Writing is a complex and learned activity in that it requires us to shape our thoughts into words and texts that are appropriate for the purpose, audience and medium of a variety of communicative forms. Writers must constantly make decisions about how to represent their subject matter and themselves through language. In this way, writing can be…

Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus…

Describes techniques used in a 9-week unit in creative writing for elementary school children. Emphasizes the importance of learning that thinking, reading, and writing are facets of the same processes. Lists readings and books to read aloud and imitate. (DMM)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

This book is a selection of profiles of children's authors featured in the journal "Language Arts" over the years. The book's 12 individual profiles highlight some of the real people who contribute to children's book publishing, provide a sample of a few of the many genres of books available for children, and give an insight into the…

Based on the idea that creative writing in the classroom need not begin with writing as the first step in the composing process, this guide suggests an oral approach to creative writing. The guide describes the "Telling to Write" process which begins with a structured exploration, continues with a series of story-related activities…

Discusses a teacher's experience writing poems with eight third and fifth graders pulled from their regular classrooms. Provides transcripts of the two poems written with the students. (SRT)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

Raises some questions about the way children write stories and the part teachers play in their writing. (HOD)

Teachers must first become confident with their own writing before they can guide students toward being effective writers. Insight into understanding writing behavior and developing trust and control are offered. (DF)

Stresses the importance of using imagery when having beginning writers write poetry. Discusses additional techniques of stressing the unusual, continuation words, the five senses, and repetition of a word or phrase. (MG)

Describes a pilot program that used computers to help teach creative writing to children in New York's South Bronx. (CRH)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Presents a three-phase strategy whereby teachers can introduce the writing process to children at almost all grade levels by involving them in writing fractured fairy tales or fairy tales with a twist. Appends a sample fractured fairy tale. (SR)

Describes the process one sixth grader went through in writing a short story and analyzes what this reveals about writing and the teaching of writing. (DD)