Teaching Creative Writing to University Level Second Language Learners in Pakistan

Mansoor, Asma

doi:10.1080/14790726.2010.514052

Cited by 13 publications

(6 citation statements)

References 9 publications

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“…He, on the contrary, suggested that making the final version of the original creative work more meaningful would help students develop these. Mansoor (2010) claimed that such definitions never attempted to limit creative writing to the accuracy in syntax and grammar. Arslan (2013) had a parallel claim and stated that when writing practices concentrate only on grammatically accurate text, they fail to reveal the initial function of writing, which is being a communicative tool.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Creative writing is writing about feelings, thoughts and impressions on the outside world by using imagination in an original, unusual, free and authentic way (Güleryüz, 2006;Küçük, 2007;Maltepe, 2006;Oral, 2014;Temizkan, 2011;Topçuoğlu Ünal & Sever, 2012;Yıldız, Okur, Arı & Yılmaz, 2008). Mansoor (2010) defined creative writing as a way for writers to communicate their thoughts and feelings creatively in their own way. Şahbaz and Duran (2011) consider creative writing as a product of creative thinking and as a significant prerequisite.…”

Section: Literature Reviewmentioning

confidence: 99%

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The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation

Göçen¹

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a productbased approach discourage students from writing. In teaching mother tongue, creative writing activities, considered as process-based writing approach, are among the ones that will make students feel like writing and regard writing as a need. Writing, reviewing, and sharing the stages of the process-based writing approach are included in the Turkish Course Curriculum (MEB, 2018) starting from the 1 st grade. This study aims to examine the effects of creative writing activities on native Turkish-speaking students' creative writing achievement, writing attitudes and motivation in learning their mother tongue. The study employed one-group pretest-posttest experimental design. The sample of the study was formed by a total of 630 students from first, second, third and fourth grades. The data collection tools are "Written Production Instruction"

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation

Göçen¹

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…It is reported in the literature that creativity in higher education has been widely researched. For example, Asma Mansoor (2010) investigated Pakistani students' difficulties in a course of creative writing in order to help them in the areas of vocabulary development, to minimize first language interference, and to develop a practical approach to grammar as well as an innovative, out-of-the box thinking and expression. The researcher investigated students' approaches towards the study subject, identified the major difficulties that they faced during the process of learning, and established a number of writing activities which best supported students' creative writing skills.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In recent years, creativity has been widely investigated at all levels of education, higher education including (Sternberg, 2006;Beghetto, 2010;Davis, Keegan, & Gruber, 2012;Y. Yeh, Y. Yeh, & Chen, 2012;Zenasni & Lubart, 2011;Mansoor, 2010;Sarrimo, 2010;Grakauskaitė-Karkockienė, 2006;Šliogerienė, 2013;Burkšaitienė, 2013Burkšaitienė, , 2014. The literature illustrates that to analyse and understand creativity, a multitude and diversity of theoretical perspectives, assumptions and methods have been employed.…”

Section: Introductionmentioning

confidence: 99%

How Can University Learning Environment Contribute to Students’ Creativity? Lithuanian Students’ Perspective

Burkšaitienė

2018

Creativity Studies

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Students' creativity has been increasingly researched in higher education. Until recently, however, empirical studies investigating students' views of how universities can contribute to the development of their creativity have been rare. The present study aims to investigate how university learning environment can contribute to undergraduate philology students' creativity as seen by the students themselves. The data were collected through questionnaires and analysed using qualitative research method of content analysis.The general conclusion of this study is that the study participants consider that universities can foster their students' creativity in some ways. Firstly, they think that university curriculum should contain assignments aimed at developing student creativity. Prominent among the findings was the students' belief that their university teachers are important contributors to this process. Besides, the students considered that their creativity can be developed by introducing a special study subject, by enhancing their transferable skills, and that more collaborative learning and special university events could make an impact on their creativity. On the other hand, the results of the present study have also revealed some challenges that call for further research.

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“…To illustrate, Mansoor (2010) analysed teaching creative writing to undergraduate second language learners. The researcher investigated students' approaches towards creative writing, identified the major difficulties that they faced during the process of learning and established writing activities which best supported students' creative writing skills.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Lithuanian Case of Fostering Creativity within Academia: Students’ Perceptions

Burkšaitienė¹

2017

The European Proceedings of Social and Behavioural Sciences

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Creativity has been increasingly researched in higher education. Until recently, however, empirical studies exploring creativity and creative writing simultaneously conducted from the students' perspective are rare. The present study aims to analyse undergraduate students' perceptions of the course of Modern English and Creative Writing and its impact on their creativity. The data were collected through feedback questionnaires and analysed using both qualitative and quantitative research methods. The general conclusion of this study is that the course encouraged most students' creativity and fostered their creative writing skills. Prominent among the findings was the perception that creative writing practice was the most valuable component of the course, followed by new knowledge gained during the course and an increased awareness of others and self. It was also established that the course changed some students' general understanding of creativity and raised their awareness of creative writing. On the other hand, the results also imply that to some students the course was a challenge.

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Teaching Creative Writing to University Level Second Language Learners in Pakistan

Cited by 13 publications

References 9 publications

The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation

The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation

How Can University Learning Environment Contribute to Students’ Creativity? Lithuanian Students’ Perspective

A Lithuanian Case of Fostering Creativity within Academia: Students’ Perceptions

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