Creative Writing 1

Teaching
Creative Writing

Mrs. Asmaa’ Shaukat

2
Creative Writing
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 Origin/Introduction of Creativity
 Basic Knowledge about Writing
 Writing Skills for Beginners
 Stages of Creative Writing
 Defining Creative Writing
 Purposes/Process of Writing
 Elements of Creativity
 Strategies for Teaching creative Writing-Part:01/02
 A Model Creative Story
 Key Findings
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 Meanings of “CREATIVE”

Creative-An Adjective
Having the quality or power of creating
Resulting from originality of thought,
expression etc.
Parallels-Imaginative, Originative,
Productive, etc.
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 What is Creativity?
 It is the ability to produce original
ideas and solve problems
 It is the result of a complex of
cognitive skills/abilities,
personality factors, motivation,
strategies and meta-cognitive
skill.

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 Lets think for a moment…
 What type of images come to mind when you
think that;
 Who is creative and why…?
 Whether you are a creative person or not…?
 If “YES” then “HOW”…?
 If “NOT” then “WHY NOT”…?

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 Some basic
knowledge
about writing

Whom to call a Literate

Person…???
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 FOUR BASIC SKILLS

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 Developing writing skills
through task-based activities
 Have a context
 Have a purpose

 Use basic conventions of English

 Present information, ideas and feelings
clearly/coherently
 Involve learners in thinking and doing
 Learners draw upon their framework of
knowledge and skills
 Purposeful activities lead to a product
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 Creativity
and
creative writing

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 Creative Writing

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 Purposes of Writing
 Communicate with each other
 Record information which lasts over time
 Present information, ideas and feelings for a
variety of purposes and audiences
 Enhance oral development and reinforce language
structures and vocabulary that learners acquire
 Develop students’ communication
 Demonstrate one’s creativity and critical thinking
 Inform, influence and entertain others

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 Process of Writing

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 Stages of Creative Writing
At junior level, learners go through four
stages in developing their writing skills;
1.Copying
2.Controlled Writing
3.Guided Writing
4.Independent Writing

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 Elements of Creativity
Flexibility Fluency
Originality Elaboration
Sensitivity to Problems
Problem Defining
Visualization Transformation
Analogical Thinking
Attribute Listing
Synectics
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 What can teachers do to
develop learners’ creativity?
 Choose interesting topics for students
 Ask them to go beyond the given
information
 Allow them time to think
 Reward their creative efforts
 Value their creative attributes
 Teach them creative thinking techniques
 Create a climate conducive to creativity

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 Conducive environment
for developing creativity
 Respect the novel and unusual
 Provide challenges
 Appreciate individuality and openness
 Encourage open discussion
 Absence of conflicts
 Allow time for thinking
 Encourage confidence and willingness to take risk
 Appreciate and support new ideas

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 01-Three-Minutes Quick Writing

02-Thematic Tree

03-Multi-dimensional Writing

04-Brain Storming & Mind Mapping

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 01-Why using
“Quick Writing”?
First thought on a starting point are
often the most original and powerful
ones
A daily fluency exercise
Helps students get started on an
assignment .
Remember: Accuracy is not
emphasized at this stage!

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Creative Writing 22
 Rabbit, fast, tortoise, slow, grass, white, lazy, stupid, clever, work
hard, sunny, run, competition, sleep, hot, tired, sad, surprised, green,
a long time, win, lose, unhappy, happy, cry, wake up.

Setting: Who? Event Problem Resolutions

When? Where?
A green tortoise Running Slow , fast, lazy, Wake up,
A white rabbit competition stupid, clever, win, lose,
grass, hot, sunny work hard, unhappy,
Swimming
sleep, hot, tired, surprised,
competition
a long time cry, happy
Can’t swim, clever, find a arrive first,
bridge, jump, easy, cool, rest, laugh,
proud, Swim well, silly, proud
comfortable, enjoying
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 02- Thematic Tree

 Start with a common theme

 Reflect on the theme

 Develop sub-themes
 Keep on thinking relevant ideas

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 Theme: My School

Rooms in the school

Things put in the rooms

People in the school

Why do we go to school

My feelings about My School

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 History Discipline Rapport

Furniture Location
Staffroom Library
Washrooms My School Offices
Classrooms Science Lab

Construction Ventilation

Availability Accessibility Reliability

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 Now, write about your
“Dream School”

 How many rooms do you want?

 Besides Classrooms, Staffroom, Labs, Libraries,
Offices, Washrooms do you want any other
rooms/things in your school?
 What do you want to put into different rooms?
 What do you want to do in those rooms?
 Who do you want to live with?
 How do you want to bring change in your school?

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 Why using “Thematic Tree”?

 Encourage students to think of

something in different perspectives
 Build up students’ flexibility
 More ideas generated for writing
 Help students structure their writing
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 03-Multi-dimensional
Writing
Assign students a role and
they have to write for that role.

