A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students
Abstract
:1. Introduction
2. Innovative Pedagogical Approach to Creative Writing Skills
2.1. Creative Writing between Pedagogical Practices and the Tradition of the Workshop Model
- (a)
- This is a form of communication of an experience because it is based on the personal experiences of the authors and their ability to convey them through the words of the readers.
- (b)
- Creative writing is not exclusive, it is not academic, and it does not require a major. Therefore, it is accessible, comprehensive, and addressed to a wide audience.
- (c)
- The content of creative writing is unified with the idea and feeling it wants to convey and represents. Creative writing is recognized for its freedom of form. A text can only be built from a list of words if they together convey a unified message, a feeling, or a state that the author wants to communicate to the reader.
- (d)
- Creative writing forces the writer to be honest, open, and free. To be creative, writing requires a subjectivity that technical and scientific texts lack.
- (e)
- Likewise, creative writing can communicate a moral concept, but is not defined by its presence in the text.
2.2. Creative Writing Skill
- -
- Imitative writing involves the fundamental skills that students should be able to achieve, including writing letters, words, punctuation, and simple sentences. Additional activities of writing words in the blanks in a list and solving a spelling test can be proposed.
- -
- Intensive writing involves concern for selecting the right word for a particular context. The main activities include grammatical transformation such as changing all verbs to the past tense, sequencing pictures, describing pictures, completing short sentences and ordering tasks.
- -
- Responsive writing is differentiated by the development of sentences in paragraphs. Specific activities include the development of short reports and summaries.
- -
- Extensive writing is characterized by the effective use of all procedures and techniques. The main activities are those of writing an essay, producing a paper, and drawing up a report, a research project or even a thesis. The student is able to clearly formulate the purpose, objectives, main ideas, and conclusions in order to write a coherent paper.
2.3. Current Studies on the Investigation of Creative Writing Skills in Primary Education
2.4. The Pedagogical Model Based on the Development of Creative Writing Skills
- -
- general competences at the level of the language and literature discipline, which fulfill the function of orientation, planning of the instructional–educational activity [39];
- -
- curricular contents, which fulfill the function of designing the activity;
- -
- didactic strategies, which fulfill the function of implementing didactic methods, appropriate techniques, didactic means and forms of organization for the fulfillment of educational objectives;
- -
- school evaluation, which fulfills the function of the regulation–self-regulation of the educational activity.
2.5. Research Objectives and Hypotheses
3. Methods
3.1. Participants
3.2. Research Instrument
3.3. Research Procedure
3.4. Data Analysis
3.5. Research Ethics
4. Results
Descriptive Statistics
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Creative Writing Skills Assessment Tests
Appendix B
Components | Needs Improvement | In Development | Above Average | Excellent |
---|---|---|---|---|
1. Narrative voice | The voice is crafted through the use of a language and vocabulary that are poor, inadequate for actions and emotions. | The voice is crafted through the minimal use of a rich and flexible language and vocabulary, suitable for actions and emotions. | An original voice is crafted through multiple uses of a rich, flexible language and vocabulary, suitable for actions and emotions. | An original voice is crafted through the maximum use of a rich, flexible language and vocabulary, suitable for actions and emotions. |
