1. Using creative writing to enhance close- reading and passage inference skills in literary analysis

2. -How does imaginative writing practice, specifically internal monologue, help reveal students’ close-reading skills?

3. How do these outcomes compare to analysis practice in revealing students’ close-reading and inference skills? What are students’ preferences between either creative writing or analysis practice?

5. Analytical Creative Writing TELL Discuss how Fitzgerald uses Nick’s perspective of Gatsby in this scene to communicate a message about Gatsby’s character. - How is Gatsby’s reaction to Tom described? -What does this disappearance imply about Gatsby’s character? -What could Fitzgerald have meant by including this moment? SHOW What would Gatsby say if we could hear his thoughts immediately after meeting Tom? Where does he go when he disappears? Include: - Gatsby’s internal reaction and unseen moments after the introduction to Tom - Gatsby’s own explanation of why he disappeared

6. Creative Writing Practice Knowledge of Author’s Purpose Details Revealing Close- reading Originality of Arrangement Analysis Writing Practice Use of Literary Devices

8. - 4 moments showing author’s purpose - 3 motifs (time, seasons, and character duality) - 2 original personifications - 1original simile - Character voice - Close-reading

10. 50% of students chose creative writing 73% Reported creative writing was more helpful to close-reading than analysis 78% Reported creative writing was an engaging practice 43% Reported Analysis was an engaging practice

11. How does imaginative writing practice, specifically internal monologue, help reveal students’ close-reading skills? Creative writing can reveal close- reading and inference skills as well as analysis when specific learning targets are identified in instruction.

12. Clear and measurable learning targets Focused prompts leading writing to targeted outcomes Specified task rubric Simple.

13. Design creative writing prompts to lead to what you want students to be able to do or know.

14. It offers students a personal and imaginative experience in close- reading.

15. Topics in Prompts Dobie, A. (2002). Theory into Practice: An Introduction to Literary Criticism. Boston, MA: Heinle. Garikov, R. (2010). The Socratic Method: Teaching by Asking Instead of by Telling [Online Essay] http://www.garlikov.com/Soc_Meth.html.http://www.garlikov.com/Soc_Meth.html King, N. (2007). Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing. Harvard Educational Review (Vol. 77 No. 2. 204-227). Stern, J. (1991). Making Shapely Fiction. New York: Dell Publishing Topics in Design Knoeller, C. (2003). Imaginative Response: Teaching Literature through Creative Writing. English Journal (Pg. 42-48). Bangert-Drowns, R., Hurley, M., & Wilkinson, B., (2004). The effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta Analysis. American Educational Research Association, 74(1), 29-58. doi: 10.3102/00346543074001029