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Writing assignment Crossword Clue

Here is the answer for the crossword clue Writing assignment last seen in Commuter puzzle. We have found 40 possible answers for this clue in our database. Among them, one solution stands out with a 98% match which has a length of 5 letters. We think the likely answer to this clue is ESSAY .

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Last appeared together with the following clues in commuter puzzle.

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We found 40 solutions for Writing assignment. The top solutions are determined by popularity, ratings and frequency of searches. The most likely answer for the clue is ESSAY.

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Clue: Writing assignment

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Writing Assignment #6 Crossword

Description.

Arc grater than 180 degrees An angle less than 180 degrees A line that intersects a circle in two points A trigonometric ratio for acute angles that involves the lengths of the legs of a right triangle A real number that corresponds to a point on a line A part of the circumference of a circle Any flat surface of a polyhedron Points that represent the end of a line or ray A statement that can be proven A transformation that enlarges or reduces a figure to a fixed point The distance around a circle

Circle Vocabulary

Acc. Algebra II EOC Vocabulary Review

Chapter 10 vocabulary

Matching Quiz

Geometry WA#6

Circle Definitions

EOG Vocab Crossword PT. 1

Frequently asked questions, what is a crossword.

Crossword puzzles have been published in newspapers and other publications since 1873. They consist of a grid of squares where the player aims to write words both horizontally and vertically.

Next to the crossword will be a series of questions or clues, which relate to the various rows or lines of boxes in the crossword. The player reads the question or clue, and tries to find a word that answers the question in the same amount of letters as there are boxes in the related crossword row or line.

Some of the words will share letters, so will need to match up with each other. The words can vary in length and complexity, as can the clues.

Who is a crossword suitable for?

The fantastic thing about crosswords is, they are completely flexible for whatever age or reading level you need. You can use many words to create a complex crossword for adults, or just a couple of words for younger children.

Crosswords can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.

How do I create a crossword template?

For the easiest crossword templates, WordMint is the way to go!

Pre-made templates

For a quick and easy pre-made template, simply search through WordMint’s existing 500,000+ templates . With so many to choose from, you’re bound to find the right one for you!

Create your own from scratch

• Log in to your account (it’s free to join!)
• Head to ‘My Puzzles’
• Click ‘Create New Puzzle’ and select ‘Crossword’
• Select your layout, enter your title and your chosen clues and answers
• That’s it! The template builder will create your crossword template for you and you can save it to your account, export as a word document or pdf and print!

How do I choose the clues for my crossword?

Once you’ve picked a theme, choose clues that match your students current difficulty level. For younger children, this may be as simple as a question of “What color is the sky?” with an answer of “blue”.

Are crosswords good for students?

Crosswords are a great exercise for students' problem solving and cognitive abilities. Not only do they need to solve a clue and think of the correct answer, but they also have to consider all of the other words in the crossword to make sure the words fit together.

Crosswords are great for building and using vocabulary.

If this is your first time using a crossword with your students, you could create a crossword FAQ template for them to give them the basic instructions.

Can I print my crossword template?

All of our templates can be exported into Microsoft Word to easily print, or you can save your work as a PDF to print for the entire class. Your puzzles get saved into your account for easy access and printing in the future, so you don’t need to worry about saving them at work or at home!

Can I create crosswords in other languages?

Crosswords are a fantastic resource for students learning a foreign language as they test their reading, comprehension and writing all at the same time. When learning a new language, this type of test using multiple different skills is great to solidify students' learning.

We have full support for crossword templates in languages such as Spanish, French and Japanese with diacritics including over 100,000 images, so you can create an entire crossword in your target language including all of the titles, and clues.

EnglishForEveryone.org

Writing practice worksheets terms of use, finish the story writing worksheets.

