Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Describes the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

Considers what makes up the sensibilities and personal traits of a writer. Describes how one writer learned to express herself through a particular writing workshop. Outlines the reasons writers write and lists some tricks of the trade. (HB)

Describes the sensibilities and temperament that make a successful, daily writer. Questions why writers write. Attempts to define what it is that makes a writer write. (HB)

This paper examines the processes of creative writing, exploring in particular how intuition and analysis, unconscious and conscious, work together, and how the social and the personal are involved in these processes. The author discusses her experience of writing a sustained narrative poem with lyrical elements, and then as a teacher-educator…

It is recognised that verbal texts do not result only from words. They may involve the mental manipulation of other modes of representation such as images and sounds. If this is the case, we must consider what is not operating with writers who find it extraordinarily difficult to produce verbal texts. Are they failing to mentally code or…

This theme issue features 11 articles on the research interests of Indiana University faculty whose work on various campuses continues to advance knowledge about creative writing. Articles in this issue are "Creative Writing and the Future" (Roger Mitchell) which outlines the historical beginnings of the intellectual disciplines of…

With selections from both teachers and students from writers conferences, festivals, and workshops, this anthology brings together a group of "seasoned and fresh writers" for readers/students to savor. The anthology points out that each summer writers conferences are held at Mount Holyoke, Bread Loaf, Sewanee, Iowa City, Port Townsend,…

An alternative to the often artificial writing workshop model focuses on learning through imitation and on the writing process rather than the product. This alternative model also involves considerably more reading than a typical workshop class, requiring students to read the way writers do, with a critical understanding and an awareness of 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)

This paper describes, reflects on, and analyzes the process of engaging student writers in a creative-critical writing workshop in which they not only work toward presenting a portfolio of original work, but are engaged in performance, dramatic intervention, and creative challenges to texts. The paper explains how students are invited to meet…