This document outlines a project for teaching creative writing skills to students through analyzing short stories and fairy tales. The objectives are to provide opportunities for students to practice writing and receive feedback to improve their abilities. Activities include discussing characters from stories, writing original dialogues based on characters, and continuing an unfinished story narrative. Students practice using new vocabulary and sentence structures creatively rather than just retelling the story. The goal is for students to gain confidence in writing for different purposes and to develop their imagination and self-expression through creative writing.

1. INTERNATIONAL ISLAMIC UNIVERSITY
ISLAMABAD
PROJECT: WRITING SKILL THROUGH CREATVE WRITING
SUBMITTED TO: MADAM FOUZIA
SUBMITTED BY: KINZA GHAFOOR
HUMA ASLAM
HUMA HAFEEZ
SUMAIRA BIBI
DATE: 13 DEC 2012

2. Teaching creative writing skills through the use of short stories and fairy tales is a quiet an
effective way of enhancing the learner’s ability to develop practical and creative skills. Creativity
in writing grows out of a sense of formal possibilities in short stories and fairy tales with one's
imagination. Analyzing any piece of art is an important part of learning to write effectively and
creatively as it involves cognition.
1. OBJECTIVES:
Objectives include teacher‟s input towards students and in return the output of students to their
teacher. Main objective is to impart creative writing skills in students through story writing.
Input includes use of different activities by teacher in order;
To provide opportunities for students to write.
To give them positive reinforcement towards their creative writing practice.
To give writing instruction and begins with smaller units of discourse, such as a
paragraph or story.
To help students improve their writing abilities.
To develop the student‟s sense of self-efficacy related to their writing skills.
As a result the output of students would be as follows;
Students will recognize that writing is an important tool for communicating, for
clarifying thinking, and for learning.
To write fluently and confidently for a variety of purposes and employing appropriate
formats.
To practice the behaviors of effective writers.
To assess strengths in writing and set goals for future growth.
To use writing to explore ideas and express understanding.
To use writing to express and share feelings, ideas, and opinions with others like friends,
teachers, school.
2. TIME: 60 minutes.
3. LEVEL: Elementary

3. 4. TEACHING AIDS REQUIRED: hand outs, models and pictures sto.
5. TEACHING MATERIAL: story books, board marker
6. AIMS: To present, practice and produce the skill of creative writing in students. It develops
the ability to write freely anything the learner wants to write. It helps in developing the skill of
creative writing in an effective way. The obvious aim of teacher is to enable the students to
produce their creative imagination on the paper in written form especially in “English Language”
without any difficulty as developing „English creative writing‟ ability in students is the fore
most priority so that student may not use wrong grammatical structure or inappropriate
vocabulary.
7. PROCEDURE:
7.1 Warm up:
Teacher asks students that how many of them like fairy tales, almost all students would
raise hands.
Teacher would paste picture or model of the character of the story like „Cinderella‟ on the
wall and ask students to go through the process of „brain storming‟ and think of the
possible story about her.

4. (schoolofdisney.com/Stories/Cinderella/readthestory.htm)
She then shows them the animated movie of „Cinderella‟ in the class.
Teacher writes some suggestions about the story „Cinderella‟ on the white board and asks
students to give their suggestions on their notebooks.
Teacher checks their suggestions in relation with the information given in the movie.
7.2 Presentation:
The teacher is suppose to control and provide directions.
Teacher asks students to write few lines on their favorite part from the movie.
She checks vocabulary, tenses and spelling and other grammatical structural aspects.
The teacher enforced the use of appropriate language-related and grammar rules in
creative writing.
If there are any mistakes, she writes them on the whiteboard and does a quick repetition
drill.

