The use of creative writing in teaching plans has
Considerable growth, due to the many pedagogical
offers. In the field of Teaching Foreign Languages ¿¿(ELE), and within the framework of
Concrete teaching of Spanish as a Foreign Language, creative writing
Facilitates the assimilation of the acquired knowledge through creative tasks and
Where the student learns to experiment with all kinds of tools
Linguistic, thus facilitating their effective management. Within the present masters, the
Creative writing subject allows you to become familiar with the personal dimension and
Expressive of the language, through the study of models that, in any case, have to
Focus on exercises of an eminently practical nature.
A) Create original texts that allow reflection on the difficulties of written expression in Spanish, and at the same time, enhance the expressive possibilities of students.
B) Improve knowledge about the language in both its written dimension and its oral dimension.
C) Put into practice the theoretical knowledge acquired through the creation of short narrative and / or dramatic texts.
D) Adapt the uses of the language to different communicative situations.
A) Analyze some texts (stories, theatrical scenes, news, etc.) and reflect on the different uses of the language and its various structures.
B) Propose writing exercises directed from certain guidelines (situation, number of interlocutors, expressive register, etc.)
C) Propose written text writing to experiment with small textual variants. (For example, to observe the correct use of the verb to be and to be, the correct use of the gerund, etc.)
D) Propose the writing of open texts in which the premises are determined by the students.
E) Propose the pragmatic enunciation and dramatization of the texts created.
To the extent that the present subject does not include a progressive or sequential theoretical content, the program is articulated through four large blocks that allow different facets to be covered in language management and learning. These blocks can be modulated according to the needs and dynamics of each group.
BLOCK A: The poetic slope of the language.
Through creative writing techniques focused mainly on poetry, this block allows students to familiarize themselves with the most playful side of words, testing their meaning and their elasticity when producing and articulating a discourse of their own. These are exercises that affect the formative root of the lexicon, the syntactic variants, the expressive possibilities of language and the polysemy of its terms.
BLOCK B: The practice of rules.
This block focuses mainly on the application of the grammatical rules of the language, but avoiding the repetition of mechanical exercises, and replacing them with the production of texts that allow to test these rules and measure the different expressive effects that they entail, by writing brief paragraphs In which several textual practices are given (uses of the gerund, difference being and being, etc.)
BLOCK C: Variants and transformations
In order to measure the variability of each writing model and its adaptability to different situations of daily life, the present block obeys methods of rewriting rather than direct production. Following the example of Queneau in his Style Exercises, we analyze how a particular text responds to each specific situation, starting from the dramatization of news stories or games with the records of narrative polyphony (changes of views, management of Dialogue, etc.), all with the aim of attending to the pragmatic function of language.