creative writing club curriculum

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Eight Free Creative Writing Lessons

February 17, 2012 by Ami 17 Comments

I know I throw around the word favorite all the time. But this is the truth: teaching creative writing lessons is my favorite. 

I have taught creative writing enrichment for summer school students. I have taught creative writing in various homeschool settings and co-ops. I have taught big students and little students. And I love it. 

Since I love to share homeschool co-op class ideas , I have compiled the creative writing lessons from a co-op class that I taught. 

Creative Writing Lessons for a Homeschool Co-op Class

First, please remember that any teacher can use these creative writing lessons. You don’t need to be teaching homeschoolers. You can be a classroom teacher or a homeschool teacher at home with one student. You can even be a librarian who needs a fun program series.

Second, I used these creative writing lesson plans with upper elementary students (with maybe a few 7th graders thrown in). However, you can adapt and use them for older students or younger students!

Creative Writing Lesson Plans

Creative writing lesson one.

The first lesson focuses on cliché and metaphor. It prompts students to consider how words matter.

Grab lesson one here .

Creative Writing Lesson Two

The second lesson teaches students about sensory details: why they are important and how to include them in their writing. Students will begin using sensory details to evoke smells and sounds and sights.

Grab lesson two here.

Creative Writing Lesson Three

The third lesson introduces showing vs. telling. Students learn how to recognize authors who utilize showing, and students are able to articulate the difference between showing and telling.

Grab lesson three here.

Creative Writing Lesson Four

The fourth lesson teaches students how to capture images. We use examples of poetry and prose to discuss this important writing skill.

Grab lesson four here.

Creative Writing Lesson Five

The fifth lesson introduces the story elements of character and conflict.

Note: You may choose to split this lesson into two lessons since it covers two big elements. I only had nine weeks with my students, so I had to jam character and conflict together.

Grab lesson five here.

Creative Writing Lesson Six

The sixth lesson introduces the students to point of view and perspective. We have fun reading poems and using pictures to write descriptions from different points of view.

Grab lesson six here.

Creative Writing Lesson Seven

The seventh lesson puts everything we’ve learned together. I read the students some fractured fairy tales, and we watch some, too. Students then use the prewriting activities and their imaginations to begin drafting their own fractured fairy tales.

Grab lesson seven here.

Creative Writing Lesson Eight

The eighth lesson focuses on revision. After a mini-lesson, students partner up for peer editing.

Grab lesson eight here .

For our final class day, students bring revised work, and I host coffee shop readings. This is a memorable experience for students (and their teacher).

Creative Writing Lessons FAQ

Since posting these creative writing lessons, I have had lots of questions. I decided to compile them here in case you have the same question.

Q: What are copywork quotes? A: Copywork quotes are simply great quotes that students copy as part of their homework assignments. You can use any quotes about writing. I’ve included my favorites throughout the printable packs.

Q: Can I use this with a younger or older student? A: Absolutely! Just adapt it to meet the needs of your student.

Q: Can I use this for my library’s programming or my homeschool co-op class? A: Yes! I just ask that it not be used for profit.

Do you have any questions about teaching creative writing? What’s your biggest hang-up when it comes to teaching creative writing? I’d love to hear from you and help you solve the issue.

January 7, 2016 at 1:57 pm

Hi Theresa,

As long as you are not profitting from using them, they are yours to use! Enjoy! Wish I could be there to help facilitate all those young writers! 

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• Creative Writing Ideas How To Club

Creative writing – How to nurture your young authors

Get pupils into the scribbling spirit with these ideas for the classroom and after-school clubs…

Get children excited about creative writing and use it to get to know your students better with this advice from teachers and education experts…

Use creative writing to get to know your pupils

How to run your own creative writing club, creative writing year 6 project.

Want to learn more about your class? Just let them write, says teacher Simon Hunt…

It’s remarkable what you can discover as a teacher when children have the freedom to express themselves in their writing.

At the beginning of term, I use creative writing to understand where a child is academically and to help me get to know all the children in my class.  

Why not just give them a test, you ask? Well, you can learn a surprising amount about a child from a piece of their creative writing. 

Interests and passions 

The choice of topics and themes in their writing can unveil children’s interests and passions, which is an incredibly valuable thing to know. Whether it’s street dance, football or dogs, you can use this knowledge to help spark their interest in maths, science, or any other subject by tailoring examples to suit them. 

Emotional expression 

Creative writing also provides an avenue for children to express their emotions and thoughts, which will allow you to understand more about their feelings and concerns. It can unveil a child’s depth of insight and emotional intelligence that they may be hesitant to express verbally. This will really help you choose the right support for them through the school year. 

Confidence and oracy 

Reading aloud is an important part of writing stories, as it gives children the opportunity to practise their oracy skills: pitch, tone, and intonation. And, vitally, hearing them read out loud will allow you to baseline their reading fluency. Presenting their writing to an audience can be very intimidating though, so should be handled sensitively. 

Some children naturally have quieter voices and may avoid volunteering to read aloud, as they are aware that not everyone can hear them. In class, we have a pass-around microphone that children use when reading.

The microphone is connected to a speaker, meaning that everyone can hear them. The simple act of holding the microphone can significantly impact a child’s focus when reading aloud – often serving as a sort of comfort blanket, boosting their confidence.

Ultimately, the important thing to note is that stories are meant to be read and heard, and anything we can do to encourage that nurtures children’s literary and communication skills. 

Imagination and creativity 

Creative writing reveals a child’s imaginative abilities, giving insights into their capacity for original thinking and storytelling. It can be surprising to see the children that excel at this and can help to highlight an aspect of a child’s personality that might otherwise not have come to light until later in the term. 

How to make it work 

If we want children to be excited about creative writing, we have to be too, so think about how you introduce the lesson. 

I often begin by telling my new class about how I felt about writing as a child. I loved reading books, but I struggled at school with spelling and grammar (in fact I still do).

Sharing how creative writing helped me overcome my fear of writing allows me to explain how I realised that what was important was the imagination and creativity I could bring to my story. 

As a published children’s author, I show them the books I’ve written and connect them back to what I learnt at school. I hope this helps them to overcome their worries about spelling and grammar – I’ve found post pandemic that more children feel anxious about ‘getting things wrong’.

Of course SPAG is still incredibly important but in creative writing I really want them to tell me a good story. 

There are so many ways to understand the children in your class and what makes them tick and, as teachers, we’re attuned to gathering this information from day one. However, I think creative writing is one of the best because it gives us the basics but also tells us so much more about the child. 

Simon Hunt is a Year 3 & 4 teacher at an inclusive school in Greater Manchester and education consultant for 500 Words 2023, the UK’s most successful children’s story writing competition hosted on BBC Teach. He also advises on 500 Words Live Lesson, which you can  watch online .

Would you rather fly, or be invisible? Explore endless impossibilities and get pupils into the scribbling spirit with these ideas…

If you could wish for one thing, knowing that it would definitely come true, what would it be? A million pounds? To fly? Talk to animals? Live in a tree house? Travel the world at the click of a finger?

I’ve asked this question hundreds of times to thousands of pupils, and their answers are always imaginative, normally well thought-out, and quite often, impossible . 

I then follow it up with the question, “What if you could experience that thing right here, right now?” Cue eyes widening, ears pricking and backs straightening. “All you need is… a pencil.” 

Creative writing club

Before becoming an author, I ran creative writing clubs in 30 schools a week for almost a decade. I hired over 100 tutors, won some awards, teamed up with publishers to arrange author events, and even had requests from teachers in Europe, Dubai and Australia asking to launch a club in their schools.

There were long waiting lists in almost every setting, and teachers, parents and librarians would ask on a weekly basis, “How have you turned that reluctant reader/writer into someone that actually wants to do more writing after school?”   

Just another writer

The secret? First and foremost, I planned workshops that were FUN. I knew if I enjoyed running them, pupils would enjoy taking part.

I was just another writer in the room who talked about the books I was reading, collaborated on ideas, and asked for feedback on stories in the same way they asked me.

At this point I wasn’t a published author – just someone that loved to invent characters and write about fantastical, magical worlds.

I wrote alongside the students, making mistakes, scribbling over anything I didn’t like, and asking for help whenever I got stuck.

Everyone knew this was just ‘rough’ work. There was no pressure. No marking. No tests. And we didn’t have to share our ideas if we didn’t want to.

Jumping-off points

I genuinely looked forward to every single workshop I ran, and I know the students felt the same when they came racing into the classroom and didn’t want to leave at the end (yes, even the ones who ‘hated’ writing to begin with!).  

