A DESCRIPTION OF SPECIFIC PROCEDURES FOLLOWED IN TEACHING A HIGH SCHOOL "CREATIVE WRITING" COURSE IS NEEDED BECAUSE COURSES BEARING THAT NAME ARE VARIOUSLY CONCEIVED BY TEACHERS AND ADMINISTRATORS AND VARIOUSLY INTERPRETED BY SUPPORTERS AND CRITICS. SUCH A COURSE SHOULD BE DESIGNED TO AVOID THE CRITICISM THAT CREATIVE WRITING FOSTERS "EASY-GOING IMPRESSIONISM ABOUT ALL WRITING" AND A RESISTANCE TO THE DISCIPLINE OF EXPOSITORY WRITING. THE AUTHOR'S CREATIVE WRITING COURSE FOR SENIOR HIGH SCHOOL STUDENTS IS CONCEIVED AS A COLLEGE-PREPARATORY COURSE IN PRIMARILY EXPOSITORY WRITING. THE CLASS IS CONDUCTED AS A WORKSHOP IN WHICH EACH STUDENT JUDGES HIS OWN WRITING AGAINST THAT OF HIS PEERS AND OF PROFESSIONAL WRITERS. INSTRUCTION IS INDUCTIVE, CONSISTENTLY MOVING FROM THE STUDENT'S WRITING TO WRITING PRINCIPLES. AIMS OF THE COURSE ARE (1) TO FAMILIARIZE THE STUDENT WITH VARIOUS LEVELS OF WRITING, (2) TO STRENGTHEN HIS ABILITY TO USE STANDARD, ACADEMIC ENGLISH, (3) TO ENCOURAGE HIM THROUGH PRACTICE TO DEVELOP SOME EASE AND PROFICIENCY IN WRITING PROSE, AND (4) TO INVOLVE HIM IN THE WRITING PROCESS, INTERPRETING HIMSELF AND THE WORLD ABOUT HIM IN STORY, ESSAY, AND VERSE. THIS INVOLVEMENT SHARPENS THE STUDENT'S CONSCIOUSNESS OF LITERARY TECHNIQUES AND OFTEN HAS THE FURTHER EFFECT OF MAKING HIM A MORE APPRECIATIVE READER OF LITERATURE. (THIS ARTICLE APPEARED IN THE "ENGLISH JOURNAL," VOL. 57 (MARCH 1968), 356-59, 430.) (RD)