Features of Creative WritingCharacteristics of creative writing
Which are the characteristics of creative writing?
Writing creatively is about having a good time and fantasy. You know, you were younger than everything you saw was a plaything? The cane could become a blade, some vegetation would turn into a wood, a stone could become a shell.... there were no boundaries to what could be done.
when we were campin'. Soon the three of us were shipped off abroad to a warzone. Then we fought our way through the gorge to get to the point of use. There were M-16 guns, shells, planes flew over us, balloons went off, balls tore past us and bounced off stones.... it was the true deed.
Then we hid behind heaps of stones to check our ammunition and take a break before the next tide of foes came looking for us. but somehow we made it out of here living. As we left the river bed, we crossed the unseen border between the realities of our daily existence and our imaginations.
Writing is the border between the real and the imagined. You got a cane in one hands. However, if you take the cane in the other hands, it turns into an M-16 gun, a magical staff or perhaps a cryptographic device to open a lock.
Characteristics of creativeness | TeachingEnglish | British Council
You might perhaps accept that the second, with a feature set, would be a better place to begin constructing the notion of an orange. For this reason I decided to explore the four functions of creativeness as described on the website "National Curriculum in Action" (3).
Says here that creative thought is: Creativity is fanciful because it produces something that did not previously existed or was not known, so it had to be introduced first. It is easy to see this in the arts, but there is also fantasy in the sciences and engineering. Only with his fantasy was Johann Gutenberg able to unite the winemaker and the minting machine into his own machine.
Above mentioned instances of science have already shown that creative fantasy is not a daydream. There is a goal, a goal that can be a multitude of things, from survival after your vessel has sunken, to opening a corkscrewless container of beer, to rescuing the lives of cancers by seeking a new cure, or the creation of the intense emotive effects of catarrh.
The third characteristic, authenticity, emphasizes that there is individualism in the creative process. Nobel Prize winner Albert Szent-Györgyi, who found the presence of vitamine C, emphasizes this property of creativeness in his definition: This last characteristic, which states that the final outcome or products must be of value, add the value assessment factor to creative minds.
If we evaluate our creations, we must see how they are used. We may also have to assess the objective, the objective itself. Some very inventive and inventive ways exist to achieve the end, but the end itself can be completely devastating, damaging or unethical. Though the property of value is a very important one, it is not a unique class since different folks are bound to find different things that are of varying degree of value.
" How does all this help us to learn creative languages in class? What we need to do is to give the action a goal that lies outside a certain langua-ge. Usually this use can be described as a kind of result or a kind of good, which can be very easy, like writing a grocery for a new desert that students want to make a friend's anniversary.
This type of action uses speech as a means to an end, as in reality. That often means to suspend the judgment for the period of the job and to be open to many possible responses, resolutions and projects. Students need to realize that there is no right response, that there are many worthwhile ways forward.
That requires toleration for ambiguities in class. Leading a creative teaching activities also makes it necessary for the instructor to act more like a moderator or assistant. It is important to make assessment an integrated part of the creative world. It is very important for the assessment of a creative exercise not to limit the assessment to the use of vocabulary, as this would convey the message to the learner that the result of the exercise is not really important.
In general, I have found that the more diverse and focussed the assessment is, the more motivated and influential it is for people. Evaluating the end result, the use of words and the learning processes (how the students worked together and made individual contributions) according to various criterions, which we prefer to agree in advance with the people.
With focussed I mean that the assessment is determined by the objective or objective of the activities and the criterions we have defined.