Of course, I couldn’t rely on pupils simply coming up with new ideas each week for enjoyment. I had to provide them with inspiration, jumping-off points, and exciting writing hooks, too.

For this, I turned to the experts – children’s authors. I chose five ‘Authors of the Term’ that I knew would enthuse and inspire the students, and designed workshops around their books.

This was always a fun part of the process – I looked for books that had wide appeal, simple concepts, and an excitable element that made my inner child say ‘ oooh!’.  Here are a few examples . . . 

Writing for pleasure

I used Abi Elphinstone’s Rumblestar to write fast-paced adventure stories. We plotted our adventures on maps, devised the main action in ‘cloud planners’, and focused on exciting ‘world-crossing moments’ to start our stories.

At Halloween, I chose books like Guy Bass’ Stitch Head and Joseph Coelho’s Zombierella , and ended each workshop with a spooky storytelling session where we turned off the lights, closed the blinds, and sat on the floor as if we were gathered around a campfire!  

The most successful workshops were the simplest. I used L.D. Lapinski’s Strangeworlds series and copied what happened to the protagonist when she jumped inside a suitcase and travelled to another world.

Pupils planned their new setting, focused on the five senses, and described the first thing they noticed when they arrived.

Their stories were thrilling, fast-paced, hugely descriptive, and completely individual, because they had the freedom to take their ideas in any direction they chose. 

I normally scheduled two sessions around each book – the first session involved planning and starting stories (or poems / diary entries / letters, etc), and the second session involved extending, improving, or continuing them.

I also added one ‘paint a picture’ session (using images for inspiration) and ‘free writing’ at the end of each term to give pupils a chance to finish their favourite piece of work.   

Remember, if you want to boost writing for pleasure, pupils should know that they can write about anything. Nothing is off limits, impossible or ‘wrong’.

And if you’re not sure how to start your first session, why not ask your pupils that if there was one thing they could wish for, knowing that it would definitely come true… what would it be?

Creative writing activities

1) distraction.

Beware: pupils love this game so much, they might ask to play it every week! The idea is simple. Children write for 10 minutes, in silence, and if they speak / laugh / stop writing for an extended period of time, they get a ‘strike’.

If a table gets three strikes, they risk not being allowed to read their work out. The twist? It’s your job to distract them!

Shake tables and shout ‘EARTHQUAAAAKE!’, steal their pens, use rulers as drumsticks, play songs they’ll want to sing along to, bust out the YMCA and get caught by a bemused headteacher.

Between the giggling and dancing in their seats, pupils will write so much in these 10 minutes, and it’s a great way to get them writing without overthinking.

2) Where am I?

Give students a setting (e.g. a library / the moon / horse stables / a rocket ship) and challenge them to describe it without saying where it is.

They should focus on the five senses. They must give at least three clues before the class can guess where it is, and the person who guesses correctly gets the next go.

The winner is the person who gets the most correct answers or the person that comes up with your favourite description.

3) Five-minute challenge

Tell pupils that most adults can write two lines in one minute, and then challenge them to write 10 lines in five!

Give constant time reminders, walk around the room shouting out ideas or words of encouragement, and watch their competitiveness soar.

This is a great game to play if, like me, you spend most of the lesson talking about books and story ideas, and realise there’s not much writing time left!

4) One-word game

This game is a great way to warm up imaginations at the start of a workshop. Ask pupils to stand behind their chairs and give them an opening line such as, ‘I was walking through the haunted castle when . . .’.

Walk (actually, it’s more of a run) around the room, pointing at each pupil in turn, and asking them to add one word to the story.

It must make sense and they have three seconds to answer. If they can’t think of a word, if it doesn’t make sense, or if they take too long, they are out and must sit down.

The winner is the last person standing. Note: when they get really good, try introducing a one-second hesitation rule – it’s hilarious!

5) What’s your problem?

Remind students that every story needs a problem to make it exciting.

Then ask them to stand behind their chairs and each give one problem like, ‘aliens invaded Earth’ or ‘I broke a fingernail’.

Problems can be big or small, but they must give an answer in three seconds, and they can’t repeat anything that’s already been said. The winner is the last person standing. 

Mel Taylor-Bessent is the author of The Christmas Carrolls and the director of the award-winning educational website, Authorfy . See more of Mel’s work at meltaylorbessent.com . Browse more creative writing prompts .

Combine twisting tongues and paperback publishing to produce an exciting writing project that allows pupils to make their very own book …

Have you ever tried to get your class excited about a writing exercise, only for them to pipe up with “But what’s the point?”.

We’ve all been there, and it can be incredibly frustrating when you don’t have an answer lined up.  

Well, with this project, the outcome is both evident and impressive!

As part of a workshop, we decided to show children the amazing process of publishing, while adding in some humour, and – of course – essential literacy skills…  

We visited Helen and her Y6 class for a morning, and explained to the children that we would do some writing that would lead to the publication of their very own paperback book.

We’d act as their agents, editors and publisher; they would have full control over all other aspects of the process.   

The class settled on tongue twisters as our subject, and began by inviting children to try out some old favourites.

After much twisting of tongues and accompanying laughter, we showed the children probably the best-known English example: the one featuring Peter Piper. Most knew the first line but didn’t know there were three more: 

Peter Piper picked a peck of pickled pepper.  

A peck of pickled peppers Peter Piper picked.  

If Peter Piper picked a peck of pickled peppers,  

Where’s the peck of pickled peppers Peter Piper picked?   

We challenged the class to compose 26 brand-new twisters, each following the  alliteration  pattern of that original but finding their own vocabulary.  

Dictionary skills

Helen organised the class into pairs or threes, and each group was given two letters of the alphabet to work on, ensuring no group got two of the trickier letters.

Armed with dictionaries, the children got to work, and by breaktime had produced some impressively inventive twisters.

Here’s an example, cleverly coping with one particularly difficult letter: 

Xavier Xmas x-rayed an extra-terrestrial xylophone.  

An extra-terrestrial xylophone Xavier Xmas x-rayed.  

If Xavier Xmas x-rayed an extra-terrestrial xylophone,  

Where’s the extra-terrestrial xylophone Xavier Xmas x-rayed?  

Although writing was the focus of the project, there were clear opportunities throughout for lots of worthwhile speaking and listening, too.

The pupils engaged in planning their tongue-twisters, and shared drafts in small groups.

Next, the groups came together to swap ideas and ask for opinions, and, finally, children read aloud their contributions and again asked for feedback.

Reading comprehension KS2

As the children worked, they giggled a lot, but the seriousness and concentration they brought to the task was impressive throughout.

The talk was easily focused, because, in  National Curriculum  terms, pupils were ‘discussing writing similar to that which they [were] planning to write’.

There was also a clear need for writers to read the original text very carefully, which was built into their discussion and planning for their own verses.

This focus was nicely balanced by the eager and sustained use of dictionaries and the need for creativity in their word-hunting, showing their ‘enjoyment and understanding of language, especially vocabulary’. 

Throughout, the process was always collaborative; writers understood they were working towards a shared, larger whole, and to tight deadlines, with a clear need for some ‘speedy writing’!

Once drafts were complete, all the children had to do some editing, and lots of proofreading. 

Paperback publishing

After breaktime, we explained that once we were gone, they, the writers, would be in charge. All 26 twisters must be typed up and emailed to us by the end of the week. For the book, they must write a blurb and an introduction, and choose a title.

We explained how easy and low-cost it is to self-publish; the only cost came with the ordering of actual copies and so they must settle on a price per copy and crucially decide how many they would like to order (sneaking in a bit of economics!).

The children listened with real attention to all this and asked a good number of questions after, showing a remarkably mature commitment to the task.   

Helen reported that the children very much liked the novel approach to writing.

They enjoyed their shared creativity and loved being entrepreneurs, relishing the involvement and control they had over the tasks, the decision-making, and the purpose.

For that short time, they had turned their classroom into a genuine publishing house and experienced purposeful writing for a real-world outcome – we won’t soon forget the looks on their faces when they saw their books for the first time.  

David Horner was a writer-in-schools for over twenty years. Mike Jackson is a former primary school headteacher. 

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How to Teach Creative Writing to High School Students

Creative Writing was forced onto my schedule; I didn’t ask for it. But it ended up becoming my favorite class period of the day. While academic English courses can feel high-stakes and always short on time, Creative Writing can be a refreshingly relaxed elective class. In many districts with loose curriculums, Creative Writing is what you make of it. In this post, I outline six steps to show you how to teach creative writing to high school students.