2. Characterization | Readers are directly told about a character without any explanation of the character’s thoughts and actions, contributing nothing to the story’s meaning. | Readers are often directly told about a character with minimal explanations of the character’s thoughts and actions, contributing to the story’s meaning at a minimal level. | Characters are sometimes revealed indirectly through their physical appearance, actions, thoughts, dialogue, setting, and symbols, contributing to the story’s meaning at an acceptable level. | Characters are often revealed indirectly through their physical appearance, actions, thoughts, dialogue, setting, and symbols, contributing to the story’s meaning at a maximum level. |
3. Mood and Atmosphere | The actions, thoughts, dialogues of characters, and the setting in the story are presented using inappropriate language and vocabulary that does not contribute in any way to creating the intended mood and atmosphere. | The actions, thoughts, and dialogues of characters, as well as the setting in the story, are rarely presented using language and vocabulary that contribute to creating the intended mood and atmosphere. | The actions, thoughts, and dialogues of characters, as well as the setting in the story, are often presented using language and vocabulary that contribute to creating the intended mood and atmosphere. | The actions, thoughts, and dialogues of characters, as well as the setting in the story, are often presented using language and vocabulary that contribute to creating the intended mood and atmosphere. |
4. Language and Technical Aspects of Writing | Rules regarding punctuation, spelling, and grammar are followed to a minimal level, and there are numerous errors. | There is a higher number of grammatical, punctuation, and spelling errors. | There are only a few grammatical, punctuation, and spelling errors. | The writer adheres to punctuation, spelling, and grammar rules to a maximum level, and there are no errors. |
5. Dialogue | Dialogues are never used to develop characters; they are used as filler to decorate the story. | Dialogues help in character development, introduce a sense of tension, create scenes, and guide the actions in the story to a minimal level. | Dialogues help in character development, introduce a sense of tension, create scenes, and guide the actions in the story to an acceptable level. | Dialogues help in creating characters, introduce tension, create scenes, and direct actions in the story to a maximum level. |
6. Story | No preliminary presentation of characters and settings, no dialogue, summary, mention, or detail is used before introducing any conflict, without connecting and disconnecting patterns or the difficulty and effort of overcoming them. | An initial presentation of characters and settings, dialogue, a brief summary, mention, or detail is seldom presented before introducing any conflict, with connecting and disconnecting patterns, the difficulty and effort to overcome them are presented to a minimal level in the story. | An initial presentation of characters and settings, dialogue, a brief summary, mention, or detail is often presented before introducing any conflict, with connecting and disconnecting patterns, the difficulty and effort to overcome them, presented to an acceptable level in the story. | An initial presentation of characters and settings, dialogue, a brief summary, mention, or detail is always presented before introducing any conflict, with connecting and disconnecting patterns, the difficulty and effort to overcome them, presented to a maximum level in the story. |
7. Setting | The setting does not convey information and emotion; if information or emotion is conveyed through the setting, it is in total discord with the story’s purpose. | The setting conveys information and emotion, evokes the mood, and signals change to a minimal level, deviating from the story’s intended purpose. | The setting presents both information and emotion, evokes the mood, and signals change to an acceptable level, somewhat aligning with the story’s intended purpose. | The setting presents both information and emotion, evokes the mood, and signals change to a maximum level, perfectly aligning with the story’s intended purpose. |
