive way. The inaugural session started with the presentation of Saraswati Vandana. Principal, Dr. Amita Aggarwal, gave the opening remarks and introduced us with the great achievements of the chief guest, Prof. Y. Vimala, Pro Vice Chancellor, CCS University, Meerut. Prof. Y. Vimala congratulated the organizers and highlighted the role of stories in the evolution of our life. The program was conducted by Dr Anupam Bansal, Associate Professor, Dept of English. She first introduced the invited speakers and conducted the program according due protocol.

This sex-aggregated descriptive-correlational study assessed the performance of the Middle-Age Filipino ESL Learners (Senior Teacher Education Students enrolled in the course, English for Occupation Purposes at Urdaneta City University,Philippines) in Creative Writing. Purposive selection of the respondents account for balance in sex distribution to allow for fair statistical sex-aggregation analysis of data. The respondents were likewise profiled in terms of age, mother tongue, most preferred reading material in English, linguistic intelligence, and English proficiency. Assesment of their performance in Creative Writing employed the criteria: (a) creativity; (b) coherent structure; and (c) adherence to topic. The study sought to determine the extent of the relationship of creative writing performance and the pre-identified learner-trait variables. A standardized questionnaire was used in data-gathering.The research findings indicate no significant relationship between the sex of the learners and their creative writing performance, in which the ESL learners (18 years old and above) were generally found to have a performance level of “Approaching Proficiency”. This finding cuts across other findings that a large majority of the respondents have a common Mother Tongue (Ilokano: a major language in the Philippines). They also subject to frequent exposure and preference for “fiction” as a reading material in English, and were generally found to have “High Linguistic Intelligence” but only a “Satisfactory” level of English Proficiency. No further significant correlation was found among the other learner-trait variables that associate with the respondents’ Creative Writing Performance. Recommendations were advanced by the researchers from the conclusions of the study, and which explores on the possibility to develop an instructional material in Creative Writing that will assist in further enhancing the relatively low-competence of male and female ESL learners in terms of skills in Creative Writing based on the specific criteria to which they were found to perform at relatively lower levels. The materials should also encourage the employment of tasks and activities that encourage preference for a wider range of reading materials in English in the context of further improving the learners’ English Proficiency.

2016

Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students ’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works...

International Online Journal of Education and Teaching Issn 2148 225x, 2014

Wydawnictwo Uniwersytetu Łódzkiego eBooks, 2011

Creative writing is a vital tool and a natural bridge for good academic writing. This paper first examines why it has not been used as a main component in English as a Second Language programs, and then goes on to demonstrate how important and necessary creative writing is in order to help language learners in higher education become more effective writers. The benefits in intermediate and advanced classes are offered along with some limitations in its use. Since instituting creative writing in the author’s department, the exit writing assessment test scores at his Intensive English Program (IEP) have substantially increased, and ESL learners have begun to enjoy writing at a higher cognitive level.

2020

As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of selfreflection. In addition, we invited three modern language students at a public university in Tunja, Colombia to share their reflections about their writing processes and the role creative writing could play in the academic writing classroom. Our reflections were a first step in rethinking our classroom from a critical sociocultural model, which revealed that students’ individual writing processes, motivation, feedback, and creative writing could help boost students’ self-confidence when writing for academic purposes.