Creative Writing and an Overlooked Population

Blythe, Hal; Sweet, Charlie

doi:10.1080/14790720508668950

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…Researchers studied the writing process of students at the high school level, which included writing speed, thinking pauses, writing fluency and the time needed in the revision stage before the written product was declared complete. In addition, this study also assessed aspects of the final product of students' writing, including the number of words, complex clauses, and narrative structure (Beck, 2004;Blythe & Sweet, 2005;Brayfield, 2009). From this research, it was found that there is a significant correlation between the components of the writing speed process and the percentage of complex clauses with the quality of the final product of students' writing.…”

Section: Writing Using a Computermentioning

confidence: 96%

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

Andriani

Syihabuddin²,

Sastromiharjo

et al. 2022

IJLTER

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This study aims to study the relationship between the writing process through an online learning system and students' writing products. This study also studied cognitive factors in the process component and the final product of writing. The study used a factorial analysis design because it aims to determine what factors contribute significantly to narrative writing skills. The students who became the sample were 125 students comprising 60 males and 65 females. The research findings show that the writing process component has a significant contribution to the quality of students' narrative writing. The process components that affect the quality of narrative writing are spelling ability and the number of revisions made by students. Cognitive components that affect students' writing skills are oral language skills, reading skills, selective attention, capitalization, and spelling. Thus, this component of the process of writing narrative text is only correlated with the cognitive abilities of spelling and reading, in contrast to the quality of the final product which is correlated with spoken language skills, attention, and working memory. The implication of this research is to strengthen the cognitive role in narrative writing; teachers must encourage students to be active in spoken language and optimize reading teaching in the learning process.

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Section: Writing Using a Computermentioning

confidence: 96%

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

Andriani

Syihabuddin²,

Sastromiharjo

et al. 2022

IJLTER

View full text Add to dashboard Cite

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“…Others however, insisted that without specific instruction focusing on criteria for task completion (e.g. forms or checklists for evaluating organization or style) peers would not be able to give more than superficial feedback, which was not regarded as supportive in improving their partners" texts (Beach 1989;Bishop, 1990;Gere & Abbott, 1985;Neubert & McNelis, 1990). Freedman (1985) concluded from a National survey on writing instruction with peer response that many teachers experience difficulties getting students to respond effectively to each other's writing.…”

Section: Introductionmentioning

confidence: 99%

Writing with peer response using genre knowledge : a classroom intervention study

Hoogeveen¹

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İlkokul Öğretmenlerinin 4. Sınıf Öğrencilerinin Yaratıcı Yazma Becerilerini Geliştirmeye Dönük Sınıf İçi Faaliyetleri ve Değerlendirme Yöntemleri

Acar,

Öztürk

2024

Sakarya Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, ilkokul öğretmenlerinin 4. sınıf öğrencilerinin yaratıcı yazma becerilerini geliştirmeye dönük sınıf içi faaliyetleri ve değerlendirme yöntemlerini belirlemektir. Araştırma için nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu, 2022-2023 eğitim öğretim yılında Milli Eğitim Bakanlığına bağlı resmi okullarda görev yapmakta olan, 14 kadın 11 erkek toplamda 25 sınıf öğretmeninden oluşmaktadır. Veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Yarı yapılandırılmış görüşme formundan elde edilen veriler içerik analizi yöntemi ile incelenmiştir. Araştırma sonuçlarına göre; öğretmenler öğrencilerinin yaratıcı yazma becerilerini geliştirmede en çok gösteri ve beyin fırtınası yöntemlerini kullandıklarını, sınıf içerisinde ise en fazla şiir, kompozisyon, mektup yazma, bir filmin ya da metnin sonunu tamamlatma, atasözü ve deyimleri kullanarak yazma gibi çeşitli yazma çalışmaları yaptıklarını belirtmişlerdir. Öğretmenlerin öğrencilerinin yazılarını değerlendirirken en çok portfolyo, kontrol listesi ve dereceli puanlama anahtarını kullandıkları, öğrencilerinin yazılarını değerlendirme sırasında en fazla imla kuralları ve noktalama işaretlerinin kullanımına, yazıdaki anlam bütünlüğüne ve yazının biçimsel özelliklerine dikkat ettikleri sonucu elde edilmiştir.

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Creative Writing and an Overlooked Population

Cited by 3 publications

References 1 publication

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

The Role of Writing Process Components and Cognitive Components in Improving the Quality of Narrative

Writing with peer response using genre knowledge : a classroom intervention study

İlkokul Öğretmenlerinin 4. Sınıf Öğrencilerinin Yaratıcı Yazma Becerilerini Geliştirmeye Dönük Sınıf İçi Faaliyetleri ve Değerlendirme Yöntemleri

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