Creative Writing
Greetings. The following materials are intended to provide an introduction to Creative Writing. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
The Building Blocks to Children's Creative Writing
Teaching Creative Writing in the Elementary School
Scriptito's Place - Vangar's Creative Writing Resource Center
John Hewitt's Writer's Resource Center
Resources for Writers and Illustrators
Creative Writing for Teens
PIZZAZ! Creative Writing and Story Telling Ideas
Practical Teaching Ideas on Writing
Creative Writing Tips
Creative Writing Online
The WriteGallery Creative Writing Web site
Creative Writing
Citations from ERIC Database - Elementary
AN: ED459460
AU: Worsham,-Sandra
TI: Essential Ingredients: Recipes for Teaching Writing.
CS: Association for Supervision and Curriculum Development, Alexandria, VA.
PY: 2001
AV: Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714 (ASCD stock no. 101241: members, $19.95, nonmembers, $23.95). Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; Web site:
http://www.ascd.org; e-mail: member@ascd.org.
PR: Document Not Available from EDRS.
DEM: *Creative-Writing; *Writing-Assignments; *Writing-Instruction; *Writing-Processes; *Writing-Strategies
DER: Classroom-Environment; Elementary-Secondary-Education; Instructional-Innovation; Student-Writing-Models
AB: This book is designed for teachers who are looking for approaches to make the teaching of writing fresh. The book offers suggestions for writing that are appropriate across the curriculum and for students in Grades K-12. It contains ideas for enlivening students' writing experiences, including an innovative use of the "helping circle." It advises teachers to explore the differences between what the author calls "school" writing and "real" writing and explains how teachers can make both forms work for students. The book contends that successful writing must: appeal to the senses; make use of the author's locale and sense of place; spring from memory and stories; and experience revision and expansion. Student writing samples from actual assignments illustrate key points in the book. A chapter on creating a warm classroom atmosphere gives practical tips on enhancing writing in a collaborative setting. In addition, writing assignments that work across the disciplines guarantee that the book will be useful not only for writing teachers, but for all teachers who use writing as part of their curriculum. Some of the proven teaching tips and strategies that the book outlines are: ideas for preparing the classroom for writing; activities that promote prewriting and rough drafting; steps to encourage students to help each other improve their work; and publishing strategies and creative writing exercises that get students hooked on writing. (Contains 79 references and resources.) (NKA)
AN: ED458598
AU: Frost,-Helen
TI: When I Whisper, Nobody Listens: Helping Young People Write about Difficult Issues.
PY: 2001
AV: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($18). Tel: 800-793-2154 (Toll Free); Web site:
http://www.heinemann.com.
PR: Document Not Available from EDRS.
DEM: *Classroom-Environment; *Creative-Writing; *Writing-Exercises; *Writing-Instruction; *Writing-Processes; *Youth Problems
DER: Conflict-Resolution; Drama-; Elementary-Secondary-Education; Poetry-; Problem-Solving; Student-Development; Student-Needs; Student-Writing-Models; Teacher-Role
AB: This book offers guidance on how teachers can help their students write about sensitive topics or provide
pragmatic suggestions for developing the skill and sensitivity necessary to venture into such difficult terrain. The book addresses students' need to articulate their thoughts and feelings about violence, anger, drug use, peer pressureand other complex issues. It describes how to create a climate for developing conflict resolution skills and for proposing nonviolent alternatives to solve problems. The book discusses up front safety issues and legal and ethical concerns in creating a safe haven for writing. It then offers guidelines for introducing and responding to student writing and for helping students revise and publish their work. Specific writing activities appear in worksheet form, organized by genre, enabling teachers to implement a program of their own. Student writing examples are also included. Appendixes contain: Resources for Teaching Writing; Literature That Addresses Problems; Examples in This Book, Listed According to Topic; and Worksheets. (NKA)
AN: ED455659
AU: Smutny,-Joan-Franklin
TI: Creative Strategies for Teaching Language Arts to Gifted Students (K-8). ERIC Digest E612.
CS: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.