Why Teach Creative Writing

Before we get into the how , let’s first address the why . Why bother teaching Creative Writing in the first place? Students’ basic skills are lower than ever; is now really the time to encourage them to break the rules?

If you want to get really deep into why you should teach Creative Writing, I have a whole post about it here.

But think about why you love reading. Is it because you were made to annotate or close read a bunch of classic novels? Probably not. You probably fell in love with reading while you were reading something that was fun. And because it was fun, you read more, and your skills as a reader grew.

The same principle applies to writing. If we can make it fun for our students, perhaps we can foster a love for it. And passion is what leads, eventually, to mastery.

Giving our students the opportunity to fall in love with writing is a gift that might help them grow in their academic writing later.

Teach Creative Writing to High School Students Step #1: Decide on Your Standards or Goals

Your school or district may have a mandated syllabus or curriculum. Mine did not. 

Whether you’re given student goals or have to create them, you must have an overall vision for what your Creative Writing class will accomplish. 

Is this a laid-back, engaging course designed to help students discover the fun in writing? Or is it a supplement to rigorous academics for college-bound high school students? 

If you know your school’s student population well, I encourage you to think about their needs. Some students just need to write more–more of anything, but lots more. Some students are high achieving and ready to write their first novels! If possible, design your course around the needs and interests of the general student population in your school or district. 

Regardless of how rigorous your Creative Writing course will be, deciding on these goals first will help you in backwards planning. 

Teach Creative Writing to High School Students Step #2: Choose Your Final Assessments and Big Projects

Before we can start planning our lessons, we have to decide what skills or knowledge our students will need. And to know what they need, we have to decide on their summative assessments.

Will your final assessment be a short story? A collection of poetry? Are you required to offer a final exam?

Once you know what students will need to do, you can make a list of the skill they’ll need. This list will become a list of lessons you’ll need to teach.

Fairy Tale Retelling Project

My Fairy Tale Retelling Project is a great Creative Writing assessment. For this project, students had to first choose a fairy tale. Then, they rewrote the story from the perspective of the villain.

This project works really well because students have structure. They can pick any fairy tale they want, but they can’t write about just anything.

Secondly, students already know the story, so they don’t have to worry about a beginning, middle, and end. The open-endedness of writing a story completely from scratch has paralyzed my students before. Structure allows students lots of creative freedom without the excuse of “I don’t know what to write.”

Author Study Project

If you’d like your Creative Writing class to help beginner writers have fun and just get some practice with fiction writing, a Fairy Tale Retelling Project would probably be perfect for your class.

Another project I’ve done with my students is an Author Study . In this project, students choose one author to study in-depth. Then, they attempt to replicate that author’s style in an original work.

If you’d like your class to also include lots of exposure to other writers or classic literature, then this might be a great assessment for your class.

Learn more about doing an author study in this step-by-step post.

Test or Final Exam

I also gave my students a final exam focused on literary terms.

This Literary Terms Test allowed me to test students on the academic knowledge they gained throughout class instead of their writing ability. This test also helped me fulfill my district’s requirement of having a final exam at the end of each course.

Once you’ve decided on your class’s major projects and assessments, you can begin designing the rest of your class.

Teach Creative Writing to High School Students Step #3: Backwards Plan

Now that you know what your students will need to do at the end of this class, you can list out everything you need to teach them in order for them to be successful.

For example, if you opt for an author study as a final project, you know what you will need to cover. You will need to teach students some literary terms so that they can describe an author’s style. You’ll need to show them how to analyze a poem.

During the course of your class, you’ll also want to expose students to a variety of authors and mentor texts. Students will need to practice basic writing techniques in order to replicate those of their chosen authors.

If you need some inspiration for what kinds of lessons to teach, check out this post on essential Creative Writing lessons.

Teach Creative Writing to High School Students Step #4: Decide on Your Class Structure

Once you’ve decided on the end goals for your Creative Writing class, you can use them to help create day-to-day plans. 

What will your class look like? Will it be full of lots of quiet and independent work time? Will it be full of frenetic energy with students working in collaborative groups? Are students writing in notebooks or on laptops?

Of course, a successful class will most likely include a mixture of all of the above. But it’s up to you to decide on your ratio. 

Again, I encourage you to think about your school’s population. If you’re on ninety-minute blocks, is it realistic for students to be quietly writing that whole time? If you have high-achieving students, might they benefit from working independently at home and then getting and giving peer feedback during class time?

Use your goals to help decide on a general class structure. 

Warm-ups for Creative Writing

You’ll need a consistent way to begin each class.

When I initially began teaching Creative Writing, I just wanted to provide my students with more time to write. We began every class period with free writing. I gave students a couple of prompts to choose from each day, and then we’d write for about ten minutes. 

( Those journal prompts are right here . Every day includes two prompts plus a third option of freewriting.)

Students were given the option to share part of their writing if they wanted to. Every couple of weeks I’d flip through their notebooks to make sure they were keeping up, but I only read the entries they starred for me in advance. 

Later, I wanted to add some rigor to my Creative Writing class and leverage more mentor texts. I created a Poem of the Week activity for each week of the course. 

This gave students the opportunity to study professional writing before using it as a mentor text for a new, original piece. 

(You can read more about using these Poem of the Week activities here.) 

As my goals for the class and my students change, so did the way we began class. 

How can you begin your class in a way that supports the end goals or teaches the desired standards? How often will peers work together?

Teach Creative Writing to High School Students Step #5: Focus on Engagement Strategies

Now you can actually start planning lessons and projects!

But as you do so, focus on creating engaging ones–especially if your class is meant to be a fun elective.

Need more tips? Check out this post full of Creative Writing teaching tips!

Use Mentor Texts and Lots of Examples

Have you ever tried putting a puzzle together without knowing what the image was going to look like? It would be pretty difficult! Similarly, students need lots of examples of strong writing to aspire to. 

Without clear models or mentor texts , students will happily turn in unread drafts. They’ll choose the first word that comes to their mind instead of searching for a better one. 

But if you surround students with great writing, highlight strong technique when discussing the writing of others, and challenge them to notice the details in their own writing, they’ll naturally become better at self-editing.

I don’t believe that you can provide students with too many mentor texts or examples of strong writing. As you teach Creative Writing, keep or take pictures of strong writing samples from students to use as examples later. 

Nearly all of my lessons and projects include an example along with instruction.

Model and Create with Your Students

You can even use your own writing as an example. When I had students free write to creative writing prompts, I always wrote with them. Sometimes I would then put my notebook under the document camera and model reading my own work.  

I would cross out words and replace them or underline phrases I thought were strong enough to keep. Model for students not just great writing, but the process of strengthening writing.

And then give them plenty of time to edit theirs. This is when having students engage in peer feedback is a game-changer. 

Without great writing to aspire to, however, students easily become lazy and turn in work that is “good enough” in their eyes. Don’t let them get lazy in their writing. Keep throwing greater and greater work in front of them and challenge them to push themselves. 

(This is another reason I love using Poem of the Week warm-ups –they expose students to a new writer every week!)

Set Clear Expectations

Creative writing causes a lot of students anxiety. There’s no “right” answer, so how will they know if they creatively wrote “correctly?”

Help them out by setting clear expectations. Offering a rubric for every project is great for this. If you can, give them specifics to include. “At least 500 words” or “three or more similes” are nice, concrete guidelines that students can follow.

Give Students Choice

Offering students choice always boosts engagement. It lets students take charge of their learning and pursue something that interests them.

For example, when I teach odes , students are given the opportunity to write about something they love.

With an author study , students can study a writer whose style and work they admire.

Teach Creative Writing to High School Students Step #6: Use Clear and Structured Expectations

While showing students excellent prose or perfect poetry should help inspire students, your writers will still need some hard parameters to follow. 

Academic writing is often easier for students than creative writing. Usually, academic writing follows a structure or certain formula. The rubric dictates exactly how many quotes need to be included or how long an essay needs to be. MLA or APA formats tell students how to punctuate quotes and citations. 

These rules don’t apply to creative writing. And while that’s exactly what makes creative writing awesome, it’s often overwhelming. 

So do your students a favor and give them some clear expectations (without, of course, entirely dictating what they need to write about).  

The project also includes a rubric, so young writers know what should be included in their stories.

Don’t give your students so much creative freedom that it paralyzes them! Your writers are still students; give them the same level of structure and organization that you would in any other class. 

Engage your students in more creative writing!

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Teach Creative Writing to High School Students Step #7: Give Students Choices

So how do you give students frameworks, requirements, and uphold high expectations without stifling their creativity?

