Name: Cece Chen

McDonald, D. (2013). Repurposing lost, discarded, or forgotten objects into a found treasure
trove of creative writing instructional ideas. Teaching Artist Journal, 11(1), 5-14.
What?

Ideas for instruction emerge from life experiences and at unforeseen times. Page 5
Found objects (such as a shoe on a road) can become meaningful writing prompts. Page
5-6
A seemingly unimportant found object is likely to arouse students curiosity, which can
lead to a story that brings value to the object. Page 6
Stories and storytelling bridge students prior knowledge to conceptual ideas that arise in
the classroom, which adds more purpose and meaning to class discussions. Page 6
Instead of providing prescribed examples for students in creative writing tasks, which
may result in writers replicating a template, the teacher should write with the students.
Page 8
Writing prompts that are open-ended and ask for a giving of opinions or different
perspectives most often would allow students to provide more thought-provoking writing
as students are not concerned with a right or wrong response. Page 8
Postcards and fortunes from fortune cookies are other objects that could serve as creative
writing prompts for all learners. Page 10-13

So What?
I have always enjoyed writing, especially writing personal narratives and creating stories. I am a
collector of many things and there is a story behind each of those things. I am reminded of The
Junkyard Wonders by Patricia Polacco. All junk can be considered as treasures once seen with
a different lens. In my PDS 1 classroom experience, I have seen how providing students with a
prescribed writing example has hindered their creativity. Providing students with prompts that
are open-ended and opinion-oriented have resulted in more extensive pieces of writing.
Now What?
Creativity is an essential skill that every individual possesses. The goal of the teacher should be
to activate students creativity. There are many ways to accomplish that task. As a future
educator, I strive to design creative activities to lead my students to more meaningful writings. I
will encourage students to write their own stories. I will teach students the value of the things
around them.

Name: Cece Chen

Edmister, E., Staples, A., Huber, B., & Garrett, J.W. (2013). Creating writing opportunities for
young children. Young Exceptional Children, 16(3), 24-35. doi:
10.1177/1096250612473128
What?

Writing is an important component to literacy development for all children. They are
involved in abstract thinking, metacognition, and creativity when writing. Page 25
Research has found that some students learn how to write prior to learning how to read.
Page 25
Students who have developmental disabilities are given less opportunities to learn
literacy than peers who are nondisabled. Page 26
Big Paper is a writing activity that gives children an authentic and social experience.
Page 26
The activity, Big Paper, supports emergent literacy because it incorporates writing,
reading, and language usage. Page 27
Groups of students are encouraged to use various tools (crayons, markers, colored
pencils, etc.) as they collaborate with each other to create original compositions. Page 27
The open-ended nature of the writing is constructed by the children and not led or
directed by the teacher. Page 28
It is essential for learners to communicate ideas and thoughts through print. Page 32

So What?
I learned to write my name in English before learning to read in English. In school, I enjoyed
when teachers gave the freedom to write on any topic instead of giving us a prompt such as
asking us to compare two historical events, for example. Especially for shy students like I used to
be, writing was a great opportunity for me to convey my ideas and communicate my thoughts
with others.
Now What?
I am passionate about writing and hope to instill in students an eagerness to use their creativity in
writing. As an aspiring special educator, I will be adamant in seeking opportunities for my
students to be involved in creative writing. I will offer a variety of tools for students to be
engaged in writing, understanding that there are many forms of writing. I find it critical for
students to effectively communicate, expressing their creativity, through writing.

Name: Cece Chen

Starke, K. (2012). Encouraging creativity in children. Education Digest, 78(4), 57-59.
What?

Students enjoy creative writing sessions because they can write what they choose and that
makes them happy, whether it is stories, comics, poems, etc. Page 57
It is stimulating to young minds when the teacher puts on soft or classical music while
students are engaged in creative writing. Page 57
Unfortunately, with the many language arts objectives and standards that teachers must
teach, free writing cannot occur on a daily basis. Page 57
Self-directed learning and collaborating creatively with peers are rare happenings in
schools today. Page 58
Creativity is not a skill that is assessed or evaluated formally so teachers may not feel it is
relevant to design lessons that allow students to show their creativity. Page 58
Teachers should encourage students to use their imagination and to think outside the box.
Page 58
Creative thinking is promoted when parents and teachers join forces to motivate students
to have interest in reading and writing. Page 58
A childs writing and thinking is valued when his or her work is on display in the
classroom and on the refrigerator at home. Page 58
Music and art are powerful outlets for children to show and express their creativity. Page
59

