Notes that real (purposeful) writing about literature can be achieved by capitalizing on student responses to the literary experience, whether these responses are positive or negative. Offers suggestions for giving direction to students' unstructured responses. (RL)

Presents exercises combining sentence generation from prescribed conjunctions with analysis of literary characters. (MM)

Analyzes a Henry James short story and his notes on the process used to create it and then, as an aid for students in creative writing courses, formulates a scheme describing the creative process used for developing a written work. (TO)

Introduces four instances of the strong possibilities feminist literary criticism presents for the classroom: roles of heroines and heroes in the novel, the casting of women in Shakespeare, the scope of imagery and authorial voice in poetry, and in the pursuit of the voice in the students' own writing. (EL)

Discusses the importance of voice in writing and suggests that the current interest in the writing process encourages students to increase their power of expression without distorting their voice beyond recognition. Includes samples of student writing. (MM)