Creative writing resources year 2

What have the writers of the stories done to make the stories interesting?

1.4 Creative Writing (NCEA English) - My First Crush - Drive Resources

Which words or phrases have the writers used to describe the characters or events in their stories? Ask the students to brainstorm and decide what they would like to write their class story about. The story can be about animals, people, plants, minerals, countries, cities… anything. Split the students into mixed-ability groups and ask each group to brainstorm and create one event.

Guide the groups in drawing illustrations suitable for their parts as well. Join the parts of the story together and let the class re-read the story in groups to ensure that it is coherent. A short, thin man was standing in front of a big box. His big eyes were popping out and his mouth was full of saliva. I will no longer be hungry, skinny and weak. Suddenly a large woman appeared from nowhere. She lifted the heavy box as if it were empty, and ran away with it as fast as the wind.

He looked at the policemen and then turned around again, but the woman and the box had disappeared. Provide a selection of poems for your students and have a class discussion on what is special about them. Your objective is to have your students identify points such as unusual combinations of words, use of rhyming words, special comparisons like similes and metaphors, and so on, with examples from the poems.

The students now need to practise using their imagination to compose something creatively. You can begin with simple activities such as making a list of rhyming words, then combining or using them in creative and unusual ways and making short verses with them. Let the students use the words in interesting and usual expressions that describe something object or action creatively; for example, similes such as burning like heat or metaphors such as an icy sheet.

This unit has familiarised you with the techniques of developing creative writing skills in your students. These techniques included retelling a story orally and in writing, as well as the process of shared writing. Your students will also have learned how to practise writing short stories and simple poems. Has this unit added anything to your knowledge about creative writing and how to promote it amongst your students?

Creative writing is any composition — fiction, poetry, or non-fiction — that expresses ideas in an imaginative and unusual manner. Creative texts are texts that are non-technical, non-academic and non-journalistic, and are read for pleasure rather than for information. In this sense, creative writing is a process-oriented term for what has been traditionally called literature, and includes novels, epics, short stories and poems.

Creative texts may be descriptive, narrative or expository, based on personal experiences or popular topics.

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Any kind of writing that involves an imaginative portrayal of ideas can be called creative writing. It encourages them to think beyond the ordinary, and to use their imagination to express their ideas in their own way. Learning about creative writing also makes students familiar with literary terms and mechanisms such as sound patterns or metaphors. This, in turn, can help students to improve their command over the resources of language — for example, vocabulary, sentence patterns and metaphorical expressions — when composing their own creative work.

It is taught by taking students through a series of steps that demonstrate the process of writing. As a first step, students are introduced to a range of fictional and non-fictional texts, with their attention being drawn to the distinctive structural and linguistic features of each text. They are also sensitised to the purpose, audience and context for which specific texts are written. The students are then given practice in the use of linkers, connectives and other semantic markers that are used to connect and present ideas logically in a text.

Typical semantic markers in narrative texts are words such as because, although, when, where, since and so on; they perform various functions in the text, such as showing time relationships, cause and effect relationships, conditions, sequence of events and so on.

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The students are then gradually taught to dramatise events by:. Creative writing usually includes descriptive , expository , narrative and argumentative texts. In a descriptive text, a writer gives his or her readers pictures to see, sounds to hear, and things to taste, feel and smell. Expository writing defines, explains or describes how something is done or how something happens. A narrative describes an event chronologically, usually with a beginning, middle and end. An argument is intended to convince others of something or to persuade them to do something.

The following are examples of different types of creative texts. Soil is a dynamic medium in which many chemical, physical and biological activities constantly occur. Soil is a result of decay, but it is also a medium for growth. The characteristics of soil change in different seasons. It may alternately be cold or warm, and dry or moist. When the soil becomes too cold or too dry, biological activity becomes slow, or stops altogether.

Biological activity speeds up when leaves fall or grasses die. Soil chemistry thus changes according to season, and the soil adjusts to different climatic conditions, temperature fluctuations and the amount of moisture in the atmosphere. When I was 14 we moved to a bigger house with a big garden, but Mother still refused to let me have a dog. He was adorable! He had big brown eyes, velvety ears and a happy smile.

I pleaded with Mother to keep him. Eventually she gave in to my promises of looking after the dog, working hard at school and taking on extra chores. I called the dog Murphy. He was very loving but also very energetic and I found that I had to spend two hours a day running with him and playing with him. I felt ill with anxiety in case Mother made me give him away — or worse, have him put down.

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Luckily our neighbours loved dogs and told us not to worry about it. They asked only that Murphy not be allowed to escape from the house again. One day, when I was 19, I came home to find Mother sobbing. Murphy had spotted a cat in the street and had squeezed out of an open window to chase after it. The settlement of Liberia was founded in by freed blacks from the United States of America.

It was organized by the American Colonization Society—a body of white Americans who believed the increasing number of freed blacks in the southern states was a danger to the maintenance of other blacks in slavery. Representatives of the Colonization Society forced local African chiefs in the Cape Mesurado area to sell them land by threatening them at gunpoint. In the decade that followed, further settlements of freed blacks from America were made along the coastline from Cape Palmas to Sherbo island. Though originally organized by American whites, educated blacks soon took over administration of the settlement.

Excerpted from History of Africa by Kevin Shillington p.

Unit 5: Promoting Creative Writing

Imagine a good friend of yours. Better yet, imagine a loved one, perhaps a little brother or sister or son or daughter. Now try to imagine life without them, simply because someone took away their life, and the murderer thought that they were above the law. What if someone took the life of your child or loved one?

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What are we to do about the person s , such as these murderers who decide that they can take a loved one's life? Obviously, anyone who takes one's life, other than in self defense, should not ever be let out into everyday society to function in everyday life. Those that prey on the weak will always prey on them. One argument cited against capital punishment is the deterrence factor , which is the likeliness of someone not to commit a crime as a result of being aware of the consequences of the crime.

But many argue that the death penalty does not deter. Punishment is socially valuable because it deters criminals from repeating their crimes and may keep others from repeating the same acts. If the deterring effect misses its point, it is the fault of the justice system. At its current standing, the system is viewed as a joke because no one takes it seriously. Both the lengthy time and the high expense that result from innumerable appeals, including many technicalities which have little nothing to do with the question of guilt or innocence, have made everyone make fun of the justice system.

If the wasteful amount of appeals were eliminated or at least controlled, the procedure would be much shorter, less expensive and more efficient. Many argue that the death penalty violates human rights. Yet they do not question the reason or action that got the convict on death row in the first place. Society does not understand that when a convict on death row is executed it is because they themselves took some innocent person's life. The only impression given about the death penalty should be the fact that murder is a crime punishable by death.

The main purpose here is to instil fear in other people, to show that this will not be tolerated and that justice comes first, always. At the same time, it gives teachers the opportunity of direct teaching of key skills, concepts and processes.

All aspects of the writing process are modelled, although not always all at once. At the lower grade levels especially, teachers can concentrate on one or two key aspects of writing in short, focused lessons. Using student input, the teacher guides the group in brainstorming ideas and selecting a topic. As a group, they talk about topics, audience, purpose, details they will include and other considerations. As the group composes the text, the teacher asks probing questions to bring out more detail and to help students make their writing more interesting and meaningful.

The tone of this discussion should be collaborative rather than directive.