Teaching Creative Writing as a Strategy of Cognitive Activity




creative writing, cognitive activity, analysis, synthesis, texts, essays, training course, creativity


Issues surrounding creative writing have become increasingly significant in recent years, fueled by the benefits provided by the Internet and the needs of remote learning caused by an isolation period. The English language is a discipline to learn and a tool to study other subjects through reading and analysing short or extended texts. This way, students perceive ready knowledge, then they enhance their higher order cognitive skills:  and evaluation of the events and discoveries and create their own texts, articles, essays, research papers. As English is accepted as a language of communication, science and of the Internet all over the world so writing in English provides students with physical evidence of their achievements. They share their understanding of different scientific phenomena and deepen their knowledge in certain fields. Writing takes more time and is not so attractive practice to use in class, as it is considered to be a “quite” activity. The authors suggest the approaches to use creative writing as a crucial strategy of cognitive performance, as it covers many of the learning objectives: distant communication, sharing ideas and opinion, using appropriate grammar, vocabulary, register, style, ability to write, structure and edit the texts for various purposes.


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Author Biography

Yekaterina, Pavlodar Pedagogical University

Rakhmanbergenova Yekaterina (contact person) – master student, Pavlodar Pedagogical University, Pavlodar, Kazakhstan; English teacher, a teacher trainer, a head of Regional English Teachers Association;  е-mail: katerakhman@gmail.com , contact phone 87054600324.

Kulakhmetova Mergul –  Candidate of Philological Sciences, professor, Pavlodar Pedagogical University, Pavlodar, Kazakhstan



How to Cite

Rakhmanbergenova, Y. (2022). Teaching Creative Writing as a Strategy of Cognitive Activity. International Journal of Language and Literary Studies, 4(1), 273–281. https://doi.org/10.36892/ijlls.v4i1.841