Creative writing with deaf high schoolers began with understanding and writing similes of concrete objects. Lessons then moved to more abstract ideas, including similes for deafness (eight of which are presented). Students then shared their work with the class. (CL)

Discusses the use of exercises that help students learn to write poetry. (HOD)

Indicates that it is the job of the novelist to shape human experience so that readers find not only order but also meaning in the novel and describes three experiences that influenced her writing. (AEA)

Relates the experiences of a poet who helped 30 10-year-old children write and understand poetry. Contains examples of the students' work. (FL)

A novelist, poet, and painter describes her method of teaching creative writing. (AEA)

Relates the experiences of a poet visiting and teaching in three Alaskan villages. (RL)

Pulitzer Prize-winning author and television script writer Alex Haley offers advice to aspiring writers, pointing out that the main factor in success as a writer is the willingness to devote great quantities of time to writing. (AEA)

Describes a creative writing class in which students were encouraged to journey backwards into themselves and their own creativity. (FL)

Discusses approaches to writing poetry in high school English classes, giving students many successful writing experiences in which classmates can commend each other's word choices. Offers three patterns for generating in-class poems. (RL)

The problem of when to leave symbolism alone and when to plunge into interpretation is examined through an elderly woman's relationship to a doll. (FL)

The article describes language arts and curriculum methods used in a graduate seminar to promote appreciation for creative writing. Students were asked to rewrite the story of "Little Red Riding Hood" in various styles. (CL)

The chief reason for defining writing as revision of inner speech is to ensure that writing will be acknowledged as nothing less than thinking, manifested in a verbal way, and to make sure that it is taught accordingly. (Author/IRT)

Discusses the art of translating literary texts, including the relationship of the translation to the original, linguistic thought with regard to translation, and various translation theories. (AM)