Give students choices. You can write about A, B, or C, as long as you meet requirements 1, 2, and 3. 

Offering choices works with small one-day assignments or lessons as well as bigger, longer-term projects. 

The previously mentioned Fairy Tale Retelling Project is a great example of offering a narrow selection of choices that uphold expectations without dictating what students write. 

Another one of my favorite examples of offering students choices is my “Show. Don’t Tell” Mini-lesson . This lesson touches on everything students need to successfully learn creative writing. 

First I teach them the concept of showing vs. telling in writing through direct instruction. I show them lots of examples of expanding a “telling sentence” into a “showing paragraph.”

Then I model for students how I would write a paragraph that shows crucial information, rather than telling it. 

Lastly, I have students pick a strip of paper from a hat or a bag. Each strip of paper contains a “telling sentence” that they must then write as a “showing paragraph.” Students are limited by the sentences I provide, but they still have complete freedom over how they achieve that detailed paragraph. 

If you wanted to give students even more freedom, you could let them pick their sentences or trade with a peer rather than blindly choosing. 

Any time you can give students a choice, you give them permission to use their creativity and allow them to take some of the initiative in their own learning.

Teach Creative Writing to High School Students Step #8: Encourage Peer Collaboration and Feedback

We can tell students something a hundred times, but they won’t listen until a peer says the same thing. Us educators know the value of positive peer interaction, so don’t limit it in a creative writing class!

There are a ton of ways to implement peer interaction in a creative writing class. I often do this on the first day of class with a writing game. You’ve probably heard of it: everyone writes a sentence on a piece of paper, then everyone passes the paper and adds a sentence, and so on. 

I highly encourage you to use peer feedback throughout the class. I usually start having students share their work from day one with my free “I Am” Poem Lesson so that they can start getting used to having their work read by others immediately.

Make getting feedback so routine in your room that students don’t even question it.

It’s really tempting to let students get away without sharing their work. We don’t want to make shy or anxious students uncomfortable. I mean, what better way to completely ruin creative writing for a student than to make them feel embarrassed all the time, right?

But keep trying to encourage shy students to share. Even if that means you share it anonymously or read it aloud for them. 

I recommend including some kind of peer feedback with every writing assignment . Yes, even short practice assignments. This will work as a kind of “immersion therapy” for receiving feedback on more involved work.

After some time, you might find that your students even begin to share their work without your prompting! 

I like to organize the desks in my Creative Writing class so that students are in little groups. I’ve found that at least half of my classes will begin talking and sharing with one another in their little groups while working on projects. 

They’ll ask each other questions or to remind them of a word. They’ll read sentences aloud and ask if they sound right. Personally, I would much rather hear this kind of chatter in my class than have a dead silent room of boring writers!

However you decide to allow students to work together, be sure to provide the opportunity. Reading and getting feedback from peers could possibly teach students more about writing than any of your instruction (sorry!).

One of the truly great things about teaching creative writing to high school students is that there often isn’t a rigid curriculum. Of course, this is also sometimes one of the worst things about teaching creative writing to high school students!

You have total freedom over the assignments you give, the standards you teach, and how you organize and structure your classroom. After a few years of teaching Creative Writing, however, I’ve found that sticking to these six steps is a great way to have a successful semester.

If you’re excited about teaching your Creative Writing class, but are running low on prep time, check out my complete 9-week Creative Writing course ! Included are two different types of warm-ups, poetry analysis activities from well-known authors, mini-lesson, projects, and more!

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Writing Curriculum

Teach Writing With The New York Times: Our 2023-24 Curriculum

Our eight writing units, each with its own practical step-by-step guide, are based on real-world features like reviews, photo essays, narratives, podcasts and more.

By The Learning Network

Please note: Fully updated versions of each unit, as well as all supporting materials, will be published as each related contest goes live.

What can the news, features, essays, interviews, photos, videos, podcasts and graphics in The New York Times teach your students about composing for a real audience? So much, we hope, that the units we detail below are just a beginning.

Our writing curriculum is both a road map for teachers and an invitation to students. For teachers, it organizes our offerings — writing prompts, mentor texts and student contests — into eight distinct units, each of which focuses on a different genre of writing that your students can find not just in The Times but in all kinds of real-world sources.

For students, it offers confirmation that they have something valuable to say, a wide range of choices about how to say it and a global audience eager to listen. Promoting student voices has always been a pillar of our site, and through the opportunities for publication woven into each unit, we want to encourage students to go beyond simply consuming media to becoming creators themselves.

Though our offerings are aimed at middle school and high school students, we know that they are used up and down levels and across subjects — from elementary school to college. So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, interview fascinating people or analyze culture. We can’t wait to hear what they have to say!

Each unit includes:

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

We publish new writing prompts every school day and have since 2009. You can find categorized collections of these prompts , or just scroll through to see the latest. Your students can respond on our site, using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

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

Guided practice with mentor texts .

Each step-by-step guide features activities, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. Mentor texts like those informing how to “show not tell” in narratives , how to express critical opinions , how to quote or paraphrase experts and how to craft scripts for podcasts use the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

A contest that acts as a culminating project .

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

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

Below are the eight units we will offer in the 2023-24 school year.

August-October

Documenting and Reflecting on Teenage Lives

This unit was first developed in 2020 to acknowledge the profound effects that tumultuous year had on a generation of teenagers. Our open-ended invitation to “show us — in words or images, video or audio — how the events of this year have affected you” resulted in a deluge of extraordinary submissions, some of which were featured online , in a special print section and in a book . We continued the contest for two more years, and the work of the 2021 and 2022 winners was equally excellent.

This year, we’re inviting you to do the same kind of documentation and reflection , but this time focusing on your school experience. We’re asking, What can you show or tell us that might help explain what it’s like to be an educator or a student in high school right now? Anyone who works or is a student in a secondary school can contribute to this collective portrait by sending almost anything you can upload digitally that addresses that question. All submissions must be accompanied by a written artist’s statement giving additional context.

If you’re reading this and worrying that you don’t have anything to say, trust us: You do. Everyone experiences school differently, and there are stories only you can tell. The exercises in our new step-by-step guide show you how.

Note: Unlike our other contests, this first challenge is only open to high school students (and educators too).

October-November

The Personal Narrative

While The Times is known for its award-winning journalism, the paper also has a robust tradition of publishing personal essays on topics like love , family , life on campus and navigating anxiety . And on our site, our daily writing prompts have long invited students to tell us their stories, too. Our collection of 525 Prompts for Narrative and Personal Writing is a good place to start, though we add more every week during the school year.

For several years, we ran a personal narrative contest for students, inspired by the essays from The Times Magazine’s long-running Lives column . In 2022, we switched it up, challenging students to write a “tiny memoir” personal narrative in 100 words or less. We loved the results , so we’re bringing that contest back again this October.

Our unit, Teach Narrative Writing With The New York Times , contains links to all the prompts, mentor texts and lesson plans you’ll need to start, while our related guide offers students step-by-step directions for telling meaningful, interesting and short true stories from their lives in 100 words.

November-December

The Critical Review

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

In our step-by-step guide , we walk you through the review-writing process with advice from New York Times critics and student writers. And, as a culminating project , we invite students to send us their own reviews of a book, movie, restaurant, album, theatrical production, video game, dance performance, TV show, art exhibition or any other kind of work The Times critiques. (Please note that this year, unlike in previous years, students are limited to choose only works that are new since Jan. 1, 2023.)

January-February

Informational ‘How-To’ Writing

Informational writing is the style of writing that dominates The New York Times as well as any other traditional newspaper you might read, and in this unit we hope to show students that it can be every bit as engaging and compelling to read and to write as other genres.

Via thousands of articles a month — including front-page reporting on politics, deep data dives in The Upshot, recipes in Cooking, advice columns in Style and long-form investigative pieces in the magazine — Times journalists find ways to experiment with the genre to intrigue and inform their audiences.

For years, we ran a STEM Writing Contest , in which we invited students to explain an issue or question in science, technology, engineering, math or health, and both the related unit and the work of the winning students can still inspire. However, for this school year we’re trying something new by inviting students to follow the example of the long-running Tip column from The New York Times Magazine and write a short description of how to do (almost) any task. We’ll be publishing helpful new materials, including a step-by-step guide, before the contest begins.

Until then, check out both the Tip column and our lesson plan that breaks its formula down. For advice on finding topics and experts, read this piece from Times Insider about how the column is constructed.