• Beginning Finish the Story - The Snow Day
• Beginning Finish the Story - The Fair
• Beginning Finish the Story - Summer Camp
• Beginning Finish the Story - The Birthday Party
• Beginning Finish the Story - The Halloween Costume
• Beginning Finish the Story - The 4th of July
• Intermediate Finish the Story - The Beach Trip
• Intermediate Finish the Story - The Great Find
• Intermediate Finish the Story - Which Way?
• Intermediate Finish the Story - Finding Muffin
• Intermediate Finish the Story - The Zoo
• Advanced Finish the Story - The Troublemaker

Question Response Writing Worksheets

• Beginning Question Response - Your Favorite Color
• Beginning Question Response - Your Favorite Day
• Beginning Question Response - Your Favorite Number
• Beginning Question Response - In Your Family
• Beginning Question Response - Your Favorite Sport
• Beginning Question Response - Your Favorite Clothes
• Beginning Question Response - Your Favorite Music
• Beginning Question Response - How You Relax
• Beginning Question Response - Lunch Time
• Beginning Question Response - With Your Friends
• Beginning Question Response - Collecting Stamps
• Beginning Question Response - Your Birthplace
• Beginning Question Response - Starting Your Day
• Intermediate Question Response - Your Favorite Food
• Intermediate Question Response - Your Favorite Movie
• Intermediate Question Response - Your Favorite Song
• Intermediate Question Response - TV Programs
• Intermediate Question Response - Your Favorite Time
• Intermediate Question Response - Which Country?
• Intermediate Question Response - The Wisest Person
• Intermediate Question Response - Someone You Admire
• Advanced Question Response - A Great Accomplishment
• Advanced Question Response - The Most Exciting Thing
• Advanced Question Response - Oldest Memory
• Advanced Question Response - The Most Productive Day of the Week
• Advanced Question Response - An Interesting Person
• Advanced Question Response - What Have You Built?
• Advanced Question Response - What You Like to Read

Practical Writing Worksheets

• Beginning Practical - Grocery List
• Beginning Practical - TO Do List
• Beginning Practical - At the Beach
• Beginning Practical - The Newspaper
• Intermediate Practical - Absent From Work
• Intermediate Practical - Your Invitation
• Intermediate Practical - Paycheck
• Intermediate Practical - The New House
• Advanced Practical - Soccer Game Meeting
• Advanced Practical - Note About Dinner
• Advanced Practical - A Problem
• Advanced Practical - A Letter to Your Landlord
• Advanced Practical - A Product

Argumentative Writing Worksheets

• Intermediate Argumentative - Cat, Star, or Book?
• Intermediate Argumentative - Soccer or Basketball?
• Intermediate Argumentative - Giving and Receiving
• Intermediate Argumentative - Does Practice Make Perfect?
• Advanced Argumentative - Five Dollars or a Lottery Ticket?
• Advanced Argumentative - The Most Important Word
• Advanced Argumentative - An Apple
• Advanced Argumentative - Too Many Cooks

Writing Worksheets

• Beginning Writing Worksheet
• Intermediate Writing Worksheet
• Advanced Writing Worksheet

Using Precise Language

• Using Precise Language - An Introduction
• Using Precise Language Practice Quiz

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

6th Grade Writing

For sixth graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, sixth graders will be asked to: begin to effectively use evidence, reason, arguments, sources and language to support a written text, demonstrate command of formal style, improve reader comprehension of written texts by employing techniques like graphics, multimedia, and formatting, employ facts, definitions, quotations, details, and other information to develop written topics, use appropriate technology to publish writing and to collaborate on written projects, demonstrate keyboarding skill, go through the process of writing, editing and revision for their written work.

Haiku: Write Your Own!

This worksheet features the Japanese poetry style haiku.

Write Rhyming Couplets

Time for some poetic rhyming couplets!

Abraham Lincoln Bio Poem

Your students will write a bio poem about Abraham Lincoln.

Back to School Diamante Poem

Teach your students a fun way to write diamante poems using our new back to school worksheet.

Bio Poem: My Mother

A fun Mother’s Day bio poem activity for your students!

Bio Poem: Pilgrim

A biography poem, also called a bio poem, is a short poem which describes a person or thing. This printable Thanksgiving Activity guides students through creating a bio poem about Pilgrims.

Bio Poem: Someone You Know

Students will write a bio poem about someone they know using the format set in this worksheet.

Christmas Tree Bio Poem

A biography poem, also called a bio poem, is a short poem which describes a person or thing. Sometimes writing a bio pem can be tricky! This printable Christmas Activity guides students through creating a bio poem about a Christmas tree.

Correct the Transition Words Mistakes – Worksheet

Have your students revise sentences and correct transition word mistakes with this educational writing activity.

Diamante Poem: Antonyms

Students write an antonym diamante poem in the space provided.

Diamante Poem: Synonyms

A diamante poem takes its name from the shape it makes: a diamond. Diamante poems were introduced in 1969 by Iris Tiedt. Students write a synonym diamante poem in the space provided.

