writing essay for year 6

Free Printable Essay Writing Worksheets for 6th Year

Essay Writing just got more exciting! Discover our collection of free printable Reading & Writing worksheets for Year 6 students, crafted by Quizizz to enhance their skills and creativity.

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Explore printable Essay Writing worksheets for 6th Year

Essay Writing worksheets for Year 6 are an essential tool for teachers looking to enhance their students' reading and writing skills. These worksheets focus on various aspects of writing, including nonfiction writing, and are designed to help students develop a strong foundation in the art of crafting well-structured essays. By incorporating these worksheets into their lesson plans, teachers can ensure that their students are exposed to a wide range of writing styles and techniques, ultimately improving their overall writing abilities. Moreover, these Year 6 worksheets also cover essential grammar and punctuation rules, enabling students to write with clarity and precision. In summary, Essay Writing worksheets for Year 6 are an invaluable resource for teachers who want to foster a love for reading and writing in their students.

Quizizz, a popular online platform for creating and sharing educational content, offers a variety of resources for teachers, including Essay Writing worksheets for Year 6. In addition to these worksheets, Quizizz provides teachers with access to a vast library of quizzes, games, and other interactive learning materials that can be easily integrated into their lesson plans. By using Quizizz, teachers can create a more engaging and dynamic learning environment for their students, encouraging them to develop their reading and writing skills further. Furthermore, Quizizz allows teachers to track their students' progress and identify areas where they may need additional support or practice. Overall, Quizizz is an excellent resource for teachers looking to supplement their Year 6 Essay Writing worksheets with additional engaging and interactive content.

Year 6 writing at greater depth (GDS): quick wins, guidance and helpful materials

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This is not an ideal time for a blog about end of KS2 statutory writing assessment.  It’s the week after SATs for one thing.  So, this blog is deliberately geared towards the immediate weeks ahead. It’s clear from so many conversations, across so many schools, that quick win advice might go down well right now.  For some, addressing gaps caused by pandemic disruptions remained a priority up until recently.  It’s hardly surprising that talk has been of expected drops in the numbers achieving GDS standard in writing. Still, there have been a number of requests for support in identifying writing opportunities that might be helpful in the final stretch of the assessment window. 

This blog aims to provide some guidance along those lines.  It does not reflect our wider views and approaches to developing reader-writers.  It’s a deliberately short term and strategic look at primary writing with a particular aim in mind. It’s also an attempt to take some of the weight from our year 6 colleagues’ shoulders in what has been another challenging year.  Under 'normal' circumstances, this time of year for the Year 6 teacher, especially the new-to-year-6 teacher, is seared into my own teaching memory.  It can feel lonelier than it should, no matter how many times you might be told “You’ve got this”, no matter how healthy an outlook we might have on the place and nature of statutory KS2 assessments.

So, without any apologies, I’ll crack on with some targeted advice and helpful links.

The blog has three sections:

• section 1 looks at examples of pupil’s writing from the STA and highlights a broader view of what might constitute GDS writing.  I think this might be most useful in relation to nudging possible borderline cases, and for some quick win writing opportunities in the run up to the close of the assessment window
• section 2 offers links to four evergreen, hugely helpful blogs from our Assessment Team (@HertsAssessment) colleagues, offering practical guidance related to writing moderation and the TAFs
• section 3 gathers links to my earlier blogs on the topic of GDS writing for those that have joined Twitter/become familiar with our blogs more recently.  These offer further writing opportunities

1. In search of a benchmark: widening writing exemplifications

1a. core exemplifications.

Just briefly, let’s remember Frankie in all this.   Frankie the ‘epitome’ of GDS .

Frankie stands as the one-and-only STA  exemplification of writing judged to be representative of GDS for writing.  My relationship with Frankie’s writing efforts rivals some of my friendships in terms of how often we get to interact. In recent weeks, we’ve become aware of newer teachers/year 6 returners that are not familiar with this bank of work. 

For those not familiar, it’s essential reading under the current system. If you haven’t before, read the work and the associated commentaries, focusing on the most useful, perhaps less florid parts.  This will give you a common reference point with year 6 teachers across the country.  You can find it here:

Gov.UK: Teacher assessment exemplification: English writing - working at greater depth within the expected standard, Frankie .

Keep in mind this statement from the opening of the exemplification files:

"Exemplification materials illustrate only how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, or the evidence expected from the classroom, which will vary from school to school. "

The word 'might' is important here – Frankie is one manifestation of the standard, not a definitive model. This is good news. Otherwise, we’d all best enrol our children in ballet classes at the earliest opportunity.

Reading each piece and considering the most useful parts of the commentaries can help us to keep in mind aspects of writing that we might want to draw attention to when working with the most assured writers.  Exemplification banks, without the commentaries, can also offer some useful opportunities for focused reading for our children to see the work of others and consider what they like/dislike and how they would have gone about a similar task. This can add further layers to awareness of the limitless networks of choices that writers have at their disposal.

I used the plural ‘exemplification banks’ deliberately.  Turning to one of the EXS exemplifications might help Frankie seem a little less lonely.

Meet Leigh , handily remembered as Near-Leigh GDS Leigh. My former colleague Clare Hodgson, our then moderation lead,  wrote about Leigh’s work and how it might offer more helpful hints in an earlier blog for the assessment team.  

Take a read of this helpful snippet in which Clare flags some learning relating to bullet 3 of the GDS statements.  I’d thoroughly recommend reading  the whole of this immensely popular blog .

Obviously, writing such as  'Frankies'  clearly meets this statement - but how 'assured and conscious' do our Y6 writers need to be? Here it is worth turning to the  'Leigh'  exemplification file as a benchmark as Leigh only narrowly misses the greater depth standard. There is one piece - piece B - where Leigh is able to meet the 'assured and conscious control' statement. The annotations on the remaining pieces show where Leigh has been less consistent and hence why the award remains at expected standard. 

Reflect too, as you read the collection, on the purpose and audience for each piece in the collection. Are there enough opportunities for Leigh to write formally? Could more opportunities for formal writing have helped? Does the recount provide any evidence for Greater depth? (No!) Additionally, has Leigh been given adequate time to re-draft some sections of his/her work to consider precision of language, or tidy up punctuation? The implications are that greater depth writers may need longer to craft their writing, as well as more exposure to a range of reading material and a range of tasks that have clearly defined purpose and audience. 

Leigh’s writing is offered as one of two banks that exemplify writing demonstrating sufficient evidence of the requirements for a judgement of EXS, but was evaluated as stronger than their fellow EXS-achiever Morgan. Towards the end of each bank there is a tick-grid showing which pieces meet which bullet point in each standard.  Here’s Leigh’s tally sheet for the EXS statements.  If it was a game of bingo, you’d be getting excited:

It's almost a clean sweep.  Bullet two and three relate to narrative features and are demonstrated sufficiently well in two pieces to secure an overall nod of approval for those two statements, as shown by the tick in the final column. Piece A did not offer evidence of the EXS spelling list statement, but given that every other piece does, it’s no wonder that that statement is also judged to be fully met.

Nice work Leigh. So let’s give the GDS bullets a quick once-over.

Back to our imagined game of bingo. It’s far from a full house but Leigh does manage to get a complete line of ticks for Piece B (third column)  and a close-to-complete line for piece E (sixth column).

It’s by looking at these pieces that we can begin to broaden our view of the nature of writing that might support a judgement of GDS. Frankie is a very particular, ballet-obsessed writer who may well skew judgements towards a very secure bank of evidence demonstrating the standard.  Leigh is a very particular, different kind of writer, offering pieces that might draw closer parallels with the writing produced by your children. In piece B, we have something that we might fairly characterise as 'very recognisably primary school writing'.  It’s writing that with the right inputs, we might see from confident Year 4 writers. Here its labelled as procedural; for our purposes I am going to call it Very Fancy Instructions.  Take a look, read the piece, read the commentaries, and consider how you might apply some of those pointers to writing from your own curriculum. It’s a style of writing that is likely very familiar to your young writers.  Might Piece B offer some inspiration for some instructional writing based on rich, well-known content? 

Piece E, a retelling of Jack and the Beanstalk in something like the Star Wars universe, meets all but bullet 3 (as discussed by Clare above). Once again the commentaries are instructive and acknowledge some strengths in the manipulation of grammar, and some indications of why it doesn’t quite hit the spot.  Might this be useful in revisiting earlier narrative writing with a view to some targeted editing with that bullet point in mind? Further developing the literary language used in a piece, moving beyond structures more typical of day-to-day speech will likely pay dividends.  Giving children the chance to revisit earlier writing with a more mature eye can make all the difference and is a perfectly legitimate writing activity.  Writers revisit old work; writers put down a project and pick it up later, with fresh, or older, wiser eyes. Your writers shouldn’t be any different – and that really can be a very quick win. It’s also immensely gratifying for children to appreciate for themselves their own progress and growth as writers in their time with you. Revising earlier pieces will provide an opportunity for this, as well as a further lesson that writing is something to be crafted over time, not just within the context of a single lesson or unit.

1b. Lessons from moderation materials

Besides Leigh’s writing, there are further samples to draw from in the collections used in Lead moderator/moderator standardisation exercises.  These can be found in various locations, but our friends at Babcock offer up a beautifully well-organised webpage gathering them all together for very easy access. Thank you Babcock – this has been so useful in terms of its clear layout.

Please do me a quick favour, to help with orientation, if this is new to you:

• follow this link - Devon County Council:  KS2 Pupil Writing Collections   (previously Babcock)
• scroll down slowly enough to count the number of collections judged at GDS

I make it nine. Nine is better than one.  Include Leigh here and we have nine-and-a-bit.  Frankie is no longer the singular star in a GDS solar system.  We’ve got a galaxy of pointers, all with commentaries and some really nice pieces to broaden the horizons of all three standards.

Let me direct you to  2019 KS2 standardisation exercise 2  and take a look at Pupil C’s work, judged as meeting GDS.  This one gave a number of moderators pause for thought.  It has many nice touches, but it has its shaky moments.  Here’s a top tip: if you are ever unsure whether a bank represents achievement at EXS or GDS, read it out loud.  It really helps.  Try reading some of Pupil C out loud.  You’ll pick up on some less confident stretches, minor lapses, and moments where they seem to become somewhat locked into a groove, unsure of where to go next.

This writing is officially judged to have indicated a higher achievement than Leigh’s but I also think it offers a less intimidating vision of what GDS might look like. Some evidence banks scream GDS almost instantly. They are just plainly, obviously GDS through and through.  That's arguably less useful in terms of mapping out the standard, and certainly not so useful in helping us make a call on borderline cases. 

From this bank, and again like Leigh, take a look at the pieces that stand out as fairly common primary writing tasks, for example  Piece B, the science investigation .  Familiarity is helpful.  What do they do there that makes that piece contribute to the overall judgement? Might your children  do better?  For instance, I think the investigation loses sight of its purpose once it gets to the second page, and there are real lapses in clarity.  A sharper, scaled down version of the evaluations would have helped me maintain a better understanding of the learning from this investigation. Might this present an opportunity to revisit some similar work from across the year?

