21. ESL Creative Writing Worksheets We are always looking for more contributions so if you have an idea please add it to the creative writing story starters thread. http://bogglesworld.com/creativewriting.htm

Glossary of ESL terms Home Crosswords Word Searches ... ESL Jobs Creative Writing Prompts: T hese creative writing worksheets can can be used both in class or as weekly homework assignments. We are always looking for more contributions so if you have an idea please add it to the creative writing story starters thread . Eventually all of the story starters will be turned into worksheets and posted here. In the meantime, teachers can browse the thread for ideas. Sites For Teachers There are hundreds of the best webpages for teachers at Sites For Teachers with the best resources for teachers on the web. The Lesson Plan Archive For more lesson plans visit the archive The Ask Thomas Archive More questions and answers in the ATarchive Job Boards and Forums Join the Discussion Forums and look for a job. Time Machine Invisibility Potion WaterAtom The Alien School ... The Door Under the Stones (sent in by Katelyn) Got an idea for a creative writing project?

22. Creative Writing Program | Reading Series contributions may also be made in the form of a membership for another Please make your gift payable to Friends of the creative writing Series at Emory and http://www.emory.edu/COLLEGE/CREATIVEWRITING/series/Friends.html

About the Program Faculty Students Reading Series ... Writers' Resources Friends of Creative Writing You are invited to become a part of the Friends of the Creative Writing Series at Emory University. As a member of this supportive group, you will pay an active role in promoting projects and activities that will help expand the current horizons of the series. You'll also be demonstrating your interest in and commitment to the Creative Writing Program. Friends will receive announcements of readings, receptions, and colloquia; invitations to all events; and opportunities to meet writers. MEMBERSHIP CATEGORIES Annual membership in the Friends is available to all persons who, during the course of the year, contrbute to the series as follows: Student $10 Member $30 Sponsor $100 Patron $250 or more Contributions may also be made in the form of a membership for another individual. The recipient will enjoy all the benefits of regular membership. Please make your gift payable to Friends of the Creative Writing Series at Emory and return this form to the address below: Creative Writing Program Emory University N209 Callaway Center Atlanta, GA 30322

23. Creative Writing We would like to share their contributions with you. A design/creative writing competition was held in conjunction with the Hong Kong Education Department. http://www.acapworldwide.com/writing.htm

Creative writing - More than just words. Youth work is an essential part of our activities all over the world. We have had very talented individuals contribute art and stories showing how they feel about using endangered species products. We would like to share their contributions with you. A design/creative writing competition was held in conjunction with the Hong Kong Education Department. Students were asked to produce a piece of work that would convey to others the message, "When the buying stops, the killing can too" Entrants to the creative writing competition were asked to write a piece of work that would really make the reader think about ACAP's message whether it be in the form of an essay, poem, story or play. The response was overwhelming with 700 plus entries received. All demonstrated an excellent understanding of ACAP's message. This work is being used throughout Asia to encourage further youth support. Ask your teacher to organise a creative writing competition in your school. Winning entries will be published on this site. Contact us for more information

24. Atlantis Call For Submissions are expected to make original contributions to this knowledge in Canada. Submissions may be scholarly articles, poetry, creative writing, interviews and other http://www.msvu.ca/atlantis/call-submissions.asp

Tuesday, June 08, 2004 You will find: Call for Submissions #1 Call for Submissions #2 Call for Submissions #3 Atlantis Call for Submissions #1 OPEN TOPICS ISSUE Submissions are invited for upcoming general issues of Atlantis. Atlantis is an interdisciplinary journal devoted to critical and creative writing in English or French on the topic of women. While we welcome submissions on all topics for general issues, this issue will include a particular focus on women's writing and women and literature. We welcome submissions from Canada and from around the globe. Feminist knowledge is growing and becoming richer and more diverse every year, in Canada and globally. Submissions to Atlantis are expected to make original contributions to this knowledge in Canada. Submissions may be scholarly articles, poetry, creative writing, interviews and other relevant forms. Contributions to Atlantis should participate in a sense of creative excitement in discovering and disseminating new feminist knowledge. Because a general issue is not confined to a single focus, it is a particularly exciting opportunity to stretch the boundaries, fill the gaps and experiment with Women's Studies research. We want to see what feminists are knowing and doing. Where are the new areas of inquiry, the reframed priorities, the contexts for theories and perspectives? Readers, teachers, scholars, people in the Women's Movement all need detailed and accessible articles to prompt and document our shared work, research and visions. For this issue we are particularly interested in women's writing, women and writing, and women's creativity in the field of literature. All contributions should be accessible to an audience from many different backgrounds interested in participating in the creation and sharing of feminist knowledge. Atlantis articles are peer reviewed. They contribute to a publication that strives to meet the most significant academic and feminist expectations of our colleagues.

