how to teach creative writing middle school

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20 Creative Writing Activities For Middle School: Poem Ideas, Prompts, Story Starters, And Worksheets

April 10, 2024 //  by  Stephanie Ledford

Some students are prolific writers, needing no help putting pen to paper and telling their stories. However, there are other students who need a little more direction in order to get their stories out. Whatever the case may be, these 20 creative writing activities for middle school will have all of your students showing their creative prowess.

1. I Am From

After reading the poem “Where I’m From” by George Ella Lyon, have students write their own “I Am From” poems. Using a template, all students will be able to create wonderful poems illustrating their own unique backgrounds.

Learn More: Made by Teachers

2. Found Poems

Using the words of others, students create their own “found poems.” By taking a snippet here and a line there, they can arrange them in their own creative ways to create new, interesting poems. Reading a book as a class? Have them use the book to create a found poem!

Learn More: Read, Write, Think

Your middle schoolers are sure to feel like poets in the making with this creative assignment. Encourage them to connect themselves to something bigger, like their families, their culture, or their historical background as you task them with creating poems using their own names. Prompt them to begin their writing process by having them use the letters of their names to inspire a new line of poetry that they think reflects who they are as a person.

Learn More: Mama Smiles

4. Chain Stories

This assignment has each student start with a blank piece of paper. After giving them a writing prompt , every student begins writing a story. After your chosen time limit is up, they stop writing and pass their story to the next person in their group who then has to continue telling the story. When each story returns to its original author, the activity is complete.

Learn More: Creativities ESL

5. Visual Character Sketch

Being able to add depth to a character can be difficult for many students. By allowing a student to create a visual sketch, you are allowing them a different approach to writing a character description.

Learn More: Adobe Education Exchange

6. What If…

“What if” writing prompts are a great way to get your learners’ creative juices flowing. By posing a question, they’re given a starting point, and it’s up to them to decide what twists and turns their stories will take. Will they write a sad, action-packed, or scary story? The possibilities are endless!

Learn More: Journal Buddies

7. Descriptive Writing Prompts

Descriptive writing activities are another way for middle school students to practice their creative writing skills. They can give their descriptions their own unique twists by using their different writing styles to describe common objects. And hey, they might have a different appreciation for the things in their everyday worlds after this assignment!

Learn More: Academic Writing Success

8. Scary Stories

Go through the entire writing process and teach your students how to write scary stories! Before you begin writing, though, read them some (age-appropriate) scary stories to give them the chills and an idea of what is expected in a scary story.

Learn More: Keep ’em Thinking

9. Daily Journal Writing

There is no better way to improve students’ writing abilities than to do daily writing. Each day, give students a different prompt and allow them to write for fifteen minutes. After, allow them the opportunity to share their story with their peers or the class.

Learn More: Daily Teaching Tools

10. So Much Depends Upon…

“ The Red Wheel Barrow “–such a simple yet eloquent poem. Following this lesson plan, your students will be able to write their own simple yet eloquent poems and feel like accomplished writers.

Learn More: NYLearns

11. An Ode to…

Reluctant writers are often intimidated by complicated writing ideas. By using a template like the one pictured above, your students will all be able to feel like poets as they create their own odes about a person, place, or thing.

Learn More: Crafting Connections

12. Story Starters

Story starters are a great way to help students begin their stories. If you have a digital classroom, the Scholastic story starter page is great because it can formulate much different writing prompts, helping engage all students.

Learn More: Scholastic

13. My Time Machine Trip

What is everyday life like in 1902? How about in 2122? Have students write stories about their experiences traveling through time using the attached worksheet. For those that need a little extra help, allow them to research time periods so they have an idea of what life was like then.

Learn More: K12 Reader

14. Writing and Math

This is a great assignment for a math class! Using the provided instructions, students are to write a story that explains to their boss the math they used while delivering packages. Since this assignment asks them to cover specific math concepts, make sure you cover them in class first (or hand this assignment to a math teacher and let them have at it!).

Learn More: Dr. Hamblin

15. How to Bake Cookies for Santa

Seasonal writing activities are a great way to get kids excited around the holidays! One way to get descriptive paragraphs out of your students is through these instructions on how to bake cookies for Santa. The great thing about this assignment is all levels of writers can participate. Those that are more advanced can provide more details and struggling writers can still feel accomplished by explaining the cookie-making process!

Learn More: Teachers Pay Teachers

16. Diary Entry of a Literary Character

Another favorite among creative writing ideas is having students write diary entries in the voice of a character from literature. This can be a character from a book you read as a class or from a book they read on their own. Either way, it will showcase their creative writing skills and their knowledge of the character!

Learn More: Banana Magic

17. Write a Rant

Writing a rant is a good assignment to use when you are trying to teach about the different voices we use when writing. When writing a rant, you are going to use an angrier, more aggressive voice than if you were writing a children’s story. This is a great warm-up to get students ready to write persuasive essays.

Learn More: Teachers and Writers Magazine

18. Write a Newspaper Story

After reading through some newspapers to get ideas on how newspaper articles are formatted, have each of your students write their own article. When they are all done, you can compile a classroom newspaper!

Learn More: Nie Online

19. Coat of Arms

Studying Shakespeare? Maybe European countries where it was common to have a Coat of Arms? If so, this assignment is perfect for your class. Have students create a coat of arms and then write a few paragraphs explaining their choices.

20. A Letter to Yourself

Have students write letters to their future selves. Give them specific questions to answer like “where do you see yourself in five years? Are you happy with your life? Is there anything you would change?” And then in five years, mail the letters to their parents!

Learn More: Ms. Carota

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How to Teach Creative Writing | 7 Steps to Get Students Wordsmithing

“I don’t have any ideas!”

“I can’t think of anything!”

While we see creative writing as a world of limitless imagination, our students often see an overwhelming desert of “no idea.”

But when you teach creative writing effectively, you’ll notice that  every  student is brimming over with ideas that just have to get out.

So what does teaching creative writing effectively look like?

We’ve outlined a  seven-step method  that will  scaffold your students through each phase of the creative process  from idea generation through to final edits.

7. Create inspiring and original prompts

Use the following formats to generate prompts that get students inspired:

• personal memories (“Write about a person who taught you an important lesson”)
• imaginative scenarios
• prompts based on a familiar mentor text (e.g. “Write an alternative ending to your favorite book”). These are especially useful for giving struggling students an easy starting point.
• lead-in sentences (“I looked in the mirror and I couldn’t believe my eyes. Somehow overnight I…”).
• fascinating or thought-provoking images with a directive (“Who do you think lives in this mountain cabin? Tell their story”).

Don’t have the time or stuck for ideas? Check out our list of 100 student writing prompts

6. unpack the prompts together.

Explicitly teach your students how to dig deeper into the prompt for engaging and original ideas.

Probing questions are an effective strategy for digging into a prompt. Take this one for example:

“I looked in the mirror and I couldn’t believe my eyes. Somehow overnight I…”

Ask “What questions need answering here?” The first thing students will want to know is:

What happened overnight?

No doubt they’ll be able to come up with plenty of zany answers to that question, but there’s another one they could ask to make things much more interesting:

Who might “I” be?

In this way, you subtly push students to go beyond the obvious and into more original and thoughtful territory. It’s even more useful with a deep prompt:

“Write a story where the main character starts to question something they’ve always believed.”

Here students could ask:

• What sorts of beliefs do people take for granted?
• What might make us question those beliefs?
• What happens when we question something we’ve always thought is true?
• How do we feel when we discover that something isn’t true?

Try splitting students into groups, having each group come up with probing questions for a prompt, and then discussing potential “answers” to these questions as a class.

The most important lesson at this point should be that good ideas take time to generate. So don’t rush this step!

5. Warm-up for writing

A quick warm-up activity will:

• allow students to see what their discussed ideas look like on paper
• help fix the “I don’t know how to start” problem
• warm up writing muscles quite literally (especially important for young learners who are still developing handwriting and fine motor skills).

Freewriting  is a particularly effective warm-up. Give students 5–10 minutes to “dump” all their ideas for a prompt onto the page for without worrying about structure, spelling, or grammar.

After about five minutes you’ll notice them starting to get into the groove, and when you call time, they’ll have a better idea of what captures their interest.

Did you know? The Story Factory in Reading Eggs allows your students to write and publish their own storybooks using an easy step-by-step guide.

4. Start planning

Now it’s time for students to piece all these raw ideas together and generate a plan. This will synthesize disjointed ideas and give them a roadmap for the writing process.

Note:  at this stage your strong writers might be more than ready to get started on a creative piece. If so, let them go for it – use planning for students who are still puzzling things out.

Here are four ideas for planning:

Graphic organisers

A graphic organiser will allow your students to plan out the overall structure of their writing. They’re also particularly useful in “chunking” the writing process, so students don’t see it as one big wall of text.

Storyboards and illustrations

These will engage your artistically-minded students and give greater depth to settings and characters. Just make sure that drawing doesn’t overshadow the writing process.

Voice recordings

If you have students who are hesitant to commit words to paper, tell them to think out loud and record it on their device. Often they’ll be surprised at how well their spoken words translate to the page.

Write a blurb

This takes a bit more explicit teaching, but it gets students to concisely summarize all their main ideas (without giving away spoilers). Look at some blurbs on the back of published books before getting them to write their own. Afterward they could test it out on a friend – based on the blurb, would they borrow it from the library?

3. Produce rough drafts

Warmed up and with a plan at the ready, your students are now ready to start wordsmithing. But before they start on a draft, remind them of what a draft is supposed to be:

• a work in progress.

Remind them that  if they wait for the perfect words to come, they’ll end up with blank pages .

Instead, it’s time to take some writing risks and get messy. Encourage this by:

• demonstrating the writing process to students yourself
• taking the focus off spelling and grammar (during the drafting stage)
• providing meaningful and in-depth feedback (using words, not ticks!).

Reading Eggs also gives you access to an ever-expanding collection of over 3,500 online books!

2. share drafts for peer feedback.

Don’t saddle yourself with 30 drafts for marking. Peer assessment is a better (and less exhausting) way to ensure everyone receives the feedback they need.

Why? Because for something as personal as creative writing, feedback often translates better when it’s in the familiar and friendly language that only a peer can produce. Looking at each other’s work will also give students more ideas about how they can improve their own.

Scaffold peer feedback to ensure it’s constructive. The following methods work well:

Student rubrics

A simple rubric allows students to deliver more in-depth feedback than “It was pretty good.” The criteria will depend on what you are ultimately looking for, but students could assess each other’s:

• use of language.

Whatever you opt for, just make sure the language you use in the rubric is student-friendly.

Two positives and a focus area

Have students identify two things their peer did well, and one area that they could focus on further, then turn this into written feedback. Model the process for creating specific comments so you get something more constructive than “It was pretty good.” It helps to use stems such as:

I really liked this character because…

I found this idea interesting because it made me think…

I was a bit confused by…

I wonder why you… Maybe you could… instead.

1. The editing stage

Now that students have a draft and feedback, here’s where we teachers often tell them to “go over it” or “give it some final touches.”

But our students don’t always know how to edit.

Scaffold the process with questions that encourage students to think critically about their writing, such as:

• Are there any parts that would be confusing if I wasn’t there to explain them?
• Are there any parts that seem irrelevant to the rest?
• Which parts am I most uncertain about?
• Does the whole thing flow together, or are there parts that seem out of place?
• Are there places where I could have used a better word?
• Are there any grammatical or spelling errors I notice?

Key to this process is getting students to  read their creative writing from start to finish .

Important note:  if your students are using a word processor, show them where the spell-check is and how to use it. Sounds obvious, but in the age of autocorrect, many students simply don’t know.

A final word on teaching creative writing

Remember that the best writers write regularly.

Incorporate them into your lessons as often as possible, and soon enough, you’ll have just as much fun  marking  your students’ creative writing as they do producing it.

Need more help supporting your students’ writing?

Read up on  how to get reluctant writers writing , strategies for  supporting struggling secondary writers , or check out our huge list of writing prompts for kids .

Watch your students get excited about writing and publishing their own storybooks in the Story Factory

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5 Secrets for Helping Middle School Writers Succeed

Even though I spent 19 years as a middle school teacher, I frequently ask myself what makes a middle school writing classroom work. I know successful teaching is a series of flexible moving parts. I know it’s one part inspiration and a bigger part organization. I know that every middle school teacher struggles to achieve more good days than bad.

In  Traits of Writing: The Complete Guide for Middle School , I share meaningful and practical ideas for using what I’ve learned about teaching writing in middle school. My aim is to validate what you already know and give you new ways to support students. I also point out obstacles to watch out for and ways around them, so you don’t sacrifice the integrity of your teaching or the writing lives of your students.

As teachers, our greatest challenge may not be understanding best practices, but implementing those practices in classrooms where writing skills vary, time is precious, and the demand for high test scores can smother even the most creative teaching. But take heart. Teaching writing well is not impossible. Here are 5 secrets I know work in middle school and will help your young writers succeed:

1.     The teacher must model how to learn.

If we want our students to write, we have to show them we are writers ourselves, which means opening ourselves up to scrutiny.

2.      Learning should be infectious.

Look for inspiration everywhere and revise you lesson plans accordingly to foster a fascination with language, not just an understanding of terms. Who knows where this might lead?

3.     Students must be active.

Engaging in lively activities, working in small groups, sitting on the floor, listening to music, using the computer, and talking about works in progress keep students moving, and therefore, learning.