Edgar Allan Poe; Journalist Trickster

Students read about one of Edgar Allan Poe’s hoaxes when he was a journalist. Each student then write’s their own hoax!

Edgar Allan Poe: Secrets in Poetry

Students read from Edgar Allan Poe’s “An Enigma” and decipher the name of the woman’s whose name is hidden within the text.

Father’s Day Bio Poem: My Father

Enhance your students’ writing skills with this fun Father’s Day Biography Poem activity.

Fourth of July Bio Poem: America

Encourage your students to learn about America with this Fourth of July Biography Poem activity.

George Washington Bio Poem

Your students will write a bio poem about George Washington.

George Washington’s List of Rules

When George Washington was a young boy, he made a list of rules for himself. Students choose one of the rules and write what it means.

Halloween Bio Poem Activity: Ghost

Create a bio poem about your own personal ghost with our fun Halloween printable activity!

Identify the Topic Sentence

The topic sentence in a paragraph states the main idea of the paragraph. While it is usually at the beginning of the paragraph, it also can be in the middle or end of it. Students underline the topic sentence in each activity.

Identify the Transition Words

Help your students identify different transition words with this printable writing worksheet.

Download 6th Grade Writing Worksheets

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JournalBuddies.com

Journal Buddies Jill | July 8, 2024 September 29, 2022 | Prompts by Grade

Awesome 6th Grade Writing Prompts (Updated!)

33 6th Grade Writing Prompts + 17 NEW Bonus Ideas for Middle Schoolers— You can use these wonderful writing prompts for 6 th graders to help your students grow and prepare for the challenges they’ll face in the coming years—and to give them a great foundation from which to start.

Without a doubt, writing and journaling are some of the best tools to guide students through this time of exciting changes and new responsibilities. 

What Should a 6th Grader Write about (and Why)

Sixth grade is a big year and as your students enter middle school for the first time and begin looking toward high school, it’s more important than ever before to introduce them to activities that build their writing skills and promote healthy reflection and self-expression.

These powerful 6 th grade writing prompts are designed to help students think critically about some of the most important issues they face in today’s world. 

With questions on topics like bullying and Internet usage, your students will have the chance to reflect on what it means to be a teenager today and how popular culture influences their lives. 

Additionally, each time students write and reflect, they’ll also become more comfortable expressing their own unique ideas and thoughts—and they’ll experience greater self-esteem as a result.

Ok. Let’s get to that wonderful list of 6th grade writing prompts. Enjoy!

33 Fabulous 6th Grade Writing Prompts

• What value is most important to your family?   How do you display it in your everyday life?
• What is your greatest talent?   How did you discover it?
• Do you think you could go for one month without using the Internet?   Why or why not?   What would be the hardest part?
• In your opinion, is it important for people to study history?   Why or why not?
• Write a letter to your future self.
• Have you ever encountered a bully?   What did you say to him or her?
• What chores are you responsible for at home?   Do you like doing them?
• Why is it important for kids to have chores and responsibilities at home?
• What is the best field trip you’ve ever gone on?   What made it so special?
• If you had to give up one of your five senses, which would you choose to go without and why?
• Write a short story about a teenager who discovers he or she has a secret superpower.
• Write a poem that describes your neighborhood.
• What is your greatest talent?   Where did you learn it?
• Write about a time when you gave something of yours to someone else.   How did they respond?   How did that make you feel?
• Do you keep a diary or journal at home?   Why or why not?   How does it differ from your school journal?
• Do your parents supervise your Internet usage?   Why or why not?
• What is your favorite thing to snack on?   Why is it your favorite snack?
• Have you ever made friends with someone unexpectedly?   Write about your experience.
• Are you a competitive person?   Why or why not?
• Write a short story about your favorite fictional character.
• What would it be like to live in the White House?   Use your imagination to write a short story.
• If you could create your own country, what would it be called?   What laws would you put in place?
• Write about a time when you learned something by trying to imagine yourself in someone else’s shoes.
• What is the strangest thing that’s ever happened to you?   Write about your experience.

• What animal do you think best represents your personality?   Why?
• What is one thing that our school does really well?
• What is one area our school could improve in?
• Have you ever collected something?   If so, what did you collect and why?   If not, what would you like to collect?
• Write a poem about your grandparents.
• Do you enjoy meeting new people?   Why or why not?
• What is the most challenging thing you have to do on a regular basis?   What makes it so hard?
• Write a letter introducing yourself to your favorite fictional character.   Tell him or her about yourself and describe a few things you have in common.

