Scots language in literature and creative writing
2. Input
Activity 1
While old literary Scots, such as Robert Burns' poetry, represents a more standardized form of the written language, contemporary Scots is written in the same form as the spoken word. To gain a better understanding of storytelling traditions in various forms in Scots, engage with Unit 13, Storytelling, comedy and popular culture. Also study Unit 17, Grammar, of the Open University's Scots language and culture course, where you will be able to gain a useful overview of key grammatical features in various Scots dialects and how these are used.
Undertake
as many activities as you can in the units, taking notes on aspects
that are relevant for the key learning points listed for this unit.
You may want to take your notes in the learning log for future
reference. You can also consolidate your learning further by engaging
with the Scots
syntax atlas.
A key point to remember about creative writing in Scots
Since Scots is non-standardised and diverse, it is important that learners use and experiment with Scots language in their writing without the fear of 'getting it wrong.' Rather than excessive correction, the aim of writing is to encourage consistency.
Activity 2
You will start working on creative writing in Scots with an example produced by S2 pupil Oriana Strahan from Largs Academy.
Oriana won the SCILT Words of the World poetry competition 2021 with her poem ‘Power and Peace’.
1. Watch the recording of Oriana reciting her poem (23 seconds into the video). When watching, take notes on aspects of the poem you find interesting and relate to the topic of this course, i.e. language use, themes etc.
2. Are
Oriana’s poem and the interview resources you would consider using in your own
classroom? Why/why not?
3. Can you think of ways in which you could create a lesson/activities leading to similar outputs by your pupils? Take some notes to gather ideas for your lesson planning.
Activity 3
You
will now start to think about Scots language in creative writing and
its integral relationship with Scots literature. Watch author and
translator, Matthew Fitt, inspire a group of children by reading
Chairlie
and the Chocolate Works aloud
and engaging them in interactive Scots language activities during
Authors
Live: Roald Dahl Day
organised by the Scottish Book Trust.
The organisers list the recording under the following categories:
Language: English, Scots
Genre: Classics, Humour, Local Interest
Age group: 6-8, 9-11
Topics: Scots
A
First of all, watch an interviewwith Matthew Fitt in six parts recoded by BBC Scotland. Watch all six parts (Scots; Writing in Scots; Minging!; Taking on Roald Dahl; The right words; Quentin Blake)
When listeing, make notes that respond to the following questions:
Why is Scots language important to Matthew?
What difficulties did he have when he started to write and how did he overcome them?
What tips did he give for starting the writing process?
Matthew doesn't agree with excessive dictionary use in creative writing but can you think of any instances where dictionary use is important?
Apart from the words, what else gives meaning when he reads aloud?
How does he engage the children when he reads?
What other warm up activities does he use?
Compare your answer with our
()
.
B
Now think about your own teaching context and take notes to answer the following questions.
Would you use this book with your own class as a creative writing prompt? Why/why not?
Do you feel confident to read aloud in Scots and if not, what other options could you use?
Depending on CfE level, Matthew Fitt's warm up activities may not be appropriate as a starting point for writing. Can you think of alternatives?
Using the reading activity in the video as a starting point, come up with at least two ideas for follow-on creative writing.
How could you use creative writing activities such as this one to interest learners' family and friends in the community?
Now compare your
answers with our
()
, which offers a range of teaching ideas
you can try out in your own context.
C
If it is suitable for your teaching context, you may want to try out the teaching activity suggested by the Scottish Book Trust in connection with Matthew Fitt’s reading. Note that you could use aspects of the recording Book Trust event filmed by the BBC for your teaching.
Remember, even though you might be teaching an older age group, the activity can easily be adapted. For example:
- pupils can re-write elements of it in Scots using a different setting, different characters etc.
- pupils at Highers level could analyse and discuss what Matthew Fitt says in terms of writing in Scots and link his statements to the wider discussion of people writing in Scots in the classroom and beyond. This article in The Conversation by E Jamieson and Sadie Ryan ‘How Twitter is helping the Scots language thrive in the 21st century’ will offer further useful material for this discussion and can inspire young people to try out writing in Scots.
[You will be engaging in more depth with the article in section 6 of this unit.]
D
To support your pupils in their creative writing, you can refer back to Unit 2 of this course as well as Unit 2, Vocabulary Old and New, of the Open University's Scots Language and Culture course (Part 1). The Units give guidance on Scots vocabulary and how to work with it. Unit 4 of this course contains a very useful section on working with a dictionary to expand the understanding of texts in Scots and build your own Scots vocabulary.
Activity 4
To support you in preparing your classroom application of creative writing in Scots, Pauine Turner has produced an example for you which we hope will inspire you.
As part of her MEd in Applied Linguistics at the Open University Pauline undertook a research study into Digital Storytelling to encourage First Language Scots use in the Classroom'. This activity will introduce her research project and its findings to you and will provide some tips and tricks to help anyone who is interested in giving digital storytelling in Scots a go.
A
First of all, take a moment to think about advantages of and challenges for digital storytelling to encourage Scots use in the classroom.
Take a note of your thoughts in your learning log.
B
As a next step, watch Pauline's presentation sharing her MEd research project and it's findings with you.
Compare the challenges and opportunities listed by Pauline's with the thoughts you noted down in part A of this activity.
Also, take a note of aspects from the presentation that are particularly pertinent for your own teaching and its context in your learning log.
C
Should you feel inspired by Pauline's research project and motivated to try out digital storytelling with your pupils, visit the edtechteacher website to explore their suggested 8 Steps to Great Digital Storytelling.
The University of Houston/Texas outlined information on specific educational uses of digital storytelling as an instructional tool for teachers and a learning tool for pupils. Read their information here.
You can also have a look at the free tool Pauline used for her project and decide whether you might like to try this out in your classroom.
Enjoy!