Cover not available

In:Scientific Approaches to Literature in Learning Environments
Edited by Michael Burke, Olivia Fialho and Sonia Zyngier
[Linguistic Approaches to Literature 24] 2016
► pp. 193–212

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 10. Effects of creative writing on adolescent students’ literary response

 | University of Amsterdam
 | Education Council of the Netherlands
Published online: 22 July 2016
DOI logo with link
https://doi.org/10.1075/lal.24.10jan
This chapter examines whether creative writing prior to reading influences students’ reading process and appreciation of short stories. Participants were 53 fifteen year old students, assigned to two conditions. In the writing condition students composed their own stories, and then read the authors᾽ stories while thinking aloud. In the non-writing condition they responded to the stories without writing. Think aloud responses were analyzed for the (meta)cognitive and affective reading activities students displayed. Story appreciation was measured by a questionnaire. Results indicate that the creative writing group showed more emotional engagement during reading than the non-writing group. Moreover, the creative writing group appreciated the stories more after reading than did the non-writing group. This suggests that writing as a pre-reading activity may positively influence students’ reading engagement.
References (42)
References
Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts; Situational and individual interest. Learning and Instruction, 12, 411-428. Google Scholar logo with link to Google Scholar
Andringa, E. (1995). Strategieën bij het lezen van literatuur. [Strategies in literary reading]. Spiegel, 13(3), 7-33.Google Scholar logo with link to Google Scholar
Austen, V.J. (2005). The value of creative writing assignments in English literature courses. International Journal for the Practice and Theory of Creative Writing, 2(2), 138-150.Google Scholar logo with link to Google Scholar
Bangert-Drowns, R.L., Huley, M.M., & Wilkinson, B. (2004). The effects of school-based writing to learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58. Google Scholar logo with link to Google Scholar
Boscolo, P. & Carotti, L. (2003). Does writing contribute to improving high school students’ approach to literature? L1 – Educational Studies in Language and Literature 3(3): 197-224. Google Scholar logo with link to Google Scholar
Broekkamp, H., Janssen, T., & van den Bergh, H. (2009). Is there a relationship between literature reading and creative writing? Journal of Creative Behavior, 43(4), 281-297. Google Scholar logo with link to Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Denner, P.R., McGinley, W.J., & Brown, E. (1989). Effects of story impressions as a prereading/writing activity on story comprehension. Journal of Educational Research, 82(6), 320-326. Google Scholar logo with link to Google Scholar
Denner, P.R., & McGinley, W.J. (1992). Effects of prereading activities on junior high students’ recall. Journal of Educational Research, 86(1), 11-19. Google Scholar logo with link to Google Scholar
Denner, P.R., Rickards, J.P., & Albanese, A.J. (2003). The effect of story impressions preview on learning from narrative text. The Journal of Experimental Education, 71(4), 313-332. Google Scholar logo with link to Google Scholar
Disney, D. (2014). Introduction. In D. Disney (Ed.), Exploring second language creative writing: Beyond Babel (pp. 1-10). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Elbow, P. (2002). The cultures of literature and composition: What could each learn from the other? College English, 64(5), 533-546. Google Scholar logo with link to Google Scholar
Ericsson, K.A., & Simon, H.A. (1993). Protocol analysis: Verbal reports as data (rev. ed.). Cambridge, MA: The MIT Press.Google Scholar logo with link to Google Scholar
Glenn, W.J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent & Adult Literacy, 51(1), 10-20. Google Scholar logo with link to Google Scholar
Groeben, N. (2001). Literary creativity. In D. Schram & G. Steen (Eds.), The Psychology and sociology of literature: In honor of Elrud Ibsch (pp.17-34). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Hanauer, D.I. (2010). Poetry as Research. Exploring second language poetry writing. Linguistic Approaches to Literature, vol 9. Amsterdam/Philadelphia: John Benjamins Publishing Company. Google Scholar logo with link to Google Scholar
Hebert, M., Gillespie, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension. Reading and Writing, 26, 111-138. Google Scholar logo with link to Google Scholar
Janssen, T., & Rijlaarsdam, G. (1996). Approaches to the teaching of literature: A national survey of literary education in Dutch secondary schools. In R.J. Kreuz & M.S. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 513-536). Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Janssen, T., Braaksma, M., & Rijlaarsdam, G. (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 21(1), 35-52. Google Scholar logo with link to Google Scholar
