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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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Creativity and Innovation in the Writing Classroom

Learn more about how to teach creativity and innovation along with, and as an important part of, traditional writing and research skills.

“You can’t use up creativity. The more you use, the more you have.” —Maya Angelou

Creativity is fundamental to the teaching of writing. Although WR 153 focuses specifically on creativity and innovation, all WR courses ask students to approach their reading, viewing, writing, and research in creative ways. One important approach to creativity is “design thinking,” which emphasizes that creativity is a non-linear, iterative process. Design thinking is based on two foundational assumptions:

• Everyone can be creative.
• Creativity can be taught.

The principles of design thinking can be used in any WR course to teach students that creativity is a process of asking questions, using multiple strategies and approaches in answering those questions, taking risks in conceiving and executing original work, developing and refining ideas in response to feedback, and learning from productive failure. The metacognitive aspects of design thinking invite students to think about their own creative processes and identify factors that promote creativity.

Although WR 153 is structured by the steps of the design process (understand, empathize, define, ideate, prototype, test, assess/reflect), all WR courses can benefit from incorporating elements of design thinking and an emphasis on creativity and innovation. Approaching writing instruction in this way can:

• Increase student engagement by focusing on creative responses to problems that students care about;
• Give students a sense of agency as a result of greater choice in what to write and how to write about it;
• Encourage taking intellectual risks and reward productive failure as a means of learning;
• Help students develop skills that are transferrable to other academic situations and their professional lives; and
• Enhance students’ personal lives by allowing them to learn about themselves and their own creative potential.

Principles of Design Thinking

Design thinking is a non-linear, iterative approach to creativity that involves between three and seven steps. Although it is based on theories of design practice that go back to the early twentieth century, it has most recently been popularized by the design firm IDEO and the Hasso Plattner Institute of Design at Stanford, commonly known as the d.school. The process involves understanding the issues involved in a design project, empathizing with the audience for an end product, defining the scope of the project, generating ideas for and creating prototypes of the product, testing and assessing those ideas and prototypes, and revisiting the steps of the design process until a final product is created.

The complete set of seven steps can be applied to the writing process in a WR course:

Understand: Students develop a foundation for their work by exploring issues and approaches relevant to the course topic, as well as previous work in the field.

Empathize: Students practice empathy by demonstrating their awareness and understanding of the audience for whom they write or create.

Define: Based on their observations and insights, students articulate a problem or question that will motivate their work over the course of the semester.

Ideate: Students generate new ideas and possible solutions by challenging assumptions and engaging in a variety of creative activities.

Prototype: Students start to create solutions and implement their ideas into written, digital or other forms in order to capture ideas, but also redefine choices.

Test: Students share drafts with others in order to gain feedback and insight into improving final versions.

Assess/Reflect: Students reflect on and evaluate their peers’ and their own processes and final outcomes.

The steps of the design thinking process are not meant to be followed in a rigid way. They should be flexible and customizable to the particular project: students may need to define, ideate, and prototype multiple times and in various modes/genres before they are ready to create a final draft. The skills students gain in going though these steps should be transferrable to other projects and courses.

Learn more about design thinking:

• “What is Design Thinking and Why Is It So Popular?” by Rikke Friis Dam and Teo Yu Siang provides an overview of design thinking.
• David Kelly of IDEO explains the history of design thinking in “How to Design Breakthrough Inventions,” an interview with 60 Minutes .
• “How to Solve Problems Like a Designer,” which includes an interview with Tim Brown of IDEO, explains the basic principles of design thinking.

Understand and Empathize

The first step of the design process asks students to understand not only the course material, but also the resources necessary for their particular project. Since this usually involves additional reading/viewing, the “understand” step is part of the research and information literacy component of WR15X. Assignments that focus on this step may include conducting library or online research, categorizing research material using BEAM/BEAT, and creating annotated bibliographies.

Define, Ideate, and Prototype

Before they begin the process of generating ideas, it is often useful for students to define, at least in a preliminary way, what question or problem their paper/project is addressing. Assignments that help students define their projects may include questionnaires that ask students to state what they intend to work on and why, as well as more formal paper/project proposals.

In the IDEO design process, the goal of ideation is to generate a multitude of ideas without rejecting those that may seem impractical or even silly. Ideas can be rejected later, after a sufficient number of ideas have been generated. The most common ideation assignment involves various forms of brainstorming, often in teams. Ideas should be written down in some way, such as on sticky notes or index cards. To encourage divergent thinking in the brainstorming process, consider posting some fundamental principles in the classroom, such as these from IDEO:

• Defer judgment.
• Encourage wild ideas.
• Stay focused on the topic.
• Build on the ideas of others .

In the IDEO design process, prototypes are models that can be easily revised and even discarded if necessary. Prototypes for writing courses might include outlines, storyboards, slide decks, oral or video presentations, and preliminary drafts. Prototypes should be tested and assessed in some way that allows for reconsideration and revision before students turn in their final products.

Learn more about brainstorming and prototyping:

• “What is Brainstorming?” by Rikke Friis Dam and Teo Yu Siang provides helpful information and ideas for the ideation step of the design process.
• This example of “Brainstorming at IDEO” shows one popular way of brainstorming with sticky notes.

Test and Assess/Reflect

The final steps of the design process, testing and assessing/reflecting, are not meant to be the final steps in completing a student’s paper/project. After testing and assessing a prototype, students will likely need to reconsider and revise their papers/projects, which will take them back to earlier steps—they may need to conduct further research, generate additional ideas, or refine their prototypes. The design process is meant to be iterative, with students returning to steps in the process as needed until they have completed a final draft.  

Just as designers test their prototypes, students should test drafts of their papers/projects by sharing them with others. Assignments that focus on this step usually involve workshopping with one or more peers, but testing may also include making an oral or video presentation to the class, meeting with the professor or a writing tutor, or sharing the student’s work with any other reader/viewer capable of providing feedback. Students may also test their papers/projects using techniques such as reverse outlining to assess the strength and clarity of their arguments.

The final step in the design process, assessing the student’s work, may lead back to any earlier step as students come to understand what they still need to work on to complete their papers/projects. This step may also involve the broader metacognitive task of reflecting on the student’s creative process. Assignments that focus on this step may include a variety of reflective exercises, including a final reflection for the course.

A Note on Assessment

“Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.” —Samuel Beckett

Because WR 153 courses can include such a wide range of papers and project, contract grading is recommended. Other WR courses that incorporate creativity and innovation may also wish to use contract grading, either for specific assignments or the course as a whole. More information on contract grading can be found here .

An important component of creativity and innovation is productive failure. We learn to create new things or develop new skills by failing and trying again until we succeed. Productive failure is failure that leads to new knowledge, insight, or innovation. Courses that focus on creativity can encourage productive failure by requiring prototypes that will be reconsidered and revised extensively, asking students to share examples of failure as valuable learning experiences, and assigning reflective work on how students have grown through failure over the course of the semester.

Learn more about productive failure:

Both readings below argue for the importance of productive failure. The Burger article contains specific examples of how to validate and reward productive failure in the classroom.

• “Next Time, Fail Better” by Paula M. Krebs, The Chronicle of Higher Education , May 11, 2012.

Further Reading

The quickest and easiest way to understand design thinking is to start with videos that explain the concept, where it originated, and how it can be used to address a variety of problems.

• In “How to Design Breakthrough Inventions,” David Kelly of IDEO and the Stanford d.school talks about design thinking in an interview on 60 Minutes and CBS This Morning .
• In “How to Solve Problems Like a Designer,” Vox provides a general overview of design thinking, featuring IDEO CEO Tim Brown.

If you would like to deepen your understanding of design thinking, there are a number of websites that address the concept in greater detail.

