Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
224
Annotation:
This article emphasizes the obstacles that teachers may face while teac-
hing creative writing also it highlights what kind of problems learners may face when they
learn how to write creatively in writing lessons. Additionally, in this article there are given
some suggestions and methods in order to handle some issues which are mentioned in it.
Key words:
Creative writing, challenges, genre, literature, individual difference, motiva-
tion, untrained teachers, instruction
Writing may be characterized as a thrilling and fulfilling activity. Critical thinking
and organizing abilities are learned via writing and are transferable to all other sub-
jects. A crucial step in the writing process is planning. The writing process begins
for the learner as they discover how to properly arrange their ideas before elabora-
ting creatively. Additionally, writing may be viewed as a means of communication, a
method of evaluation, and an intellectual activity that helps both the instructor and
the student. The instructor can learn more about her pupils’ thoughts and learning
styles via their written work.
Since students in general education classes typically have varying degre-
es of writing proficiency, managing them can be challenging. Understanding
what learners have learned in prior years as well as what they will be required
to complete the following year is beneficial (s). Although it is challenging,
it is possible to close the accomplishment gap in this field.
The majority of educators concur that time is one of the biggest obstacles to
teaching creative writing. It may be challenging for teachers to keep up with the
demands of their curricula, much alone adding any more teaching time. Despite
the fact that some personality types are more inclined to employ these techniques
easily, creativity is not reliant on personality types. All instructors may be given a
priceless resource that can liven up their classrooms if creativity can be researched,
and better understood, and its guiding principles can be found, replicated, and then
taught to others.
Problems and difficulties in creative writing instruction. As Harmer states” the
type of writing kids is asked to do (and how they are asked to do it) will vary, as
with most other things, on their age, level, learning preferences, and interests”.
JABBAROV IZZAT
AXMEDJON O‘G‘LI
English teacher, Uzbekistan
State World Languages
University,
Faculty of English Philology
CHALLENGES IN TEACHING
AND LEARNING CREATIVE
WRITING FOR MIXED-
ABILITY GROUP LEARNERS
OF ENGLISH
https://doi.org/10.47689/STARS.
university-pp224-227
STARS International University
225
DIFFERENT GENRES/FORMS OF LITERATURE
The term “genre” refers to a variety of literary subfields or genres. According to
Harmer, a genre is a style of writing that others in the same discourse group would
be able to identify right away. As a result, when we read a short advertisement in
a newspaper, we immediately identify it since, as members of a certain group or
community, we have previously seen a lot of similar texts and are familiar with how
they are put together. Teachers must encourage creative writing. In order to do
this, teachers must include the children in creative writing exercises that are simple
to complete and entertaining to participate in. Students might form writing habits
once they have learned enough about creative writing. A teacher must be knowled-
geable about how to teach various genres to enable pupils to write creatively.
INDIVIDUAL VARIATION
Different people can use wildly different processes to create outcomes that are
just as wonderful. This indicates that there is probably no one “correct” method of
writing that we should advocate; rather, we should list the numerous tactics that
are available and encourage others to try them out in order to find the one that
works best for them.
LACK OF MOTIVATION
One’s inner drive, instinct, feeling, or desire that prompts one to take a certain ac-
tion is generally referred to as motivation. It is one of the primary factors in creative
writing instruction. The more you inspire kids, the more they will be inspired and
eager to write creatively, assisting teachers in efficiently teaching creative writing.
Motivation encourages students’ active engagement, which aids them in providing
originality in their learning, creative writing context, and creative writing process.
Teachers can better develop students’ abilities and encourage them to write creati-
vely by using motivation. Therefore, we may conclude that motivation helps pupils
succeed in their attempts at creative writing.
ENGLISH TEACHERS WHO LACK TRAINING
The teaching of various literary genres by unskilled instructors cannot be com-
pared to that of trained instructors. Because of this, s/he will not be able to provide
the students with creative writing prompts or utilize other methods to get them
interested in writing creatively. For instance, there are many different ways to teach
poetry, such as the acrostic poem (a poem where specific letters in each letter spell
out a word or phrase), the opposites poem (a poem where two opposite things can
coexist in a person or situation), the group poem (a poem written in a group where
at least one member of a group will contribute a line), and so on.
THERE IS NOT ENOUGH TIME FOR INSTRUCTION
In the time constraints imposed by institutions, teachers and students have a limi-
ted amount of time for their teaching and learning processes. Due to time constraints,
creative writing can only be taught as a means of completing lessons for both stu-
dents and instructors. As a result, all writing classes are assigned as homework to the
students, who also struggle since they believe that taking a long time to compose a
piece indicates failure on their behalf. Unfortunately, it appears that neither students
Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
226
nor teachers take advantage of the chance to process writing in order to successfully
complete their assignments. “Problems in teaching creative writing were caused by
the insufficient utilization of time to improve students’ writing abilities”.
