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Doconst,m!sons ED 1.61 038 ( CS 204 406 AUTHOR Day, Robert, Ed.; Weaver, Gail Cohen,'Ed. TITLE Creative Writing its the Classroom: An Annotated Bibliography of Selected Resources (K-12). INSTITUTION ERIC Clearinghouse on Xeaaing and Communication Skills, Urbana, Ill.; National Council of Teachers of English, Uibana, Ill. SPOONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE 78 CONTRACT 400-75-0029 NOTE . 122p. AVAILABLE FROM National 'Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 09284, $4.75 member, $5.50 non-member) -141BS PRICE M7-$0.83 HC -$6.01 Plus Postage. DTSCRIPTORS *Annotated ibliographies; *ComposIption (Literary); *Creative Writing; Drama; Elementary Secondary -Education; Fiction; Poetry; *Resource Materials; *Teaching Techniques; *Theories IDENTIFIERS Information'Analysis-Products ABSTRACT This bibliography annotates over 700 'books and,, articles published from 1950 to 1976 that discuss the teaching of -creative writing in the elementary and secondary classroom. It'is intended to enable teachers to lotate a variety of materials to aid in planning teaching approaches and techniques and to help teachers and students pursuing studies on the teaching of creative writing to learn abcut relevant research studies and teaching trends. The entries are divided into four categories: theory (the value of Creative writing, teacher- and classroom-related factors, and research findings);yoractice (teaching the writing process, teaching poetry writing, teaching fiction aid drama writing, and materials for student-use-H--results (respondineto student- work and publishing student work); and special resources (anthologies of student work, magazines that publish student work, writing contests, and other resources). The bibliography is indexed both by author or editor and by subject. (TJ) . **********************************************************************4 Reproductions supplied'by EDRS are the best that can be made 4 from the original document. 4 ********41*************************************************************4 U.S. DEPARTMENT OF HEALTH, EDUCATION 4 WELFARE NATIONAL INSTITUTE OF EDUCATION MIS DOCUMENT HASBEENTREPRO- A. DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIORORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF CREATIVE WRITING EDUCATION POSITION OR POLICY IN THE CLASSROOM AN ANNOTATED-BIBLIOGRAPHY OF SELECTED RESOURCES (K-12) ROBERT DAY, EDITOR Washington College GAIL COHEN WEAVER, ASSOCIATE EDITOR ERIC Clearinghouse on Reading and Communication Skills Clearinghouse on Reading and Communication Skills National Institute of Education National Council of Teachers of English , 1111 Kenyon Road, Urbana, Illinois 61801 This hook has been published in cooperation with he Associated Writing Programs, Washington College, Chestertown, Mary and. fr NCTE Editorial Board: Evelyn M. Copeland, Rudine Sim% Ddnald C. Stewart, Ann Terry, Frank Zidonis, Robert F. Hogan,' officio, Paul O'Erea, ex officio. Staff Editor: Carol Schanche Book Design: Tom Kovac4 NCTE Stock Number 09284 Published 1978 'ERIC ClearinghouS Reading and Communication Skills and'National Councilf Teachers of English 1111 Kenyon Road,rbana,Blinois 61801 The material in this publication was prepared pursuant, toa contract with ,the National Institute of Education, U. S. Department of Health, Education and Welfare. Contractors undertaking such projects under govehiment sponsorthip are encouraged'to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the Nationad Council of Teachers of English for critical review and determination of rirofessional competence. This publication has met such st,pdards. Pointsof view or opinions, however, do not necessarily represent the official view or opinions of either the National Council of Teachers of English or the National Institute of Education. Library of Congress Cataloging in .Publication Ecata Main entry under title: Creative writing in the classroom. Includes indexes. 1. English languageStudy and teachingBibliography. 2.English languageComposition and exercisesBiblio- graphy. 