4.     Students will work hard if we give them rigorous, relevant tasks.

Let students take a giant leap forward and come up with their own projects and use the skills they have learned over the years to accomplish it. What they write matters less than the fact that they choose to write with such passion and determination.

5.     Students deserve honest, detailed feedback.

Get serious about providing feedback. Students will appreciate your suggestions for making their writing smoother, clearer, and more interesting, and, like any serious writers, won’t always agree or follow them. But your students trust you to tell them the truth because they know your feedback, as difficult as it sometimes will be to convey, will help propel their work forward.

The secrets of writing, once locked away in the writing teacher’s vault, must be revealed and explored. How else will we sort out what works from what doesn’t? But you know this already. The writing lives of your middle school students depend on our getting it right.

To learn more about  Traits of Writing: The Complete Guide for Middle School , you can purchase the book  here.

About the author:

Ruth Culham, Ed.D.,  has published more than 40 best-selling professional books and resources with Scholastic and the International Literacy Association on the traits of writing and teaching writing using reading as a springboard to success. Her steadfast belief that every student is a writer is the hallmark of her work. As the author of  Traits Writing: The Complete Writing Program for Grades K–8 (2012), she has launched a writing revolution.  Traits Writing  is the culmination of 40 years of educational experience, research, practice, and passion.

4 Activities to Help Middle School Students Uncover New Ideas for Writing

No matter how old you are, no matter how much writing you do, no matter how much you improve over time, finding ideas and writing about them clearly and compellingly is a challenge. Small wonder, then, that middle school writers find the ideas trait difficult to master.

Writing must make sense, and that’s what the ideas trait is all about—choosing a topic, narrowing it down, and supporting it with enough details to make the message clear and engaging. In  Traits of Writing: The Complete Guide for Middle School , I outline the ideas trait’s 4 key qualities:

1.     Finding a topic

2.     Focusing the topic

3.     Developing the topic

4.     Using details

The following activities will help your students develop these qualities. Each is a creative, classroom-tested idea that allows students to try out skills and strategies that you share in warm-ups and focus lessons. These activities can take 5 minutes or 50, depending on your students’ needs and interest levels, and can be carried out by students independently or in small groups.

Finding a topic | Writer’s Notebooks

Often, the best topics are the ones students come up with themselves. As you work with students, encourage them to jot down in a notebook possible ideas for use in writing later—ideas that occur to them during science, social studies, health, fine arts, or English, or in everyday life. Let students select a notebook that makes them feel comfortable. Keep your own notebook and model how you jot down ideas for writing, words and phrases you like, intriguing information and observations, and questions to ponder.

Focusing the topic | The Best and the Worst Activity

Have your students brainstorm a list of real-world jobs that require a great deal of writing: a writer for a late-night talk show, a fund-raiser for a charity, a developer of video games, an author of children’s books, and so on. Write the jobs on a chart. Divide the class into small groups and assign one of the jobs to each group. Ask group members to prepare a panel presentation explaining the best and worst parts of the job and present it to the class, using some sort of visual aid that illustrates key points, such as a chart or diagram. Hang their creations in a prominent place for everyone to read and think about. This activity teaches students that writing is a big part of most professions—a lesson they will come to learn on their own soon enough.

Developing the topic | Top-Ten List

Ask students to write a top-ten list of things every adult should know about middle school students. Encourage them to develop each point in a fun, truthful, and interesting way. Here are examples of 2 developed points:

We don’t like to be told what to do. But if you don’t tell us, we won’t do it. And even when you do tell us, many times we don’t do it unless you get mean about it. We’re kinda flakey.

Remembering to put our names on our papers is harder than being blindfolded and sending a text message with our thumbs.

Using details | Getting Into the Details Activity

Give students a general statement, such as “I love Friday,” and ask them to work with a partner to brainstorm at least 10 details that explain why Friday is their favorite school day. Have pairs share those details with the whole class and make one long list. Now ask students to select their favorite details, at least 5 but no more than 10, and choose the one they consider the most important. From there, have pairs write a paragraph describing all the great things about Friday, emphasizing one detail they feel is most important. When they’re finished, ask students to put their paragraphs on their desks and invite their classmates to walk about and read them. Later, discuss the techniques students used to focus the reader’s attention on one detail more than others.

The time you spend teaching students where ideas come from and how to develop them effectively is critical to their success as writers. Finding a topic, focusing it, developing it, and using precise details to support it is where the writing begins.

Learn more about the ideas trait and other traits critical to writing success with  Traits of Writing: The Complete Guide for Middle School . You can purchase the book  here .

• Our Mission

8 Truths About Teaching Writing to Middle Schoolers

Middle school writers are full of imagination and creativity, and teachers can honor that while teaching writing conventions.

There’s something extraordinary about middle school writers.

Maybe it’s the tension of existing between childhood and adulthood and their ability to articulate this tension. Maybe it’s their fully intact imaginations and natural inclination to creatively express themselves. Whatever it is, they’re capable of astounding us and each other if we teach them well.

What I’ve learned to be true about teaching writing to middle schoolers is rooted in the importance of both coaching them on the conventions of writing in English and giving them room to be who they are.

What I’ve Learned

1. Choice is crucial, but students need help choosing: When students are able to follow their interests and curiosity, it’s more likely that their writing will be honest and compelling. However, if left to their own devices, students sometimes begin writing about topics that don’t lead them anywhere.

Before writing, students should brainstorm and have the opportunity to talk with you—and their peers, if possible—about their ideas. They’ll need your help discerning which idea would yield the most engaging writing for them. Your guidance is invaluable.

2. Clichés are fantastic for teaching creative expression: Middle schoolers often use clichés, in the belief that using them makes their writing better. When we define clichés for them and explain the better choice of describing familiar things in fresh, unique ways, students begin taking more risks in their writing.

A colleague gave me the idea to create a cliché graveyard for my classroom—a poster cut into the shape of a gravestone that we add clichés to as we identify them. This makes hunting for clichés fun, and each time we bury a cliché, students come up with new creative descriptions. Theirs are always better.

3. Simple rubrics make a huge difference: Rubrics let students know what you’re looking for in their writing, and middle schoolers are most attentive to rubrics that include as little text as possible.

I list vertically the five to 10 elements (title, lead, thesis, etc.) that I assess on the left side of the rubric, and horizontally along the top I include four simple categories: AWESOME, Pretty good!, OK..., and a crying emoji. More text can overwhelm students and limit you when you’re grading.

4. Students should interview published writers: Middle schoolers learn a ton about the craft of writing when given opportunities to interview published writers. Thankfully, many writers are happy to visit classrooms and meet with students for free. Visits by video call also work.

Before a visit, students should read a small selection of the writer’s work and prepare five to 10 questions on that work and the writer’s process. As a class, they should ask their questions and take notes on what the writer says. It’s amazing how much ground they can cover in one class.

5. They need to name their strengths and weaknesses: When meeting with students one on one, begin by asking them to identify the strengths and weaknesses of whatever piece they’re working on. Students can often name the strengths of their writing, but you still need to encourage them to be specific: “What makes this sentence work well?”

It’s more difficult for them to name weaknesses. “I just don’t like this part,” they’ll say. Again, your job is to help them be specific.

The more students are encouraged to name the strengths and weaknesses of their writing, the more self-sufficient they become as writers.

6. We can embrace the quirks: It’s important to teach students the terminology and structures of English grammar so that they understand what you mean when you discuss the makeup of a sentence. And generally a writer should know the rules of the language before breaking them.

However, middle schoolers sometimes create sentences with peculiar characteristics that look and sound striking but are grammatically incorrect. Because they haven’t fully internalized English grammar, they’re still playful with the language.

On these occasions, I’ve found it helpful to allow them to break the rules but also let them know how they’re doing so. This way, grammatical conventions aren’t forgotten—they’re purposefully ignored to help students develop a voice on the page.

7. Letting them try on different writing styles is invaluable: A great way to help students develop their writing voices is to let them imitate others. When students read short pieces by authors with distinctive voices and as a class identify how—on the sentence level—the writing is unique and interesting, they learn practical ways to infuse writing with personality.

If given opportunities to use these styles in their own writing, students are one step closer to understanding how to make their written work more representative of who they are.

8. They need to consistently ask themselves two questions: Middle schoolers often leave important ideas off the page because they either assume you know they’re talking about or haven’t pushed themselves to think critically about what they’re saying.

If during class and in your comments you consistently challenge students to answer “How?” and “Why?” they learn to be more thoughtful and thorough in all of their writing. These simple metacognitive questions lead to fuller, more sophisticated thought processes for them and stronger pieces of writing for others to read.

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Our 2020-21 Writing Curriculum for Middle and High School

A flexible, seven-unit program based on the real-world writing found in newspapers, from editorials and reviews to personal narratives and informational essays.

Update, Aug. 3, 2023: Find our 2023-24 writing curriculum here.

Our 2019-20 Writing Curriculum is one of the most popular new features we’ve ever run on this site, so, of course, we’re back with a 2020-21 version — one we hope is useful whether you’re teaching in person , online , indoors , outdoors , in a pod , as a homeschool , or in some hybrid of a few of these.

The curriculum detailed below is both a road map for teachers and an invitation to students. For teachers, it includes our writing prompts, mentor texts, contests and lesson plans, and organizes them all into seven distinct units. Each focuses on a different genre of writing that you can find not just in The Times but also in all kinds of real-world sources both in print and online.

But for students, our main goal is to show young people they have something valuable to say, and to give those voices a global audience. That’s always been a pillar of our site, but this year it is even more critical. The events of 2020 will define this generation, and many are living through them isolated from their ordinary communities, rituals and supports. Though a writing curriculum can hardly make up for that, we hope that it can at least offer teenagers a creative outlet for making sense of their experiences, and an enthusiastic audience for the results. Through the opportunities for publication woven throughout each unit, we want to encourage students to go beyond simply being media consumers to become creators and contributors themselves.

So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, or analyze culture. We can’t wait to hear what your students have to say!

Each unit includes:

Writing prompts to help students try out related skills in a “low stakes” way.

We publish two writing prompts every school day, and we also have thematic collections of more than 1,000 prompts published in the past. Your students might consider responding to these prompts on our site and using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

If a student submits a comment on our site, it will be read by Times editors, who approve each one before it gets published. Submitting a comment also gives students an audience of fellow teenagers from around the world who might read and respond to their work. Each week, we call out our favorite comments and honor dozens of students by name in our Thursday “ Current Events Conversation ” feature.

Guided practice with mentor texts .

Each unit we publish features guided practice lessons, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. From how to “show not tell” in narratives to how to express critical opinions , quote or paraphrase experts or craft scripts for podcasts , we have used the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

“Annotated by the Author” commentaries from Times writers — and teenagers.

As part of our Mentor Texts series , we’ve been asking Times journalists from desks across the newsroom to annotate their articles to let students in on their writing, research and editing processes, and we’ll be adding more for each unit this year. Whether it’s Science writer Nicholas St. Fleur on tiny tyrannosaurs , Opinion writer Aisha Harris on the cultural canon , or The Times’s comics-industry reporter, George Gene Gustines, on comic books that celebrate pride , the idea is to demystify journalism for teenagers. This year, we’ll be inviting student winners of our contests to annotate their work as well.

A contest that can act as a culminating project .

Over the years we’ve heard from many teachers that our contests serve as final projects in their classes, and this curriculum came about in large part because we want to help teachers “plan backwards” to support those projects.

All contest entries are considered by experts, whether Times journalists, outside educators from partner organizations, or professional practitioners in a related field. Winning means being published on our site, and, perhaps, in the print edition of The New York Times.

Webinars and our new professional learning community (P.L.C.).

For each of the seven units in this curriculum, we host a webinar featuring Learning Network editors as well as teachers who use The Times in their classrooms. Our webinars introduce participants to our many resources and provide practical how-to’s on how to use our prompts, mentor texts and contests in the classroom.

New for this school year, we also invite teachers to join our P.L.C. on teaching writing with The Times , where educators can share resources, strategies and inspiration about teaching with these units.

Below are the seven units we will offer in the 2020-21 school year.

September-October

Unit 1: Documenting Teenage Lives in Extraordinary Times

This special unit acknowledges both the tumultuous events of 2020 and their outsized impact on young people — and invites teenagers to respond creatively. How can they add their voices to our understanding of what this historic year will mean for their generation?

Culminating in our Coming of Age in 2020 contest, the unit helps teenagers document and respond to what it’s been like to live through what one Times article describes as “a year of tragedy, of catastrophe, of upheaval, a year that has inflicted one blow after another, a year that has filled the morgues, emptied the schools, shuttered the workplaces, swelled the unemployment lines and polarized the electorate.”

A series of writing prompts, mentor texts and a step-by-step guide will help them think deeply and analytically about who they are, how this year has impacted them, what they’d like to express as a result, and how they’d like to express it. How might they tell their unique stories in ways that feel meaningful and authentic, whether those stories are serious or funny, big or small, raw or polished?

Though the contest accepts work across genres — via words and images, video and audio — all students will also craft written artist’s statements for each piece they submit. In addition, no matter what genre of work students send in, the unit will use writing as a tool throughout to help students brainstorm, compose and edit. And, of course, this work, whether students send it to us or not, is valuable far beyond the classroom: Historians, archivists and museums recommend that we all document our experiences this year, if only for ourselves.

