A PLEA FOR CREATIVE WRITING IN THE ESL CLASSROOM
Alina Adriana Mitrofan , Școala Gimnazială „ Nicolae Iorga ” Sibiu
Abstract : The main aim of this article is to encourage teachers to use creative writing in their English classes . In the first paragraphs we look at the impediments that learners might encounter when they tackle expository writing tasks . The next paragraphs concentrate on the necessity of alternating formal writing activities with creative writing activities . Moving on to the next sections , we focus on the benefits of creative writing activities . Finally , in the last paragraphs we find examples of activities that could improve creative writing skills .
Key words : creative writing , expository writing , formal writing , fluency , learning styles , skills , rhetorical conventions , writing
Romanian and English writing conventions – a short comparison As a young learner of English , I struggled with the inability of expressing my thoughts and ideas in a coherent way . My home assignments would often include essay writing and that could easily drive any student to the depths of despair . I was aware of the fact that effective writing required a good grasp of vocabulary and grammar . Nevertheless , I was more concerned with the underlying elements such as sentence structure , word order and connectors . I felt that by mastering the formal framework I could accept more easily my other shortcomings such as a rather limited English proficiency . However , operating with linking words and being mindful of the intricacies of formal writing was extremely challenging . Perhaps the main impediment was the interference of Romanian rhetorical conventions with the conventions of the target language .
When comparing Romanian and English formal writing , one can observe a major difference in rhetorical structures . Furthermore , the term “ convention ” might seem almost inadequate in the context of Romanian expository writing . Thus , Romanian writers are prone to make frequent digressions whereas English writers use a more linear writing pattern . Romanian structural conventions tend to be lax and permissive . Therefore , the sequence of ideas often seems to lack cohesion and fluency . In addition to this , paragraphs tend to lack a solid structure . It should come as no surprise that Romanian researchers may sometimes need guidance in writing their grant proposals in English .
Tailoring your writing style to the English academic conventions can sometimes seem daunting to any learner . Moreover , a writing pattern that comes across as adequate and valuable in one culture could be interpreted as inappropriate and unworthy in another culture . In Second language writing , Ken Hyland stated that the use of transitional words or other formal features could be considered redundant in Finland : “ Finnish schools teach students that metadiscourse is not only superfluous , but the sign of a poor writer ” ( 48 ).
Cultural backgrounds play a major role In addition to formal differences , what separates English writers from Romanian writers is the cultural background . The underlying cultural components of a text are often neglected . We must not ignore the fact that language is in fact a cultural product
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