IDEO is a design and consulting firm that popularized the concept of design thinking. According to IDEO’s website, “Thinking like a designer can transform the way organizations develop products, services, processes, and strategy. This approach, which is known as design thinking, brings together what is desirable from a human point of view with what is technologically feasible and economically viable. It also allows people who aren’t trained as designers to use creative tools to address a vast range of challenges.” The IDEO website has a number of useful resources on design thinking:

• A definition of design thinking .
• A brief history of design thinking .

IDEO U, the educational arm of IDEO, has a separate website that contain more information on design thinking as well as additional resources.

• What is design thinking?
• Resources related to design thinking .
• An overview of brainstorming .
• Resources related to innovation .

The Interactive Design Foundation provides useful information on design thinking on its website. According to “What is Design Thinking and Why Is It So Popular?” by Rikke Friis Dam and Teo Yu Siang, “Design Thinking is an iterative process in which we seek to understand the user, challenge assumptions, and redefine problems in an attempt to identify alternative strategies and solutions that might not be instantly apparent with our initial level of understanding. At the same time, Design Thinking provides a solution-based approach to solving problems. It is a way of thinking and working as well as a collection of hands-on methods.” This article describes the basic concept of design thinking and five basic steps: empathize, define, ideate, prototype, test.

Books on design thinking are generally aimed toward a popular audience. They draw on anecdotal evidence rather than research to support their claims, but they can be valuable resources for understanding how design thinking is applied in a variety of settings, including both corporations and the educational sector. To provide a sense of how design thinking developed over time, these books are listed chronologically:

• The Art of Innovation by Tom Kelly, Doubleday, 2001.
• Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown, HarperCollins, 2009, revised and updated 2019.
• Design Thinking: Understanding How Designers Think and Work by Nigel Cross, Bloomsbury, 2011.
• Design Thinking: A Guide to Creative Problem Solving for Everyone by Andrew Pressman, Routledge, 2018.
• The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods by Michael Lewrick, Patrick Link, and Larry Leifer, Wiley, 2020.

Resources on design thinking in writing pedagogy:

If you would like to focus specifically on how the design thinking process relates to writing pedagogy, there are number of academic articles that address design thinking in the writing classroom as well as the larger issue of creativity as it relates to composition. To provide a sense of how the scholarship on creativity and design thinking in writing pedagogy developed over time, these articles are listed chronologically:

• “The Cognition of Discovery: Defining a Rhetorical Problem” by Linda Flower and John R. Hayes, College Composition and Communication 31.1 (1980), 21-32.
• “Process Paradigms in Design and Composition: Affinities and Directions” by Charles Kostelnick, College Composition and Communication 40.3 (1989), 267-81.
• “Wicked Problems in Design Thinking” by Richard Buchanan, Design Issues 8.2 (1992), 5-21.
• “Design and the New Rhetoric: Productive Arts in the Philosophy of Culture” by Richard Buchanan. Philosophy & Rhetoric 34 (2001), 183-206.
• “From Analysis to Design: Visual Communication in the Teaching of Writing” by Diana George, College Composition and Communication 54.1 (2002), 11-39.
• “Embracing Wicked Problems: The Turn to Design in Composition Studies” by Richard Marback, College Composition and Communication 61.2 (2009), 397-419.
• “Design as a Unifying Principle: English Departments in a New Media World” by Maureen Goldman, Design Principles and Practices: An International Journal 5.3 (2011), 249-257.
• “Sustainability as a Design Principle for Composition: Situational Creativity as a Habit of Mind” by Matthew Newcomb, College Composition and Communication 63.4 (2012), 593-615.
• “Design Thinking: Past, Present, and Possible Futures” by Ulla Johansson-Sköldberg et al., Creativity and Innovation Management 22.2 (2013), 121-146.
• “Writing in Design Thinking: Deconstructing the Question of Being” by Tassoula Hadjiyanni and Stephanie Zollinger, International Journal of Architectural Research 7.1 (2013), 116-127.
• Design Thinking and the Wicked Problem of Teaching Writing by Carrie S. Leverenz, Computers and Composition 33 (2014), 1-12.
• “What Can Design Thinking Offer Writing Studies?” by James P. Purdy, College Composition and Communication 65.4 (2014), 612-641.
• “Wicked Problems in Technical Communication” by Chad Wickman, Journal of Technical Communication 44 (2014), 23-42.
• “The UnEssay: Making Room for Creativity in the Composition Classroom” by Patrick Sullivan, College Composition and Communication 67.1 (2015), 6-34.
• “Design Thinking Via Experiential Learning: Thinking Like an Entrepreneur in Technical Communication Courses” by Jennifer Bay et al . , Programmatic Perspectives 10.1 (2018), 172-200.
• “Dissensus, Resistance, and Ideology: Design Thinking as a Rhetorical Methodology” by April Greenwood et al., Journal of Business and Technical Communication 33.4 (2019), 400-424.
• “Using Design Thinking to Teach Creative Problem Solving in Writing Courses” by Scott Wible, College Composition and Communication 71.3 (2020), 399-425.

General resources on creativity:

If you are interested in resources that focus on the larger issue of creativity, one place to start is with videos that define what creativity is and how it can be cultivated, including in an academic setting.

• Ken Robinson’s “What is Creativity” addresses the general issue of how we can both define and encourage creativity.
• Elizabeth Gilbert’s “Your Elusive Creative Genius” offers one way to think about creativity and deal with fear of failure.
• David Kelly’s “How to Build Your Creative Confidence” discusses how we can be more confident in our creativity and build creative confidence in others.

There are a number of books that focus more generally on creativity. Some of these books are theoretical, while some focus practically on how we can become more creative in work and life. The books by Tom and David Kelly, and by Sarah Stein Greenberg, approach creativity from the design thinking paradigm used at the Stanford d.school.

• Creativity: The Psychology of Discovery and Invention by Mihaly Csikszentmihaly, HarperPerennial, 1996.
• The Cambridge Handbook of Creativity , edited by James C. Kaufman and Robert J. Sternberg, Cambridge University Press, 2003, revised and updated 2019.
• The International Handbook of Creativity , edited by James C. Kaufman and Robert J. Sternberg Cambridge University Press, 2006.
• Developing Creativity in Higher Education: An Imaginative Curriculum , edited by Norman Jackson, Martin Oliver, Malcolm Shaw, and James Wisdom, Routledge, 2006.
• Creative Confidence: Unleashing the Creative Potential Within Us All by Tom Kelly and David Kelly, HarperCollins, 2013.
• Habits of the Creative Mind: A Guide to Reading, Writing, and Thinking , by Richard E. Miller and Ann Jurecic, Macmillan, 2015, revised and updated 2020.
• Creative Acts for Curious People: How to Think, Create, and Lead in Unconventional Ways by Sarah Stein Greenberg, Ten Speed Press, 2021.

The following books are listed separately because they reflect creative practices in specific fields, such as creative writing, the visual arts, and dance. They contain ideas and exercises that are transferrable to writing classes and may be helpful in designing WR courses.

• The Artist’s Way: A Spiritual Path to Higher Creativity by Julia Cameron, Tarcher/Putnam, 1992, reissued 2002.
• Bird by Bird: Some Instructions on Writing and Life by Anne Lamott, Anchor Books, 1994.
• The Creative Habit: Learn It and Use It for Life by Twyla Tharp, Simon & Schuster, 2003.
• Steal Like an Artist: 10 Things Nobody Told You About Being Creative by Austin Kleon, Workman Publishing Company, 2012.
• Big Magic: Creative Living Beyond Fear by Elizabeth Gilbert, Riverhead Books, 2015.
• You Are an Artist: Assignments to Spark Creation by Sarah Urist Green, Penguin, 2020.

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How to Teach Creative Writing

Last Updated: March 13, 2024 References

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 13 references cited in this article, which can be found at the bottom of the page. This article has been viewed 117,122 times.

Creative writing is one of the most enjoyable types of writing for students. Not only does it allow students to explore their imaginations, but it helps them to structure their ideas and produce writing that they can be proud of. However, creative writing is a relatively difficult type of writing to teach and offers challenges to both new and seasoned teachers alike. Fortunately, though, with some work of their own, teachers can better develop their own abilities to teach creative writing.

