Suggest that the child thumb through a well-illustrated magazine or book in his search for an idea. Newspapers are another good source-what better topic than to write about one's favorite comic strip? However, if the illustrations are accompanied by a printed text, die youngster should be cautioned against copying from the text as opposed to merely using it for background information.

The family picture album may touch off some fond memories that will make a colorful composition. Help die young writer to notice details in photographs-"Wasn't that the day it poured right in the middle of our picnic?" "Look! There you are getting on the bus for your first year at camp."

Try fantasy. For example, "What three things would you like to have with you if you were marooned on a desert island?" or "If you had to exist in a strange city for three days with no job, no friends, and no money, what would you do?" or, who would you choose as famous parents-or sisters-or brothers?"

General Tips

Try to encourage the young writer to see a picture in his mind of what he plans to write about. Let him close his eyes and describe the picture to you. Ask questions about it. His verbal description will help him organize his thoughts to be transferred onto paper.

Play word games. For example, if the word "red" occurs in his writing, ask him how many other words he can think of that describe the color red.

Remind him of the tried and true journalistic technique of including who, what, when, where, and how in the sentence. Example: "On Tuesday Susan and I took a bus to the Strand Theater to see our favorite movie."

Contact the teacher and secure her permission to "proofread" a first draft of the written work and make suggestions and minor corrections before a final copy is written. In doing so, think praise, not criticism. Example: "You did a great job. I particularly liked your descriptions. Here are two words whose spelling you might check. You must make sure that the teacher clearly understands that you are not doing the child's work but are simply standing by in a one-to-one capacity to improve the finished product.

The key word is "organization." Never allow the youngster to jump haphazardly into writing a "finished" assignment. Help him identify what is to be written, define the territory, work out a sequence, list key words and ideas--and then, and only then, start the assignment. Because some youngsters have great deficits in organization, they need gentle guidance for shaping their assignments.

If your work in creative writing is going well in terms of the youngster's attitude and productivity, and. possibly, improvement has been noted, you might want to consider getting the youngster's permission to approach the teacher to see if some added written assignments might be turned in for extra credit. Don't be surprised or dismayed if your child doesn't think this is the best idea you've ever had!

next: Helping Your Child with Geography