Recounts what happened when a night school teacher thought creativity meant Joyce, Porter, and Frost, while the students thought it meant cocktail napkins, cereal boxes, and sexy stories. (RL)

Describes a method of teaching college composition which involves students in writing poems in collaboration with the teacher and other students. (DD)

Outlines positive effects of Poets in the Schools programs and urges that English teacher education programs stress giving future teachers experience with contemporary literature and the process of imaginative writing. (DD)

Describes a game which can be used to acquaint students with the basic elements of narrative fiction. (DD)

Demonstrates the use of the cloze procedure as a way of teaching vocabulary appropriate to a particular genre and of helping students write a narrative that is well-shaped and thoughtfully worded. (TJ)

Charts Cyprian Ekwensi's development of the force of the city in three of the major novels. (Author/AM)

Follows the progress of seventh-grade students as they plan, compose, revise, and edit a group novel. States that, using computers, students worked in peer groups developing chapters independently; then they shared work and applied revision practices developing from their views of emerging text. Shows how the project gave the group a sense of…

Reflects personally on the difficulties and pleasures the author has experienced in her dual life as a teacher and writer. (TB)

Discusses a teacher's reactions when a student commented on the teacher's short story. Discusses dealing with feedback, the vulnerability of writers, and attitude changes. Claims that writing with students shifted the focus of the teacher's writing instruction and the focus of students' writing. (RS)

Describes ideas for writing prompts and assignments proposed by three different teachers: (1) writing poems inspired by smells of herbs and spices; (2) writing about past perceptions and feelings after looking at a photograph; and (3) writing a "self-portrait." (TB)

Explores a teacher's relationship to her own writing. Discusses how she came to be a writer, what writing involves, why it is necessary, and how it relates to teaching. Contains many reflections from other writers. (TB)

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Discusses the connections between creative writing and literary criticism. Explains experience of combining a literature and creative writing class. Concludes the combination results in both groups gaining a greater understanding of each others' crafts. (PM)

Outlines effective and practical creative writing assignments given to literature students. Concludes that writing short, imaginative summaries provides a change of pace from the usual lecture, discussion, and group work formats of literature classes. (PM)

Details a creative writing assignment used in literature classes to help students better grasp the principles of literature from the inside out. Suggests this method should be employed more often in survey classes. (PM)