I hope you enjoyed these writing prompts for 6th grade students.

17 Bonus Prompts List of Writing Prompts for 6th Grade

If your young writers need even more inspiration, check out these bonus ideas:

• Create your own planet and describe in detail what life is like living on it.
• What if cell phones had never been invented… how would your life be different?
• What does your best day ever look like? Describe it in vivid detail and with loads of sensory details.
• Write a story about a world without pizza.
• Who is the one famous person you hope to meet in your lifetime and why?
• What historical figure would you like to meet and why?
• Create a new holiday and explain in detail the purpose of the holiday, how it’s celebrated and what makes it so unique.
• What is the most surprising thing about you that others do not know, and why do they not know about it?
• What discovery do you think has changed the world the most in your lifetime?
• What is your dream career and why?
• What is your favorite book and why?
• Is creativity an important skill to have in today’s world? Why or why not? 
• What is your perspective on the climate of the earth and how it’s changing?
• What special gift would you love to receive? Write in vivid detail to someone you are trying to convince to get this gift for you. 
• Create your own video game and how you can market it to others to get them to buy it.
• What interesting story have you told lately?
• If you could make a movie, what would it be about?

That’s all the ideas for this post.

121 More FREE Grade 6 Writing Resources

Take a look at this list of even more wonderful writing prompts and resources for 6th graders.

• 37 6th Grade Writing Prompts
• 31 6th Grade Writing Ideas
• 53 Reflective Writing Prompts

Until next time, write on…

If you enjoyed these Writing Prompts for 6th Graders, please share them on social media Facebook, Twitter, and/or Pinterest. I appreciate it!

Sincerely, Jill journalbuddies.com creator and curator

PS – check out these great resources –> 6th-grade writing lesson plans

Tap to See Prompts Excellent Essay Topics for 6th Graders 31 Great 6th Grade Journal Prompts & Writing Ideas 6th Grade Writing Worksheets (Free Printables) ------------Start of Om Added --------- @media (min-width: 320px) and (max-width: 767px) { .inside-right-sidebar { display: none !important; } } Search Now Offering You 19,000+ Prompts!

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

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Printable 6th Grade Writing Worksheets

6th Grade Writing Worksheets

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The Correspondence Project: A Lesson of Letters

• Resources & Preparation
• Instructional Plan
• Related Resources

Students practice writing effective letters for a variety of real-life situations, such as responding to a prompt on a standardized test, corresponding with distant family members, or communicating with a business. They begin by reviewing the differences between business and friendly letter formats, using examples and a Venn diagram. Next, students write two letters, choosing from a list of prompts that include letters for varying audiences and purposes. After completing drafts and revisions, students complete their final versions using an online tool.

Featured Resources

Letter Generator : This online tool allows students to read about the parts of a letter. They can then write and print their own friendly or business letter. Interactive Venn Diagram : Use this online tool to organize ideas for a compare and contrast essay, or while reading to compare and contrast two works of literature.

From Theory to Practice

In Both Art and Craft: Teaching Ideas That Spark Learning , Diana Mitchell explains that teaching is "about gently uncovering ways for students to find their way into the learning by making connections within themselves" (23). Students are more likely to "find their way into learning" when assignments have clear application to real-world tasks. As Mitchell explains it, these types of assignments, "have a ‘nowness' about them; there is a reason for an importance to doing them at this point in time" (24). In addition, personal connections are made more easily when students have a degree of choice within a writing assignment. Mitchell triumphs assignments that "are fun and interesting," as well as those that "provide lots of possibilities and tap into . . . imagination" (24). In that spirit, this lesson in letter writing provides a functional application for writing and, at the same time, encourages students to make personal connections through a variety of letter topics. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access for student use

• Contemplating Correspondence
• Contemplating Correspondence Key
• Correspondence Project Prompts
• Business and Friendly Letter Samples
• Rubric for Correspondence Project
• Venn Diagram

Preparation

• Review the Correspondence Project Prompts and determine the requirements for the class. Decide on the number of letters students will write as well as any letters that you will require. You may wish to choose specific prompts to ensure that students write at least one letter using business format and one using friendly format. You can also require 2 letters and allow students to choose additional letters freely.
• Venn Diagram handout (if computer access is not available)
• Make one copy of the Contemplating Correspondence Key for yourself.
• Make overhead transparencies of the Business and Friendly Letter Samples and the Venn Diagram handout (needed only if computer access is not available).
• Test the interactive  Venn Diagram and Letter Generator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page .