February-March

The Photo Essay

How can focusing on one form of journalistic composition teach students cross-curricular skills like researching, storytelling, asking effective questions, observing closely, listening, note-taking, fact-checking, connecting with others and, of course, composing using both words and images with clarity, voice and style?

We hope to show students how to do all of this in our coming unit that will support participation in our new photo essay contest. Inspired by the immersive New York Times series “ Where We Are ,” which focuses on young people and the spaces where they create community, we invite students to work alone or with others to make photo essays about the communities that interest them.

Students can document any kind of offline community they like and feature people of any age. Stay tuned for many more materials, but until then, you can find many relevant tips and exercises in our 2022 guides to photographing and interviewing people.

March-April

Argumentative Writing

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

This unit, like our others, is supported with writing prompts, mentor text lesson plans, webinars and more. It’s also supported by a decade of lesson plans and videos that focus on winning teenage work from our long-running Editorial Contest, on topics as varied as policing , anti-Asian hate , artificial intelligence , toxicity in gaming , transgender rights , parental incarceration and the “life-changing magic” of being messy .

Instead of focusing on the editorial as a culminating project this year, however, we’re inviting students to pen an open letter. An open letter is a published letter of protest or appeal usually addressed to an individual but intended for the general public. Martin Luther King Jr.’s Letter From Birmingham Jail , the recent letter signed by over 1,000 tech leaders about the dangers of artificial intelligence and this funny 2020 letter addressed to Prince Harry and Meghan are all examples of this rich tradition.

Just as we did for the Editorial Contest, we invite students to make an argument in 450 words about something that matters to them, and persuade us that we should care, too. But this time, they must address themselves to a specific target audience or recipient, institution or group — one that has the power to make meaningful change.

Whether they choose their parents, teachers, school board members or mayor; a member of Congress; the head of a corporation; or a metonym like “Silicon Valley” or “the Kremlin,” they should ask themselves, What do I care about? Who can make changes — big or small, local or global — to address my issue or problem? What specifically do I want them to understand and do? And how can I write this as an “open letter,” meaningful not just to me and the recipient, but to a general audience?

We’ll publish a new step-by-step guide later this school year, but until then, you can find ideas and inspiration in our related writing unit and via the work of past Editorial winners .

Whether you’re a high school student or a professional journalist, you’re probably being increasingly expected to communicate ideas, investigate questions and tell stories not just in writing, but across a range of multimedia.

This unit and its related contest help students experiment with one such format — the podcast — by giving them the freedom to talk about anything they want in any form they like. In the past, we’ve had winners who’ve done personal narratives, local travelogues, opinion pieces, interviews with community members, investigative journalism and descriptions of scientific discoveries.

To walk classes through the process of creating an original podcast, we provide a step-by-step guide full of examples from winning student-made work. And, to make sure the format is accessible to anyone with a smartphone or recording device, we also have a related lesson plan that explains some of the technical aspects of podcasting. You can find both of these resources and more in our related Writing for Podcasts unit .

December-January and June-August

Independent Reading & Writing

At a time when teachers are looking for ways to offer students more “voice and choice,” this unit, which spotlights our fall one-pager challenge and our summer reading contest, offers both.

We invite students to choose any article, opinion essay, video, graph, photo collection or podcast from The New York Times that was published this year, and respond to it by showing us how they engaged with the ideas and information in the piece.

For the one-pager, we ask that they respond with a combination of writing and images. This step-by-step guide can help students find a meaningful piece, review it carefully and react to it authentically — then figure out how to create an illustrated one-page response that expresses what they’d most like to say. Take a look at our stunning collection of winning student work to see how it can be done.

Our Summer Reading Contest asks students to tell us what got their attention in The Times and why. For over a decade, they have done that by simply posting a comment on our site, but for 2024, we’ll be asking for a richer range of multimedia responses. More details will be published in the spring, but for now, our related unit and step-by-step guide for writing rich reader responses offer evergreen advice.

Articles / Writing

Starting a Writing Club Outside the Classsroom

by MiddleWeb · Published 10/10/2023 · Updated 10/16/2023

By Sharon D. Ratliff

A extracurricular writing club can be a safe space for students to escape the world, express true feelings, and embrace creative ideas.

So how do we as teachers facilitate a safe space? Although my curriculum allows students to write, I realized that students wanted an opportunity to write outside the walls of the classroom and connect with other friends beyond their designated English period.

So I decided to start a writing club in our middle school that would exist beyond curriculum boundaries and provide a comfortable, social experience for all writers.

Three years into the experiment, here are some tips and tricks I’ve learned along the way. I hope these suggestions will help you establish your own campus writing club.

Establish a time and common place to meet .

Meeting in a common area encourages multiple grade levels to participate and avoids the stigma that the writing club is for a certain type or age of student. Our club meets 3 times a month in the library from 8:00 till 8:45. Membership is flexible; any student may join the club at any time. Attendance varies from 30 students to 10 students.

Our most important ‘rule’

Using an open platform, students created the rules for writing clubs. Specifically, I wrote down what they thought a writing club should look like, and we discussed their suggestions. One of the first “rules” the students established in the writing club: there are no “rules” or limitations on what you write! In our club, writing is a haven from the constant barrage of what thumps us in the outside world.

Let the students name the writing club and establish a “purpose.”

While there are no “rules of writing club,” students came up with the following purpose: to freely express ourselves in any genre we select, use words to encourage others, receive feedback from peers on personal writing, and participate (if you want to) in various writing contests.

Writing club embraces both handwriting and using technology to write. Without a doubt, it is essential for students to name the club in order for them to establish ownership. To facilitate this process, at the beginning of each year students brainstorm one week and the following week vote on what the club will be called. For the past two years we have been “Ink and Fable.”

Build a community .

Using icebreakers, giving out free “journals” (colorful composition books) along with pens, providing publishing opportunities, and serving occasional celebration snacks all help build a community. To see some ways I use writing activators to build community click here. For example, students might watch this peaceful scene of waves washing up on shore and respond to a prompt:

Use your learning management system (LMS) and give students access.

I created a course on our district LMS-Canvas (you might choose another space). The course is used for students to post their writing and gather inspiration from the group. I also use the LMS to inform the members about upcoming opportunities to compete in writing contests. Numerous contests abound; here is a WE ARE TEACHERS resource by Sean Hogan that I use to find writing contests.

Establish a light agenda for meeting.

Students thrive on routine. If students know the basic format, their energy can be funneled into creation instead of guessing what we are going to do. The agenda consists of an activator which may include an attention-getting nature picture, a 3-2-1 exercise, a cartoon, a video, or an introduction to a contest.

After the warmup students springboard to work on any type of writing they choose. Sometimes, I encourage students to group themselves according to the genre they are working on.

All levels of writers welcome

Writing club is an eclectic group. Some students come to just write haikus or journal, some to write rap, and some come seeking specific feedback for a writing contest piece. We’ve also had some students come just to get feedback about their English essay!

Words of encouragement

Our writing club had some stationery donated. We have used this to write notes of encouragement to custodians, counselors, or other “unseen” yet important employees in the school. Since there are no rules of writing club, this is not a requirement. Yet students love to participate, and this is where they begin to learn how much their words matter.

Advice Column

One of our activators consisted of students responding to an old newspaper column from a teen seeking advice. We then compared the club members’ responses to the actual advice published. Some club members then asked if they could write an advice column for our school.

Yes! Club members then created a QR code from a Google Form for all students on our campus to anonymously submit problems to the writing club. A group of students from the writing club might then select a question/problem and draft an answer. I then proofread the answer for content, and the writing club students alternate on who will record the answer for playback during the school announcements.

Make this idea your own

I hope these tips and tricks help any ELA teacher interested in starting a writing club. Just remember – there are no rules; the writing police will not appear at your school door, just students who want to connect and create. While kids struggle with self-image, peer relationships, and communication, ink and paper have no judgment.

After all, their words matter!

Sharon Ratliff  (@sharondratliff) recently shifted from 7th grade ELA teacher to middle school gifted and talented facilitator in Katy, Texas. Before stepping into the mysterious land of middle school, Sharon taught upper elementary in Texas, Florida, and with the Department of Defense.

Over the past 20 years, Sharon has mentored young teachers, hoping to pass along a love for educating young minds. She enjoys working with all students, developing curricula that emphasizes critical thinking and discovering reading and writing techniques that empower students in real-life applications. See Sharon’s other MiddleWeb articles here .

