Creative Writing: Story-Based Learning in Public and Private High School for Exploration of Written Text

Abstract

Case study to investigate whether creative writing through story-based learning in public and private secondary schools can account for performance in readability, purpose, word/sentence relationships, vocabulary diversity, correct use of punctuation marks and proper use of spelling rules. The exclusion criteria, applied only to public and private secondary school students, first, second and third periods. The sampling is convenient as the participants were selected from accessible educational institutions. This is a cross-sectional study of descriptive qualitative cut in which the coding of linguistic patterns and dominant themes is used. When triangulated with statistical results it was found that despite the variability in the results there was a production of original narratives, which corroborates the theories about the relationship between creativity and divergent thinking. It is confirmed that ABH is an active methodology based on the emotional link with creative writing from which components of the structure and creation of the narrative are derived, and it was found that most of the students are in a zone of proximal development, i.e., they are ready to learn with the help of a tutor or more advanced partner.