Journal Article

TEACHING CREATIVE WRITING

Hill, Crag

2020

Overview

Mandates across US school districts require students to produce primarily expository and argumentative texts; few secondary level courses focus on creative writing save the (often gimmicky) poetry unit in April. While some state tests call for genre blending, this amounts to little more than attaching a narrative hook to a persuasive essay. In the dual- credit composition course I teach, there is no provision for creative modes, much to the dismay of students who vastly prefer them over academic ones. Another less well documented but equally problematic element revolves around reflection. Since the days of John Dewey, theorists have emphasized the benefits of metacognitive, critical thinking, and reflective writing has been its primary vehicle. Whether journal entry or exam question, teachers ask learners to reflect on their understandings, experiences, or growth. While research supports the spirit of this idea, students often struggle with reflective writing, not understanding its purpose or, worse, not valuing its premise.

• Publisher: National Council of Teachers of English
• Subject: Activity Units / American literature / British & Irish literature / Classroom Communication / Classrooms / Creative Activities / Creative writing / Creativity / Critical thinking / Elementary school students / Elementary Secondary Education / English literature / Essays / Evaluative Thinking / Formative Evaluation / King, Stephen (1947- ) / Language Arts / Literary Devices / Literary Genres / Metacognition / Orwell, George (Eric Blair) (1903-1950) / Personality / Persuasion / Poetry / Reflection / School districts / Secondary school students / Students / Summative Evaluation / Teaching / Thinking Skills / Writers / Writing / Writing instruction