Abstract
Advocates of creative writing have repeatedly pointed out its value for literary reading. According to some, creative writing may lead to enhanced reading engagement and appreciation of literary texts, increased self-efficacy as readers of literature, deeper processing of literary texts, more knowledge of and insight into literary techniques. This chapter examines the effects of one particular creative writing assignment: writing a story in the pre-reading stage, predicting the story to be read. Students would relate the literary story to their own story and they would show more emotional engagement during reading. An experimental design was used with a control group and post-tests. Participants were 10th-grade students from different Dutch secondary schools (15-16 years old, pre-university and higher general education). The creative writing task not only seems to influence students' literary reading process (more emotional engagement, more intertextual connections), but also the outcome of this process: students' story appreciation. Keywords: creative writing; Dutch secondary schools; literary reading process; literary texts
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