Then there’s Piece C, an information text on a ‘newly discovered, genetically engineered hybrid animal’ drawing upon research of two distinct species:

For our purposes here, let’s just note some especially helpful aspects of this piece:

• it legitimately offers scope to make use of more formal language structures (bullet 3) and as such achieves a suitably authoritative and expert register (bullet 2)
• each section is very short – generally around the 50-60 word mark.  Writing in chunks or bursts on distinct aspects of the topic should generally be less demanding than a task that builds in additional challenges from text level conventions or requirements. I can picture my children taking a section in turn (perhaps on differently coloured paper to reinforce their distinctness - don't ask me why, it just seems to help keep things in their rightful place) and working in a very focused, deliberate way for each domain
• the range of conjunctive language is relatively limited but is used effectively to link ideas (and when, where, despite, because, before, also)
• perhaps most importantly, the familiarity and friendliness of the form – this type of text is a  a staple in non-fiction reading across the primary phase, and will have likely had a place in writing lessons in multiple year groups, across the phases
• finally, keep in mind the availability of books that provide a rich bank of language/language features as helpful incidental models of this kind of writing, for example Norman Messenger’s  The Land of Neverbelieve  as well as online entries describing the features of real animals just waiting to try a new kind of coupling

In terms of quick wins, you might want to think about those tasks that are most obviously aligned to generic primary writing: Leigh’s procedural/instructions writing based on a taught topic; the science write up; the information text; the narrative sequences/episodes (as opposed to full short stories).  They may well prove useful as targeted reading, close to the act of writing.  Discuss with children what they like and what sort of friendly critique they might offer the authors. Try and divorce these pieces from  their statutory assessment context and any sense of 'teaching to the test' and instead foster a notion that we are simply looking at, and evaluating, some work from peers in a wider community of writers.  Take note of features that they find especially effective and begin to consider how this might influence their own writing, whether in fresh composition or in revisiting and revising older work. 

2. Guidance related to writing moderation/TAFs

This section provides a series of links to blogs from our colleagues in the Assessment Team ( @HertsAssessment ). Each provides helpful and accessible insights from previous rounds of moderation based on the current TAF.

'Write away!' and other lessons derived from the 2018 KS2 Writing Moderations

Clare Hodgson, my former co-presenter of our Y6 GDS writing course, wrote this extremely helpful blog drawing upon her experiences as a lead moderator, and those of the moderation team she worked with. This blog was written in October of that year, so keep in mind that much of the advice is geared towards the rest of that academic year.  That said, it contains an extremely helpful checklist for downloading that should prove helpful at this late stage of the year.  Clare offers five, easily-digested ‘lessons’, that will also serve as a very helpful primer for next year – especially for those new to year 6, or new to the Year 6 writing framework.

Declaration of Independence

As the title suggests, this blog looks at the notion of independence and independent writing. If any questions remain in relation to this aspect of the statutory requirements, here’s a good place to head.

With sincere thanks to our colleagues on the Assessment Team.

3. Earlier blogs on GDS

I’d just like to bring this blog to a close by flagging some further pieces that I put together  between 2017 and 2021.  Between them they offer a range of guidance and suggestions designed to support the achievement of GDS but situated within the context of whole class teaching.  Please note that the earliest blogs reflect the Interim Teacher Assessment Frameworks (2016 and 2017). Expectations have changed – and if you didn’t teach under those, well, that’s something to be thankful for. Three of those blogs, the In Search of…series, explicitly address the challenges around expectations for formal and informal writing. Please note, the infamous requirement to shift between levels of formality, like some kind of language-based Hokey Cokey, no longer applies. And that is a very good thing indeed.  Nonetheless, the wider points about voice, register and levels of formality should still be useful.  Each link has a summary so that you can target your reading according to your needs.

The long and the short of GDS in Year 6 writing

An introduction to the current framework, with a brief exploration of each of the four bullets.

GDS and writing in year 6: keeping things focused now time is short

This blog built on the one directly above it.  It looks at the role that reading might play in developing writing and offers some suggestions around particular approaches to instruction that might prove especially helpful when time is running short.  As such, it offers further quick win suggestions, in addition to those given in Section 1.

Martin Galway

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35 Thought-Provoking Persuasive Writing Prompts For 6th Graders

Looking for a solid persuasive essay topic for your 6th grader?

The below post contains tons of great ideas that will get your 6th-grade students thinking, researching, debating, and writing!

I’m not talking about simple opinion writing topics – like their favorite food, favorite book, or how much money they should get for an allowance.

That is the the thing that my 3rd grade student would delight in arguing. 

No, sixth graders are ready for more meaty topics that require a bit of research and thought. The more they dig into the topic and refine their point of view, the more they will sharpen their critical thinking and writing skills!

Don’t miss the free pdf printable at the bottom of this page with all of the ideas in one place!

Persuasive Writing Prompts For The 6th Grade Student

1. Is a dress code ever necessary?

In this prompt, students will be asked to take a stance on whether or not they think there is ever a time to enforce a dress code. Are there times when someone should be told how to dress? Such as a school dress code or wedding? Or should people be allowed to dress in any way that expresses themselves or their personality? 

2. Should recycling be mandatory instead of suggested?

Students will be asked to consider whether the government should be more aggressive about recycling. They will  be working with the concepts of the benefits of recycling vs. the freedoms of people.

3. Should  vending machines ban junk food?

6th grade students will be asked to argue for or against the ban of junk food in vending machines. Vending machines are often used by people who are hungry and in a hurry. The vending options are usually less than healthy. Should vending machine owners be required to provide better choices? Or should they be allowed to stock their machines as they see fit?

4. Is it okay to keep exotic animals as pets?

This persuasive topic will have students take a stance on whether or not it is a good idea to keep exotic animals as pets. They will need to consider the benefits and drawbacks of keeping exotic pets and present a strong argument for their position. Make sure the student has a good understanding of the topic and the different types and sizes of animals that some people keep as pets.

5. Should the federal government impose a tax on sugary drinks?

In this prompt, students will be asked to argue for or against a government tax on sugary drinks – similar to the tax on cigarettes. They will need to consider the potential benefits of such a tax. What would the tax money be spent on? Or should people be free to drink any kind of beverage they wish, no matter how healthy or unhealthy? 

6. Should life skills be a greater focus for education?

In this prompt, students will be asked to take a stance on what should be taught in school. Should the schools be doubling down on the basics of reading, writing, and math since test scores have dipped? Or should schools start allotting more time for important life skills, like time management, personal finance, and cooking, which are things many young adults struggle with.

7. Should there be age limits to use social media? 

Students will list specific reasons why there should or should not be age restrictions for facebook pages and other forms of social media.

8. Is it important to save endangered species?

Students will be asked argue why enndangered animals should or should not be protected. They may be quick to make up their mind, but make sure they do research and find factual reasons that support their opinions.

9. Should video games be considered a sport?

Even though video games do not require the physical activity of traditional sports, does it still require focus, skill, and grit that would make it a modern sport? Or should that title only be awarded to an activity that requires you to sweat?

10. Should there be a ban on plastic bags?

Everyone knows plastic bags are bad for the environment, but should they be banned? What would the alternative be? 

11. Is it necessary to have physical books anymore?

In the age of digital everything, are paper books still necessary? College students are already buying digital books instead of expensive physical ones. What benefits would come from doing away with paper books? What drawbacks would there be for those without a computer or solid internet?

12. Is it important to teach physical education in schools?

What is the goal of physical education? Does it have a place in the academic environment of education? Should those things be taught at home or on a sports team instead of during school hours? Shouldn’t physical activity be optional? Or is PE a vital piece of knowledge for a well-rounded education?

13. Should zoos be banned?

Do zoos raise money and awareness for animal conservation…or do they imprison animals for a lifetime that should be free and in the wild?

14. Should recess be scheduled for all kids in school? Even high school students?

What are the benefits of taking an outside break with fresh air for students? Are other subjects too important to sacrifice the time? Could older students be more productive with some sunshine and fresh air during the day?

15. If a student has good grades all school year, should they still have to take standardized tests?

If a student has shown that they are learning and progressing academically, should they have to take a long standardized test? Are there other reasons to take these tests? 

16. Is hunting cruel to animals?

Most people buy their meat at grocery stores these days, so is there really any reason to still hunt animals? Does harvesting animals keep humans safe? Or does it make sport of animal lives?

17. Should gas powered cars be outlawed?

Fossil fuels are wreaking havoc on the planet, so should gasoline powered vehicles become illegal? Are electric cars a better option? Do electric cars have any drawbacks? 

18. Is a rewards program or discipline more effective to motivate students?

What incentivizes kids to dive into their work, when maybe they don’t want to? Is it a really strong rewards program that will motivate them to finish a difficult task? Or fear of a consequence if they don’t complete their work?

19. Should the United States require military service for men and women, like other countries do?

Many countries require their population to do some form of federal service. America has a draft registration for men, but not for women. Should both genders be required to serve our country? Would it strengthen our nation and our people to have a common experience with service? Or is it unfair to require people to pause their lives for 2 years during the prime of their youth?

20. Should healthcare be free for everybody?

Is it a human right to get healthcare for free? If the patient doesn’t pay, then who should pay for the treatment? What benefits and/or consequences could come from reshaping our healthcare system?

21. Should candy purchases be limited based on how many cavities you have?

Dental health is very serious. Should a kid’s candy be rationed based on their dental records? The more cavities, the less candy you can have – and vice versa?

22. Is it appropriate to let kids work at younger ages, like 10 or 12, if they can do the job?

Many kids today have a strong desire to work, make money, and be successful. We have child labor laws in place to protect kids, but could that be holding them back? If they can do a job, should they be allowed to be hired? Or would that be robbing a kid of their right to a carefree childhood?

23. Should foreign language be required in school or should it be one of the elective courses?

English is spoken nearly worldwide, as it is taught in many countries around the world. What benefits come from learning another language? Should students be able to choose another elective if they don’t want to learn a new language? Or should American children try harder to be multilingual?

24. Should students be allowed to use their cell phones during tests?

You cannot get away from cell phones these days. Even small children have them! They will be a readily available resource in most work places, so shouldn’t they be allowed during tests? Or are memorization and internalization of information important skills for students to learn?

25. Should plastic water bottles be banned?

Plastic water bottles are a huge problem in our environment. Should we outlaw them to help the Earth? What kind of things are one-use water bottles used for that might be important? 

26. Is it more important to continue exploration of space or the ocean?

Many wonderful advancements and knowledge have come from space exploration, but we know precious little about our ocean which covers 2/3 of the planet. Should governments be investing money into finding what lies beneath the surface instead of what’s above our heads?

27. Should reading an analog clock still be taught in school?

Digital clocks are everywhere – on your phone, stove, microwave, computer, cable box. Do you really need to learn how an analog clock works anymore? Are there times that digital clocks may not be available? Or are they becoming as archaic as a sundial?

28. Is learning  proper handwriting or fast typing more important in today’s world?

Many have stopped learning cursive handwriting, so should schools also stop focusing so much on print handwriting? Should kids be spending that time learning how to type on a keyboard instead? 