25. List Of English Grade-Level Inclusions Guidelines for contributions to the Traveling Portfolios. The writing sample representing the unit will be one of the creative, reflective or personal piece. http://library.menloschool.org/portfolio2.html

Menlo School Library Writing and Research Center Guidelines for Contributions to the Traveling Portfolios For the duration of their careers at Menlo School, all students will have traveling portfolios. All English and History teachers and the Writing Lab teacher will work with their students each semester to select work out of their classroom portfolios to go into the traveling portfolios. Below is a list of the work that will be selected each semester at each grade level. Teachers have the option to provide additional writing samples (beyond the prescribed lists) for the traveling portfolio; any unique or special piece of writing of which the student or teacher is especially proud may be included. Wherever possible, assignment sheets should be attached to writing samples. Freshman English Freshman English teachers will provide one sample of writing for each of the major units of the Freshman English curriculum. These units are summer reading short stories The Bible Oedipus the King and Antigone Julius Caesar The Odyssey Their Eyes Were Watching God Catcher in the Rye The writing sample representing the unit will be one of the following: rough-draft/final-draft paper out-of-class expository essay creative, reflective or personal piece

26. Young Poets creative Communication Inc. s Celebration of Young Poets performs kids poetry and is looking for contributions You can submit poetry, writing tips, and http://www.youngpoets.ca/links/links.php

home site map about contributors ... contact We acknowledge the support of the Canada Council for the Arts and the Government of Canada through the Book Publishing Industry Development Program. Special thanks to Webcom, Scott Griffin, Alice Major and Blaine Marchand. Links for Young Poets Markets Creative Writing Courses General Links Markets and Contests Here's some links we found about calls for submission and contests for youth poetry. Some poetry contests from impressive-sounding organizations (The Library of Whatever Poetry) actually accept nearly all poems submitted, tell you your poem is outstanding and wonderful, and then pester you to buy expensive anthologies, plaques, etc. See the article vanity contests at the League of Canadian Poets webstore site for further information on the many kinds of poetry contests. NEW! Reluctant Hero is a Canadian Magazine for girls ages 11-19. They welcome submissions of poems and other genres via e-mail. For more information, visit their website NEW!

27. AWP Careers: AWP Director's Handbook and tenure of creative writing faculty focus on publication of creative work, demonstrated ability as teachers of creative writing, and contributions to the http://www.awpwriter.org/membership/dh_4.htm

The AWP Director's Handbook A Compendium of Guidelines and Information for Directors of Creative Writing Programs Download the Director's Handbook Download the Recommendations Regarding Non-Tenure Stream Faculty Table of Contents AWP Guidelines The Hallmarks of a Successful Graduate Program in Creative Writing The Hallmarks of a Successful Undergraduate Program in Creative Writing ... Numbers of Degree-Conferring Programs The AWP Hallmarks of a Successful Undergraduate Program in Creative Writing These hallmarks represent a superior undergraduate program that offers a minor or a concentration in creative writing. Many of the hallmarks resemble those of a strong graduate program, but the undergraduate hallmarks differ from the graduate hallmarks especially in regard to curriculum. For undergraduate writers, a good four-year curriculum requires more general studies of literature, the arts and sciences, and the fine arts; it also provides extracurricular experiences in writing, publishing, and literature. Whereas a Master of Fine Arts program in creative writing places equal emphasis on the practice of craft and on the study of literature, an undergraduate program places a stronger emphasis on the study of literature.

