Writing for Creativity in Different Forms


Explain Creativity in different forms of Writing.


Creative writing is a form of expression using artistic thoughts that is drawn on the imagination to convey meaning using narrative, drama and imagery. This is different from analytic or pragmatic forms of writing. The genre involves fiction, poetry, screenplays, scripts and other creative nonfiction writing. An author’s unique style is the way of saying and writing things. An author should be recognized from his style of writing (Sternberg, 2014). A writer’s voice should come across as consistent, clear and natural. A writer’s style of writing should be as clear as their fingerprint. Awkward use of sentences and words, wordiness and lack of clarity are signs that depict an unclear contention in the mind of the authors. Development of character is the art of portraying and imaging characters that seem to be real to the audience as well as to the author. Additionally, the point of view of the author should be clear and unambiguous, such that the author is able to put across his points correctly (Glover et al, 2013). In this essay, we shall discuss the creativity that is involved in different forms of everyday writing such as diaries, blogs and graffiti. Additionally, the essay shall also discuss the factors that account for the emergence of creativity in these writing forms. 

The creative process in writing starts from preparation that includes active reading, research, refection and play. These are regarded as conscious actions, which shall be resorted to before beginning to write. This is also the same when we write any simple project that involves researching and introduction of factual data (Maley, 2014). Motivation at the time of writing and discipline plays a very important role before beginning to write. The writer at the time of writing should consider two points, firstly, the point of origination of writing and secondly what one is preparing to write (Mozaffari, 2013). Instead of beginning the write up immediately one should sit back and analyze whether the points that they have considered for writing is appropriate or not (Alias, et al., 2014).  After the reasoning process is arrived at a clear conclusion then a more intuitive and less reasoned processes develop which may enable the person to write in a more flexible way (Lotze et al., 2013).  

Recently, it was noted that handwriting has declined; this was seen in the survey of Britain in which 2000 people gave their idea to the extent of damage that is caused due to decrease in handwriting. Media has become a big industry and most people face it in some way or the other in their everyday lives. Many people do not use pen and paper on a daily basis and much of what they communicate is using media or computer (Khoshsima & Izadi, 2015). With the change in social and technological structure, a more computer-generated communication is coming into picture through which people interact with the use of emails, online chat, messaging and conferencing. Online creativity is not what all people possess with an increased use of internet online creativity it can be increased. The percentage of users in the younger groups shows a higher percentage of internet usage. If middle age and old people are also encouraged to use online services more frequently then they may catch up with the younger people and become as “internet savvy” as the young people are themselves (Carter, 2015). Similarly, online chatting has also become a good medium of communication. Though it may take some time to adapt to the existing changes however, if learnt properly, it may help in the development of new conventions. There are few noted points of differences between online chatting and “face-to-face conversation.” According to Hutchby, online conversations are influenced by computer-mediated communication (CMC) whereas, face-to-face conversation is a development of natural environment wherein no third party is involved. Nevertheless, CMC influenced communication lacks in orientation this means that the body gesture is not visible to the other person (Ansari, 2015). Additionally, it also lacks in temporal lag. In an online communication, the observer is not sure of the age, gender and traditions of the members in the conversation. Hence, the research that is conducted through CMC depends on an online surrounding over a period so that an understanding is built as revealed by the textual data. This is a kind of “linguistic innovation” has similarities with the poetic assembly of language that highlighted the inherency model of writing (Bourgeois et al. 2014).  

An electronic text does not have the same mark as its handwritten counterpart has. When one is writing on the screen, the person has the liberty of changing things as much as they want, as there is no record of editing. The software does not keep track of the changes and the users cannot access them. At the textual level, the popularity of creativity in everyday writing can be noted in features and the use of metaphor, for example, “he’s such a black and white person”, “is likely to have the hell kicked out of him.” “Rhythm and repetition of sounds (alliteration”) for example, “a lot to learn about living together”, “structural echoes (parallelism)” for example, “his choice and his loss” and inter textual references such as “larks ascending”. Other than, the one mentioned above people may also use “conventionalized metaphors “as part of their writing (Starko, 2013).