29. Should the voting age be lowered so elementary school students can vote?

Kids today are developing opinions and beliefs at younger ages and want to be heard. Should we lower the voting age so that children can make more of a difference? Or are most children not quite ready to handle the responsibility of voting?

30. Should AI be allowed in writing school papers if calculators are allowed in math?

Many teachers are concerned about how to tell the difference between an AI-written essay and one written by a student. Should that be a concern? If math allows calculators, can’t English classes allow help from another form of artificial intelligence? What drawback could come from not expecting kids to write their own essays?

31. Are cell phones good or bad for your health?

Cell phones are common around the world now, but are they good for us? How do they benefit our health? How might they hurt our overall health?

32. Should bees become a protected species?

Many scientists have expressed concern about the dwindling number of bees. Should these important pollinators become a protected species like the bald eagle? Or is it unreasonable to expect a person not to kill a bee that is buzzing around them?

33. Is it ever appropriate to ban a book?

Many heated discussions have come up recently about banning books. Is there ever a time that certain books should be kept from kids – like an R rating on a movie? Or should kids be allowed to read whatever they are interested in? Should offensive content be censored or should it be learned from?

34. Should community service be required for kids, middle schoolers and up?

What good could come of requiring community service from children? Or should people only serve because they genuinely want to help their community?

35. Is reading or math more important in today’s world?

Which is a more crucial skill to master? Should kids be focused on reading at the highest levels? Or should they be focused on learning the language of math at the highest levels?

Click Here To Download A One Page PDF Printable Of All The Argumentative Essay Topics

The above text link will take you to a new window where you can download and print the topics today. No email required! Terms of Use : Homeschool, classroom, co-op, and personal use only.

These essay topics will go along with any persuasive writing unit in your  writing curriculum ! Let your student go through the list and find the one that really gets them excited.

If you’re looking for more fun writing prompts, be sure to check out the picture writing prompts below. There are 40 images with corresponding text that will get your kid excited to write!

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Activity: Perform a poem

Read the poem, talk about what it means, and perform it to an audience.

5. Find story inspiration

You can find fun story ideas anywhere! Why not raid your kitchen cupboards or hunt through the attic to find lost treasures? Anything from an old hat to a telescope will do the trick. What could the object be used for? Who might be looking for it? What secrets could it hold? Suggest different genres such as mystery or science fiction and discuss how the item might be used in this kind of story.

Real-world facts can also be a great source of inspiration. For example, did you know a jumping flea can accelerate faster than a space rocket taking off into orbit? What crazy story can your child make out of this fact? Newspapers and news websites can be great for finding these sorts of ideas.

For more storytelling ideas, download our free Story idea generator  or our Character profile activity sheet .

Activity: Story idea generator

Activity: Character profile

6. Draw your ideas first

If your child isn’t sure where to start with a story or even a piece of non-fiction, it can sometimes be helpful to sketch out their ideas first. For instance, can they draw a picture of a dastardly villain or a brave hero? How about a scary woodland or an enchanted castle?

Your child might also find it useful to draw maps or diagrams. What are all the different areas of their fantasy landscape called? How is the baddie’s base organised?

Some children might enjoy taking this idea a step further and drawing their own comics. This is great practice – it stretches your child’s creativity, gets them thinking about plot, character, and dialogue, and is a big confidence boost once they’ve finished and have an amazing story to look back on.

What your child will learn

In Year 6 (age 10–11), your child will be aiming to build upon the goals and expectations they were first set in Year 5. They will be expected to:

• Identifying the audience for and purpose of the writing
• Noting and developing initial ideas, drawing on reading and research where necessary.
• Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
• Using a wide range of devices to build cohesion within and across paragraphs
• Using further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points , and underlining).
• Assessing the effectiveness of their own and others’ writing
• Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Ensuring the consistent and correct use of tense throughout a piece of writing
• Ensuring correct subject and verb agreement when using singular and plural , distinguishing between the language of speech and writing and choosing the appropriate register.
• Proof-read for spelling and punctuation errors.

Handwriting, spelling, grammar, and punctuation are all important aspects of writing too. You can find out more about them on our dedicated pages:

Handwriting in Year 6 (age 10-11)

Find out more about handwriting in Year 6 at Primary School.

Find out more

Spelling in Year 6 (age 10-11)

Find out more about spelling in Year 6 at Primary School.

Grammar and punctuation in Year 6 (age 10-11)

Find out more about grammar and punctuation in Year 6 at Primary School.

• Age 5–6 (Year 1)
• Age 6–7 (Year 2)
• Age 7–8 (Year 3)
• Age 8–9 (Year 4)
• Age 9–10 (Year 5)
• Age 10–11 (Year 6)
• Year 1 (age 5–6)
• Year 2 (age 6–7)
• Year 3 (age 7–8)
• Year 4 (age 8–9)
• Year 5 (age 9–10)
• Year 6 (age 10–11)
• Grammar glossary
• Grammar books

6th Grade Essay Prompts: A Comprehensive Guide

By: Author Paul Jenkins

Posted on August 2, 2023

Categories Writing , Education

As a 6th grader, you are at an exciting stage of academic and personal growth. One of the most important skills you’ll develop during this time is essay writing.

Essay writing is an essential skill that will help you communicate your thoughts and ideas effectively. It will also help you develop critical thinking skills, research skills, and creativity.

Essay writing prompts are a great way to get started with essay writing. They provide you with a topic or idea to write about, which can be helpful if you’re not sure what to write about. There are many different types of writing prompts, including narrative, descriptive, persuasive, and expository.

Each type of prompt requires a different approach, so it’s important to understand the different types of prompts and how to approach them. With the right guidance and practice, you can become a confident and skilled essay writer.

Key Takeaways

• Writing prompts are an excellent way to improve your essay writing skills.
• There are many different types of writing prompts, each requiring a different approach.
• With practice and guidance, you can become a confident and skilled essay writer.

33 6th Grade Essay Prompts

Here are 33 essay prompts for 6th grade students:

1. Write about a time you tried something new. What did you learn from this experience?

2. Describe your ideal day. Where would you go, what would you do, and who would you be with?

3. Who is someone you admire? Why do you look up to this person?

4. What is your biggest accomplishment so far in life? Why does it make you proud?

5. What is the most important lesson you’ve learned in school? Explain.

6. What do you want to be when you grow up? What steps will you need to take to achieve this goal?

7. If you could switch places with anyone for a day, who would it be and why?

8. What is your favorite book or movie? Describe the plot and explain why you like it.

9. Describe a challenging situation you’ve faced. How did you handle it and what did you learn?

10. What is one thing you would change about your school? Explain why.

11. What is the most amazing place you’ve ever visited? Describe what you saw and did there.

12. What personal qualities make someone a good friend? Describe a friend who has these qualities.

13. Explain three goals you have set for yourself this year. Why are they important to you?

14. If you could give advice to a younger sibling or friend, what would you say? Why?

15. Describe your favorite holiday tradition. Why is it meaningful to you?

16. What is your favorite subject in school? Explain why you enjoy it.

17. Describe your dream vacation. Where would you go and what would you do?

18. What is a cause you care about? Why is it important to you?

19. What challenges do tweens/teens face today? How can they overcome them?

20. What is one thing that makes you special? How does it impact your life?

21. Describe an act of kindness you did for someone. How did it make you and the other person feel?

22. What is your favorite memory with your family or friends? Why was it meaningful?

23. What is your dream job when you grow up? Describe what you would do.

24. What is a time you made a mistake or failed at something? What did you learn?

25. What are you most proud of about yourself? Explain why.

26. What is your favorite thing to do for fun? Describe why you enjoy it.

27. Pick an inspiring quote. Explain what it means and why it inspires you.

28. Describe a time you stood up for someone else. What motivated you to help them?

29. What are some small things people can do to make the world a better place? Give specific examples.

30. What is one goal you have for improving yourself this school year? Why is this goal meaningful to you?

31. Describe the cover of a book that hasn’t been written about your life. What would the title and imagery represent?

32. What makes you laugh? Describe something funny that happened to you recently.

33. What is one thing you are looking forward to in the future? Why does it excite you?

Understanding Essay Writing

If you’re a 6th grader, you’re just starting to learn about essay writing. Essays are a way to express your thoughts and ideas in a structured way. They can be fun to write, but they can also be challenging. In this section, we’ll cover the basics of essay writing to help you get started.

The Three Parts of an Essay

Every essay has three parts: the beginning, the middle, and the end. The beginning is where you introduce your topic and give some background information. The middle is where you present your arguments and evidence. The end is where you summarize your points and give your opinion.

Writing Skills

To write a good essay, you need to have good writing skills. This means you need to be able to write clearly and concisely, use proper grammar and punctuation, and organize your thoughts in a logical way. If you’re not sure where to start, try reading some essays by other writers to get a sense of how they structure their writing.

Essay Writing Process

The process of writing an essay can be broken down into several steps. First, you need to choose a topic. This can be anything from a personal experience to a current event. Once you have your topic, you need to do some research to gather information and evidence to support your arguments.

Then, you need to organize your thoughts into an outline. This will help you stay on track and make sure you cover all of your points. Finally, you can start writing your essay. Remember to start with a strong introduction, use evidence to support your arguments, and end with a clear conclusion.

6th Grade Writing Prompts

If you’re looking for some ideas to get started with your essay, try some of these 6th grade writing prompts:

• What is your greatest aspiration?
• What do you want to be when you grow up? How will you get there?
• What challenges do immigrants in our country face? What unique challenges do they face living in a new country?
• What is the most important lesson you’ve learned in your life so far?
• Describe a time when you had to make a difficult decision. How did you handle it?

Remember, the key to writing a good essay is to stay organized, use evidence to support your arguments, and end with a clear conclusion. With practice, you’ll become a great essay writer in no time!

Types of Writing Prompts

As a 6th grader, you will encounter different types of writing prompts. Understanding the different types of prompts will help you prepare for the challenges ahead and develop your writing skills. Here are some of the most common types of writing prompts:

Narrative Writing Prompts

Narrative writing prompts require you to write a story or describe an event from your life. These prompts may ask you to write about a personal experience, a fictional story, or a historical event. Narrative writing prompts allow you to use your imagination and creativity to develop characters, plot, and setting.

Expository Writing Prompts

Expository writing prompts require you to explain or describe a topic. These prompts may ask you to write about a process, a cause and effect relationship, or a comparison between two things. Expository writing prompts help you develop your analytical and critical thinking skills.

Creative Writing Prompts

Creative writing prompts allow you to explore your creativity and imagination. These prompts may ask you to write a poem, a short story, or a script for a play. Creative writing exercises help you develop your writing style and voice.

Research Writing Prompts

Research writing prompts require you to conduct research and write an informative essay. These prompts may ask you to write about a historical event, a scientific discovery, or a social issue. Research writing prompts help you develop your research skills and learn how to cite sources.

Reflective Writing Prompts

Reflective writing prompts require you to reflect on a personal experience or a topic. These prompts may ask you to write about your feelings, thoughts, or opinions. Reflective writing prompts help you develop your self-awareness and critical thinking skills.

