Three successful elements that motivate children to write are immediacy, sincerity, and energy. (JH)

The collection of 580 provocative writing prompts in this book is designed to release students from standardized writing assessments and encourage student research, reflection, and exploration. Seeing creative and expository writing for English and other subjects as multidisciplinary opportunities for self-expression, the author of the book…

This collection of ideas for poetry is intended to provide teachers with tips for ways in which poetry could be integrated into the daily classroom curriculum. Noting that talking about poetry is an important step in helping students see poetry as a viable outlet for their voices, the collection states that poetry should also offer students…

Author provided two methods for encouraging creative ideas from students. (Author/RK)

A poet in residence and creative writing instructor at Duke University visits some North Carolina high schools and introduces students to techniques which will prepare them for creative writing. (RB)

Presents a sample of short writing assignments flowing from carefully prepared lessons that isolate specific learnings, guide processes closely, and appeal to student interests. (RB)

Discusses the problems of teaching a creative writing course. (RK)

Presents suggestions for writing paragraphs along with techniques and common transitional words and phrases. (RB)

Discusses the use of behavioral objectives in teaching creative writing and presents examples helpful to the classroom teacher. (RB)

Classes that are having trouble with creative writing should stop writing and start talking because oral language skills must precede written language skills. (RB)

Describes how preparing breakfast in school led a third grade class to the learning of research skills, writing an organized report, and the making of a newspaper. (MM)

The creative process in writing varies from one individual to another; the purpose in language arts is to help develop creativity. (MM)

Introduces a teaching technique for composition in which learning occurs in an atmosphere of experimentation and imagination, in an atmosphere of the hypothetical, and in an atmosphere of discovery. (RB)