Distinguishes between the processes of memory, the raw material of fiction writing, and an informed response to the past, essential to writing history. Asserts that the fiction writer's task is to turn private recollection into universal experience accessible to all readers. (AEA)

The winner of the 1981 Caldecott Medal discusses his efforts in writing and illustrating the award winning children's book, "Fables." (AEA)

The views of a writer of adolescent novels, who talks exuberantly and humorously about literature in general, writing, and her own novels. (RL)

The second part of an interview with David Halberstam shows how he mixes discipline, instinct, and delight to uncover and retell stories. Halberstam's comments demonstrate the interest and intensity that are the hallmarks of any serious writer. (RL)

Reports on a survey to determine teachers' attitudes and practices toward the teaching of creative writing in elementary classrooms. Suggests three reasons for writing deficiencies and argues that more time must be spent on reading and that reading instruction needs to be consistent within classes and among schools. (Author/IRT)

Analyzes the professional attitudes of successful science fiction authors. (MAI)

Points out that students in creative writing classes can look to students in other disciplines, curricula of other departments, and school clubs and organizations to discover audiences for creative writing. (DD)

Provides a series of suggestions to help students in poetry writing classes move past those periods when ideas for poems seem to have stopped flowing. (TJ)

The research scientist is often concerned with concise, explicit descriptions of research that leave nothing to the imagination. Occasionally, however, the results can only be read and understood by the author. This guide will assist the critical, non-technical reader in acquiring the basic skills of translating and interpreting scientific…

Illustrates how poetry may evoke reactions of intensional and extensional meanings which are the key to poetry therapy sessions. (HOD)

Includes a discussion with a fifth-grade child about poetry writing and teaching. (SB)

The "why" of teaching creative writing or dancing lies in the visions of students making meaning out of life, expressing life through a merger of sensitivity and precision. (MB)

A creative writing project for adults with such mental difficulties as depression, anxiety, and schizophrenia resulted in increased self-confidence, self-awareness, group skills, creativity, and responsibility for ideas. The project was intended to serve as a bridge to further education. (SK)

Discusses the use of poetry as a therapeutic means of breaking silence with survivors of an alcoholic household. Examines some of the author's own poetry as descent images and links ancient myth to the journey of contemporary women. (SR)

Offers a narrative on the therapeutic benefits of writing poetry which examines the creative process in relation to reading misperceptions and to useful delays in word retrieval. Suggests that a particular learning disability may signal a creative capability. (SR)