Scots language in literature and creative writing

1. Introduction

This unit by Pauline Turner allows you to explore the rich diversity and creativity of the Scots language through a wide range of literature before applying resources and techniques to your own teaching of creative writing using Scots.

Contemporary Scots is written in the manner in which it is spoken and since there are multiple dialects, each with their own distinct grammatical and syntactical features, it is important for learners to listen to the sounds, intonation and rhythm of the words, as well as the way in which sentences are constructed. Therefore, listening and reading texts aloud as often as possible is a fundamental part of the creative writing process irrespective of the related reading and writing level within the Curriculum for Excellence (CfE).

Although perhaps initially daunting, it is this language diversity and the idiosyncratic features of Scots which lend themselves perfectly to creative writing. For learners whose first language is Scots, writing in their mither tongue brings not only freedom of expression, but expands their linguistic repertoire and therefore creativity, while also supporting and improving written English. Where Scots is being learned as a second or third language, first language speakers of Scots can support them in the classroom, particularly in oral storytelling and reading aloud. Overall, creative writing offers a privileged and 'safe space', particularly in fiction writing, to explore identity and experiment with language.

Based on Education Scotland's Creativity across learning 3-18, Impact report, your knowledge of the Curriculum for Excellence (CfE) reading and writing levels, as per Literacy and English: experiences and outcomes, and your own interests and experiences, you will study this unit to accomplish the following objectives.

Key learning points

• to learn about the role of Scots language in literature and its use in informing and supporting creative writing in the classroom.

• to understand the integral nature of Scots language creative writing within other areas of the curriculum.

• to write a lesson plan for Scots language creative writing, sourcing and evaluating appropriate tools and resources.

• to embrace community resources and encourage involvement of learners' family and friends as a bridge beyond the classroom.

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.

Learning log

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.

Learning log

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:

1. Why is Scots language important to Matthew?

2. What difficulties did he have when he started to write and how did he overcome them?

3. What tips did he give for starting the writing process?

4. Matthew doesn't agree with excessive dictionary use in creative writing but can you think of any instances where dictionary use is important?

5. Apart from the words, what else gives meaning when he reads aloud?

6. How does he engage the children when he reads?

7. What other warm up activities does he use?

Learning log

Compare your answer with our model answer (46.7 KB) .

B

Now think about your own teaching context and take notes to answer the following questions.

1. Would you use this book with your own class as a creative writing prompt? Why/why not?

2. Do you feel confident to read aloud in Scots and if not, what other options could you use?

3. 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?

4. Using the reading activity in the video as a starting point, come up with at least two ideas for follow-on creative writing.

5. How could you use creative writing activities such as this one to interest learners' family and friends in the community?

Learning log

Now compare your answers with our model answer (65.5 KB) , 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!

3. Tutorial

The next activity will further develop and consolidate your ideas with regards to your Scots language in literature and creative writing lesson plan.

Activity 5

To prepare for the tutorial of this unit, take some notes to bring to the tutorial revolving around attitudes to and problems around writing in Scots. The following questions might help you focus your thoughts.

1. What is your experience of writing in Scots? And what is your pupils’ as far as you know?

2. What might be difficulties you have to overcome when using creative writing in Scots in your classroom?

3. What do you consider advantages of using creative writing in Scots in your classroom?

4. What teaching ideas you have come across in this unit would you like to try out in your classroom and why?

Learning log

Activity 6

To prepare your own lesson planning and help you get ready for the tutorial, make notes on any of the following resources or activities which are interesting and appropriate and which you might use in your lesson plan for the Application task of this unit.

• The Scottish Book Trust has a section dedicated to Scots literacies: https://www.scottishbooktrust.com/topics/scots. Explore the 'Learning resources' section and in particular, 'Using Scots in schools' PDF, and the Scots writing activities there, which are documented from p4.

• Also see the following:

  • https://www.scottishbooktrust.com/learning-resources/creative-writing-activities-for-upper-primary

  • https://www.scottishbooktrust.com/learning-resources/creative-writing-for-secondary

• The Scots Language Centre learning section has great creative writing resources. For those who like poetry, 'The Kist' is a selection of written and spoken poetry with creative writing ideas available at https://www.scotslanguage.com/articles/node/id/658.

Learning log

3.1. Lesson planning

Activity 7

In preparation for the tutorial, write a rough plan for a lesson activity involving the Scots language, building on the knowledge and skills that you have acquired through the study of this unit so far. Pay particular attention to your notes from the various aspects of Activity 3 and as required, review Unit 2, Activity 4: 'Key aspects to consider when planning a Scots language lesson or activity.'

Bring this draft plan as well as any questions you might have about planning something suitable to the tutorial session.

You can find out when the tutorial will take place in your study planner document.

Your plan should include the following:

1. the age group and subject area

2. suitable Scots vocabulary you plan to use/introduce

3. a suitable resource or more which you want introduce, to support the use of Scots in your classroom

4. suitable activities around the resource/s that can help develop your learners’:

   • understanding of the Scots language

   • their confidence in using it

   • their understanding of a particular aspect of your subject area

5. Remember to reference CfE Literacy and English experiences and outcomes (2020) in your lesson plan. Refresh your knowledge by reviewing the section on writing and taking any notes that you feel might help you in writing your lesson plan.

