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Unit 3 Creative Writing

This document discusses creative writing for children in the Foundation Phase. It defines the differences between handwriting and writing, and what constitutes creative writing for children. It outlines the writing process including pre-writing activities, drafting, revising, editing and publishing. It emphasizes developing children's imagination and view of themselves as authors. Shared and modeled writing are recommended to teach writing structure and vocabulary.

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0% found this document useful (0 votes)
138 views27 pages

Unit 3 Creative Writing

This document discusses creative writing for children in the Foundation Phase. It defines the differences between handwriting and writing, and what constitutes creative writing for children. It outlines the writing process including pre-writing activities, drafting, revising, editing and publishing. It emphasizes developing children's imagination and view of themselves as authors. Shared and modeled writing are recommended to teach writing structure and vocabulary.

Uploaded by

mengesipretty
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ELI 301

CREATIVE WRITING
Resources:

Literacy in the
CAPS FP English
Foundation Phase
Home Language
Ch6:pages 151 -
Document
175
What is the difference between Handwriting and Writing?

HANDWRITING? WRITING ?
What constitutes Creative Writing for children?

Writing news every Monday?

“I have no news today.”


Helen McCormack
Class 1, Age 6, 1983
“Imagination Napoleon
governs the
World”
Packwood and Messenheimer (2003: 144-153)
state that writing is an instrument of metacognition
awareness and
and reflection
serious thought and understanding of
consideration one’s own thought
processes
Sampson (Sampson et al., 2003:220) states that all
children are writers, starting with squiggles which
gradually become the meaningful rendering of ideas.
This transformation can run smoothly if children are
not hamstrung by “correct spelling and letter formation.
Correct form must serve – but never – rule writing.”
Skills to be taught/Expectations for each grade according to the CAPS document

Pg 161
 reading comprehension
WRITING  process of extracting and
constructing meaning
 thinking and reasoning
 writing structure

 foster a desire to write


CLASSROOM  interesting book displays and
functional reading corners
 display learner’s work
 learners must feel that work is
appreciated
 be flexible in classroom
arrangement
The Learner as an Author

Sampson (Sampson et al., 2003:223) makes the


following statement: “when children view themselves
as authors, they begin to value their literary talents
and become critical readers and writers.”
 learners are creative artists who have
ideas to communicate through creative
writing
 allow learners to work independently
when reflecting on a task
 planning, writing drafts, publishing This Photo by Unknown Author is
licensed under CC BY-NC-ND

 allow advice from peers


 understand the teacher’s role
 refer to page 155 to see how the concept
of ‘author’ can be developed
Shared Writing

The Shared Writing activities model the writing process so that


children understand how individual letters form a word, how
separate words form a sentence, the importance of spaces
between words and the use of punctuation.

Through Shared Writing children develop an extended


vocabulary and come to understand how sentences can
be enriched by the use of interesting adjectives and
adverbs.

As children become more skilled in writing their own


sentences, introduce the concept of paragraphs.
The Development of Writing

This Photo by Unknown Author is licensed under CC BY-SA-NC

This Photo by Unknown Author is licensed under CC BY-SA

This Photo by Unknown Author is licensed under CC BY-ND


The Pre-writing Phase

Therefore NB: Writing


Development of writing is not a
environment provides
linear process
stimulation to write

children do what they see


others doing… “imitation is the
finest form of flattery” … so we
do what Mommy does, we
write a shopping list!

Learn to convey message


Emergent literacy: through the concepts of
drawing and “writing”

Goal: children become aware


that drawings can convey
P.S. Handwriting also becomes
messages and that “writing”
important here…
entails placing certain letters in
a sequence.
The progression of the writing process

Pre-writing activities
 gathering ideas about what to write
 organizing material

The actual writing task


 drafting the text
 reviewing and editing the text

“Publishing” the text


This Photo by Unknown Author is licensed under CC BY-SA-NC

This Photo by Unknown Author is licensed

Pre-writing activities
under CC BY-NC-ND

stimulate interest Ordering of text


understand the task organise ideas
organise ideas develop structure

see page 158 - 160


see page 161 - 162
6.4.4 The actual writing task (P. 171)

• Once the children have organised the


information and are clear on the
course of events they can start
writing.
• Students are not expected to
complete the whole writing process
in one session.
• Steps in the writing process:
1. Composing a draft
2. Revision and editing of writing
3. Publishing the writing
Composing a Draft
• Writing down a rough copy of the planned text.
• May use mind maps or other structures for organizing
information.
• No pressure into writing a perfect piece.
• Learners may write as many drafts as needed.
• Teachers need to ensure that they do not become despondent.
• If a learner does begin to despair due to the lengthy process, a
small part of the work can be edited and corrected until the
learner is satisfied.

