Through its innovative ideas, the Teachers and Writers Collaborative is considered to have contributed to the teaching of writing skills. (DM)

Describes a poetry writing exercise that used photographs as a stimulus. Presents some poems produced by this exercise. (JL)

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)

Presents a variety of tested ideas for getting student writers started. (SJL)

The article examines a language arts course for gifted six- and seven-year-old children. After exploring some characteristics of giftedness, the author discusses the course, which incorporates reading, literary awareness, and creative writing. (PHR)

A poet relates her personal writing problems, which she resolved by completing some of the assignments she had used in her classes. (RL)

Suggests that literary study should employ student creative writing as a transition into expository critical writings and discussion of literary works. (DD)

Suggests the use of children's literature as a model for junior high students' writing. (DD)

Offers strategies for integrating poetry throughout the year and throughout the curriculum, including suggestions for creating a back-to-school poem and capturing scenes of nature in haiku. Student pages offer a primary poem coloring worksheet and an intermediate haiku worksheet. (SM)

Twelve mildly handicapped students, aged 10-12, used the "Add-A-Word" spelling program to learn words frequently misspelled in creative writing. The percentage of words spelled correctly in creative writing increased dramatically, and correct spelling of words from a spelling list was generalized to creative writing. (Author/JDD)

Advocates using the satiric interview style, popularized by the comedy team of "Bob and Ray," as an ideal model for satire writing at the secondary level. (MM)

An elementary teacher presents suggestions for helping students focus their thinking, find a central theme, and develop story ideas for writing. She describes how to demonstrate focus in writing (via teacher's writing, professional authors, and student's writing) and how to develop focus when conferencing. (SM)

Describes how, like other writing assignments implemented in various courses in response to the writing across the curriculum movement, creative writing can be a very effective learning tool in economics courses. Includes description of such a class assignment. (EV)

Describes an educator's experiences teaching creative writing in prison. Notes that Emily Dickinson's rich inner world especially resonated with a few prisoners. Contains three of Dickinson's poems, and two poems by a prisoner. (RS)