28. AWP Careers: AWP Director's Handbook The AWP Board of Directors recommends that a creative writing program undergo annual for writers and to make the best possible contributions to contemporary http://www.awpwriter.org/membership/dh_3.htm

The AWP Director's Handbook A Compendium of Guidelines and Information for Directors of Creative Writing Programs Download the Director's Handbook Download the Recommendations Regarding Non-Tenure Stream Faculty Table of Contents AWP Guidelines The Hallmarks of a Successful Graduate Program in Creative Writing The Hallmarks of a Successful Undergraduate Program in Creative Writing ... Numbers of Degree-Conferring Programs The AWP Hallmarks of a Successful Graduate Program in Creative Writing Graduate programs in creative writing have evolved since the 1930s to offer a range of artistic experiences, approaches, and courses of study. Because there are many paths by which one may become a writer, the curricula varies from program to program. AWP encourages this variety and innovation while it sets general guidelines to help ensure a high quality of artistic literary training within these programs. Although the courses of study vary, AWP has noted the following shared characteristics among successful programs that nurture a culture of creativity, vitality, intellectual rigor, artistic discipline, and collegiality. These definitive hallmarks also form the basis for

29. ENGLISH: CREATIVE WRITING PROGRAM FAGAN (Professor) Director of the creative writing Program, holds Award for lifetime contributions to poetry creative nonfiction, poetry, and disability studies http://english.ohio-state.edu/areas/creative_writing/default.htm

skip navigation Areas of Study Graduate Program Undergraduate Program ... People Search ENGLISH site: Help CREATIVE WRITING The Ohio State University Department of English MFA in Creative Writing 451 Denney Hall 164 West 17th Avenue, Columbus, OH 43210-1370 (614) 292-2242; FAX: (614) 292-7816 Director: Kathy Fagan Program Associate: Christopher M. Griffin e-mail: cwmfa@osu.edu Welcome to The Ohio State University Creative Writing Program Website! The purpose of the Creative Writing Program at The Ohio State University is to help graduate students develop to the fullest their talents and abilities as writers of poetry, fiction and creative nonfiction, with a hope of eventual publication. Creative writing classes are conducted as workshops or tutorials, with emphasis given to manuscripts written by the students. Graduate Program Admission Requirements Financial Aid Courses ... Deadlines THE GRADUATE PROGRAM Students in the M.F.A program must complete 70 hours of graduate-level course work including:

30. ::Creative Visions: Contact:: in writing, as well as your background information. We thank you for your contributions and for sharing our vision. Contact Information. creative Visions 8539 http://www.creativevisions.org/contact.htm

Contact Creative Vision is a media organization that seeks to enable individuals to think globally, act locally. Though the creative efforts of Kathy Eldon, and daughter Amy, Creative Visions has inspired people of all ages though television documentaries, journals, books and movie projects. Donations If you wish to assist the efforts of Creative Visions through creative and/or financial contributions, please visit our new donations page powered by PayPal . We greatly appreciate your interest and your support. Submissions If you have a project or piece that you think represents the ideals that Creative Visions strive to fulfill, please contact us. We request that you send, by ground mail, samples of your work and include a brief synopsis of your project in writing, as well as your background information. We thank you for your contributions and for sharing our vision. Contact Information Creative Visions 8539 Sunset Blvd Suite #4-122 West Hollywood, CA 90069 Fax: 310-289-5037 Staff E-mail: Executive Producer, Kathy Eldon: kathyeldon@creativevisions.org

31. Papers And Contributions Papers and contributions writing a script and shooting a The writing of the script is the core of Both the creative writing part and the highly expressive http://www.xtec.es/~sflotats/files/artic.htm

Papers and Contributions Papers and contributions: "Writing a script and shooting a short film on video in the classroom" GRETA, vol 7, n.1, Granada, 1999 "Making videofilms with teenagers" ,TESOL Video Interest Section newsletter, 2000 2001,(unpublished) Writing a script and shooting a short film on video in the classroom Sergi Flotats i Vicens, Greta, vol.7, n.1, Granada 1999 As a teacher at a secondary school it's been rather difficult to come to terms with a reality you have to learn to cope with, and this is what some sociolinguists might refer to as "counter-school culture"( ), meaning generally a dislike for anything that sounds scholarly or intellectual and for learning and school. We were already used to some of this before the last school reform, but now we have suddenly been confronted with a giant that scares us in unbelievable ways. The brutality of the situation has blocked many a willing teacher. For efl teachers this is even worse than for others because teaching a foreign language has deep psychological implications that refer to the mother's body and the semiotic chora human beings leave behind when they are introduced into the symbolic world ( ). And it isn't easy to make most teenagers have another try at breaking with the system they have finally managed to accept as a means to communicate with others. They may be very willing to explore new systems - as their interest in music shows, especially when they close the door to their rooms and play the music in their own small universe. But making them become conscious of the need to learn another system of symbols - which they imagine will cut them farther away from that paradise they are constantly being forced to give up- will generally be a difficult task for educators.