8. Image | Concrete and meaningful details that appeal to the senses and suggest ideas beyond the surface are not utilized. | Concrete and meaningful details that appeal to the senses and suggest ideas beyond the surface are used to a minimal level. | Concrete and meaningful details that appeal to the senses and suggest ideas beyond the surface are used to an acceptable level. | Concrete and meaningful details that appeal to the senses and suggest ideas beyond the surface are used to a maximum level. |
9. Plot | Actions, events, and scenes are arranged in an illogical order, while a large number of irrelevant factors that do not contribute to the progress of the plot are included. | Actions, events, and scenes are arranged in a somewhat acceptable order, while several irrelevant factors that do not contribute to the progress of the plot are included. | Actions, events, and scenes are arranged in an acceptable order, while a few irrelevant factors that do not contribute to the progress of the plot are included. | The plot of the story has artistic unity. Actions, events, and scenes are arranged in a logical order, while irrelevant factors that do not contribute to the progress of the plot are not included. |
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Experimental group N = 73 students | Gender: 38 female and 35 male |
Age: 49 10-year-olds and 24 11-year-olds | |
Participation in Romanian language and literature competitions: 59 yes, 14 no | |
Reading frequency variable: 33 daily, 21 weekly, 7 monthly and 12 very rarely | |
Control group N = 73 students | Gender: 43 female and 30 male |
Age: 58 10-year-olds and 15 11-year-olds | |
Participation in Romanian language and literature competitions: 52 yes, 21 no | |
Reading frequency variable: 19 daily, 31 weekly, 15 monthly and 8 very rarely |
Period | Activities | Components of Creative Writing Skills | Creative Writing Methods and Techniques |
---|---|---|---|
3–21 October 2022 | Tell an interesting story, Tell a boring story, Tell a dream, Tell a picture | Narrative voice | Concept maps [54] |
31 October–18 November 2022 | Describe the hero of the story, Personality of the hero, Name of the hero, Positive characters, Negative character, Create an imaginary character | Characterization | Author’s query [55] The text comment method [56] |
21–29 November– 5–9 December 2022 | Play with different happenings in your life, Overcome challenges, Keep readers entertained | Mood and atmosphere | Author’s query [55] The method of performing reading [57] |
12–22 December 2022 9–13 January 2023 | Write a story, Ocean Corner, Woodland, Desert Valley | Language and writing techniques | Role/audience/form/theme [58] |
16 January–3 February 2023 | Stage, Emotion Detective, Sugar Land, Dream Car | Dialogue | The text comment method [56] Circular review [58] |
6–17 February 27 February–3 March 2023 | Think of different worlds, Outer Space, Scary Spectral City | Narrative | The hourglass method [59] Circular review [58] |
6–24 March 2023 | Describes the story world, Mega-metropolis, Animal Kingdom | Setting | Reading technique with written text drafting [60] |
27 March–5 April 2023 19–21 April 2023 | Magical objects, Punctuation park, Favorite food mountain | Image | The text comment method [56] |
24 April–12 May 2023 | Disturbance of equilibrium, Obstacles that the villain puts in the hero’s way, Unexpected events and characters | Plot | The method of performing reading [57] |
The Level of Development | Frequency | Percent | Valid Percent | Cumulative Percent |
---|---|---|---|---|
Needs improvement | 17 | 11.6 | 11.6 | 11.6 |
Developing | 125 | 85.6 | 85.6 | 97.3 |
Above average level | 4 | 2.7 | 2.7 | 100.0 |
Total | 146 | 100.0 | 100.0 |
Mean | N | Std. Deviation | Std. Error Mean | ||
---|---|---|---|---|---|
Experimental group (EG) | Pre-test | 1.96 | 73 | 0.389 | 0.045 |
Pos-test | 3.15 | 73 | 0.593 | 0.069 | |
Control group (CG) | Pre-test | 1.98 | 73 | 0.158 | 0.018 |
Pos-test | 2.01 | 73 | 0.228 | 0.021 |
Paired Differences | t | df | Sig. (2-Tailed) | |||||
---|---|---|---|---|---|---|---|---|
Mean | Std. Deviation | Std. Error Mean | 95% Confidence Interval of the Difference | |||||
Lower | Upper | |||||||
Experimental group | −1.192 | 0.490 | 0.057 | −1.306 | −1.077 | −20.764 | 72 | 0.000 |
Control group | −0.023 | 0.146 | 0.019 | −0.058 | 0.009 | −1.318 | 72 | 0.137 |