CAPS: 2.7 pg
18
Revision and Editing of Writing
• This step is important because it involves the
learning process.
• Learners learn to revise and improve their own work.
• They learn a lot about their own work methods and
learning processes.
• Metacognition plays an important role in revising and
editing one’s own work.
• The first step in this process is for the learners to read
their own work and correct any mistakes.
• Checklists can be used to help learners notice and
correct their own mistakes.
• Each learner then receives a checklist.
• Use the checklist to check, revise and correct
everything on the list with regard to his own writing.
Revision and Editing of Writing
• He then makes the corrections on the draft.
• After correcting their work, learners read one
another’s writing and give and receive feedback.
• The teacher also reads the written work and gives feedback regarding:

Word Sentence
Spelling
order order
• Foundation Phase children will not rewrite their work, but rather edit by drawing a line through
unwanted words and adding text where necessary.

comprehens
Punctuation legibility ibility
Revision and Editing of Writing

• Learners may be introduced to proofreading marks at an early


stage.
• Teacher’s must also make use of proof reading when editing
learners work.
• Proof reading marks can be displayed on a poster on the wall so
that the learners can see what each symbol means.
• After proofreading, the learners implement the suggestions as a
draft or as a final product.
• The editing process is not meant to transform the writing piece
into something completely different to what the learner has started
with.
• Teachers must help learners view the editing process as an
opportunity to improve their writing and not to see fault in their
writing.
“Publishing” the writing (P. 166)

• Authentic writing is always done with a purpose.


• The purpose is to be read by a reader or an audience that it was meant
for.
• The writing has to be PUBLISHED, meaning it needs to be presented to
the audience it was meant for.
• How?
• Read writing aloud to the group
• Classroom anthologies of poems
• Stories comic strips and riddles bound and placed in the reading corner
• Learners write letters to parents
• Performing own plays
• Trying out recipes written by group members and classmates
• Writing birthday, Mothers’ day and greeting cards
• Completing competition entry forms and posting them
6.5 Accompanying grammatical skills (P. 167)

• Grammatical skills which form part of the technical aspect of writing include:
• Knowing how to spell high frequency words
• The ability to use a d i c t i o n a r y and keep a personal dictionary
• Grammatical skills also include being informed about the following:

Basic spelling
Forming plurals
rules for learners Homophones
and diminutives
to implement

Basic written conventions


(logical sequencing of
sentences, using appropriate
style, letter writing conventions)
6.6 Types of Text (P. 169)

Traditionally FP learners were only exposed to stories as a form


of text.

This limited their creativity, exposure and experience.

FP learners need to read and write authentic text from the


beginning.

They need to be taught that the aim of a writing activity


determines the text type and format.

A learners drawing is important for portraying creative thought


and convey messages.
Text Types pg169-172
Organisational and initial text Informative Reporting Expressive

• Word building activities • Writing captions • Newspaper • Drawings


• Completing sentences • Recipes reports or an • Cards
• Lists of class/other tasks • Instructions for article • Letters
• Categorisation of writing an article • Reporting on an • Descriptions
thoughts/objects • Road directions excursion • Group Stories
• Collection of pictures/graphics to • Advertisements • Reporting on an • Stories and narratives
illustrate text • Pamphlets and interview • Dialogues
• Updating of personal dictionary flyers • Discussing an • Character portrayals
Some Examples/Genres:

• Posters experiment • Jokes


• Rules for playing • Weather report • Riddles
their own game • Research report • Comic Strips
• Invitations and • Reporting on • Poems, songs and
announcements completion of prayers
• Speeches certain tasks • Diary Entries
• Biographies • Observation report • Own books from
different genres
• Radio Jingles
• Plays/radio/TV dramas
6.7 Motivation to Write (P. 173)

Congratulate learners on their work in front of the class.

Write appreciative comments next to their work.

Paste stickers or starts next to their work.

Achievement sticker chart on the wall.

Exhibit their work in the “writers corner”

Send their work to neighbouring classes to read.

Invite parents to occasions where their children can read their work
to them.

Send their work for publication in children's magazines.


6.7 Assessing Writing (P. 174)

The CAPS document has specific instructions


regarding the formal assessment of written tasks.

When the learners creative writing is assessed, it is


not only the end product that is being assessed.

Their participation in the process is also assessed


especially in grade 3.

Refer to pg 174 for example of assessment rubrics for


gr 1 and 3
Additional references:

• Martin, P. 2005. Phillip Martin Free ClipArt. Available from


http://www.phillipmartin.info/clipart/homepage.htm [accessed on 20 January 2014].
• Pinterest. 2014. [online] Authors Chairs by Sherry Dorman. Accessed from
https://www.pinterest.com/sherrydorman/authors-chair/ [accessed on 1 February 2015].

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