Postulates that successful writing of all kinds depends on freeing the writer's imagination. Suggests techniques teachers can use to help students find their individual voice in writing, such as providing appropriate classroom proxemics, asking students to complete an evocative phrase, and having students critique each other's papers. (CJM)

A personal history of learning to write in the different required forms and how particular teachers affected the learner's attitude. (CRH)

By interrelating the arts of language through a variety of activities children can improve their attitude toward school and their academic skills. (JH)

Encouraging children to write helps bring out their feelings and develop positive self-concepts. (RB)

An educator, concerned with the state of current elementary school writing methodology, suggests a positive approach based on the principle of children writing what they want to write for a real audience of peer cohorts. (CS)

Student criticism of traditional term paper assignments and their recommendations for a relevant" assignment led to a satisfactory creative project, reflecting the life and times of imaginary characters in history. (JB)

Describes a University of Idaho pilot program in communication skills (at McSorley School, Lewiston, Idaho) enabling first and second graders to dictate narrations about their experiences into cassette recorders. (SW)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Valgardson discusses his attitudes toward his work and toward the teaching of writing. (RL)

Describes writing assignments in which students develop paragraphs incorporating various sense images. (RL)

Tells the story of a substitute teacher's involvement with a "problem" class and her use of a student's idea as a class writing assignment. (RL)

Argues that the definition of teaching content for imaginative writing in Scotland's national curriculum guidelines is problematic and that the definitions of process and context are not sufficiently coherent to provide a sound basis for planning and teaching story writing. Indicates how the writing criteria applied to national tests of writing…

Outlines a series of summary-writing assignments which focus on differences between expository and literary texts, and provide unusual opportunities for students to develop their response to literature. Maintains that such summaries increase students' facility as perceptive readers and insightful writers. (SR)

Describes how adult students can learn to analyze fiction by writing, sharing, and rewriting stories. Suggests several activities to facilitate this analytical approach, such as rewriting a published story, examining metaphorical language in poetry, and responding to poems and short stories. (MM)