Creative writing pedagogy: can it be altered to increase the engagement of reluctant writers with the writing process?

McGrogan, N (2014) Creative writing pedagogy: can it be altered to increase the engagement of reluctant writers with the writing process? In: UKLA 50th International Conference, 4-6 July 2014, University of Sussex, UK.

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Abstract

This study was undertaken to determine if a collaborative approach to writing increases pupils' engagement with the creative writing process. Twenty-eight mixed gender year 4 pupils were followed over a ten month period to determine levels of engagement, and four boys were identified as reluctant writers who had not greatly responded to literacy pedagogy during the year. With these pupils as a focus group, creative writing pedagogy was altered and the pupils observed and interviewed to determine any subsequent engagement with the process. Collaborative writing sessions were introduced and observations of the class as a whole indicated increased levels of engagement from all pupils. The focus group showed increasingly positive learning behaviours, with evidence of greater determination to engage with the process and an increased focus when undertaking subsequent independent writing tasks. Interviews indicated increased motivation and confidence in independent writing and enjoyment during collaborative sessions. Such outcomes indicate that a collaborative writing process as part of creative writing pedagogy has a positive impact on the engagement of all pupils, including reluctant writers.

Item Type: Conference or Workshop Item (Lecture)
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Conference presentation available below.

Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Institute for Education
Date Deposited: 10 Oct 2018 10:11
Last Modified: 10 Oct 2018 10:11
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