free writing

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The term free writing is scientifically not clearly defined.

In some scientific papers it is equated with e.g. B. associative, improvising, spontaneous, poetic or creative writing. In other sources it is differentiated from these.

concept

The concept of free writing is mainly used in the school environment. In the extracurricular area, free writing includes everything that is not subject to any, or only to a small extent, rules, such as: B. diary , shopping list , e-mail . According to Blumenstock, free writing in class goes back to the discussion that has been going on for several years about the open acquisition of the written language , which ties in with the reform attempts by Maria Montessori and Célestin Freinet . In the ideal case, this concept does not provide for any assessment, evaluation or correction of the texts. Students should not be restricted by pressure or coercion.

"Free" is not seen as an unconditional counterpoint to "bound", but these are extremes. The different approaches to free writing all range between these extremes. Because a completely free writing situation in school would only be brought about by the pure instruction: “Write!” This procedure cannot be implemented in the classroom. Within the continuum of extremes, the proximity to one extreme point in each case depends on the number and type of writing instructions of the teacher (e.g. time, place, material, content, form), according to which the student has to act.

In bound or guided writing, the student receives clear, unambiguous instructions that leave little room for creativity , for example in the most important school essay types " interpretation " or " discussion ". In contrast to this procedure, the students are given impulses by z. B. music, pictures, special surroundings, light or objects. Free implementation options can be: elves , comics , fantasy stories, role play or silent writing .

Pros and cons

There are pros and cons for the concept of free writing. The didactic justification for the concept of free writing as a form of teaching lies in the fact that the following points are promoted: creativity, writing skills, social relationships, communicative competence , understanding of yourself and others.

Problems of the approach can arise in an, contrary to the ideal case, necessary assessment situation, such as is common in school. These problems are e.g. B. in the fact that the results of the students are very individual and not plannable and therefore difficult to compare. So the students work according to their ability and willingness z. B. in the areas of spelling , time management or style very different. To solve this problem, H. Müller-Michaels created the following catalog of criteria:

  1. Adequacy (criterion for the results of a productive reception)
  2. Coherence (expression of creativity)
  3. Style level
  4. composition
  5. Clarity
  6. Internal conditions and features (choice of words, syntax, rhetorical means, text type features)
  7. Will to express (e.g. imitation or self-invented)

Another problem with free writing is with students who are less able to write and who can easily be overwhelmed. In addition, the opportunities that free writing hold for the student can only be used by students who are exposed to a multitude of impressions in everyday life and can write them down.

literature

  • Dieter Marenbach: Free writing , in: Praxis des Deutschunterrichts, Ulf Abraham , Ortwin Beisbart, Gerhard Koß, Dieter Marenbach (Eds.), 4th edition, Donauwörth, 2005
  • Erich Renner: "Free writing - bound writing" and what you have to invest in it - Three comparative teaching attempts in the second year of school , in: Free and guided writing, Leonhard Blumenstock and Erich Renner (eds.), 4th unchanged edition, Weinheim and Basel, 1996, pp. 97-106
  • Gerd Bräuer: Writing as a reflexive practice: diary, work journal, portfolio , Freiburg im Breisgau, 2000
  • Gudrun Spitta: Free writing - going your own way , Lengwil am Bodensee, 1998
  • Hans-Joachim Schatz: Free writing for a color slide teaching attempt in a fourth school year , in: Free and guided writing, Leonhard Blumenstock and Erich Renner (eds.), 4th unaltered edition, Weinheim and Basel, 1996, pp. 120–130
  • Heinrich Klein: "Free writing": How one can lead pupils to it - A report from a fourth school year , in: Free and guided writing, Leonhard Blumenstock and Erich Renner (eds.), 4th unchanged edition, Weinheim and Basel, 1996, Pp. 131-140
  • Irmintraud Hegele, Gertraud Reinert, Christine Schäfer, Christine Schmitt: We celebrate Carnival - To combine free writing and artistic use of writing , in: Free and guided writing, Leonhard Blumenstock and Erich Renner (eds.), 4th unchanged edition, Weinheim and Basel, 1996, pp. 59-73
  • Leonhard Blumenstock: Introduction , in: Free and guided writing, Leonhard Blumenstock and Erich Renner (eds.), 4th unchanged edition, Weinheim and Basel, 1996, pp. 7-10
  • Ortwin Beisbart: Associative writing , in: Praxis des Deutschunterrichts, Ulf Abraham, Ortwin Beisbart, Gerhard Koß, Dieter Marenbach (eds.), 4th edition, Donauwörth, 2005
  • Wiebke Gerstenmaier, Sonja Grimm: Praxishandbuch German , 1st edition, Berlin, 2004

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