A suggested Program Based on Post Process Writing Approach using Flipped classroom model to develop Creative Writing Skills for English Language Majors.

Document Type : Original Article

Abstract

Abstract:
The study aims at investigating the impact of a suggested program based on Post process writing approach using the flipped classroom model on developing English majors’ creative writing skills both fiction and nonfiction. Evidence of the need for improvement was shown through: a pilot creative writing test, previewing previous studies and an interview held by the researcher to English language professors. It was indicated that there was a need for a creative writing program. The study adopted the one group design for English majors at Faculty of Girls, Ain Shams University who received a pre-post fiction and nonfiction creative writing tests. The participants received the program which extended inside and outside the classroom through a web page created to include videos, materials and instruction. The improvement in creative writing skills was evident in the participants’ performance in writing the following genres: short story, memoir and biography. Results of the statistical analysis of the pre/post writing test indicated that the program was effective in developing the participants’ creative writing skills both fiction and nonfiction namely; plot ,characterization, setting, dialogue, language conventions, narration, content, reflection, critical thinking, use of rhetorical devices and language. 

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References

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