Roundtable 5

Abstract

The recently revised Dutch secondary school curriculum focuses more clearly on creative language use, positioning both literary reading and creative writing within the creative-literary domain (Rijlaarsdam, 2024). Reading and writing share several characteristics such as experiencing flow and developing one’s imagination. When experiencing flow, the writer becomes part of the story (Doyle, 1998). In literary reading, flow predicts reading enjoyment and relates to text comprehension (Thissen et al., 2021). Furthermore, generative thinking processes play an important role in both fiction reading and writing (Finke et al., 1992; Koek et al., 2016). Given these potential overlaps and their mutual support, integrated instruction in literary reading and creative writing seems promising. This study proposal aims to develop integrated teaching materials for lower secondary education (ages 12-15). A key design question is which subject matter best supports meaningful integration. We propose that literary text analysis could function as a bridging component, helping students understand how literary features operate in texts they read and providing tools they can apply in their own writing.In this round table, we look forward to exploring two issues: 1. To what extent is integrating literary text analysis with creative writing and literary reading a productive choice for lower secondary education?2. Which literary features (e.g., narrative perspective, voice, characterization, time structure, setting, imagery, style) are most suitable as shared focal points for integrated reading-writing units at ages 12–15? LiteratureDoyle, C. L. (1998). The writer tells: The creative process in the writing of literary fiction. Creativity Research Journal, 11(1), 29-37. https://doi.org/10.1207/s15326934crj1101_4Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. MIT Press.Koek, M., Janssen, T., Hakemulder, F., & Rijlaarsdam, G. (2016). Literary reading and critical thinking: Measuring students’ critical literary understanding in secondary education. Scientific Study of Literature, 6(2), 243-277. https://doi.org/10.1075/ssol.6.2.04koeRijlaarsdam, G. (2024). Understanding and being understood. Levende Talen Nederlands. Thissen, B. A., Menninghaus, W., & Schlotz, W. (2021). The pleasures of reading fiction explained by flow, presence, identification, suspense, and cognitive involvement. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 710-724. https://doi.org/10.1037/aca0000367