32. Creative Writes 33 We were writing to change how Indian history is taught and wouldn This month the Encyclopedia of American Indian contributions to the World has creative Write http://www.kporterfield.com/writes/Creative_Writes_33.html

The Power of Persistence This week I gave a talk to Foothills Writers Group on history writing. They invited me to speak on the topic because The Encyclopedia of American Indian Contributions to the World won a Colorado Book Award last year. As I prepared my speech, I reflected on the history of how that book came to be. I’d begun writing a series of personal essays and wasn’t sure I wanted to switch my focus by taking on another project, but Emory was persuasive and the facts he’d gathered were impressive. His idea was to pull together a short book for children. Together we refined the concept and pitched my former agent in March. We didn’t have to wait long for a reply. She told us the book wouldn’t make any money and chose not to represent it. We believed in the idea and submitted our query letter to an editor I’d worked with at Facts on File, Inc. While we waited for her response, we began hammering out a proposal. In May she asked to see it. Again we waited. Her response was mixed. She liked parts of the idea, but it needed to be more focused. That meant dropping half of the material Emory had gathered. We revised the proposal. She liked the second version better, but still had her doubts. Neither of us had written history before. Emory hadn’t written professionally. The publisher was cutting back on Indian books, so it would be a hard sell-to the monthly acquisitions committee. The 50,000 words we’d proposed weren’t enough. At a minimum the book had to be at least 150,000 words long.

33. Department Of Design the best in local creative design, photography, illustration, and writing. Bull, Art Director Chris Kay , Designer Eric Flegel, Other creative contributions. http://design.osu.edu/news_csca-best.html

Columbus Society of Communicating Arts, Creative Best 2003 Student Category Enviromend Trademark Michelle Byles Design 460.02, Paul Nini Student Category A Look Inside Internal Imaging Michelle Byles Design 462.02, Brian Stone Student Category Power of Motion Graphics Gretchen Caldwell Design 662.02, Peter Chan and Brian Stone Student Category Explorations of Modern Typography Joe Harmon Design 461.02, Paul Nini Print Category Stora Enso Design Profiles VIA Dave Bull, Design Director and Designer Eric Shank and Eric Flegel, Designers Media/Interactive Category CSCA 2003 Web site Dave Bull, Art Director Chris Kay , Designer Eric Flegel, Other creative contributions Media/Interactive Category Ohio Health Web site VIA Dave Bull, Design Director and Designer Eric Flegel, Designer Print Category Judge's Favorite CSCA Announcements Dave Bull, Design Director and Designer Keith Novicki, Eric Shank and Eric Flegel, Designers, Chris Kay, Photography

34. Department Of English: Creative Writing Program and refining a significant body of creative writing in one will benefit from the regular contributions of guest will be expected to keep a writing journal, and http://www.umanitoba.ca/faculties/arts/english/current_courses/creative_writing.

Department of English University of Manitoba UMinfo Arts English Proposed Creative Writing Course Offerings for 2004/2005 Below are the undergraduate course offerings in creative writing. The Department of English offers the option to write a creative thesis as a part of the MA degree (the Department does not offer graduate-level creative writing courses). 4.276 Introductory Creative Writing (3) Offers students the chance to explore the basic forms of creative writing - poetry, fiction, and drama - whether or not they have made previous formal attempts to write in these forms. A sample of the student’s writing is not required for admission to this course. The format is seminar and workshop and will include, as needed, lectures on the fundamentals of creative writing. L01 (2T) Arnason. 4.350 Creative Writing (6) Classroom hours will be arranged. Students may concentrate on poetry or on prose alone. Enrolment will be limited to allow for the particular interests of students. Written consent of the instructor, based on a sample of the student’s work, must be obtained before registration. Samples of writing (with the student’s name, address, and telephone number) are to be submitted to the department general office no later than July 31 L01 (3T) Sinclair.

