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Anastasia’s creative writing
My subject reported that she had been writing stories since early childhood. When she lived in South Korea, she created short stories in English. After moving back to Russia in 2003, she joined a literature club where a university Creative Writing teacher assisted her and other children to compose stories in Russian. The participants were given two weeks to write a story, which they later discussed with their peers in class and made some suggestions for improvement. The story could be on any topic. After the in-class discussion, the teacher collected their writings, commented on them, and returned them back to the participants for revision. There were no grades in this class since its purpose was to help young writers to find their own voices and styles in writing rather than to assess their work. Anastasia enjoyed these meetings and wrote prolifically. Her writing in English at that time was represented by fanfiction based on Harry Potter series.
She abandoned writing during the years of studies in the Moscow State University because, as it was mentioned, she felt frustrated throughout the whole program and had neither inspiration, nor motivation for writing. After a productive and enjoyable year in Groningen, the Netherlands, she felt that she wanted to continue writing. Now she uses her both tongues for creating stories. In order to make a choice, she attempts to write first sentences in both languages and then decides what sounds “better”. She is currently working on a collection of children’s fairy-tales in Russian and commenced writing a novel in English based on her on her family history.
Data collection
The process of data collection consisted of four stages. First, to gather data about An...
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...ng process while choosing a language for writing, I designed a task which required Anastasia to create a short story (at least 200 words) based on a picture (a language-in-use-event, please see Appendix 3). She could write it either in English or in Russian. To ensure that her language choice did not depend on the language of the guidelines, I provided them both in Russian and English. The picture was carefully selected from the website storybird.com and did not contain any captions or cultural references. It portrayed a woman and a cat standing in front of the window. This is a rather neutral image that did not provide any clue about the geographical location in which the story could take place. The excerpt (please see Appendix 3) was written in English and told of a woman (Ann) who was waiting for her mother’s decision as to whether she would stay in the retirement
... of language and education is the most important in this story and society. The make use of two different languages in a narrative, provides a reader a perplexing yet fascinating image of characterization and customs. Multilingual story telling pushes the reader to decelerate and acquire supplemental focus on the expressions which are in the small fragments, however as soon as the reader has figured out the foreign words, he or she acquires a priceless picture of the theme of this story. The panorama of native words and phrases, cultural perceptions, and class dispute taken from the incorporation of two different languages are helpful for the reader to obtain significance that he or she couldn't gain if exclusively one language was employed in the story. Just as the power of language is applied to unveil a society, a better comprehension is provided to the reader.
As every well-read person knows, the background in which you grow up plays a huge role in how you write and your opinions. Fuller grew up with a very strict education, learning multiple classic languages before she was eight years old. Fern grew up with writers all throughout her family and had a traditional education and saw first hand the iniquities of what hard-working had to contend with. Through close analysis of their work, a reader can quickly find the connections between their tone, style, content, and purpose and their history of their lives and their educational upbringing.
Method used in collecting information includes qualitative and quantitative data. Qualitative data is used to determine the history of the community; quantitative data such as windshield survey, focus group and one on one interview were also included because both sources were important for the past and current information of the community (Stamler & Yiu, 2012, p.221).
Michelle Tokarczyk, Critical Essay on “The Writer in the Family,” in Short Stories for Students.
There are various ways writers can evaluate their techniques applied in writing. The genre of writing about writing can be approached in various ways – from a process paper to sharing personal experience. The elements that go into this specific genre include answers to the five most important questions who, what, where, and why they write. Anne Lamott, Junot Diaz, Kent Haruf, and Susan Sontag discuss these ideas in their individual investigations. These authors create different experiences for the reader, but these same themes emerge: fears of failing, personal feelings toward writing, and most importantly personal insight on the importance of writing and what works and does not work in their writing procedures.
In his essay, "Teach Writing as a Process not a Product," Donald Murray outlines the major difference between the traditional pedagogy that directed the teaching of writing in the past and his newly hailed model. Traditionally, Murray explains, English teachers were taught to teach and evaluate students' writing as if it was a finished product of literature when, as he has discovered, students learn better if they're taught that writing is a process. For Murray, once teachers regard writing as a process, a student-centered, or writer-centered, curriculum falls into place. Rules for writing fall by the way side as writers work at their own pace to see what works best for them.
As Manley Pointer slammed the barn door shut behind him, the ladder to the loft collapsed to the floor. Hulga did all she could—scream. Minutes passed. Hours dragged on as Hulga continued crying for help. Deeming her efforts futile, Hulga wept. As the sun set beyond the horizon, Hulga’s eyes dried up. With no glasses and no rays of sun seeping in through the cracks in the roof, Hulga felt around blindly, gathering a small bundle of hay upon which to lay her head.
Children’s writing has a low tendency to be connected to particular contexts, they may have poor or unclear logic in their writing (http://www.english.uiuc.edu/405/Witt/Writing-Project/writing-development.htm[26.11.01]). Children while writing may have poor planning and they may write whatever enters their heads with little concern as to whether the writing connects to what was previously written. If more material is required they may add information without selecting and noticing the relevance of the added information (http://www.english.uiuc.edu/405/Witt/Writing-Project/writing-development.htm [26.11.01]). Bereiter and Scardamalia argue that the writing process of a young student when compared to that of a mature skilled writer will have a vast difference, they can’t be the same, the skilled writer produces a different kind of writing process, the unskilled writer is incapable of such abilities (Grabe & Kaplan, 1996, p.117).
I will preface this literacy narrative by a warning: this is not, in any way, an essay about my positive academic experiences with reading and writing. Don’t get me wrong, I LOVE reading, but this fondness was not rooted in me because of school. Writing, on the other hand, has been the bane of my scholastic journey since the start of my high school years. This could explain why I waited until my very last quarter at university to take my required writing class.
The nature of research instruments, the sampling plan and the type of data the research design constitutes the blueprint for the collection, the measurement and analysis of data. It aids the researcher in the allocation of his limited resources by posing crucial choices.
Lulissa had been running all day, sweat was dripping downwards from her normally clean and dry face. She had hid in a dank and dark alleyway for at least ten minutes now. She crouched low behind a nearby dumpster while holding her nose as she saw beams of light beaming out from the entrance to the alleyway.
During my student teaching experience, I had the opportunity to teach a 3 week long narrative writing unit. The students were to write about an important event or incident that happened in their life. Over the course of the 3 weeks, the students worked through the writing process as well as learned skills that would help them with their writing in the future. The purpose of this paper is to discuss and reflect on teaching the narrative unit, what went well about the unit, what did not go as well, and how the course has impacted by development and growth as a student and teacher of writing.
Walking into this class this year I was so small minded in the art of writing. Thinking that I already knew everything about it, I soon realized that creative writing wasn’t a joke. To me writing was putting pencil to a paper and making the words go to together, but Mr. Sullivan showed us that there is much more to writing than just a piece of wood and a piece of paper. He showed us that there are five steps to a perfect story.
In the twelve years I was in school, I learn three forms of writing, essay, letters, and stories. My favorite form of writing is creative writing. My least favorite is writing a letter. The reason I prefer creative writing over the other, form is because I have the freedom to make up anything. The reason I dislike writing letter is because many letters have different formats. For example, I can’t uses the friendly letter format on a business letter; I would have to use block format. Even though I prefer creative writing, my most commonly used skill is to write essays. Though, I may find essay writing a chore, I still prefer it over letter writing. Among these books I still read The Odyssey and Macbeth, for inspiration.
When undertaking any kind of research, it is important to decide on a mode of observation and data collection method that is suited for the chosen study and will produce results that the research.