Providing Students with the Fundamentals

• Theme. The theme of a story is its message or the main idea behind it.
• Setting. The setting of a story is the location or time it takes place in.
• Plot. The plot is the overall story, narrative, or sequence of events.
• Characterization. Characterization is how a character or person in a story is explained or presented to the reader.
• Conflict and dramatic action. Conflict and dramatic action are the main events of focus in the story. These events are often tense or exciting and are used to lure the reader in. [1] X Research source

• Explain how your students, as writers, can appeal to the humanity of their readers. One great way to do this is to ask them to explore character development. By developing the characters in their story, readers will become invested in the story.
• Discuss the triggers that engage readers in an effective story. Most great stories start with a problem, which is solved with the resolution, or conclusion of the story. Encourage students to create an engaging problem that will hook the readers in the first few pages of a short story or novel. [2] X Research source

• By setting the tone and atmosphere of a story, the author will establish his or her attitude to the subject and the feel of the story.
• Tone can be positive, neutral, or negative. [3] X Research source
• Atmosphere can be dark, happy, or neither.
• Descriptive words like “darkness” or “sunshine” can help set both the tone and atmosphere. [4] X Research source

• Active verbs are used to show action in the story.
• Active verbs are very often a better alternative to passive voice, as it keeps your writing clear and concise for your readers. [5] X Research source
• For example, instead of writing “The cat was chased by the dog” your student can write “The dog chased the cat.”

Guiding Students through the Process

• Tell your students to brainstorm about ideas they are truly interested in.
• If you must restrict the general topic, make sure that your students have a good amount of wiggle room within the broad topic of the assignment.
• Never assign specific topics and force students to write. This will undermine the entire process. [6] X Research source

• Letting your students know that the outline is non-binding. They don’t have to follow it in later steps of the writing process.
• Telling your students that the parts of their outline should be written very generally.
• Recommending that your students create several outlines, or outlines that go in different directions (in terms of plot and other elements of storytelling). The more avenues your students explore, the better. [7] X Research source

• Tell students that there is no “right” way to write a story.
• Let students know that their imaginations should guide their way.
• Show students examples of famous writing that breaks normal patterns, like the works of E.E. Cummings, William Faulkner, Charles Dickens, and William Shakespeare.
• Ask students to forget about any expectations they think you have for how a story should be written. [8] X Research source

• Gather the first drafts and comment on the student's work. For first drafts, you want to check on the overall structure of the draft, proper word use, punctuation, spelling, and overall cohesion of the piece. [9] X Research source
• Remind them that great writers usually wrote several drafts before they were happy with their stories.
• Avoid grading drafts for anything other than completion.

• Let students pair off to edit each others' papers.
• Have your students join groups of 3 or 4 and ask them to go edit and provide feedback on each member’s story.
• Provide guidance so students contribute constructively to the group discussion. [10] X Research source

• Reward your students if they are innovative or do something unique and truly creative.
• Avoid evaluating your students based on a formula.
• Assess and review your own standards as often as you can. Remember that the point is to encourage your students' creativity. [11] X Research source

Spurring Creativity

• Teach your students about a variety of writers and genres.
• Have your students read examples of different genres.
• Promote a discussion within your class of the importance of studying literature.
• Ask students to consider the many ways literature improves the world and asks individuals to think about their own lives. [12] X Research source

• Make sure your room is stocked with a wide variety of fiction stories.
• Make sure your room is stocked with plenty of paper for your students to write on.
• Line up other writing teachers or bring in writers from the community to talk to and encourage your students.

• Cut out pictures and photographs from magazines, comic books, and newspapers.
• Have your students cut out photographs and pictures and contribute them to your bank.
• Consider having your students randomly draw a given number of photos and pictures and writing a short story based on what they draw.
• This technique can help students overcome writer's block and inspire students who think that they're "not creative." [13] X Research source

• Pair your students with students from another grade in your school.
• Allow your students to write stories that younger students in your school would like to read.
• Pair your students with another student in the class and have them evaluate each others' work. [14] X Research source

• If you just have a typical classroom to work with, make sure to put inspirational posters or other pictures on the walls.
• Open any curtains so students can see outside.
• If you have the luxury of having an extra classroom or subdividing your own classroom, create a comfortable space with a lot of inspirational visuals.
• Writing spaces can help break writer's block and inspire students who think that they're "not creative." [15] X Research source

• Involve students in the printing process.
• Publication does not have to be expensive or glossy.
• Copies can be made in the school workroom if possible or each student might provide a copy for the others in the group.
• A collection of the stories can be bound with a simple stapler or brads.
• Seek out other opportunities for your students to publish their stories.

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• ↑ https://www.writersonlineworkshops.com/courses/creative-writing-101
• ↑ https://kobowritinglife.com/2012/10/14/six-tips-for-engaging-readers-within-two-seconds-the-hook-in-fiction-and-memoir/
• ↑ https://www.dailywritingtips.com/in-writing-tone-is-the-author%E2%80%99s-attitude/
• ↑ http://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-and-mood/
• ↑ https://owl.english.purdue.edu/owl/resource/539/02/
• ↑ http://www.alfiekohn.org/article/choices-children/
• ↑ https://www.writersdigest.com/write-better-fiction/7-steps-to-creating-a-flexible-outline-for-any-story
• ↑ http://thewritepractice.com/the-formula-to-write-a-novel/
• ↑ https://student.unsw.edu.au/editing-your-essay
• ↑ http://orelt.col.org/module/unit/5-promoting-creative-writing
• ↑ http://education.seattlepi.com/grade-creative-writing-paper-3698.html
• ↑ http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/
• ↑ http://www.wrightingwords.com/for-teachers/5-tips-for-teaching-creative-writing/

About This Article

To teach creative writing, start by introducing your students to the core elements of storytelling, like theme, setting, and plot, while reminding them that there’s no formula for combining these elements to create a story. Additionally, explain how important it is to use tone and atmosphere, along with active verbs, to write compelling stories that come alive. When your students have chosen their topics, have them create story outlines before they begin writing. Then, read their rough drafts and provide feedback to keep them on the right path to storytelling success. For tips from our English reviewer on how to spur creativity in your students, read on! Did this summary help you? Yes No

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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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How to Teach Writing - Resources for Creative Writing Teachers

Fiction writing course syllabus with lesson plans, fiction writing exercises and worksheets, resources for teaching introductory poetry writing, resources for teaching children.

How to teach writing - general thoughts

• help students to understand the elements of craft (e.g., story structure, poetic meter, etc.) so that they can recognize them in their reading and consciously experiment with them in their writing.
• open students' eyes to the options available to them when they write a story or poem (e.g., "showing" instead of "telling", using different kinds of narrators and narrative viewpoints, using different poetic forms).
• encourage students to become close observers of the world around them and to find creative material in their environments.
• teach students the value of specificity, of using all five senses to discover details that may not be obvious to the casual observer.
• help students to separate the processes of writing and editing, to avoid self-criticism while writing their rough drafts to allow ideas to flow freely (for this to work, their teachers also have to avoid criticizing rough drafts!). Teach students to treat self-editing as a separate stage in the writing process.
• get students reading in the genre they'll be writing; e.g., if they're writing poetry, encourage them to read a lot of poems.
• help students learn to trust their own perspectives and observations, to believe that they have something interesting to say.
• teach students not to wait for inspiration, that they can write even when not inspired.
• get students excited about writing!

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Creative writing in the classroom: five top tips for teachers

1. The rules of writing

I always tell students that there are no set rules for writing and they can write whatever they like. I don't subscribe to the notion that all good stories must have, for example, an attention-grabbing opening, a turning point, a twist at the end and an extended metaphor. Incorporating these into writing doesn't automatically mean a story works, and you will read wonderful writing follows none of these rules. Pupils should be aware of what they are, of course, and why and where they might choose to use them, but it shouldn't be prescriptive.

