Teaching Creative Writing Using Multi-Media Resources

1. “…swimming and writing are culturally specific learned behaviours. We learn to swim if there is a body available and usually if someone teaches us. We learn to write if we are members of a literate society and if someone teaches us. There are non-swimmers or poor swimmers and excellent swimmers, so we have the same situation with writers.”Dr. Douglas Brown

2. Teaching Creative Writing Using Multi-Media Resources Svitlana Trofymchuk

3. The word “create” means to cause something new to exist or to produce something new. Creative writing is a term used to distinguish certain imaginative or different types of writing from technical writing.

4. Why does writing cause a lot of difficulties, especially when we mean creative writing? the students lack words to express their ideas clearly/ they are not aware of most grammar structures the students are not taught to imagine, think logically and create something new our students do not have certain preparation (they do not know the structure of the composition) the most creative works written by the students have the only aim: to persuade the teacher that they have learnt the material and to get a good mark Writing is not used as a means of communication.

5. problem Teaching Creative Writing Using Multi-media Resources solution Svitlana Trofymchuk

6. affective factors teaching creative writing solution problem Svitlana Trofymchuk

7. motivation intellect emotions affective factors junior students senior students teaching creative writing solution problem Svitlana Trofymchuk

8. individual work peer feedback group work motivation intellect emotions affective factors face-to-face revision cooperative classroom work junior students senior students teaching creative writing solution problem Svitlana Trofymchuk

9. activities aimed at meeting the demands of socio-cultural approach learner- centered approach true-to-life situations individual work peer feedback group work cubing,jumbled sentence/text, creative running dictation,vocabulary work, blind/deaf experience, poetry, clustering, bulwer/lytton, video,sandwich pie/pizza ability to analyse problem- solving motivation intellect emotions affective factors face-to-face revision cooperative classroom work junior students senior students research abilities teaching creative writing creative atmosphere solution summarising abilities problem Svitlana Trofymchuk

10. activities aimed at meeting the demands of socio-cultural approach student's- centered approach true-to-life situations individual work peer feedback group work cubing, jumbled sentence/text, creative running dictation, vocabulary work, blind/deaf experience, poetry, clustering, bulwer/lytton, video, sandwich pie/pizza ability to analyse motivation intellect emotions problem- solving junior students senior students affective factors face-to-face revision cooperative classroom work research abilities teaching creative writing creative atmosphere solution summarising abilities problem Svitlana Trofymchuk

11. activities aimed at meeting the demands of socio-cultural approach student's- centered approach true-to-life situations individual work peer feedback group work cubing, jumbled sentence/text, creative running dictation, vocabulary work, blind/deaf experience, poetry, clustering, bulwer/lytton, video, sandwich pie/pizza ability to analyse motivation intellect emotions problem- solving junior students senior students affective factors face-to-face revision cooperative classroom work research abilities teaching creative writing creative atmosphere solution summarising abilities MULTIMEDIA problem RESOURCES Svitlana Trofymchuk

12. A Word • Write all the adjectives to describe the word • Write synonyms/antonyms to the following words • Write why this thing is important/why you like /dislike it • Replace the adjectives using synonyms/ antonyms • Write all possible word-combinations this word can be used in • Make up sentences with this word

13. VocabularyWord Map

14. Some Words • write a sentence using these words • write a short story using the words • think of the adjectives (with positive/negative meaning) which describe these objects the best

15. A Picture • Write all the nouns to describe the picture • Write some positive /negative adjectives to describe the picture • Write some word-combinations using the nouns and adjectives • Write the sentences using given word-combinations • Put the sentences into the correct order to make up a story • Write the title of the story

16. A Word-Combination • Extend the word-combination adding more adjectives/synonyms/antonyms • write the sentence using the following word-combination

17. A Sentence • complete the sentence • complete the sentence of your classmate • extend the sentence (add some adjectives/synonyms) • agree/disagree with the idea in the sentence • try to make up a story with this sentence as the first one ( Sandwich Story )

18. A Text • Add some adjectives/synonyms to make the text more colourful • Extend the sentences adding more information • Continue the story • Write the title to the story • Extend the story

19. Simile • As blind as a bat • As cold as ice • As gentle as a lamb • Like a rose • Like a dream • Like a volcano • To work like a dog • To drink like a fish • To sing like an angel

20. Similes • Fast as a __________ as fast as a rabbit as fast as a race car as fast as the wind as fast as my dad's motorcycle. Happy, smart, angry, frightened

21. Descriptive Words • My cat is soft My fat old black and white cat is round and soft as a teddy bear. This girl is pretty

22. writing descriptively • It rained Drops of water fell from the sky It snowed. I am happy. The sun is shining. The day is dull.

23. Dictation Composition

24. Creative Running Dictation

25. Altering Dictations T: Wolves are bad animals. • S1: However, they are doctors for the wood. • S2: They eat ill animals. • S3: Sometimes wolves show plays in the circus

26. Noun Poem Noun Three adjectives One sentence about the noun Repeat line 1 Example: Chocolate Sweet, delicious and dark I need some now Chocolate

27. Diamond Poetry • A noun • 2 adjectives • 3 –ing words • A sentence or phrase • A synonym

28. Cubing • describe • compare • associate • analyze • apply it • argue

29. Clustering

30. BLIND/DEAF/TASTE/DUMP EXPERIENCE The students spend one hour either "blind" or "deaf" in a safe situation of their choosing and then they write. Note: This assignment should be done individually, and not as a group, because the group experience lessens its value in strengthening perceptions.

31. BULWER-LYTTON This assignment helps students recognize a sense of style in writing, which most of them have, but may not be aware of it. It focuses on four or more story genres. Begin with a general genre such as adventure. Then go on to romance, science fiction, western, mystery, etc.

32. "THREE MINUTE" WRITING CYCLES' The students sit in a circle, each having sufficient writing paper and their names on the first sheet. When the instructor says, 'Begin' they begin writing a story starting with the phrase "It was a dark and stormy night." [The teacher should instruct the class not to write about anyone in the class or in the school.] After 3 minutes, the teacher instructs them to pass the story to the person on their right/left. The next student adds to the story for 3+[?] minutes and passes it on, and so forth. The instructor keeps track of the time periods, adjusting them for the "speed" of the class but 3 ½ minutes is generally best. *The instructor joins in the writing. As the time for a conclusion draws near, the instructor announces that the next writer will begin to finish up the story and the one after that will conclude the story. (The class may be told that this will happen so that they can mentally prepare for finishing a story although they won't know which one.)

33. Imaginative Writing What Would Happen if Vegetables Could Talk?

34. Seeing like a writer a) Look at the pictures. Think about what you see. What ideas for writing a paragraph about yourself do the pictures give you?

35. Paraphrasing

36. The usage of pictures, Symbols, letters Individual work, peer feedback, Group work, cooperative classroom work, Face-to-face revision Multimedia resources Make Your Students’ Compositions Saturated and Involving Affective factors Activities aimed at meeting the demands of socio-cultural approach Learner-centered approach

37. Make Your Students’ Compositions Saturated and Involving