Describes a writing assignment in which students rewrite literary classics or fairy tales from a new perspective (i.e. making an originally minor character the protagonist, or putting the original story into a different century). (MM)

Suggests ways of encouraging young children to write that are preferable to forcing them to try to have their work professionally published. Points out negative aspects of young children writing for publication, and offers more constructive alternatives. (SKC)

Uses repetition/change patterns of surprise found in sports, music, history etc., to teach grade school and high school students the concept as an effective device for writing poetry. (NH)

States that incorporating a short poetry or drama unit in a composition course can stimulate both students and teachers and that the benefits include more creative thinking, better attitudes toward writing and assignments, and sharpened revision skills. (EL)

Argues that any teaching method will work in a writing class as long as the teacher and student are serious and the teacher's knowledge is transmitted passionately. (HOD)

When children are taught to appreciate the freedom and power of self-expression, they become motivated to master writing skills. Ways of encouraging creative writing in the classroom are offered. (DF)

Describes the "Story Workshop" method of teaching creative writing in freshman English at Columbia College, Chicago. (RB)

Discusses children's writing in terms of purpose, audience, and imagination. (RB)

Rejects the premise that all parts must be related to the whole and to each other in a written composition. (Author/RB)

Suggests pre-poetry writing exercises can introduce poetry writing as fun rather than frustrating. (RB)

Bringing TV into the classroom can enable children to learn to identify a sequence of ideas, the main theme of a story, describe characters and make judgments about them through the dialogue they hear. (Author/ML)