Procedural Writing Prompts

Procedural writing prompts require you to write instructions for a process. These prompts may ask you to write about how to make something, how to do something, or how to solve a problem. Procedural writing prompts help you develop your organizational and communication skills.

Informational Writing Prompts

Informational writing prompts require you to write an informative essay about a topic. These prompts may ask you to write about a historical event, a scientific discovery, or a social issue. Informational writing prompts help you develop your research and writing skills.

In conclusion, understanding the different types of writing prompts will help you prepare for the challenges ahead and develop your writing skills. By practicing different types of prompts, you will become a more confident and knowledgeable writer.

Developing Writing Skills

In 6th grade, students are expected to have developed basic writing skills, including grammar, punctuation, and sentence structure. However, developing these skills is not enough to become a good writer.

To become a creative and critical writer, students need to practice writing regularly and be motivated to do so.

One way to motivate students is by providing them with interesting and thought-provoking writing prompts. These prompts can help students explore their thoughts, feelings, and ideas and develop their writing skills.

Additionally, writing prompts can help students develop their critical thinking skills by challenging them to think deeply about a topic and express their thoughts clearly.

To develop writing skills, it is important to practice regularly. Encourage students to write every day, even if it is just a few sentences. You can also assign longer writing assignments, such as essays or research papers, to help students improve their writing skills.

In addition to regular practice, it is important to provide students with feedback on their writing. This feedback should be constructive and focus on areas where the student can improve. Encourage students to revise their writing based on feedback and to ask for help if they are struggling.

Overall, developing writing skills takes time and practice. By providing students with interesting prompts, regular practice, and constructive feedback, you can help them become confident and knowledgeable writers.

Topics for Writing Prompts

When it comes to writing prompts for 6th graders, there are a variety of topics that can inspire creativity and help students develop their writing skills. Here are some ideas for different types of writing prompts that can be used in the classroom.

Personal Experiences

One type of writing prompt that can be effective for 6th graders is a personal experience prompt. These prompts ask students to reflect on their own lives and write about a specific memory or experience. For example, you could ask students to write about their favorite book, a memorable experience they had with their family, or a surprising thing that happened to them.

Imaginative Scenarios

Another type of writing prompt that can be fun and engaging for 6th graders is an imaginative scenario prompt. These prompts ask students to use their imaginations to create a story or situation. For example, you could ask students to write about what their future self might be like, what their dream career would be, or what a new holiday they invent might look like.

Current Events

Writing prompts that are related to current events can help students develop their critical thinking skills and engage with the world around them. For example, you could ask students to write about a social media trend that is popular right now, or to reflect on the civil rights movement and its impact on society.

Historical Events

Finally, writing prompts that focus on historical events can help students develop a deeper understanding of the past and its relevance to the present. For example, you could ask students to write about a historical figure they admire, or to reflect on a field trip they took to a historic site. You could also ask students to imagine what it would be like to be the oldest person they know, and to write about their life experiences.

Overall, there are many different types of writing prompts that can be used to inspire creativity and help 6th graders develop their writing skills. By using a variety of prompts that focus on personal experiences, imaginative scenarios, current events, and historical events, you can help students explore different topics and find their own unique voice as writers.

Writing Techniques

As a 6th grader, you will be expected to use various writing techniques to create engaging and informative essays. Here are some techniques you can use to make your essays stand out:

When writing an essay, you can use the plot technique to create a storyline that keeps your readers engaged. You can use the plot structure to organize your essay into a beginning, middle, and end. In the beginning, introduce your topic and provide some background information. In the middle, present your arguments and provide supporting evidence. In the end, summarize your arguments and provide a conclusion.

Descriptive

The descriptive technique can help you create vivid images in the minds of your readers. You can use descriptive language to paint a picture of your topic, such as describing the sights, sounds, and smells. This technique can be especially useful when writing about a place or a person.

Compare and Contrast

The compare and contrast technique can help you analyze two or more things and highlight their similarities and differences. This technique can be useful when writing about two different topics, such as two books or two historical events. You can use a table or a bullet point list to compare and contrast the two topics.

The letter technique can be used to write a persuasive essay in the form of a letter. You can address your essay to a specific person or group of people and use persuasive language to convince them of your point of view. This technique can be especially useful when writing about a social issue or a current event.

Story Starters

The story starter technique can help you come up with an interesting and engaging beginning to your essay. You can use a story starter to grab your reader’s attention and create a sense of intrigue. For example, you can start your essay with a question, a quote, or a surprising fact.

Instructions

The instructions technique can be used to write a how-to essay. You can provide step-by-step instructions on how to do something, such as how to make a recipe or how to play a game. This technique can be especially useful when writing about a practical topic.

The resolution technique can be used to provide a satisfying conclusion to your essay. You can use this technique to tie up loose ends and provide closure to your arguments. You can also use this technique to provide a call to action or a final thought.

Storytelling

The storytelling technique can be used to create a narrative essay. You can use this technique to tell a story about a personal experience or a historical event. This technique can be especially useful when writing about a topic that has an emotional or personal connection.

The Role of Research in Writing

Research plays a vital role in writing, especially when it comes to nonfiction and research writing. As a 6th grader, you will be expected to investigate and use credible sources to support your arguments and ideas.

Research helps you to find and understand information, and it allows you to use that information to write a well-informed and thoughtful essay.

When conducting research, it is important to use credible sources. This means using sources that are reliable and trustworthy. Credible sources can include books, articles, and websites that are written by experts in the field. You can also use primary sources, such as interviews or surveys, to gather information.

As you conduct your research, it is important to investigate natural resources. This includes things like water, air, and land, as well as the plants and animals that live in these environments. Understanding natural resources can help you to write about environmental issues, such as pollution, conservation, and climate change.

When writing your essay, make sure to cite your sources properly. This means giving credit to the authors or creators of the sources you used. You can do this by including a bibliography or works cited page at the end of your essay.

In conclusion, research is an essential part of writing. It allows you to gather information, use credible sources, and write a well-informed and thoughtful essay. By investigating natural resources and using credible sources, you can write about important issues and make a meaningful contribution to your field of study.

Importance of Self-Expression in Writing

As a 6th grader, you are at a stage where you are developing your writing skills and learning how to express yourself through words. Self-expression is a crucial aspect of writing because it allows you to communicate your thoughts, feelings, and ideas effectively.

Writing is not just about putting words on paper; it is about conveying your message to your reader in a way that is clear and concise.

One of the best ways to practice self-expression in writing is through personal narrative and reflective writing. Personal narrative is a type of writing that tells a story about a personal experience. It allows you to share your emotions and experiences with your reader, giving them a glimpse into your life.

Reflective writing, on the other hand, is a type of writing that requires you to reflect on a particular topic or experience. It helps you to understand your thoughts and feelings on a deeper level and communicate them effectively.

Journaling is another great way to practice self-expression in writing. It allows you to write freely without worrying about grammar, spelling, or punctuation.

Journaling is a safe space where you can express your thoughts and feelings without fear of judgment. It is a great way to explore your emotions and ideas, which can help you to become a better writer.

Self-expression in writing is essential because it allows you to communicate your ideas and thoughts effectively. It also helps you to develop your writing skills and become a better writer.

When you express yourself in writing, you are not only communicating with your reader, but you are also learning more about yourself. Writing can be a powerful tool for self-discovery and personal growth.

In conclusion, self-expression is a fundamental aspect of writing, and it is essential for 6th graders to develop this skill. Personal narrative, reflective writing, and journaling are great ways to practice self-expression in writing. By expressing yourself through writing, you can communicate your thoughts and ideas effectively, develop your writing skills, and learn more about yourself.

Understanding Different Essay Types

As a 6th grader, you will be expected to write different types of essays for your assignments. Understanding the different types of essays will help you choose the best approach for your topic and write a well-structured and effective essay.

Narrative Essays

Narrative essays are all about telling a story. They are usually written in the first person and follow a specific structure with a clear beginning, middle, and end. Narrative essays can be based on personal experiences, fictional stories, or real-life events. They are a great way to practice your storytelling skills and engage your readers.

Persuasive Essays

Persuasive essays are written with the goal of convincing the reader to agree with your opinion or take a specific action. They require a clear thesis statement and strong evidence to support your argument. Persuasive essays are often used in debates, speeches, and editorials. They are a great way to develop your critical thinking and persuasive skills.

Argument Writing

Argument writing is similar to persuasive writing, but it focuses more on presenting a balanced argument with both sides of an issue. It requires research and analysis to present a well-rounded and informed perspective. Argument writing can be used in essays, research papers, and debates.

Essay Topics

The topic of your essay is important because it sets the tone and direction for your writing. When choosing a topic, consider your audience, your interests, and the purpose of your essay. Some popular essay topics for 6th graders include:

• The importance of recycling
• The effects of social media on teenagers
• The benefits of reading
• The impact of video games on children
• The role of technology in education

In conclusion, understanding the different types of essays and choosing the right topic is essential for writing a successful essay. Whether you are telling a story, persuading your reader, or presenting a balanced argument, following a clear structure and providing strong evidence will help you achieve your writing goals.

The Use of Technology in Writing

As a 6th grader, you are growing up in a world where technology is an integral part of your daily life. It is no surprise that technology has also made its way into the classroom, including the writing process. The use of technology in writing can be beneficial in many ways, but it is important to understand how to use it effectively.

The internet is a vast resource for information and research. You can use search engines like Google to find articles, videos, and other sources of information to support your writing. However, it is important to evaluate the credibility of the sources you find. Make sure to check the author, publication date, and any biases that may be present.

Cell phones are also a common tool for writing. Many students use their phones to take notes, write reminders, or even draft essays. However, it is important to avoid distractions like social media or texting while writing. If you find yourself getting distracted, consider using an app or website blocker to help you stay focused.

Video games can also be a source of inspiration for writing prompts. Games often have complex stories and characters that can be used as a starting point for creative writing. However, it is important to remember that video games should not be a substitute for reading and writing.

Social media can also be a useful tool for writing. Many writers use social media to connect with other writers, share their work, and receive feedback. However, it is important to remember that social media can also be a distraction. Make sure to set boundaries and avoid spending too much time on social media while writing.

In conclusion, the use of technology in writing can be beneficial, but it is important to use it effectively. Make sure to evaluate sources, avoid distractions, and set boundaries when using technology to support your writing.

Writing about Favorite Things

One of the best ways to get started with writing is to write about your favorite things. This can be anything from your favorite book to your favorite food, animal, or sport. Writing about things that you love can help you to develop your writing skills and express your thoughts and feelings in a clear and concise way.

When writing about your favorite book, think about what makes it special to you. Is it the characters, the plot, or the setting? What emotions does the book evoke in you? Use descriptive language to bring your favorite book to life on the page.

If you’re writing about your favorite food, describe the taste, texture, and aroma of the dish. What memories or emotions does this food bring up for you? Is it a food that you associate with a particular time or place in your life?

When writing about your favorite animal, consider what draws you to this creature. Is it their appearance, behavior, or habitat? Use sensory language to describe the animal and its surroundings.

