Chapter 10. Effects of creative writing on adolescent students’ literary response

Janssen, Tanja; Braaksma, M.A.H.

doi:10.1075/lal.24.10jan

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…This basis of prior knowledge, we argue, may well include previous life experiences. From a more domain-specific perspective, writing prior to reading may enhance students' emotional involvement in a text (Janssen & Braaksma, 2016). In addition, writing tasks assigned during and directly after reading may help students engage in internal dialogues with the texts.…”

Section: The Principle Of Writing About Personal Experiencesmentioning

confidence: 99%

Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies

Schrijvers¹,

Janssen

Fialho

et al. 2018

Review of Educational Research

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In this review, we explore whether and how literature education may foster adolescent students' insight into human nature. A systematic search of five databases was complemented with citation tracking, hand searches, and expert consultation. We included 13 experimental and quasi-experimental intervention studies. Methodological quality and quality-of-intervention descriptions were assessed. Analysis of empirical support for expected intervention effects indicated that, under certain conditions, literature education may foster students' insight into human nature. One intervention affected students' insight into themselves, two affected their understanding of fictional others, and six affected their understanding of, views on, or intended behavior toward real-world others. Subsequent analysis of interventions with full or partial empirical support yielded instructional design principles on (a) text selection; (b) activating, annotating, and reflecting on personal life and reading experiences in writing activities; and (c) verbally sharing these experiences with others in exploratory dialogues. Limitations and implications for future studies are discussed.

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Section: The Principle Of Writing About Personal Experiencesmentioning

confidence: 99%

Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies

Schrijvers¹,

Janssen

Fialho

et al. 2018

Review of Educational Research

Self Cite

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“…To increase generalizability, the four creative tasks covered two genres: expressive and fictional-imaginative texts. Three tasks were designed for this study, a fourth was borrowed with permission from previous research (Janssen & Braaksma, 2016).…”

Section: Creative Tasksmentioning

confidence: 99%

Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance

Peze¹,

Janssen²,

Rijlaarsdam³

et al. 2021

L1 Educational Studies in Language and Literature

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The aim of this study was to gain insight into writing processes of secondary school students when confronted with fictional and expressive creative writing prompts compared to argumentative writing prompts. Twenty participants (Grade 10-11) each wrote eight texts, four based on creative prompts, the other four based on argumentative prompts, within a set time. A keystroke logging program recorded participants' writing processes. Texts were rated on global quality. Writing motivation and creativity were measured as well. Results showed that creative text production processes had specific features. Students' writing processes were faster, more stable and resulted in longer texts, and fewer revisions. Furthermore, creative as well as argumentative text quality improved if students wrote longer texts in short production cycles. Explorative analyses showed that learner characteristics correlate with writing behaviour as well as with text quality. Students wrote longer texts, had higher writing speed, and wrote better texts when they reported a more positive attitude towards writing and considered themselves more creative. Finally, students who believed in their own creative ability and/or believed that writing requires personal commitment wrote significantly better creative texts. These findings are discussed in the light of the aim to re-introduce creative writing in the Dutch curriculum.

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“…They explore the use of literature in English as a Foreign Language and second language classrooms, but also on other programmes in schools and universities, as well as in the workplace and in book groups. The contributors gather evidence using an interesting range of methods, including think-aloud protocols (Janssen and Braaksma, 2016; Vassallo, 2016), student questionnaires (e.g. Zyngier and Viana, 2016), and written reader responses (Sotirova, 2016).…”

Section: Empirical Stylisticsmentioning

confidence: 99%

The year’s work in stylistics 2016

Lugea

2017

Language and Literature: International Journal of Stylistics

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Chapter 10. Effects of creative writing on adolescent students’ literary response

Cited by 4 publications

References 27 publications

Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies

Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies

Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance

The year’s work in stylistics 2016

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