Student Objectives

Students will

• review examples of business and friendly letters.
• compare business and friendly letter formats.
• write letters in response to specific writing prompts.
• apply knowledge of language structure and conventions.
• adjust their use of writing conventions, style, and vocabulary for a variety of audiences and purposes.

Session One

• Distribute copies of the Contemplating Correspondence sheet.
• Explain that most questions have more than one “correct” answers. Suggest that students leave any questions that they are unsure about blank and return to them after the class discussion of the sheets.
• Allow students a few minutes to respond.
• Review the students' responses to the Contemplating Correspondence sheet, using the questions as a springboard for a brief class discussion about writing letters. Refer to the Contemplating Correspondence Key to ensure students recognize the most basic details.
• Tell students that they will be completing a letter writing project. Before writing the letters, however, they will review standard business and friendly letter formats.
• Discuss the difference between the friendly letter format and a friendly tone. Explain that people can use the friendly letter format for letters that have a more formal tone (e.g., a condolence letter to someone the author does not know well).
• Share the Friendly Letter Sample by distributing copies to students, and displaying the sample using an overhead transparency.
• Have students take turns reading the body of the letter aloud.
• Identify the main parts of a friendly letter (heading, greeting, body, closing, and signature) by allowing student volunteers to take turns using a non-permanent transparency marker to label each of the five main parts. Ask students to label their handouts in the same manner.
• Use Writing the Basic Business Letter from the Purdue OWL to supplement the discussion of the parts of letters.

Session Two

• Review the information covered in Session One by asking students what they remember about friendly letter format.
• Tell students that during this session, they will be reviewing business letter format.
• Ask students if business letter format is for use only by businesses. Use student responses as a springboard for discussion on the various uses for business letters (e.g., applying for employment, expressing a consumer complaint to company).
• Share the Business Letter Sample by distributing copies to students and displaying the sample by using an overhead transparency.
• Identify the main parts of a business letter (heading, inside address, greeting, body, closing, and signature) by allowing student volunteers to take turns using a non-permanent transparency marker to label each of the six main parts. Instruct students to label their handouts in the same manner.
• Again, you can use Writing the Basic Business Letter from the Purdue OWL to supplement the discussion of the parts of letters.
• Discuss the differences between the full-block and modified-block formats. Point to the additional sample letters from the Purdue OWL or Sample Complaint Letter to discuss the formats.
• Have students compare friendly and business letter formats using the interactive Venn Diagram . Teachers also may wish to have students complete a separate Venn Diagram to compare and contrast full-block and modified-block formats. If computer access is not available, distribute copies of the Venn Diagram handout to students and display the diagram using an overhead transparency. Allow students to complete the diagram together by allowing student volunteers to take turns using a non-permanent transparency maker to identify common and dissimilar traits between the two letter formats. Students should follow along by filling in their own diagrams on their handouts.
• Distribute the Correspondence Project Prompts and the Rubric for Correspondence Project to students. Explain the requirements you have chosen for the project, giving students details on the number of letters they should write and any required prompts they must respond to.
• Review the Rubric for Correspondence Project and ensure that students understand the expectations for the project.
• In the remaining time, have students begin the process of choosing letters to write and drafting their correspondence. Explain that students will continue this work during the next class session.

Session Three

• Review the Correspondence Project Prompts and the Rubric for Correspondence Project . Answer any questions regarding the project.
• Tell students that the goal for this session is to complete drafts of at least two letters.
• Make newspapers, scissors, and tape available to students for use with the first prompt (a job application letter).
• Circulate among students as they work, and assist as needed.
• Students who require extra time to complete their drafts should do so as homework.

Session Four

• Check for completion of at least two letters.
• Review the Correspondence Project Prompts and the Rubric for Correspondence Project .
• Tell students that the goal for this session is to complete drafts for the remaining letters.
• Students who require extra time to complete their letters should do so as homework.
• Ask students to bring all completed drafts with them to the next class session.