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Tags: advice column community creative writing SEL Sharon D. Ratliff Sharon Ratliff student led writing club writing contests

MiddleWeb is all about the middle grades, with great 4-8 resources, book reviews, and guest posts by educators who support the success of young adolescents. And be sure to subscribe to MiddleWeb SmartBrief for the latest middle grades news & commentary from around the USA.

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Sharon, this is wonderful. I wish I had had such a club as a middle schooler myself. Your tips are very helpful — the way that you create structures around what is a very open space. I think that balance is key for our age group (I teach 8th grade).

I’ve just written a book – Who Gets To Write Fiction: Opening Doors to Imaginative Writing for All Students — about creative writing and how it can and should be a central part of ELA and our study of literature. The book is more focused on integrating imaginative writing regularly into our regular class work. However, there are always a number of my 8th grade students who really take to fiction and/or poetry writing and want to continue.

My colleague in the HS has started a creative writing club and many of my now former students have joined. I will share your article with him. But I’ll also considering starting a MS club after school. A space for those who are called beyond the classroom and school day to write is important.

Ariel, Thank you for the positive feedback. I’m excited about your book and will check it out! If you start a writing club at your school, maybe we can Zoom sometime and just exchange ideas… My former students started a creative writing club at their high school and published their first anthology last year. It is amazing. These kids crave a space to write beyond the lines…

Thank you Sharon Ratliff for a thought provoking article. I am a retired teacher, but I still look for activities in which I can become involved. I was an elementary schoolteacher in my early teaching but spent 26 rears in middle school math along with 10 years of middle school language arts. I get involved with church and community education activities when they are available.

Glendora, I am sure you are a WEALTH of knowledge! Retired teachers are treasures! I hope you will continue to be involved with your church and community education opportunities–maybe there could be a writing club opportunity there? If your church does any type of Thanksgiving baskets, gift gathering, or shoe boxes students could write notes of encouragement, experiment with poetry, or compose post-it positives. Thank you for reading my article :).

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Creative writing thrives at WPI, with courses that explore subjects like travel writing, playwriting, climate change fiction, and literary journal editing. A minor in creative writing invites students to enter dynamic, discussion-based workshops that center on collaboration and discovery.

Value Proposition Description

Genres include fiction, creative nonfiction, poetry, and playwriting. There's a multi-genre class at the 1000 level—perfect for exploration—and single-genre courses at the 2000 and 3000 levels to facilitate deeper craft study. Because all good writers are, first and foremost, thoughtful and analytical readers, the minor invites students to pair their creative study with literature coursework. Students who pursue the minor will work in at least two genres and complete a final capstone project.

In addition, WPI’s Creative Writing Club is actively welcoming new members. To connect with the club, contact Kate McIntyre .

To earn a minor in creative writing, students complete two units of coursework, outlined below.

• At least three courses (one unit) in creative writing (fiction, creative nonfiction, playwriting, or poetry), including one course at the 3000 level. Students who consult with a minor advisor may include one course from a related discipline, such as Interactive Media & Game Development or Professional Writing, to be counted toward this unit.
• Two literature courses, at least one of which must be at the 2000 level or higher
• One capstone experience (a 1/3 unit independent study in creative writing or a 3000-level course approved by the student and advisor), which must be taken last

Application Process

The creative writing minor is open to all WPI students regardless of major. Interested students should select a minor advisor and fill out a minor approval form. They may also contact Kate McIntyre with any questions or concerns.

Complete Guide to Homeschool Writing Curriculum for Every Budget and Age

Looking for a homeschool writing curriculum that will educate and motivate your child to write with excellence?

It can be a hard road, Homeschool Mama!

Writing is one of the three core subjects (reading and math are the other two) that form the basis of a solid education – which is why it can be so stressful for the homeschooling parent!

We feel the pressure to develop strong writers, but we also want our kids to love writing. It can be hard to achieve both of those things.

Blessedly, there is a mountain of homeschool writing curriculum out there that can fit any homeschool style, education philosophy, budget, and family size!

This blog post is going to be your complete guide to the 12 best and most loved homeschool writing curriculums on the market.

Think of it as a one-stop-shop to explore curriculum you’ve heard of but don’t know that much about – or to discover new curriculum that is just right for your homeschool!

Enjoy and happy homeschooling!

Ultimate Guide To The 12 Best Homeschool Writing Curriculum Options

Below I have provided quick reference information for each curriculum in terms of grade level, materials needed, price, and details. 

Price is for new curriculum and according to prices available to me as I write this. 

1. IEW (Institute for Excellence in Writing)

For Grades : 1st grade – 12th

What You Need : Teacher’s Guide and Student Book

Price : $55

Details About IEW:

This was the first homeschool writing curriculum that we tried, and I think it truly set an excellent foundation for my then 3rd grader. 

Our co-op at the time taught it every year, but I sat down and did the actual lessons and writing with her during the week. 

I loved that it did such a thorough job teaching kids how to put a keyword outline together for a structured, low-stress writing experience. As a writer myself, I understand how important an outline is to keep you organized and productive!

IEW is also very big on teaching vocabulary words and encouraging students to use more “interesting words” in their writing. To this day, my daughter still includes lots of adjectives and “strong verbs” in her writing because of her experience with IEW. She also carefully avoids using the “banned words” like “big” and “good” – why use those words when there are so many other more descriptive and colorful word choices out there!

Another fun part of IEW is that you can choose what theme you want your child to use for the year. For example, grades 3-5 can pick from “ Fables, Myths, and Fairy Tales ,” “ Bible Heroes ,” “ Ancient History ,” or” All Things Fun and Fascinating .”

If you are looking to build a strong foundation in writing, I would recommend IEW for an excellent beginning. It was easy to teach, reasonably priced (definitely use the above links to check for used prices on Amazon), and solid.

I have not used the higher levels, but I have often heard it discussed as the gold standard for homeschool writing. 

Keep in mind that the IEW grammar program is sold separately.

2. BJU Writing & Grammar

What You Need : Teacher’s Guide and Student Workbook

Price : $110

Details About BJU Grammar and Writing:

BJU Writing & Grammar is the next writing program we tried. When our co-op shut down for the pandemic, I realized I was on my own for teaching writing.

We shifted gears to BJU Press because it bundled together grammar and writing, which would be a big time saver. 

My favorite thing about this homeschool writing curriculum is that it teaches the writing process perfectly. My then 4th grader learned the steps of Planning, Drafting, Revising, Editing, and Publishing – steps that she still uses today.

I loved that my kid was being taught to draft an entire piece in one day and that it didn’t need to be perfect! She could just pour out her thoughts on paper or “make the dough” as we called it. And then we would shape the dough during revising and editing later in the week.

This helped very much with her paralysis with writing, because she felt overwhelmed with it being perfect. 

She still uses these writing process steps for her writing today and I even still make her editing checklists similar to what the book had so she can edit her own work. 

I would strongly recommend BJU Grammar and Writing for strong grammar, time-saving, and high-quality writing.

3. Writing With Ease/Writing With Skill

For Grades : 1st – 12th

What You Need to Buy : Writing With Ease (elementary level) only requires a student workbook. Writing With Skill will require a student workbook and Instructor Text (teacher’s guide).

Price : $25 – $50

Details About Writing With Ease and Writing With Skill:

I love this super gentle writing curriculum from A Well Trained Mind and written by Susan Wise Bauer. 

I am on my second round of using Writing With Ease (the elementary level) with my younger children, and I absolutely recommend it as a beautiful introduction to writing. 

Every week I read sections of classic stories to my daughter and I ask her listening comprehension questions that she has to answer in full sentences. She thinks it’s just a fun story and talking time with mom, but there is a specific purpose. 

This process teaches her what a complete sentence is and what a fragment is – which is key information before you sit down to write.

There is also copy work of classic literature, grammar instruction, and writing original thoughts.

I haven’t used the next levels of this writing program from Susan Wise Bauer yet, but if this quote from The Well Trained Mind is any indicator, you need to check it out!

“We offer a variety of easy-to-use resources for teaching the vital skill of written communication. Our Writing With Ease series teaches elementary students how to transform thoughts into coherent paragraphs. Writing With Skill adds many other skills for middle and high schoolers, such as outlining, research, citation, and the construction of full-length essays in history, literature, science, and other subjects. The Creative Writer helps them write a best-selling novel that will get turned into a worldwide blockbuster movie starring Benedict Cumberbatch, which will enable them to support you in your old age.”

There are four levels of Writing With Ease and three levels of Writing With Skill . 