That said, there are two rules of writing that I encourage them to follow. These rules are: "show, don't tell" and "all adverbs must die". Not the most original rules, perhaps, but if kids can master them their writing becomes much more powerful.

For "show, don't tell", I display a selection of sentences that tell the reader something and ask the pupils to rewrite them in a way that shows the same information. For example, "the man was angry" could become, "the man clenched his fists and hissed beneath his breath". It's about unpacking the emotions and finding ways to let the reader see the story for themselves.

When teaching "all adverbs must die", I concentrate on the importance of giving the power to the verb. "I ran quickly" becomes "I sprinted". "I shouted loudly" becomes "I screamed". Once pupils realise the potential in this, they quickly kill adverbs and load the power of the action onto the verb.

2. Characterisation

Not the most original method I'll wager, but this is tried and tested. Pupils divide a page in their jotter and give each quarter the headings likes, dislikes, motivations and flaws. These need to be explained and discussed; I use Homer Simpson and Edward Cullen as models. What makes these complex and rich characters? What makes them get out of bed every morning? What stops them from achieving their ultimate goals in life? How would they react in various situations?

Once pupils have thought about these characters, I ask them to complete the page in their jotter with as many pieces of detail as they can for their own character. They swap with a partner and, using another person's character notes, write a monologue beginning with the line, "I lay away, unable to sleep, and all because…" What is this new character excited about, or scared of? What have they done or what will they have to do? This exercise is always busy, exciting and produces promising and complex pieces of writing.

3. Video clips

There's something a bit weird about the idea of being a writer; it's a vague, wishy-washy concept for students. They don't yet understand the hours of admin, self-promotion, editing, graft, grief and rejection that writers go through. Many pupls seem to think writers have great lives, are fabulously wealthy and sit around all day making up stories, all of which go on to be published without much bother at all. So I always like to find video clips of writers talking about writing, sharing the pain they've gone through, their thought processes and daily routines. If you can find video clips of a writer whose work you're using as a model or studying in class, then this can really help pupils to engage with their work.

YouTube is full of interviews with writers, recordings of book festival appearances and spoken-word performances. Being a Scottish teacher working in Scotland, I use of a suite of videos filmed and hosted by Education Scotland , which features a number of writers discussing their inspirations and motivations, how to create characters, how to write in genre and how to redraft. The videos are all around five minutes long which makes them excellent starter activities; you can find them here .

4. Narrative distance

This can be modelled in class by the teacher projecting their work onto the whiteboard. Most pupils assume that once they've chosen a narrative perspective and tense, their narrative voice will take care of itself. But with a little coaching and training, maybe we can hone their skills and abilities that much more.

Narrative distance is the proximity of a reader's experience to the character's thoughts. How close will we get? A close-up narrative would allow us to share the character's complete thought process, hear their heartbeat, feel their discomfort. A mid-distance narrative would give us key insights into pertinent thoughts the character has, but not bother us with every detail; we would see the character going into a coffee shop and have to surmise their mood and personality by observing how they react and interact. This is more of a film director's vantage point. And for a long-distance narrative, we only see the character from a distance – in the midst of other people, operating in a vast and complex society. We would come to understand them from the way they move through the world and the opinions that other characters have of them. It's a bird's eye view.

There is a lot in here, and mastering these narrative distances would take considerable effort and time. But if pupils could get to grips with them and become comfortable in zooming in and out on a story, then they will have developed some intricate and powerful writing abilities.

5. Story prompts

The oldest trick in the book, perhaps, but still a good one. Writing Prompts is an excellent website full of creative writing resources to use in class. I get pupils to choose one at random, and as they write, I write. It's important to set attainable goals for this – agree that by the end of five minutes everyone will have written 50 words, say, including the teacher.

Plug away at this and I always check the class for any strugglers at the end of regular intervals; if someone is stumped, I'll ask them what the problem is, what they tried to start writing at the beginning, what their last sentence is, and give them a couple of options for where to go next. By writing together it's possible to get a whole class writing happily, and at some stage they'll be content and confident enough with their stories to want to be let free to write without being asked for regular progress reports.

Alan Gillespie teaches English at an independent school in Glasgow. He writes stories and tweets at @afjgillespie

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A Duke TIP Blog

Why Teach Creative Writing? Part 1

October 5, 2017 By Lyn Fairchild Hawks Leave a Comment

This post provides a rationale for teaching creative writing often. It’s part of a larger series on integrating creative writing in your curriculum.

“Design. Story. Symphony. Empathy. Play. Meaning. These six senses increasingly will guide our lives and shape our world.” ― Daniel H. Pink,  A Whole New Mind: Why Right-Brainers Will Rule the Future

Give Them a Voice

Me and Mrs. D. She let me draw, too–a set for my play.

When my seventh grade teacher said, “Yes, Lyn, we can perform the play you just wrote about time travel!” I was one ecstatic kid. The play I’d spent so many hours writing–she thought it deserved an audience! Mrs. Dunckel, my beloved English and Social Studies teacher, said yes to my creativity, risk taking, and passion that till then, lived hidden and parallel to school, despite being inspired by the history textbook.

Today as I write my young adult novels, I play with character, plot, point of view, setting, and style–and then worry obsessively about whether my work makes people want to turn the page. When I write professionally for Duke TIP, I think about voice, purpose, angle, and organization, what I consider the nonfiction twins of creative writing tools. Then I worry obsessing about whether I’m crafting a narrative easily read by the busy online educator. (Are you still reading?)

What’s your rationale for teaching creative writing? How often do you teach it, and why?

Share with us below , all i really need to know, i learned from creative writing….

Natural-born storytellers shouldn’t be stymied when the pen hits the page, but some of our most gifted writers, cultural icons, even, complain of being stifled in English class. There’s the famous story of S.E. Hinton, 17 year-old author of The Outsiders , who earned a B while changing the face of children’s literature (some credit her with “starting” the YA genre). Why wasn’t her “ burning desire to tell another story, one she observed daily at school — the hostilities among her peers, divided by social class ” enough to get the A?

It’s likely there was little space for her stories. Mrs. Dunckel gave me that space.

Best of Both Worlds

Why, then, doesn’t our writing curriculum root heavily in the art of the personal narrative while we attempt to analyze someone else’s? Why aren’t students writing more short stories and novels and screenplays of every genre? Standards and tests, sure–everyone’s confined by those. But what if…(the beautiful question fueling every speculative fiction piece)..what if we could make it all work together? What if personal narrative and fiction writing were part of every week of the curriculum? What might the world have already seen from Angie Thomas, 29 year-old author of the current New York Times YA bestseller, The Hate U Give , had she been able to start the story, right as she was living it, at age 16 in her classroom?

“Folks, set your watches for ancient Egypt! Next, ancient Rome!” I and my classmates who played historical figures and time travelers featured in my play, getting ourselves into high jinks happening across time–trust it was much harder to forget those facts of history. When creativity meets lists of facts, stuff sticks.

This idea of blending creative work with content and skill standards  is nothing new in the realm of education: trail blazers have set us afire with brilliant ideas for many decades, such as Nancie Atwell , whose writing workshop method allows students mine the richness of their lives for daily work on personal stories and nonfiction pieces. There are programs such as Phillips Exeter where students focus writing practice intensively in 9th and 10th grades as they craft the personal narrative.

Beginning with a person’s deep and innate interest–the self–we can train students to create believable characters, compelling plots, and vivid settings, all the while turning to mentor texts as great examples of “how to.”

It’s not only standards-based learning. It’s a design for learning that allows time for direct instruction, group instruction, independent work, and group sharing.