Session Five

• Review the Rubric for Correspondence Project .
• Introduce students to the interactive Letter Generator , and explain that they will be revising their drafts and using this tool to create final versions of their work.
• Allow students time to revise their drafts. Revision options are endless and open to teacher preference. Students may proofread and revise independently, through “pair and share” edit sessions with classmates, or by basing revisions on teacher remarks and comments if the teacher wishes to collect the drafts prior to Session Five and return them with comments at the beginning of the session.
• Students should complete their draft revisions and create final versions using the interactive Letter Generator .
• If needed, add a sixth session to the lesson to allow students time to complete their letters using the interactive Letter Generator .
• Communicating on Local Issues: Exploring Audience in Persuasive Letter Writing
• Draft Letters: Improving Student Writing through Critical Thinking
• E-pals Around the World
• Exploring Literature through Letter-Writing Groups
• Persuading an Audience: Writing Effective Letters to the Editor
• Worth Its Weight: Letter Writing with “The Things They Carried”
• Consider introducing pen pals or “key pals” into your classroom community. Many programs are available online and can easily be located through most of the popular search engines using the keyword search “school pen pals.”
• Depending on the grade and skill level of students, a mini-lesson on properly addressing an envelope and folding a letter might be a worthwhile addition to this project.
• Use the online interactive Postcard Creator as a lesson extension or letter alternative. Many of the friendly letter prompts would adapt easily to a postcard format.
• The EDSITEment lesson I'm Gonna Sit Right Down and Write Someone a Letter offers a collection of historically significant letters and can provide a useful extension to this lesson.

Student Assessment / Reflections

• Assess students’ understanding of the purposes and formats of business and friendly letters through observation and anecdotal notes of student participation during classroom discussions.
• Assess students’ use of interactive tools through observation and anecdotal notes of student work while using the interactive tools.
• Check for proper completion of the interactive Venn Diagram contrasting letter formats.
• Use the Rubric for Correspondence Project to assess the letters students have written.
• Student Interactives
• Calendar Activities

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

The Postcard Creator helps students learn to identify all the typical parts of a postcard, and then generate their own postcard messages by typing information into letter templates. After printing their texts, students can illustrate the front of their postcards in a variety of ways, including drawing, collage, and stickers.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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• A step-by-step guide to the writing process

The Writing Process | 5 Steps with Examples & Tips

Published on April 24, 2020 by Jack Caulfield . Revised on December 8, 2023.

Good academic writing requires effective planning, drafting, and revision.

The writing process looks different for everyone, but there are five basic steps that will help you structure your time when writing any kind of text.

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Table of contents

Step 1: prewriting, step 2: planning and outlining, step 3: writing a first draft, step 4: redrafting and revising, step 5: editing and proofreading, other interesting articles, frequently asked questions about the writing process.

Before you start writing, you need to decide exactly what you’ll write about and do the necessary research.

Coming up with a topic

If you have to come up with your own topic for an assignment, think of what you’ve covered in class— is there a particular area that intrigued, interested, or even confused you? Topics that left you with additional questions are perfect, as these are questions you can explore in your writing.

The scope depends on what type of text you’re writing—for example, an essay or a research paper will be less in-depth than a dissertation topic . Don’t pick anything too ambitious to cover within the word count, or too limited for you to find much to say.

Narrow down your idea to a specific argument or question. For example, an appropriate topic for an essay might be narrowed down like this:

Doing the research

Once you know your topic, it’s time to search for relevant sources and gather the information you need. This process varies according to your field of study and the scope of the assignment. It might involve:

• Searching for primary and secondary sources .
• Reading the relevant texts closely (e.g. for literary analysis ).
• Collecting data using relevant research methods (e.g. experiments , interviews or surveys )

From a writing perspective, the important thing is to take plenty of notes while you do the research. Keep track of the titles, authors, publication dates, and relevant quotations from your sources; the data you gathered; and your initial analysis or interpretation of the questions you’re addressing.

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Especially in academic writing , it’s important to use a logical structure to convey information effectively. It’s far better to plan this out in advance than to try to work out your structure once you’ve already begun writing.

Creating an essay outline is a useful way to plan out your structure before you start writing. This should help you work out the main ideas you want to focus on and how you’ll organize them. The outline doesn’t have to be final—it’s okay if your structure changes throughout the writing process.

Use bullet points or numbering to make your structure clear at a glance. Even for a short text that won’t use headings, it’s useful to summarize what you’ll discuss in each paragraph.

