From Reader to Writer : Teaching Writing Through Classic Children's Books

Uses classic children's literature and the lives of its authors to provide suggestions to help teachers and parents encourage children to write stories.

The title does not adequately describe the wealth of information and inspiration included here. Yes, the book will certainly be useful for creative-writing activities; however, librarians will be thrilled with the connections that can be made from the books cited and unique ways to introduce their authors, ranging from C. S. Lewis and Lewis Carroll to Katherine Paterson and Monica Hughes. Beginning with endpapers that illustrate "The Book Wide Web," Ellis invites her audience to "inspire reading, writing, and/or talking" about books. Each chapter focuses on a specific writer. Through anecdotes, the personalities and events that helped shape these authors' professional lives are revealed. Librarians will be able to use the information for booktalking. All of the activities can build toward writing projects, but they also create interest in the books. Be certain teachers know about this title; they will make good use of the variety of ideas.

Mary Lankford, Texas Education Agency, Austin

Copyright 2001 Cahners Business Information, Inc.

Ellis is one of the best children's literature critics. Smart and funny, she writes without condescension or pedantry. Her prose is a delight: plain, witty, practical, wise. The focus here is on British classics, including works by Beatrix Potter, Lewis Carroll, Robert Louis Stevenson, and C. S. Lewis. She also writes about some contemporary Canadian writers, including Jean Little, Monica Hughes, and Paul Yee, and about U.S. writers Katherine Paterson, Susan Cooper, and Virginia Hamilton. With each classic book, there's a "sneak preview" (i.e., booktalk), a suggested read-aloud, exercises to help students and adult writers find their own stories, and a short annotated bibliography of related children's books. Ellis also talks about the writers' personal lives, including what they read as children, where they found their stories, and what they continue to say to us. Ellis does what she says ("Write as if you are talking"), and she makes you want to go back and read the books again. Librarians and teachers who talk books with young people will want this. So will those who write for children. Hazel Rochman
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