Habits of Mind Creative Writing Creates

The world’s problems have historically been solved by the most fluent and flexible of thinkers. So imagining new ways in and out of trouble–which is essentially all authors do, torture their characters!–is great practice for just about all disciplines.  Fluency is a generative aspect of creativity, the ability to produce many ideas in response to open-ended problems, while flexibility is the talent for seeing a problem from many perspectives, trying many different approaches, and categorizing ideas in a variety of ways. Society’s greatest innovators aren’t afraid of thought experiments and discarding ideas that don’t work, so writing prompts that encourage fluency, flexibility, and revision are key.

The Big Questions

Here are some of the high level essential understandings and questions that students derive and explore–along with their own epiphanies–when we let creative writing unfurl in your classroom. There are far more, but let’s look at just a few. These understandings try to cultivate flexibility, fluency, and risk taking. These are excerpted from Duke TIP’s  Creative Writing: Adventures Through Time .

Essential Understandings: Students will understand:

• Authors have a range of characterization options to explore when developing a fictional personality.
• Authors balance several variables during character development, including traits and motivations.
• Professional authors are good observers and listeners.

Essential Questions: Students will explore:

• How do the Six Threads of Characterization intersect with character traits to establish clear character motivations?
• What traits should I develop in my characters?
• Do I want to research a particular back story or setting related to a certain character?

For tips on how to integrate your “regular” curriculum with regular creative writing experiences, check out Why Creative Writing, Part 2 .

Want a lesson plan for kicking off a creative writing unit with a preassessment? Head here  to Lesson Blueprints.

Maybe a Unit?

If your school or district or state is not keen on this type of curriculum, you may be able to teach as a short unit or integrate piecemeal elements of Duke TIP’s Creative Writing: Adventures Through Time , a curriculum that can be a few days’, weeks’, or months’ worth of materials for gifted elementary and middle school students. And guess what–kids get to travel to ancient Egypt and Rome in this one, too!

About Lyn Fairchild Hawks

Lyn Fairchild Hawks currently serves as Director for Curriculum and Instruction for Duke TIP’s distance learning programs, where she supervises teachers and designs curricula and online student benefits. A long-time teacher, Lyn has published curricula with TIP, NCTE, Chicago Review Press, and ASCD. She is author of Teaching Julius Caesar: A Differentiated Approach and coauthor of Teaching Romeo and Juliet: A Differentiated Approach and The Compassionate Classroom: Lessons that Nurture Wisdom and Empathy . She is also an author of the young-adult novel, How Wendy Redbird Dancing Survived the Dark Ages of Nought , for high school students, and coauthor of the graphic novella, Minerda , for middle grade students. She is represented by Tara Gelsomino of One Track Literary Agency.

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Teaching Creative Writing with High School Students

Teaching creative writing will stretch you as a person and as a teacher. If you’re looking for h ow to teach a creative writing class, I hope my refection process benefits you. 

This past semester, I was tasked with teaching creative writing for the first time. Before I dive into the second semester, I want to reflect on my experiences. This sort of class is one that I will never teach the same way twice because my writers will always have different needs. Still, I need to process what approaches worked and did not work.

If these ideas help another teacher, great! Below is what I learned from teaching creative writing with high school students. As I consider h ow to teach creative writing, I realize that much of the process includes diverse learning tools and encouragement from me to students. 

Also! I have a freebie in this post that you can hand students tomorrow! Sign up for Language Arts Classroom’s library to receive the handout and other freebies:

Now, here are my ideas for h ow to teach creative writing with high school students. 

Encourage peer collaboration and feedback.

High school students don’t always value interaction, brainstorming, and creating with peers. Such collaboration is important in any class; in creative writing, it is vital. When I began collaboration with students, I didn’t always see the results I wanted. As I continue to t each creative writing, I realized the importance of providing a model. 

Even though I work with older students, I still need to model the collaborative process. I often did this by writing a sample, verbalizing what I liked and disliked, and asking for student approval. Plus, I never let questionable feedback offend me; I would instead articulate what the student said about my work.

The next time that I teach creative writing, I need to be more intentional with designing feedback. Sure, older students understand that collaboration is important and that kindness moves their messages forward. Still, I should provide exact examples for them to model their feedback.

Creative writing improves with feedback.

Because imaginations dominate the writing, it is easy for students to lose track of transitions and explanations. The story might be interesting, but a fresh reader might be confused. Part of the fun of creative writing includes breaking grammar rules. But! The subtraction of rules can’t include adding confusion. Creative writing assignments for high school must include discussions of structure, organization, and clarity. 

Remind students that at the end of a book, the author thanks a list of people who provided feedback and encouragement. The list of readers is long . Professional writers gladly accept feedback. Train students to think of feedback as part of the process. Show students what authors think of their process.

Students might understand that they should provide feedback, but they should also understand that receiving feedback is important too.

Use images to spur creativity.

Creative writing assignments for high school should include images! Pictures are a perfect scaffolding tool for teaching creative writing. 

This brainstorming technique worked multiple times when students found a wall. Grab some pictures from the Internet and compile them into a presentation like I did for this character activity . You can also head outside or ask students to contribute pictures. I have many Pinterest boards that inspire my own writing. Encourage students to develop a process that inspires them as writers.

Now that you have pictures, try brainstorming. What colors, depths, and shadows do students see in these images? How can those descriptions better their writing?

Another opportunity for images is to head outside with your writers. You might focus students by providing certain images for them to analyze.

Review dialogue rules.

Dialogue confused my students, and I’m not sure I have a solid reason as to why. I’m guessing that the rules differ from citations in formal writing, and that is their typical writing assignment. I had my students bookmark this page . We reviewed and practiced dialogue frequently.

Practicing punctuation, reviewing grammar rules, and breaking grammar rules can be great addition to teach creative writing.

Implement literary devices.

All those literary devices students find in literature? Now it is their turn to implement them! Some, like similes and direct characterization, come naturally. Students automatically include many literary devices. Don’t be afraid to read literature as you teach creative writing. Inspiration and examples help young writers, especially concerning literary devices.

Trickier literary devices? My class and I really worked with indirect characterization, conflicts , and setting . Students had too much telling and not enough showing. I’ve found that using pictures is a great scaffolding technique as I teach creative writing. Pictures inspire students to see angles they normally wouldn’t by simply imagining their story. Pictures provide a step for students as they implement literary devices in their creative writing activities.

As I teach creative writing, I realize the importance of pulling examples from literature. Students read creative writing! Emphasize that point with them. 

Develop characters.

Whatever your creative writing activities for high school students, you should include character development. Students really bloom when they craft characters. Sometimes students need prompting, so I created a brainstorming list for students, and you may download it for free .

Why did I do this? Creating and developing characters is hard! Students know interesting characters; in fact, I spent time brainstorming memorable ones with students. Then, we discussed why those characters stayed in their memories.

From our discussions, students realized that these characters have multiple levels. They have quirks and unlikable traits. No human is perfect; a realistic character isn’t either. We gave our characters mild obsessions (chewing nails), memorable habits (eating cheesy waffles for breakfast), and a unique style (red jean jacket). To do this, I asked characters to brainstorm more information for their character than they would ever include in their story. Creative writing assignments for high school can be analytical: Older students have years of viewing and reading characters!

Why? Well, students then had an image of the character which flowed into the development. The ideas were easier to weave into the story when students had this background information. Finally, students had a unique character they invested in before they began writing a story.

Teaching creative writing was rewarding in many ways. Students expressed their concerns and fears, joys and triumphs. When I took over this class, I wondered what the outcome would be. This was my first experience teaching creative writing, and I was nervous. Now as I prepare for the new semester, I’m excited to see what students develop and what I can create to help them.

You are welcome to download the characterization brainstorming sheet for free! Sign-up for Language Art Classroom’s library to download it and other freebies.

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Are you looking for more ideas for h ow to use pictures and other engaging materials for creative writers?

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How to Become a Creative Writing Teacher (And Enjoy It)

If you’re passionate about writing and want to share your love of the craft with others, becoming a creative writing teacher may be for you.

