Explains how a hermit crab, the classroom pet for a class of learning disabled elementary level students, stimulated various writing-related activities, including categorizing, information gathering, and poetry writing. (MM)

Describes "cooperative poetry," a group poetry-writing exercise combining brainstorming, rehearsing, choral reading, assisted reading, memorization, sequencing, and vocabulary development, as well as providing an opportunity for group cooperation. (MM)

Describes a poetry-writing formula that guarantees successful results for writing poems at the elementary level. (MM)

Describes how freeform poetry can be created out of newspaper or magazine articles. Provides a sample student poem. (MM)

Offers several justifications for the claim that code-switching is a positive, not a negative, phenomenon. Included are three examples of "mixtilingual" poetry: poetry "mixing languages" in order to evoke different feelings and images within a certain cultural context. The poems mix English and Spanish, English and Italian, and Italian and…

Makes a case for asking secondary students to read their compositions aloud to their peers. Reviews techniques that may be taught to prepare students for public reading and listening. Describes a program in which high school students write custom-made stories for individual elementary school students. (TB)

Argues that, in poetry where phonological patterning is dominant, some deviation from standard uses in the other linguistic systems (grammar, lexis) is inevitable. (Author/CK)

Provides an analysis of conflict arising out of creative writing students' attempts at coauthorship. Gives insight into the kinds of conflict underlying collaborative writing projects. Considers conflict in coauthorship within the context of current knowledge regarding conflict in larger collaborative contexts. (HB)

States that using diverse types of museums as sources of information for writing helps to stimulate imagination and personal expression. Describes many possible approaches, including poets in museums, curriculum collaborative programs, intensive student writing projects, high school programs, and after-school programs. Discusses problems that may…

Discusses the author's novels in relation to her life, and how her childhood and adult memories found their way into her writing. Maintains that writing out of her experience means writing as a woman, to understand her connections to the women in her life and to explore through fiction the human condition. (SR)

Explains how a teacher and her students started a literary magazine as an extracurricular activity. Notes that, after receiving an overwhelming number of submissions, they put together a product that won recognition at the National Council of Teachers of English contest. Contains statements from six students on various aspects of production. (TB)

Poetry writing is recommended in working with adolescent students both with and without emotional/behavioral disorders. Poetry writing is seen as having value in preventing emotional problems and in reaching depressed adolescents with language deficits. Examples are given from poems written by seventh graders. (DB)

Describes the experience of a teacher and his students on Writers in Electronic Residence (WIER), a computer network available to schools in which students post their creative writings which are then discussed by professional writers, students, and teachers. Makes a case for using computer technology in language arts classes. Discusses some of the…

This study examined the creative process through insights offered by 25 artists and writers. The study concludes that the conception of the creative process as a transitional sphere is useful, but there also appear to be creators who mine internal, even autistic, territory and others whose creativity is energized by the external sociopolitical…

Describes how to use children's books as the basis for writing sessions. Focuses on having children write fiction after reading and listening to historical fiction. (SR)