Decries the way in which British education has reduced or eliminated the animation or essence of narrative. Explores the features that give narrative importance broader and deeper than the purely literary values customarily given it, and provides a rationale for keeping storytelling in the curriculum to enhance students' writing. (HTH)

Explores children's interaction during talking, telling, and storymaking stages as they prepare a narrative. Discusses a method of stimulating children to create stories by encouraging them to talk about a book that has been read aloud to them. (HTH)

Notes that although fiction writing is a somewhat problematic part of upper elementary/middle school writing, it is important for children to be able to compose good fiction. Suggests two methods to benefit young writers: (1) expose them to a wide range of good fiction, and (2) preserve their right to create personal fictions. (NH)

Argues the importance of dictated stories, with the teacher or other adult as scribe, in children's development as writers. Examines one child's literary influences and her literacy development. (MG)