35. BrainStorm Accelerates Your Thinking, Planning, Organising And Writing. Sharewar Click here to read their individual contributions in full As one user said, It helps crystallize my thoughts while writing or studying. It soon becomes clear http://www.brainstormsw.com/whatfor.html

What is BrainStorm really good for? Rather than have the authors come up with their ideas of what BrainStorm is really good for, we asked some users to give their opinions. Here, we provides an overview of their feedback. Click here to read their individual contributions in full. Invaluable The most commonly used adjective to describe BrainStorm was "invaluable". One person said "BrainStorm is the single most valued application I have. Another said, "This is not a program you buy and store away. This is a program for frequent use." So what is it that makes BrainStorm so valuable? Without question, it is the support that it gives to the capturing and organising of ideas and other information. Writers. researchers, teachers, presenters, students, business users and householders use it to collect and organise their ideas and information from their computer screens and files. Some even publish the end result as a web page for sharing with others. One organisation uses BrainStorm to create a computer troubleshooting database which it keeps on the company intranet. Users are obliged to visit this before they call for help. Technical support calls have been cut by 50%. Here are the main BrainStorm activities mentioned by users: Capturing ideas and information BrainStorm can be used to capture ideas and other information. Paste, Smart paste and Magic paste all make screen capture easy and, in the case of Magic paste, almost invisible. More importantly, BrainStorm is so responsive that it can be used to capture ideas on the fly, whether coming from your own head or from a discussion group.

36. Creative Writing the Study Zone); 29 contributions to the writing Cafe (inside the Study Zone) My Empowering Daily Ritual (General). The Immoveable http://creativewriting123.massey.ac.nz/new_stuff.asp

Massey University links... Massey University Massey News Massey Library Extramural Studies Institute of Natural Resources 171.227 Horticultural Crop Establishment 171.327 Horticultural Crop Development 171.328 Optimising Horticultural Yields 171.329 Quality and Postharvest Horticulture Massey Expertise Directory 2 visitors online Home What's been happening? Over the past seven days, there have been: 73 posts to the Forum (inside the Study Zone) 32 contributions to the Writing Cafe (inside the Study Zone) Random Prompt: Open the 'misc. stuff drawer' in your kitchen or in your desk. Take out one item that sparks a memory and write about it. (Short story) Mod 1 Ex 13 Microtheme: describing a close friend or relative (Short story) Mod 1 Exc 22, Picture 19 Microtheme: The brown widow (Short story) Module 2, Ex 4 My mother is a winters day (Poetry) Exercise 12 Module 2, Ex 12 My love is like the ocean (Poetry) Perfection (clustering) (Poetry) A Strange Change of Status (Microtheme) (General) My Love is like a Red Red Bus (Poetry) Hatred (Ex 13 module 2) (Poetry) Work with Metaphor: He was like a lion in battle (Poetry) Cyclonic Reign (metaphor Exercise) (Poetry) Module 2, exercise 14 second draft, any ideas?

37. Mark Van Wienen--Creative Writing: Poetry And Drama important factor in developing as a creative writer is to discuss the poems, drama, and poetrywriting text as Your contributions to class discussion and to in http://www.english.uiuc.edu/maps/syllabi/vanwienen.htm

