A poet in residence and creative writing instructor at Duke University visits some North Carolina high schools and introduces students to techniques which will prepare them for creative writing. (RB)

Presents a sample of short writing assignments flowing from carefully prepared lessons that isolate specific learnings, guide processes closely, and appeal to student interests. (RB)

Presents suggestions for writing paragraphs along with techniques and common transitional words and phrases. (RB)

Discusses the use of behavioral objectives in teaching creative writing and presents examples helpful to the classroom teacher. (RB)

Classes that are having trouble with creative writing should stop writing and start talking because oral language skills must precede written language skills. (RB)

Describes how preparing breakfast in school led a third grade class to the learning of research skills, writing an organized report, and the making of a newspaper. (MM)

Introduces a teaching technique for composition in which learning occurs in an atmosphere of experimentation and imagination, in an atmosphere of the hypothetical, and in an atmosphere of discovery. (RB)

Compares the effects of ITA and TO instruction; based on Auguste's master's thesis, Queens College, New York, n. d. (RD)

The importance of high school students having many kinds of writing experiences is stressed. These experiences include writing to" himself, for" himself, to" others, for" others, and with" others. (Author/LF)

Poets assisted in the teaching of poetry in elementary and high schools in New Jersey. Development of sense perceptions, emotional reactions, metaphor, rhythm and sound were emphasized. (AF)

A story, started by the teacher, with each child adding a phrase and illustrating it. (RY)

Suggests that the student will write with fewer inhibitions when invited "to listen to his own speaking voice in order "to capture its essence in his written compositions. (Author/RD)