Why Creative Writing is important for Students?

Reading, according to statistics, aids in the development of writing skills, but writing aids in the development of cognitive growth, organizational abilities, and the ability to persuade people. In a nutshell, writing stimulates the brain.

Children who engage in creative writing regularly perform better in other areas such as math, physics, and languages, according to studies. Students get the confidence and discipline they need to achieve in all aspects of life by challenging themselves to think creatively and solve problems.

There are numerous advantages to creative writing for your children by book writing services:

Creativity And Imagination

Children can engage their imaginations by writing creatively and use their creative minds. This broadens their thinking, which can lead to success in various areas, including problem solving and analysis. It boosts their ability to think of new ideas.

Self-Expression

Children frequently struggle to understand and express their emotions. Children have a secure space to explore through writing, and it may be a handy tool for expressing their feelings.

Self-Confidence

Writing allows children to express themselves and their thoughts more freely, allowing them to develop their “voice.” These developments have the potential to boost their self-esteem.

Skills in Communication and Persuasion

A well-written work requires a lot of thought, planning, organization, and language choice to make a point. What a terrific opportunity for students to practice setting out their beliefs and persuading others of their point of view.

How Can Creative Writing Help Students Be More Resilient?

Encouragement of a growth mentality

Building a growth mindset is one of the ways students can improve their academic performance and resiliency. According to Carol Dweck, a Stanford University professor of psychology and author of the book Mindset, people with a growth mindset are interested in learning from their failures and welcome difficulties rather than believing they are doomed to be stupid or unskillful. Self-compassion goes hand in hand with a growth mindset: accepting that everyone makes mistakes and treating ourselves with love when we do.

I like to have students write a story about a moment when they persevered in the face of a struggle, whether it was in class, sports, or a relationship. Students look at topics such as finally mastering academic issues, learning how to defend oneself, and having uncomfortable conversations with their parents.

Keeping a positive attitude

Another method to strengthen our resilience in the face of external problems is to replenish our inner supplies of optimism, which I’ve discovered can be aided by poetry.

I encourage students to “get inside” poetry by reproducing the basic structure and writing their verses during the writing section of the course. Students fill in appropriate blanks with their ideas using poem templates that I design.

It’s absurd to expect students who hear gunshots late at night to be overjoyed the following day. The school day’s structure and sense of community—jokes with classmates, a shared bag of hot chips for breakfast, and a creative outlet—help these kids. They have an undeniable want to keep going, a life force that may even burn hotter because they take nothing for granted, including their breath.

Kindness is a virtue.

In addition to encouraging my pupils to think differently about themselves, I also encourage them to be compassionate to themselves and others.

In Noah and the Whale’s music video for “Give a Little Love,” a young African American child experiences bullying at school and neglect in his neighbourhood and resolves to take positive action by whitewashing a graffiti wall. Throughout the video, people observe random acts of kindness performed by others and then achieve their own.

The lyrics declare, “My love is my entire existence / And I’ve shared what I could,” a reminder that our deeds speak louder than our words and have a considerable influence. The song’s concluding refrain, “,” encourages students to make good contributions to the classroom, school campus, and greater community.

I urge students to consider what type of community they would like to be a part of after seeing the film and what makes them feel comfortable at school. On Post-it notes, they write their responses, such as not being laughed at by their peers and listened to. These notes are used to make guidelines for the classroom. Students also create their rhymes, reflecting on various things that can be given and received, such as kindness, peace, love, and ice cream. This action establishes right away that we are co-creating our community experience.

Obtaining the advantages

I ask students to score their resilience in a self-compassion survey at the start of the school year and again in the spring to examine how creative writing affects them. Two-thirds of students questioned raised their self-compassion last year; Alejandro boosted his self-compassion by 20%. The curriculum appears to help them improve their reading and writing skills: by the middle of the school year, 40% of my pupils had progressed to the next level of ELD, up from 20% the year before.

The goal of a teacher is to meet kids where they are and to learn about their entire lives. We create a community of compassionate and expressive learners via creative writing exercises who witness the effect of trauma in one another’s experiences and work together to build resilience.

I had a poster of a boat at sea in my classroom with hundreds of refugees standing shoulder to shoulder, looking skyward as a sign of community and strength. Many of my ELD students do, and it’s a hauntingly beautiful depiction of our ability to risk all for a better existence. Recognizing our shared humanity and expressing our challenges leads to some great literature and some brave heart.