This paper argues that the distinction commonly drawn in freshman composition texts between fact and opinion is functionally worthless and presents students with a useless dichotomy. It is wrong to stress the difference between fact and opinion because it has led to the assumption that there is a style of writing appropriate to the presentation of…

People who write about children's writing today stress that it is a highly personal process. The process can also be an interpersonal one. The support of other children seems to give security in the writing act. In a secure classroom where it is safe to try new things, there is little danger that a child will become dependent on the group…

Poetry is an important ingredient in the elementary school curriculum both for its intrinsic qualities and as a vehicle for other subject matter. Rhythm, rhyme, word choice and relationships are best seen and felt by children listening to poetry and, in later elementary school, reading poetry themselves. Children can be motivated to write too,…

Written by four teams of doctoral students at Ball State University, the scenarios presented describe a hypothetical sequence of events, procedures, or new patterns involving the English curriculum of the future. The scenarios are: I. An English Curriculum for the Year 2000; II. MED-85, a Humanistic Communications Scenario; III. A.D. Two Double-O…

This book, a project of the Montana Arts Council Poets and Writers in the School program, is a collection of poems written by students in elementary and secondary schools of Montana. In addition to the poems, the book contains an essay on motivating and guiding students to write creatively, a list of resources for creative-writing teachers, an…

An organic approach to the teaching of reading emphasizes the selection of vocabulary from the experiential background of the child. (JH)

Presents two teaching methods that lend structure to the teaching of poetry writing. (MAI)

Describes a model for a poetry writing project that aspires to transform students into sounder thinking, more sensitive human beings. The project, which was used in a grade eight class, includes writing and editing original poetry, class discussion, and creating books of student poetry. (KH)

Writing skills can be reinforced when students work together to create a classroom novel. Examples of how a language arts class developed a character by brainstorming, then wrote and revised their story to be shared with others, are given. (DF)

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

If writing is the exploratory process that motivates students to contemplate their lives, then it must serve the same function for teachers. (Contains several teacher written poems.) (Author/RB)

Presents plans and techniques which provide the opportunity for gifted students to acquire individuality, linguistic precision, and discipline through the study of poetry. (RB)

Explains and describes a creative cycle by which the child is first stimulated to creative expression and secondly guided by the teacher to communicate that expression. (MM)