Creative writing is an art that offers students the opportunity to explore their creativity and improve their writing skills. Teaching this discipline requires not only expertise in writing but also the ability to inspire and guide aspiring writers on their journey to becoming better wordsmiths. Whether you’re looking to make extra money on the side or considering a full-time career, this guide will walk you through the steps of becoming a creative writing teacher, including dissertation data analysis help and resources for aspiring educators.

Become a Creative Writing Teacher: The Basics

The first step is getting the right qualifications, which typically include at least a bachelor’s degree in English or another related field. Having prior teaching experience and certifications would be a big plus. Once you have these things lined up, familiarize yourself with different lesson-planning resources and strategies. It will propel you to start strong when it’s time to teach. Finally, always be open to feedback from both your students and colleagues so you can continue growing as an educator. If you have a passion for writing and enjoy teaching, becoming a creative writing instructor could be a fulfilling career path. Now let’s get into the specifics, so you can have a better understanding of what the job entails.

5 Tips for Becoming a Creative Writing Teacher

Teaching others how to write it’s very fulfilling and allows you to share your unique perspective with your students. But there are several requirements you will need to meet to do it properly. Keep reading to see what they are:

1. Get a Degree in English or Creative Writing

While not required, having a relevant degree can give you an edge when applying for teaching positions. Formal education on the subject gives you the foundation in literature and composition that will be helpful when teaching how to write. People who wish to become creative writing teachers often attend college for additional writing training before sharing their expertise with others. This equips them to use various teaching approaches, whether it be through a traditional academic setting, an online course, a summer camp workshop, etc.

2. Consider Getting a Teaching Certification

Many states require teachers to have certain teaching certifications. Although it is not required for all positions, having one can make you more attractive as a candidate. Full-time courses usually take three to four years, while part-time courses take four to six years. If you have undergraduate credits from previous studies, you might complete a course in two years. There are also a lot of online writing certificate programs you can explore. Some of them are even conducted by bestselling authors and renowned educators, so you should check them out.

3. Start Your Own Writing Group or Workshop

This is a great way to get experience leading other writers. You’ll gain some insights into what it takes to be an effective teacher and learn how to communicate with your students . The most wonderful thing about starting a creative writing group is that you can build it exactly what you want it to be. It could be a workshop-style group where you read each other’s work. You can form a group where you meet up together and write, or just talk about writing or each other’s personal experiences in honing their craft. There are no rules. You can contact your writing sessions in a local café, or if that’s not possible, you can host the whole thing on a Facebook group.

4. Volunteer to Teach Creative Writing in Local Schools

Many educational institutions have after-school programs or summer camps that are always looking for volunteers. This is a great way to get your foot in the door and see if teaching is right for you. Most schools collaborate with volunteers who are or want to learn how to become creative writing teachers. You can teach how to edit and publish creative writing.

5. Be Patient and Persistent

Getting a job as a creative writing teacher can be competitive. Don’t get discouraged if you don’t land your dream position right away. Keep applying and refining your resume , and eventually, you’ll find the perfect fit! To become a creative writing teacher, consider getting a degree or teaching certification in English or creative writing. You can also start your writing group or workshop, or volunteer to teach creative writing in local schools. These will give you the training and experience you need to get closer to your goal.

Teaching Writing With True Excellence

We all know the importance of teaching writing. After all, as the saying goes, “If you can’t write well, you can’t think well.” And in today’s world, with so much emphasis on effective communication and clear thinking skills, it’s more important than ever to make sure our students are receiving a top-notch education on learning how to write. So what does true excellence in teaching writing look like? Here are five key concepts to consider:

1. High Expectations

As teachers, we need to have high expectations for our students’ writing abilities. This doesn’t mean that we should be unrealistic or overly critical. Rather, it means that we should expect them to produce quality work that meets or exceeds our standards. By setting the bar high from the beginning, we’ll give them a goal to strive for and help them develop their skills more quickly.

2. Quality Feedback

For our students to improve their writing abilities, they need regular quality feedback . This feedback needs to be specific and objective. Simply telling them “good job” or “nice work” will not help them improve. We need to point out what they’re doing well and where they can make improvements so that they can see their progress. The more specific you can get while providing feedback, the better.

3. Focus on the Process

It’s important to remember that writing is a process, not a product. This means that we should focus on helping our students with each step of the process, from brainstorming ideas to editing and revising their work. By focusing on the process, we’ll help them develop strong writing skills that will serve them well through life.

4. Setting an Example

Another important aspect of teaching writing is modeling good behavior for our students. If we want them to produce quality work, then we need to show them how it’s done. We can do this by sharing our writings with them (with permission, of course), or by demonstrating proper grammar, spelling, and punctuation usage in our daily communications with them. Another great idea is to encourage them to read as much as possible and introduce them to the classics so they can fully grasp what a great piece of literary art looks like.

5. Encouragement

Finally, one of the best things we can do as teachers is to encourage our students in their writing endeavors. This includes offering positive feedback when deserved, but also giving them that extra push in the right direction when the going gets tough. Letting them know you believe in their ability to improve and achieve great things will go a long way in helping them reach their full potential as writers. Teaching writing effectively requires high expectations, quality feedback, a focus on process, modeling, and encouragement.

Testing Your Students Through Writing Tasks

As a creative writing teacher, it’s essential to test your students’ skills and knowledge regularly. One way to do this is through writing tasks. By setting regular writing assignments, you can gauge your student’s progress and identify areas that need improvement.

Here are some tips for making the most of the writing tasks in your classroom :

• Make sure the task applies to what your students are currently studying. This will help them engage with the material and produce their best work.
• Clearly instruct what you expect from the finished product. This includes specifying word count, formatting requirements, etc.
• Provide feedback on each student’s performance after they submit their work. This helps them understand where they need to improve. It will also give you an idea of how well they are grasping the concepts being taught.

In short, get your students engaged in their learning by setting regular writing tasks. By making the tasks relevant and providing clear instructions, you’ll help them produce their best work. Don’t forget to provide feedback so they can understand where they need to improve. Many writing teachers are worried about the influence of artificial intelligence on the writing process. That’s why you need to explain that using AI bots for writing will teach them how to write, as it’s a form of “creative plagiarism.”

FAQ About How to Become a Creative Writing Teacher:

1. how do i start teaching creative writing.

There is no single answer to this question since there are many ways to become a creative writing teacher. The best way to teach creative writing will depend on your qualifications, experience, and goals. For example, if you have a degree in English or Creative Writing , you may teach at the college level. Alternatively, if you have significant experience as a writer but no formal education in the field, you may teach creative writing courses at community colleges or adult education centers. There are also online programs that allow people with no teaching experience to lead classes on specific topics related to creative writing. This could be an option for someone looking for flexibility and wanting to share their expertise with others without committing to traditional employment. No matter what route someone takes to become a creative writing teacher, they must possess excellent communication skills, patience, and creativity so they can encourage students to reach their fullest potential.

2. Can you teach writing when only have a creative writing degree?

Yes, you can teach creative writing with a degree in the subject. There are many ways to become a creative writing teacher, but most involve some level of formal education. Many universities offer degrees in creative writing, and there are also specialized schools that focus solely on teaching the craft of writing.

3. What degree do you need to teach creative writing in college?

Requirements for teaching creative writing at the college level can vary depending on the institution. However, most colleges and universities will require that their creative writing instructors have at least a master’s degree in English or Creative Writing. Many institutions may also prefer or require that candidates for teaching positions have prior experience teaching at the college level.

4. How Much Does a Creative Writer Make?

According to Zip Recruiter, the average yearly salary for creative writing teachers is $53, 608.00. But the range goes to as low as $46,000 a year for beginners, and up to over $100,000 a year for those who are in the biz for several years.