5. Then Teacher distributes handout 1 and asks students to write 3 sentences about
Cinderella in the given column by using different words that has been not used in the
story and do not even refer to its actual context in any way like „farmer, shout‟ in their
sentences the compulsion is to use the name of the character of the story.
Teacher then checks student‟s answers and contrasts it with the fairy tale to check that
how far they have been able to create and generate new ideas and information apart from
the story.
Handout 1:
FARMER PICNIC
1. 1.
2. 2.
3. 3.
Handout 1 could easily be written on white board and students asked to copy it to save
paper on handouts.
The students will reply in a creative way taking in to consideration the English
grammatical rules and appropriate vocabulary.
The output produced by the students can be as following:
FARMER SHOUT
1. Cinderella works as a farmer in the fields. 1. Cinderella does not go for picnic.
2. Cinderella‟s father was a farmer. 2. Somebody asked Cinderella to go
for the picnic
3. A farmer lends some bread to Cinderella. 3. Cinderella prepares food for picnic.

6. 7.3 Practice: guided and kids have to infer
Teacher ought to select some major or key words from INSIDE the story ”Snow White
And The seven Dwarfs” and give them handout 2 and instructs the students to make
sentences on their own.
The sentences made by the students will provide almost the same sense or information in
the story but the sentences would be made in a different structure to that of in the story in
order to be creative. For instance, instead of using the same words or vocabulary students
will be enforced to use different vocabulary conveying the same sense.
Grammar and vocabulary will support them in writing.
She then checks them and if there are mistakes she corrects them by taking in
consideration the criteria for checking creative writing are correct spellings, grammar and
children‟s neat hand writing.
Hand out 2: Make sentences;
WORDS SENTENCES
Poison
Apple
Kingdom
friendship
Mirror
Spell
Hunter
Queen
Diamond mine

7. The students will respond in this way using their creative writing skills:
WORDS SENTENCES
Poison The apple seemed to be poisonous.
Apple Apple was chewed by Snow White.
Kingdom The kingdom was enchanted by a hideous spell.
friendship There was no relationship like friendship between queen and Snow White
Mirror Queen used to have a conversation with the mirror.
Spell Queen‟s spell was soon going to lose its affect.
Hunter The hunter fought courageously
Queen It was a wicked queen.
Diamond mine There plentiful diamonds in the diamond mine.
In the above mentioned exercise the students have used innovative and new words instead of
using the conventionally used words in the story. In this way students will learn authentic and
new meaningful vocabulary in English language writing.
7.4 Production:
production refers to the idea of active participation of students and their output;
 Teacher can ask the students to imagine themselves as the characters in the story “beauty
and the beast” and to play their roles but instead of repeating the dialogues of the story,
they should create their own dialogues.
In this way the cognition of students will be actively involved in the production of
creative writing skills.
The students will carry out this process as below

8. The students are assigned the roles of Beast and Bell and are asked to work in groups. In
order to write they have to first speak their dialogues to each other and then write:
BEAST: CAN I TALK TO YOU FOR A WHILE?
BELL: NO. I DON‟T WANT TO TALK TO YOU.
BEAST: WHY?
BELL: BECAUSE I AM AFRAID OF U
BEAST: DON‟T BE AFRAID. I JUST WANT TO BE A FRIEND.
BELL: WHY SHOULD I BECOME A FRIEND WITH A BEAST?
BEAST: MAY BE BECAUSE THERE IS NO FRIENT OF ME AND I AM ALL ALONE.
BELL: BUT YOU ARE SCARY LOOKING CREATURE.
BEAST: THAT IS BECAUSE I APPEAR TO BE SO. BUT I AM ACTUALLY A KIND
HEARTED PERSON.
BELL: YOU SEEM TO BE GENEROUS AND KIND.
BEAST: SO, WILL YOU BECOME MY FRIEND?
BELL: YES SURE.
So, in the above mentioned dialogue the students appear as two characters from the story but
there dialogues are not the same as in the story rather they have invented their own dialogues.
Here the creative writing skill is improving in students.
Another exercise can be used in the production process. The teacher can start
narrating the story and stops after telling less than hail of the story and asks the
students to further continue the story as they want it without any restriction.
7.5 Home Work:
 Teacher should narrate an interesting story in the classroom.

9.  For home work student should be asked to write down one paragraph about the incidents
or characters from their real life which they feel can be resembled with the incidents and
characters in the story.
CONCLUSION:
The reason behind the use of short story for teaching creative writing skill is that fairy tales are
all imaginative and interesting, involving cognitive process actively, that is why students follow
the same thing in which they have interest. So, using the stories students are enabled to improve
their creative writing skills.