If you have a pet, writing about them can be a great way to practice your writing skills. Describe their personality, habits, and quirks. What do you love most about your pet?

Writing about your favorite sport can be a great way to explore your passion for the game. Describe the rules, equipment, and strategies involved in the sport. What do you enjoy most about playing or watching this sport?

No matter what your favorite thing is, writing about it can help you to develop your writing skills and express yourself in a clear and concise way. So grab a pen and paper, and start writing about the things that you love!

The Impact of Reading and Math on Writing

As a 6th grader, you may not realize it yet, but reading and math skills can have a significant impact on your writing abilities. Both reading and math are essential components of writing, and they can help improve your writing skills in various ways.

Reading and Writing

Reading and writing go hand in hand. When you read, you are exposed to different writing styles, sentence structures, and vocabulary. You can learn a lot about how to write clearly and effectively by reading different types of books, articles, and essays.

Reading also helps improve your comprehension skills, which are essential for understanding writing prompts and crafting well-written responses.

As a 6th grader, you should aim to read a variety of books, including fiction, non-fiction, and poetry. Reading different genres can help you develop a more diverse vocabulary and improve your understanding of different writing styles.

It can also help you identify different literary devices and techniques that you can use in your own writing.

Math and Writing

Math may not seem like it has much to do with writing, but it can actually help improve your writing skills. Math helps develop critical thinking skills, which are essential for analyzing writing prompts and crafting well-reasoned arguments.

Math can also help you develop problem-solving skills, which can come in handy when you encounter difficult writing assignments.

As a 6th grader, you should aim to develop your math skills by practicing regularly. Math can be challenging, but with practice and perseverance, you can improve your skills and develop a better understanding of mathematical concepts. This can help you become a better writer by developing your critical thinking and problem-solving skills.

In conclusion, reading and math skills can have a significant impact on your writing abilities. By reading regularly and practicing math, you can improve your comprehension, critical thinking, and problem-solving skills, which are all essential for becoming a better writer. As a 6th grader, it’s important to develop these skills early on to set yourself up for success in the future.

Writing about School Life

Writing about your school life can be an excellent way to reflect on your experiences and share your perspective with others. Here are some essay prompts that will help you explore your thoughts and feelings about your middle school experience:

• What is your favorite subject in school? Why do you enjoy it?
• Describe a time when you faced a challenge in school. How did you overcome it?
• What do you think is the most important thing you have learned so far in middle school?
• Write about a teacher who has had a positive impact on your life. What did they do to inspire you?
• Do you think standardized tests accurately measure your knowledge and abilities? Why or why not?
• How do you feel about moving on to high school next year? What are you most excited or nervous about?

When writing about school life, it’s essential to be honest and reflective. Don’t be afraid to share your opinions or experiences, even if they are different from what others might think or feel. Use specific examples and details to support your ideas and make your writing more engaging.

Remember to follow standard essay writing conventions, such as starting with an introduction, including a clear thesis statement, and organizing your ideas logically. Use transitions between paragraphs to help the reader follow your train of thought.

Whether you love or hate school, writing about your experiences can help you gain a deeper understanding of yourself and your place in the world. So take some time to reflect on your middle school years and share your thoughts with others through your writing.

Writing about Society and Culture

As a 6th grader, you are at an age where you can start exploring and writing about societal and cultural issues. One topic that you can explore is the concept of empathy. Empathy is the ability to understand and share the feelings of others.

You can write about the importance of empathy in society and how it can help people understand each other better. You can also explore ways to develop empathy, such as volunteering, reading books, and watching movies that showcase different cultures and perspectives.

Another topic to consider is immigration. You can write about the challenges that immigrants face when they move to a new country. You can explore the reasons why people immigrate, the impact of immigration on society, and the ways in which immigrants contribute to their new communities.

You can also write about the debates surrounding immigration policies and how they affect immigrant families.

When writing about society and culture, it is important to remain neutral and present different perspectives. You can use bullet points or tables to compare and contrast different viewpoints on a particular issue.

This will help you develop a well-rounded understanding of the topic and make your writing more informative.

In conclusion, writing about society and culture can be a great way to explore important issues and develop your writing skills. By exploring topics such as empathy and immigration, you can gain a better understanding of the world around you and become a more informed and empathetic individual.

Writing about Future Aspirations

As a 6th grader, you are at a stage of your life where you are beginning to think about your future aspirations. It’s important to start thinking about what you want to be when you grow up, as this can help you set goals and work towards achieving them.

Writing about your future aspirations can be a great way to explore your dreams and goals. Here are a few tips to help you get started:

1. Think about your future self

When writing about your future aspirations, it’s important to think about your future self. What kind of person do you want to be? What kind of life do you want to lead? What kind of impact do you want to make in the world?

2. Dream career

One of the most common things 6th graders write about when exploring their future aspirations is their dream career. What kind of job do you want to have when you grow up? What kind of work do you want to do? What kind of impact do you want to make in your chosen field?

3. Set specific goals

When writing about your future aspirations, it’s important to set specific goals. What steps do you need to take to achieve your dreams? What kind of education or training do you need? What kind of skills do you need to develop?

4. Be realistic

While it’s important to dream big, it’s also important to be realistic when writing about your future aspirations. Make sure that your goals are achievable and that you have a clear plan for how you will achieve them.

5. Stay positive

Finally, when writing about your future aspirations, it’s important to stay positive. Believe in yourself and your ability to achieve your dreams. Remember that anything is possible if you work hard and stay focused.

Writing about Personal Interests

When it comes to writing about personal interests, the possibilities are endless. You can write about your favorite movie, video game, book, short story, or poem. The key is to choose something that you are passionate about and that you can write about in detail.

To get started, make a list of your favorite movies, video games, books, short stories, or poems. Then, choose one that you want to write about. Next, brainstorm some ideas for your essay.

Think about what you want to say about the movie, video game, book, short story, or poem. What themes or ideas does it explore? What do you like about it? What don’t you like about it?

Once you have some ideas, it’s time to start writing. Begin by introducing the movie, video game, book, short story, or poem. Give some background information and explain why you chose it. Then, dive into your analysis.

Use specific examples from the movie, video game, book, short story, or poem to support your points.

When writing about personal interests, it’s important to be clear and concise. Avoid making exaggerated or false claims. Stick to the facts and use evidence to support your arguments. Use formatting tools like bullet points or tables to organize your ideas and make your essay easier to read.

In conclusion, writing about personal interests is a great way to showcase your passion and creativity. Choose something that you are passionate about and that you can write about in detail. Brainstorm some ideas, be clear and concise, and use evidence to support your arguments.

With these tips, you can write an engaging and informative essay that showcases your writing skills and your love for your favorite movie, video game, book, short story, or poem.

Frequently Asked Questions

What are some creative writing prompts for 6th graders.

When it comes to creative writing prompts for 6th graders, the possibilities are endless. You can encourage your students to write about their favorite hobbies, memories, or even their dreams. Some prompts to consider include:

• Write a story about a magical creature that you discover in your backyard.
• Describe your favorite place in the world and why it means so much to you.
• Write a letter to your future self, detailing what you hope to accomplish in the next few years.

How can reading passages be incorporated into 6th grade writing prompts?

Reading passages can be an excellent source of inspiration for 6th grade writing prompts. You can have your students read a short story or article, and then ask them to write a response or analysis. Some prompts to consider include:

• Write a character analysis of the protagonist in the story you just read.
• Summarize the article you just read and provide your opinion on the topic.
• Write a short story inspired by the themes or ideas in the reading passage.

What are some argumentative writing prompts for 6th graders?

Argumentative writing prompts can help 6th graders develop critical thinking skills and learn to express their opinions effectively. Some prompts to consider include:

• Should students be allowed to have cell phones in school? Why or why not?
• Is it ethical to keep animals in zoos? Why or why not?
• Should junk food be banned from school cafeterias? Why or why not?

What are some fun and engaging writing topics for 6th graders?

To keep 6th graders engaged and interested in writing, it’s important to choose topics that are fun and relevant to their lives. Some prompts to consider include:

• Write a story about a time when you had to overcome a fear.
• Describe your dream vacation and what you would do there.
• Write a letter to your favorite celebrity, telling them why you admire them.

What are some tips for developing a 6th grade writing curriculum?

When developing a 6th grade writing curriculum, it’s important to keep in mind the needs and abilities of your students. Some tips to consider include:

• Incorporate a variety of writing styles, such as creative writing, persuasive writing, and analytical writing.
• Provide frequent opportunities for students to give and receive feedback on their writing.
• Encourage students to write about topics that are meaningful to them.

How can 6th graders be encouraged to write about meaningful topics?

To encourage 6th graders to write about meaningful topics, it’s important to provide them with prompts and assignments that are relevant to their lives. Some strategies to consider include:

• Ask students to write about their own experiences and perspectives.
• Provide prompts that relate to current events or issues that are important to the students.
• Encourage students to explore their own values and beliefs through their writing.

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• Year 6 Writing Examples
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In this page, you will find some examples of what is expected of Year 6 writers who are meeting all the age-related requirements.  SCROLL DOWN  to find out what to expect from your children and some of the reasons why this is expected at Year 6. All the examples below are from "extended writing" sessions, which are generally over two lessons and are completed independently having spent previous lessons building up and practising writing skills.

Why is this writing at the age-related expectation (ARE) for the end of Year 6?

• Almost entirely grammatically correct, allowing for occasional punctuation and spelling errors.
• Capitals, full stops, commas, apostrophes and question marks are all mostly accurate.
• Uses the full range of punctuation to include evidence of dashes, brackets, hyphens, semi-colons and colons.
• Writing structure, formality and purpose should be clearly met. For example, the tone and layout of a newspaper should be clearly different to a narrative or a set of instructions.
• Handwriting should be neat, joined and legible.
• Correct tense throughout.
• A range of multi-clause sentences, including some thought into when you would use shorter or longer sentences. This is why children learn about grammar skills, such as: fronted adverbials, relative clauses, subordinate clauses, rhetorical questions and so on.
• A range of devices to create flow in the writing.
• Evidence that they have checked, improved and/or corrected their writing and spelling.
• Year 6 notes for parents - ARE.pdf

Below is what writing should look like halfway through the year. It is not yet meeting all the criteria as set out above but it is very close.

Expected to be ARE - Halfway through the year images

Below is what "greater depth" writing may look like halfway through the year. Note the additional flair to the sentences, improved spelling and more consistent, challenging punctuation.

Greater depth writing halfway through the year

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Essay for Class 6 Children | Essay Topics for Grade 6 Students in English

Not Everyone can frame their thoughts into sentences and write an Essay. Essay Writing is an art and is a great activity for Kids to enhance their overall personality. Check out Essay for Class 6 Students in English and have an idea on various topics that are commonly asked. Read and Practice Essay Writing Topics and bring out the imagination in you and write Essays on your own. 6th Grade Essays provided here are given by subject experts to make you familiar with essays from different categories.