4. WriteShop

For Grades : K – 12th

What You Need to Buy : WriteShop Primary (ages 5-9) requires an activity pack and a teacher’s guide. WriteShop Junior (ages 8-13) can pick from a number of things or bundle them all together: activity pack, teacher’s guide, fold-and-go grammar guide, and time-saver pack. WriteShop 1 & 2 (Middle School/High School) requires a student workbook, teacher’s guide, and dictation/copy work guide.

Price : $41 – $110

Details About WriteShop:

WriteShop is a homeschool writing curriculum that I’ve had my eye on for a long time. In all of my homeschooling blogging circles, I seem to always hear buzz about how incredible this writing program is!

I have done some homework, and it is beautifully laid out, colorful, and so engaging from first sight. It is known for fun activities, engaging writing assignments, and its step-by-step, incremental approach to teaching writing skills.

And as an added bonus, WriteShop focuses on teaching the homeschool parent how to teach writing – in an easily understandable way.

The lower levels enjoy fun, hands-on writing activities to get kids excited about writing! I love that there are supply lists in the teacher’s guides (all regular things you’d have in the house) to teach a writing lesson! 

And the assignments would catch any kid’s attention: science fiction, adventure, and mystery story writing!

There are also additional resources on the website that you can use alongside WriteShop or as a writing supplement to your current curriculum. Check out StoryBuilders and Writing Prompts for some fun springboards for creative writing!

The higher levels allow students to work more independently, and there is even a video course offered.

It may be difficult to know which level you need to start with, so definitely check out the WriteShop placement test .

To find out more about Writeshop, head on over to their website or check out this full review from MeaningfulHomeschooling .

5. BraveWriter

What You Need to Buy : BraveWriter offers bundles of their curriculum that covers multiple kids, but they are very relaxed about what you “need.” It is cheaper overall to buy the bundle, but you can also just start out with one of their books, and go from there. Online classes are also offered. They are taught by homeschool parents, who are also published authors.

Price : $50 – $229 (bundle price)

Details About Brave Writer:

Brave Writer is definitely the most unique writing curriculum that I have researched yet.

This writing program was written by Julie Bogart, a homeschool mom who has 5 homeschool graduates to her credit. 

Brave Writer promotes a “Brave Writer Lifestyle” that focuses on raising kids in a language-rich environment where they will learn to not just be a good writer – but to love writing. There is a large focus on reading great books aloud and a weekly poetry tea time (I love that!), and less of a focus on structured lesson plans and “you have to write this many sentences.”

Parents are encouraged to purchase one bundle and adapt it to teach all the grades in their homeschool. That is a huge time saver!

Learn more at the Brave Writer website or check out this full review at This Simple Balance .

6. Wordsmith

For Grades : 4th – 12th

What You Need to Buy : Each level only requires one book. Level 2 suggests buying a helpful teacher’s guide.

Price : $18

Details About Wordsmith :

Wordsmith is an economical homeschool writing curriculum from Janie B. Cheaney, a published author of six books. 

She provides a simple, easy-to-use curriculum that is broken up over three main books.

Wordsmith Apprentice (4th-6th grade) :

“All the practicality, humor and fun of Wordsmith, but written for the younger student, ages 9-12. An easy to use writing course encouraging students to develop their writing skills as they participate in every role on a newspaper staff: editor, reporter, writer, etc. Children develop a love for writing as they express themselves through sentence and paragraph writing, persuasive writing, and much more. The third edition has a larger font and cleaner type for easier reading. With added examples and delightful new illustrations, developing writing skills is made fun and easy.”

Wordsmith: Building Skills (6th-9th grade) :

“Confidence is what most young writers lack, and  Wordsmith   is designed to lead them to the place where they can read over their own work and think, “Hey—that’s pretty good!”  Wordsmith  is the core book in the series, the one that every student from age 12 and up should complete, especially if their writing skills lag behind the recommended level.”

Wordsmith Craftsman (9th-12th grade) :

Part Three of  Wordsmith Craftsman  is a master class on The Essay, pulling together thought, organization, logic, personal connection, and style.  A well-written essay is rightly considered the mark of an educated, thoughtful man or woman. A student will learn how to apply the TOWER process (Think, Organize, Write, Evaluate, and Rewrite) to a variety of essay types, namely  descriptive, narrative, expository, critical , and  persuasive . The expository section includes a primer on the all-important first step in writing research papers (which will save a lot of freshman-comp angst later!).

There are sample lessons for all three of their books. Hop on over to the Wordsmith website to check them out and see if this homeschool writing curriculum best fits your homeschool!

7. Clear Water Press

For Grades : 6th – 12th

What You Need to Buy : Student Kit and matching DVD or Cloud Access

Price : $258 – $343

Details About Clear Water Press :

ClearWater Press is the perfect writing curriculum for aspiring authors! Students are taught this creative writing course through in-depth video lectures while they work on year-long writing projects.

Below are the details of their three main curriculum books.

Cover Story (6th-9th grade) :

“The  Cover Story magazine writing program works  with your student, not against them. Award-winning author Daniel Schwabauer takes 6th–9th graders on a creative journey writing their very own magazine through engaging videos. The optional grammar lessons make Cover Story a full English Language Arts!  Choose to watch Cover Story lessons on Cloud streaming or DVDs.”

One Year Novel (9th-12th grade) :

“Author Daniel Schwabauer takes 9th–12th graders under his wing to write their own compelling original novel—for a high school English credit! His unique approach begins where many writing courses don’t go at all, with an exploration of how Story works . A creative community and support resources help students thrive. Video lessons now available on Cloud streaming only.”

Byline Journalism and Essay Writing (9th-12th grade) :

“In the Byline journalism and essay writing program, students step into the role of a 1930s-era newspaper reporter, training under Editor-in-Chief Daniel Schwabauer, who takes them under his wings to teach them everything he knows. Before they even realize it, they master the dreaded high school essay! Choose to watch Byline video lessons on Cloud streaming or DVDs.”

Head on over the Clear Water Press website to find out more information and see sample lessons !

8. Writers in Residence: Apologia

What You Need to Buy : All in One Student Text and Workbook, answer key, additional workbooks for teaching more than one child

Price : $21 for one student

Details About Writers in Residence :

I have to be honest with you all, I had no idea that Apologia offered anything besides science! Apparently, they do offer a full language arts program through their Writers in Residence series!

I love that it is designed to be used with multiple children at the same time – a huge time and money saver for homeschoolers with multiple kids!

Your students will learn about everything from sentence structure to short stories to persuasive essay writing – all through a Christian worldview lens.

“Thorough and systematic, six units and twenty-four modules are included, with lively and colorful lessons building on previously-taught concepts, skills, and terms. The easy-to-use, “all-in-one” Student Text and Workbook features an engaging tone that’s written directly to the student. Each unit opener includes a focus on a Christian writer, unit overview, and rubric; units include models from professional writers for students to study and use as an inspiration for their own writing. Modules integrate clear, engaging instruction with sidebar notes and a variety of exercises. Assignments cycle through four types of writing tasks: I Remember: assignments focused on the personal narrative I Imagine: creative writing assignments such as short stories, poetry, and novels I Investigate: research skills assignments I Think: tasks that teach opinion and argument writing, including persuasive and argument writing”

To find out more, check out Rainbow Resource, Christianbook.com, or Amazon for reviews, sale prices, and more details!

What You Need to Buy : Student Text and Teacher’s Guide

Price : $45

Details About Jump In :

Jump In is a budget-minded homeschool writing curriculum focused on getting middle school students ready for the expectations of high school writing. It has a gentle, low-stress format that is focused on independent student writing.

“What to do when high school is just around the corner and your middle schooler HATES to write? Jump In: Middle School Composition covers all the basics needed for high school writing in an engaging fashion; humor sneaking in occasionally. Daily lessons will take 5 – 20 minutes to complete. Instruction is written directly to the student and sometimes involves Bible stories or characters. Lessons might start with 10-Minute Writing Plunges that are designed to engage reluctant writers or appeal to eager writers. Or the Plunges can be a break from other assignments or a course by themselves. Plunge prompts are given M-Th with no grading (or turning in). On Friday, the student chooses which one they like best, proofreads it, and gets it ready to hand in.

10. Essentials in Writing

For Grades : K-12th

What You Need to Buy : Student Workbook, Instruction Manual, and access to video lessons

Price : $69-$89

Details About Essentials in Writing :

Essentials in Writing is a video-based course that will take a lot of stress off the busy homeschool parent or the parent who is intimidated to teach writing. 

The format is rather simple. The student watches a video (DVD or streamed) and then completes the corresponding workbook pages. The parent is responsible to look over the work and discuss it with the child.

