A Curriculum Implementation for the Teaching of Creative Writing in High School Communication Skills
Date of Award
8-1977
Document Type
Thesis
Degree Name
Master of Arts
Department
Education
First Advisor
Boyd Morros
Second Advisor
James Bimes
Abstract
Joyce Reynolds’ thesis presents a structured curriculum for an elective creative writing course designed for high school students in grades 10 through 12. The study emphasizes the importance of communication skills in education and argues that creative writing fosters self-expression, critical thinking, and intellectual development. The curriculum is designed to balance both the pleasure of writing and the development of essential writing skills, ensuring students engage meaningfully with their work.
The project outlines course objectives, class routines, unit structure, and methods for fostering a supportive classroom environment. Reynolds highlights the role of creativity in education, discussing its psychological foundations and the significance of nurturing divergent thinking. She argues that teacher attitudes and classroom climate significantly influence student creativity and motivation.
The study acknowledges the limitations of implementing such a course, particularly the challenges posed by teacher turnover and the need for adaptable instruction. However, it ultimately advocates for a structured yet flexible approach, allowing students to develop their writing abilities while maintaining a sense of personal relevance. By encouraging experiential learning and risk-taking, the curriculum aims to make writing a meaningful and rewarding process, preparing students for future academic and professional communication challenges.
Recommended Citation
Reynolds, Joyce, "A Curriculum Implementation for the Teaching of Creative Writing in High School Communication Skills" (1977). Theses. 1271.
https://digitalcommons.lindenwood.edu/theses/1271
Creative Commons License
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