Creative writing is an activity useful for engaging every student. To ensure that every child benefits from this activity, the creative writing program begins with the mastery of basics such as spelling, writing, and self-expression and continues with the child's acquisition of competencies in invention. In this inclusive learning context, creativity highlights the nurturing of the constructive, valuable, and meaningful behavior of every child (Tan & Wong, 2007). Accordingly, instruction is based on the following assumptions (Tan & Goh, 2007):

• Every individual has the potential to be creative in one or more domains (see Gardner, 1983).

• Creativity can be nurtured when the prerequisite components (i.e., motivation, knowledge, and skills) exist within the individual (Amabile, 1983) and when the individual receives ample support from his or her interpersonal and sociocultural environments (Csikszentmihalyi, 1996, 1997).

• Creative processes can be individualized (Finke, Ward, & Smith, 1992) into two phases: idea generation and exploration. During the idea generation phase, the individual proposes numerous preinventive structures, which can be ambiguous and novel. These preinventive structures can then be refined during the exploration phase with reference to the criteria of creativeness accepted for the domain.

• In a group, activities such as brainstorming, role playing, and collaborating in multimedia presentations can be facilitated in a cooperative and peer-evaluative context.

• The preinventive structures can be assessed by using the consensual assessment technique, which engages people who have expertise in the domain (Amabile, 1983) with novices who are learning to become experts (Finke, 1990).

• […]