Ellis, S. (2003) Story-writing, planning and creativity. Reading, 37 (1). pp. 27-31. ISSN 0034-0472
Full text not available in this repository. (Request a copy from the Strathclyde author)Official URL: http://dx.doi.org/10.1111/1467-9345.3701006
Abstract
This paper explores the different demands of scripted and unscripted story writing tasks and the extent to which the task prompts pupils to adopt different writing behaviours and attitudes. The results raise questions about how children are taught to write stories and suggest that a better understanding of the demands of story-writing task could challenge teacher attitudes and beliefs about imagination and creativity in writing.
| Item type: | Article |
|---|---|
| ID code: | 5388 |
| Keywords: | primary teaching, story writing, children's writing, Literature (General), Primary Education |
| Subjects: | Language and Literature > Literature (General) Education > Theory and practice of education > Primary Education |
| Department: | Faculty of Humanities And Social Sciences > Education |
| Related URLs: | |
| Depositing user: | Strathprints Administrator |
| Date Deposited: | 13 Feb 2008 |
| Last modified: | 04 Oct 2012 12:08 |
| URI: | http://strathprints.strath.ac.uk/id/eprint/5388 |
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