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Thesis presentation framework
Transcript of Thesis presentation framework
Two intact classes (Class A=16, Class B=16)
Teacher-assigned grouping method
Index of Learning Style (ILS) Questionnaire
(Bradford University, 2008)
First half of the semester
Second half of the semester
Does group dynamics vary across the two group formation methods (student-selected vs. teacher-assigned)? If yes, how?
Does community model ( Regardless of grouping method) improve students' creative writing?
Does group outcome vary across the two group formation methods (student-selected vs. teacher-assigned)? If yes, how?
Experimental Comparison Group Design
An introduction to creative writing
To familiarize students with major qualities of a creative piece of work: image, figure of speech, characterization and story
To identify and analyze how these features are employed by creative writers through exemplification
To practice with different qualities by doing writing exercises
Small Group Workshopping
Peer written criticism
Meeting with each writing community
Peer oral criticism
To facilitate discussion, to teach when necessary
Revision based on peer & teacher feedback
- Community model (regardless of group formation method) serves as a pedagogical model which can significantly foster students' creative writing ability.
- Group formation method should be seen as a key factor influencing group dynamics as well as group outcome.
II. The Statement of the Problem
III. The Significance of the Study
IV. Research Questions
VIII. Pedagogical Implications
IX. Suggestions for Further Research
Group Formation Method
Results of Community Model
- Despite the significance of creative writing, its pedagogy is underdeveloped.
- The efficiency of student-selected group formation method in community model is questioned.
- It addresses one of the pedagogical issues raised in the field of creative writing (the results can be extended to subjects other than creative writing).
- It addresses one of the major concerns of the field, that of creativity assessment.
-Attitude toward quality of group work
Group members' characteristics:
Positive attitude toward group work
Positive attitude toward group work
Outcome of Group Work
Some of students of student-selected group formation method did not accomplish group task.
The works of some of those who did exhibited lower quality than those of teacher-assigned grouping condition.
Assessment of Creative writing
Assessment of Group Dynamics
Creative Writing Rubric
One –way Repeated Measures ANOVA
One –way ANOVA
It entails "Making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use" (Krippendorff, 2004)
Imaginative writing: The elements of craft (Burroway, 2011)
The Routledge creative writing course book (Mills, 2006)
Creative writing-20: A curriculum guide for secondary level (Saskatchewan Education, 1998)
Group's Internal Characteristics:
Group members' cooperation,
Attitude toward group work
( Dornyei and Murphey,2003)
The Quality of Performance
Creative writing necessitates high degrees of practice
Romantic Myth Theory
Teaching creative writing is essential
Self-selected Group Members
Teacher: To Facilitate the Discussion & Where Necessary to Teach
Purpose: To Work Toward Some Revesion Strategies to Develop the Work
Majoring in English Language & Literature
At the University of Guilan
-level of stress
Result of one-way repeated measures ANOVA
Result of Trend Analysis
Result of One-way ANOVA
Creative writing scores do increase linearly over time.
The increase in creative writing scores levels off at the last measurements.
Community model significantly fostered students' ability
To investigate what would happen if students plan, write, as well as revise collaboratively.
To compare small group with whole class workshopping so as to identify the possible strengths and weaknesses of each mode.
Taking students' preferences toward individual versus group work into account, further research might be conducted to cross compare these two modes.
A moment-to-moment study of developmental change in learning over a short period of time.
Teacher-assigned groups were more task-oriented than student-selected groups
Pre-existing friendship Debilitative tendency among friends to socialize rather than work
Teaching creative writing is doomed to failure
No definite advantage for any of the group formation methods.
Statement of the Problem
Significance of the Study
Does community model (regardless of group formation method)improve students’ creative writing?
Does group dynamics vary across the two group formation method (student-selected versus teacher-assigned grouping)? If yes, how?
Does group outcome vary across the two group formation method (student-selected versus teacher-assigned grouping? If yes, how?