IN CREATIVE WRITING, UNLIKE IN FORMAL COMPOSITION, STUDENTS CHOOSE THEIR OWN FORMS AND MATERIALS TO EXPRESS THEIR THOUGHTS AND FEELINGS. SUCH AN OBJECTIVE DEMANDS A CLASSROOM ATMOSPHERE IN WHICH STUDENTS CAN EXPRESS THEMSELVES FREELY AND CONFIDENTLY WITHOUT FEAR OF HARSH NEGATIVE CRITICISM. IN ADDITION TO WRITING EXTENSIVELY, STUDENTS CAN BE AIDED BY EXERCISES WHICH HELP TO DEVELOP THE SKILLS NECESSARY FOR EFFECTIVE CREATIVE WRITING. EXAMPLES OF EXERCISES INCLUDE (1) "THE THOUGHT-CARD," ON WHICH STUDENTS RECORD POTENTIAL STORY IDEAS, (2) "THE DEEP WELL," THE UTILIZATION OF A REFLECTIVE PERIOD EACH DAY TO RECOLLECT EXPERIENCES, (3) "THE PERSONAL IMAGE," THE CONSCIOUS ATTEMPT TO CONVEY IN WRITING THE PERSONAL SIGNIFICANCE OF AN IMAGE OR OBJECT, (4) "THE DIALOGUE," THE CREATION OF IMAGINARY DIALOGUE, (5) "THE CONDENSATION," THE REDUCTION OF A LENGTHY MANUSCRIPT TO 15 OR 20 WORDS, PERHAPS IN POETIC FORM, (6) "THE EXPANSION," THE DEVELOPMENT IN PROSE OF A THEME FROM A POEM, (7) "THE CLICHE," THE DELIBERATE ELIMINATION OF ALL CLICHES AND TRITE PHRASES FROM MANUSCRIPTS, AND (8) "THE REVISION," A REWORKING OF A MANUSCRIPT AFTER IT HAS BEEN CRITICIZED BY PEERS OR THE TEACHER. (THIS ARTICLE APPEARED IN "THE ENGLISH JOURNAL," VOL. 53 (OCTOBER 1964), 500-503.) (DL)