Offers a method for teaching penmanship whereby the different strokes of a penmanship exercise are used to illustrate the action in a story. Presents some story lines and shows how they may be adapted to imaginative penmanship drills that will hold the children's interest. (HTH)

Explores activities described in ERIC documents that are designed to create in the student an awareness of audience beyond the classroom setting. (HTH)

Describes several activities which might be used in inservice courses to help language arts teachers experience the process of writing. (DD)

Uses poetry and poetic prose to remind readers of the power of poetic language. Discusses the author's experience as a poet and her work with teachers to bring poetry into children's lives. (SR)

Advertisements can be effective stimuli for creative writing.

Suggests several teaching techniques which encourage creative independent writing by providing needed structure. (DD)

Contends that by using nonfiction writing as a daily developmental process, a child finds a predictable, nurturing, and accepting environment which helps teachers understand their students, helps children learn, and promotes acceptance of both the student and the child. (MS)

Lists several classroom writing activities, including writing in sand, using letters cut from magazines and newspapers, and baking letter cookies. (HTH)

Presents excerpts of letters written by children to their favorite children's authors, discussing how the letter writing experience parallels authors' experiences. Also presents responses from some of the authors. (HTH)

Discusses the development of voice through a specific free-form poetry-writing experience. Suggests a method for teaching poetry that draws heavily on poets from diverse ethnic and cultural backgrounds. Shares evidence that this approach to teaching poetry can be the starting point for students developing writers' voice, and suggests ways to move…

Discusses the differences between inauthentic and authentic writing, arguing that most writing in school is inauthentic, because it is written for someone else's intentions. Examples are cited from a classroom with an essentially whole language orientation, but which occasionally reverts to inauthentic writing assignments. (HTH)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)