October-November

Unit 2: The Personal Narrative

While The Times is known for its award-winning journalism, the paper also has a robust tradition of publishing personal essays on topics like love , family , life on campus and navigating anxiety . And on our site, our daily writing prompts have long invited students to tell us their stories, too. Our 2019 collection of 550 Prompts for Narrative and Personal Writing is a good place to start, though we add more every week during the school year.

In this unit we draw on many of these resources, plus some of the 1,000-plus personal essays from the Magazine’s long-running Lives column , to help students find their own “short, memorable stories ” and tell them well. Our related mentor-text lessons can help them practice skills like writing with voice , using details to show rather than tell , structuring a narrative arc , dropping the reader into a scene and more. This year, we’ll also be including mentor text guided lessons that use the work of the 2019 student winners.

As a final project, we invite students to send finished stories to our Second Annual Personal Narrative Writing Contest .

DECEMBER-January

Unit 3: The Review

Book reports and literary essays have long been staples of language arts classrooms, but this unit encourages students to learn how to critique art in other genres as well. As we point out, a cultural review is, of course, a form of argumentative essay. Your class might be writing about Lizzo or “ Looking for Alaska ,” but they still have to make claims and support them with evidence. And, just as they must in a literature essay, they have to read (or watch, or listen to) a work closely; analyze it and understand its context; and explain what is meaningful and interesting about it.

In our Mentor Texts series , we feature the work of Times movie , restaurant , book and music critics to help students understand the elements of a successful review. In each one of these guided lessons, we also spotlight the work of teenage contest winners from previous years.

As a culminating project, we invite students to send us their own reviews of a book, movie, restaurant, album, theatrical production, video game, dance performance, TV show, art exhibition or any other kind of work The Times critiques.

January-February

Unit 4: Informational Writing

Informational writing is the style of writing that dominates The New York Times as well as any other traditional newspaper you might read, and in this unit we hope to show students that it can be every bit as engaging and compelling to read and to write as other genres. Via thousands of articles a month — from front-page reporting on politics to news about athletes in Sports, deep data dives in The Upshot, recipes in Cooking, advice columns in Style and long-form investigative pieces in the magazine — Times journalists find ways to experiment with the genre to intrigue and inform their audiences.

This unit invites students to take any STEM-related discovery, process or idea that interests them and write about it in a way that makes it understandable and engaging for a general audience — but all the skills we teach along the way can work for any kind of informational writing. Via our Mentor Texts series, we show them how to hook the reader from the start , use quotes and research , explain why a topic matters and more. This year we’ll be using the work of the 2020 student winners for additional mentor text lessons.

At the end of the unit, we invite teenagers to submit their own writing to our Second Annual STEM writing contest to show us what they’ve learned.

March-April

Unit 5: Argumentative Writing

The demand for evidence-based argumentative writing is now woven into school assignments across the curriculum and grade levels, and you couldn’t ask for better real-world examples than what you can find in The Times Opinion section .

This unit will, like our others, be supported with writing prompts, mentor-text lesson plans, webinars and more. We’ll also focus on the winning teenage writing we’ve received over the six years we’ve run our related contest.

At a time when media literacy is more important than ever, we also hope that our annual Student Editorial Contest can serve as a final project that encourages students to broaden their information diets with a range of reliable sources, and learn from a variety of perspectives on their chosen issue.

To help students working from home, we also have an Argumentative Unit for Students Doing Remote Learning .

Unit 6: Writing for Podcasts

Most of our writing units so far have all asked for essays of one kind or another, but this spring contest invites students to do what journalists at The Times do every day: make multimedia to tell a story, investigate an issue or communicate a concept.

Our annual podcast contest gives students the freedom to talk about anything they want in any form they like. In the past we’ve had winners who’ve done personal narratives, local travelogues, opinion pieces, interviews with community members, local investigative journalism and descriptions of scientific discoveries.

As with all our other units, we have supported this contest with great examples from The Times and around the web, as well as with mentor texts by teenagers that offer guided practice in understanding elements and techniques.

June-August

Unit 7: Independent Reading and Writing

At a time when teachers are looking for ways to offer students more “voice and choice,” this unit, based on our annual summer contest, offers both.

Every year since 2010 we have invited teenagers around the world to add The New York Times to their summer reading lists and, so far, 70,000 have. Every week for 10 weeks, we ask participants to choose something in The Times that has sparked their interest, then tell us why. At the end of the week, judges from the Times newsroom pick favorite responses, and we publish them on our site.

And we’ve used our Mentor Text feature to spotlight the work of past winners , explain why newsroom judges admired their thinking, and provide four steps to helping any student write better reader-responses.

Because this is our most open-ended contest — students can choose whatever they like, and react however they like — it has proved over the years to be a useful place for young writers to hone their voices, practice skills and take risks . Join us!

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5 Ways to Help Middle Schoolers Write Beyond the Bare Minimum

Help students go beyond the required word count to create great work.

Teaching writing is not for the faint of heart—especially in middle school! By this age, it’s harder to trick students into thinking writing is fun, and that eagerness to please grown ups may be ancient history. For many students, there is no amount of cajoling, pleading, or threatening that will produce a response other than, “I don’t know what to write.” They seem to want to write the minimum word count and move on to the next task at hand.

It doesn’t have to be this way, though. There are ways to help kids slay the writing dragon while maintaining peace in your kingdom. Er, I mean, classroom.

1. Offer (lots of) word lists and graphic organizers.

This might seem obvious because we all know these supports make writing more accessible for students. But I’ve been in the classroom, and I know they aren’t used often enough. We need to do this as teachers, though. It’s our job to provide students with a battle plan (because writing is a battle for many kids). There are so many graphic organizers out there, and I recommend trying a few different ones to see what your students like. You also want to make word lists easily accessible. Don’t focus on big or fancy words. Instead, concentrate on offering alternatives to “dead” words like very, a lot, great, etc.

2. Embrace mentor texts.

This is a great way to spur reluctant writers into action because they aren’t starting with a blank slate. Mentor texts are a student’s armor as they attempt more sophisticated compositions, protecting students by giving them a guide to good writing while still requiring them to be creative and use their own words. Over the years I’ve used many mentor texts. One of my favorites is the first vignette from The House on Mango Street by Sandra Cisneros. The vignette holds the same title as the book itself, and it describes the different places the main character has lived in her life. Students can model their own writing after Cisneros’ vignette by describing the places they have lived and the people they’ve known in those places along the way.

3. Let the diversity of authors inspire your students.

4. incorporate current events..

Middle school students have lots of opinions, but they often don’t watch the news or get their information from reliable sources. Providing students with a current event article, pairing it with a video, (or song lyrics, or poem, or chapter from a novel or memoir) and then asking them to put down their thoughts really inspire some passionate writing. Current events texts can be paired with nearly any fictitious work to build students’ background knowledge, widen their world view, and yes, nudge them into broadening and deepening their writing lives.

5. Let them choose the adventure.

I know it’s not always possible to let students choose the type of writing they want to do, but when possible, it’s important to let them express themselves. This will definitely help them take ownership of their own work. Think about offering a menu so they have choices—for instance give options such as writing a poem, a chapter in their own memoir, song lyrics, a fictional short story, or even an informative nonfiction article using research (for your fact-loving students!). This will help students see that there are many ways to relate what they know.

Writing is hard, and for many students it can seem like an impossible feat that will never be conquered. However, having your own teacher arsenal of writing strategies and tools will help you lead your mighty army of authors to victory, time and time again. Now, go forth, and WRITE!

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Inspiring Ink: Expert Tips on How to Teach Creative Writing

The world of creative writing is as vast as it is rewarding. It’s a form of expression that allows the writer to explore different worlds, characters, and narratives – all within the power of their pen.

But what exactly is creative writing and why is it important? Let’s explore the value of creative writing and how to inspire young (or old!) minds to embark on the curious and exciting journey of writing creatively – it’s easier than you think!

What is Creative Writing?

Creative writing, in its simplest form, is writing that goes beyond the bounds of normal professional, journalistic, academic, or technical forms of literature.

It’s characterized by its emphasis on:

• narrative craft
• character development
• the use of literary devices

From poetry to plays, scripts to sonnets, creative writing covers a wide range of genres . It’s about painting pictures with words, invoking emotions, and bringing ideas to life . It’s about crafting stories that are compelling, engaging, and thought-provoking.

Whether you’re penning a novel or jotting down a journal entry, creative writing encourages you to unleash your imagination and express your thoughts in a unique, artistic way. For a deeper dive into the realm of creative writing, you can visit our article on what is creative writing .

Benefits of Developing Creative Writing Skills

The benefits of creative writing extend beyond the page.

It’s not just about creating captivating stories or crafting beautiful prose. The skills developed through creative writing are invaluable in many aspects of life and work.

1. Creative writing fosters creativity and imagination. 

It encourages you to think outside the box, broaden your perspective, and explore new ideas. It also enhances your ability to communicate effectively, as it involves conveying thoughts, emotions, and narratives in a clear and compelling manner.

2. Creative writing aids in improving critical thinking skills.

It prompts you to analyze characters, plotlines, and themes, and make connections between different ideas. This process activates different parts of the mind, drawing on personal experiences, the imagination, logical plot development, and emotional intelligence.

3. Creative writing is also a valuable tool for self-expression and personal growth.

It allows you to explore your feelings, experiences, and observations, providing an outlet for self-reflection and introspection. By both reading and writing about different characters in different situations, readers develop empathy in a gentle but effective way.

4. Creative writing skills can open up a host of career opportunities.

From authors and editors to content creators and copywriters, the demand for creative writers is vast and varied. You can learn more about potential career paths in our article on creative writing jobs and what you can do with a creative writing degree .

In essence, creative writing is more than just an art—it’s a skill, a craft, and a powerful tool for communication and self-expression. Whether you’re teaching creative writing or learning it, understanding its value is the first step towards mastering the art.

The 3 Roles of a Creative Writing Teacher

Amongst the many facets of a creative writing teacher’s role, three vital aspects stand out: inspiring creativity , nurturing talent , and providing constructive criticism . These elements play a significant role in shaping budding writers and fostering their passion for the craft.

1. Inspiring Creativity

The primary function of a creative writing teacher is to inspire creativity.

They must foster an environment that encourages students to think outside the box and explore new possibilities . This includes presenting students with creative writing prompts that challenge their thinking, promoting lively discussions around various topics, and providing opportunities for students to engage in creative writing activities for kids .

Teachers should also expose students to a range of literary genres , styles, and techniques to broaden their understanding and appreciation of the craft. This exposure not only enhances their knowledge but also stimulates their creativity, encouraging them to experiment with different writing styles .

2. Nurturing Talent

Nurturing talent involves recognizing the unique abilities of each student and providing the necessary support and guidance to help them develop these skills. A creative writing teacher needs to identify the strengths and weaknesses of each student and tailor their approach accordingly.

This means:

• offering personalized feedback
• setting realistic yet challenging goals
• providing opportunities for students to showcase their work

Encouraging students to participate in writing competitions or to publish their work can give them a confidence boost and motivate them to improve. Furthermore, teachers should educate students about various creative writing jobs and what you can do with a creative writing degree . This knowledge can inspire students to pursue their passion for writing and explore career opportunities in the field.

3. Providing Constructive Criticism

Providing constructive criticism is a critical aspect of teaching creative writing. It involves assessing students’ work objectively and providing feedback that helps them improve .

Teachers should:

• highlight the strengths of the work
• address the areas that need improvement
• suggest ways to make the piece better

Constructive criticism should be specific, actionable, and encouraging . It’s important to remember that the goal is to help the student improve, not to discourage them. Therefore, teachers need to communicate their feedback in a respectful and supportive manner.

In essence, a teacher’s role in teaching creative writing extends beyond mere instruction. They are mentors who inspire, nurture, and shape the minds of budding writers. By fostering a supportive and stimulating environment, they can help students unlock their creative potential and develop a lifelong love for writing.

3 Techniques for Teaching Creative Writing

When it comes to understanding how to teach creative writing, there are several effective techniques that can help inspire students and foster their writing skills.

1. Encouraging Free Writing Exercises

Free writing is a technique that encourages students to write continuously for a set amount of time without worrying about grammar, punctuation, or topic. This type of exercise can help unleash creativity, as it allows students to freely express their thoughts and ideas without judgment or constraint.

As a teacher, you can set a specific theme or provide creative writing prompts to guide the writing session. Alternatively, you can allow students to write about any topic that comes to mind. The key is to create an environment that encourages creative exploration and expression.

2. Exploring Different Genres

Another effective technique is to expose students to a wide range of writing genres. This can include fiction, non-fiction, poetry, drama, fantasy, mystery, and more. By exploring different genres, students can discover their unique writing styles and interests. This variety also offers the chance to expand their writing skills and apply them to various writing formats.

To facilitate this exploration, you can assign writing projects in different genres, conduct genre-specific writing workshops, or invite guest speakers who specialize in different genres. You can also encourage students to critically analyze how different authors approach their work.

3. Analyzing Published Works

Analyzing published works is a powerful way to teach creative writing. This technique allows students to learn from established authors by studying their:

• writing styles
• narrative structures
• use of language.

It also provides a practical context for understanding writing concepts and techniques.