If you’re passionate about writing and want to share your love of literature with others, becoming a creative writing teacher may be the perfect career for you. By imparting your knowledge and expertise to students, you can help them develop their skills and find their voice as writers. Are you interested in becoming a freelance writer, working remotely, or improving your productivity and side hustle? I offer coaching and consulting services to help you achieve your goals. Visit my website or contact me today to learn more about how I can help you reach your full potential. Next up, you may want to explore a guide on how to become a columnist .

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15 Essential Resources for Elementary Writing Instruction

Authored by Janine Henley, this blog post offers 15 essential resources for elementary educators to enhance their writing curriculum and instruction. From webinars to books and podcasts, each resource is carefully selected to empower teachers, literacy coaches, and reading specialists in cultivating proficient writers in their classrooms. Dive into this curated collection of resources to unlock writing success, strengthen foundations, and foster creativity among young learners.

Table of Contents

• Articles, Guides & Research

Books : Effective Writing Instruction

• In “Keys to Early Writing,” you’ll find a comprehensive guide aligned to Keys to Literacy’s professional development modules. This resource is designed to support educators with an introduction to writing instruction, detailed instructional practices, real classroom examples, and engaging professional learning activities. The book also features numerous reproducible templates that you can use with your own students.
• The Institute of Education Sciences’ “Teaching Elementary School Students to Be Effective Writers” guide offers four insightful recommendations to enhance elementary students’ writing skills. With detailed implementation steps and solutions for common challenges, this guide is a must-have for teachers, literacy coaches, and educators dedicated to improving their students’ writing proficiency. Explore this resource to learn more about effective elementary writing instruction!

Articles, Guides & Research : Elementary Writing Instruction

• 826 Writing Reports aims to ignite the power and joy of writing, envisioning a world where every student has access to quality writing education. Their dedication to creating more writing spaces and empowering teachers resonates deeply with our own commitment to literacy. 826 is working towards a future where writing flourishes in every classroom, enriching the lives of students and educators alike. The 826 Writing Reports explore the current state of writing instruction and research based best practices that will help move the needle on student achievement.
• In the latest edition of “Best Practices in Writing Instruction,” experts dive into strategies to help create a supportive writing environment and strategies to teach writing for different purposes. There are also several chapters that explore how to support students in honing specific skills—from handwriting and spelling to sentence construction and the writing process. This definitive text translates new research into effective guidelines for teaching writing across grades K–12, offering educators practical insights and real classroom examples to cultivate a comprehensive, high-quality writing program.
• The Reading League’s Curriculum Evaluation Tool provides educators with a valuable resource to assess the alignment of curricula with evidence-based practices in reading instruction. With the Curriculum Evaluation Guidelines (CEGs) Reviewer Workbook, curriculum review teams can effectively rate and record evidence of potential red flags. It’s crucial to ensure that instructional practices align with the scientific evidence base of how children learn to read, particularly in Tier I instruction. The guidelines are meticulously designed to identify any non-aligned practices, or “red flags,” across key areas such as Word Recognition, Language Comprehension, Reading Comprehension, Writing, and Assessment
• In the article “5 High-Impact Writing Strategies for the Elementary Grades,” educators are encouraged to broaden their perspective on writing instruction beyond traditional storytelling and informational pieces. While these are undoubtedly valuable, the article emphasizes the importance of foundational transcription skills, such as handwriting. The article also discusses integrating writing across all content areas to deepen students’ understanding and prepare them as proficient writers. By incorporating writing into various subjects and providing opportunities for student choice, educators can nurture a strong foundation for young writers to excel in authoring texts across genres.
• In this blog post, I’ll be diving into The Writing Rope Book Club: A Spotlight on Explicit Writing Instruction. As both a member of the Heggerty team and an experienced educator myself, I’ll share insights and strategies to enhance writing instruction in elementary classrooms. Join me as I explore the steps to starting The Writing Rope book club and provide practical tips to strengthen your teaching practice.
• In this insightful blog post, Dr. Gary Troia dives into the realm of effective writing instruction, offering invaluable insights for educators. As we explore “A Guide to Effective Writing Instruction,” Dr. Troia seamlessly connects structured literacy practices with the art of teaching writing, providing practical strategies to enhance instruction. Gain a deeper understanding of the essential elements of effective writing instruction and learn how to integrate them seamlessly into our classrooms.

Webinars : Improving Student Writing Skills in the Classroom

• In this insightful webinar, Margie B. Gillis, Ed.D, a nationally recognized literacy expert, discusses the critical role of syntactic knowledge in student comprehension. As we explore the Syntax Attitude Educator session, Margie shares valuable research insights and practical strategies for educators to teach students how to understand the functions of sentence parts within text. During the webinar, Margie’s expertise shines through as she equips educators with evidence-based practices to enhance reading comprehension in the classroom. When we focus on syntax, we help strengthen not only our students’ reading comprehension but their written composition skills as well. This webinar will help equip you with the knowledge of sentence parts so you can teach syntax effectively!
• The AIMS Institute 2024 Symposium brings together some of the brightest minds in literacy education to share valuable insights and practical strategies. From exploring the reading-writing connection to delving into considerations for English Learners and Emergent Bilingual Students, this symposium covers a wide range of topics crucial to elementary education. With presentations from experts like Dr. Sonia Cabell and Dr. Devin Kearns, you’ll gain valuable tools and techniques to enhance your instruction and support student learning. Plus, with presentation slides generously shared by the presenters, you’ll have access to a wealth of resources to further your professional development.
• The 2022 Literacy Symposium: Writing Strand is a treasure trove of insights and strategies to enrich your teaching practice. Led by esteemed experts like Joan Sedita and Dr. Anita Archer, this symposium covers a wide range of topics crucial to fostering literacy development in your students. From exploring the importance of summarizing for comprehension and writing skills to delving into effective spelling instruction and syntax comprehension, each session offers practical suggestions and research-based approaches that you can implement in your classroom. Whether you want to enhance your students’ writing skills or deepen their comprehension abilities, this symposium provides valuable tools and techniques to support your journey as an educator.
• The webinar titled “An Introduction to a Simple View of Writing” presented by Dr. Murray and Dr. Beveren Currie provides a comprehensive overview of the simple view of writing, offering insights into its components and implications for instruction. Through engaging discussions and practical examples, attendees gain a deeper understanding of the transcription and composition skills that are essential to become a proficient writer. Delivered as part of the PATTAN Literacy Symposium, this session equips educators with essential knowledge to enhance writing instruction and support student success in literacy.
• “Navigating Writing Instruction in the Elementary Classroom,” hosted by Alisa VanHekken, Chief Academic Officer at Heggerty, this webinar promises valuable insights and strategies to enhance our approach to teaching writing. It explores transformative practices and addresses key questions shaping writing education today. It’s a great resource for anyone looking to inspire a new generation of confident and creative young writers.

Podcasts: Teacher-Friendly Podcasts Spotlighting Effective Writing Instruction

• Dive into the fascinating world of writing science with Pedagogy Non-Grata’s latest podcast episode. Join the round table discussion featuring esteemed writing experts Dr. Steve Graham, Dr. Amy Rouse Gillespie, Joan Sedita, and Lyn Stone as they discuss the best practices of effective writing instruction. Gain valuable insights and practical strategies from these leading voices in education as they explore the latest research that fosters writing proficiency. Whether you’re an educator, parent, or writing enthusiast, this episode offers invaluable knowledge to enhance your understanding of the science behind writing.
• In this podcast episode, “Writing Your Way to Better Reading,” host Susan Lambert engages in a thought-provoking conversation with renowned expert Dr. Steve Graham about the intricate relationship between writing and literacy. Drawing from his extensive experience, including his role in chairing the What Works Clearinghouse Practice Guides on writing, Dr. Graham shares valuable insights into supporting student writing, overcoming obstacles in writing development, and emphasizing the significance of teaching handwriting skills.

