Home Linguistics & Semiotics Chapter 10. Effects of creative writing on adolescent students’ literary response
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Chapter 10. Effects of creative writing on adolescent students’ literary response

  • Tanja Janssen and Martine Braaksma
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Scientific Approaches to Literature in Learning Environments
This chapter is in the book Scientific Approaches to Literature in Learning Environments

Abstract

This chapter examines whether creative writing prior to reading influences students’ reading process and appreciation of short stories. Participants were 53 fifteen year old students, assigned to two conditions. In the writing condition students composed their own stories, and then read the authors᾽ stories while thinking aloud. In the non-writing condition they responded to the stories without writing. Think aloud responses were analyzed for the (meta)cognitive and affective reading activities students displayed. Story appreciation was measured by a questionnaire. Results indicate that the creative writing group showed more emotional engagement during reading than the non-writing group. Moreover, the creative writing group appreciated the stories more after reading than did the non-writing group. This suggests that writing as a pre-reading activity may positively influence students’ reading engagement.

Abstract

This chapter examines whether creative writing prior to reading influences students’ reading process and appreciation of short stories. Participants were 53 fifteen year old students, assigned to two conditions. In the writing condition students composed their own stories, and then read the authors᾽ stories while thinking aloud. In the non-writing condition they responded to the stories without writing. Think aloud responses were analyzed for the (meta)cognitive and affective reading activities students displayed. Story appreciation was measured by a questionnaire. Results indicate that the creative writing group showed more emotional engagement during reading than the non-writing group. Moreover, the creative writing group appreciated the stories more after reading than did the non-writing group. This suggests that writing as a pre-reading activity may positively influence students’ reading engagement.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
https://doi.org/10.1075/lal.24.10jan

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword vii
  4. Acknowledgements xiii
  5. Contributors xv
  6. Chapter 1. Empirical approaches to the study of literature in learning environments 1
  7. Part I. Reading processes in communities of practices
  8. Chapter 2. Learning from literature 19
  9. Chapter 3. Authorizing the reader in the classroom 39
  10. Chapter 4. Transforming readings 57
  11. Part II. Reading processes in EFL/L2 contexts
  12. Chapter 5. Enhancing responses to literary texts with L2 learners 83
  13. Chapter 6. Empirical stylistics in an EFL teaching context 105
  14. Chapter 7. Literary themes across cultures 125
  15. Chapter 8. Of learning and poetics 151
  16. Chapter 9. Literature and the role of background knowledge for EFL learners 169
  17. Part III. Creative writing, corpus, and empirical stylistics as learning tools
  18. Chapter 10. Effects of creative writing on adolescent students’ literary response 193
  19. Chapter 11. ESL students’ perceptions of creative and academic writing 213
  20. Chapter 12. Empirical stylistics as a learning and research tool in the study of narrative viewpoint 227
  21. Chapter 13. Point and CLiC 253
  22. Chapter 14. Literary awareness in a high-school EFL learning environment 271
  23. Index 303
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