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Integrating Imagination with Evidence When Writing.

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Title: Integrating Imagination with Evidence When Writing.
Authors: Modrek, Anahid S. (AUTHOR), Drew, Sally Valentino (AUTHOR)
Source: Creativity Research Journal. Jul-Sep2026, Vol. 38 Issue 3, p597-616. 20p.
Subjects: Imagination, Teaching methods, Inquiry-based learning, Adolescent development, Essays, Reflective learning, Student assignments
Abstract: This study examines the extent to which writing facilitates opportunities for deeper learning in adolescence as achieved by utilizing both imagination and evidentiary reasoning, simultaneously. We ask if affording evidence-based, argumentative prompts, in addition to exploratory and imaginative prompts, will sustain stronger adolescent learning, as assessed in adolescents' writing. We posit coordinating imagination with evidence will lead to more effective, and deeper, learning. With a sample of teachers (n = 199) and respective learners' (n = 388) writing samples, across 20-matched-pair high schools in the U.S., by means of a nesting analysis, we find quality of teachers' evidence-based reasoning, argumentative prompts, as well as quality of imaginative, exploratory prompts, both linked to stronger writing with respective learners. In a discriminant analysis, we find a significant association with teachers' imaginative, exploratory prompts to both learners' evidence-based, argumentative writing and learners' imaginative, exploratory writing (a cross-link not found to be significant between teachers' evidence-based, argumentative prompts and learners' imaginative, exploratory writing). Results indicate learning opportunities for exploratory, imaginative thinking can be provided without cost to opportunities for evidence-based, argumentative learning. Findings suggest need and benefits of eliciting exploratory, imaginative thinking from adolescent learners. Implications for pedagogy and deeper learning are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Integrating Imagination with Evidence When Writing.
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  Data: <searchLink fieldCode="AR" term="%22Modrek%2C+Anahid+S%2E%22">Modrek, Anahid S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Drew%2C+Sally+Valentino%22">Drew, Sally Valentino</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Creativity+Research+Journal%22">Creativity Research Journal</searchLink>. Jul-Sep2026, Vol. 38 Issue 3, p597-616. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+development%22">Adolescent development</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+assignments%22">Student assignments</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the extent to which writing facilitates opportunities for deeper learning in adolescence as achieved by utilizing both imagination and evidentiary reasoning, simultaneously. We ask if affording evidence-based, argumentative prompts, in addition to exploratory and imaginative prompts, will sustain stronger adolescent learning, as assessed in adolescents' writing. We posit coordinating imagination with evidence will lead to more effective, and deeper, learning. With a sample of teachers (n = 199) and respective learners' (n = 388) writing samples, across 20-matched-pair high schools in the U.S., by means of a nesting analysis, we find quality of teachers' evidence-based reasoning, argumentative prompts, as well as quality of imaginative, exploratory prompts, both linked to stronger writing with respective learners. In a discriminant analysis, we find a significant association with teachers' imaginative, exploratory prompts to both learners' evidence-based, argumentative writing and learners' imaginative, exploratory writing (a cross-link not found to be significant between teachers' evidence-based, argumentative prompts and learners' imaginative, exploratory writing). Results indicate learning opportunities for exploratory, imaginative thinking can be provided without cost to opportunities for evidence-based, argumentative learning. Findings suggest need and benefits of eliciting exploratory, imaginative thinking from adolescent learners. Implications for pedagogy and deeper learning are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/10400419.2025.2502762
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 597
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        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Inquiry-based learning
        Type: general
      – SubjectFull: Adolescent development
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      – SubjectFull: Essays
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      – SubjectFull: Reflective learning
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      – SubjectFull: Student assignments
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      – TitleFull: Integrating Imagination with Evidence When Writing.
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            NameFull: Drew, Sally Valentino
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              M: 07
              Text: Jul-Sep2026
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              Y: 2026
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