Allen, T.D.
, Writing to Create Ourselves: New Approaches for Teachers, Students, and Writers.
Oklahoma: University of Oklahoma Press, Norman, Publishing Division of the University, 1982, “Book One: Teaching English Upside Down,” 103-123. Divided into two sections (one dealing with everything from how to write poetry to the structure of the short story; the other, with experiments on teaching writing), this is an innovative and straightforward book, as indispensable for the teacher, as for the student and the beginning writer.
Altieri, Carol L., “Approaches to Writing,”
The Process of Writing
, Yale-New Haven Teachers Institute, IV, (Spring-Sumner, 1986), 4-12. A curriculum unit that portrays a clear and concise account of the listing and clustering techniques, together with sample lesson plans.
Bruner, Jerome S., “The Act of Discovery,”
Harvard Educational Review: Breakthroughs to Better Teaching
, n.v., (1967), 124-135. A challenging hypothesis, dealing with “the effects for children of active participation in the learning process.” (Harvard Educational Review.) Must-reading for teachers who share an interest in the educational environment.
Chute, B,J., “Five-Finger Exercises, or What To Do Till the Muse Comes Back,”
The Writer
, n.v., (January, 1988), 14-17. This author’s last article before her unfortunate death provides a thorough account of one of writers’ most indispensable thinking exercises. It is guaranteed to make you want to try it.
Connolly Paul, “Writing & Thinking,”
Teachers & Writers Magazine,
XIX: 4, (March-April, 1988). An issue devoted entirely to techniques developed in Bard College’s Language & Thinking Workshop (1981) by the Institute for Writing and Thinking. An excellent issue filled with ideas, insight, and challenge.
Daitzman, Reid J.,
Renaissance.
New Haven: World University Press, 1983. An innovative book of poems whose presentation is akin to the art of photography, Its author is a practicing clinical psychologist who has written a number of books on creativity, science fiction, behavioral psychology, and has invented strategy board games as well as educational software.
de Beer, Peter H. and Robert J. Leonard,
A Survival Kit for Teachers of Composition
, New York: The Center for Applied Research in Education, 1982, 104-110. A practical guide filled with innovative ideas for teaching writing. Of particular relevance to this unit is the session on character sketches. It abounds with creative reinforcement activities and illustrations of this “mode”.
McCormick-Calkins, Lucy, The Art of Teaching Writing.
New Hampshire: Heinemann Educational Books, Inc., 1986, XI, 105. A revolutionary, inspiring, and passionate book about everything from haw to “Create Classroom Settings Which Allow Us to Listen” and “How Children Change as Writers,” to “High Teacher Input” and “Reading-Writing Connections.” It is an indispensable, nuts and bolts resource book for the teacher who partakes in the undying challenge of teaching writing.
O’Marie, Sister Carol Anne, “Confessions of an Eavesdropper,”
The Writer,
n.v., (April, 1988), 9-12. With a different twist, this is a portrayal of the same exercise put forth by B.J. Chute in “Five-Finger Exercises.”
Padgett, Ron, ed.
, The Teachers & Writers Handbook of Poetic Forms.
New York: Teachers & Writers Collaborative, 1987. Many of the forms presented here can be used as warm-up assignments, from the classic to the not-so-well-known (ghazal, calligram, lune, senryu, macaroni verse . . .). Cross-referenced, and organized in alphabetical order by form, each section provides a historical background, together with formula and samples taken from well-known poetry ,
Ueland, Brenda,
If You Want to Write.
Minnesota: Graywolf Press, 1987. An insightful, compassionate, and simple book about an inspiring author’s experience with writing as well as with the challenges of teaching writing. A smorgasbord of art, philosophy, and religion intertwined with an appreciation of the young-writer’s struggle.