Literary Creation As A Didactic Tool

Literary creation as a didactic tool

Current education has formed readers in the midst of digital tools that lead students to other thoughts. But not precisely, the literary fields that stimulate their skills and skills to have the practice of writing daily. Therefore, it emphasizes teaching action with new learning methods facing a social reality that guides teacher domains towards an academic journey in order to analyze the types of spellings.

INTRODUCTION

This work proposes a pedagogical reflection towards the different ways of teaching in the classroom. Therefore, it seeks to emphasize literary creation as a didactic tool in order to strengthen writing in young people today.

In addition, the teaching experience in the midst of the pandemic crisis where learning monitoring occurs through virtuality to be inevitable educational impact is inevitable.

Then emphasize the evaluation processes, what skills does the student have? How do you write? In what way does he do it? Are your writings unpublished? The aforementioned unknowns lead to develop critical and reflective thinking in the discates.

On the other hand, narrative genres fulfill an equivalent function;to narrate from any writing to contribute the writer in ephemeral circumstances.

Likewise, questioning the evaluation methods qualitatively.

Literary creation

It is a technique that bases a writer’s ideas. Therefore, it seeks its own identity, that is, emotions (thoughts, emotions), meaning, language, environment.

Teachers José Luis Corrales and Tomás Blanco who claim that this writing training should be carried out with the stimulus of capacities such as the development of critical and creative thinking.

José Luis Corrales and Tomás Blanco: “The practice of writing as the best way to discover and configure its own and effective voice, the deep knowledge of the work of other authors and the management of fundamental techniques and resources for the composition of a textliterary".

To fulfill these purposes, the implementation and design of activities where corrections were made necessary and also strengthened with the debates, whose purpose was to show the different learning resources used within the classroom.

WRITING

It is a system of representation that man uses to express his ideas, thoughts on paper. Therefore, it has been the fundamental element in the culture that qualifies the intellect of the human being. It is clearly said how do you speak, write?

Everything mentioned, has been reflected in the teaching action that seeks reforms in current education where technologies have stolen, handwriting. Because young people do not usually write but through a smartphone.

So educational agents ask why the student writes like this? Why read for syllables? Knowing that we do not base the reading to daily and practice writing. How can we improve these processes.

Next, a writing quality sample will be shown.

•  Makes omission of punctuation marks. Does not require them in your writing
•  Confuse the consonants B, V "Havia" "had" like S, C "Stero" "True"
•  Pass the prosodic accent in the words that requires it. "Acordeon" "accordion" "I stay" "was" "heart" "heart"
•  Speech acts are confused.
•  Since the author confuses ideas with comparisons.
• • Use diminutives like "Lorito"

But, the unpublished creation of the writer who reflects his ideas is taken into account.

Subsequently, the teacher would qualify this activity qualitatively, that is, he values the effort of the rookie, interest, responsibility, commitment, attitude to perform the spelling.

The narrative genres.

The narrative allows to express all those ideas or notions that we acquire in our daily lives. However, it is of great vitality, to know the grammatical structures that we use in writing such as spelling, punctuation, coherence and cohesion signs, likewise, the components of discourse, phonetics and semantics, aspects that define our reading process.

The writer’s corner

The teaching experience leads to implement those corners of the writer who fosters unpublished writing, through the different learning environments that can be designed in a certain time.

However, when we are facing students our intellect advances towards another perspective.

In other words, we freeze because direct contact is active. Joliberth Jossete, (1998) says that current education has proposed readers and text producers emphasizing that holistic model based on integrating several knowledge into one. Precisely a series of questions become what is the teaching action? What has been our experience for five years? How would we implement new proposals?

To make a brief approach it is necessary, to have that corner of the writer, that is, other environments that contribute the individual to a divergent formation.

Next, the following DOFA analysis:

Threat opportunities

• Promote new learning environments.
• Create digital spaces.
• Improve teaching action.
• Design methods to implement writing.
• Base literary competitions, to demonstrate students’ potential.
• Inadequate use of the reading project.
• Little implement in classroom strategies.
• The amengua teaching experience
• Little custom of writing
• It takes your own research field.
• The holistic model does not develop all its components.

Strengths Weaknesses

• Laziness in reading.
• Does not encourage writing.
• The same methodologies.
• Guide transcription. Produces tedio in students.
• Misuse of technologies.
• They do not know the issue of grammar.
• They write for writing.
• Confuse a fable with a story.
• Motivation is needed in the classroom.
• They present difficulty by sending guides through WhatsApp.
• Not everyone meets assigned activities.
• They recognize the elements of oral communication.
• They develop report activities, record according to their topic of interest.
• They create their own writings.

Teacher domain.

Teaching practices make up these processes when feedback.

Professor’s mastery includes the aforementioned above, but emphasizes their duties in education by designing new didactic strategies to arouse one’s own research field in the classroom.

From there arise, unknowns in terms of the teaching-learning process to recreate literary fields to structure a scaffolding.

How was our domain? While we were in the classroom, how we woke up the intimates in young people to build native knowledge.

Consecutively, we find the different types of students.

First, the judicious student;Listen, obeys, represents the group. Second, the average student he does, but asks. Third, the student I don’t know, teacher I send the homework, give me more time. Fourth, the technological student, who relates all his knowledge in digital. Fifth, the student "I do nothing, because we are in quarantine" never appears therefore, it remains in a state of contigence.

In this sense, we agglomerate all the appropriate techniques to teach in the classroom.

Example: "A flower arrived"

That flower! Soon! Flew!

Grew up! fast! And did not reach

the breeze…

Pedro Salinas (1954), affirms that:

“The school has produced readers and not readers, as well as writers and not writers, this leads us to think that the processes that are carried out in the classroom by the students are transcription, realization of flat, not of understanding andof interpretation or criticism of an established text "

We also understand that true, mitigate learning due to the use of technologies;Both Facebook and Whatssapp stole those harmonious spaces where the issuer went to the receiver is simply not the same, every change. In fact, it is intended to return to old customs to go against this problem that formed only more writers readers

It is worth highlighting the inclusion of a subject, "the literary creation" that can be covered from the transition to eleven, based on implementing writing from different levels taking into account the appropriate techniques, their respective use to amp the lexicon in the discates.

CONCLUSION

The teaching work has left an unmarcessible rhythm in the teaching-learning processes, that is, it is meaningless by not being able to implement that own field of research in the classroom, knowing precisely that we have a broad vision towards reality without taking into accountSciences that include language. As we have defined is the faculty of man to express his feelings, emotions in a community, but we do not highlight that scenario of our experience.

Subsequently we are in a monotony where living up to date is in fashion. The different roles make proper use in teaching, the curriculum if links the different educational actors.

Finally, human beings are born innate that is;We already have a little knowledge, but when we grow we start talking a few medium words. Linguistic competence is also constantly moving in relation to the surrounding environment.