So What?
I always felt a sense of pride and confidence in the quality of my work when I see a piece of
writing hanging up on a bulletin board or wall in the classroom. Even to this day, as an adult, I
feel a great sense of accomplishment when a professor asks to keep a piece of writing or work
that I have created to share with her future classes. It motivates and encourages me to do better.
Now What?
In a standards-driven era, it has been increasingly uncommon to see students engaged in creative
writing activities. I believe educators realize the benefits of self-directed and collaborative
learning but have found it to be difficult in putting it into practice. I am hopeful that it is the
direction we are heading towards in the education field. As a future teacher, I will strive to bring
more creativity into the classroom by incorporating greater self-inquiry and creative
collaboration.

Name: Cece Chen

Glazer, S. M. (2001). Teaching all children to write: A little comprehensive guide. Norwood,
MA: Christopher-Gordon Publishers, Inc.
What?

Educators often intervene fiercely about such things like spelling, punctuation,
capitalization, and neatness when children begin to write. Page 2
The content of the writing product is less emphasized compared to the look of the paper.
Page 2
The possessed attitudes and perceptions toward writing of students are set by evaluations
of the teacher. Page 3
Students should be given opportunities to write for five times every day at minimum
without teacher critique. Page 19
If student papers will not be published and shared, it should not be corrected but accepted
as is. Page 19
Students writing is often less developed than their oral language unless outstanding
circumstances (like a problem with articulation). Page 19
The students handwriting is not reflective of their writing ability. It is a matter of
coordination and spatial ability. Page 19
Allowing students to self-assess and self-monitor their writing builds confidence and
helps to encourage them to write more. Page 99

So What?
I would feel discouraged in school when getting any red marks on my original works (such as
my writing). I would not feel as bad if it were on an assignment with a clearly wrong answer
(like in math or on a multiple-choice test). At my current PDS 1 placement, the mentor teacher
does critique often. It is almost time for the STAAR writing portions, so the teacher is preparing
students with rigor to ensure clear understanding and mastery of concept.
Now What?
Many ideas are offered in this book about having students to write without teachers intervention
or critique. From experience, I know it is disappointing to be told my writing is unacceptable or
have red marks all over the paper. As a future teacher, I will have students write frequently on
topics of their choice. I would read a book aloud and have students engage in journal time. Soft
music can be playing in the background as students write. It is important to have an environment
where students can feel free to creatively express themselves through writing.

Name: Cece Chen

Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres.
Portsmouth, NH: Heinemann.
What?

Jeff Grabill has found that writings done on social media and texting are more highly
valued among college freshmen. Page 7
A writers craft should be studied for individuals to become better writers. It can be
taught. Page 12
Students should be encouraged to study the authors craft through mentor texts in a
variety of ways. Page 14
Genre studies allow students to see different modes of writing (narrative, expository,
argumentative, persuasion, etc.) Page 15
Having students consider the genre, audience, purpose, and situation of a piece of writing
helps students decide an element of authors craft. Page 21
Teachers of writing should realize that great test-takers do not necessary equate to
successful writers in college and life beyond (such as careers). Page 25

So What?
In my PDS 1 methods courses, we often compose texts digitally. Growing up, technology was
not as much in our education. There were computer-related courses in high school where we did
many creative writing pieces digitally and designing things like websites and moving animations.
Many of my genre studies and authors craft were through mentor texts. We did not call it as
such, however. By reading many different types of texts, I was able to hone my craft in writing.
Now What?
In our digital age, it is essential for teachers, students, and the community to become literate in
technology and its many uses. Digital writing can give students more opportunities for creative
expression. Classroom blogs, wikis, and online journals have been popular among educators
today. Technology is a powerful avenue for communication with the outside world. This book
offers many ways the teacher can help to craft digital writing through many forms. As a future
educator, I strive to stay current on technology tools that would help my students in writing and
across disciplines.

Name: Cece Chen

Lassonde, C. (2006). You oughta have my life!: The story of jamie, a resistant writer. Support
for Learning, 21(3), 135-140.
What?

