Draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Outlines possibilities for individual renewal, particularly through the process of mentoring new members. (SG)

Suggests that there is a real chance right now for letting the possibilities of creative nonfiction infuse, improve, and invigorate the teaching of composition. Concludes that when allowed to explore literary nonfiction, writing students will develop a substantial set of strengths from which to undertake other disciplinary writing challenges as…

Describes a writing assignment useful for high school and college students in which students ponder, discuss, and write about collecting, collectors, and the human impulse to collect. Includes some samples of student writing. (SR)

Focusing on pedagogical issues in creative writing, this annotated bibliography reviews 149 books, articles, and dissertations in the fields of creative writing and composition, and, selectively, feminist and literary theory. Anthologies of original writing and reference books are not included. (MM)

Argues that writing parodies of poetry is a productive, nonthreatening introduction to the creative effort of poem making. Provides several suggestions that may help in the parody-writing process. (RS)

Talk is central to what writers do--it is the collaborative activity that underlies most, if not all, individual acts of composing. Writers compose through inner speech while walking, by speaking aloud at the word processor, when discussing a work-in-progress, or as they share ideas during conferences in writing centers and classrooms. But this…

Describes instructional and departmental forces creating the following problems for undergraduate creative writing teachers: (1) they hold an uneasy position in the English department hierarchy; (2) courses are radically different from creative writing courses in either high school or graduate school; and (3) instruction has lagged behind…

Explores the concept of peer writing groups by reviewing research and offering a plan for preparing, training, monitoring, and evaluating the peer writing group. (SD)

Surveys students concerning recruitment and referral issues at the writing center. Finds that the higher the class level, the less likely the student was to have attended the center. Finds that students view instructor referral to the writing center as a bargain. Suggests ways to improve tutor training, advertising, and referral methods. (RS)

Describes several activities using postcards as writing prompts at all classroom levels. (MM)

Considers the degree to which writing may be a therapeutic process and the degree to which teachers and administrators can or should undertake counseling roles in relation to students. Indicates where future research and discussion concerning these issues might be directed. (HB)

Describes what it felt like to enter the creative writing classroom as a composition specialist and the world of composition studies as a creative writer. Suggests that composition instructors rethink undergraduate writing curriculums and revise graduate education for writing teachers. (RS)

Two colleagues in the field of composition studies speak to each other during a panel discussion titled, "Writing, Rhetoric, and 'Creative' Writing: Refiguring the Undergrduate Curriculum." The first respondent posits that academic department boundaries are out of date; they block the way to many useful collaborations. The same can be…

Presents correspondences between the two authors discussing the role of love in the writing classroom. Concludes that "Love" plays a very important role in many aspects of writing and instruction. (SG)

Discusses several data collection procedures involved in four manageable writing classroom evaluation measures. (MG)