TITLEDeveloping Creative English Writing skills by using Internet Fanfiction
AUTHORSSilanapa PanyapimWilailak
Butprom
Suchittra WichapoonJuntira Punsing
ADVISOR Assoc. Prof. Dr. Thooptong Kwangsawad
UNIVERSITYMahasarakham
University
ABSTRACT
This study aimed to (1) design creative English writing
activities by using Internet Fanfiction
with a required efficiency of 75/75 (2) examine the effectiveness
indexes of using Internet Fanfiction to
develop creative English writing skills (3) compare the results of creative
English writing skills before and after using Internet Fanfiction. The samples
were 40 grade 9 students selected by cluster random sampling. The instruments
used in the experiment were 3 lesson plans to improve creative English writing
skills by using Internet Fanfiction, a pre-test and a post-test. The data were
statistically analyzed by mean, percentage, standard deviation and t-test. The results of the
study were: (1) creative English writing skills which were designed by using Internet Fanfiction
reached
an efficiency of 63.00 / 59.83
This was lower than the criterion (75/75). (2) The index of the
effectiveness of the activities of creative English writing was 0.44This
indicated that the students were able to improve their learning after they
reached an effectiveness level of 44%. (3) The post-test scores of the students were significantly higher than pre-test scores
of the students at the .05 level.
It shows
that using Internet Fanfiction to improve creative English writing skills has
achieved the goals. Internet Fanfiction
has become a powerful instructional tool for both students and educators
to develop creative English writing, to inspire the learners to dare to write
in English, to make them write better, and to think positively about writing
English.
Writing is a skill that must be thought through several stages of thought, including order the ideas and choose words to convey the wanted topic. Writing skills are required the understanding of the structure, grammar, vocabulary, expressions, sentence patterns. As well as other skills, students will need to keep practicing and learn to write. In addition, the writing and reading skills are linked. If students have read a lot, they’ll see how to write patterns, concept of communication of the author. This will result in a model for writing for their own.
The Writing Process: Prewriting, Writing, Revising, and Proofreading
The four steps of the writing process are: prewriting, writing, revising, and proofreading.
PreWriting - Whatever type of writing a student is attempting, the prewriting stage can be the most important. This is when students gather their information, and begin to organize it into a cohesive unit. This process can include reading, taking notes, brainstorming, and categorizing information. Prewriting is the most creative step and most students develop a preferred way to organize their thoughts. Stream of consciousness writing, graphic organizers, outlines, or note cards are popular techniques. Many of these tools are already accommodated through Time4Learning’s Odyssey Writer program. Often this stage is best taught by a parent modeling the different methods, perhaps a different one each week until the student finds which one works best for him.
Writing -The actual writing stage is essentially just an extension of the prewriting process. The student transfers the information they have gathered and organized into a traditional format. This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. Up until this stage, they may not be exactly certain which direction their ideas will go, but this stage allows them to settle on the course the paper will take. Teaching about writing can sometimes be as simple as evaluation good literature together, and exploring what makes the piece enjoyable or effective. It also involves helping a student choose topics for writing based on their personal interests. Modeling the writing process in front of your child also helps them see that even adults struggle for words and have to work at putting ideas together.
Revising , or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing one’s own writing can easily create tension and frustration. But as you support your young writers, remind them that even the most celebrated authors spend the majority of their time on this stage of the writing process. Revising can include adding, deleting, rearranging and substituting words, sentences, and even entire paragraphs to make their writing more accurately represent their ideas. It is often not a one-time event, but a continual process as the paper progresses. When teaching revision, be sure to allow your child time to voice aloud the problems they see in their writing. This may be very difficult for some children, especially sensitive ones, so allow them to start with something small, such as replacing some passive verbs in their paper with more active ones.
Proofreading - This is a chance for the writer to scan his or her paper for mistakes in grammar, punctuation, and spelling. Although it can be tempting for parents to perform this stage of the writing process for the child, it is important that they gain proofreading skills for themselves as this improves a student’s writing over time. And because children want their writing to be effective, this can actually be the most opportune to teach some of the standard rules of grammar and punctuation. When students learn the rules of mechanics during the writing process they are much more likely to remember to use them in the future. Odyssey Writer’s built in spelling checker and self-assessment rubric are wonderful tools to aid in strengthening a student’s revision and proof-reading skills