As a teacher, you can select diverse pieces of literature for analysis , ranging from classic novels to contemporary short stories. Encourage students to identify elements they admire in these works and discuss how they can incorporate similar techniques into their own writing.

These techniques for teaching creative writing are effective ways to inspire creativity, encourage self-expression, and develop writing skills. As a teacher, your role is crucial in guiding students through their creative journey and helping them realize their potential as writers.

Creative Writing Workshops and Exercises

One effective method on how to teach creative writing is through the use of targeted workshops and exercises. These interactive sessions can stimulate creativity, foster character development , and help in understanding story structures .

Idea Generation Workshops

Idea generation is a crucial aspect of creative writing. It is the starting point that provides a springboard for writers to explore and develop their narratives. Idea generation workshops can be an interactive and fun way to help writers come up with fresh ideas.

Workshops can include brainstorming sessions , where writers are encouraged to think freely and note down all ideas, no matter how unconventional they may seem. Another method is the use of writing prompts , which can serve as a creative spark.

A prompt could be:

• even an image

Editor’s Note : Encourage children to create a big scribble on a scrap piece of paper and then look for an image in it (like looking for pictures in the clouds). This can be a great creative writing prompt and students will love sharing their writing with each other! Expect lots of giggles and fun!

Character Development Exercises

Characters are the heart of any story. They drive the narrative and engage the readers. Character development exercises can help writers create well-rounded and relatable characters.

Such exercises can include character questionnaires , where writers answer a series of questions about their characters to gain a deeper understanding of their personalities, backgrounds, and motivations. Role-playing activities can also be useful, allowing writers to step into their characters’ shoes and explore their reactions in different scenarios.

Story Structure Workshops

Understanding story structure is vital for creating a compelling narrative. Story structure workshops can guide writers on how to effectively structure their stories to engage readers from start to finish .

These workshops can cover essential elements of story structures like:

• rising action
• falling action

In addition to understanding the basics, writers should be encouraged to experiment with different story structures to find what works best for their narrative style. An understanding of story structure can also help in analyzing and learning from published works .

Providing writers with the right tools and techniques, through workshops and exercises, can significantly improve their creative writing skills. It’s important to remember that creativity flourishes with practice and patience .

As a teacher, nurturing this process is one of the most rewarding aspects of teaching creative writing. For more insights and tips on teaching creative writing, continue exploring our articles on creative writing .

Tips to Enhance Creative Writing Skills

The process of teaching creative writing is as much about honing one’s own skills as it is about imparting knowledge to others. Here are some key strategies that can help in enhancing your creative writing abilities and make your teaching methods more effective.

Regular Practice

Like any other skill, creative writing requires regular practice . Foster the habit of writing daily, even if it’s just a few lines. This will help you stay in touch with your creative side and continually improve your writing skills. Encourage your students to do the same.

Introduce them to various creative writing prompts to stimulate their imagination and make their writing practice more engaging.

Reading Widely

Reading is an essential part of becoming a better writer. By reading widely, you expose yourself to a variety of styles, tones, and genres . This not only broadens your literary horizons but also provides a wealth of ideas for your own writing.

Encourage your students to read extensively as well. Analyzing and discussing different works can be an excellent learning exercise and can spark creative ideas .

Exploring Various Writing Styles

The beauty of creative writing lies in its diversity. From poetic verses to gripping narratives, there’s a wide range of styles to explore. Encourage your students to try their hand at different forms of writing. This not only enhances their versatility but also helps them discover their unique voice as a writer.

To help them get started, you can introduce a variety of creative writing activities for kids . These tasks can be tailored to suit different age groups and proficiency levels. Remember, the goal is to foster a love for writing, so keep the activities fun and engaging .

Have Fun Teaching Creative Writing!

Enhancing creative writing skills is a continuous journey. It requires persistence, curiosity, and a willingness to step out of your comfort zone. As a teacher, your role is to guide your students on this journey, providing them with the tools and encouragement they need to flourish as writers – and most of all – enjoy the process!

For more insights on creative writing, be sure to explore our articles on what is creative writing and creative writing jobs and what you can do with a creative writing degree .

Brooks Manley

Creative Primer  is a resource on all things journaling, creativity, and productivity. We’ll help you produce better ideas, get more done, and live a more effective life.

My name is Brooks. I do a ton of journaling, like to think I’m a creative (jury’s out), and spend a lot of time thinking about productivity. I hope these resources and product recommendations serve you well. Reach out if you ever want to chat or let me know about a journal I need to check out!

Here’s my favorite journal for 2024: 

Gratitude Journal Prompts Mindfulness Journal Prompts Journal Prompts for Anxiety Reflective Journal Prompts Healing Journal Prompts Cognitive Behavioral Therapy Journal Prompts Mental Health Journal Prompts ASMR Journal Prompts Manifestation Journal Prompts Self-Care Journal Prompts Morning Journal Prompts Evening Journal Prompts Self-Improvement Journal Prompts Creative Writing Journal Prompts Dream Journal Prompts Relationship Journal Prompts "What If" Journal Prompts New Year Journal Prompts Shadow Work Journal Prompts Journal Prompts for Overcoming Fear Journal Prompts for Dealing with Loss Journal Prompts for Discerning and Decision Making Travel Journal Prompts Fun Journal Prompts

Enriching Creative Writing Activities for Kids

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

• Share article

(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below.

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The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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• HOW TO GET STUDENTS WRITING IN 5 MINUTES OR LESS

• Writing Strategies for Middle School Students

Oct 13, 2022

Writing strategies for middle school students that help them break through writer’s block – your middle schoolers can use these strategies for the rest of the school year and, quite frankly, for the rest of their lives.

Why I teach writing strategies to my middle school students

Year after year, I ask my students if they had ever been taught these strategies before they were in my classroom. Often, they say that some teachers make them do one or two of these strategies once in a while. However, after using the writing strategies I teach and we use throughout the year in my class, these strategies have become a part of their writing process.

For instance, this school year Nicholas admitted something to me during a writing conference. He said, “I wasn’t doing some of them during your lesson, but then I got stuck when I got to my computer. Then, I remembered what you taught me, and so I pulled out my journal and used one of your writer’s tricks. I used to think it was a waste of time to plan before I write. But it really helps.”

Another student, Eva, had pages of lists, mind maps, etc. all unassigned by me. During her writer’s conference, she told me that she had this story in her head for a very long time and didn’t know how to get it onto paper. “With this class, I can now!” Her enthusiasm was all I needed to keep teaching these “magic” tricks to break writer’s block.

To have students internalize which strategy works best for them in a particular moment – that is gold! You taught them a life-long skill!

How to teach writing strategies for middle school students

First, I use a writing workshop in my classroom. Also, these strategies are used before we read as well, to allow students to think and connect with the topic or theme of a text we will study. For more information on writing workshop, click here for: Writer’s Workshop Middle School: The Ultimate Guide

Start with the five most used strategies first. Those are: asking questions, listing, mind mapping, writers sprints (freewriting), and drawing to write.

In order to get the best results, teach each writing strategy to your middle school students step-by-step, and practice a lot. 

When you employ these strategies, you will see a difference in your student writers in less time than it might have taken to teach writing before you taught these strategies and with less stress, too.

The two secrets to teaching these strategies are using a timer and making it common practice .

I like to call my 5 best writing strategies “the 5 writer’s tricks.” Using a magical theme helps it stick in the student’s mind, and what middle schooler doesn’t like a little magic?

This is what I do: I teach one trick per day for five days, and then after that I use them almost every day in bell ringers, reading annotations, pre-writing, reviewing concepts, etc. Therefore, any time I want my students to think and write down their thoughts, I employ one of these strategies. I always use a timer, too.

On my YouTube channel, I have created a playlist of videos that walks you through how I teach these 5 writing strategies or “writer’s tricks.” Each Monday, I will publish a video covering one of the tricks in depth. 

Click here to watch those:

My Five Top Writing Strategies

Blog Posts that Go Deeper into the 5 Tricks Writing Strategies for Middle School Students

Click on any of the blog post links below to read more about how I use these “magic” tricks with my students:

List Building

Mind Mapping

Writing Sprints

Drawing to Write

As I add more writing strategies to my classroom this year, I will add them here for you.

Click here for the 5 tricks that Break Writer's Block Teacher's Guide

https://www.teach2write.com/5tricks

This contains:

• PDF Teacher guide with links to:
• Engaging Magic themed Worksheets
• Digital Worksheets
• Videos for you about how to use and teach these strategies

For TPT products that use these 5 writing Strategies for middle school students, click on these links:

Writing Description Sensory Details Flip Book with Writing Activities

Listing Strategies

Writing Strategies Mind Mapping Practice

Journal Freewriting Activities Presentation Slides

Digital Mind Maps and Notebook 

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How to Prepare to Teach Creative Writing

Last Updated: November 3, 2022

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 16 people, some anonymous, worked to edit and improve it over time. This article has been viewed 13,701 times.

Preparing to teach creative writing requires a mixture of formal instruction in teaching methods as well as an inborn appreciation of the craft of writing honed by instruction and practice. If you wish to teach others how to write, here are steps to take and things to consider in building a career as a creative writing teacher.

Academic and Writing Preparation

• Required courses for a bachelor's in English include classes in language and literature as well as in writing. English majors may be required to take classes in technical as well as creative writing. Students preparing for a bachelor of science in education with a concentration in English also take classes in the nature of language and how to teach an English class to others. Some programs may also require a certain number of hours in foreign language classes.

• Most MFA programs require a 2- to 3-year commitment, which culminates in preparing a thesis, consisting of some form of creative writing, such as a novel or anthology of short stories or poetry. Programs consist of a mixture of writing opportunities and coursework, which may either be conducted on-campus or online. Some programs offer stipends to fund students' writing projects, while others offer teaching assistant positions to pay students' expenses and may even offer graduate students the opportunity to design their own courses.

• PhD programs in creative writing are structured similarly to MFA programs, but over a longer period of time (8 years on average), with a greater amount of independent study and the requirement to create a doctoral dissertation. It is possible to engage in a more research-oriented PhD program, although some colleges may consider this a detriment instead of an advantage for candidates applying for teaching positions.

• While being published by a college or university press still has more cachet than a mainstream publisher or small press, the rise of print-on-demand publishers has raised the status of non-university presses. You still need to provide your best-quality writing samples when applying for a college position.

• Other activities you can take part in include reading submissions to literary magazines or raising funds for them.

Applying for a College Writing Teacher Position

• One candidate used his prior experience to learn the names of his interviewers and what works they had published. On many of his interviews, he was complimented for being the only candidate to have an interest in his interviewers' work.

• Letter of application: A 2-page summary of your credentials, written in a clear, captivating style and tailored to the position you're applying for. If you're already teaching writing somewhere, you can use the letterhead of the institution you're presently teaching at.
• Curriculum vitae (CV/resume): Your CV should list your education, teaching experience, list of publications, service, list of references with contact information, and availability of letters of recommendation. Although you don't have to list every last publication, your CV should be comprehensive. (Unlike a business resume, which is typically 1 to 2 pages in length, a CV can be whatever length it needs to be to cover everything significant you've done.)
• Writing sample: Choose your best writing sample that is most appropriate to the institution you're applying to, preferably a book if you have one and can afford to send a copy to each institution you're applying to.
• Recommendations: You should have 4 to 8 letters of recommendation from professors and other writers who know your work and are familiar with your teaching style. The letters should be written as close to the time you start applying for positions as possible; allow 6 weeks' time for your recommender to draft the letter. Letters should be sent to the career center of your current institution or to the dossier service run by the Association of Writers and Writing Programs (AWP) if you're applying for your first position.
• Transcript: Not always required, but many institutions require a transcript as a quick means to verify that you actually earned the degrees you claim to hold. Photocopies are acceptable.

• Interviews may be held either on-campus or at the Modern Language Association (MLA) convention, held either December or January in a major city. Your travel expenses to a college campus are usually covered by the institution, but you'll have to pay your own way to the MLA convention.

Community Q&A

• You may find it helpful to have writing experience outside the field or genre for which you plan to apply. Skills in journalism and grant writing can be particularly beneficial. Thanks Helpful 0 Not Helpful 0
• Competition for tenure-track creative writing teaching positions can be fierce, due to the number of MFA and PhD programs in creative writing and the number of graduates from those programs who have published their work. It's helpful to prepare as fully as possible, while also considering other options for using your degree, such as advertising or working for a publishing house. Thanks Helpful 1 Not Helpful 0

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• http://www.semo.edu/english/study.htm
• http://www.murraystate.edu/Students/Graduate/GraduatePrograms.aspx
• http://www.unm.edu/~english/resources/grad_docs/How-To-Prepare-for-Job-Market.pdf

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A Step-by-Step Plan for Teaching Narrative Writing

July 29, 2018

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“Those who tell the stories rule the world.”  This proverb, attributed to the Hopi Indians, is one I wish I’d known a long time ago, because I would have used it when teaching my students the craft of storytelling. With a well-told story we can help a person see things in an entirely new way. We can forge new relationships and strengthen the ones we already have. We can change a law, inspire a movement, make people care fiercely about things they’d never given a passing thought.

But when we study storytelling with our students, we forget all that. Or at least I did. When my students asked why we read novels and stories, and why we wrote personal narratives and fiction, my defense was pretty lame: I probably said something about the importance of having a shared body of knowledge, or about the enjoyment of losing yourself in a book, or about the benefits of having writing skills in general.