List of English Essays for Students of 6th Std

If you are looking for a one-stop destination where you can find the Most Common Essay Topics for Grade 6 Students then this is the place. Check out the Essay Writing Ideas from different categories and choose as per your requirement. All you need to do is simply click on the respective topic link and avail the Short or Long Essay in it. You can surely improve your vocabulary and writing skills after referring to the Essays for 6th Class Students.

• Tree our Best Friend Essay for Class 6
• How I Spent Winter Vacation for Class 6
• Christmas Essay for Class 6
• Essay on Republic Day for Class 6
• My Self Essay for Class 6
• My School Essay for Class 6
• My Favourite Book Essay for Class 6
• Essay on Health is Wealth for Class 6
• Essay on Importance of Computer for Class 6
• My Family Essay for Class 6
• Essay on Most Memorable Day of My Life for Class 6
• Essay on Punctuality for Class 6
• Essay on Global Warming for Class 6
• Essay on Importance of Reading for Class 6
• Essay on Child Labour for Class 6
• Unity in Diversity Essay for Class 6
• Essay on Indian Festivals for Class 6
• Essay on Save Electricity for Class 6
• Essay on Library for Class 6

FAQs on Essay for Class 6

1. Where do I get Good Essay Topics for Class 6?

You can get Good Essay Topics for Class 6 on our page through the quick links.

2. How to Improve Essay Writing?

All you have to do is read to plenty of essay topics out there and bring out the uniqueness in you and frame your thoughts into words and write essays.

3. Which is the Best Website that provides Essay Writing Topics of Class 6?

Worksheetsbuddy.com is a genuine portal and go-to place for many any Kind of Essay Topic for Students.

We wish the knowledge shared in Class 6 Essays helped you to express your thoughts. Feel free to use the Comment Box Below and suggest us the topics of your interest. We will look into your suggestions and add them at the earliest. Stay in touch with our site to learn about Essays of Frequently Aksed Topics for School going children.

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Essay Writing Topics For Class 6 Format, Examples, Topics, Exercises

Essay writing topics for class 6 in english.

Writing essays is a crucial part of the academic curriculum for students of all ages. As students progress through their academic journey, the complexity and length of essays increase. Class 6 students are typically expected to write essays that are between 500 and 1000 words long. The essays are usually written in a five-paragraph format and include an introduction, three body paragraphs, and a conclusion. In this article, we will discuss some essay writing topics for class 6 students, along with the English Grammar , format, and examples.

Also Read: Essay Writing For Class 8

Format Of Class 6 Essays:

Before we start discussing the essay topics, let’s take a look at the format of class 6 essays.

Introduction:

The introduction should be a brief paragraph that provides an overview of the topic. It should include a thesis statement that tells the reader what the essay is about.

Body Paragraphs:

The body paragraphs should be three in number, and each paragraph should focus on a specific idea related to the topic. Each paragraph should have a topic sentence that introduces the idea and supporting details that explain and support the topic sentence.

Conclusion:

The conclusion should be a summary of the main points discussed in the essay. It should restate the thesis statement and provide a final thought on the topic.

Essay Writing Topics For Class 6:

1. My Favorite Season 2. My Favorite Animal 3. My Best Friend 4. My Favorite Sport 5. My Favorite Food 6. My School Life 7. My Family 8. The Importance of Reading 9. My Favorite Movie 10. My Favorite Book 11. My Hobby 12. My Role Model 13. The Importance of Discipline 14. My Dreams and Aspirations 15. The Importance of Education 16. My Favorite Holiday 17. My Favorite Teacher 18. My Favorite Place 19. My Favorite Subject 20. My Favorite Color

Examples Of Essay Writing Topics For Class 6:

1. My Favorite Season:

My favorite season is winter. I love the cold weather, and I get excited when the first snowfall arrives. I enjoy making snowmen and having snowball fights with my friends. I also love the holidays that come during winter, such as Christmas and New Year’s. During winter break, my family and I like to go skiing, and we have a lot of fun together.

2. My Best Friend:

My best friend’s name is Sarah. We have been friends since kindergarten, and we have a lot in common. We both love animals and enjoy playing video games together. We also enjoy playing soccer and often compete against each other. Sarah is always there for me when I need her, and I feel lucky to have her as my best friend.

3. The Importance of Reading:

Reading is very important because it helps improve our vocabulary and comprehension skills. It also stimulates our imagination and creativity. By reading, we can learn about different cultures and explore new ideas. Reading is also a great way to relax and escape from our daily stresses.

Recommended Reading: Essay Writing Topics For Class 6

Conclusion On Essay Writing Topics For Class 6:

Writing essays is an essential skill for students to develop, and by practicing writing on different topics, students can become better writers. The above essay topics can be a starting point for class 6 students, and by following the essay format, they can write well-structured essays that effectively communicate their ideas.

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Narrative Writing: A Complete Guide for Teachers and Students

MASTERING THE CRAFT OF NARRATIVE WRITING

Narratives build on and encourage the development of the fundamentals of writing. They also require developing an additional skill set: the ability to tell a good yarn, and storytelling is as old as humanity.

We see and hear stories everywhere and daily, from having good gossip on the doorstep with a neighbor in the morning to the dramas that fill our screens in the evening.

Good narrative writing skills are hard-won by students even though it is an area of writing that most enjoy due to the creativity and freedom it offers.

Here we will explore some of the main elements of a good story: plot, setting, characters, conflict, climax, and resolution . And we will look too at how best we can help our students understand these elements, both in isolation and how they mesh together as a whole.

WHAT IS A NARRATIVE?

A narrative is a story that shares a sequence of events , characters, and themes. It expresses experiences, ideas, and perspectives that should aspire to engage and inspire an audience.

A narrative can spark emotion, encourage reflection, and convey meaning when done well.

Narratives are a popular genre for students and teachers as they allow the writer to share their imagination, creativity, skill, and understanding of nearly all elements of writing.  We occasionally refer to a narrative as ‘creative writing’ or story writing.

The purpose of a narrative is simple, to tell the audience a story.  It can be written to motivate, educate, or entertain and can be fact or fiction.

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

Teach your students to become skilled story writers with this HUGE   NARRATIVE & CREATIVE STORY WRITING UNIT . Offering a  COMPLETE SOLUTION  to teaching students how to craft  CREATIVE CHARACTERS, SUPERB SETTINGS, and PERFECT PLOTS .

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

There are many narrative writing genres and sub-genres such as these.

We have a complete guide to writing a personal narrative that differs from the traditional story-based narrative covered in this guide. It includes personal narrative writing prompts, resources, and examples and can be found here.

As we can see, narratives are an open-ended form of writing that allows you to showcase creativity in many directions. However, all narratives share a common set of features and structure known as “Story Elements”, which are briefly covered in this guide.

Don’t overlook the importance of understanding story elements and the value this adds to you as a writer who can dissect and create grand narratives. We also have an in-depth guide to understanding story elements here .

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

ORIENTATION (BEGINNING) Set the scene by introducing your characters, setting and time of the story. Establish your who, when and where in this part of your narrative

COMPLICATION AND EVENTS (MIDDLE) In this section activities and events involving your main characters are expanded upon. These events are written in a cohesive and fluent sequence.

RESOLUTION (ENDING) Your complication is resolved in this section. It does not have to be a happy outcome, however.

EXTRAS: Whilst orientation, complication and resolution are the agreed norms for a narrative, there are numerous examples of popular texts that did not explicitly follow this path exactly.

NARRATIVE FEATURES

LANGUAGE: Use descriptive and figurative language to paint images inside your audience’s minds as they read.

PERSPECTIVE Narratives can be written from any perspective but are most commonly written in first or third person.

DIALOGUE Narratives frequently switch from narrator to first-person dialogue. Always use speech marks when writing dialogue.

TENSE If you change tense, make it perfectly clear to your audience what is happening. Flashbacks might work well in your mind but make sure they translate to your audience.

THE PLOT MAP

This graphic is known as a plot map, and nearly all narratives fit this structure in one way or another, whether romance novels, science fiction or otherwise.

It is a simple tool that helps you understand and organise a story’s events. Think of it as a roadmap that outlines the journey of your characters and the events that unfold. It outlines the different stops along the way, such as the introduction, rising action, climax, falling action, and resolution, that help you to see how the story builds and develops.

Using a plot map, you can see how each event fits into the larger picture and how the different parts of the story work together to create meaning. It’s a great way to visualize and analyze a story.

Be sure to refer to a plot map when planning a story, as it has all the essential elements of a great story.

THE 5 KEY STORY ELEMENTS OF A GREAT NARRATIVE (6-MINUTE TUTORIAL VIDEO)

This video we created provides an excellent overview of these elements and demonstrates them in action in stories we all know and love.

HOW TO WRITE A NARRATIVE

Now that we understand the story elements and how they come together to form stories, it’s time to start planning and writing your narrative.

In many cases, the template and guide below will provide enough details on how to craft a great story. However, if you still need assistance with the fundamentals of writing, such as sentence structure, paragraphs and using correct grammar, we have some excellent guides on those here.

USE YOUR WRITING TIME EFFECTIVELY: Maximize your narrative writing sessions by spending approximately 20 per cent of your time planning and preparing.  This ensures greater productivity during your writing time and keeps you focused and on task.

Use tools such as graphic organizers to logically sequence your narrative if you are not a confident story writer.  If you are working with reluctant writers, try using narrative writing prompts to get their creative juices flowing.

Spend most of your writing hour on the task at hand, don’t get too side-tracked editing during this time and leave some time for editing. When editing a  narrative, examine it for these three elements.

• Spelling and grammar ( Is it readable?)
• Story structure and continuity ( Does it make sense, and does it flow? )
• Character and plot analysis. (Are your characters engaging? Does your problem/resolution work? )

1. SETTING THE SCENE: THE WHERE AND THE WHEN

The story’s setting often answers two of the central questions in the story, namely, the where and the when. The answers to these two crucial questions will often be informed by the type of story the student is writing.

The story’s setting can be chosen to quickly orient the reader to the type of story they are reading. For example, a fictional narrative writing piece such as a horror story will often begin with a description of a haunted house on a hill or an abandoned asylum in the middle of the woods. If we start our story on a rocket ship hurtling through the cosmos on its space voyage to the Alpha Centauri star system, we can be reasonably sure that the story we are embarking on is a work of science fiction.

Such conventions are well-worn clichés true, but they can be helpful starting points for our novice novelists to make a start.

Having students choose an appropriate setting for the type of story they wish to write is an excellent exercise for our younger students. It leads naturally onto the next stage of story writing, which is creating suitable characters to populate this fictional world they have created. However, older or more advanced students may wish to play with the expectations of appropriate settings for their story. They may wish to do this for comic effect or in the interest of creating a more original story. For example, opening a story with a children’s birthday party does not usually set up the expectation of a horror story. Indeed, it may even lure the reader into a happy reverie as they remember their own happy birthday parties. This leaves them more vulnerable to the surprise element of the shocking action that lies ahead.

