Teaching strategy to encourage enjoyment of creative literary writing in Ecuadorian education

Abstract

Introduction: Reading allows for the re-signification of reality and the understanding of its complexity through the integration of reason, empiricism, imagination, and creativity, while literature, as a reflection of this process, stimulates critical thinking and provides intellectual and aesthetic pleasure. Methodology: This ethnomethodological study, with a descriptive approach, was conducted with the participation of 315 Ecuadorian graduate students, and analyzes how creative writing can enhance reading enjoyment among teacher trainees.
Results: A didactic strategy was proposed that combines literary analysis with creative writing, proving effective in transforming reading into a more dynamic and pleasurable experience. Discussion: The triangulation of results with current curricular guidelines and the review of previous research highlighted both a gap in the literature and the feasibility of implementing a didactic model that integrates reading and creative writing.
Conclusions: The study concludes that incorporating creative writing into the reading process promotes a balance between cognitive and affective dimensions, enhances intellectual and aesthetic enjoyment, and strengthens critical thinking and creativity in the classroom.