I forgot to talk about the  power of story. I didn’t bother to tell them that the ability to tell a captivating story is one of the things that makes human beings extraordinary. It’s how we connect to each other. It’s something to celebrate, to study, to perfect. If we’re going to talk about how to teach students to write stories, we should start by thinking about why we tell stories at all . If we can pass that on to our students, then we will be going beyond a school assignment; we will be doing something transcendent.

Now. How do we get them to write those stories? I’m going to share the process I used for teaching narrative writing. I used this process with middle school students, but it would work with most age groups.

A Note About Form: Personal Narrative or Short Story?

When teaching narrative writing, many teachers separate personal narratives from short stories. In my own classroom, I tended to avoid having my students write short stories because personal narratives were more accessible. I could usually get students to write about something that really happened, while it was more challenging to get them to make something up from scratch.

In the “real” world of writers, though, the main thing that separates memoir from fiction is labeling: A writer might base a novel heavily on personal experiences, but write it all in third person and change the names of characters to protect the identities of people in real life. Another writer might create a short story in first person that reads like a personal narrative, but is entirely fictional. Just last weekend my husband and I watched the movie Lion and were glued to the screen the whole time, knowing it was based on a true story. James Frey’s book  A Million Little Pieces  sold millions of copies as a memoir but was later found to contain more than a little bit of fiction. Then there are unique books like Curtis Sittenfeld’s brilliant novel American Wife , based heavily on the early life of Laura Bush but written in first person, with fictional names and settings, and labeled as a work of fiction. The line between fact and fiction has always been really, really blurry, but the common thread running through all of it is good storytelling.

With that in mind, the process for teaching narrative writing can be exactly the same for writing personal narratives or short stories; it’s the same skill set. So if you think your students can handle the freedom, you might decide to let them choose personal narrative or fiction for a narrative writing assignment, or simply tell them that whether the story is true doesn’t matter, as long as they are telling a good story and they are not trying to pass off a fictional story as fact.

Here are some examples of what that kind of flexibility could allow:

• A student might tell a true story from their own experience, but write it as if it were a fiction piece, with fictional characters, in third person.
• A student might create a completely fictional story, but tell it in first person, which would give it the same feel as a personal narrative.
• A student might tell a true story that happened to someone else, but write it in first person, as if they were that person. For example, I could write about my grandmother’s experience of getting lost as a child, but I might write it in her voice.

If we aren’t too restrictive about what we call these pieces, and we talk about different possibilities with our students, we can end up with lots of interesting outcomes. Meanwhile, we’re still teaching students the craft of narrative writing.

A Note About Process: Write With Your Students

One of the most powerful techniques I used as a writing teacher was to do my students’ writing assignments with them. I would start my own draft at the same time as they did, composing “live” on the classroom projector, and doing a lot of thinking out loud so they could see all the decisions a writer has to make.

The most helpful parts for them to observe were the early drafting stage, where I just scratched out whatever came to me in messy, run-on sentences, and the revision stage, where I crossed things out, rearranged, and made tons of notes on my writing. I have seen over and over again how witnessing that process can really help to unlock a student’s understanding of how writing actually gets made.

A Narrative Writing Unit Plan

Before I get into these steps, I should note that there is no one right way to teach narrative writing, and plenty of accomplished teachers are doing it differently and getting great results. This just happens to be a process that has worked for me.

Step 1: Show Students That Stories Are Everywhere

Getting our students to tell stories should be easy. They hear and tell stories all the time. But when they actually have to put words on paper, they forget their storytelling abilities: They can’t think of a topic. They omit relevant details, but go on and on about irrelevant ones. Their dialogue is bland. They can’t figure out how to start. They can’t figure out how to end.

So the first step in getting good narrative writing from students is to help them see that they are already telling stories every day . They gather at lockers to talk about that thing that happened over the weekend. They sit at lunch and describe an argument they had with a sibling. Without even thinking about it, they begin sentences with “This one time…” and launch into stories about their earlier childhood experiences. Students are natural storytellers; learning how to do it well on paper is simply a matter of studying good models, then imitating what those writers do.

So start off the unit by getting students to tell their stories. In journal quick-writes, think-pair-shares, or by playing a game like Concentric Circles , prompt them to tell some of their own brief stories: A time they were embarrassed. A time they lost something. A time they didn’t get to do something they really wanted to do. By telling their own short anecdotes, they will grow more comfortable and confident in their storytelling abilities. They will also be generating a list of topic ideas. And by listening to the stories of their classmates, they will be adding onto that list and remembering more of their own stories.

And remember to tell some of your own. Besides being a good way to bond with students, sharing  your stories will help them see more possibilities for the ones they can tell.

Step 2: Study the Structure of a Story

Now that students have a good library of their own personal stories pulled into short-term memory, shift your focus to a more formal study of what a story looks like.

Use a diagram to show students a typical story arc like the one below. Then, using a simple story (try a video like The Present or Room ), fill out the story arc with the components from that story. Once students have seen this story mapped out, have them try it with another one, like a story you’ve read in class, a whole novel, or another short video.

Step 3: Introduce the Assignment

Up to this point, students have been immersed in storytelling. Now give them specific instructions for what they are going to do. Share your assignment rubric so they understand the criteria that will be used to evaluate them; it should be ready and transparent right from the beginning of the unit. As always, I recommend using a single point rubric for this.

Step 4: Read Models

Once the parameters of the assignment have been explained, have students read at least one model story, a mentor text that exemplifies the qualities you’re looking for. This should be a story on a topic your students can kind of relate to, something they could see themselves writing. For my narrative writing unit (see the end of this post), I wrote a story called “Frog” about a 13-year-old girl who finally gets to stay home alone, then finds a frog in her house and gets completely freaked out, which basically ruins the fun she was planning for the night.

They will be reading this model as writers, looking at how the author shaped the text for a purpose, so that they can use those same strategies in their own writing. Have them look at your rubric and find places in the model that illustrate the qualities listed in the rubric. Then have them complete a story arc for the model so they can see the underlying structure.

Ideally, your students will have already read lots of different stories to look to as models. If that isn’t the case, this list of narrative texts recommended by Cult of Pedagogy followers on Twitter would be a good place to browse for titles that might be right for your students. Keep in mind that we have not read most of these stories, so be sure to read them first before adopting them for classroom use.

Step 5: Story Mapping

At this point, students will need to decide what they are going to write about. If they are stuck for a topic, have them just pick something they can write about, even if it’s not the most captivating story in the world. A skilled writer could tell a great story about deciding what to have for lunch. If they are using the skills of narrative writing, the topic isn’t as important as the execution.

Have students complete a basic story arc for their chosen topic using a diagram like the one below. This will help them make sure that they actually have a story to tell, with an identifiable problem, a sequence of events that build to a climax, and some kind of resolution, where something is different by the end. Again, if you are writing with your students, this would be an important step to model for them with your own story-in-progress.

Step 6: Quick Drafts

Now, have students get their chosen story down on paper as quickly as possible: This could be basically a long paragraph that would read almost like a summary, but it would contain all the major parts of the story. Model this step with your own story, so they can see that you are not shooting for perfection in any way. What you want is a working draft, a starting point, something to build on for later, rather than a blank page (or screen) to stare at.

Step 7: Plan the Pacing

Now that the story has been born in raw form, students can begin to shape it. This would be a good time for a lesson on pacing, where students look at how writers expand some moments to create drama and shrink other moments so that the story doesn’t drag. Creating a diagram like the one below forces a writer to decide how much space to devote to all of the events in the story.

Step 8: Long Drafts

With a good plan in hand, students can now slow down and write a proper draft, expanding the sections of their story that they plan to really draw out and adding in more of the details that they left out in the quick draft.

Step 9: Workshop

Once students have a decent rough draft—something that has a basic beginning, middle, and end, with some discernible rising action, a climax of some kind, and a resolution, you’re ready to shift into full-on workshop mode. I would do this for at least a week: Start class with a short mini-lesson on some aspect of narrative writing craft, then give students the rest of the period to write, conference with you, and collaborate with their peers. During that time, they should focus some of their attention on applying the skill they learned in the mini-lesson to their drafts, so they will improve a little bit every day.

Topics for mini-lessons can include:

• How to weave exposition into your story so you don’t give readers an “information dump”
• How to carefully select dialogue to create good scenes, rather than quoting everything in a conversation
• How to punctuate and format dialogue so that it imitates the natural flow of a conversation
• How to describe things using sensory details and figurative language; also,  what  to describe…students too often give lots of irrelevant detail
• How to choose precise nouns and vivid verbs, use a variety of sentence lengths and structures, and add transitional words, phrases, and features to help the reader follow along
• How to start, end, and title a story

Step 10: Final Revisions and Edits

As the unit nears its end, students should be shifting away from revision , in which they alter the content of a piece, toward editing , where they make smaller changes to the mechanics of the writing. Make sure students understand the difference between the two: They should not be correcting each other’s spelling and punctuation in the early stages of this process, when the focus should be on shaping a better story.

One of the most effective strategies for revision and editing is to have students read their stories out loud. In the early stages, this will reveal places where information is missing or things get confusing. Later, more read-alouds will help them immediately find missing words, unintentional repetitions, and sentences that just “sound weird.” So get your students to read their work out loud frequently. It also helps to print stories on paper: For some reason, seeing the words in print helps us notice things we didn’t see on the screen.

To get the most from peer review, where students read and comment on each other’s work, more modeling from you is essential: Pull up a sample piece of writing and show students how to give specific feedback that helps, rather than simply writing “good detail” or “needs more detail,” the two comments I saw exchanged most often on students’ peer-reviewed papers.

Step 11: Final Copies and Publication

Once revision and peer review are done, students will hand in their final copies. If you don’t want to get stuck with 100-plus papers to grade, consider using Catlin Tucker’s station rotation model , which keeps all the grading in class. And when you do return stories with your own feedback, try using Kristy Louden’s delayed grade strategy , where students don’t see their final grade until they have read your written feedback.

Beyond the standard hand-in-for-a-grade, consider other ways to have students publish their stories. Here are some options:

• Stories could be published as individual pages on a collaborative website or blog.
• Students could create illustrated e-books out of their stories.
• Students could create a slideshow to accompany their stories and record them as digital storytelling videos. This could be done with a tool like Screencastify or Screencast-O-Matic .

So this is what worked for me. If you’ve struggled to get good stories from your students, try some or all of these techniques next time. I think you’ll find that all of your students have some pretty interesting stories to tell. Helping them tell their stories well is a gift that will serve them for many years after they leave your classroom. ♦

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including slideshow mini-lessons on 14 areas of narrative craft, a sample narrative piece, editable rubrics, and other supplemental materials to guide students through every stage of the process, take a look at my Narrative Writing unit . Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

52 Comments

Wow, this is a wonderful guide! If my English teachers had taught this way, I’m sure I would have enjoyed narrative writing instead of dreading it. I’ll be able to use many of these suggestions when writing my blog! BrP

Lst year I was so discouraged because the short stories looked like the quick drafts described in this article. I thought I had totally failed until I read this and realized I did not fai,l I just needed to complete the process. Thank you!

I feel like you jumped in my head and connected my thoughts. I appreciate the time you took to stop and look closely at form. I really believe that student-writers should see all dimensions of narrative writing and be able to live in whichever style and voice they want for their work.

Can’t thank you enough for this. So well curated that one can just follow it blindly and ace at teaching it. Thanks again!

Great post! I especially liked your comments about reminding kids about the power of storytelling. My favourite podcasts and posts from you are always about how to do things in the classroom and I appreciate the research you do.

On a side note, the ice breakers are really handy. My kids know each other really well (rural community), and can tune out pretty quickly if there is nothing new to learn about their peers, but they like the games (and can remember where we stopped last time weeks later). I’ve started changing them up with ‘life questions’, so the editable version is great!

I love writing with my students and loved this podcast! A fun extension to this narrative is to challenge students to write another story about the same event, but use the perspective of another “character” from the story. Books like Wonder (R.J. Palacio) and Wanderer (Sharon Creech) can model the concept for students.

Thank you for your great efforts to reveal the practical writing strategies in layered details. As English is not my first language, I need listen to your podcast and read the text repeatedly so to fully understand. It’s worthy of the time for some great post like yours. I love sharing so I send the link to my English practice group that it can benefit more. I hope I could be able to give you some feedback later on.

Thank you for helping me get to know better especially the techniques in writing narrative text. Im an English teacher for 5years but have little knowledge on writing. I hope you could feature techniques in writing news and fearute story. God bless and more power!

Thank you for this! I am very interested in teaching a unit on personal narrative and this was an extremely helpful breakdown. As a current student teacher I am still unsure how to approach breaking down the structures of different genres of writing in a way that is helpful for me students but not too restrictive. The story mapping tools you provided really allowed me to think about this in a new way. Writing is such a powerful way to experience the world and more than anything I want my students to realize its power. Stories are how we make sense of the world and as an English teacher I feel obligated to give my students access to this particular skill.

The power of story is unfathomable. There’s this NGO in India doing some great work in harnessing the power of storytelling and plots to brighten children’s lives and enlighten them with true knowledge. Check out Katha India here: http://bit.ly/KathaIndia

Thank you so much for this. I did not go to college to become a writing professor, but due to restructuring in my department, I indeed am! This is a wonderful guide that I will use when teaching the narrative essay. I wonder if you have a similar guide for other modes such as descriptive, process, argument, etc.?

