The author retraces his youthful traineeship in writing dating back to the period when people didn’t have the TV yet and could only listen to the radio. But at that time children enjoyed adults’ talks and tales which always sounded as “final”. Memory helps us to recall important encounters and great formative experiences, such as working in newspaper editorial offices, which stand out as key-passages of a personal pathway passionately moved by writing.

Drawing on Baker’s assumption that we shape our world bytelling it to ourselves and our fellows, Zaccaria, teacher and scholar in Anglo-American Literature, proposes a detailed study on those writings which, coming out from diasporic conditions and marginality, affect the writers’ cultural, psychic, existential identity. The author’s essay is a further contribution to the intellectual pathway of a scholar who, for long, has given voice and visibility to such writings which cannot be merely dried up through categories of gender and text.

A deep “emotional knowledge” lies behind writing and reveals all of its great cognitive and transformative strength.Writing sheds light on one’s wish to shape his/her own life by reflecting on experience as a fruitful source of meaning.The author pinpoints that writing can help us to take care of one’s own evolutionary possibilities which never follow a fixed development, a predictable pathway and a definite goal. Writing helps to take care of one’s own emotional life.

As experts on training in primary education, the authors propose a formative pathway to creativity through writing, its main principles and techniques. This essay may be helpful to anyone who wants to undertake such pathway in order to provide children with the delight and the surprise of writing.

The author relates the experience of the CLICS (Italian language courses for written communication) at the Università Statale di Milano. He focuses on the first experiences of didactics of writing which date back to the second half of the 1990s when teacher and linguist Silvia Morgana detected and figured out students’ problems concerning writing production during specific writing workshops. These latter are still effective and stand out as examples of a didactics of writing which could promote a “planning” approach to writing and increase such occasional events as the final dissertation work.

The author points out that in the last years journalistic writing has been playing a crucial role in education because of the experimentation of media education through the use of newspapers. In his essay, Sorrentino proposes “the categorical imperatives” to edit an effective text which is one of the test-type for the Italian school-leaving examination.

Between 1876 and 1925 almost 14 million Italians migrated. Most of them left to America where, beside men, women and children, the steamers brought a remarkable amount of correspondence (i.e. several letters, diaries etc.) that immigrants started to write on board leaving a long trail of ink about their experience. The letters served to keep the dialogue and the contacts with their relatives in the homeland and played a central role within the processes which ruled the migratory chains. Still today those letters stand out as invaluable sources to investigate both the immigrants’ cultural resistance and identity and the process of their integration into the target countries.

The author tells us about his fascination for the writing world and, in particular, for journalistic writing, Walter Pedullà’s lectures and such avant-garde works as those by Manganelli, Arbasino, D’Arrigo, Delfini, Malerba, Palazzeschi, Bontempelli, Svevo, Tozzi, Giuliani, Savinio, Zanzotto, Consolo. All these references inspire the author’s tales.