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Creative approaches to writing materials Creativity is widely regarded as a desirable quality in many domains: music, visual arts, literature,

science, etc. The foreign language teaching field also needs creativity. Components of the notion of creativity: Newness: original, innovative, novelty, unusual, surprising. Immediacy: sudden, flash, illumination, spontaneous, Respect: awe, wonder, admiration, delight. Experiment: exploration, curiosity, preparedness, tacit knowledge, puzzle, problem solving, play, heuristic. Divine: intuition, insight, imagination, inspiration, illumination, mysterious, unconscious. Seeing relationships: connections, associations, combinations. Unpredictable: randomness, chance, serendipity, coincidence. Acceptability: recognition, relevance, significance.

Approaches to creativity Storr (1972) has approached creativity through psychoanalysis, arguing that, although highly creative people often behave oddly, it is precisely their creative urge which keeps them sane. Creativity clearly has a therapeutic function. Csikszentimihaly (1088) takes a multidimensional view of creativity as an interaction between individual talent, operating in a particular domain or discipline, and judged by experts in that field. This helps to explain why some ideas, though creativity do not emerge until the time is ripe. Why we need creativity? It is psychologically inevitable, given the number of human mind, which, as a complex system, is predisposed, to generate new ideas. It is also inevitable historically. Creativity stimulates and motivates. It is necessary for survival. Language use, and language learning, are inherently creative processes.

Materials writers should include in the contentment they choose texts, visuals, etc. They may also show creativity in the ways they manage to work within the constraints imposed by the publisher, the syllabus or the main examination.

A major aspect of the materials writers creativity is the extent to which creativity is stimulated in the teachers and students using the materials. The inputs of the materials are the applications of them. Teachers should pay attention to the students experiences, feeling memories in order to adapt the materials. They can use different topics, kind of texts, realia material, visual material, audios, internet, games, etc. The material applications process depends on the time, type, mode (individual work, pair, and groups), techniques, and task types. At the end teachers will have the outcomes; they can see the students evidence of learning.