Creativity and Writing: Developing Voice and Verve in the by Teresa Grainger

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By Teresa Grainger

This transparent but authoritative booklet affirms the very important position of creativity in writing and considers and encourages versatile, leading edge practices in educating. Importantly, the ebook displays upon lecturers' innovative and creative involvement within the writing strategy as function versions, collaborators, artists, and as writers themselves. Arguing that kid's inventive use of language is essential to the improvement of language and literacy abilities, this e-book specializes in the composition procedure and the way childrens can show their own principles. furthermore, the authors examine the numerous varieties of inventive language that impression the interior and outer voice of youngsters, together with analyzing, investigating, speaking and interesting in a number inspiring actions. Illustrated all through with many examples of kid's writing and drawing, this booklet additionally provides suggestions for lecture room actions and is a resource of suggestion and sensible information for any instructor trying to deepen their realizing of literacy thought and perform.

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Extra info for Creativity and Writing: Developing Voice and Verve in the Classroom

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Their own oral voices also contribute to the oceans of talk which surround them and through which they travel as readers, writers, speakers and listeners. Thus meaning makers lean on both oral and written voices and assimilate and transform the tenor and tunes of their texts. The many voices which we glimpse in children’s texts are examined more fully in the following chapter, but an example may help to show how the extended process of composition contributes to the development of voice and verve, The potential of creativity 23 although each piece of writing will experience a different trajectory.

This inevitably lengthens the process of composition, and involves the children in more extended writing journeys, in which they can take risks and take their time, letting ideas emerge, live, be rejected or selected as they travel. Such time offers them the chance to generate and evaluate their developing stance and meaning and prioritise the content of their writing. Whilst it seems innocuous to suggest that serious writing—composition—requires a respectful amount of time, time to talk, to read, to play, to imagine and inhabit, to dream, ponder and share ideas, as well as to draft and reconstruct, this is not always easy to achieve, as the following vignette from the classroom indicates.

Just as the voice of a trumpet rings out clearer and stronger for being forced through a narrow tube’ (de Montaigne, trans. Screech, 1987), so the voice of the writer purportedly develops through widening children’s knowledge about and adherence to the disciplines of different genres. But such an approach, if adopted too literally, carries the danger of authorial cleansing—the removal of the individual’s voice, and if our aim is ‘not to impart knowledge about language but to develop every child’s individual writing voice’ (Hilton, 2001:9), then we need to offer freedom alongside form and support for playful innovation as well as imitation.

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