PY: 2001
AV: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd.,
Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org. For full text http://www.ericec.org.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455659
DEM: *Creative-Activities; *Creative-Development; *Creative-Writing; *Creativity-; *Gifted-; *Language-Arts
DER: Biographies-; Classroom-Techniques; Creative-Teaching; Creative-Thinking; Elementary-Secondary-Education; Fiction-; History-; Poetry-
AB: This digest paper presents strategies and activities that can be used to encourage gifted students to develop
their individual talents in the language arts. Suggestions for exploring poetic language especially free verse, ideas for creating group poems and catalysts for creating individual poems. Suggestions for exploring the elements of fiction include encouraging divergent thinking about stories and using fairy tales with slightly altered characters to explore fiction. Suggestions for the study of biography and historical fiction address helping students research the facts and trying to describe an event from the perspective of various real or imaginary individuals. These types of activities are thought to develop creative writing, composing, and dramatizing skills as well as the higher level thinking skills of analysis, interpretation, and evaluation. (DB)
AN: EJ627770
AU: Kane,-Daniel
TI: An Interview with Robert Creeley.
PY: 2001
SO: Teachers-and-Writers; v32 n4 p12-16 Mar-Apr 2001
DEM: *Creative-Writing; *Language-Usage; *Poetry-
DER: Higher-Education; Interviews-; Secondary-Education
AB: Presents an interview with Robert Creeley. Discusses his use of short versus long line length. Discusses his
poems: "Life and Death," "The Mirror," "Histoire de Florida," and several of his books. (SG)
AN: ED453551
AU: Williams,-Robert-Hillis
TI: What Is a Voice? (And Where Can I Buy One?)
PY: 2000
SO: Virginia-English-Bulletin; v50 n1 Spr 2000
AV: Virginia Association of Teachers of English, Virginia English Bulletin, P.O. Box 6935, Radford, VA 24142.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453551
DEM: *Creative-Writing; *Writing-Attitudes; *Writing-Difficulties
DER: Elementary-Secondary-Education; Higher-Education; Personal-Narratives
AB: This article tells the story of a writer for whom "voice" is an important element that he feels he once had has lost in his writing. The article mostly places the blame on his trying to please teachers and professors and listening to their comments about his writing. It quotes many scholars (such as Lev Vygotsky and Jerome Bruner) and authors (such as Truman Capote and T.S. Eliot) on just what "voice" is, but the writer's own definition does not exactly satisfy him. It concludes that perhaps "voice" can only be defined by living it, narrating it, writing it, and the writer hopes that he might find his voice again within the "fragments" he experiences in his life. (NKA)
AN: EJ624788
AU: Wasserstein,-Paulette
TI: I Don't Know What Happened--Johnny Used To Love Writing.
PY: 2001
SO: Understanding-Our-Gifted; v13 n2 p13-15 Win 2001
DEM: *Academic-Standards; *Creative-Writing; *Educational-Assessment; *Educational-Trends; *High-Stakes-Tests;
*Writing-Instruction
DER: Elementary-Secondary-Education; Talent-; Writing-Skills; Writing-Tests
AB: This article decries the negative effects of the standards movement and nationwide high-stakes testing on the
teaching of creative writing as teachers teach to the test and formulaic writing is preferred over truly generative writing. The relationship of good writing to good thinking is stressed. (Contains references.) (DB)
AN: EJ621127
AU: O'Connor,-Stephen
TI: Words and the World at a New York Public School: Can Writing Really Matter to Inner City Children?
PY: 2000
SO: Teachers-and-Writers; v32 n2 p1-8 Nov-Dec 2000
DEM: *Creative-Writing; *Literature-Appreciation; *Teacher-Attitudes; *Teacher-Student-Relationship; *Writing-
Instruction
DER: Elementary-Secondary-Education; High-Risk-Students; Instructional-Effectiveness; Language-Arts; Slum-Schools;
Student-Writing-Models; Writing-Attitudes
AB: Recounts the author's experiences teaching writing for several years in the New York city public schools. Relates his changing thoughts, feelings and assumptions about why creative writing matters (or does not matter) to these students. Concludes that writing can help people struggle against suffering and injustice, and it can also give the imagination and the spirit something like perfect freedom. (SR)
AN: EJ604746
AU: Ruggieri,-Colleen-A.
TI: The Value of Voice: Promoting Peace through Teaching and Writing.
PY: 2000
SO: English-Journal; v89 n5 p47-54 May 2000
NT: Theme: A Curriculum of Peace.
