Manu kupu, the power of words - Exploring creative writing in the primary classroom

Oct 15, 2026

Upload by Levi

Teaching writing is complex, and educators often circulate ideas that overlook the real difficulty of teaching writing techniques and processes. Authorship is presented as an active, life-oriented consciousness that emerges through awareness and the desire to express impressions. Inquiry-driven, arts-rich invitations to write—shaped by audience, purpose, and connection to young writers’ curiosity—support critical and creative thinking. The article shares practice examples across varied contexts to help children grow meaning from inquiry to page.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages15

Reading Time23 min

AccessFree to download

Abstract

Inquiry, awareness, and the purpose of writing

Arts-rich invitations and audience purpose

Critical and creative thinking in literacy learning

Educator role and fostering wonder

Volume 22 Issue 2, 2022. Special Issue: TheArts in the classroom: Advocacy, theory and practice Manu kupu, the power of words: Exploring creative writing in the primary classroom Verity Short Special Issue Editors: Millie Locke, Robyn Ewing and Terry Locke To cite this article: Short, V. (2022). Manu kupu, the power of words: Exploring creative writing in the primary classroom. Teachers and Curriculum, 22(2), 75–88. [https//doi.org/10.15663/tandc.v22i2.407](https//doi.org/10.15663/tandc.v22i2.407) To link to this volume: [https://doi.org/10.15663/tandc.v22i2](https://doi.org/10.15663/tandc.v22i2) Copyright of articles Authors retain copyright of their publications. Articles are subject to the Creative commons license: [https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode](https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode) [Summary of the Creative Commons license.](Summary of the Creative Commons license.) Author and users are free to Share—copy and redistribute the material in any medium or format Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Open Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. MANA KUPU, THE POWER OF WORDS: EXPLORING CREATIVE WRITING IN THE PRIMARY CLASSROOM VERITY SHORT Lynmore School New Zealand Abstract Teaching writing is complex, and a number of ideas circulating among schools and teachers often belie the difficulty of how to teach the techniques and processes of writing. I’ve come to believe that authorship is not a passive undertaking and does not originate in the struggle to put something onto the page. Rather it emerges by living with a sense of awareness. It is, in a sense, life work, a consciousness of the significance of our experiences and the impression that they make upon us. These impressions then seek expression and, in turn, we are moved to write. I believe that being moved to write should be the driving force behind our work with young writers in schools. From experience I have seen that inquiry-driven, arts-rich invitations to write, with an emphasis on how the writing will function with respect to an intended audience and purpose, foster a sense of connection, and a respect for diverse opinions and points of view. These undertakings are part of the meaning-making process and pivotally cultivate an ability to think critically and creatively—the essence of learning to be literate. When we see that children are innately curious, we see that our role, as educators, is to foster this sense of wonder. When we begin with inquiry and a shared quest for significance, the journey from the head to the page becomes a process of growing meaning. In this article, I will be sharing a number ofstories ofpractice, where students in a range of contexts were enabled via a range ofactivities to make such a journey. “Mana kupu, the power of words, makes us the apex predator. Words define us, give us purpose, give us place, give us meaning. Meaning is everything”(Brown, 2021, Section 2, penultimate paragraph) . If this is the case, then developing our capacity to enable our young learners to wield the power of

FAQs

What drives students to write according to the article?

Writing is driven by being moved to write, which grows from awareness and impressions that seek expression. Inquiry and shared quests for significance turn the journey from head to page into meaning making.

How does the article view authorship in teaching writing?

Authorship is not passive and does not begin with simply putting something on a page. It emerges from living with awareness of experiences and their significance.

What approach does the article recommend for young writers in schools?

It emphasizes inquiry-driven, arts-rich invitations to write, focusing on how writing functions for an intended audience and purpose. This fosters connection and respect for diverse opinions.

Oct 15, 2026

Upload by Levi