KeystoLiteracy.com. (n.d.). Training Book: Keys to Early Writing, 2nd Edition (2020). Retrieved from https://keystoliteracy.com/product/training-book-keys-to-early-writing-2nd-edition-2020/

Institute of Education Sciences. (n.d.). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Retrieved from https://ies.ed.gov/ncee/WWC/PracticeGuide/17

826 National. (n.d.). Retrieved from https://826national.org/

Graham, S., MacArthur, C. A., & Hebert, M. (n.d.). Best Practices in Writing Instruction: Second Edition. Guilford Press. Retrieved from https://www.guilford.com/books/Best-Practices-in-Writing-Instruction/Graham-MacArthur-Hebert/9781462537969

The Reading League. (n.d.). Curriculum Evaluation Guidelines. Retrieved from https://www.thereadingleague.org/curriculum-evaluation-guidelines/

Mosby, A. (2024, March 15). 5 High-Impact Writing Strategies for the Elementary Grades. Edutopia. Retrieved from https://www.edutopia.org/article/high-impact-writing-strategies-elementary-students

Henley, J. (2024, March 27). The Writing Rope Book Club: A Spotlight on Explicit Writing Instruction [Blog Post]. Retrieved from https://heggerty.org/resources/blog-post/the-writing-rope-book-club/

Troia, G. A. (2023, November 2). A Guide to Effective Writing Instruction [Blog Post]. Retrieved from https://heggerty.org/resources/blog-post/a-guide-to-effective-writing-instruction/

PaTTAN Literacy Symposium. (2022, August 26). The Syntax Attuned Educator [Webinar]. YouTube. Retrieved from https://www.youtube.com/watch?v=JE1LFsDS7j8

AIM Institute. (2024, March 11). 2024 Symposium Recordings: The Intersection of Reading and Writing [Conference Session]. Retrieved from https://institute.aimpa.org/programs-research/research-to-practice-symposium/2024symposium/2024recordings?utm_campaign=2024%20Symposium&utm_medium=email&_hsmi=299155430&_hsenc=p2ANqtz-_2Mwhxo4h2zTp5A1zJMW9we3d_o-BvaIw8nMYzNk-OCNhGiOM6mH5LIQNYXm-OyNLmYi5kYMfhLwqaMv1rBboVrYldfQ&utm_content=299155430&utm_source=hs_email

PaTTAN Literacy Symposium. (2022). Writing Strand: 2022 Literacy Symposium [Webinar Collection]. Retrieved from https://sites.google.com/pattan.net/pattan-literacy/2022-pattan-literacy-symposium/writing-strand?authuser=0

Murray, J., & Beverine-Curry, L. (2020, July 13). An Introduction to a Simple View of Writing [Webinar]. Retrieved from https://www.youtube.com/watch?v=G4oX81uJwmQ

VanHekken, A. (Host). (n.d.). Navigating Writing Instruction in the Elementary Classroom [Webinar]. Heggerty. Retrieved from https://heggerty.org/downloads/webinar-navigating-writing-instruction-in-the-elementary-classroom/

The Science of Writing Round Table. (n.d.). [Audio podcast episode]. In Apple Podcasts. Retrieved from https://podcasts.apple.com/us/podcast/the-science-of-writing-round-table/id1448225801?i=1000647603501

Graham, S. (Guest). (n.d.). Writing your way to better reading [Audio podcast episode]. In Science of Reading: The Podcast (Season 7, Episode 8). Amplify. Retrieved from https://amplify.com/episode/science-of-reading-the-podcast/season-7/episode-8-writing-your-way-to-better-reading/

Janine Henley, M.Ed

Janine is currently a Literacy Specialist at Heggerty. Before joining Heggerty, she served as a classroom teacher, reading specialist, and literacy coach. Janine holds a Master’s degree in Elementary Education from the University of Mary Washington and earned her reading specialist endorsement from the University of Virginia. Trained in Orton Gillingham, she has worked with diverse grade levels, spanning from K-8, showcasing her passion for education.

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Taylor Swift's elementary school teacher described what the pop star was like as a kid, and it's exactly what you'd expect

• Seems like Taylor Swift has been into writing poetry since she was in elementary school.
• Barbara Kolvek, a retired music teacher, spoke to  CBS Philadelphia about what Swift was like as a student.
• "She always was writing poetry, always. Even in music class when she shouldn't," Kolvek said.

Taylor Swift has been honing her lyrical prowess ever since she was an elementary school student.

Retired music teacher Barbara Kolvek — who taught Swift from first through fourth grade at Wyndcroft School in Pottstown, Pennsylvania — told CBS Philadelphia that she still remembers what the singer was like as a student.

"She always was writing poetry, always. Even in music class when she shouldn't," Kolvek said. "I did give her her very first singing solo. 'Fast Talk Freddie,' I believe it was called."

According to a page on the Wyndcroft website , Swift attended the school through fourth grade, before leaving to pursue her music career.

Kolvek added that she and Swift had stayed in touch for a while after.

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"I feel like maybe I gave her a little spark or encouragement to do what she was doing," Kolvek said.

Kolvek's support of creativity may have played a bigger part than she imagined. Creativity is one of the top skills a person needs to thrive in the workplace, per the World Economic Forum's 2023 Future of Jobs Report . According to the organization's estimates, building soft skills in children could contribute $2.54 trillion to the global economy . It's clear Swift still really loves poetry: Kolvek's interview comes amid the release of Swift's 11th studio album " The Tortured Poets Department ," which broke records on Spotify, Apple Music, and Amazon Music — even with a subdued promotional strategy .

In the caption of an Instagram post celebrating the album's surprise songs on Friday, Swift even referred to the songs as "tortured poetry."

The " Cruel Summer " singer writes her own songs and has always been known for her lyrics, especially among her fans. She also often references famous authors and their literary works in her music.

In 2020, while accepting the award for songwriter-artist of the decade at the Nashville Songwriters Awards, Swift even referenced the poet Emily Dickinson in her speech.

"If my lyrics sound like a letter written by Emily Dickinson's great-grandmother while sewing a lace curtain, that's me writing in the Quill genre," she said, per Billboard .

But poetry does seem to run in her blood: As it turns out, Swift and Dickinson are sixth cousins, three times removed, according to genealogy website Ancestry .

A representative for Swift did not immediately respond to a request for comment sent outside regular business hours.

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Creative Aging: Memoir Writing at 58th Street Library

• Wednesday, May 1, 2024, 2 - 4 PM
• Wednesday, May 8, 2024, 2 - 4 PM
• Wednesday, May 15, 2024, 2 - 4 PM

Continue where we left off at the end of our Memoir Writing workshops for adults 50 and older.

This program will be held in person at 58th Street Library and online.

Teaching artist Frank Ingrasciotta will continue to guide participants through the art of writing over 5 extra sessions.

Storytelling is our most ancient art form and everyone has a story in us that wants to be told. When powerful storytelling resonates, it creates shared experiences of commonality that bonds us as a community. In this eight-session memoir writing class, we will examine various aspects of storytelling. Through writing exercises, we will explore the tools of your personal expression that bring writing to life.

Materials will be provided for this program. 

Attendance at all sessions is recommended as this is a series of classes and those who miss the first few may be lost. Space is limited and priority will be given to those who attended the first 8 sessions last year.  

Registration is mandatory.  Register for April and May events above with your email address. 

About the Artist

Frank Ingrasciotta (Actor/Playwright/Director/Educator) is the writer/performer of the award winning Off-Broadway solo play Blood Type: RAGU, performing over 1,000 shows nationally and internationally. As an actor, Frank has appeared in numerous stage productions, daytime dramas, and episodic TV shows. He has also directed many theatrical productions for numerous theatre companies. As an arts educator, he conducts workshops in acting, and creative writing with diverse populations and students of all ages. He holds a Theatre Arts in Education degree from SUNY Empire State College.

• Class Format: Hands on
• Skill prerequisites: No prior experience required. This program is perfect for all skill levels.
• Audience: Adults, 50+