An outline for a literary analysis essay might look something like this:

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question: How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

Once you have a clear idea of your structure, it’s time to produce a full first draft.

This process can be quite non-linear. For example, it’s reasonable to begin writing with the main body of the text, saving the introduction for later once you have a clearer idea of the text you’re introducing.

To give structure to your writing, use your outline as a framework. Make sure that each paragraph has a clear central focus that relates to your overall argument.

Hover over the parts of the example, from a literary analysis essay on Mansfield Park , to see how a paragraph is constructed.

The character of Mrs. Norris provides another example of the performance of morals in Mansfield Park . Early in the novel, she is described in scathing terms as one who knows “how to dictate liberality to others: but her love of money was equal to her love of directing” (p. 7). This hypocrisy does not interfere with her self-conceit as “the most liberal-minded sister and aunt in the world” (p. 7). Mrs. Norris is strongly concerned with appearing charitable, but unwilling to make any personal sacrifices to accomplish this. Instead, she stage-manages the charitable actions of others, never acknowledging that her schemes do not put her own time or money on the line. In this way, Austen again shows us a character whose morally upright behavior is fundamentally a performance—for whom the goal of doing good is less important than the goal of seeming good.

When you move onto a different topic, start a new paragraph. Use appropriate transition words and phrases to show the connections between your ideas.

The goal at this stage is to get a draft completed, not to make everything perfect as you go along. Once you have a full draft in front of you, you’ll have a clearer idea of where improvement is needed.

Give yourself a first draft deadline that leaves you a reasonable length of time to revise, edit, and proofread before the final deadline. For a longer text like a dissertation, you and your supervisor might agree on deadlines for individual chapters.

Now it’s time to look critically at your first draft and find potential areas for improvement. Redrafting means substantially adding or removing content, while revising involves making changes to structure and reformulating arguments.

Evaluating the first draft

It can be difficult to look objectively at your own writing. Your perspective might be positively or negatively biased—especially if you try to assess your work shortly after finishing it.

It’s best to leave your work alone for at least a day or two after completing the first draft. Come back after a break to evaluate it with fresh eyes; you’ll spot things you wouldn’t have otherwise.

When evaluating your writing at this stage, you’re mainly looking for larger issues such as changes to your arguments or structure. Starting with bigger concerns saves you time—there’s no point perfecting the grammar of something you end up cutting out anyway.

Right now, you’re looking for:

• Arguments that are unclear or illogical.
• Areas where information would be better presented in a different order.
• Passages where additional information or explanation is needed.
• Passages that are irrelevant to your overall argument.

For example, in our paper on Mansfield Park , we might realize the argument would be stronger with more direct consideration of the protagonist Fanny Price, and decide to try to find space for this in paragraph IV.

For some assignments, you’ll receive feedback on your first draft from a supervisor or peer. Be sure to pay close attention to what they tell you, as their advice will usually give you a clearer sense of which aspects of your text need improvement.

Redrafting and revising

Once you’ve decided where changes are needed, make the big changes first, as these are likely to have knock-on effects on the rest. Depending on what your text needs, this step might involve:

• Making changes to your overall argument.
• Reordering the text.
• Cutting parts of the text.
• Adding new text.

You can go back and forth between writing, redrafting and revising several times until you have a final draft that you’re happy with.

Think about what changes you can realistically accomplish in the time you have. If you are running low on time, you don’t want to leave your text in a messy state halfway through redrafting, so make sure to prioritize the most important changes.

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Editing focuses on local concerns like clarity and sentence structure. Proofreading involves reading the text closely to remove typos and ensure stylistic consistency. You can check all your drafts and texts in minutes with an AI proofreader .

Editing for grammar and clarity

When editing, you want to ensure your text is clear, concise, and grammatically correct. You’re looking out for:

• Grammatical errors.
• Ambiguous phrasings.
• Redundancy and repetition .

In your initial draft, it’s common to end up with a lot of sentences that are poorly formulated. Look critically at where your meaning could be conveyed in a more effective way or in fewer words, and watch out for common sentence structure mistakes like run-on sentences and sentence fragments:

• Austen’s style is frequently humorous, her characters are often described as “witty.” Although this is less true of Mansfield Park .
• Austen’s style is frequently humorous. Her characters are often described as “witty,” although this is less true of Mansfield Park .

To make your sentences run smoothly, you can always use a paraphrasing tool to rewrite them in a clearer way.