THINK ABOUT SURFACE MISTAKES
As part of their job, teachers are trained to focus on obvious faults in pupils’
writing. Instead of focusing on the kids’ originality, they provide criticism on spel-
ling and grammar, which doesn’t boost students’ capacity to write creatively. The
works of the pupils will be worthless and useless since the major emphasis is on
structure rather than content or significance. Therefore, whether on purpose or not,
students receive an unsatisfying message that highlights their poor use of gram-
mar, sentence structure, and punctuation rather than the fundamental problems or
the students’ intended creative writing. Their goal, creativity, ideas, and effort go
undetected since professors tend to concentrate on the obvious mistakes rather
than the hard work that the students have put out. It makes students hesitate and
frustrated in themselves in their writing because of spelling, surface errors, and
punctuation markers. Certainly, there is more to composition writing than the mere
issues of spelling and punctuation. Thus, it indicates that it is not easy to teach cre-
ative writing to students.
PROCESS OF WRITING
Teaching creative writing also has problems with the writing process. Some stu-
dent variations can be attributed to factors like age, practice, motivation, cultural
background, membership in a particular group, etc. These make it difficult to educate
pupils about the writing process. According to Harmer, we should include students in
the writing process when they are writing for academic purposes. In the actual world,
this often entails outlining our writing, drafting it, going back and correcting it, and
finally generating the final product. Teaching creative writing will need us to encou-
rage kids to plan, create, and edit, making it a very difficult duty for the teachers.
As aforementioned challenges I would like to suggest some advice in order to
prevent these issues and challenges:
Assessing creative writing. Assessing creative writing helps students know their
position and their creativity through writing. So, the teacher should evaluate crea-
tive writing by using the same criteria for different genres. Literary standards are
used to evaluate creative writing the majority of the time, and while these standar-
ds may satisfy the critical mind, they are not always sympathetic to emotional and
personal issues. More emphasis should be placed on the value of original creative
writing, and students should be encouraged to feel, imagine, and participate in the
writing process much like a truly creative writer would.
Effective Instruments. In order for students to reach the high expectations for
creative writing, they must have access to the teaching of the highest caliber. The-
refore, teachers should use a variety of strategies, including encouraging students,
giving them opportunities to write creatively, teaching them to write creatively and
employing those concepts, encouraging imaginative thinking and writing that con-
nects their writing across various literary genres, and giving each student individu-
alized guidance, support, and encouragement to fill in any gaps in their background
knowledge of creative writing.
STARS International University
227
Collaborative Writing. Writing in groups encourages participation from the stu-
dents, which makes it easier for teachers to teach effectively creative writing to their
pupils. According to Harmer, pupils benefit greatly from writing texts collaboratively.
For instance, students may easily develop or construct the entire tale by discussion
and prediction if the teacher sets up a story circle, provides the hints or beginning
point, and asks the class. Additionally, teaching kids about stories in a group setting
through the use of strip stories encourage pupils to write creatively and with passion.
Creative writing exercise. Teachers should provide some tried-and-true classroom
exercises to encourage pupils to write in English. It demonstrates the adage “practice
makes perfect.” The pupils’ ability to write creatively can also be aided by engaging
in certain creative writing projects both in class and outside of it. The instructor may
encourage the pupils’ creative writing and help them come up with new ideas if they
are given several writing assignments. Therefore, giving pupils creative tasks is the
greatest way to teach creative writing.
Clinical Teaching. Patient care is the setting in which clinical education occurs. It is
meticulously ordered since the interaction between the pupils and the teacher is qui-
te intimate. For students who do not perform at the expected level of creative writing
after initial instruction, teachers first teach them the skills, subjects, concepts, and
processes of creative writing. Next, they re-teach different strategies or approaches
to get them involved in creative writing, such as poetry, stories, and drama. Finally,
they evaluate and give the students feedback on their creative writing. The teacher
should handle nervousness, and authority issues, and facilitate lively laboratories and
conversations. The use of technology for clinical teaching should increase in order
for teachers to be able to respond to shy, withdrawn, or disruptive children in an ap-
propriate manner.
Teaching creative writing is a very challenging task for language teachers because
of lack of time, motivation, lack of training, and building the writing habit as well as
creative writing involves various genres of literature such as drama, fiction, poetry,
personal narration, story, and so on. So, it is very difficult to teach creative writing to
students. The main problems in teaching creative writing are different genres/forms
of literature, individual difference, lack of motivation, untrained English teacher, insuf-
ficient time for instruction, focus on surface errors, and writing process prevent these
issues and challenges of teaching creative writing can employ assessing creative wri-
ting, effective instruments, clinical teaching, creative writing exercise, instant writing,
collaborative writing, writing in another genre, using music and pictures and so on.
REFERENCES:
1. Maley A. Creative Writing for Students and Teachers. Humanising Language
Teaching, 14(3). 2012.
2. Harmer J. How to Teach English. New Edition. Harlow: Pearson Education Ltd.
2007.
3. Maley A. Creative writing for language learners (and teachers). 2009, Decem-
ber 16.
4. Chamcharatsri
P. Second language writers and creative writing.
TESOL, 4(2). 2009.
5. Tan, Bee Tin (ed). Creative Writing in EFL/ESL Classrooms I Serdang: UPM
Press. 2004.
