These stories are about people’s experiences in relationships and how they overcome and resolve problems with their partners. Some explore myths and unexplained occurrences that raise many questions.

A collection of lyrical, imaginative prose, ranging from prose poems to more formal short stories to flash fiction. I challenge the ordinary or commonplace by exploring the realms between fiction and poetry, realism and fantasy, reality and illusion. I would like reading the collection to be a sensory experience, one that draws the reader deeper into the imaginary. Stylistically, I work elements of poetic language into the narrative in order to express the mystery and remoteness that the stories require.

Learning to write their own words increases students' success in learning to read, provides practice in thinking skills, increases their self-concept and provides early positive attitudes about writing. However, most writing done in first grade classrooms today consists mainly of copying from the blackboard. This is a tedious and boring task for first graders, and gives them bad attitudes about writing as they begin their school careers. Many teachers don't require young students to write their own words because of the students' inability to spell words and form grammatically correct sentences. However, if a teacher is accepting of the students' imperfect spelling and grammar, the students will feel free to express their thoughts on paper. This project provides a year long curriculum design along with the activities necessary to teach first grade students to write creatively.

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For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.

Thesis (Ph.D. (Language Education)) -- University of Limpopo, 2021 / Many studies in the field of English second language learning have been conducted in the past years. The studies focused on language skills such as speaking, reading, writing and language structures. In so far as the writing skill is concerned, the researchers have a consensus that it is difficult. South African English first additional language learners are no exception to the challenges posed by writing, hence this study explores these challenges which are due to learners’ inability to apply process writing stages in creative writing activities. The study explores the challenges faced by Grade 12 learners in creative writing in Seshego circuit, Limpopo Province. Intervention strategies would then be designed so that learners could improve the writing challenges. The study focuses on twelve (12) Grade 12 learners and two Grade 12 teachers using a qualitative research method. The study uses a phenomenological research design hence it is based on the participants’ lived experiences. Data collection methods such as classroom observation, teacher interviews and document analysis were used in the study. Data collected from each of the above mentioned data collection methods, was coded according to emerging common themes which were further labelled into basic themes for interpretation. The findings suggest that learners lack creativity due to poor vocabulary, and this results in L1 transfer. The findings also suggest that some learners do not have a detailed knowledge of the requirements of the process writing stages. The study recommends explicit teaching of process writing stages so that learners can familiarise themselves with what is required of them in the stages. The study also encourages collaborative learning since research indicates that learners may improve writing if they learn from their peers. More written work to learners is also recommended.

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This thesis analyzes two popular computer assisted instruction teaching platforms: Daedalus Integrated Writing Environment (DIWE) and Blackboard (BB). The major focus of the exploration is to find out whether or not these programs are really a "natural fit" with the high expectations of new rhetoric compositionists.

A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.

With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English.