Positional writing practices help students explore and examine academic and social
positions of themselves and others. Page 137
Use writing as opportunities for exploration of the students interests and strengths.
In seeking to meet every students writing needs, students should be given the possibility
of choices. Page 137
Students have shown to display less resistance towards writing when there are less
restrictions (such as topic and genre of writing) being placed on them. Page 137
Beginning with a hands-on activity (like drawing) and allow for some kind of creative
expression, invites students to contribute in writing. Page 137
To develop writers willing to write, it is importance to build trust between the teacher and
student. Page 138

So What?
In my current PDS 1 placement, there are students like Jamie. There are many who do not like
writing. This case study offers many strategies to help those reluctant writers to become more
willing to write. I found a connection when the teacher mentions beginning with a hands-on
activity like drawing to a previous article read. Incorporating art and creativity into writing
practices will help engage students into writing.
Now What?
I will give my future students opportunities to engage in positional writing practices. I also like
the authors idea of a stupid list for students who are quick to vocalize their displeasures in the
classroom. Instead of interrupting the teacher and disturbing other students, the child can write
down all the things they do not like concerning the days work. As students are allowed to
explore their own interests and strengths, writings will become filled with more creativity. I
strive to also build trust with all students.

Barbot, B., Tan, M., Randi, J., Santa-Donato, G., & Grigorenko, E. L. (2012). Essential skills for
creative writing: Integrating multiple domain-specific perspectives. Thinking Skills and
Creativity, 7(3), 209-223. doi: 10.1016/j.tsc.2012.04.006
What?

The process of writing involves both skills of cognition and metacognition. Page 209
Achievement both in vocations and academics relies on being a writer. Page 209

Name: Cece Chen

Creative writing supports and promotes writing development in using their imaginative
minds when writing. Page 209
In art education programs, creative writing can help build observational and imagery
skills. Page 209
It is necessary for students to have an ability to form unique ideas when engaging in
creative writing. Page 210
Imagination forms new meanings by drawing upon past experiences and bringing them
together. Page 210
In the writing process, it is important for students to possess both intrinsic and extrinsic
motivation. Page 210
Many factors affect a students ability to write and engage in writing. Page 210-212

So What?
I have noticed in my current PDS 1 placement that many students find it difficult to generate
ideas. Often students sit at their desk for half an hour just thinking what to write. It may be that
the prompt does not relate to them or they are having a rough time drawing upon past
experiences. If it is motivation they lack, perhaps extrinsic awards may be helpful, though it is
more important for students to build intrinsic motivation within themselves.
Now What?
I would like to individually seek to understand my students better. Reluctant writers are most
likely not refusing to write out of rebellion or a lack of care. Perhaps those students truly are
unable to cognitively arrive at a topic or can easily generate ideas for writing. Creative writing
has been proven an effective practice to engage students to write. I aim to build intrinsic
motivation in my students and provide extrinsic motivation as necessary.

Tompkins, G. E. (2014). Literacy for the 21st century: A balanced approach. (8th ed.). Upper
Saddle River, NJ: Pearson Education, Inc.
What?

For students to be motivated, they feel self-confident, believe in themselves, and see the
activity as pleasurable. Page 278
People are naturally social, with an eagerness to share their thoughts and participate with
others in group activities. Page 278
Motivation to become more fluent readers and writers decreases as students are in the
middle grades, especially affecting those students who struggle with reading and writing.
Page 278

Name: Cece Chen

A students level of interest and engagement are affected by what teachers do, in the
teachers attitude, community environments created, instruction, and systems of reward.
Page 278-279
Students also have a role in being motivated, as it is necessary for them to feel an innate
desire to engage in the activity. Page 280
It is essential for students to expect to succeed, have opportunities to work collaboratively
with others, be competent in reading and writing, and given choices to feel ownership for
their work. Page 280

So What?
In everything that we do, it is necessary to feel a sense of motivation for that task or activity. The
greater the motivation one feels the more likely one will put in greater effort to succeed at the
task. Growing up, I was not motivated to read or write. It took believing in me and my capability
to do well for me to love reading and writing. Self-confidence is a large piece of the motivation
puzzle. For this reason, teachers are incredibly crucial to help students build self-confidence and
motivation for the tasks they engage in.
Now What?
As a future educator, I am eager to motivate students to become passionate about learning. I want
to ensure that students believe in themselves. I strive to be a positive influence in their learning
experiences. As I have learned myself, motivation cannot be forced onto students. The intrinsic
reward of an accomplishment is immeasurable. I hope for all my students to be proud in
themselves and their writing abilities.