 Frequent omission of grammatical items, use of first person, pronouns analytical and reflective tome and the expression of one’s personal feeling should be kept in mind at the time of writing. However, writing differs considerably in style and expressing individual differences of the writers. They differ in the amount of literary and creativity that writers may have in themselves. The incorporation of ellipsis and formality of their writing become more emotional or analytical. While writing a diary one should incorporate the intimate details of his or her private life with a commentary on the political and military events that happens around him or her (Akdeniz, 2012). Diaries should be written in such a way that when a reader reads it up he or she is able to form his identity in the mind of the reader. The state of the person’s health and the description of his position should be included in the diary. The reader who reads the diary should be able to identify and relate to the person who has written the diary. Diary writing is an essential art and it involves different kind of skills. 

“Graffiti” is a form of expression and is used by people who lack self-assurance in projecting their inner feelings in ways that are more conventional.  When starting with graffiti, the first thing that the person should choose is topic and tag. The topic and tag chosen should lead to expression of personality and not name (Akdeniz, 2012). Graffiti becomes a way of developing yourself more competitively and different from the rest making more bold, constructive and intricate designs. It is because of the competitive element of graffiti that makes it equivalent to male identity. An artist of graffiti should make use of conscious and aesthetic techniques in his art. He or she should be aware of the artistic influence, which may affect his work and how the physical presence of the genre adds to the element of excitement in the graffiti made. However, the nostalgia should not be lost (Glover et al, 2013).

Blogging is a way of expression of ideas by choosing any given forum or platform. Bloggers mostly use English as their medium of communication and they combine their blog with symbols and signs in an unending way of idiosyncratic creative forms. It is argued that since blogging involves use of informal writing hence, the people are able to use languages, images and dialects in a way that are closer to their heart (Carter, 2015). According to Crystal, bloggers use all kinds of languages in way that is more conventional; however, the creativity should not be forgotten at the time of writing a blog. Sometimes bloggers may consist of repetition, word play, and irony and they may choose English their medium of communication rather than any other language. Blogging may open a considerable amount of freedom in writers as they express their thoughts at the time of writing (Khoshsima & Izadi, 2015). 

Conclusively, it may be stated that the factors that determine different forms of writing differ from person to person depending on their socio and cultural differences. The cognitive learning differs from one person to the other however, the level of creativity does not differ. Creativity is an inborn talent and good writers are talented since their birth. Creativity in writing is a process that depends more on a person’s linguistic development of a person.  



Alias, N., Siraj, S., Daud, M. K. A. M., & Hussin, Z. (2013). Effectiveness of Facebook based learning to enhance creativity among Islamic studies students by employing isman instructional design model. TOJET: The Turkish Online Journal of Educational Technology, 12(1).

Ansari, K. (2015). The pedagogical praxis of creativity: an investigation into the incipience of creative writing in USJP.

Bourgeois-Bougrine, S., Glaveanu, V., Botella, M., Guillou, K., De Biasi, P. M., & Lubart, T. (2014). The creativity maze: Exploring creativity in screenplay writing. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 384.

Carter, R. (2015). Language and creativity: The art of common talk. Routledge.

Glover, J. A., Ronning, R. R., & Reynolds, C. (Eds.). (2013). Handbook of creativity. Springer Science & Business Media.

Khoshsima, H., & Izadi, M. (2015). Creativity in Writing: A Study of EFL Learners’ Locus of Control. International Journal of Applied Linguistics and English Literature, 4(2), 81-90.

Lotze, M., Erhard, K., Neumann, N., Eickhoff, S. B., & Langner, R. (2015). Neural correlates of verbal creativity: differences in resting-state functional connectivity associated with expertise in creative writing. Neural Implementations of Expertise, 142.

Maley, A. (2014, November). Putting Creativity into Writing. In Japan Association for Language Teaching Conference, Sendai, Japan (Vol. 30).

Mozaffari, H. (2013). An analytical rubric for assessing creativity in creative writing. Theory and Practice in Language Studies, 3(12), 2214.

Starko, A. J. (2013). Creativity in the classroom: Schools of curious delight. Routledge.

Sternberg, R. (2014). 15. Assessing Creativity in College through Writing.Equinox Publishing, 239-243.

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