Examines whether the additive effect of a creative or noncreative writing task on a reading assignment would produce any significant change in comprehension or attitude. Charts, tables, statistics. (RB)

Demonstrates through the writing of one second-grade student how some of life's crises can be successfully worked out through the writing process. (HTH)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Interviews Therese Craig, a drama educator at the University of Alberta, Canada, who discusses the nature and rationale of journal writing, as well as applications for its use in the classroom. (HTH)

Recounts a creative writing project with groups of remedial reading students in grades one through six that culminated with the writing of free verse poetry about hot air balloons. (HTH)

Shows how the technique of using actual poems and corrupted versions of poems for compare/contrast discussions helps to develop students' skills in criticism and in revising poems. (RL)

Describes how students can be encouraged to draw upon their imaginations and upon their observations of and speculations about the outside world to write their own short fiction. (AEA)

Explains why educators need to utilize the writing process as a teaching tool in the social studies. The article also examines research on creative writing and language development and suggests guidelines for developing writing assignments to improve student skills and content master. (DB)