Exploring processes of collaborative creativity—The role of emotions in children's joint creative writing

Vass, Éva

doi:10.1016/j.tsc.2007.06.001

Cited by 72 publications

(61 citation statements)

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“…In what follows, we will outline the two phases which the current paper mainly focuses on: creative content generation and reviewing. (For a more detailed discussion of the analytic framework see Vass 2007aVass , 2004Vass , 2003. …”

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confidence: 99%

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

Vass

Littleton

Miell

et al. 2008

Thinking Skills and Creativity

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oro.open.ac.ukThe discourse of collaborative creative writing: peer collaboration as a context for mutual inspiration Eva Vass1, Karen Littleton2, Dorothy Miell2 and Ann Jones2 1 University of Bath, UK 2 The Open University, UK Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing activities. The study drew on longitudinal observations of ongoing activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. Selected pairs' collaborative creative writing activities were observed and recorded using video and audio equipment in the literacy classroom and in the ICT suite (13 pairs, about 2-4 occasions each).The research built on the contextualised, qualitative analysis of the social and cognitive processes connected to shared creative text composition. Using an analytic tool developed specifically for creative writing tasks, we linked collaborative and discursive features to cognitive processes associated with writing ('engagement' and 'reflection'). The research has identified discourse patterns and collaborative strategies which facilitate 'sharedness' and thus support joint creative writing activities.The paper discusses two significant aspects of the observed paired creative writing discourse. It reports the significance of emotions throughout the shared creative writing episodes, including joint reviewing. Also, it shows children's reliance on collaborative floor (Coates, 1996), with discourse building on interruptions and overlaps. We argue that such use of collaborative floor was indicative of joint focus and intense sharing, thus facilitating mutual inspiration in the content generation phases of the children's writing activities. These findings have implications for both educational research and practice, contributing to our understanding of how peer interaction can be used to resource school-based creative activities. Introduction Collaborative creative writingThe centrality of creativity in human life has manifested itself throughout history in all cultures and civilisations. However, recent decades have seen an increased awareness of the societal need for cultivating creative and imaginative thought, leading to what Craft (2005) refers to as a 'revolution of creativity in education'. This increased awareness reflects societal changes in Western cultures; a shift from the 'industrial' to the 'knowledge' economy that, as many would argue, is "powered by human creativity" (Florida, 2002, p. 6). One of the major themes in current educational research concerns classroom-based creativity, with a growing number of attempts to conceptualise, implement and evaluate strategies to foster creativity in school contexts (see, for example, Craft, 2005(see, for example, Craft, , 2008.From a socio-cultural perspective, s...

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confidence: 99%

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

Vass

Littleton

Miell

et al. 2008

Thinking Skills and Creativity

Self Cite

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“…Because according to Dobao (2012), cooperative writing makes students think and argue over the writings they have written. This joint discovery process facilitates the writing process by helping to structure the writing (Vass, 2007).…”

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confidence: 99%

The Effect of Cooperative Writing Activities on Writing Anxieties of Prospective Primary School Teachers

Erdoğan¹

2017

International Journal of Research in Education and Science

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The purpose of this research is to determine the effect of cooperative writing activities on the writing anxieties of prospective primary school teachers. The study group of the research is composed of 30 prospective primary school teachers. A mixed method consisting of qualitative and quantitative research methods was used in the collection, analysis and interpretation of the data obtained in the research. A total of 12 weeks of cooperative writing activities were conducted within the scope of the research. Writing Anxiety Scale was used to determine the writing anxieties at the beginning and the end of the implementation for prospective primary school teachers. Semi-structured interviews were also held with the candidates to determine the views of the prospective primary school teachers regarding the implementation process. It was revealed at the end of the research that the cooperative writing activities reduced the writing anxieties of the prospective primary school teachers.

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“…There is no written erasure on paper which would indicate "abcdefghijklmnopqrstuvz" was erased and substituted for "alphabetical order" (it could certainly have happened), but the presence of the oral erasure at this point in the manuscript is evidence of why the children wrote "alphabetical order" instead of a different term. This aspect of the textual genesis of the creation process and of the ongoing manuscript is neither observed by works that discuss the interaction between children when writing a text together (Daiute & Dalton, 1993;Vass, 2007), nor by the investigation on conversational writing (Gaulmyn, 1994;Bouchard & Gaulmyn, 1997). It is also not observed by studies that discuss second language learning (Swain & Lapkin, 2002;Storch, 1999.…”

Section: Abcdefghijklmnopqrstuvz Vs Alphabetic Ordermentioning

confidence: 98%

The meaning of words and how they relate to the ongoing text: A study of semantic comments made by two 7-year-old schoolchildren

Calil¹

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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Exploring processes of collaborative creativity—The role of emotions in children's joint creative writing

Cited by 72 publications

References 7 publications

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration

The Effect of Cooperative Writing Activities on Writing Anxieties of Prospective Primary School Teachers

The meaning of words and how they relate to the ongoing text: A study of semantic comments made by two 7-year-old schoolchildren

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