Dr. Mark Van Wienen, Augustana College ENGLISH 305 CREATIVE WRITING: POETRY AND DRAMA Objectives To sample the languages, forms, and varieties of twentieth-century American poetry and drama. To learn the art and craft of poetry and drama writing. To provide an encouraging, critical audience for each other's work. To develop as poets and dramatists through regular practice. To learn from some of the best writers of poetry and drama, to write some of the best poetry and drama. Course Texts Robert Wallace and Michelle Boisseau, Writing Poems , 5th. ed. ( WP Cary Nelson, ed., Anthology of Modern American Poetry AMAP Jeanne Emmons, Rootbound Tony Kushner, Angels in America: Part Two, Perestroika Plus: copies of your writing, enough for all in class, at least twice during the semester Writing and Reading Schedule Sept. 5 Course Introduction: The Range of Modern American Poetry; Poetry in Pictures Sept. 12 WP chaps. 1, 2, 6, and 8: "Starting Out," "Verse," "Subject Matter," and "Metaphor" (1-17, 27-43, 139-55, 198-215) AMAP : Alice Dunbar-Nelson, "I Sit and Sew" (106); Carl Sandburg, "Chicago" (107-108); William Carlos Williams, "Queen-Anne's-Lace," "The Widow's Lament in Springtime," "The Great Figure," "The Red Wheelbarrow," "Young Sycamore" (166-67, 170); Robinson Jeffers, "The Purse-Seine" (246-47); Claude McKay, "The Negro's Tragedy," "Tiger" (318-19); Langston Hughes, "Three Songs About Lynching," "Come to the Waldorph-Astoria"(509-512); Tillie Lerner Olsen, "I Want You Women Up North to Know" (652-54); Adrienne Rich, "Diving Into the Wreck" (943-45)

38. Creative Writing - Poems, Stories, Writers Resources And More FreakWrite is a creative writing resource for displaying short stories, poems, book a small website which has been slowly growing with contributions, and aims http://freakwrite.i8.com/stories/thebattleofmary.html

FreakWrite is a creative writing resource for displaying short stories, poems, book reviews (fiction and non-fiction) and more. With writers resources, too, this can be a valuable platform for budding authors. It's a small website which has been slowly growing with contributions, and aims to provide a great deal more for its readers. Email FreakWrite Dictionary.com Thesaurus.com ... Please note that all pieces are owned by the author. Should you wish to duplicate any work on this site, please email the author for permission.

39. Peer Evaluation - Project Contributions enthusiasm, creative efforts and problemsolving insight, Communication contributions writing reports, making presentations, making display, (Percentage rating http://www.krellinst.org/AiS/textbook/manual/eval/peer_eval_proj.html

Computational Science Project Peer Evaluation - Project Contributions Directions 1. Write the name of each of your team members, listing yourself in the first box. 2. Evaluate each team member as a percent of total effort for each criterion. The percentages must add up to 100 for each row. 3. Assign each team member a grade from to 10 based on his or her overall contributions to the project. This is the grade that each team member receives. Enter your name here and your team member's names in the following columns. Team member #1 Team member #2 Team member #3 Team member #4 Intellectual Contributions: understanding the problem, doing research, contacting members (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) Emotional Contributions: enthusiasm, creative efforts and problem-solving insight (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) (Percentage rating goes here) Communication Contributions: writing reports, making presentations, making display

40. BIRS Workshop On Mathematics And Creative Writing the kind of creative writing we are trying to encourage for example, ways of identifying and educating agents and publishers, and also what contributions The http://www.pims.math.ca/birs/workshops/2004/04w5555/

with the participation of BIRS Workshop on Mathematics and Creative Writing April 17-22, 2004 Organizers: Marjorie Senechal (Smith College), Chandler Davis (University of Toronto). Objectives The BIRS's April 2004 workshop will bring together mathematicians and non-mathematicians actively engaged in creative writing related to mathematics. We will deliberately mix genres exposition, biography, poetry, theatre, journalism, fiction and nonfiction in the expectation that the mix will prove stimulating. All workshop participants should be seriously engaged in a writing project consonant with our theme, willing to discuss some of their work-in-progress, and willing to subject their writing to others' reactions.* Everyone is expected to criticize and be criticized. We also urge participants to circulate some of their work (published or unpublished) well in advance of the meeting in Banff. In addition to stimulating discussion, this is an excellent way for participants to introduce themselves to one another. We are working closely with Carol Holmes, Director of the Banff Program in Writing and Publishing, to adapt and incorporate some of their successful strategies. Part of each day will be spent on group activities (suggestions are welcome), part on presentations and discussion of work-in-progress, and part unscheduled, to allow time for writing. We will also explore the problem of finding outlets for the kind of creative writing we are trying to encourage: for example, ways of identifying and educating agents and publishers, and also what contributions The Mathematical Intelligencer might make.

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