DEM: *Creative-Writing; *English-Instruction; *Peace-; *Student-Research; *Student-Writing-Models
DER: Classroom-Environment; Literature-Appreciation; Research-Papers-Students; Secondary-Education; Teacher-Student-Relationship
AB: Describes how and why a high school English teacher changed her classroom to allot more time for creative writingto teach a research paper from a personal perspective, and to extend student appreciation of voice and conflict beyond the literature studied in class. Describes how this fostered opportunities for individual growth and transformed her classroom. (SR)
AN: ED440400
AU: Randolph,-Ladette
TI: Canon Formation and the Creative Writing Classroom.
PY: 2000
NT: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (51st,
Minneapolis, MN, April 12-15, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440400
DEM: *Authors-; *Classics-Literature; *Creative-Writing; *Writing-for-Publication; *Writing-Instruction
DER: Higher-Education; Secondary-Education; Writing-Processes
AB: The teaching of writing and formation of the literary canon are influenced by two myths. First, writers must
assume they will be neglected, misunderstood, and unappreciated in their lifetimes, and second, the writer will if the work is good. Both ideas are examples of underlying religious metaphor in writing instruction and publication. The contexts of circumstance and coincidence, however, are often left out of literary success or rejection stories. Consequently, students come to the classroom steeped in idealistic myths of what a writer's life should be, reflecting a common misconception that writing is a calling rather than a discipline. Writing teachers are best equipped to correct disparaging misconceptions, introduce critical skepticism to the classroom, and question the mystification of canon formation. (EF)
AN: EJ606293
AU: Gold,-Elizabeth
TI: The Afro of Garcia Lorca.
PY: 2000 SO: Teachers-and-Writers; v31 n3 p12-13 Jan-Feb 2000
DE: *Creative-Writing; *Poetry-; *Writing-Instruction
DE: Grade-4; Intermediate-Grades; Student-Writing-Models
AB: Describes the author's experience teaching poetry to a fourth-grade class, and how an inspired moment from one student (improvising a poem about an imagined hairstyle of poet Federico Garcia Lorca) led the entire class on a journey of inspiration. Looks at the route to that place of "inspired rightness." (SR)
AN: EJ606292
AU: Statman,-Mark
TI: Dreams of the Animals.
PY: 2000 SO: Teachers-and-Writers; v31 n3 p9-10 Jan-Feb 2000
DE: *Animals-; *Creative-Writing; *Dreams-; *Poetry-; *Writing-Instruction
DE: Elementary-Education; Student-Writing-Models
AB: Describes how the author, when teaching dream poems and poem writing to older kids, uses Margaret Atwood's "Dreams of the Animals" to extend the discussion about dreaming and have the children think about dreams that have little to do with their own. Includes examples of students' poems about animal dreams. (SR)
AN: ED438562
AU: Surmay,-Jennifer-Jankunas
TI: Do Children, When They Write, Borrow Ideas from the Literature They Read?
PY: 2000
NT: M.A. Research Project, Kean University.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED438562
DE: *Childrens-Writing; *Writing-Processes; *Writing-Workshops
DE: Characterization-; Creative-Writing; Grade-2; Nonfiction-; Primary-Education; Writing-Instruction; Writing-Research
AB: The data gathered for this study does not support the hypothesis that second grade students, when they write, do not borrow characters, settings, elements of a story, authors' styles and information from nonfictional literature. Students writings were studied to determine the extent of the borrowing, and to answer the questions: (1) Did the students borrow the names of characters from literature to use for their own stories? (2) Did the students use the setting of a known story and change it into their own work? (3) Did the students use elements from a story, such as retelling and actual story into their own words? (4) Did the students use a particular style known to an author to enhance their own story? and (5) Did the students use information from a nonfiction book for use in their own story? The hypothesis was rejected after the data was analyzed. The students did, in fact, borrow ideas from the literature that they read as they wrote their own stories during Writer's Workshop. An appendix contains a tally sheet. Contains 25 references and 2 tables of data. (Author/RS)
AN: EJ606401
AU: Smith,-Karen-Patricia; Zarnowski,-Myra
TI: Letting Poetry In, Sending Poetry Forth.
PY: 1999 SO: New-Advocate; v12 n2 p209-13 Spr 1999
DE: *Childrens-Literature; *Poetry-; *Reading-Instruction; *Writing-Instruction
DE: Class-Activities; Creative-Writing; Elementary-Education; Language-Arts; Literature-Appreciation; Reading-Writing-Relationship
AB: Discusses six books intended to support educators who are looking for ways to make poetry a part of children's lives. Examines four books which offer numerous successful examples of reading and writing poetry in classrooms, and then looks at two books that offer poets' perspectives on reading, writing, and teaching poetry. (SR)
AN: EJ606288
AU: Morice,-Dave
TI: Poemakers.
