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CREATIVE WRITING: is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes. Due to the looseness of the definition, it is possible for writing such as feature stories to be considered creative writing, even though they fall under journalism, because the content of features is specifically focused on narrative and character development. Both fictional and non-fictional works fall into this category, including such forms as novels, biographies, short stories, and poems. In the academic setting, creative writing is typically separated into fiction and poetry classes, with a focus on writing in an original style, as opposed to imitating pre-existing genres such as crime or horror. Writing for the screen and stage—screenwriting and playwriting—are taught separately, but fit under the creative writing category as well. FORMS OF CERATIVE WRITING:

*
Autobiography/Memoir Collaborative writing
Creative non-fiction (Personal & Journalistic Essays)Epic Flash fictionNovel
NovellaPlaywriting/Dramatic writing
PoetryScreenwriting
Short storySongwriting
BibliographyStream of consciousness (narrative mode)

ELEMENTS OF CREATIVE WRITING:
*Character*Point of View*Plot*Setting*Dialogue (fiction)*Style (fiction)*Theme and Motif

WRITING PROCESS: Researchers' first attempts to understand what is now called the writing process began in the early 1970s. Now a key concept in the teaching of writing and in the research of composition studies, "process" scholars were instrumental in shifting the focus of teachers' attention from students' written products to students' writing processes.

Composing process research was pioneered by scholars such as Janet Emig in The Composing Processes of Twelfth Graders(1971),[1] Sondra Perl in "The Composing Processes of Unskilled College Writers" (1979),[2] and Linda Flower and John R. Hayes in "A Cognitive Process Theory of Writing" (1981).

Since writing interrelates with external pressures, students benefit most from writing instruction when it provides them with a sense of how what they write can be connected to the world outside of the classroom. According to Ann E. Berthoff, the job of a teacher "is to design sequences of assignments which let our students discover what language can do, what they can do with language".

The rest of this page will focus on the writing process as a term used in teaching. In 1972, Donald M. Murray published a brief manifesto titled "Teach Writing as a Process Not Product",[4] a phrase which became a rallying cry for many writing teachers. Ten years later, in 1982, Maxine Hairston argued that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing processes. STEP 1:  PREWRITING

                   THINK
·         Decide on a topic to write about.
·         Consider who will read or listen to your written work. ·         Brainstorm ideas about the subject.
·         List places where you can research information. ·         Do your research.
 STEP 2:  DRAFTING
                   WRITE
·         Put the information you researched into your own words. ·         Write sentences and paragraphs even if they are not perfect. ·         Read what you have written and judge if it says what you mean. ·         Show it to others and ask for suggestions.  

STEP 3:  REVISING
                   MAKE IT BETTER
·         Read what you have written again.
·         Think about what others said about it.
·         Rearrange words or sentences.
·         Take out or add parts.
·         Replace overused or unclear words.
·         Read your writing aloud to be sure it flows smoothly.  
STEP 4:  PROOFREADING
                   MAKE IT CORRECT
·         Be sure all...
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