Teaching Creative Writing in K-12 Schools

Teaching Creative Writing in K-12 Schools

Creative writing is often looked over, pushed down, and seen as somehow inferior to other forms of written language. Antoniou and Moriarty argue it is because of the tension creative writing has with academic writing, saying “rationality, intellect, and logic the ‘academic’ are reified, whilst imagination, emotion, and physical and natural rhythms the ‘creative’ are denigrated” (159). Other researchers, like Swartz, argue it’s simply because it’s difficult to teach (73). There has yet to be a universal method which has been agreed upon as the way to teach creative writing. Because of this, some question if it’s even possible to teach, and if it is, if there even is one way to do so effectively. This discussion and presentation of culmination of ideas aims to tie a few common practices together to create that more consistent platform teachers and educators search for. This discussion does however, omit ideas on how to practically apply this platform, but rather presents the consensus opinion on what, theoretically, would work best to teach creative writing.

The most nagging question remains, is it possible to teach creative writing? The majority of researchers drawn upon for this piece said yes. Bishop confirms, “the process of creative writing needs to be, and can be, taught in the classroom” (27). Antoniou and Moriarty also agree and write, “[they] have yet to find a student whose work has failed to come on leaps and bounds with sustained commitment and engagement with the process of writing. Even those that display raw talent and confidence in the initial stages of the course find that, with practice, their craft is more honed and their ear more attuned to what they perceive to be ‘good’ writing” (159). Akkaya’s, Campbell’s and Swartz’s research also follow suit with similar statements and beliefs.

With it possible to teach, the next question important to the discussion is ‘should it be taught?’ I inquired into the rationale behind teaching creative writing. I wanted to understand why it was not enough to simply teach structure, organization, words and grammar. Akkayas research drove into this the deepest. He determined creative writing should be taught “because of its ability to develop students’ creativity and personalities” (1499). Creative writing has the responsibility to shape students’ personalities. Akkaya also found creative writing “develops the imagination, helps uncover abilities, increases self-confidence, develops writing ability, encourages one to think and move beyond clichés etc.” (1502). Because of all this he stresses “teachers should be made aware of the importance and necessity of creative writing” (1503). It should be taught, it needs to be taught.

But we are once again met by the elusive question of how. How does one teach creative writing? We must do it by tying together the ideas of many. The first idea, and the one that is the most consistent throughout the research process, was the importance put on the writing process. “Students who experience creative writing as writers – through a process rather than a skills-based curriculum – still learn the necessary skills and craft of a professional” (Bishop, 27). By “skill-based curriculum” Bishop is referring to one that primarily assesses correct spelling, grammar, and a finished, polished product – a curriculum which is currently taught in the majority of schools. In this statement he acknowledges that students can still learn the necessary skills they are currently learning, while also expanding their writing capabilities by learning a process centered curriculum. Bishop also found “students respond eagerly to the process-oriented creative writing classroom” (33). The process Bishop speaks to however, differs from researcher to researcher. Antoniou and Moriarty believe “the most important lesson in developing one’s writing is to WRITE” (161). While Schneider believes reading good books and letting the reading suggest the writer is the best way to approach it (1). But all viewpoints can help contribute to creating a base curriculum for teaching process.

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