Once the students have chosen a setting for their story, they need to start writing. Little can be more terrifying to English students than the blank page and its bare whiteness stretching before them on the table like a merciless desert they must cross. Give them the kick-start they need by offering support through word banks or writing prompts. If the class is all writing a story based on the same theme, you may wish to compile a common word bank on the whiteboard as a prewriting activity. Write the central theme or genre in the middle of the board. Have students suggest words or phrases related to the theme and list them on the board.

You may wish to provide students with a copy of various writing prompts to get them started. While this may mean that many students’ stories will have the same beginning, they will most likely arrive at dramatically different endings via dramatically different routes.

A bargain is at the centre of the relationship between the writer and the reader. That bargain is that the reader promises to suspend their disbelief as long as the writer creates a consistent and convincing fictional reality. Creating a believable world for the fictional characters to inhabit requires the student to draw on convincing details. The best way of doing this is through writing that appeals to the senses. Have your student reflect deeply on the world that they are creating. What does it look like? Sound like? What does the food taste like there? How does it feel like to walk those imaginary streets, and what aromas beguile the nose as the main character winds their way through that conjured market?

Also, Consider the when; or the time period. Is it a future world where things are cleaner and more antiseptic? Or is it an overcrowded 16th-century London with human waste stinking up the streets? If students can create a multi-sensory installation in the reader’s mind, then they have done this part of their job well.

Popular Settings from Children’s Literature and Storytelling

• Fairytale Kingdom
• Magical Forest
• Village/town
• Underwater world
• Space/Alien planet

2. CASTING THE CHARACTERS: THE WHO

Now that your student has created a believable world, it is time to populate it with believable characters.

In short stories, these worlds mustn’t be overpopulated beyond what the student’s skill level can manage. Short stories usually only require one main character and a few secondary ones. Think of the short story more as a small-scale dramatic production in an intimate local theater than a Hollywood blockbuster on a grand scale. Too many characters will only confuse and become unwieldy with a canvas this size. Keep it simple!

Creating believable characters is often one of the most challenging aspects of narrative writing for students. Fortunately, we can do a few things to help students here. Sometimes it is helpful for students to model their characters on actual people they know. This can make things a little less daunting and taxing on the imagination. However, whether or not this is the case, writing brief background bios or descriptions of characters’ physical personality characteristics can be a beneficial prewriting activity. Students should give some in-depth consideration to the details of who their character is: How do they walk? What do they look like? Do they have any distinguishing features? A crooked nose? A limp? Bad breath? Small details such as these bring life and, therefore, believability to characters. Students can even cut pictures from magazines to put a face to their character and allow their imaginations to fill in the rest of the details.

Younger students will often dictate to the reader the nature of their characters. To improve their writing craft, students must know when to switch from story-telling mode to story-showing mode. This is particularly true when it comes to character. Encourage students to reveal their character’s personality through what they do rather than merely by lecturing the reader on the faults and virtues of the character’s personality. It might be a small relayed detail in the way they walk that reveals a core characteristic. For example, a character who walks with their head hanging low and shoulders hunched while avoiding eye contact has been revealed to be timid without the word once being mentioned. This is a much more artistic and well-crafted way of doing things and is less irritating for the reader. A character who sits down at the family dinner table immediately snatches up his fork and starts stuffing roast potatoes into his mouth before anyone else has even managed to sit down has revealed a tendency towards greed or gluttony.

Understanding Character Traits

Again, there is room here for some fun and profitable prewriting activities. Give students a list of character traits and have them describe a character doing something that reveals that trait without ever employing the word itself.

It is also essential to avoid adjective stuffing here. When looking at students’ early drafts, adjective stuffing is often apparent. To train the student out of this habit, choose an adjective and have the student rewrite the sentence to express this adjective through action rather than telling.

When writing a story, it is vital to consider the character’s traits and how they will impact the story’s events. For example, a character with a strong trait of determination may be more likely to overcome obstacles and persevere. In contrast, a character with a tendency towards laziness may struggle to achieve their goals. In short, character traits add realism, depth, and meaning to a story, making it more engaging and memorable for the reader.

Popular Character Traits in Children’s Stories

• Determination
• Imagination
• Perseverance
• Responsibility

We have an in-depth guide to creating great characters here , but most students should be fine to move on to planning their conflict and resolution.

3. NO PROBLEM? NO STORY! HOW CONFLICT DRIVES A NARRATIVE

This is often the area apprentice writers have the most difficulty with. Students must understand that without a problem or conflict, there is no story. The problem is the driving force of the action. Usually, in a short story, the problem will center around what the primary character wants to happen or, indeed, wants not to happen. It is the hurdle that must be overcome. It is in the struggle to overcome this hurdle that events happen.

Often when a student understands the need for a problem in a story, their completed work will still not be successful. This is because, often in life, problems remain unsolved. Hurdles are not always successfully overcome. Students pick up on this.

We often discuss problems with friends that will never be satisfactorily resolved one way or the other, and we accept this as a part of life. This is not usually the case with writing a story. Whether a character successfully overcomes his or her problem or is decidedly crushed in the process of trying is not as important as the fact that it will finally be resolved one way or the other.

A good practical exercise for students to get to grips with this is to provide copies of stories and have them identify the central problem or conflict in each through discussion. Familiar fables or fairy tales such as Three Little Pigs, The Boy Who Cried Wolf, Cinderella, etc., are great for this.

While it is true that stories often have more than one problem or that the hero or heroine is unsuccessful in their first attempt to solve a central problem, for beginning students and intermediate students, it is best to focus on a single problem, especially given the scope of story writing at this level. Over time students will develop their abilities to handle more complex plots and write accordingly.

Popular Conflicts found in Children’s Storytelling.

• Good vs evil
• Individual vs society
• Nature vs nurture
• Self vs others
• Man vs self
• Man vs nature
• Man vs technology
• Individual vs fate
• Self vs destiny

Conflict is the heart and soul of any good story. It’s what makes a story compelling and drives the plot forward. Without conflict, there is no story. Every great story has a struggle or a problem that needs to be solved, and that’s where conflict comes in. Conflict is what makes a story exciting and keeps the reader engaged. It creates tension and suspense and makes the reader care about the outcome.

Like in real life, conflict in a story is an opportunity for a character’s growth and transformation. It’s a chance for them to learn and evolve, making a story great. So next time stories are written in the classroom, remember that conflict is an essential ingredient, and without it, your story will lack the energy, excitement, and meaning that makes it truly memorable.

4. THE NARRATIVE CLIMAX: HOW THINGS COME TO A HEAD!

The climax of the story is the dramatic high point of the action. It is also when the struggles kicked off by the problem come to a head. The climax will ultimately decide whether the story will have a happy or tragic ending. In the climax, two opposing forces duke things out until the bitter (or sweet!) end. One force ultimately emerges triumphant. As the action builds throughout the story, suspense increases as the reader wonders which of these forces will win out. The climax is the release of this suspense.

Much of the success of the climax depends on how well the other elements of the story have been achieved. If the student has created a well-drawn and believable character that the reader can identify with and feel for, then the climax will be more powerful.

The nature of the problem is also essential as it determines what’s at stake in the climax. The problem must matter dearly to the main character if it matters at all to the reader.

Have students engage in discussions about their favorite movies and books. Have them think about the storyline and decide the most exciting parts. What was at stake at these moments? What happened in your body as you read or watched? Did you breathe faster? Or grip the cushion hard? Did your heart rate increase, or did you start to sweat? This is what a good climax does and what our students should strive to do in their stories.

The climax puts it all on the line and rolls the dice. Let the chips fall where the writer may…

Popular Climax themes in Children’s Stories

• A battle between good and evil
• The character’s bravery saves the day
• Character faces their fears and overcomes them
• The character solves a mystery or puzzle.
• The character stands up for what is right.
• Character reaches their goal or dream.
• The character learns a valuable lesson.
• The character makes a selfless sacrifice.
• The character makes a difficult decision.
• The character reunites with loved ones or finds true friendship.

5. RESOLUTION: TYING UP LOOSE ENDS

After the climactic action, a few questions will often remain unresolved for the reader, even if all the conflict has been resolved. The resolution is where those lingering questions will be answered. The resolution in a short story may only be a brief paragraph or two. But, in most cases, it will still be necessary to include an ending immediately after the climax can feel too abrupt and leave the reader feeling unfulfilled.

An easy way to explain resolution to students struggling to grasp the concept is to point to the traditional resolution of fairy tales, the “And they all lived happily ever after” ending. This weather forecast for the future allows the reader to take their leave. Have the student consider the emotions they want to leave the reader with when crafting their resolution.

While the action is usually complete by the end of the climax, it is in the resolution that if there is a twist to be found, it will appear – think of movies such as The Usual Suspects. Pulling this off convincingly usually requires considerable skill from a student writer. Still, it may well form a challenging extension exercise for those more gifted storytellers among your students.

Popular Resolutions in Children’s Stories

• Our hero achieves their goal
• The character learns a valuable lesson
• A character finds happiness or inner peace.
• The character reunites with loved ones.
• Character restores balance to the world.
• The character discovers their true identity.
• Character changes for the better.
• The character gains wisdom or understanding.
• Character makes amends with others.
• The character learns to appreciate what they have.

Once students have completed their story, they can edit for grammar, vocabulary choice, spelling, etc., but not before!

As mentioned, there is a craft to storytelling, as well as an art. When accurate grammar, perfect spelling, and immaculate sentence structures are pushed at the outset, they can cause storytelling paralysis. For this reason, it is essential that when we encourage the students to write a story, we give them license to make mechanical mistakes in their use of language that they can work on and fix later.

Good narrative writing is a very complex skill to develop and will take the student years to become competent. It challenges not only the student’s technical abilities with language but also her creative faculties. Writing frames, word banks, mind maps, and visual prompts can all give valuable support as students develop the wide-ranging and challenging skills required to produce a successful narrative writing piece. But, at the end of it all, as with any craft, practice and more practice is at the heart of the matter.

TIPS FOR WRITING A GREAT NARRATIVE

• Start your story with a clear purpose: If you can determine the theme or message you want to convey in your narrative before starting it will make the writing process so much simpler.
• Choose a compelling storyline and sell it through great characters, setting and plot: Consider a unique or interesting story that captures the reader’s attention, then build the world and characters around it.
• Develop vivid characters that are not all the same: Make your characters relatable and memorable by giving them distinct personalities and traits you can draw upon in the plot.
• Use descriptive language to hook your audience into your story: Use sensory language to paint vivid images and sequences in the reader’s mind.
• Show, don’t tell your audience: Use actions, thoughts, and dialogue to reveal character motivations and emotions through storytelling.
• Create a vivid setting that is clear to your audience before getting too far into the plot: Describe the time and place of your story to immerse the reader fully.
• Build tension: Refer to the story map earlier in this article and use conflict, obstacles, and suspense to keep the audience engaged and invested in your narrative.
• Use figurative language such as metaphors, similes, and other literary devices to add depth and meaning to your narrative.
• Edit, revise, and refine: Take the time to refine and polish your writing for clarity and impact.
• Stay true to your voice: Maintain your unique perspective and style in your writing to make it your own.

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

Below are a collection of student writing samples of narratives.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to read these creative stories in detail and the teacher and student guides which highlight some of the critical elements of narratives to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of story writing.

