Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Suggests that reluctant learners can be motivated to read and write if the teacher writes a story in which the student is the hero. Notes that students may be persuaded to write their own stories with themselves as heroes and share them with friends. (JC)

Describes methods for producing collections of student writing, including such aspects as anthology book covers, layout, artwork, lettering, print runs, headlines and editorial philosophy. Also provides tips for successful collecting, and alternatives to an actual anthology, such as broadsides, poetry postcards, tiny books, videotaped readings,…

Explains that creative writing is a form of communication and stresses the importance of communication in all aspects of education and suggests activities to facilitate that, such as having students produce a town guide or initiate and organize a campaign. (DF)

Describes a creative leter writing activity that involved eighth and tenth graders assuming characters from the modern age and Middle Ages. (HOD)

Suggests methods of promoting original writing in the classroom, from freeing writing from the notion of failure to working with word variations and rhythms. (MM)

Poetry can be a basis for developing reading skills, listening skills, facility in oral English, if it is taught creatively, appealing directly to the inner child. (Author/RB)

The greatest advantage of teaching English as a humanities subject is in the way it encourages children's natural abilities to express themselves creatively in words and to empathize with others. The history of the creative movement in Great Britain is traced through various literature. (PP)

Suggests approaches to assignments, students, materials, and interpretations that can help creative writing teachers incorporate such writing into real, everyday life. (JL)

Describes how one school developed six literature-based explorations involving an author of children's books that was intended to develop children's imaginations. (HOD)

Strategies to develop creativity were given to high school teachers in a graduate course, Developing Creativity in Teaching. Higher degrees of creativity emerged when the groups used the instructor's clues to write a story and when group brainstorming and writing, as opposed to individual writing, were done. (Author/SJL)

A wide range of instructional methods for teaching haiku poetry is described: readings from a text, lecture on the background and structure of the haiku form, comparisons between modern poetry and haiku, examining contemporary haiku written in English, showing a film, and writing haiku in a workshop setting. (MLW)

Discusses three books on language and literature instruction that present humanistic approaches to teaching students how to write, think, and express themselves in a creative manner. (FL)

Reports on a study of seven experienced secondary school writing teachers in Victoria, Australia. Focuses on how their own writing or lack of writing affects their teaching practices and effectiveness. Finds that the issue of becoming an effective writing teacher is more complex than the seemingly straightforward prescription that writing teachers…