Article published in:Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 193–212
Chapter 10. Effects of creative writing on adolescent students’ literary response
This chapter examines whether creative writing prior to reading influences students’ reading process and appreciation of short stories. Participants were 53 fifteen year old students, assigned to two conditions. In the writing condition students composed their own stories, and then read the authors᾽ stories while thinking aloud. In the non-writing condition they responded to the stories without writing. Think aloud responses were analyzed for the (meta)cognitive and affective reading activities students displayed. Story appreciation was measured by a questionnaire. Results indicate that the creative writing group showed more emotional engagement during reading than the non-writing group. Moreover, the creative writing group appreciated the stories more after reading than did the non-writing group. This suggests that writing as a pre-reading activity may positively influence students’ reading engagement.
Keywords: creative writing, literary response, predicting story content, writing to learn
Published online: 22 July 2016
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