Hey Melanie, Jenn does have another guide on writing! Check out A Step-by-Step Plan for Teaching Argumentative Writing .

Hi, I am also wondering if there is a similar guide for descriptive writing in particular?

Hey Melanie, unfortunately Jenn doesn’t currently have a guide for descriptive writing. She’s always working on projects though, so she may get around to writing a unit like this in the future. You can always check her Teachers Pay Teachers page for an up-to-date list of materials she has available. Thanks!

I want to write about the new character in my area

That’s great! Let us know if you need any supports during your writing process!

I absolutely adore this unit plan. I teach freshmen English at a low-income high school and wanted to find something to help my students find their voice. It is not often that I borrow material, but I borrowed and adapted all of it in the order that it is presented! It is cohesive, understandable, and fun. Thank you!!

So glad to hear this, Nicole!

Thanks sharing this post. My students often get confused between personal narratives and short stories. Whenever I ask them to write a short story, she share their own experiences and add a bit of fiction in it to make it interesting.

Thank you! My students have loved this so far. I do have a question as to where the “Frog” story mentioned in Step 4 is. I could really use it! Thanks again.

This is great to hear, Emily! In Step 4, Jenn mentions that she wrote the “Frog” story for her narrative writing unit . Just scroll down the bottom of the post and you’ll see a link to the unit.

I also cannot find the link to the short story “Frog”– any chance someone can send it or we can repost it?

This story was written for Jenn’s narrative writing unit. You can find a link to this unit in Step 4 or at the bottom of the article. Hope this helps.

I cannot find the frog story mentioned. Could you please send the link.? Thank you

Hi Michelle,

The Frog story was written for Jenn’s narrative writing unit. There’s a link to this unit in Step 4 and at the bottom of the article.

Debbie- thanks for you reply… but there is no link to the story in step 4 or at the bottom of the page….

Hey Shawn, the frog story is part of Jenn’s narrative writing unit, which is available on her Teachers Pay Teachers site. The link Debbie is referring to at the bottom of this post will take you to her narrative writing unit and you would have to purchase that to gain access to the frog story. I hope this clears things up.

Thank you so much for this resource! I’m a high school English teacher, and am currently teaching creative writing for the first time. I really do value your blog, podcast, and other resources, so I’m excited to use this unit. I’m a cyber school teacher, so clear, organized layout is important; and I spend a lot of time making sure my content is visually accessible for my students to process. Thanks for creating resources that are easy for us teachers to process and use.

Do you have a lesson for Informative writing?

Hey Cari, Jenn has another unit on argumentative writing , but doesn’t have one yet on informative writing. She may develop one in the future so check back in sometime.

I had the same question. Informational writing is so difficult to have a good strong unit in when you have so many different text structures to meet and need text-dependent writing tasks.

Creating an informational writing unit is still on Jenn’s long list of projects to get to, but in the meantime, if you haven’t already, check out When We All Teach Text Structures, Everyone Wins . It might help you out!

This is a great lesson! It would be helpful to see a finished draft of the frog narrative arc. Students’ greatest challenge is transferring their ideas from the planner to a full draft. To see a full sample of how this arc was transformed into a complete narrative draft would be a powerful learning tool.

Hi Stacey! Jenn goes into more depth with the “Frog” lesson in her narrative writing unit – this is where you can find a sample of what a completed story arc might look. Also included is a draft of the narrative. If interested in checking out the unit and seeing a preview, just scroll down to the bottom of the post and click on the image. Hope this helps!

Helped me learn for an entrance exam thanks very much

Is the narrative writing lesson you talk about in https://www.cultofpedagogy.com/narrative-writing/

Also doable for elementary students you think, and if to what levels?

Love your work, Sincerely, Zanyar

Hey Zanyar,

It’s possible the unit would work with 4th and 5th graders, but Jenn definitely wouldn’t recommend going any younger. The main reason for this is that some of the mini-lessons in the unit could be challenging for students who are still concrete thinkers. You’d likely need to do some adjusting and scaffolding which could extend the unit beyond the 3 weeks. Having said that, I taught 1st grade and found the steps of the writing process, as described in the post, to be very similar. Of course learning targets/standards were different, but the process itself can be applied to any grade level (modeling writing, using mentor texts to study how stories work, planning the structure of the story, drafting, elaborating, etc.) Hope this helps!

This has made my life so much easier. After teaching in different schools systems, from the American, to British to IB, one needs to identify the anchor standards and concepts, that are common between all these systems, to build well balanced thematic units. Just reading these steps gave me the guidance I needed to satisfy both the conceptual framework the schools ask for and the standards-based practice. Thank you Thank you.

Would this work for teaching a first grader about narrative writing? I am also looking for a great book to use as a model for narrative writing. Veggie Monster is being used by his teacher and he isn’t connecting with this book in the least bit, so it isn’t having a positive impact. My fear is he will associate this with writing and I don’t want a negative association connected to such a beautiful process and experience. Any suggestions would be helpful.

Thank you for any information you can provide!

Although I think the materials in the actual narrative writing unit are really too advanced for a first grader, the general process that’s described in the blog post can still work really well.

I’m sorry your child isn’t connecting with The Night of the Veggie Monster. Try to keep in mind that the main reason this is used as a mentor text is because it models how a small moment story can be told in a big way. It’s filled with all kinds of wonderful text features that impact the meaning of the story – dialogue, description, bold text, speech bubbles, changes in text size, ellipses, zoomed in images, text placement, text shape, etc. All of these things will become mini-lessons throughout the unit. But there are lots of other wonderful mentor texts that your child might enjoy. My suggestion for an early writer, is to look for a small moment text, similar in structure, that zooms in on a problem that a first grader can relate to. In addition to the mentor texts that I found in this article , you might also want to check out Knuffle Bunny, Kitten’s First Full Moon, When Sophie Gets Angry Really Really Angry, and Whistle for Willie. Hope this helps!

I saw this on Pinterest the other day while searching for examples of narritives units/lessons. I clicked on it because I always click on C.o.P stuff 🙂 And I wasn’t disapointed. I was intrigued by the connection of narratives to humanity–even if a student doesn’t identify as a writer, he/she certainly is human, right? I really liked this. THIS clicked with me.

A few days after I read the P.o.C post, I ventured on to YouTube for more ideas to help guide me with my 8th graders’ narrative writing this coming spring. And there was a TEDx video titled, “The Power of Personal Narrative” by J. Christan Jensen. I immediately remembered the line from the article above that associated storytelling with “power” and how it sets humans apart and if introduced and taught as such, it can be “extraordinary.”

I watched the video and to the suprise of my expectations, it was FANTASTIC. Between Jennifer’s post and the TEDx video ignited within me some major motivation and excitement to begin this unit.

Thanks for sharing this with us! So glad that Jenn’s post paired with another text gave you some motivation and excitement. I’ll be sure to pass this on to Jenn!

Thank you very much for this really helpful post! I really love the idea of helping our students understand that storytelling is powerful and then go on to teach them how to harness that power. That is the essence of teaching literature or writing at any level. However, I’m a little worried about telling students that whether a piece of writing is fact or fiction does not matter. It in fact matters a lot precisely because storytelling is powerful. Narratives can shape people’s views and get their emotions involved which would, in turn, motivate them to act on a certain matter, whether for good or for bad. A fictional narrative that is passed as factual could cause a lot of damage in the real world. I believe we should. I can see how helping students focus on writing the story rather than the truth of it all could help refine the needed skills without distractions. Nevertheless, would it not be prudent to teach our students to not just harness the power of storytelling but refrain from misusing it by pushing false narratives as factual? It is true that in reality, memoirs pass as factual while novels do as fictional while the opposite may be true for both cases. I am not too worried about novels passing as fictional. On the other hand, fictional narratives masquerading as factual are disconcerting and part of a phenomenon that needs to be fought against, not enhanced or condoned in education. This is especially true because memoirs are often used by powerful people to write/re-write history. I would really like to hear your opinion on this. Thanks a lot for a great post and a lot of helpful resources!

Thank you so much for this. Jenn and I had a chance to chat and we can see where you’re coming from. Jenn never meant to suggest that a person should pass off a piece of fictional writing as a true story. Good stories can be true, completely fictional, or based on a true story that’s mixed with some fiction – that part doesn’t really matter. However, what does matter is how a student labels their story. We think that could have been stated more clearly in the post , so Jenn decided to add a bit about this at the end of the 3rd paragraph in the section “A Note About Form: Personal Narrative or Short Story?” Thanks again for bringing this to our attention!

You have no idea how much your page has helped me in so many ways. I am currently in my teaching credential program and there are times that I feel lost due to a lack of experience in the classroom. I’m so glad I came across your page! Thank you for sharing!

Thanks so much for letting us know-this means a whole lot!

No, we’re sorry. Jenn actually gets this question fairly often. It’s something she considered doing at one point, but because she has so many other projects she’s working on, she’s just not gotten to it.

I couldn’t find the story

Hi, Duraiya. The “Frog” story is part of Jenn’s narrative writing unit, which is available on her Teachers Pay Teachers site. The link at the bottom of this post will take you to her narrative writing unit, which you can purchase to gain access to the story. I hope this helps!

I am using this step-by-step plan to help me teach personal narrative story writing. I wanted to show the Coca-Cola story, but the link says the video is not available. Do you have a new link or can you tell me the name of the story so I can find it?

Thank you for putting this together.

Hi Corri, sorry about that. The Coca-Cola commercial disappeared, so Jenn just updated the post with links to two videos with good stories. Hope this helps!

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Fun Writing Activities for Middle School

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Does your middle schooler heave a sigh when it’s time for writing? 

Add some appeal to the subject of writing with these fun writing activities for middle school. 

Writing Activities for Middle School

The six types of writing are descriptive, expository, persuasive, technical, and poetic.  (I know, I know, your middle schooler is nodding off already.)

The truth is these writing types can be enjoyable if you have some fun topic ideas. 

Not only does it make writing fun, but it also gives students a chance to practice those dreaded middle school spelling words that they need to master.

Read on for some writing activities that are fun and (ssh! Don’t tell!) educational.

This article contains affiliate links to things that you might like.

Descriptive Writing Activities for MIddle School

As the name implies, descriptive writing describes something. 

You want to create mental pictures for your reader so they can see in their mind’s eye exactly what you are describing. 

This writing style can be a delight to compose if you like the topic, so pick one that resonates with your student.

Describe the car of the future  

Use your imagination to describe all the amazing features it will have.  What will it look like?  

Imagine an alien is your pen pal  

How would you describe yourself so your alien friend knows what you look like?

Describe the ideal pet

Some people love hamsters, and others love hounds. 

Some adore cats, while others keep chameleons. 

What is your ideal pet?  Describe it in detail. 

What does it feel like? Look like? Eat? How does it act?

Expository Writing Activities for Middle School 

Expository writing gives information, but it does so in a different way from descriptive writing. 

It is all about the facts and lacks flowery language. 

Like a newspaper article, it investigates an idea, subject, or event.  

Newspaper articles written by dogs  

Imagine there is a secret underground dog newspaper that dogs write and distribute that tells the news of the day from their perspective. 

Write an article for that paper as a doggie journalist. 

Consider possible titles like “Scuffle at the Dog Park,”  “Duck Befriends Dog,”  or “Frisbee Competition Wows All.” 

Compare and contrast the best and worst pizzas

Everyone has an opinion on pizza.  Compare your favorite pizza with your least favorite. 

Consider all the elements: size, crust, temperature, and toppings.

Write a how-to  

Topics could be how to be happy, how to play Minecraft, how to be a good friend, how to make perfect pancakes, or anything else you know how to do (or would like to think through how to be).

Persuasive Writing Activities for Middle School

Ah, middle schoolers, how they love to argue.  Channel that natural proclivity to argue into persuasive writing.

Whether children should have chores

Let them choose pro or con (can you imagine a child choosing pro?). 

Whether parents should limit their kids’ screen time 

Consider having them outline both pro and con and choose one to write about. 

It’s always good to think through both sides before you write about one.

Whether companies should market their products to kids

Aren’t you curious as to which side your student will pick?

Technical Writing Activities for Middle School

Some students say they are not good writers because they dislike creative writing, but your logical, detail-oriented students will shine doing technical writing. 

Although this writing style is, well, technical, you can introduce it in middle school.

Write a manual on how to use a certain phone app or device

My son has to show me how to manage the settings on my Roku, so he could write me a manual for that…

Create a sales pitch brochure 

Imagine a product you invented, and write a brochure convincing someone to buy it. 

Be informative and persuasive. You can include pictures!

Poetic Writing Activities for Middle School

Children were raised on poetry (think of Dr. Seuss), so although writing poetry may seem like a daunting task to some, they have already been steeped in it. 

Reawaken the poetic with these poetry activities. 

Think of a word or phrase like “SUMMER” and write it vertically down the page. 

Then compose a line that starts with each letter.  For example, “Sunny, unstructured, magazines at the beach, etc…”

Haikus are three-line poems that have 5 syllables in the first line, 7 in the second, and 5 in the third. 

They are traditionally about nature. 

These tiny poems can be fantastic first poems for the poetry intimidated.

Texting poem (or poem for two voices)

Write a poem that can read like a text conversation between two people

Middle School Writing Activities

Not every writing assignment has to be a five paragraph essay.  Writing should be fun and personal as well as educational and informative.  Keep it fun and fresh with these fun writing activities for middle school.

