1982/04/01 by John Biggs, J. B. Biggs, K. F. Collis +1
Neuroscience · Psychology · #Creativity in Education and Neuroscience #Innovative Teaching and Learning Methods #Neuroscience, Education and Cognitive Function
paper · doi:10.1177/000494418202600104
crossref issued 1982/04/01 · crossref published 1982/04/01 · crossref published-print 1982/04/01 · openalex publication_date 1982/04/01 · crossref published-online 2017/09/29 · crossref created 2017/09/29 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Creative writing is defined as an open-end prose or poetic construction, that is intended to entertain rather than to impart information. Two aspects of writing are distinguished: the process of writing, and the quality of the product. Composition is conceptualized in information-processing terms, and the components of writing are used as a basis for the main concern of the present paper, product evaluation. The SOLO Taxonomy is proposed by the authors to evaluate the quality of learning, in terms of the structural complexity of the product. Five levels of writing structure are referred to: incoherent, linear, conventional, integrated, and metaphoric. Samples of creative writing of high school students are selected to illustrate each level. This analysis has implications for both the psychology and the teaching of writing.