Presents an edited transcript of an informal discussion with Mina Shaughnessy on techniques to be used in teaching composition to inexperienced writers at the secondary and college levels. (DF)

Tracking down the similarities between two beloved stories (the Wizard of Oz and Star Wars) led to a critical analysis of other tales. Through this process, students discovered why some books are classics, became more discriminating readers, and applied what they learned to their own creative writing. (Author/KC)

Shows how writing news stories about fairy tale characters enlivens student writing classes. Suggests assignments for creating a fairy tale newspaper with news stories, obituaries, editorials and letters to the editor, advice columns ("Ask Mother Goose"), weddings and social events, sports news, and advertisements. (RL)

Explains how haiku was used in fourth and fifth grade classes to help the children acquire needed discipline in their use of language. (RL)

Describes a method of teaching college composition which involves students in writing poems in collaboration with the teacher and other students. (DD)

Describes a game which can be used to acquaint students with the basic elements of narrative fiction. (DD)

Demonstrates the use of the cloze procedure as a way of teaching vocabulary appropriate to a particular genre and of helping students write a narrative that is well-shaped and thoughtfully worded. (TJ)

Describes ideas for writing prompts and assignments proposed by three different teachers: (1) writing poems inspired by smells of herbs and spices; (2) writing about past perceptions and feelings after looking at a photograph; and (3) writing a "self-portrait." (TB)

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Discusses the connections between creative writing and literary criticism. Explains experience of combining a literature and creative writing class. Concludes the combination results in both groups gaining a greater understanding of each others' crafts. (PM)

Outlines effective and practical creative writing assignments given to literature students. Concludes that writing short, imaginative summaries provides a change of pace from the usual lecture, discussion, and group work formats of literature classes. (PM)

Details a creative writing assignment used in literature classes to help students better grasp the principles of literature from the inside out. Suggests this method should be employed more often in survey classes. (PM)

Four alternative strategies to enhance learning-disabled students' learning and improve their self-concept include creative writing, peer tutoring, creative teaching, and behavior modification. (DB)

Describes three exercises which use creative spelling in student-generated advertising, poetry, and dialect. (MM)

Describes a collaborative writing activity, designed to promote free and creative writing, in which groups of students each write one section of a collective short story. (MM)