Introduction
Creative writing is very important because as children enter school, they have a natural interest in writing and an inherent need to express themselves in work. This will mean that it is important for such children to be taught how to write so that they can know and come up as responsible people in the nation. This will be important because the nation with children who do not know how to write and read and express themselves will be hard to cater to their needs. There are reasons why children like creative writing, and they include: writing of stories will lead to entertainment in that children will get leisure from such stories which they write. Creative writing will foster artistic expression in that a child will know the arts that are set for writing to be attractive to the reader. The child is able to know the functions and values that are basic for writing. This is because there are guidelines that are set for creative writing, which will assist this child in knowing how to write as expected. There is stimulation of imagination, which implies that a child will think and come up with something that will help in the future through the imagination of ideas that are helpful. There is a clarification of thinking, which will mean that a child who has been taught how to write stories will not find it hard to think and come up with something of help to him or her to others who will require assistance in the future. (Tompkins, 1990)
Essay Body
The child will be able to search for identity and will learn how to read and write stories that are important because they assist a child in relating with others in school and society where they live. In creative writing, then it will mean that a child will be actively involved and actively interrogating their involvement with elements that will make up written and oral communication possible. The expectation of the instructor may not come out as he or she expects and can lead to conflicts and lack of direction for children if the right instructions are not given to the children. The instructor has the task of searching qualities of good fiction and develops strategies that will enable young children to interpreter the qualities so as to come up with his or her own writing. The strategies are similar to those used in graduate school-level writing workshops, but the instructor should ensure that there are unique requirements that can be used so that the information can fit the elementary school classroom. The students should take their growing knowledge of story structure and utilize it in their own creative writing through the use of easy to understand checklist method, and when the students are used to such checklist, then they will be able to internalize some of the general concepts of story structure and rely less on the checklist. (Sharon, 1990)
Many children like this aspect of writing because it allows them to create invisible friends for themselves in the characters that they have to invite into the stories. This will mean that the child will not find it hard to learn as they write stories with involvement of unrealistic world dimension within them. It is the work of the teacher to instruct the child and give guidelines that will lead to the achievement of creative writing in the right manner so as to help them through learning new things, which are helpful to their lives. The problem is that if a teacher did not get enough writing in the workshop, then it will be hard for such a teacher as he or she will be forced to go to publications so that they can know what is expected of them to teach the children this will imply that the students will not get what is well for story structuring and other methods that are reacquired for them to learn.
In writing, there are traits that have to be incorporated, and they include ideas that are the heart of the main theme of one who is writing along with the accompanying details that will enrich and develop the theme. Ideas are strong when the stories are clear, and writers are expected to choose details that art interesting, important and informative so that they can be able to have the right predictions. Writers who are successful only tell other readers about the descriptions that are new are they develop in a story a new area of insight. The organization is another trait that is the internal structure of a voice in writing, and it is what carries the reader from the beginning to the middle and to the end of his or her work. In fictional writing, the organization is the ability to sequence story parts so that they make sense. This will mean that the story should be able to be meaningful and create to the reader a sense of anticipation. (Marjorie, 1996)
The organizational structure is a piece of writing that is based on comparison and contrast; it has deductive logic and has point-to-point analysis in the development of its central theme. The events that are provided should be logical, and information should be able to make sense so that the reader can be able to have a new view in connection to what he or she learns from that piece of writing. This has the implication that the connections for such writing should be strong and should be in line with the ideas that have to be passed to the reader that is from the beginning to the end, the reader should be able to know what is set for that particular point so that the piece of writing does not become meaningless. Another trait is voice, which will be the words that come up from the writer, which imply that there is a real person who is speaking, and it is seen as the heart and soul of writing. Good writers will be able to use and vary voices depending on the purpose of the message so that the information and the voice have the same message to pass to the reader.
This will mean that the writer should be careful in using voices so that they make sense to the reader who will be reading the piece of work. Another trait is word choice, which is a rich, colorful, and precise language that is used by the writer so that they can communicate a certain message to the reader. In writing like descriptive writing, then word choice creates a picture to the reader’s mind so that he or she can know exactly what is described and the appearance of the message that is passed by the writer. The use of strong word choices will have clarification and expansion of ideas to the reader. This will mean that the writer should make use of word choices so that the reader is not left with questions about the information that was to be passed by the writer from the beginning to the end. This will mean that a writer should be careful so that the word choice that is used are clear and make sense to the reader in passing the information that is set before him or her. This has the meaning that a correct word choice has characteristics like exceptional vocabulary that have an impact on the reader and has to use the words well so that the writing can be striking at the same time been natural. (Timothy, 1995)
The sentence fluency that is the flow and rhythm of the sentences, language, and sound of words, should have meaning and should flow so that the reader can be able to understand what the reader is exactly past. Without flow in any writing, the reader will be confused as the ideas will not come up well to enable him or her to understand what the writer was trying to convey. This will imply that writing that is good will lack awkward sentences and word mistakes that do not make sense to the reader. The sentences should have varying length and style so that the reader can see the need and have the pleasure to read this piece of work, and dialogue should sound natural and be true to the reader so that the reader can make a conclusion to the writer’s work that is set for them to understand and be creative in writing. Conventions are another trait in writing which are the rules for grammar and punctuation, and the writer should be followed so that the work can be readable.
This has the implication that the writer should follow the rules that are set so that the information that has to be passed to people has sense. Without punctuation marks and having grammatical errors will lead to awkward work to the reader and a lack of meaning. The writer should make use of editing and proofing so that the reader can know this work is complete, which will assist him or her in getting clear information. If the writer follows such traits, then it will be possible for the elementary children to have a follow-up and come up with creative writing that will make sense to them. This will lead to the achievement of a message that has to be passed, and one can end up using the same information to come up with clearer work. The teachers should have the right methods been taught to them so that in teaching the students, then it can be easy so that the children can be able to know how to interpret ideas so that there can be meaningful information communication. Creative writing is important for developing the thinking ability of children at their early stages in life so as to know how to incorporate ideas and come up with clear information in writing. (Alex, 1990)
Conclusion
In any writing that has to be undertaken, the teachers and writers should have clear information that is required this is because without this information, the work that one will write will not make sense to them and others who will be in need of such information this will lead to conflict in understanding and coming up with something that can assist others who are willing to do this kind of writing. The teachers should have the right methods injected into children so that they can communicate the message with the traits been followed in the right manner for a good work of a child. Creative writing acts as a base for children in the development of thinking ability.
Reference
Alex, P. (1990): character development to improve story writing. Teaching children, 26, pp, 89.
Timothy, K. (1995): when children write. Teachers college press, New York.
Marjorie, H. (1996): publishing children writing. Clearinghouse on reading, English and communication.
Sharon, T. (1990): young children learn fiction writing. Language arts, 67, pp, 500.
Tompkins, L. (1990): reasons why children should write stories. Language arts, 57, pp, 789.