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Duyệt Ngành Sáng tác văn học theo Chủ đề "Creative writing"

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Đang hiển thị 1 - 2 của tổng số 2 kết quả
  • Ấn phẩm
    Creative writing in ELT: Organically grown stories
    (The Journal of Literature in Language Teaching, 2013) Clarence Ray Bussinger
    Many EFL/ESL students do not experience the benefits of practicing creative writing in English, which include expanding knowledge of literature, and using classroom language skills, learning new language structures and vocabulary. Students are motivated to learn English by engaging in creative writing exercises in English language teaching classes. Despite not having the luxury of a creative writing course, it is possible to include such a component in various ESL classes. Following a short discussion of the nature of creative writing and an overview of the relevant research, this article outlines one method of having students produce stories that grow in scaffolded stages, from concept, to words, to lines, then to story. Students report the process to be interesting and non-threatening, and report gains of confidence through sharing their stories
  • Ấn phẩm
    The Effectiveness of a Blended Program in Enhancing Creative Journal Writing among Palestinian Secondary School Students
    (Ain Shams University, 2022) Myassar Khalil Abu Ghlasi
    This study aims at investigating the effectiveness of a blended program in enhancing journal writing among Palestinian secondary school students. The sample of the study consisted of 36 female students as an experimental group. A blended program was used for teaching the group. The researcher chose journal writing as one of the creative writing strategies to be treated in this study. A pre-posttest was used to measure the effectiveness of the program on students' achievement of the experimental group in journal writing. Data were analyzed using descriptive statistics such as means and standard deviations, in addition to the analysis of covariance (ANCOVA). The main results of the study indicated that the mean scores of the experimental group were significantly high. This means that the use of the blended program had a significantly greater positive effect on the students' achievement in journal writing in favor of the posttest and showed also significant results in all journal writing sub-skills.