Reviews materials in the ERIC system that level criticisms at creative writing in the schools and that present suggestions for activities that promote good writing that is also creative. (HTH)

Examines the elements of poetry that contribute to making a piece of writing a poem--sound values, rhythm, form, meaning--in an attempt to show teachers the larger view of poetry instruction, one that avoids the errors of the analytical approach and takes into consideration a total experience of poetry. (RL)

Four professors of children's literature offer suggestions based on extensive experience for teaching critical attitudes and insights in the elementary school grades. (HOD)

Offers ideas as starting points intended to help make poems more accessible to children. Suggests ideas for first encounters, sharing and presenting poems, becoming familiar with a poem, exploring a poem to increase comprehension, asking questions, collecting poems, and demystifying poetry. (HOD)

Describes a set of tools (called Story Maker, Pre-Fab Story Maker, and Story Maker Maker) for teaching creative writing that takes advantage of the potential power of the social situation in the classroom, focuses on higher-level structures in text, and integrates reading and writing in school. (AEA)

Discusses well-written, moving children's stories that can be used to promote children's writing. (RL)

Reports on a "summing up" assignment at the end of a course on the fiction of J. D. Salinger. Notes the way students used parodies to display their knowledge of Salinger's style and recurrent themes. Offers one student-written parody as an example. (RL)

Describes the author's initiation into the world of retired seamen as the men, in a writing workshop, related the stories of their lives as sailors and how their union was built. (FL)

The Writer-in-Residence project in Lothian Region schools is described through an interview with Donald Campbell, a poet and playwright who is one of the five writers traveling between schools to identify and assist students with writing talent. (SJL)

Discusses the procedures that the author uses to allow all her students to move easily and gradually from a fragmented description of a scene to a completed short story. (RL)

Suggests ways to bring nursery rhymes into the elementary school classroom through creative dramatics, creative writing, and reading experiences. (DD)

Examines a variety of channels, including professional magazines, writing contests, and school literary magazines, through which students may have their writing published. (DD)

Provides suggestions and guidelines for creative writing activities. (MKM)

Outlines a method of teaching appreciation for short stories by having students write short stories in a group and then individually. (TJ)

Offers excerpts from Kenneth Koch's classic book in which he tells how he and Kate Farrell taught poetry writing to elderly people in a nursing home. Describes four poetry writing classes, first giving students' poems, then Koch's commentary. (PA)