You May Also Like:

• Teaching Creative Writing
• Online Middle School Writing Program
• Teaching Writing: Ways to Say Said

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100 Creative Writing Prompts for Middle & High School – 2024

April 15, 2024

Some high school students dream of writing for a living, perhaps pursuing an English major in college, or even attending a creative writing MFA program later on. For other students, creative writing can be useful for school assignments, in English and other subjects, and also for preparing their Common App essays . In a less goal-oriented sense, daily freewriting in a journal can be a healthy life practice for many high schoolers. Not sure where to start? Continue reading for 100 creative writing prompts for middle school and high school students. These middle/high school writing prompts offer inspiration for getting started with writing in a number of genres and styles.

Click here to view the 35 Best Colleges for Creative Writing .

What are Creative Writing Prompts?

Similar to how an academic essay prompt provides a jumping-off point for forming and organizing an argument, creative writing prompts are points of initiation for writing a story, poem, or creative essay. Prompts can be useful for writers of all ages, helping many to get past writer’s block and just start (often one of the most difficult parts of a writing process).

Writing prompts come in a variety of forms. Sometimes they are phrases used to begin sentences. Other times they are questions, more like academic essay prompts Writing prompts can also involve objects such as photographs, or activities such as walking. Below, you will find high school writing prompts that use memories, objects, senses (smell/taste/touch), abstract ideas , and even songs as jumping-off points for creative writing. These prompts can be used to write in a variety of forms, from short stories to creative essays, to poems.

How to use Creative Writing Prompts

Before we get started with the list, are a few tips when using creative writing prompts:

Experiment with different formats : Prose is great, but there’s no need to limit yourself to full sentences, at least at first. A piece of creative writing can begin with a poem, or a dialogue, or even a list. You can always bring it back to prose later if needed.

Interpret the prompt broadly : The point of a creative writing prompt is not to answer it “correctly” or “precisely.” You might begin with the prompt, but then your ideas could take you in a completely different direction. The words in the prompt also don’t need to open your poem or essay, but could appear somewhere in the middle.

Switch up/pile up the prompts : Try using two or three prompts and combine them, or weave between them. Perhaps choose a main prompt, and a different “sub-prompt.” For example, your main prompt might be “write about being in transit from one place to another,” and within that prompt, you might use the prompt to “describe a physical sensation,” and/or one the dialogue prompts.  This could be a fun way to find complexity as you write.

Creative Writing Prompts for Middle School & High School Students (Continued)

Write first, edit later : While you’re first getting started with a prompt, leave the typos and bad grammar. Obsessing over details can take away from your flow of thoughts. You will inevitably make many fixes when you go back through to edit.

Write consistently : It often becomes easier to write when it’s a practice , rather than a once-in-a-while kind of activity. For some, it’s useful to write daily. Others find time to write every few days, or every weekend. Sometimes, a word-count goal can help (100 words a day, 2,000 words a month, etc.). If you set a goal, make sure it’s realistic. Start small and build from there, rather than starting with an unachievable goal and quickly giving up.

100 Creative Writing Prompts for Middle School & High School Teens

Here are some prompts for getting started with your creative writing. These are organized by method, rather than genre, so they can inspire writing in a variety of forms. Pick and choose the ones that work best for you, and enjoy!

Prompts using memories

• Begin each sentence or group of sentences with the phrase, “I remember…”
• Describe a family ritual.
• Choose an event in your life, and write about it from the perspective of someone else who was there.
• Pick a pathway you take on a regular basis (to school, or to a friend’s house). Describe five landmarks that you remember from this pathway.
• Write about your house or apartment using a memory from each room.
• Write an imaginary history of the previous people who lived in your house or apartment.
• Write about an ancestor based on stories you’ve heard from relatives.
• What’s your earliest memory?
• Who was your first friend?
• Write a letter to someone you haven’t seen since childhood.
• Write about yourself now from the perspective of yourself twenty, or eighty, years from now.
• Write about the best month of the year.
• Write about the worst day of the year.
• Rant about something that has always annoyed you.
• Write about the hottest or coldest day you can remember.
• Visualize a fleeting moment in your life and as though it’s a photograph, and time yourself 5 minutes to write every detail you can remember about the scene.
• Draw out a timeline of your life so far. Then choose three years to write about, as though you were writing for a history book.
• Write about a historical event in the first person, as though you remember it.
• Write about a memory of being in transit from one place to another.

Objects and photographs as creative writing prompts

• Describe the first object you see in the room. What importance does it have in your life? What memories do you have with this object? What might it symbolize?
• Pick up an object, and spend some time holding it/examining it. Write about how it looks, feels, and smells. Write about the material that it’s made from.
• Choose a favorite family photograph. What could someone know just by looking at the photograph? What’s secretly happening in the photograph?
• Choose a photograph and tell the story of this photograph from the perspective of someone or something in it.
• Write about a color by describing three objects that are that color.
• Tell the story of a piece of trash.
• Tell the story of a pair of shoes.
• Tell the story of your oldest piece of clothing.

Senses and observations as creative writing prompts

• Describe a sound you hear in the room or outside. Choose the first sound you notice. What are its qualities? It’s rhythms? What other sounds does it remind you of?
• Describe a physical sensation you feel right now, in as much detail as possible.
• Listen to a conversation and write down a phrase that you hear someone say. Start a free-write with this phrase.
• Write about a food by describing its qualities, but don’t say what it is.
• Describe a flavor (salty, sweet, bitter, etc.) to someone who has never tasted it before.
• Narrate your day through tastes you tasted.
• Narrate your day through sounds you heard.
• Narrate your day through physical sensations you felt.
• Describe in detail the physical process of doing an action you consider simple or mundane, like walking or lying down or chopping vegetables.
• Write about the sensation of doing an action you consider physically demanding or tiring, like running or lifting heavy boxes.
• Describe something that gives you goosebumps.
• Write a story that involves drinking a cold glass of water on a hot day.
• Write a story that involves entering a warm house from a cold snowy day.
• Describe someone’s facial features in as much detail as possible.

Songs, books, and other art

• Choose a song quote, write it down, and free-write from there.
• Choose a song, and write a story in which that song is playing in the car.
• Choose a song, and write to the rhythm of that song.
• Choose a character from a book, and describe an event in your life from the perspective of that character.
• Go to a library and write down 10 book titles that catch your eye. Free-write for 5 minutes beginning with each one.
• Go to a library and open to random book pages, and write down 5 sentences that catch your attention. Use those sentences as prompts and free-write for 5-minutes with each.
• Choose a piece of abstract artwork. Jot down 10 words that come to mind from the painting or drawing, and free-write for 2 minutes based on each word.
• Find a picture of a dramatic Renaissance painting online. Tell a story about what’s going on in the painting that has nothing to do with what the artist intended.
• Write about your day in five acts, like a Shakespearean play. If your day were a play, what would be the introduction, rising action, climax, falling action, and resolution?
• Narrate a complicated book or film plot using only short sentences.
• Read a short poem. Then write a poem that could be a “sister” or “cousin” of that poem.

Abstract ideas as creative writing prompts

• Write about an experience that demonstrates an abstract idea, such as “love” or “home” or “freedom” or “loss” without ever using the word itself.
• Write a list of ways to say “hello” without actually saying “hello.”
• Write a list of ways to say “I love you” without actually saying “I love you.”
• Do you believe in ghosts? Describe a ghost.
• Invent a mode of time travel.
• Glass half-full/half-empty: Write about an event or situation with a positive outlook. Then write about it with a miserable outlook.
• Free-write beginning with “my religion is…” (what comes next can have as much or as little to do with organized religion as you’d like).
• Free-write beginning with “my gender is…” (what comes next can have as much or as little to do with common ideas of gender as you’d like).
• Write about a person or character that is “good” and one that is “evil.” Then write about the “evil” in the good character and the “good” in the evil character.
• Write like you’re telling a secret.
• Describe a moment of beauty you witnessed. What makes something beautiful?

Prompts for playing with narrative and character

• Begin writing with the phrase, “It all started when…”
• Tell a story from the middle of the most dramatic part.
• Write a story that begins with the ending.
• Begin a story but give it 5 possible endings.
• Write a list of ways to dramatically quit a terrible job.
• Write about a character breaking a social rule or ritual (i.e., walking backwards, sitting on the floor of a restaurant, wearing a ballgown to the grocery store). What are the ramifications?
• You are sent to the principal’s office. Justify your bad behavior.
• Re-write a well-known fairytale but set it in your school.
• Write your own version of the TV show trope where someone gets stuck in an elevator with a stranger, or a secret love interest, or a nemesis.
• Imagine a day where you said everything you were thinking, and write about it.
• Write about a scenario in which you have too much of a good thing.
• Write about a scenario in which money can buy happiness.
• Invent a bank or museum heist.
• Invent a superhero, including an origin story.
• Write using the form of the scientific method (question, hypothesis, test, analyze data conclusion).
• Write using the form of a recipe.

Middle School & High School Creative writing prompts for playing with fact vs. fiction

• Write something you know for sure is true, and then, “but maybe it isn’t.” Then explain why that thing may not be true.
• Write a statement and contradict that statement. Then do it again.
• Draft an email with an outlandish excuse as to why you didn’t do your homework or why you need an extension.
• Write about your morning routine, and make it sound extravagant/luxurious (even if it isn’t).
• You’ve just won an award for doing a very mundane and simple task. Write your acceptance speech.
• Write about a non-athletic event as though it were a sports game.
• Write about the most complicated way to complete a simple task.
• Write a brief history of your life, and exaggerate everything.
• Write about your day, but lie about some things.
• Tell the story of your birth.
• Choose a historical event and write an alternative outcome.
• Write about a day in the life of a famous person in history.
• Read an instructional manual, and change three instructions to include some kind of magical or otherwise impossible element.

Prompts for starting with dialogue

• Write a texting conversation between two friends who haven’t spoken in years.
• Write a texting conversation between two friends who speak every day and know each other better than anyone.
• Watch two people on the street having a conversation, and imagine the conversation they’re having. Write it down.
• Write an overheard conversation behind a closed door that you shouldn’t be listening to.
• Write a conversation between two characters arguing about contradicting memories of what happened.
• You have a difficult decision to make. Write a conversation about it with yourself.
• Write a conversation with a total lack of communication.
• Write a job interview gone badly.

Final Thoughts – Creative Writing Prompts for Middle School & High School 

Hopefully you have found several of these creative writing prompts helpful. Remember that when writing creatively, especially on your own, you can mix, match, and change prompts. For more on writing for high school students, check out the following articles:

• College Application Essay Topics to Avoid
• 160 Good Argumentative Essay Topics
• 150 Good Persuasive Speech Topics
• Good Transition Words for Essays
• High School Success

Sarah Mininsohn

With a BA from Wesleyan University and an MFA from the University of Illinois at Urbana-Champaign, Sarah is a writer, educator, and artist. She served as a graduate instructor at the University of Illinois, a tutor at St Peter’s School in Philadelphia, and an academic writing tutor and thesis mentor at Wesleyan’s Writing Workshop.

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Anchor your writing instruction in big ideas students can remember

Years later, when one of my journalism students won a Los Angeles Times award for news writing, I thought more deeply about the instructional changes I had made. I also thought about the social and emotional factors that likely enabled this once-timid reporter to tackle tough issues and blossom into an adept writer. What I realized from this exercise is that many of my instructional shifts had more to do with “leaning in” and getting to know my student as a writer, along with “letting go” of some outdated notions about what good writing is.

These are the three most important lessons I learned that I’d like to pass along.

Lesson #1: Writing instruction begins with a shared language for talking about writing and a shared understanding of the purposes for writing

Anchoring your instruction in a few big ideas that students can remember helps simplify the experience for everyone—and writing is always an experience.

As a new English language arts teacher, I often made writing more complicated than it needed to be. In my journalism classes, things were simple: we focused on the 5Ws and H (who? What? When? Where? Why? How?). It was easy for every student to remember and internalize these guiding questions.

If only there were a similar list of questions I could apply to other writing tasks! Over time, I found that there was. And at NWEA, I’ve had the opportunity to collaborate with current and former teachers to hone that list of essential questions down to the following five.

If anchoring your instruction in big ideas students can remember resonates with you, like it did for me, I encourage you to try incorporating these five essential questions into your writing curriculum.

We’ve even compiled these big ideas for growing writers into a free resource aimed at building a shared language for talking about writing with students. To that end, we’ve created a student version , too.

1. Why am I writing?

This question encourages students to ponder their purpose for writing. Often, their immediate response to this question is, “I’m writing because my teacher assigned me this essay/report/research paper.”

If we can get students to push past the idea of writing as an assignment and toward writing as a form of communication, we may see a dramatic increase in their motivation and writing quality. “What do you want to accomplish with this piece of writing?” becomes the question, not “What kind of writing does your teacher want from you?”

Writing is always the intellectual product of the writer, and the more we can encourage students to see themselves as writers and to take ownership of their writing, the better the results. Before students write, it’s critical they know and understand their purpose for writing, as this purpose informs so many other choices they will make.

2. Who are my readers?

This question forces students to consider their audience . When writers can anticipate the needs of their audience, they increase the effectiveness of their communication.