6. In the midst of lesson planning it is sometimes good to remind yourself that this is an important stepping-stone to children continuing to read and write in Scots beyond the walls of the classroom. Think about how you could facilitate this.

Learning log

Compare your answer with our model answer.

Don’t forget to share examples of the fantastic teaching and learning going on in your classrooms. Share on social media using  #OUScotsCPD, and tagging us in your posts @OUScotland, @OULanguages, @EducationScot.

4. Application

Now you will finish preparing your own lesson based on what you have studied in this unit by planning the activities and learning outcomes you plan to include.

You may wish to refer to the 3-18 Literacy and English Review (see pages 66 and 67 for specific reference to Scots) as well as the Education Scotland resources on the National Improvement Hub.

The CfE Experiences and Outcomes should be referenced as often as possible.

Activity 8

Using the notes and ideas that you began to gather during the tutorial, complete steps 1-5. 

1. In your own time, continue planning your chosen activity, adding more detail where required. 

2. Having planned your lesson, you will now carry it out with your learners, remembering that this is a highly creative activity and therefore you may need to adapt your plan according to need.

3. Write an account of 250 to 300 words, highlighting the successes and challenges you encountered when applying what you have learned in terms of pedagogy and language. It may be helpful to consider these questions: 

4. Then post your reflective account in your Course forum.

5. Read and comment constructively on an application task post by another colleague.

Learning log

Compare your answer with our model answer (59.1 KB) .

Don’t forget to share examples of the fantastic teaching and learning going on in your classrooms. Share on social media using  #OUScotsCPD, and tagging us in your posts @OUScotland, @OULanguages, @EducationScot.

5. Community link

Writing with a clear purpose for a specific audience is extremely motivating. We want to introduce you to three initiatives around creative writing which you and your pupils might want to engage with.

Scottish Book Trust: What’s your story?

You can find out about a number of fantastic teen initiatives run by the Scottish Book Trust as well as links to writing competitions here.

Scots Hoose - Scots in Schools

https://www.scottishbooktrust.com/writing-and-authors/young-scots-writer-o-the-year-award 

6. Research

Activity 10

As the topic of this unit is writing in Scots, we want to introduce you to an area where Scots is thriving as a written language – social media. It is important to note that the younger generations are driving this movement and that the way in which Scots is used as a written language here is even driving wider changes in the language.

To start with, please read this article by Jamieson and Ryan in The Conversation on ‘How Twitter is helping the Scots language thrive in the 21st century’.

1. When reading the article, take notes on points covered in this piece which you consider important, especially on the areas identified by the article’s two sub-headings:

• The private and the public voice

• Writing like you speak

2. You may want to follow some of the links to other publications on the use of Scots on social media, for example Eve Livingston’s recent article for The Face or research showing that people are more likely to write in a minority language such as Scots in posts directed at a specific user. Another fascinating publication is Sadie Ryan’s research on the computer-mediated communication of Glaswegian pre-teens.

3. Once you have finished reading the article, consider what aspects are particularly pertinent when you think about writing in Scots in the context of formal education, again coming back to the aspects of private vs public language use and writing like one speaks (something pupils are normally told not to do!). Take some notes and make plans an what you need to be mindful of when teaching writing in Scots and encouraging pupils to overcome mental barriers they might have due to how they have been taught writing in English, where there is a formal standard they learned to adhere to.

Learning log

Model answer 71.2 KB

7. Professional recognition

Activity 11

In this activity you will write your reflective blog post for the professional recognition element, which should be informed by your learning during the unit. You should write critically and in some depth about at least one of the following: 

• your understanding of/thinking about the theme of the unit in general, 
• a particular experience/incident arising either in the peer community of the course or in your workplace, 

• a specific piece of reading associated with the theme. 

 

Your post should: 

• be 500-750 words in length. You may write a longer contribution if you wish.
• address the programme’s three Masters level criteria: 

1. Knowledge and understanding 

2. Critical analysis 

3. Structure, communication and presentation 

In writing your post, you may choose to: 

• use one or more prompt from the bank of reflective prompts provided to frame your writing, 

• make connections between readings related to the theme and your practice,  
• explore the extent to which you agree/disagree with or were surprised/impressed by an aspect of the peer discussion in the course forum. 

