Primary pupils' creative writing: enacting identities in a Community of Writers

Dobson, Tom; Stephenson, Lisa

doi:10.1111/lit.12118

Cited by 11 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many scholars have argued that tensions exist between teaching the skills of writing and enabling children to use their own personal and cultural resources in creative writing (e.g. Connolly and Burn 2017;Dobson and Stephenson, 2017;Gardener, 2018). They highlight that these tensions are exacerbated in cultures of accountability and serve to constrain children's creativity and engagement as writers.…”

Section: Discussionmentioning

confidence: 99%

Teachers as writers: learning together with others

et al. 2019

View full text Add to dashboard Cite

In the context of renewed interest in teachers' identities as writers and the writers as artisteducators, this paper reports upon the findings of 'Teachers as Writers ' (2015-2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary data sets: a qualitative dataset of observations, interviews, audio capture (of workshops, tutorials and co-mentoring reflections) and audio-diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence, and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools.

show abstract

Section: Discussionmentioning

confidence: 99%

Teachers as writers: learning together with others

et al. 2019

View full text Add to dashboard Cite

show abstract

“…The type of creative writing described in this study, according to Dobson and Stephenson (2017), is best nurtured when the task and learning environment are simultaneously structured and flexible. In this case the writing assignment was structured (it included a rubric to follow) but with embedded flexibility (students could craft a creative story in whatever genre they chose).…”

Section: Discussion: Promising Practicesmentioning

confidence: 99%

Gifted Rural Writers Explore Place in Narrative Fiction Stories

Kuehl

Azano

Callahan

2020

tpre

View full text Add to dashboard Cite

Place-based writing practices can enrich a standardized curriculum while increasing student engagement and helping students improve essential writing skills. In particular, place, which includes both the geographic surroundings and the local community with whom one shares a common space, can be a point of access to the language arts curriculum for gifted rural students, especially because place-based literacy practices can demonstrate that students’ place-based knowledge and interests are valuable assets they bring to their learning experiences. This article examines narrative fiction stories written by 237 gifted rural fourth graders as the culminating project of a semester-length fiction unit of a place-based language arts enrichment curriculum to identify how gifted rural fourth graders describe setting in narrative fiction stories and how they reflect a sense of place in those descriptions. Students’ descriptions of settings were explicated to note how they represented spaces both similar to and different from the rural communities in which they lived. Thematic findings reveal rich descriptions of nature, depictions of close-knit rural communities, and feelings of displacement among story characters who find themselves in unfamiliar spaces.

show abstract

“…A total number of 13 articles were about what students can do to be more creative in their writing (Mendelowitz, 2014;Steele, 2016) and how teachers' and students' personal characteristics relate to the development of creative writing. These articles were mainly focussed on the personal emergent aspects of writing (Alhusaini & Maker, 2015;Barbot et al, 2012;Cremin et al, 2020;DeFauw, 2018;Dobson, 2015;Dobson & Stephenson, 2017, 2020Edwards-Groves, 2011;Healey, 2019;Lee & Enciso, 2017;Macken-Horarik, 2012;Ryan, 2014). The personal aspects identified in our review were (1) personal views about creative writing, (2) creative Fig.…”

Section: Personal Emergent Propertiesmentioning

confidence: 99%

“…Studies in this category revolve around choice and learner writer identity. The study carried out by Dobson and Stephenson (2017) focussed on developing a community of writers involving 25 primary school pupils from low socio-economic backgrounds. The project was offered over 2 weeks and featured a number of creative writing workshops.…”

Section: Writer Identitymentioning

confidence: 99%

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

View full text Add to dashboard Cite

Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

show abstract

Primary pupils' creative writing: enacting identities in a Community of Writers

Cited by 11 publications

References 13 publications

Teachers as writers: learning together with others

Teachers as writers: learning together with others

Gifted Rural Writers Explore Place in Narrative Fiction Stories

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Contact Info

Product

Resources

About