Proofreading for small mistakes and typos

When proofreading, first look out for typos in your text:

• Spelling errors.
• Missing words.
• Confused word choices .
• Punctuation errors .
• Missing or excess spaces.

Use a grammar checker , but be sure to do another manual check after. Read through your text line by line, watching out for problem areas highlighted by the software but also for any other issues it might have missed.

For example, in the following phrase we notice several errors:

• Mary Crawfords character is a complicate one and her relationships with Fanny and Edmund undergoes several transformations through out the novel.
• Mary Crawford’s character is a complicated one, and her relationships with both Fanny and Edmund undergo several transformations throughout the novel.

Proofreading for stylistic consistency

There are several issues in academic writing where you can choose between multiple different standards. For example:

• Whether you use the serial comma .
• Whether you use American or British spellings and punctuation (you can use a punctuation checker for this).
• Where you use numerals vs. words for numbers.
• How you capitalize your titles and headings.

Unless you’re given specific guidance on these issues, it’s your choice which standards you follow. The important thing is to consistently follow one standard for each issue. For example, don’t use a mixture of American and British spellings in your paper.

Additionally, you will probably be provided with specific guidelines for issues related to format (how your text is presented on the page) and citations (how you acknowledge your sources). Always follow these instructions carefully.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

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Caulfield, J. (2023, December 08). The Writing Process | 5 Steps with Examples & Tips. Scribbr. Retrieved September 16, 2024, from https://www.scribbr.com/academic-writing/writing-process/

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

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Find Writing resources | TPT

Learn more about writing resources.

Writing worksheets can help your child develop essential writing and literacy skills needed for school and life. If you’re a teacher or parent looking for printable and digital writing resources to help your student learn a writing concept, look no further! TPT has an extensive collection of resources, created by other teachers, that are designed to help with any need across grade levels.

For elementary students who are just learning to write, you can use worksheets to practice letter formation. Students in middle and high school can use learning stations to learn how to write and revise essays. With plenty of TPT resources at your fingertips, you can sharpen your student's writing skills in no time. Extend writing activities beyond the classroom and observe as your child nurtures their imagination, enriches their vocabulary, and enhances their storytelling prowess.

Fun and engaging writing activities to try

Here are a few ideas for writing activities — from our teacher-created resources — that you can find on TPT and that are designed to teach students how to write effectively. (Pro tip: These worksheets serve as an excellent complement to our reading materials.)

Encourage students to keep daily journals where they can freely express their thoughts, feelings, and experiences. This practice helps them develop their writing style and build the habit of writing regularly.

Writing Prompts

Provide engaging prompts that encourage imaginative storytelling. For instance, you could ask students to write about a world without the internet, or ask them to describe something only using one of their five senses (sight, sound, smell, touch, or taste).

Peer Editing

Have students exchange their written work with a peer for feedback. This helps them strengthen their ability to identify and correct mistakes in grammar, punctuation, and spelling; give constructive criticism; and revise their writing based on feedback.

Sentence and Paragraph Construction

Provide sentence and paragraph building exercises to help students understand the basic structure of writing and how to organize their ideas coherently.

Letter Writing

Ask students to write letters to real or fictional recipients. They could compose formal letters, persuasive letters on specific topics, thank-you notes, or postcards.

Create a classroom blog where students can publish their writing for a wider audience. This teaches them to write for a purpose and consider their audience's perspective.

Research Papers

Guide students through the process of researching and writing informative or argumentative essays. Teach them how to construct persuasive arguments and counterarguments on various topics, include evidence, and cite sources.

Poetry Writing

Explore different forms of poetry, such as haikus, sonnets, and free verse. Encourage students to experiment with imagery, rhythm, and metaphor.

By incorporating these (and other!) writing activities into your lesson plans, you can nurture a love for writing.

Frequently asked questions about teaching writing

What types of writing resources are available on tpt.

There are many different types of writing resources sold by Sellers on TPT. Some popular writing lessons include creative writing, poetry, writing essays, writing expository, and handwriting.

How do I find writing lessons on TPT?

Educators can save time preparing writing lessons with resources created by experienced teachers. Simply start a search for writing resources on the TPT marketplace, and filter by grade level, price, and/or resource type to find materials that've been proven to work in classrooms like yours. No matter what you’re teaching, there are plenty of writing lessons and activities sold by Sellers on TPT that are tailored to meet your students' skill levels.

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