Components | Intervention Stages | Mean | N | Std. Deviation | Std. Error Mean | |
---|---|---|---|---|---|---|
Narrative voice (1) | EG | Pre-test | 2.01 | 73 | 0.353 | 0.041 |
Post-test | 3.26 | 73 | 0.553 | 0.065 | ||
CG | Pre-test | 2.00 | 73 | 0.167 | 0.020 | |
Post-test | 2.03 | 73 | 0.234 | 0.027 | ||
Characterization (2) | EG | Pre-test | 1.64 | 73 | 0.562 | 0.066 |
Post-test | 3.04 | 73 | 0.633 | 0.074 | ||
CG | Pre-test | 1.52 | 73 | 0.503 | 0.059 | |
Post-test | 1.53 | 73 | 0.502 | 0.059 | ||
Mood and atmosphere (3) | EG | Pre-test | 1.96 | 73 | 0.389 | 0.045 |
Post-test | 3.15 | 73 | 0.593 | 0.069 | ||
CG | Pre-test | 2.00 | 73 | 0.167 | 0.020 | |
Post-test | 2.03 | 73 | 0.234 | 0.027 | ||
Language and technical aspects of writing (4) | EG | Pre-test | 2.56 | 73 | 0.500 | 0.058 |
Post-test | 3.41 | 73 | 0.523 | 0.061 | ||
CG | Pre-test | 2.52 | 73 | 0.503 | 0.059 | |
Post-test | 2.55 | 73 | 0.501 | 0.059 | ||
Dialogue (5) | EG | Pre-test | 1.18 | 73 | 0.385 | 0.045 |
Post-test | 3.21 | 73 | 0.526 | 0.062 | ||
CG | Pre-test | 1.32 | 73 | 0.468 | 0.055 | |
Post-test | 1.48 | 73 | 0.556 | 0.065 | ||
Narrative (6) | EG | Pre-test | 1.97 | 73 | 0.372 | 0.043 |
Post-test | 3.26 | 73 | 0.528 | 0.062 | ||
CG | Pre-test | 2.43 | 73 | 0.498 | 0.046 | |
Post-test | 2.44 | 73 | 0.496 | 0.048 | ||
Setting (7) | EG | Pre-test | 1.99 | 73 | 0.514 | 0.060 |
Post-test | 3.01 | 73 | 0.514 | 0.060 | ||
CG | Pre-test | 1.65 | 73 | 0.612 | 0.068 | |
Post-test | 1.68 | 73 | 0.617 | 0.070 | ||
Image (8) | EG | Pre-test | 1.93 | 73 | 0.451 | 0.053 |
Post-test | 3.00 | 73 | 0.500 | 0.059 | ||
CG | Pre-test | 2.51 | 73 | 0.502 | 0.053 | |
Post-test | 2.53 | 73 | 0.504 | 0.055 | ||
Plot (9) | EG | Pre-test | 1.78 | 73 | 0.507 | 0.059 |
Post-test | 2.86 | 73 | 0.535 | 0.063 | ||
CG | Pre-test | 2.12 | 73 | 0.179 | 0.031 | |
Post-test | 2.23 | 73 | 0.246 | 0.042 |
Paired Differences | t | df | Sig. (2-Tailed) | ||||||
---|---|---|---|---|---|---|---|---|---|
Mean | Std. Deviation | Std. Error Mean | 95% Confidence Interval of the Difference | ||||||
Lower | Upper | ||||||||
Narrative voice | EG | −1.247 | 0.434 | 0.051 | −1.348 | −1.145 | −24.541 | 72 | 0.000 |
CG | −0.027 | 0.164 | 0.019 | −0.066 | 0.011 | −1.424 | 72 | 0.159 | |
Characterization | EG | −1.397 | 0.571 | 0.067 | −1.530 | −1.264 | −20.906 | 72 | 0.000 |
CG | −0.014 | 0.117 | 0.014 | −0.041 | 0.014 | −1.000 | 72 | 0.321 | |
Mood and atmosphere | EG | −1.192 | 0.490 | 0.057 | −1.306 | −1.077 | −20.764 | 72 | 0.000 |
CG | −0.027 | 0.164 | 0.019 | −0.066 | 0.011 | −1.424 | 72 | 0.159 | |
Language and technical aspects of writing | EG | −0.849 | 0.462 | 0.054 | −0.957 | −0.742 | −15.720 | 72 | 0.000 |
CG | −0.027 | 0.164 | 0.019 | −0.066 | 0.011 | −1.424 | 72 | 0.159 | |
Dialogue | EG | −2.027 | 0.687 | 0.080 | −2.188 | −1.867 | −25.228 | 72 | 0.000 |
CG | −0.164 | 0.373 | 0.044 | −0.251 | −0.077 | −3.764 | 72 | 0.000 | |
Narrative | EG | −1.288 | 0.485 | 0.057 | −1.401 | −1.174 | −22.669 | 72 | 0.000 |
CG | −0.019 | 0.151 | 0.007 | −0.056 | 0.011 | −1.387 | 72 | 0.148 | |
Setting | EG | −1.027 | 0.164 | 0.019 | −1.066 | −0.989 | −53.405 | 72 | 0.000 |
CG | −0.031 | 0.270 | 0.029 | −0.057 | .032 | −1.146 | 72 | 0.455 | |
Image | EG | −1.068 | 0.385 | 0.045 | −1.158 | −0.979 | −23.729 | 72 | 0.000 |
CG | −0.023 | 0.164 | 0.018 | −0.062 | 0.022 | −1.411 | 72 | 0.153 | |
Plot | EG | −1.082 | 0.400 | 0.047 | −1.175 | −0.989 | −23.129 | 72 | 0.000 |
CG | −0.032 | 0.175 | 0.027 | −0.078 | 0.021 | −1.498 | 72 | 0.211 |
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Vicol, M.-I.; Gavriluț, M.-L.; Mâță, L. A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students. Educ. Sci. 2024, 14, 91. https://doi.org/10.3390/educsci14010091
Vicol M-I, Gavriluț M-L, Mâță L. A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students. Education Sciences. 2024; 14(1):91. https://doi.org/10.3390/educsci14010091
Chicago/Turabian StyleVicol, Marta-Iuliana, Monalisa-Laura Gavriluț, and Liliana Mâță. 2024. "A Quasi-Experimental Study on the Development of Creative Writing Skills in Primary School Students" Education Sciences 14, no. 1: 91. https://doi.org/10.3390/educsci14010091