To study the effects of guided fantasy on the creative thinking of students, 51 fourth, fifth, and sixth grade students were assigned to one of two groups (relaxation techniques and guided fantasy or an arithmetic lesson). (PHR)

The article describes the development of creative writing ability in the three- to seven-year-old gifted child. Examples of the writing of this age group are used to illustrate the stages in the development of writing ability. (PHR)

Displays student work in "portrait exercises"--writing designed to give students a feel for characterization and to prepare them for future writing. (RL)

When assigned to do parodies of literary works, students explore a variety of legitimate parodic relationships of significant critical interest. (DD)

Describes a nine-week elective course on ways to read, write, and enjoy poetry. (DD)

Discusses a poetry writing workshop for teachers and describes its benefits. (DD)

Describes a creative writing course offered to 60 inmates of China state prison and involving class discussion of literature. (DD)

Discusses Ellison's unique understanding and use of the blues and his relationship to a mainstream western philosophy, which he comes to through the blues; existentialism. (Author/AM)

Describes a strategy for teaching astronomy using sky lore from different cultures. Presents an activity in which students invent their own constellations and create myths to accompany them. (JRH)

Information on writing competitions for elementary and secondary grade students is provided including the Future Problem Solving Program, the Scenario Writing Program, the Ann Arlys Bowler Poetry Contest, and the "Kids Are Authors" contest. Summarizes four references for young authors on getting published. (DB)

Contends that to tell one's own true story, to write personal creative nonfiction, is to tell other people's true stories as well. Notes that because of an author's insistence on her own perspective, creative nonfiction is not fair, but it is true. Concludes that the primary aim of creative nonfiction is to tell a good story. (PM)

Examines the place creative writing might logically take in the study of literature. Contends that rather than supplanting conventional literary criticism in the classroom, such writing--what the author terms "imaginative response"--can readily complement and ultimately enrich formal analysis. Defines "imaginative response" broadly as responding…

Presents an interview with the author's husband and daughter, both English professors, in order to better understand what is involved in teaching short stories. (SG)

This article presents 15 activities designed to motivate students to engage in creative writing. Also given are ideas on how to reinforce and maintain student interest in writing. (IAH)

Analysis of 606 poems elicited from 78 two- through six-year-olds found that 60 percent contained phonological devices, 42 percent contained rhyme, and 26 percent contained alliteration. There were no significant age-related trends regarding use of rhyme or manipulation of phonemes for rhyme or alliteration, although alliteration usage declined…