If the only audience a student ever has for their writing is a teacher, they lose the opportunity to make writerly decisions based on different audiences, such as considering their unique feelings and opinions about a topic, their different vocabularies (e.g., familiarity with code switching, idioms, or jargon), and their varying degrees of background knowledge. This is why giving students authentic writing tasks is so important . Authentic writing engages students in the same cognitive processes they use to write for real-world situations, such as applying for a job, taking civic action, or even communicating with family and friends.

3. What am I writing?

This question gets students to think more deeply about the task , genre , and form for their writing. While some of this information is likely included in the writing assignment, it’s still important for students to work through the task details on their own.

Students will make more informed writing decisions when they are able to clearly articulate the expectations and success criteria for a writing task . The writing genre provides another framework for students to think about their purpose for writing. Each genre’s unique features have developed over time through socially agreed-upon conventions, and experienced writers understand how to use these features to communicate more clearly with their audiences. Finally, form —or format—describes the type of text to be produced, and today’s writers have more forms to choose from—both analog and digital—than ever before.

When students put time and thought into their purpose, audience, and task, they have a greater command over their writing and what they want it to accomplish. And that’s when we get to see students’ communication skills and creativity truly shine through.

4. How am I presenting ideas in my writing?

This question addresses the myriad of choices a writer must make when they embark on a task, including decisions about writing development , organization , style , and conventions . Too often, this is where we ask students to start, and it can be overwhelming to make all these decisions before a student has wrapped their head around what they plan to write and why. In addition, while these writerly decisions are important, we may place too great an emphasis on a student’s final written product when a focus on their writing process may have more instructional utility.

My advice to students is, “Don’t sweat the small stuff when it comes to presenting ideas in your writing.” The ideas themselves are what’s most important. They’ll have numerous opportunities to practice and hone their writing development, organization, style, and conventions with every piece they write and over an entire lifetime.

5. How am I using the writing process?

This question reminds students that writing is both a product and a process . And the writing process is where much of the learning and critical thinking takes place.

Though writing is often taught as a sequence of forward-moving steps, the writing process is recursive and iterative, not linear . For example, writers go back and forth between planning, drafting, translating, reviewing, and revising to meet their writing goals, and writing goals can be self-generated or revised at any time during the writing process.

Writing itself is a work in progress that includes collaboration, self-regulation, and self-evaluation in addition to the other steps students typically learn. The more frequently students engage in and reflect on their own writing process, the more likely they are to develop productive and efficient writing habits, as well as growth mindsets that can help them overcome writing challenges in their school, career, and personal lives.

Lesson #2: Writing instruction is most impactful when it extends through professional learning communities (PLC) that offer students school-wide support for writing

As students move from grade to grade, a strong and coordinated PLC can help them build on what they already know about writing and focus on becoming even more expressive and effective writers.

In my first year of teaching, a colleague and I had an opportunity to attend a professional learning summit on writing. One session led by Harry Noden taught us how his Image Grammar could help students expand, vary, and improve their sentence structures. The majority of our student population was multilingual learners, and we rightly suspected that focused practice on writing, even at the sentence level, could increase language development in English . In part, this is because writing has a slower pace, provides a permanent record, and calls for greater precision in word choice.

We accurately assumed that sentence writing would benefit all our students , too. And once we were satisfied with the results, we leveraged our PLC to encourage a school-wide adoption of teaching grammar with Noden’s “brushstrokes.” We saw students quickly embrace the concept of “brushstrokes” because it positioned them as “artists” painting with words. This artistry was reinforced by the quality of their sentence writing. Often shared aloud, these sentences could be chill inducing they were so beautiful. For many students, this was their first proof they could be excellent writers, once they learned how.

Lesson #3: Writing outcomes can be improved through the use of common assessments and common rubrics at the school, district, or even state level

Common assessments and common rubrics help educators develop a shared understanding of how to evaluate writing. This includes providing students with meaningful feedback and grading writing more consistently across a school, district, or even state.

Coordination among teachers can help establish a school-wide writing community that all students can tap into for peer review. It can also lead to greater consistency in writing instruction and evaluation. Such consistency builds trust between students and teachers, which in turn can strengthen students’ view of themselves as learners and increase their motivation to learn .

When students don’t have to figure out individual teacher preferences for writing—and they feel confident every teacher will grade their writing for substance not style—they can focus their mental energy on becoming better writers. This includes developing their own sense of how to use language(s) effectively for personal, academic, and civic purposes.

One way to foster student-teacher collaboration is to encourage students to enter writing contests . Student writing contests can range from local to national, and it’s worth some extra effort to find ones that are a good fit for your students. Once my journalism students began entering (and winning!) writing contests, these events became an annual tradition. My students also became more willing to work on their digital portfolios throughout the year.

At the district level, common assessments and common rubrics can help leaders identify schools that need more support, such as more professional learning for educators or more high-dosage tutoring for students . They can also identify schools that have model instruction and can serve as resources for others. If you’re looking for a place to start in your district, the Literacy Design Collaborative offers common analytic rubrics for several writing genres , and the New York Performance Standards Consortium provides a robust set of performance-based assessments and rubrics .

Districts that use state rubrics in their common writing assessments help ensure all educators have similar expectations of student writing. If your state assesses writing, check the state department of education website for newly released writing assessments and their accompanying rubrics. And if your state doesn’t assess writing, they may still offer writing materials for teachers to use.

Finally, NWEA is often asked about the connection between MAP® Growth™ and writing. MAP Growth does not include writing prompts, so it can’t take the place of high-quality formative assessment in the classroom ; it simply wasn’t designed to assess students’ writing. But MAP Growth can provide insights into students’ strengths and opportunities for growth, and these insights are especially helpful when educators use an integrated approach to reading and writing instruction.

The MAP Growth instructional areas for reading, for example, offer some information about how well students understand literary text, informational text, and vocabulary. Students who are performing below grade-level for vocabulary would likely benefit from more explicit vocabulary instruction, including more strategic exposure to roots and affixes. This expanded vocabulary knowledge can later be applied to students’ writing. One approach is to have students “speak in synonyms,” a kind of oral rehearsal that can be done with peers or small groups and then integrated into a piece of student writing. Meanwhile, students who struggle to comprehend informational text might benefit from a self-regulated strategy development (SRSD) approach to writing . This method teaches students to recognize, internalize, and utilize important genre features in writing. And since reading and writing are related, SRSD can help improve students’ comprehension of informational texts, too.

A recap of lessons learned

Writing is hard, and teaching writing may be harder still. As educators, we continually learn new lessons about how to help our students (and ourselves) become better writers. I hope the three lessons I’ve shared here are helpful to you and bring you closer to having every student see themselves as a capable writer or, better yet, an artist painting with words.

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Radiators fail once more: Moscow suburbs residents appeal to Putin

R esidents across the Moscow suburbs are besieged by a heating problem, for which they plead direct intervention from President Vladimir Putin. These individuals have yet to experience any semblance of home heating since winter started due to a dwindling supply of heating oil. The issue, one largely avoided by local authority communication, has left residents desperate to the point of directly appealing to the president.

While plots have been uncovered to disrupt Ukraine's infrastructure for a second consecutive winter, thus depriving civilians of heating, it seems Russians are now mired in their crisis. Irony drips from the fact that those under Putin's leadership are looking to cause turmoil in Ukraine, yet at home, they face a similar predicament.

Many dwellings within the Moscow agglomeration are presently without heat. The capital's residents are desperate, directly appealing to President Putin due to a perceived lack of alternate avenues for assistance. The absence of suitable heating functionality since winter commenced pushes them towards desperation with no relief in sight.

This seems improbable, but in Russia, it appears that anything can happen.

It remains uncertain if Vladimir Putin is actively addressing the heating crisis. Some experts suggest that Russia's heating oil reserves are depleting, which negatively affects residents' quality of life. Plagued by cold radiators and plummeting winter temperatures, these citizens have directly addressed their pleas to their head of state.

This heating crisis is happening in Elektrostal, a town approximately 71 miles from Moscow.

Ironically, Russia has constantly aimed to destroy the Ukrainian infrastructure since war broke out, deliberately trying to leave Ukrainians without heating during the harsh winters, aiming to break their strong will. It's an irony they now struggle with a domestic heating crisis, particularly near Moscow, their largest and most pivotal city.

Desperate individuals are reaching out to Vladimir Putin. They question his knowledge of the heating infrastructure conditions in the Moscow suburbs and the dire situations residents face there. Sundown brings no relief from the harsh Russian winter and without heating, their houses turn cold. With elections nearing, more and more residents find themselves reaching out directly to their president.

"Since winter's start, we've been without heating. This has been a yearly occurrence for the past three years. Despite paying for heating, we don't have enough. We implore you, help us!" - these are the desperate pleas from the heavily dressed populace dealing with the Russian winter conditions.

Experts attribute the heating oil shortage to international sanctions and surging demands for diesel fuel, pivotal to military operations. Russia now grapples with a dearth of raw materials essential for boiler and heating plant operation. As supplies dwindle, houses grow cold with little hope of any immediate corrective intervention.

It would be adequate if the war ceased, residents were prioritized, and attention accorded to their welfare.

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Claudia Looi

Touring the Top 10 Moscow Metro Stations

By Claudia Looi 2 Comments

Komsomolskaya metro station looks like a museum. It has vaulted ceilings and baroque decor.

Hidden underground, in the heart of Moscow, are historical and architectural treasures of Russia. These are Soviet-era creations – the metro stations of Moscow.

Our guide Maria introduced these elaborate metro stations as “the palaces for the people.” Built between 1937 and 1955, each station holds its own history and stories. Stalin had the idea of building beautiful underground spaces that the masses could enjoy. They would look like museums, art centers, concert halls, palaces and churches. Each would have a different theme. None would be alike.

The two-hour private tour was with a former Intourist tour guide named Maria. Maria lived in Moscow all her life and through the communist era of 60s to 90s. She has been a tour guide for more than 30 years. Being in her 60s, she moved rather quickly for her age. We traveled and crammed with Maria and other Muscovites on the metro to visit 10 different metro stations.

Arrow showing the direction of metro line 1 and 2

Moscow subways are very clean

To Maria, every street, metro and building told a story. I couldn’t keep up with her stories. I don’t remember most of what she said because I was just thrilled being in Moscow.   Added to that, she spilled out so many Russian words and names, which to one who can’t read Cyrillic, sounded so foreign and could be easily forgotten.

The metro tour was the first part of our all day tour of Moscow with Maria. Here are the stations we visited:

1. Komsomolskaya Metro Station  is the most beautiful of them all. Painted yellow and decorated with chandeliers, gold leaves and semi precious stones, the station looks like a stately museum. And possibly decorated like a palace. I saw Komsomolskaya first, before the rest of the stations upon arrival in Moscow by train from St. Petersburg.

2. Revolution Square Metro Station (Ploshchad Revolyutsii) has marble arches and 72 bronze sculptures designed by Alexey Dushkin. The marble arches are flanked by the bronze sculptures. If you look closely you will see passersby touching the bronze dog's nose. Legend has it that good luck comes to those who touch the dog's nose.

Touch the dog's nose for good luck. At the Revolution Square station

Revolution Square Metro Station

3. Arbatskaya Metro Station served as a shelter during the Soviet-era. It is one of the largest and the deepest metro stations in Moscow.

Arbatskaya Metro Station

4. Biblioteka Imeni Lenina Metro Station was built in 1935 and named after the Russian State Library. It is located near the library and has a big mosaic portrait of Lenin and yellow ceramic tiles on the track walls.

Lenin's portrait at the Biblioteka Imeni Lenina Metro Station

5. Kievskaya Metro Station was one of the first to be completed in Moscow. Named after the capital city of Ukraine by Kiev-born, Nikita Khruschev, Stalin's successor.

Kievskaya Metro Station

6. Novoslobodskaya Metro Station  was built in 1952. It has 32 stained glass murals with brass borders.

Novoslobodskaya metro station

7. Kurskaya Metro Station was one of the first few to be built in Moscow in 1938. It has ceiling panels and artwork showing Soviet leadership, Soviet lifestyle and political power. It has a dome with patriotic slogans decorated with red stars representing the Soviet's World War II Hall of Fame. Kurskaya Metro Station is a must-visit station in Moscow.

Ceiling panel and artworks at Kurskaya Metro Station

8. Mayakovskaya Metro Station built in 1938. It was named after Russian poet Vladmir Mayakovsky. This is one of the most beautiful metro stations in the world with 34 mosaics painted by Alexander Deyneka.

Mayakovskaya station

One of the over 30 ceiling mosaics in Mayakovskaya metro station

9. Belorusskaya Metro Station is named after the people of Belarus. In the picture below, there are statues of 3 members of the Partisan Resistance in Belarus during World War II. The statues were sculpted by Sergei Orlov, S. Rabinovich and I. Slonim.

10. Teatralnaya Metro Station (Theatre Metro Station) is located near the Bolshoi Theatre.

Teatralnaya Metro Station decorated with porcelain figures .

Taking the metro's escalator at the end of the tour with Maria the tour guide.

Have you visited the Moscow Metro? Leave your comment below.

January 15, 2017 at 8:17 am

An excellent read! Thanks for much for sharing the Russian metro system with us. We're heading to Moscow in April and exploring the metro stations were on our list and after reading your post, I'm even more excited to go visit them. Thanks again 🙂

December 6, 2017 at 10:45 pm

Hi, do you remember which tour company you contacted for this tour?

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