Richard Calisch, a high school teacher and published author, is interviewed about his dual careers. (DS)

Suggests ways to motivate students to write poetry, and illustrates them with samples of student poems. (DD)

Suggests ways to guide students in the skills of plot development so that they produce interesting fiction. (DD)

Makes a case for the use of affirmation (discriminating praise) in teaching creative writing. (SB)

An exercise in "finding" poetry helps students understand and enjoy poetry. (DD)

Presents a teacher's journal entries for poetry classes she conducted for fourth and fifth graders at Anthony Chabot Elementary School in Oakland, California, located in a middle class neighborhood with an ethnic mix of students. Describes two poetry writing ideas: "What Matters" and "100 Words." (PA)

Describes how one professor at California State University Monterey Bay teaches students to break silences, to "witness their lives," to be engaged and responsible community members, and to bring together craft and critical inquiry. Focuses on the vision for and founding of the school's Creative Writing and Social Action Program,…

Provides step-by-step directions for various creative writing strategies for teachers to use with their students. Illustrates each strategy: the sneak attack; the poetry cafe; videotaping a poem; and choral reading and coloring meaning. (PA)

Describes the making of a poem to record the ending of a creative writing group at a residential facility for persons recovering from drug and alcohol addiction. Presents the collaborative poem. (SG)

Provides an excerpt from the author's book by the same title in which he shares an account of how a playwright guides the children from start to finish in writing and performing their own plays. (MG)

Asserts that students must learn to transcend or transform images of violence in their writing. Suggests that students can use "moral imagination" to generate non-violent alternatives in their writing. (MM)

Reports an interview with Joel Fried, founder of Pelican Software Incorporated. Describes several developments in writing software for elementary level students. (MM)

The article reviews the lives of two highly gifted young writers, the Scottish Marjorie Fleming and the American Betty Ford. It gives samples of their early writing and follows their lives as far as is known. Conclusions are drawn concerning the needs and development of highly verbally gifted children. (DB)

Describes one day of a poet-in-residency at a high school in rural Ohio. (MM)

Reflects on the connections between narrative and lived experience, focusing particularly on a set of three dyads that suggest a relationship of tension: (1) storing life/storying life; (2) truth/fiction; and (3) collection/selection. (TB)