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Abstract: The article analyzes the educational perspective of creative writing tasks in literature in their connection with the reader’s receptive activity. The main research methods combine conceptual and genre analysis, as well as analysis of the reader’s receptive activity. The material (samples of creative writing tasks) and the definition of the content of the concept of the “creative writing tasks in literature” can be useful in teaching methods to future literature teachers. The article suggests the subdivision of creative writing tasks into 1) those encouraging the student reader to reproduce a speech genre (scientific or popular scientific style: an article for a dictionary, etc.; journalistic style: notes on a blog or website, public speech paper, etc.; applied style: a manual book; hashtags about a text, etc.; legal style: expertise of a text; synthetic style: comics, draft editor’s project with visual materials for a literature work, script, libretto, mise-en-scène, book cover design) or 2) those encouraging imitation of an artistic literary genre. The author describes the difficulties while performing creative writing tasks and provides recommendations for teachers. The fol- lowing purposes of using creative writing tasks are identified: 1) expanding the receptive horizons of the students-readers, 2) stimulation of their creative activity in the areas presupposed by the artistic logic of the literary work, 3) creative writing tasks in literature allow focusing the reader’s attention on their own perception of the literary text, 4) enriching the ideas about the diversity of literary forms not through indirect description, but via direct perception and reproduction in the form of own creative writing.

About the author(s) :

Oksana V. Dreifeld
Kemerovo State Medical University (Kemerovo, Russia)

ORCID ID: https://orcid.org/0000-0002-3612-0237

Publication Timeline:

Date of receipt: 07.10.2023; date of publication: 31.03.2024

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