In this article, the author takes a multidimensional and personal look at creative writing work in an assisted living facility. The people she works with at the facility have memory loss. She shares her experience working with these people and describes a storytelling workshop that was modeled after Timeslips, a program started by Anne Basting at…

This article stresses the quality of universality within young people's poetry. The writer uses the poetry mainly written by children of Pakistani origin living in Pitsmoor and Fir Vale in north-east Sheffield, Yorkshire, England, as a stimulus for the creative writing of children of the Mohawk nation in the reservation school of Tyendinaga…

Suggests that the valorization of Emerson in English departments has been behind the split between fiction and nonfiction, and between creative writing and composition. Suggests further that the values Emerson places on contemplation versus action degrade argument and persuasion. (TB)

Explores the extent to which technology has affected creation and production in modern poetry and concludes that originality of expression has not been lost in the medium of newsprint or advertising text. (DF)

Writer of fantasy novels discusses the origins of her heroines and characterizes them as strong, passionate women who determine their own fate. (ARH)

One of the questions an author/illustrator of picture books is often asked is: "Who do you write and illustrate for?" This paper asserts that the most successful creations are those produced without too much concern for how they will be received, or by whom. They do not set out to appeal to a predefined audience, they build one for…

This book contains comments by ten authors of children's literature concerning the influences they feel account for the particular qualities that define their books and about creative writing and children's literature in general. In the first article, P. L. Travers stresses the importance of fairy tales, myths, and legends in shaping her work,…

Discusses the experiences of students as they try to turn pictures in their head into poetry. Describes how the poetry of popular music can provide stimulus for student poetry. (HTH)

The fiction writer uses language to create the illusion of reality. A work of fiction is an illusion of life in which characters attempt to transform basic reality by casting their desires and views upon it, thus creating internal conflict between elements of the real and the unreal. Characters must sort out through experiences that enable them to…

Four authors of young adult literature describe a year off from writing, the manner in which a nonfiction author chooses his subject matter, what impelled a journalist to write his first novel 20 years ago, and how a novelist calls her imagination into play in the writing process and why she does not like to discuss it. (NKA)

Takes issue with the assumed antithesis of processes of the irrational (imagination and creativity) and those of the rational (reasoning and argumentation). Argues that numerous philosophers suggest richer ways of imagining the processes of argumentation. Explores various classroom practices that enable teachers to weave the creative and critical…

A theory of teaching creative writing that involves preconscious learning is presented in this paper. Following a review of the literature on methods of developing writing ability, the paper describes a three-step creative process of preparation (the gathering and study of appropriate materials), incubation (the preconscious absorption and shaping…

Reports of one poet's efforts in elementary classrooms to counteract the misconception of the syllabic nature of haiku. (RL)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)

Relates the author's experiences in a year-long creative writing workshop with a third-grade class, focusing especially on working with one child with a remarkable narrative imagination. Describes how it slowly dawned on the author and the classroom teacher that the boy was not sorting out the real from the imaginary in his descriptions to them of…