Describes the author's use of poetry writing with children, adolescents, and adults in a variety of educational settings. Describes the therapeutic aspects of poetry writing as it relates to the promotion of self-confidence. Includes original poems by the students. (SR)

Finds that Nikki Giovanni's poem "Knoxville, Tennessee" works with students of all ages (including adults) and, because of its simplicity, needs no preparation and can be read aloud by students. Suggests students write a group poem before they write their own individual poems. Contains many examples of student poetry. (PA)

Offers strategies for integrating poetry throughout the year and throughout the curriculum, including suggestions for creating a back-to-school poem and capturing scenes of nature in haiku. Student pages offer a primary poem coloring worksheet and an intermediate haiku worksheet. (SM)

Presents the development of a five-month on-line collaboration between Jenny Davis, a published writer, and eight junior high school girls at a Covington, Kentucky school. Describes the process of establishing rapport between author and students as she helped them with their writing. Provides excerpts of e-mail exchanges between the participants,…

Includes nine articles on the subject of writing and how it's taught: "Aspects of Literacy: A Statistical Viewpoint" (Chester, and Holden); "Writing the Austradon" (Moore); "What Next? Working with Novice Writers" (Kelly); "Text Analysis: A Practical Teaching Tool" (Hazell); "Different Text Types: An…

Describes a program for poetry and creative writing in the prison setting. Offers an inmate's poetry and other writing to illustrate the kinds of growth and change that can be engendered through poetic expression. Argues that poetry is an excellent therapeutic medium for use in prisons. (SR)

Describes using self-reflective synesthetic writing exercises (which prompt students to think metaphorically about crossed senses--taste of clouds, smell of anger, etc.) in creative writing with high school students. Notes how such writing allows a reader/teacher insights into students' lives and personalities. Includes student sample poems. (SR)

Notes that because creative nonfiction exists at the boundary between fiction and nonfiction, reality and recreations of reality, and emotional and factual truth, it raises vexing issues. Discusses what carries more weight: the responsibility to a participant in a story or to the larger story of which she is an important part. Wonders if telling…

Describes the author's personal family struggle with entering the field of English. Notes how it is becoming increasingly difficult for today's students to be able to make choices among instrumentalist and intellectual paradigms of education and work. Concludes by voicing a hope that educators can invent new rules for "academic" writing in this…

Twelve mildly handicapped students, aged 10-12, used the "Add-A-Word" spelling program to learn words frequently misspelled in creative writing. The percentage of words spelled correctly in creative writing increased dramatically, and correct spelling of words from a spelling list was generalized to creative writing. (Author/JDD)

Advocates using the satiric interview style, popularized by the comedy team of "Bob and Ray," as an ideal model for satire writing at the secondary level. (MM)

This presents several classroom activities that have been adapted from the Expedition Yellowstone program activities for fourth, fifth and sixth graders. Language arts, science, math, and social studies activities are presented. Expedition Yellowstone activities focus on the geology, ecology, animal life, and history of Yellowstone Park. (IAH)

Examined characteristics of gifted male and female adolescents (n=55) from a nonurban setting to discover which issues they considered moral dilemmas, how they chose to resolve those issues, and whether sex differences would be significant. Results support contention that males and females reason differently about moral dilemmas. (BH)

Presents a series of exercises aimed at helping students generate lines and ideas for their poetry. (MM)

Describes a writing exercise in which the fictional world of a literary piece is transformed into a real world containing people, events, and places. Suggests that students choose their own writing topics and act out the results. Notes that sources of worlds include epic poems, Shakespeare, and Greek mythology. (RS)