Enables students to view

things from different angles
Helps students to be more
focused when they write
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  Discuss a car accident with the students.
 Students be asked to discus how the
accident can be avoided. They are required
to imagine that they belong to of the given
group of people;
1. Driver
2. Passenger
3. Pedestrian
4. Policeman

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 1. Imagine you are the Papa Bear, write rules
for Goldilocks so as to help her become a
good girl.
2. Imagine you are the king of the forest
(lion), write rules for different animals to
follow

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 1. Teacher puts the word “cooking” on the
board.
2. Brainstorm words related to cooking.
(ingredients, cooking utensils, different ways
to cook, people who cook, different tastes …)
3. Tell students to focus on the ingredients,
cooking utensils and ways to cook.
4. Group the words under these 3 sub-themes
5. Teach students how to write a recipe –
“ A loving recipe for _____________”

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 “Brainstorming”
and “Mind Mapping”
Brainstorming:
Excellent way of developing many creative
ideas
Help students to break out of their thinking
patterns into new ways of looking at things
Mind-maps:
Used for arranging and developing ideas
Improve the way students take notes
A good format for memorizing and reviewing
ideas
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 01-Transformation 05-Dreaming

02-Reasoning 06-Appealing

03-Imagination 07-Concluding

04-Wish Fullfilment 08-Character Empathy

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 01. Transformation
 Creating a new ending / new
version to the story

02. Reasoning
 Justifying any particular
situation/turning in a story
03. Imagination
 Imagining/Personifying while
using all of our senses
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 04. Wish Fulfillment
 What is your passion?
 How would you pursue that?
05-Dreaming
“When I am 20, I want to be a teacher
I will teach pupils to draw picture
When I am 30, I want to be someone’s wife
I want to have 3 children in my life
When I am 40, I want to be richer and richer
But I don’t want to get fatter and fatter
When I am 50, I want to travel around the world
And I want to enjoy and keep everyone hurled”
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 06-Appealing
Imagine you are a wolf, write about why you
are so fierce to the goats.
I am fierce to the goats because …
07-Concluding
Expressing the lesson learnt from the story.
Making another story from the lesson.
08-Character Empathy
 Writing for the characters and expressing how
they feel (letter, diary…)

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 - (Evens) “Write about Baby Bear’s
feelings when he saw his broken
chair.” (letter)
- (Odds) “Write about Cinderella’s
feelings at home.” (diary)
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 01-Plan ahead 02-Plan twice as much material
as you think you need
10-Learn from
your students 03-Plan activities that will
involve the whole class
09-Cover the basics
of the business
Tips for
04-Develop several
Teachers brainstorming activities
08-Don’t push for the
class to participate 05-Do a few “Get to
Know” exercises
07-Keep yourself 06-Share a little of yourself
open for every child

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“There should be no criticism of ideas.
Students should not worry about
people’s egos or opinions.
Judgments and analysis will stunt idea
generation.
Ideas should only be evaluated once the
brainstorming session has finished.”
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 Three-minute Quick Writing
+
Transformation
=
A new version of the story
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 Once upon a time a tortoise and a
hare had an argument about who
was faster.
That’s not true.
I’m the The fastest runner
fastest is me!
runner.

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 They decided to settle the
argument with a race. They
agreed on a route and
started off the race.

Fine

Ok, let’s
have a race.

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 The hare shot ahead and ran briskly
for some time. Then seeing that he
was far ahead of the tortoise, he
thought he'd sit under a tree for
some time and relax before
continuing the race.

Poor guy! Even if I

take a nap, he
could not catch up
with me.

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 He sat under the tree and soon fell asleep.

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 The tortoise plodding on overtook him
and soon finished the race, emerging as
the undisputed champ.

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 The hare woke up and realized that he
had lost the race.

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 The moral of the story is that slow and
steady wins the race.

This is the version of the story that

we've all grown up with.

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 The story continues …

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The hare was disappointed
Why did
at losing the race and he I lose the
did some soul-searching. race?
He realized that he'd lost
the race only because he
had been overconfident,
careless and lax. If he had
not taken things for granted,
there's no way the tortoise
could have beaten him.

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 So he challenged the tortoise to
another race. The tortoise agreed.

Okay!
Can we have
another race?

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 This time, the hare went all out and
ran without stopping from start to
finish. He won by several miles.

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 But the story doesn't end here …

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 The tortoise did some
thinking this time, and
realized that there's no way
he can beat the hare in a How can I
race the way it was win the race
and beat the
currently formatted.
hare?

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 He thought for a while, and then challenged
the hare to another race, but on a slightly
different route. The hare agreed.

Can we have
another race? This
Sure!
time we’ll go
Why not!
through a different
route.

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 They started off. In keeping with his self-
made commitment to be consistently fast,
the hare took off and ran at top speed until
he came to a broad river. The finishing line
was a couple of kilometers on the other side
of the river.
Goal

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 The hare sat there wondering what to do.
In the meantime the tortoise trundled
along, got into the river, swam to the
opposite bank, continued walking and
finished the race.
What
should I
do?

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 The story still hasn't ended …

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 The hare and the tortoise, by this
time, had become pretty good friends
and they did some thinking together.
Both realized that the last race could
have been run much better.

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 So they decided to do the
last race again, but to run
as a team this time.
Great! I think we
could do it much
Hi, buddy. How better, if we two
about doing our help each other.
last race again?

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 They started off, and this time
the hare carried the tortoise till
the riverbank.

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 There, the tortoise took over
and swam across with the hare
on his back.

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 On the opposite bank, the hare
again carried the tortoise and they
reached the finishing line together.
They both felt a greater sense of
satisfaction than they'd felt earlier.

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 PLEASE……

Follow this sequence for Creative Writing;

P-Pick a suitable theme
L-Level the strategy according to the theme
E-Enlist information about the theme
A-Activate the mind-maps
S-Supplement the reasoning motives
E-Ending ought to be justified

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 Any Questions and Queries...!

Thanks a Lot for your

Passion or Patience
Decide Yourself...!
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Creative Writing