Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

Presents a speech delivered by the author, the 1997 recipient of the Scott O'Dell Award, given for an outstanding work of historical fiction for her novel, "Jip: His Story." (SR)

Raises and answers some questions about why the author, a full-time college professor, writes fiction. (RS)

Examines the question of whether writers have to stick to literal facts of a story. Contends that the type of memoir a writer produces is determined in part by that writer's sensibility, as well as by how that writer views the genre. Concludes that the emotional truths of memoirs are often better served by how they are remembered than by how they…

Identifies and discusses the effects of single sourcing on the writing process. Provides suggestions for incorporating the teaching of single sourcing into technical communication courses. Concludes that educating students about the process of single sourcing is important if they are to become effective technical communicators in the industry. (SG)

Reflects on the materiality of language by focusing on the "physical" aspect of language in the form of yelling and arguing. Concludes that a materialist view of language seeks to restore the palpability and social consequentiality of language that some language philosophers for centuries have ignored or diminished. (SG)

Presents an interview with Jonathan Lethem. Begins with a story about his background as a writer. Discusses some of his thoughts on writing and writing process. (SG)

Offers a presentation of creative nonfiction addressing the author's personal family experiences. Addresses ethical issues involved in creative nonfiction. Describes how she decided to narrate her history and contemplates in depth the artistic choices she made. (SG)

Recounts the influences on the author of her upbringing in the southern United States. Discusses the craft of writing novels for young adults. (RS)

Considers what poets themselves have to say about poetry. Discusses how they write poems, why they write poems, and what poetry is good for. (RS)

Describes how to transform a Rubik's cube into a tool for thinking and writing about literature. Notes how the six faces of the cube are labeled with common examples of theme, character, method, "world,""change," and reader perspective. Describes how, after shuffling, each face includes examples from each perspective. (RS)

Describes the process of writing a screenplay from the book "Sarah, Plain and Tall" and the collaboration involved in working with the directors for the production. Talks about the creative process of enlarging the scope but leaving the story intact. (MG)

Examines a young girl's abridgment of Mara Kay's novel "Masha," focusing on the selection processes she used. Suggests that text selected for the abridgment had personal significance, while less significant or negative text was omitted. Concludes that the experience gave shape and meaning to the girl's own growing up. (MM)

Discusses two ways of organizing writing: "imitative" or "natural" order, which reflects either chronology or spatiality; and "imposed" order, in which topical materials have been restructured in a significant way. Argues that all rhetorical alternatives should be considered when teaching writing. (MM)

Describes a study of the differences between eight experienced writers who describe themselves as either one- or multi-draft writers. Considers advantages and disadvantages of their differences, including the point at which they begin writing, option-exploring behavior, attitudes toward closure, and writer-based versus reader-based early drafts.…