We recommend reading the example either a year above or below, as well as the grade you are currently working with, to gain a broader appreciation of this text type.

NARRATIVE WRITING PROMPTS (Journal Prompts)

When students have a great journal prompt, it can help them focus on the task at hand, so be sure to view our vast collection of visual writing prompts for various text types here or use some of these.

• On a recent European trip, you find your travel group booked into the stunning and mysterious Castle Frankenfurter for a single night…  As night falls, the massive castle of over one hundred rooms seems to creak and groan as a series of unexplained events begin to make you wonder who or what else is spending the evening with you. Write a narrative that tells the story of your evening.
• You are a famous adventurer who has discovered new lands; keep a travel log over a period of time in which you encounter new and exciting adventures and challenges to overcome.  Ensure your travel journal tells a story and has a definite introduction, conflict and resolution.
• You create an incredible piece of technology that has the capacity to change the world.  As you sit back and marvel at your innovation and the endless possibilities ahead of you, it becomes apparent there are a few problems you didn’t really consider. You might not even be able to control them.  Write a narrative in which you ride the highs and lows of your world-changing creation with a clear introduction, conflict and resolution.
• As the final door shuts on the Megamall, you realise you have done it…  You and your best friend have managed to sneak into the largest shopping centre in town and have the entire place to yourselves until 7 am tomorrow.  There is literally everything and anything a child would dream of entertaining themselves for the next 12 hours.  What amazing adventures await you?  What might go wrong?  And how will you get out of there scot-free?
• A stranger walks into town…  Whilst appearing similar to almost all those around you, you get a sense that this person is from another time, space or dimension… Are they friends or foes?  What makes you sense something very strange is going on?   Suddenly they stand up and walk toward you with purpose extending their hand… It’s almost as if they were reading your mind.

NARRATIVE WRITING VIDEO TUTORIAL

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

When teaching narrative writing, it is essential that you have a range of tools, strategies and resources at your disposal to ensure you get the most out of your writing time.  You can find some examples below, which are free and paid premium resources you can use instantly without any preparation.

FREE Narrative Graphic Organizer

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

NARRATIVE WRITING CHECKLIST BUNDLE

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OTHER GREAT ARTICLES ABOUT NARRATIVE WRITING

Narrative Writing for Kids: Essential Skills and Strategies

7 Great Narrative Lesson Plans Students and Teachers Love

Top 7 Narrative Writing Exercises for Students

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Year 6 essay practice (gotong royong in school)

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Essay writing

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Bahasa Inggeris (English) Sekolah Rendah: Samples of Essay Writing

Bahasa Inggeris (English) Sekolah Rendah : Samples of Essay Writing/ Karangan Bahasa Inggeris.  UASA. Tahun / Year 1, 2, 3, 4, 5, 6. Sekolah Rendah. Primary School. (02) (3/3)

Koleksi Contoh Karangan Bahasa Inggeris (English Essays) Sekolah Rendah

Better To Be Safe Than Sorry Essay

Catching Crabs

Climbing A Mountain

Drug Abuse: Problems And Solutions

Encounter A Thief  

Essay on Healthy Lifestyle

Essay on Helping Mother In The Kitchen

Essay on Mother’s Day In English For School Kids and Children Mother’s

Essay on My Best Friend – 7 Selected Essays on My Best Friend

Experience of Waiting For A Bus At A Bus Station

Fishing In The Moonlight

Frightened By A Snake On A Tree

Frightened By Buffaloes

Frightened By Dogs

Frightful Movement In My Room  

Frightful Movements In The Bush

Games I Like To Play

Hari Raya Celebrations

Helping A Handicapped Man Essay

Helping A Little Lost Girl Essay

Honesty Is The Best Policy Essay

How To Avoid Being A Victim Of Cyberbullying Essay

How To Defend Your Homes From Burglars (Speech)  

How To Do Well In Examination (Informal Letter)

How To Reduce Air Pollution Essay

How You Can Save The Environment Essay

If I Were A Millionaire

Informal Letter: Wr ite A Letter To Your Mother Asking For Some Money

Leading A Healthy Lifestyle (Speech)

Letter Of Complaint: Hygiene Conditions At Hawker Centre

Letter Of Complaint: Request For Broken Item Replacement

Memories Of My Childhood Days

My Best Friend

My Best Pal (Friend)

My Daily Routine Free School (English Essay)

My Favourite Teacher

My Holiday Experience (Essay)

Our School Exhibition

Pinched By A Crab

Police Report On Accident (Directed Writing)

Recess Time In Our School

Rescued By A Mobile Phone Essay

Road Accident

Sad After A Film Show

Saved By Friends

Saved By Policemen

Saving Money Is A Good Habit

Short Essay on Advantages And Disadvantages Of Computers

Some Money I Found

Staying Fit and Healthy

Teachers’ Day (2)

The Need For Self Discipline

The Night Market

The Person I Admire Most

Things I Like To Do

Tips On How To Improve Your Reading Habit

Why Should We Have Good Manners ?

A Birthday Celebration You Enjoyed

A Day At The Seaside

A Failed Prank Essay

A Festival You Enjoy Essay

A Fire Essay

A Flood Essay

A Frightful Experience

A Journey You Enjoyed

A Memorable Experience (1)

A Memorable Experience (2)

A Narrow Escape

A Night In A Car

A Painful Lesson

A Road Accident (1)

A Road Accident You Witnessed Essay

A Robbery I Saw

A Speech Of “The Disadvantages of smoking and Tips to stop Smoking”

A Squatter Fire

A Terrifying Experience

A Wedding I Attended

Addicted To Computer Games Essay

An Accident I Have Seen

An Accident That Made Me Unhappy

An Earthquake

An Event I Cannot Forget

An Exciting Day

An Exciting Night

An Unforgettable Incident (1)

An Unforgettable Incident (2)

Attacked By Bees

Ban On Underage Smokers

Be A Wise Shopper

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• 50 Contoh Karangan Bahasa Inggeris Sekolah Rendah
• Modul Bahasa Inggeris Tahun 4, 5, 6 (English Module Paper 2) + Answer  
• Year 4, 5, 6 Writing Module (Sentence Construction) (Penulisan)
• Bahasa Inggeris Penulisan Tahun 4, 5, 6 Bahagian B: Soalan 2 + Jawapan
• Bahasa Inggeris Penulisan Tahun 4, 5, 6 : Bahagian A + Jawapan

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• Improve Your Spelling: Frequently Misspelled Words (1)
• Improve Your Spelling: Frequently Misspelled Words (2)
• Improve Your English : Frequently Confused Words (1)
• Improve Your English : Frequently Confused Words (2)
• Improve Your English : Frequently Confused Words (3)
• Improve Your English : Frequently Confused Words (4)
• Improve Your English : Frequently Confused Words (5)
• Sample of Excellent Essay Writing for Section C – Paper 2
• Contoh Karangan Bahasa Inggeris Mudah (BI) (Simple English Essays)

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• Koleksi Soalan dan Latihan Tahun 1 + Jawapan

Koleksi Soalan dan Latihan Tahun 2 + Jawapan

Koleksi soalan dan latihan tahun 3 + jawapan, koleksi soalan dan latihan tahun 4 + jawapan, koleksi soalan dan latihan tahun 5 + jawapan.

Koleksi Soalan dan Latihan Tahun 6 + Jawapan

• Koleksi Buku Teks Digital KSSR Tahun 1 (Satu)
• Koleksi Buku Teks Digital KSSR Tahun 2 (Dua)
• Koleksi Buku Teks Digital KSSR Tahun 3 (Tiga)
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• Koleksi Buku Teks Digital KSSR Tahun 5 (Lima)
• Koleksi Buku Teks Digital KSSR Tahun 6 (Enam)
• Koleksi Soalan dan Latihan Sains (Science) Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Matematik (Mathematics) Tahun 6 + Jawapan
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• Koleksi Soalan dan Latihan Bahasa Inggeris (English) Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Sejarah Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan TMK dan RBT Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Arab Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Jasmani Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Kesihatan Tahun 6 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Cina Tahun 6 + Jawapan

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• Koleksi Soalan dan Latihan Bahasa Melayu Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Inggeris Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Matematik Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Sains Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Sejarah Tahun 5 + Jawapan
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• Koleksi Soalan dan Latihan Bahasa Arab Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Moral Tahun 5 + Jawapan
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• Koleksi Soalan dan Latihan Bahasa Cina Tahun 5 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Jasmani Tahun 5 + Jawapan
• Koleksi Soalan, Latihan dan Soalan Percubaan UPKK + Jawapan     (Tahun 5)

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• Koleksi Soalan dan Latihan Bahasa Melayu Tahun 4 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Inggeris Tahun 4 + Jawapan
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• Koleksi Soalan dan Latihan Pendidikan Jasmani dan Pendidikan Kesihatan Tahun 4 + Jawapan
• Koleksi Soalan dan Latihan Sejarah Tahun 4 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Muzik Tahun 4 + Jawapan
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• Koleksi Soalan dan Latihan Bahasa Inggeris Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Matematik Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Sains Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tahun 3 + Jawapan  
• Koleksi Soalan dan Latihan Bahasa Arab Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Cina Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Jasmani Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Kesihatan Tahun 3 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Melayu Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Inggeris Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Matematik Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Sains Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tahun 2 + Jawapan  
• Koleksi Soalan dan Latihan Bahasa Arab Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Cina Tahun 2 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Tamil Tahun 2 + Jawapan

Koleksi Soalan dan Latihan  Tahun 1 :

• Koleksi Soalan dan Latihan Bahasa Melayu Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Inggeris Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Matematik Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Sains Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Islam Tahun 1 + Jawapan  
• Koleksi Soalan dan Latihan Pendidikan Jasmani Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Arab Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Bahasa Cina Tahun 1 + Jawapan
• Koleksi Soalan dan Latihan Pendidikan Kesihatan Tahun 1 + Jawapan
• KOLEKSI Soalan Peperiksaan Percubaan Tahun 4, 5, 6 + Skema Jawapan
• Koleksi Nota Ringkas dan Padat, Soalan, Latihan, KBAT, Peperiksaan, Ujian Tingkatan 1, 2, 3, 4, 5, 6 dan Tahun 1, 2, 3, 4, 5, 6

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• Tahun 1, 2, 3, 4, 5, 6 : Soalan, Nota, Peperiksaan, Ujian, Bahan Rujukan Penting Semua Subjek
• Bahan-Bahan Rujukan Penting dan Berguna untuk Subjek-Subjek Utama SPM, Tingkatan 1, 2, 3, 4, 5, dan Tahun 1, 2, 3, 4, 5, 6
• Koleksi Karangan Bahasa Melayu, Bahasa Inggeris (English Essays), Bahasa Arab, PA : SPM, STPM, MUET, Tingkatan 1, 2, 3, 4, 5, 6, dan Tahun 1, 2, 3, 4, 5, 6
• Doa-Doa Amalan Menghadapi Ujian dan Peperiksaan + Amalan Pelajar Cemerlang (PU)
• 18 Tips, Teknik dan Kaedah Belajar Secara Efektif

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