A review of and commentary on papers by Milton E. Rosenbaum, Jose Barchilon, Leon Jakobovits, and Frank Barron presented at Conference on the Creative Process and Composition (Colorado Springs, Colorado, November 3-6, 1968) sponsored by the National Council of Teachers of English. (Editor/RD)

Describes how teachers in Minneapolis, Minnesota, stimulate their students to write creatively using two computer programs: the Word Weaver, which is designed to encourage students to use ordinary words in fresh, new ways, and Image Spinning, which students use to create word combinations to form poems. (MBR)

Exercises are described to help junior high students understand the scope of non-fiction creative expository writing. The communication of attitude and context through language is demonstrated by an exercise based on "Zen and the Art of Motorcycle Maintenance." (CL)

Nine to 14-year-old writers who participated in the Young People's Institute, a summer program for gifted and talented students, worked on tasks based on the Enrichment Triad Model. Examples of the work from their anthology are presented. (CL)

Suggested writing projects to stimulate thought-to-theme writing connections involve: (1) haiku based on animals; (2) acronyms as vocabulary builders; (3) aromas and textures as inspiration; (4) writing proverbs and fables; and (5) a "musical chairs" approach to story-writing, with props supplied at intervals to test creative technique. (FG)

Reports on what one writer went through to produce a short story. Notes the patience and perseverance that writers must have in order to create their works. (RL)

Examines the poetics of Richard Hugo, William Stafford, Donald Hall, and Robert Bly. Proposes that these poets are associated more with European and South American literature than with the poetry previously written in the United States and England. Discusses what these poets tell others about language and about writing poetry. (RL)

The winner of the 1981 John Newbery Medal discusses her efforts in writing the award winning children's book, "Jacob Have I Loved." (AEA)

Recounts a classroom visit by children's poet and illustrator Karla Kuskin, and the flurry of activity and preparation that preceded her visit. (HTH)

Examines the way the writing activities of child writers are portrayed in novels by Louisa May Alcott, Carol Ryrie Brink, Eleanor Cameron, and Maud Hart Lovelace; notes that these characters establish excellent models for child writers. (ET)

Twenty-four writing exercises which have been found successful in challenging gifted children are provided. Among exercises described are having the class write a story about information of their choosing from an almanac and having students write a story about what they usually think about just before falling asleep. (PHR)

Recounts the experiences of a writer-in-residence at a small liberal arts college as she helped her students through the composing process. (RL)

The article discusses magazines which accept children's writing and considers marketing ideas for the work of gifted and talented students. (CL)

Presents seven writing lessons for elementary students: choosing effective words; writing similes; writing paragraphs; writing descriptions; letter writing; comparing and contrasting; and understanding point of view. Some of the lessons have unusual themes, such as pizza, pickles, and hoboes. (SJL)

Many students and teachers find creative writing to be too complex to manage. Teachers are unable to identify ways to help students develop necessary skills through creative writing. Teachers can make writing manageable by giving children opportunities that isolate, compartmentalize, and focus on specific aspects of the writer's craft. (Author/NQ)