Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
In subjects other than English/Language Arts, it is typical for students to object to creative writing assignments. Some students may feel that writing is only required in English classes or they may not have confidence in their writing abilities, which makes them hesitant or even belligerent when it comes to writing in classes other than English/Language Arts. This may be the result of a variety of reasons, including a fear of making a mistake, the feeling that writing is significant only in English class, or simply feeling overloaded by the assignment. Yet, including creative writing in subjects other than English/Language Arts classrooms can assist students in several ways. Two things I can do, as a teacher, to promote student buy-in and get them interested in writing in content area classes are encouraging students to connect writing to real-world situations and provide choice and flexibility while writing any task or assignment.
Encouraging students to connect writing to real-world situations
In schools other than English/Language Arts, encouraging students to relate their writing to actual events can be a highly effective creative writing exercise. This strategy encourages students' creativity while also assisting them in making connections between what they are learning in the classroom and the outside world. For instance, I might assign lab reports or research papers in science class and urge students to include prediction and hypothesis, planning, taking into account evidence, and evaluation in their papers (Fisher & Williams, 2005). Because it allows students to use their readiness to adapt ideas, critical thinking, and curiosity to develop present thoughts, this strategy can help students understand the usefulness of writing (Fisher & Williams, 2005). Maybe I can encourage them to submit a letter urging the usage of more eco-friendly substitutes to a nearby company that manufactures single-use plastics. On the other side, I can invite them to send a letter to their city council in a social studies class outlining their thoughts on a proposed policy or program. All of these objectives have the potential to foster original thinking and behaviour.
Students are allowed to better their process skills, apply what they are learning in a relevant way, and have a rare opportunity to express and convey their thinking by being given the option to relate their writing assignment to a real-world scenario (Exploratorium, 2021). Because they can see how their words and ideas have an effect outside of the classroom, this can help students become more engaged and motivated in the writing process. This strategy can make the task more meaningful and assist students in understanding the usefulness of writing. Yet I should keep in mind that I should give students advice and resources for organizing and research. I should urge students to share their writing with their friends or the larger community as well as provide criticism and opportunities for modification. I should also give examples of persuasive writing that works. As a result, the teacher can develop a welcoming and cooperative learning atmosphere that encourages imagination, critical thinking, and effective communication.
Encouraging students by providing choice
and flexibility
Another strategy for fostering student buy-in is to provide students with options and freedom when it comes to their writing assignments. This method enables students to select a subject or format that interests and pertains to them, which may help to boost their engagement and enthusiasm in the writing process (Barnett, 2017). To give students the choice to choose their topic for their writing assignment, for instance, I may offer a variety of options rather than assigning a single one. In addition to increasing their involvement and motivation, this can help them explore their interests and passions. For instance, I might let students choose a topic in a science class like climate change, genetic engineering, or the human body and use a variety of writing styles like the persuasive essay, the poem, the letter, the report, or written, visual, or audio media. This method enables students to tailor the assignment to their passions, skills, and learning preferences, which can boost motivation and engagement.
By using this approach, I will be able to encourage a sense of autonomy and creativity in their students by giving them options and giving them choices in creative writing assignments (Chiaro, 2022). Also, this strategy can aid in the development of important abilities including communication, self-expression, and critical thinking. Yet I must keep in mind to support them as they revise and enhance their work by providing comments and encouragement. This can help them develop their knowledge and abilities as well as their sense of pride and commitment to their profession.
In
conclusion, such forums in subjects other than English/Language Arts help
students improve their communication skills, hone their analytical talents, and
widen their understanding of the content covered in class. Teachers must be
aware of the particular requirements of each of their students and provide the
appropriate motivation and support. The significance and purpose of creative
writing in areas other than English and language arts must also be explained.
Teachers can assist children who might struggle with writing by providing
feedback and opportunities for revision. By creating a welcoming and supportive
learning environment, teachers may help students get over their reluctance to
write in different subject areas and help them grasp the benefits of writing in
all academic disciplines.
References
Barnett, A. (2017, August 2). 6 ways to motivate
reluctant readers to read. ReadingHorizons.
https://www.readinghorizons.com/blog/6-ways-to-motivate-reluctant-readers-to-read
Exploratorium.
(2021, August 18). Science Writing: A Tool for Learning
Science and Developing Language.
https://www.exploratorium.edu/education/ifi/inquiry-and-eld/educators-guide/science-writing
Fisher, R. & Williams, M. (2005). Unlocking
creativity: A teacher’s guide to creativity across the curriculum.
Retrieved from eBook Central (accessed through LIRN).
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