PY: 1999 SO: Teachers-and-Writers; v31 n2 p1-7 Nov-Dec 1999
DE: *Creative-Writing; *Poetry-
DE: Elementary-Secondary-Education; Higher-Education; Literature-Appreciation; Writing-Exercises; Writing-Instruction
AB: Describes the use of "poemakers," sheets of white paper with special drawings pre-printed on them that have blank lines where words go. Describes using these poemakers as springboards for writing in poetry workshops for students from first grade through twelfth, as well as with college students. Includes one finished example, followed by four life-size blank poemakers for photocopying. (SR)
AN: EJ602042
AU: Cross,-Gillian
TI: The Untamed Imagination: Creative Writing in Schools.
PY: 1999 SO: International-Schools-Journal; v19 n1 p9-22 Nov 1999
DE: *Creative-Writing; *Imagination-; *Student-Development; *Teacher-Effectiveness; *Teacher-Student-Relationship
DE: Elementary-Secondary-Education; Student-Needs; Teacher-Attitudes; Teacher-Response; Teaching-Methods
AB: Offers thoughts on mastering creative writing, and why a good teacher is essential to the process. Asserts that students must ultimately satisfy themselves and not their teachers, and that a pupil's innermost imagination must be nurtured and given free-rein. Makes emphatic the view that good teaching is one of the most unselfish activities that can be offered to students. (VWC)
AN: EJ588368
AU: Green,-David
TI: The Hot Chocolate House: Reading and Writing on the World Wide Web.
PY: 1998 SO: Library-Talk; v11 n5 p16-17 Nov-Dec 1998
DE: *Childrens-Writing; *Reading-Instruction; *World-Wide-Web; *Writing-Instruction
DE: Authors-; Book-Reviews; Creative-Writing; Elementary-Education; Reading-Motivation; Reading-Writing-Relationship; Recipes-Food
AB: Describes the Hot Chocolate House Web site that was created for elementary school students to engage in a variety of activities centered on reading and creative writing. Students can submit their own writing or book reviews, read other writing or book reviews, share authors' letters, and find recipes for snacks. (LRW)
AN: EJ581329
AU: Kuhlman,-Wilma-D.; Bradley,-Linda
TI: Influences of Shared Poetry Texts: The Chorus in Voice.
PY: 1999 SO: Language-Arts; v76 n4 p307-13 Mar 1999
NT: Theme: The Poetic Possibilities of Language.
DE: *Creative-Writing; *Cultural-Pluralism; *Multicultural-Education; *Poetry-; *Writing-Exercises; *Writing-Instruction
DE: Elementary-Education
AB: Discusses the development of voice through a specific free-form poetry-writing experience. Suggests a method for teaching poetry that draws heavily on poets from diverse ethnic and cultural backgrounds. Shares evidence that this approach to teaching poetry can be the starting point for students developing writers' voice, and suggests ways to move from poetry to other writing genres. (SR)
AN: EJ579297
AU: Moutray,-Carol-L.; Ennis,-John-F.
TI: Developing Young Authors: Collaborating in a Supportive Community.
PY: 1998 SO: Reading-Horizons; v39 n2 p115-22 1998
DE: *Classroom-Environment; *Writing-Instruction; *Writing-Processes
DE: Classroom-Techniques; Cooperation-; Creative-Writing; Grade-3; Primary-Education; Small-Group-Instruction
AB: Argues that when a classroom provides an environment that promotes writing, students have the resources, time, and opportunity to create collaborative stories. Describes how, in a third-grade classroom, three girls unite to write a series of humorous stories through group negotiation and class prompting. (CR)
AN: EJ579157
AU: Sutton,-Jan
TI: Setting the Stage: Creative Drama in the Writing Classroom.
PY: 1998 SO: Stage-of-the-Art; v9 n7 p11-15 Spr 1998
DE: *Creative-Activities; *Creative-Writing; *Drama-; *Problem-Solving; *Writing-Instruction
DE: Classroom-Techniques; Dramatic-Play; Elementary-Secondary-Education; Learning-Activities; Student-Development
AB: Explores what creative drama is, why it should be included in the teaching of both expository and creative writing, and how language arts teachers can implement creative drama activities to increase student success in writing and to improve learning. Describes how using creative drama to enhance creative writing restores authority to students for solving their own problems. (CR)
AN: ED427341
AU: Glover,-Mary-Kenner
TI: A Garden of Poets: Poetry Writing in the Elementary Classroom.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096; Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org (Stock No. 18232-3050: $9.95 members, $12.95 nonmembers).
