Creativity in Non-Fiction Prose: Theory in the Classroom

An often overlooked and underrated genre of writing in the classroom is that of Creative Nonfiction. In secondary education, she style is rarely read or practiced, doting mainly upon the constructive categories of fictional prose followed by the writing of academic thought papers. Personal essays are what spur a learning child to write in the beginning stages of schooling, but the movement strangely veers away from such a practice and turns its attention to the more concrete schools of reaction, analysis, synthesis, and correlation. However, the concept of creative nonfiction is a representative building block of literary growth, a cornerstone of thought and imagination spawning off of factual events. Taking steps from circumstantial to abstract to formidable delves into in-depth forms and variations of writing. Weighing situations by their "writability merit" helps developing writers to think like writers, making each piece creatively relatable.

Everyone has a story to tell. Some might be personal, plaguing, perpetual, or pitiful. Some might be heartwarming, holistic, heavy, or hindering. Developing writers must accomplish a myriad of tasks when asked to form the makings of an academic paper; they must not only exercise the art of writing by varying sentence structure and vocabulary as well as creating fluidity while using proper spelling, grammar, and colloquialisms, but they must also develop a sense of thought - a thesis, a conclusion. They must hypothesize a finality and take the steps necessary to reach the ending observation. They must develop inner thought and convince the reader of their findings, as well as integrate works they have studied, been taught, and read. Such an assignment can be harrowing and overwhelming for a student who has not yet properly developed the basic writing skills he or she needs in order to complete such tasks. If the student cannot walk, how can he be expected to climb the stairs?