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Most children enter the school with a natural interest in the Scripture, an inherent need to express themselves in words (Graves, 1983). Couple with the love of a child at stories and children's rhymes - who did not lose a goggle-eyed group of kindergaria in the world of imagination when their teacher reads them a favorite story or a kindergartenreim? - And you have the basis for building an emotionally included and intellectually stimulating creative writing program for your students. This article should help teachers with this task.

The need for creative writing

tompkins (1982) suggests, seven reasons why children should write stories (these reasons of course also for writing poetry):

  • to maintain
  • to promote artistic expression
  • to explore the functions and values ??of the letter
  • to stimulate the imagination
  • to clarify thinking
  • to search for identity
  • to learn to learn and write

With these compelling reasons, it is difficult not to justify that no creative letter writes an important part of the primary school place day. It is important that the reasons for writing administrators and parents can be clarified who can automatically categorize the creative letter as a mere frivolous game, something that is the recess.

While writing should certainly be pleasant, and children should have opportunities to choose their own compartments and writing methods, the importance of creative writing in the development of children cognitive and communication skills can not be underestimated (Tompkins, 1982).

Suggestions for writing history

One of the most difficult questions for creative scooters answers: "What is a story?" Most children, at the time when they reach a primary school, were read by the first time, and then by reading alone on hundreds of stories, and this can have an intuitive feeling at this point what "as a story appears" and what not.

This "story scores" varies in a degree for each student, and it's not something that can be instructed to automatically take place. A sense of what is a story can be strengthened during the lesson reading of stories, and also important in the asphalt disk.

If students are helpful in these discussions, they can begin to see similarities and differences between books of different types of writing and content, and begin to make a performance of shapes and structures where stories generally follow.

Feedback about children's writing

Many teachers, especially those who have not recorded extensive college course work in English or creative font, do not feel sure if they lend their students' creative writing a feedback on the writing of students. You do not want to have the creativity or expression of the students, and can even feel that the recognition of writing is so subjective that comments that are critical at all can be unfair.

The write workshop, long standby mode of college creative write programs, can also be adapted to the lessons of elementary students.

With the students read the work of the other and comments that it can help both the reader and the writer. Writers are provided to their work an audience, and for many children comments from their colleagues will participate in a way in which the comments of a teacher are not. The reader can pick up with the fiction techniques that may not be apparent to read a professionally published book, and will have an emotional investment in reading and understanding the work that do not offer other types of reading.The writing workshop can continue to be the type of critical thinking skills that students are already encouraged to use in other aspects of their learning.

Many teachers report about it, surprised by the knowledge and quality of the peer feedback, which is a product of the writing workshop is surprised. As with a lot of student interaction, this feedback must of course be modeled and monitored.

Assessment of the student writing

As already mentioned, many teachers see creative letters as "impossible to fill" and think that every form of the evaluation is necessarily subjective and therefore is often unfair. In connection with this faith, think that if the work The student can not be judged fairly, no way to monitor their growth and progress exactly.

Glazer (1994), confirms these worries, but argues that the evaluation can be practical, useful and fair, provided that the teacher clearly communicates consistent criteria for the rated work - criteria focused on writing skills such as description, organization and punctuation - Instead of relying on the general "impression" of the teacher of the quality of work or for comparison with other student work.

These criteria can be tailored to specific student strengths and weaknesses and can be modified when the child's skills develop. Glazer offers an example of a "framework", a collection of several of these criteria that you use to assess the student's writing.

Publishing Student Writing

Many teachers consider the publication in any form as a useful and satisfactory conclusion of a unity of writing. A finished version of the work of the student can often be a source of pride to the student, and a way to share the peculiarity of creative writing with his family. The publication also offers motivation for a student to carry out additional work of revision and proofreading that could otherwise be missing.

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