NT: "Foreword by Donald M. Murray."
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED427341
DE: *Language-Arts; *Poetry-; *Writing-Instruction
DE: Class-Activities; Creative-Writing; Elementary-Education; Writing-Improvement
AB: Written for elementary school teachers who want to help their students delve into poetry, this book grows out of a comparison between gardening and writing poetry. Students at the alternative school founded by the book's author work and play on a plot of land near the school; inside, they work and play with words and imagery. Many examples of illustrated student poems as well as poetry by well-known writers fill the book. Mini-lessons in the book offer ways to stretch students' knowledge and mastery of more advanced poetry-writing techniques. It also provides lessons on getting ideas for poems, what to do with line breaks, how to encourage showing rather than telling in a poem, and how to say something in a new way. Also helpful are the book's bibliographies suggesting General Children's Poetry Books, Bilingual/Multicultural Poetry Books for Children, Music for Inspiring Poetry Writing, and Poetry for Grown-up Readers. The book's 9 chapters are: (1) Clearing the Land; (2) A Watchful Gardener; (3) A Safe Place To Grow; (4) Not a Day without Mud; (5) Befriending the Geckos; (6) Voices from the Earth; (7) A Swarm of Bees; (8) Under the Palo Verde Tree; and (9) In Honor of the Butterfly. Contains 21 references. (SR)
AN: ED422582
AU: Hermsen,-Terry, ed.; Fox,-Robert, ed.
TI: Teaching Writing from a Writer's Point of View.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1998
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 55170-3050: $16.95 members, $22.95 nonmembers).
NT: Based on a summer writing seminar cosponsored by Wright State University and Ohio Arts Council.
PR: EDRS Price MF01/PC10 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED422582
DE: *Creative-Writing; *Writing-Attitudes; *Writing-Instruction; *Writing-Workshops
DE: Class-Activities; Elementary-Secondary-Education; Summer-Programs
AB: Based on a series of successful summer writing institutes, this book presents practical ways for teachers to reinvigorate their classrooms and their own attitudes toward creative writing. In four complementary sections focusing on four groups of writers--creative writers in residence, K-12 students and teachers who participated in the summer institutes, and established writers such as Ron Carlson and Scott Russell Sanders--the book demonstrates the enormous variety and high quality of writing that result when people use writing to discover what they want to say. After an introduction by Robert Fox ("The Experience of Writing: A Summer Institute"), the first section presents essays by Ohio writers in the schools; "Doing Our Own Possibility: Journal of a Residency at Columbiana County Head Start Centers" (Debra Conner); "Playwriting: A Teaching Approach Using the Stories of Our Lives" (Michael McGee London); "Just across the Street: The Story of a Teacher-Based Residency" (Lynn Powell);"Creative Writing Derived from Foreign Language Texts" (Nick Muska); "How to Do a Poetry Night Hike" (Terry Hermsen); and "Reading to a Sky of Soba" (David Hassler). The second part presents poems, stories, and plays from 13 Ohio schools. The third part presents essays from participants in the experience of writing: "When Spirit Moves, Children Sing" (MaryAnn Titus); "Sudden Revelation: Fiction Writing in the Classroom" (Carl H. Krauskopf III); "A Year of Writing Workshop" (Mary L. Noble); "Word Works: Building a Community of Writers" (Janice M. Gallagher); and "Green Digits and Colons: Find Time to Write" (Barry Peters). The last section presents essays from experiences of writing faculty: "Turning the Desk" (Ron Carlson); "The Singular First Person" (Scott Russell Sanders); and "Reveling in the World: An Interview with Christopher Merrill on the Power of Language and Teaching" (Terry Hermsen). (RS)
AN: ED421711
AU: Kaufmann,-Felice, comp.; Kent,-Jeannette, ed.
TI: Ideas Plus: A Collection of Practical Teaching Ideas. Book 16.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1998
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED421711
DE: *Creative-Writing; *Learning-Activities; *Literature-Appreciation; *Writing-Instruction
DE: Class-Activities; Classroom-Techniques; Elementary-Secondary-Education; English-Instruction; Language-Arts; Student-Motivation; Teaching-Methods; Writing-Exercises; Writing-Improvement; Writing-Processes
AB: Culled from ideas contributed by people attending conferences of the National Council of Teachers of English and by readers of "NOTES Plus" and "IDEAS Plus," the activities contained in this booklet are intended to promote the effective teaching of writing and literature. Teaching strategies offered in the first section of the booklet involve prewriting and writing. They include activities in which students invent stories; use instrumental music to explore mood; write what they know; look for help in writing transitions by using the "National Enquirer"; write friendly letters; and write books in which they are the main characters. In the activities of the second section, which are designed to teach students to read and learn actively, thoughtfully, and critically, students: explore Chaucer's "Canterbury Tales" and the concept of the pilgrimage; use popular music to make a connection with "Romeo and Juliet"; consider peer recommendations for reading motivation; respond to "The Adventures of Huckleberry Finn" by writing about a place where they feel as Huck does on his raft; think about what they value most in preparation for reading and discussing "King Lear"; and use short film clips from different interpretations of "Hamlet" to help them compare the artistic choices of actors and directors. Among the teaching ideas in the third section are a student-centered approach to planning service learning projects; a suggestion for giving student experts center stage in the classroom; a way to use color to help both teacher and students see patterns in students' writing; and a 3-D poster project that gives full rein to students' creative powers. (RS)
AN: ED420077
AU: Colantone,-Lisa; Cunningham-Wetmore,-Melanie; Dreznes,-Jennifer
TI: Improving Creative Writing.
PY: 1998
NT: M.A. Research Project, Saint Xavier University.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420077
DE: *Creative-Writing; *Writing-Improvement; *Writing-Instruction; *Writing-Strategies
DE: Action-Research; Elementary-Education; Grade-1; Grade-4; Student-Improvement; Student-Surveys; Writing-Research
AB: A study was based on a perceived need for creative writing improvement. A creative writing program was administered to three separate schools in two districts over an eight-week time period. The first district was in a middle class community with primarily White students. The other district was in a lower middle class community with primarily Black students. The target group was made up of two first grades and one fourth grade. Evidence of the need for improvement was shown through: a student survey, which showed a lack of interest and poor student attitudes; and teacher reports, indicating that teachers could not devote enough time to creative writing. Students were given a pre- and post-survey. Surveys suggested that there was a need for creative writing strategies and growth in length and fluency. A checklist was used to observe writing behaviors during the eight-week time frame. Solution strategies were adopted from research literature, combined with classroom experience. The two major interventions consisted of an emphasis on creative writing and implementation of a series of creative writing strategies. In addition, daily oral language, brainstorming, shared writing experience, and portfolios were utilized. Post-intervention data indicated an increase in creative writing skills. Students have become more fluent writers, with an increased understanding of creative writing. (Contains 15 references. Appendixes contain the surveys, sample creative writing lessons, creative writing rubrics, and the checklist. (SR)
Improving
Your Child's Writing Skills
|
Other Resources (available either for sale or via interlibrary loan
Title:Multicultural connections :creative writing, literature, and assessment in the elementary school
Author:Sadler, Norma
Year: 2002
Publisher:Scarecrow Press
ISBN:0810841800
Title :Writing creative nonfiction :instruction and insights from the teachers of the Associated Writing Programs
Author(s): Forché, Carolyn.; Gerard, Philip
Year:2001
Publisher: Story Press
ISBN:1884910505
Title:Writing to learn :poetry and literacy across the primary curriculum.
Author: Sedgwick, Fred.
Year:2000
Publisher: London : Routledge / Falmer
ISBN:0415224136
Title:My writing day
Author(s):Adler, David A.; Crews, Nina
Year: 1999
Publisher: R.C. Owen
ISBN:1572743263
Title:Writing poetry with children
Author(s):Moore, Jo Ellen.; Davis, Cindy.; Larsen, Jo.
Year:1999
Publisher:Monterey, CA : Evan-Moor.
ISBN:1557997349
Title: Today you are my favorite poet: writing poems with teenagers
Author: Geof, Hewitt
Year: 1998
Publisher: Portsmouth, NH : Heinemann
ISBN:0867094524
Title:Round my way: authority and double-consciousness in three urban high school writers
Author" Eli Goldblatt
Year:1995
Publisher: Pittsburgh : University of Pittsburgh Press
ISBN:0822938790
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
