Explains what writers mean when they talk about (1) writing as exploration, (2) being "honest" when writing, (3) "showing" instead of "telling," (4) the writer's "voice," and (5) the intensely personal experience that writing affords. (RL)

Notes the importance of using motifs from nature to teach dance to young children in public schools. Offers pictures and comments of students performing dances involving nature imagery. (RL)

Relates the experiences of participants in four poetry workshop sessions at a convalescent rehabilitation center. Provides examples of the poetry written during the sessions. (RL)

Argues that in both collective and individualistic societies, the most crucial experience for a writer is discovering what it means to write for oneself. (MM)

A personal account of teaching creative writing to elementary school students, with information on what the teacher learned about teaching, what classroom techniques she used, and how the students reacted to creative writing and writing for publication. (RL)

Reevaluates the impact that Kenneth Koch's 1970 collection of children's poetry, "Wishes, Lies, and Dreams," has had on its contributors. (MM)

Discusses ways to elicit the final project in a high school writing workshop--supplying the opening 20 to 30 pages of a novel. Examines student interests and writing styles in conjunction with the beginning pages of published novels. (RL)

Discusses the renga as the negation of the western belief in the soul and the reality of the I. (MM)

Recounts the experiences shared in a writing workshop for senior citizens in Harlem. Notes how the teacher developed as a workshop leader, what techniques were used to elicit writing by participants, and the "chemistry" of participant interaction. (RL)