creative writing assignments

creative writing assignments

The Importance of Creative Writing Assignments

1. The Benefits of Creative Writing

Our students are unique individuals, so it makes sense that some students learn better through non-linear and creative education. Using creative writing as a teaching technique allows students who are not as vocal with class participation to still show understanding in the subject material. “As an art form, writing is especially valuable to students who are preparing for careers that will require them to express their ideas with clarity” (Rainer). In today’s workforce, the ability to communicate effectively with the written word is a skill that is highly sought after by employers. By teaching students to be more creative and expand their critical thinking, we are preparing them to be more competitive in their future. Overall, creative writing will help students not only in English and literacy no matter what age they are, but transcend into their other coursework and throughout their lives.

2. Techniques for Engaging Creative Writing Assignments

– Make it personal: It should go without saying that students will be more engaged in writing if the topic is something they care about. However, personal engagement can go much deeper. One way to do this is to assign writing in role. For example, an 8th grade social studies teacher I know has students write from the perspective of a soldier in the Civil War. An assignment in science class could be to write from the point of view of an atom, or a planet, or a lab rat! Writing in role can allow students to pursue interests in fiction while still meeting objectives for factual learning. Another way to engage students personally is to bring in their own experiences. Assignments can be designed to link with a field trip, a special event, a book the class is reading, or some other experience going on in the lives of the students.

– Utilize media: Students today are constantly surrounded by media of all kinds. They are familiar with and often fans of music, TV shows, movies, video games, commercials, etc. Assign writing that imitates a specific genre of media. For example, students might create a podcast, advertisement, or Public Service Announcement. Have students put together a blogging group and write posts on a common topic. Writing movie or TV show reviews can be a fun way to engage students in persuasive writing. The possibilities are endless. A good way to introduce assignments of this nature is to share examples of the media that is to be imitated and have a discussion about the features of that genre.

– Have a clear audience in mind. Authors are always writing for a specific purpose and to a specific audience. To fully engage students in this concept, consider assigning an audience other than the self (teacher). For example, an assignment in which students write a letter to a government official about a policy they find to be unjust will engage students much more than an assignment to explain the policy to the teacher. Try having students address their writing to other students, parents, or community members. This can be a great way to involve more authentic writing experiences with real purposes behind them. If the assignment must be directed at the teacher, suggest students send an email or letter to the teacher at home with their thoughts.

In order to capture students’ attention and keep them engaged in the writing process, consider the following techniques when designing your writing assignments:

3. Incorporating Different Genres in Creative Writing Assignments

Creative writing is a complex art form, and even a skilled writer may struggle to produce engaging work in an unfamiliar genre. Assigning a different genre to each writing task is an effective way to bolster critical thinking. Genre has been described as “a term for any class of literature” and as “the most unruly term in the literary nomenclature” (Adapted from Corbett, 1990; Duffey, 2006). There is a substantial disagreement as to which types of writing should be included under the heading of “genre.” It is generally agreed, however, that writing is defined by its genre and that a familiarity with a particular genre is associated with certain forms and conventions, meaning certain levels of creativity. The blurring of genre boundaries that has occurred in the past few decades represents both a challenge to and an opportunity for writers and writing teachers. Writing Journal Teacher may have difficulty deciding what assignments are appropriate for a given genre. A play, for example, is often viewed as a model for student performance, yet it may be best understood as a series of texts to be read, analyzed, and possibly performed. Understanding the various genre options can aid the teacher in creating assignments that facilitate student learning.

4. Promoting Critical Thinking through Creative Writing

Creative writing has often been promoted as a process of coming to know. One of the most important aspects of writing is having the ability to think critically. With the increase in standardized testing and the more rigid marking schemes, creative writing has suffered. Teachers are encouraged not to teach creativity, as more often than not, it means an increase in workload. Depending on the school, creativity is often not an assessed value and may not be a priority for the school year. Yet creative writing has an importance in education and has a major impact on the thinking process. Critical thinking is often a desired outcome of education, yet is not taught. Creative writing can be a vehicle for the promotion of critical thinking. Writing as a means to generate and clarify ideas is a powerful way to learn. When we encourage students to write creatively, we are inviting them to express themselves more openly and fully, addressing the heart of the matter in a manner that is uniquely theirs. This is an opportunity to put a greater amount of cognitive resources to understanding. The writer is engaged in a process of discovery, attempting to clarify what is understood in their own minds, as well as attempting to communicate this understanding to others. The act of writing involves a complex and engaging set of cognitive processes, which all involve critical thinking. With creative writing, outcomes are uncertain so it is more the thinking process rather than the end product which is important. Creative writing can also require a certain amount of suspension of judgment or outcome. This is an important skill for critical thinkers to develop. In writing creatively there are many solutions to a problem, and it is the process of weighing the outcomes of each solution that can lead to much deeper thinking on an issue. This is a useful skill for exploratory writing on issues that have no clear answer.

5. Assessing and Providing Feedback on Creative Writing Assignments

In traditional written feedback, teachers write comments in the margins of the work and a summative comment at the end (e.g. ‘This is a C grade essay’). However, the quality of written feedback is often disappointing with students sometimes only looking at the final mark and then putting the essay away without further thought. An alternative approach is to use audio or video feedback. This is more time consuming in the short-term and may require acquisition of new skills, but it can be a very effective way of conveying constructive criticism and praise, while giving work a ‘human’ and individualized feel. It also avoids misunderstandings based on a ‘tone’ perceived within written comments. If you do not wish for feedback to be purely summative and you are using a criterion-referenced method of assessing a creative writing assignment, you may wish to only give feedback on certain criteria. This can be done by coding and highlighting within the work or via a feedback sheet.

Assessing creative writing is subjective and creative work is notoriously difficult to assess. However, the verbal, structured, informed judgment of an experienced practitioner is a necessary part of any assessment process. In its most basic form, assessment is the judicious use of information to improve student performance. It is one part of the teaching-learning process. If students do not understand the learning objectives and how they will be assessed, it is unlikely that they will achieve at their highest level. A straightforward way of enhancing student understanding of how they will be assessed is to negotiate criteria and standards. This can be an enlightening experience in the context of a creative writing assignment because it puts ‘good’ and ‘bad’ work under the spotlight and, through discussion and feedback, enables students to apply their analytical skills to their own and others’ work.