ERIC Number: ED226347
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Progressive Nurturing of Creativity in High School Writing Classes.
To teach creative writing effectively, teachers must be writers themselves and be willing to pass on their tricks of the trade to students. Conducted to determine what structures existed to help teachers pass on their skills, a survey of creative writing in high schools in the Chicago suburban area revealed a continuum, with only one school having no emphasis at all on creative writing, and no school matching the large, structured program of the Interlochen Arts Academy in Michigan. Most schools did teach creative writing, in regular English classes, creative writing courses, or both. Enrichment programs included media programs, guest speakers, and writer workshops. A majority of the schools published a literary magazine at least once a year and took part in writing contests. Funding usually came from English departments or from sales of literary magazines. To improve existing creative writing programs, talented writers need to be identified early and then encouraged to gain as much creative writing experience as possible, perhaps in formal creative writing or honors courses or through participation in contests. In this way, upper level creative writing courses will serve as advanced courses. Given the favorable attitudes revealed in a departmental poll, the necessary nucleus of committed teachers for such a writing program could be found. Enrichment activities that build a good writing tradition by involving and rewarding students are the final component of an improved creative writing structure. (Includes questionnaires and charts of results.) (JL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Illinois Association of Teachers of English (75th, Champaign, IL, November 12-13, 1982).