3.Creative writingStudy and teaching Bibliography. I.Day, Robert Adams. II.Weaver, Gail Cohen. III.ERIC Clearinghouse on Reading and Commu Z5818 141 016.808'042'07 TSB 3 CONTENTS 11 Foreword vii Preface ix Introduction 1 .THEORY The Value of Creative Writing 5 The Teacher and the Classroom 7 Research Findings 18 PRACTICE 25 Teaching the Writing Process 25 Stimuli for Writing 26 General Classroom Techniques 38 Teaching Poetry Writing 59 Teaching Traditional Verse Fornis 60 General Classroom Techniques 62 Teaching Fiction and Drama Writing 75 Teaching Fiction Writing 75 Teaching Play Writing and Script Writing 79 Materials for Student Use 81 RESULTS 93 Responding to Student Work 93 Publishing Student Work 95 SPECIAL RESOURCES 101 Anthologies of Student Work 101 Magazines That `Publish Student Work 104 Contents _Writing Contests 106 Other Resources 107 AUTHOR-EDITOR INDEX 110 SUBJECT INDEX 115 FOREWORD The Educational Resources In- formation Center the findings of specific educational research are (ERIC) is a national informatiOn system de- to be intelligible to teachers and applicable to veloped by the U. S. Office of Education and now teaching, considerable bodies of data must be sponsored by the National Institute orEducation reevaluated, fogysed, translated, and molded in- (NIE). It provides ready access to,descriptions of to an essentially different context. Rather than exemplary programs, research and development resting at the point of making research reports efforts, and related inform'ation useful in devel- readily accessible, NIE has directed the separ- oping more effectiVe educational programs. ate clearinghouses to work with professional Through its network of specialized centers or organizations in developing information analy- clearinghouses, each of which is responsible for a sis papers in specific areas within the scope of particular educational area, ERIC acquires, the clearinghouses. evaluates, abstracts, and indexes current signifi- This extensive bibliography annotates repre- cant information and lists this information in its sentative books and articles published from reference publications. 1950-1976 that discuss the teaching of creative ERIC/RCS, the ERIC Clearinghouse on Read- writing in the elementary and secondary class- ing and Communication Skills, di§seminates room. This bibliography will enable classroom educational information related to research, teachers to locate a great variety of materials to instruction, and personnel preparation at all aid in planning teaching approaches and tech- levels and in all institutions. The scope of inter- niques; and it will enable teachers and students est of the Clearinghouse includes relevant re- pursuing studies on the teaching of creative search reports, literature reviews, curriculum writing to learn about relevant research studies guides and descriptions, conference papers, proj- and teaching trends. ect or program reviews, and other print materi- ERIC/RCS and the National Council of Teach- als related, to all aspects of reading, English, ers of English are pleased to cooperate with the educational journalism, and speech communica- Associated Writing Programs in making this tion. bibliography available to teachers of creative The ERIC system has already made available writing. through the. ERIC Document Reproduction Bernard O'Donnell Servicemuch informative data. However, if Director, ERIC/RCS rri PREFACE "Prefaces, and passages, and excusations and I then turned to ERIC /RCS, at the National other speeches of reference to the person, are Council of Teachers of English, which took on great wastes of time; and though they seem to the task of completing the work"that had begun. proceed of mOdesty, they are bravery." So wrote This meant assigning an associaVe editor, Gail Francis Bacon late in the sixteenth century, and Weaver, to find additional books and articles, I am inclined to agree with him. To this book I annotate them, and organize the materials into a have contributed he following: the idea of it, this form useful to the- classroom teacher. preface, the int oduction, and something my In finding additional items for the bibliog- associates call "e ergy"which I understand to raphy, we drew heavily on the resources of the mean pushing and nagging. I take-the trouble to ERIC system. A computer search was conducted claim these credits because all the rest of this to locate ERIC documents on the teaching of book has beedone by the hard work and creative writing. In many cases, we made use of diligence of oers, and I'd like our Feaders to abstracts of these documents, written by ERIC know who th y are and what they did. abstractors, in writing annotations. We also In the sum ers of 1974 and 1975 I conducted relied on brief annotated bibliographies on the Washint on College Summer Institute in teaching writing that were prepared for ERIC/ Creative Writing. Using a grant from the Mary- RCS, as well as on annotated lists of relevant land Arts Council and the National Endowment ERIC materials that appeared in Elementary for the Arts, and matching funds from Washing- English (now Language Arts) and English Jour- ton College, I brought together elementary and nal in the form of ERIC/RCS reports. Finally, secondary teachers with poets and novelists in we drew on the Annotated Index
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