Reflective blog

8. Further Engagement

• Unit 19 of the Open University Scots language and culture course by Alan Riach focuses on literary prose in Scots language and prose in Scots fiction. This will be a useful introduction to prose in Scots language literature.
• Scots Hoose is a fantastic resource for teaching Scots language to children. In particular, look at the 'screive' section for creative writing ideas and resources: http://www.scotshoose.com/index.html
• The National Museum of Scotland have collaborated with the Scottish Book Trust to 'Build a story at the museum': https://www.nms.ac.uk/explore-our-collections/resources/build-a-story/
• Follow the link from the Scots Language Centre to read 'Teaching Shakespeare, using Scots,' which is an inspirational blog by English teacher, Amy Douglas. This is also available on Glow Scotland.
• The Scottish Poetry Library has a large number of resources.
• The book 'Addressing the Bard: twelve contemporary poets respond to Robert Burns' (Gifford (ed), 2009) showcases old literary Scots alongside contemporary Scots and is a good teaching resource for language discussion. This resource is available online for free at https://studylib.net/doc/13151635/addressing-the-bard.
• Traditional ghost stories are a good stimulus for writing. Author, Alan Bissett, narrates some here: https://www.scotslanguage.com/articles/node/id/515/type/referance
• In addition to the research you have engaged with, you can explore a research paper on creative writing in the English as a Foreign Language classroom, which takes account of the fact the writing is the most difficult skill to master in the English as a Foreign Language learning context. You will be able to see some similarities with teaching creative writing in Scots and might be able to pick up some useful teaching strategies from this paper, too.
• To access Esma Şenel’s paper ‘The Integration of Creative Writing into Academic Writing Skills in EFL Classes’, go here.
• Read a sociolinguistic study that highlights how Twitter users modulate how they use Scottish vocabulary depending on the audience they want to address with their tweets. Access the article 'Topic and audience effects on distinctively Scottish vocabulary usage in Twitter data' by Shoemark, Kirby and Goldwater here.

9. References

Burns, R. (n.d) 'Tam o Shanter' at Scotland on Screen [Online]. Available at https://scotlandonscreen.org.uk/browse-films/007-000-002-065-c (Accessed 4th December 2023).

Dempster, M. (2017) 'Ma Emoji Tae Scots Dictionar', in Mind yer Language? [Online]. Available at http://mindyerlanguage.scot/ma-emoji-tae-scots-dictionar (Accessed 4th December 2023

Dictionary of the Scots Language [Online]. Available at https://dsl.ac.uk/ (Accessed 4th December 2023).

Education Scotland (2013) 'Creativity Across learning 3-18: Impact report,' [Online]. Available at https://education.gov.scot/improvement/Documents/cre39-impact-report.pdf (Accessed 4th December 2023).

Jamieson, E. and Ryan, S. (2019) ‘How Twitter is helping the Scots language thrive in the 21st century’, The Conversation, 13 August [Online] Available at https://theconversation.com/how-twitter-is-helping-the-scots-language-thrive-in-the-21st-century-121783 (Accessed 4th December 2023)

Potter, B. translated by McGeachie L. (n.d.) 'The Tale O Peter Kinnen' [Online]. Available at https://www.scotslanguage.com/Education/Audio_resources/The_Tale_O_Peter_Kinnen_uid2294 (accessed 4th December 2023).

Robertson, C. (2020) 'Hot seat', British Council: Teaching English [Online]. Available at https://www.teachingenglish.org.uk/article/hot-seat-0 (Accessed 4th December 2023).

Scottish Book Trust (2020) 'Roald Dahl Day with Matthew Fitt' [Online]. Available at https://www.bbc.co.uk/events/e2jj5v/play/ard6gw/p0482rf5 (Accessed 22 January 2024).

Scottish Book Trust (2020) 'Scots' [Online]. Available at https://www.scottishbooktrust.com/topics/scots (Accessed 4th December 2023)

Scottish Book Trust (2020) 'Creative writing resources for upper primary' [Online]. Available at https://www.scottishbooktrust.com/learning-resources/creative-writing-activities-for-upper-primary (4th December 2023).

Scottish Book Trust (2020) 'Creative writing resources for secondary' [Online]. Available at https://www.scottishbooktrust.com/learning-resources/creative-writing-for-secondary (4th December 2023).

Scottish Government (2020) 'Literacy and English experiences and outcomes', Curriculum for Excellence [Online]. Available at https://education.gov.scot/Documents/literacy-english-eo.pdf (Accessed 22 January 2024)

Scots Language Centre (2020) 'The Kist' [Online]. Available at https://www.scotslanguage.com/articles/node/id/658 (Accessed 4th December 2023).

Scots Syntax Atlas (2020) [Online]. Available at https://scotssyntaxatlas.ac.uk/ (Accessed 4th December 2023).

Şenel, E. (2018) ‘The Integration of Creative Writing into Academic Writing Skills in EFL Classes’, International Journal of Languages Education and Teaching, vol. 6, issue 2, pp. 115-20.

Shoemark, P., Kirby, J. and Goldwater, S. (2017) ‘Topic and audience effects on distinctively Scottish vocabulary usage in Twitter data’ [Online] Available at https://www.aclweb.org/anthology/W17-4908.pdf (4th December 2023) DOI: 10.18653/v1/W17-4908

University of Edinburgh (2020) 'Reflection toolkit' [Online]. Available at https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle (Accessed 4th December 2023)

Youtube (2013) 'Freewriting', [Online]. Available at https://www.youtube.com/watch?v=4O0EMX0nnl4 (Accessed 4th December 2023)