Model Texts or Visual Prompts? Which Teaching Strategy Better Influences Students’ Creative Writing?
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Date
2018-04
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Publisher
The British University in Dubai (BUiD)
Abstract
Creative writing as a subgenre has been described as an emerging teaching discipline, and its teachability has been the concern of many academics. TESOL teachers face additional obstacles in this field since they deal with teaching the production of original and highly poetic pieces that are written in students’ L2. The purpose of this study was to explore two different teaching methodologies, model texts and visual prompts, employed in the creative writing classroom to measure the effectiveness of each on influencing students’ creativity. The embedded design of this study encompassed class observations, the rating and analysis of student samples through descriptive statistical scores and written feedback, and a post-production interview with selected students to explore the effect of the teaching methodology as well as external factors that may have influenced their writing choices. The preliminary results revealed that subjecting student writers to a model text prior to exposing them to a writing task results in more creative pieces. To deeper comprehend the influence of each teaching method on students’ creativity, further class observations should be conducted, more samples must be analyzed, and external influences in addition to achievement level should be unified among participants to yield more rounded results.
Description
DISSERTATION WITH DISTINCTION
Keywords
model texts, visual prompts, teaching strategy, creative writing, TESOL teachers