Article thumbnail

TITLE Motivating Students to Write: Implementing Creative Theory to Overcome the Habitual and Encourage Autotelic Flow.

By Bradford A

Abstract

This paper examines how pedagogical approaches in writing classrooms can better draw upon the whole of students' abilities--intellectual, affective, and creative. Many teachers know too well that students rarely respond well to writing prompts which monopolize their cognitive, linear capacities while ignoring creative strategies and affective approaches to writing and thinking. Allowing creativity to merge with pedagogical theories taps into the multifaceted resources inherent in each student. Creativity in writing instruction refers to thought processes, rhetorical approaches, and functional techniques used in writing. Functional techniques in fictional writing are matters of point of view, voice, tone, rhythm, grammar, and setting. Fictional techniques are also matters of scene, summary, and description. As instructors bring exercises into the classroom that utilize students ' creative abilities, the likelihood is that their writing will become autotelic, or intrinsically motivated. They will n

Topics: Writing Improvement, Writing Instruction, Writing Processes IDENTIFIERS *Writing Motivation
Year: 2016
OAI identifier: oai:CiteSeerX.psu:10.1.1.1017.9608
Provided by: CiteSeerX
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://files.eric.ed.gov/fullt... (external link)
  • http://files.eric.ed.gov/fullt... (external link)
  • http://citeseerx.ist.psu.edu/v... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.