The article identifies five modes of thinking--defensive, productive, adaptive, elaborative, and developmental. Case studies of artistic, creative writing illustrate the modes. A writing program designed to identify and develop these thinking modes is described. (Author/DB)

Recommends the young adult fiction of Bruce Brooks, who writes in the first person about a protagonist who is an adolescent black named Jerome. Offers the author's own thoughts about his novels and his viewpoint. (NKA)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

Consists of an interview with R. Hoban, author of children's books, who talks about what inspired his writing, how he defines fantasy, how he views children's literature in general, and his own books in particular. (SRT)

Praises the works of Australian writer P. Wrightson, specifically "The Nargun and the Stars," for their tight suspense and vivid sense of place. Highly recommends her works for reading aloud. (SRT)

Offers positive criticism of the presentations by authors and illustrators of children's books delivered at children's book and author programs, specifically the New Orleans American Booksellers Association Conference where J. Aruego, R. Peck, and B. Byars spoke and/or gave demonstrations. (SRT)

States that incorporating a short poetry or drama unit in a composition course can stimulate both students and teachers and that the benefits include more creative thinking, better attitudes toward writing and assignments, and sharpened revision skills. (EL)

Examines the difficulty an aspiring poet faces in publishing, and by reprinting an example, praises poetry as a refining of raw experience and exhorts all poets to continue writing. (CRH)

Newbery Medal winner discusses aspects of her life that influenced her writing and explains why her stories feature female heroes.(EL)

Suggests that a poetic writing of traits, inviting readers to seek meaning in a poem's visual form, rests on a myth of the portrait in which marks of a written language are drawn directly from nature. (DF)

The Future Problem Solving Program, designed by E. Paul and Pansy Torrance, is now developing problem-solving skills of 100,000 gifted children in grades 4-12 throughout the United States. The program design, six-step approach to problem solving, scenario writing, and evaluation are briefly explained. (MC)

Argues that any teaching method will work in a writing class as long as the teacher and student are serious and the teacher's knowledge is transmitted passionately. (HOD)

Describes the author's interest in computers and video games and how they enhance the creative processes of himself and his son. Also includes three Atari programs in BASIC. (CRH)

Outlines a procedure that increases students' understanding of an assigned novel as it encourages them to write poetry. Suggests that students create lists of about 10 words or phrases that they felt helped create a successful opening to the novel and build on these words to create tone poems. (MM)

Raises some questions about the way children write stories and the part teachers play in their writing. (HOD)