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Ahdab Saaty

Page history last edited by ahdab.saaty@gmail.com 8 years, 5 months ago

 

First Annotated Bibliography

Stillar, S. (2013). Raising Critical Consciousness via Creative Writing in the EFL Classroom. TESOL Journal, 4(1), 164-174.

 

Summary

Stillar (2013) discussed a method to promote erasing EFL students’ critical conciseness in an EFL class via creative writing activities. Students were encouraged to write journals and/or personal letters from a perspective of an individual, belonging marginalized group in their culture. All students consented to read their writings aloud in front of the class and discussed their feelings in relation to their writings. At the end of the course, a survey with four open-ended questions was conducted. These activities disseminated a deep critical discourse, while students can also practice their English writing in an enjoyable way. Participants were in their second year and enrolled in an elective advanced English course at a Japanese foreign language specific junior college. They were seven females and two males. Findings suggested that students’ critical conscious about their feelings regarding their writings was raised through creative writing activities in the EFL classroom.

 

Assessment

Stillar (2013) study highlighted the importance of promoting students’ critical awareness regarding their writings. This article showed the significance of critical pedagogy and its implementations in writing classes. However, I think that not all students will feel comfortable to consent to read their writings aloud in front of the class, and discuss their feelings regarding their writings. Although this was voluntarily, I think some students may tweak their writings if they knew that they are reading it aloud.

 

Key Chapter Quotations

“creative writing exercises can be used not only to engage students’ imaginations and increase enthusiasm for writing skills development, but also to raise critical consciousness” (164).

“it is necessary to inject the curriculum with content that aims to raise critical consciousness” (p.166).

 

 

 

Second Annotated Bibliography

Burkšaitienė, N. (2014). Creative Writing at the University: Students’ Perceptions and Expectations. Socialinių mokslų studijos, (VI/3), 661-671.

 

Summary

Burkšaitienė’s (2014) study examined students’ perceptions of themselves in relation to creativity, what they already know about creativity and creative writing, and their expectations about an English creative writing course. Participants were eighteen undergraduate students; sixteen females and two males. All participants have not taken any creative writing courses before. Empirical data were collected through questions. Students were asked to answer a close-ended question, and two open-ended questions. Then, descriptive statistics was conducted to understand students’ perceptions about themselves if they considered themselves to be creative. Also, content analysis of students’ responses was used to find the areas were students considered themselves to be creative in though repeated themes, and their expectations about the new course. Findings showed that half of the students considered themselves to be creative, however, they were not involved in creative writing. Findings also indicated that students’ expectations and awareness about creativity and creative writing are important to foster creativity in an English course.

 

Assessment

This study encouraged teachers to consider what students already know about creativity and creative writing, understand their perceptions about themselves in relation to creativity, and know their expectations about creative writing courses. However, I wanted to know more about the offered creative writing course as well as how many writing course the students have taken before.

 

Key Chapter Quotations

“to promote creativity, one needs a supportive environment, i.e., the environment which, within the context of education, is based on respectful relationships between teachers and learners, provides opportunities for peer collaboration as well as for constructive feedback, or creates autonomy-supporting surrounding for gifted individuals” (p. 663).

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