using creative writing to enhance close- reading and passage inference skills in literary analysis
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Using creative writing to enhance close-reading and passage inference skills in
literary analysis
Kellie Palmblad
Research Question- How does imaginative writing practice,
specifically internal monologue, help reveal students’ close-reading skills?
Additional Questions How do these outcomes
compare to analysis
practice in revealing students’
close-reading and inference
skills?
What are students’
preferences between
either creative
writing or analysis
practice?
3 Writing Sessions 1 Analysis
1 Creative Write 1 Choice of either creative
or analysis writing
Two Prompts, Same Targets
Analytical
Creative Writing
TELLDiscuss how Fitzgerald uses Nick’s perspective
of Gatsby in this scene to communicate a message
about Gatsby’s character.
- How is Gatsby’s reaction to Tom
described? -What does this
disappearance imply about Gatsby’s
character? -What could Fitzgerald
have meant by including this moment?
SHOWWhat would Gatsby say if
we could hear his thoughts immediately
after meeting Tom? Where does he go when
he disappears? Include:
- Gatsby’s internal reaction and unseen moments after the
introduction to Tom - Gatsby’s own
explanation of why he disappeared
Creative Writing
Practice
Knowledge of
Author’s Purpose
Details Revealing Close-reading
Originalityof
Arrangement
Analysis Writing
Practice
Use of Literar
y Device
s
Both Practices Show Close Scores
Creative Writing • - 4 moments
showing author’s purpose
• - 3 motifs (time, seasons, and character duality)
• - 2 original personifications
• - 1original simile • - Character voice• - Close-reading
Student Choice Shows Close Scores
Student Surveys 50% of students chose creative
writing
73% Reported creative writing was more helpful to close-reading than
analysis
78% Reported creative writing was an engaging practice
43% Reported Analysis was an engaging practice
Question FindingsHow does
imaginative writing
practice, specifically
internal monologue, help reveal students’
close-reading skills?
Creative writing can reveal
close-reading and inference
skills as well as analysis when
specific learning
targets are identified in instruction.
•Clear and measurable learning targets
• Focused prompts leading writing to targeted outcomes
•Specified task rubric
How?Simple.
Design creative writing prompts to lead to what you
want students to be able to do or know.
It offers students a personal and imaginative
experience in close-reading.
Creative writing practice is simply another tool in differentiation. It offers possibilities to expand into new views on content.
Brief Bibliography by TopicTopics in Prompts• Dobie, A. (2002). Theory into Practice: An Introduction to
Literary Criticism. Boston, MA: Heinle. • Garikov, R. (2010). The Socratic Method: Teaching by Asking
Instead of by Telling [Online Essay] http://www.garlikov.com/Soc_Meth.html.
• King, N. (2007). Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing. Harvard Educational Review (Vol. 77 No. 2. 204-227).
• Stern, J. (1991). Making Shapely Fiction. New York: Dell PublishingTopics in Design• Knoeller, C. (2003). Imaginative Response: Teaching Literature
through Creative Writing. English Journal (Pg. 42-48). • Bangert-Drowns, R., Hurley, M., & Wilkinson, B., (2004). The
effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta Analysis. American Educational Research Association, 74(1), 29-58. doi: 10.3102/00346543074001029
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