CREATIVE WRITING – A METHOD OF DEVELOPING LANGUAGE PROFICIENCY

Psychologists and educators throughout the world paid attention to creativity and creative thinking. The routine type of tasks in the school appears to be very simple and uninteresting to the creative students. Atmosphere of some schools is conducive for the development of creative potential. Whereas the atmosphere of many schools comes in the way of its development. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. It is generally assumed that Children are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Language allows children to talk to each other and to write their thoughts and ideas and mother tongue is the most important and comprehensive medium for expression. Self-expression in reading, writing and speech; reading of suitable general books of high quality with interest rather than concentration on textbooks: approach to literature as a source of joy and inspiration rather killjoy drill in grammar and vocabulary. Children learn to connect individual words with objects, ideas, and actions. In the process, they write their thoughts and ideas in very creative ways. The Researcher took this study to know the written potential of Urdu medium students. In this paper, The researcher emphasized that Urdu speaking children are not less than children of any other language. The only problem is less opportunities for them. The Researcher found that Urdu medium students are naughty, distracted, disturbed due to various reasons but at the same time they are highly creative in writing. 1.Background Curiosity is an important characteristic of a creative person. Every child is born with this trait and continues asking a B type of questions to satisfy it. Instead of giving satisfactory answers to their simple but strange questions; many parents choose to silence them by administrating a strong dose of reproof. Discouraging children's curiosity-One of the surest indicators of creativity is curiosity; yet we often brush questions aside because we are too busy for " silly" questions. Children's questions deserve respect. We pressurise children to be realistic and to stop imagining. When we label a child's flights of fantasy as "silly", we bring the child down to earth with a thud, causing the inventive urge to curl up and die. We compare their children with other children. This is a subtle pressure on a child to conquer yet the essence of creativity is freedom to conform or not to conform. Young children are naturally curious. They wonder about people and the world. By the time they enter preschool, they already have a variety of learning skills acquired through questioning, inquiring, searching, manipulating, experimenting, and playing. They are content to watch from a distance at first; however, this does not satisfy their curiosity. Children need opportunities for a closer look; they need to touch; they need time for the creative encounter. But we place many restrictions on children's desire to explore the world and we discourage them. The school life of a child is mostly language centred. The ability to understand the meaning of life and also that of way of living increases in a child very rapidly after the onset of language. A child is overjoyed if he can express himself effectively and creatively. The tremendous increase in vocabulary

This paper discusses the challenges and perspectives of teaching creative writing based on literary texts, especially the short story, to third year LMD students of English at Batna University. However, introducing creative writing at third year level will create a crucial problem among the teachers and the learners. Thus, the problem is that "Is it possible for the teachers of creative writing to train the learners, during one year, to write creatively, and to develop the learners' creative potentialities by exploring the various genres of creative writing fiction/non fiction?" In this regard, this study pretends to investigate the actual situation of the subject "creative writing" at the Department of English, Batna University, especially with third year LMD students aiming at critically experimenting the usefulness of adopting new ways, approaches, and techniques as appropriate inputs that can refine the learners' performances in creative writing.

This paper discusses the challenges and perspectives of teaching creative writing based on literary texts, especially the short story, to third year LMD students of English at Batna University. However, introducing creative writing at third year level will create a crucial problem among the teachers and the learners. Thus, the problem is that “Is it possible for the teachers of creative writing to train the learners, during one year, to write creatively, and to develop the learners’ creative potentialities by exploring the various genres of creative writing fiction/non fiction?” In this regard, this study pretends to investigate the actual situation of the subject “creative writing” at the Department of English, Batna University, especially with third year LMD students aiming at critically experimenting the usefulness of adopting new ways, approaches, and techniques as appropriate inputs that can refine the learners’ performances in creative writing.

Bibliografický záznam PELCOVÁ, Michaela. Using Creative Writing as a Tool for Teaching English as a Foreign Language. Diplomová práce. Brno: Masarykova univerzita, Fakulta pedagogická, Katedra anglického jazyka a literatury, 2015. 104 strany. Vedoucí diplomové práce doc. Mgr. Světlana Hanušová, Ph.D.

The use of literature in language classroom has attracted language teachers to utilize it in the FL classroom. This paper is intended to describe the students' ability to write opinion essay by using flash fiction, Frank Stockton's The Lady or the Tiger. The design used in the study was content analysis design in which the researcher collected the students' composition after they were assigned to write opinion essay by using flash fiction. The subject of the study was 2013A batch of STKIP PGRI Pasuruan. The data were collected in 30 June 2015 and 7 July 2015. The result shows that students were able to make thesis statement that showed their opinion, but unable to develop the essay well, and state conclusion that reflect the essay. Moreover, two thirds of the students were not able to produce the essay in at least 250 words. The problems of the flash fiction used in the classroom and its limitation are discussed in the paper along with the suggestion for those who are interested in using literary work in FL classroom.

Research. Based on the findings, researcher concluded that: First, there was improvement of the student's score in writing short story. The average score of pre-test is 70, the average score in cycle 1 is 75 and the average score in cycle 2 was 85. The average score from each elements/components were rated to show progress as well. The learning process was successful because it had reached minimum standard score and even higher. Second, implementation of teaching SSPP using cartoon character as the media has its advantages. The average score of students and the number of students who got score above 75 was improved. The benefit of SSPP using cartoon character as the media can improve classroom situation better. Improvements were the students': (1) imagination and creativity; (2) interest in reading; (3) involvement; (4) competition; and (5) writing/motivation.

1993

Creating creative teachers Chapter 12 page 115 contributed by Marisa Constantinides This chapter looks at the role of teacher training courses in supporting the development of teacher creativity and helping new teachers to understand the importance of approaching course materials in a creative way

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 neurolinguistic programming.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.