Janssen, T., Braaksma, M., Rijlaarsdam, G., & van den Bergh, H. (2012). Flexibility in reading literature: Differences between good and poor adolescent readers. Scientific Study of Literature, 2(1), 83-107. Google Scholar logo with link to Google Scholar
Kelley, M.J., & Decker, E.O. (2009). The current state of motivation to read among middle school students. Reading Psychology, 30(5), 466-485. Google Scholar logo with link to Google Scholar
Kieft, M. (2004). Creatief schrijven en literatuur lezen. [Creative writing and literature reading]. Amsterdam: Universiteit van Amsterdam, Instituut voor de Lerarenopleiding.Google Scholar logo with link to Google Scholar
Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, 12(1), 17–34. Google Scholar logo with link to Google Scholar
Klein, P.D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270. Google Scholar logo with link to Google Scholar
Knoeller, C. (2003). Imaginative response: Teaching literature through creative writing. English Journal, 92(5), 42-48. Google Scholar logo with link to Google Scholar
Kucan, L. (2007). “I” poems: Invitations for students to deepen literary understanding. The Reading Teacher, 60(6), 518-525. Google Scholar logo with link to Google Scholar
Lancia, P.J. (1997). Literary borrowing: The effects of literature on children’s writing. The Reading Teacher, 50(6), 470-475.Google Scholar logo with link to Google Scholar
Levi, P. (1987). Het interview. In Alle verhalen. [The interview. In Collected stories] (pp. 677-678). Amsterdam: Meulenhoff.Google Scholar logo with link to Google Scholar
Marino, J.L., Gould, S.M., & Haas, L.W. (1985). The effects of writing as a prereading activity on delayed recall of narrative text. The Elementary School Journal, 86(2), 199-206. Google Scholar logo with link to Google Scholar
Marshall, J. (1987). The effects of writing on students’ understanding of literary texts. Research in the Teaching of English, 21, 30–63.Google Scholar logo with link to Google Scholar
Morrow, L.M., & Gambrell, L. (2000). Literature-based reading instruction. In M. Kamil, P. Mosenthal, D. Pearson & R. Barr (Eds.), Handbook of reading research (pp. 563-586). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Nationale Jeugdraad (2008). Jongeren schrijven: Creatief schrijven tussen 12 en 18 jaar. [Young people write; Creative writing in the age group of 12 to 18 years]. Retrieved on 6 May, 2011 from: <[URL]>Google Scholar logo with link to Google Scholar
Newell, G.E., Suszynski, K., & Weingart, R. (1989). The effects of writing in a reader-based and text-based mode on students’ understanding of two short stories. Journal of Reading Behaviour, 21, 37-57.Google Scholar logo with link to Google Scholar
Newell, G.E. (1996). Reader-based and teacher-centered instructional tasks: Writing and learning about as short literary story in middle-track classrooms. Journal of Literacy Research, 28(1), 147-172. Google Scholar logo with link to Google Scholar
. (2006). Writing to learn: How alternative theories of school writing account for student performance. In C.A. MacArthur, S., Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 235-247). New York, NY: The Guilford Press.Google Scholar logo with link to Google Scholar
Pope, R. (1995). Textual intervention: Critical and creative strategies for literary studies. London: Routledge.Google Scholar logo with link to Google Scholar
van Schooten, E.J. (2005). Literary response and attitude toward reading fiction. Unpublished PhD dissertation. University of Groningen.Google Scholar logo with link to Google Scholar
White, B.F. (1995). Effects of autobiographical writing before reading on students’ responses to short stories. The Journal of Educational Research, 88(3), 173-185. Google Scholar logo with link to Google Scholar
Wigfield, A., & Guthrie, J.T. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III; pp. 403-422). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Winterson, J. (1998). The three friends. In The world and other places (pp. 47-51). New York: Vintage International.Google Scholar logo with link to Google Scholar
Witte, T. (2008). Het oog van de meester; Een onderzoek naar de literaire ontwikkeling van havo- en vwo-leerlingen in de tweede fase van het voortgezet onderwijs [The eye of the master; A study of students’ literary development in upper secondary education]. Delft: Eburon.Google Scholar logo with link to Google Scholar
Wong, B.Y.L., Kuperis, S., Jamieson D., Keller, L., & Cull-Hewitt, R. (2002). Effects of guided journal writing on students’ story understanding. Journal of Educational Research, 95(3), 179-191. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Schrijvers, Marloes, Tanja Janssen, Olivia Fialho & Gert Rijlaarsdam
2019. Gaining Insight Into Human Nature: A Review of Literature Classroom Intervention Studies. Review of Educational Research 89:1 ► pp. 3 ff. DOI logo
Lugea, Jane
2017. The year’s work in stylistics 2016. Language and Literature: International Journal of Stylistics 26:4 ► pp. 340 ff. DOI logo

This list is based on CrossRef data as of 25 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue