A high school English teacher with repressed urges to write reports on his self-discovery as a result of writing in class with his students. (RL)

The author uses a hypothetical contest situation to generate student interest in collecting, evaluating, and organizing information. (RL)

In this experiment in description, students in a high school honors English class were asked to select a surrealistic painting and capture it in writing. Their compositions were given to art students who tried to reproduce the paintings from the written descriptions. (SJL)

Summarizes a series of four class sessions in which students write and rewrite an analysis of advertisements together. (TJ)

Explains an exercise in which logical relationships are isolated in order to help students discover how to choose their material for paragraphs. (TJ)

A poet relates her personal writing problems, which she resolved by completing some of the assignments she had used in her classes. (RL)

Describes some of the poems and methods from a Writers in the School program as part of a primary education poetry program that intends to stimulate students to read and write poetry. (Author/RK)

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)

Describes a "quick-write" as a 1-3 minute written response to a short piece of writing in which students either write as quickly as they can all that comes to mind in response to the work, or borrow a line from the work and write off that line. (SG)

Describes an advanced composition course for liberal arts students based on the connections between private and public writing. Argues that knowledge is socially constructed and that writing can forge both personal and professional identities within academic communities. (RS)

Describes a writing activity in which students compose their own versions of the yellow, diamond-shaped signs which frequent the rear windows of automobiles. Notes that such "environmental writing" became a personal challenge for the students to represent in a few words the essential concepts and ideas about reading and responding. (RS)

Outlines several writing activities inspired by "Mad" magazine which incorporate humor, satire, and critical thinking. (MM)

Describes several patterned language books useful in helping students overcome writing apprehension by supplying them with the form, so that all they have to do is provide the creative ideas. (RS)

Presents a writing exercise which involves students in their own and their peers' writing. Claims validity in that it personifies one of the most persistent blocks to expression--the inner critic which causes the writer to reject too soon and discriminate too severely. (RAE)

Describes the use of cases in technical writing and ancient exercises of impersonation and "suasoria." Discusses similarities between the two, and argues that the historical tradition both validates and broadens the uses of this modern methodology. (RS)