There are also fun hands-on activities, such as time capsules, that will get kids excited and engaged with the writing process. 

“Looking for a complete English course for all grade levels that is well organized, thorough in explanation, effective in teaching and easy to use in a homeschool or group setting? Then consider Essentials in Writing! Video instructor Matthew Stephens taught English at the elementary and high school levels for years, and he used his experience to good effect in authoring this course. Video lessons featuring Mr. Stephens are the essence of the course, with supporting workbook activities as follow-up. Mr. Stephens is doing the heavy lifting of presenting and explaining the material, leaving only clarification and follow-up questions to the home instructor. Lessons are presented in bite-sized chunks, so each day’s lesson features one main point. The quality of the video and audio is good, showing Mr. Stephens teaching in front of a classroom on a white board. For younger grades, the teacher and student would watch the videos together, then discuss to make sure that the student grasps the main ideas of the presentation. Students at more advanced grades can watch the videos on their own (as the instruction is always directed to the student), leaving only follow-up discussion of the material and assignment to the teacher. Of course, the instructor should preview the video material to ensure knowledge of the material and consistency of approach in working with the student.”

Check out the Essentials in Writing website for more information, sample lessons, and videos!

11. Writing Strands

For Grades : 5th – 12th

What You Need to Buy : One Student Book and One Teacher’s Guide (One teacher’s guide covers all 6 levels of Writing Strands)

Price : $40

Details About Writing Strands :

Writing Strands is a full language arts and writing curriculum from Master Books. It is a newly revised edition that has streamlined and improved on the older version.

The curriculum includes a Beginner, Intermediate, and Advanced level and has a Christian Worldview.

You will find clear daily schedules, opportunities for independent work, and writing lessons based on the analysis of literature and scripture.

Here is a snippet of the curriculum description for Writing Strands Book 2:

“This resource covers 180 days of instruction and includes a weekly lesson schedule, student worksheets, and an answer key for the objective questions in the reading lesson portion. Each week alternates between writing lessons and reading lessons; for their reading, students will read biblical passages as well as books chosen and assigned by the parent. A weekly lesson schedule is also included. This comprehensive approach will help students begin to develop a solid foundation in communication as they focus on basic, creative, organizational, and descriptive writing skills. This course alternates a week of writing exercises with a week of reading and discussing books and ideas.”

12. Writing & Rhetoric

For Grades : 3rd and up

What You Need to Buy : Student Edition and Teacher’s Edition

Price : $40 (for one semester)

Details About Writing and Rhetoric :

Writing & Rhetoric is an award-winning series of writing curriculum books.

Each book will only cover one semester, so if you stay on track, you will be doing 2 books per year.

Books 1-6 are for grades 3-6. Books 7-12 are marked for grades 6 and up. 

Here is a description of this overall curriculum:

“Writing needs to be taught just like any other subject, and letting students be ‘free’ to write without a model is often letting them jump in the deep end without learning to swim first! Writing & Rhetoric assumes students learn best by first reading excellent literature and then imitating those writers. Students who complete the entire program will learn to write narrative, expository, descriptive, and persuasive essays while developing their own unique style. Each exercise is designed to teach a skill that can be employed across all subjects. Skills are arranged from simple to complex, and the cumulative nature of each chapter reviews skills from earlier in the book, helping students to build a solid foundation of writing skills.”

Recap: Best Homeschool Writing Curriculum

I don’t know about you, Homeschool Mama, but it’s going to be very difficult to choose between all of these writing curriculums!

I do hope that you found a few that you want to research, dig deeper into, and hopefully use in your homeschool. 

Of course, this is not a complete list of all writing curriculum – I would need a whole book to write out everything that is out there!

Please drop a comment and share if you have a favorite writing curriculum that I didn’t list above!

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Creative Writing

Your world in words.

Want to explore the world of creative writing? Let the AFA or Certificate in Creative Writing at Anoka-Ramsey Community College help you get there. With campuses on the Mississippi River in Coon Rapids and the Rum River in Cambridge and the option of a fully online curriculum, ARCC offers inspirational settings, convenient ways to take classes, and support from award-winning, published faculty.

Our AFA, which can be completed in-person or fully online, culminates in two classes: A Writer’s Life and Manuscript Development, which gives students hands-on career exploration, publishing knowledge, and a polished manuscript. Our AFA program also has strong transfer partnerships with Augsburg University, Metropolitan State University, Hamline University, University of Minnesota—Mankato, and University of Wisconsin-Superior. Our Certificate is a streamlined degree that consists of our core creative writing classes: you can take it as stand alone degree or in conjunction with an AA degree.

Students connect with to our vibrant literary community through our Two Rivers Reading Series on the Coon Rapids campus, Minnesota Writers Series on the Cambridge Campus, Careers in Writing speaker series, our Creative Writing Club, and volunteer opportunities. Students graduate from our degrees with greatly improved writing skills that prepare them for the job market and four-year programs.

To request more information click here !

Recent Faculty and Alumni Publications:

Professor Katie Berg:

• Katie Berg’s book,  Rock Climbing Minnesota : 3rd edition, was published in 2022.

Professor Kathryn Kysar:

• “Captivity.” Midway Journal. January 2023 .
• “A Mother’s Jet Lag.” Literary Mama. January/February 2023.
• “Black Asphalt.”  Hayden’s Ferry Review . May 2023.
• “After You Leave.”  Poets and Pints 10 th  Anniversary Anthology.  Summer 2023.
• “After the Lockdown: Dance Workshop.” Fourth River. August 2023.

Alum Katrina Monroe:

• Creative Writing Alum Katrina Monroe published her novel They Drown Our Daughters in July 2022.

Professor Paige Riehl:

• “The Girl’s Mother and Father Disagree at Breakfast” by Paige Riehl –2nd place winner in the annual poetry contest,  St. Anthony Park Bugle,  March 2023. 
• An Interview with Michael Torres about  An Incomplete List of Names,  A National Poetry Series Winner selected by Raquel Salas Rivera, published in  Midway Journal , July 2022.
• Terrapin Books Interviews Series: Paige Riehl Interviews Ann Keniston  about her poetry book  Somatic  in  Terrapin Books Interview Series ,May 2022.

Professor Tracy Youngblom:

• Professor Tracy Youngblom’s memoir Because We Must won the Juniper Prize for Creative Nonfiction from The University of Massachusetts Press and MFA for Poets and Writers at the University of Massachusetts Amherst and will be published in early 2025.
• Her full-length collection of poems entitled Boy was published in Spring 2023 by CavanKerry Press and was featured as the Two Rivers Reading Series selection in Fall 2023.

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The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

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Bennington College Curriculum Spring 2025

Spring 2025, fundamentals of creative writing (lit2566.01).

Creative writing is a method not just of expression, but of deep attention: thus we will begin our journey to the blank page by looking, with wonder and precision, at pages filled by such masters of craft as Cathy Park Hong, Robyn Schiff, Nathaniel Mackey, Ben Lerner, Miranda July, Mariana Enriquez, and Souvankham Thammavongsa. Our reading assignments, which will span poetry and prose of various aesthetic stripes (from “dirty” realist poetry to absurdist parable), will introduce a wide variety of topics and questions that will aid our own creative writing throughout the term. Such topics and questions will include: (A) What narrative strategies might we employ to enact a sense of individual pleasure? Or of collective dread?; (B) How can we be architects of surprise for a reader when we ourselves often know “how the story ends”?; (C) What is enjambment in poetry and can we leverage sentence structure to mimic it in prose?; (D) What is a sonnet and how do various practitioners of it leverage the form to different effect? Does a certain tone arise from its combination of pace, proportion, and volta?; (E) As a unit of perception and experience, how does the poetic line differ from the sentence? And how do they interact over the course of a stanza or an entire poem?; and (F) What is “vantage” and how does it relate to “point of view”? How might these terms apply not just to a story but also a poem in narrative or monologue form?

All of these questions, and others, will only fuel us as we respond creatively to our readings through in-class discussion, in-class craft exercises, occasional workshops, and take-home writing prompts. This is a generative course; therefore, participants will turn in an original piece of writing every week, whether that be a vignette or a villanelle.

General Education Requirements (47 Credits)

• ASC 400 - Values Seminar 3 Credit(s)
• ENGL 101 - Reading, Thinking and Writing 3 Credit(s)
• ENGL 102 - Literature and Critical Writing (W) 3 Credit(s)

Humanities (12 Credits)

• HIST/AH/MUS 3 Credit(s)
• AH/MUS/PHIL/ENGL 115+–130+ 6 Credit(s)
• 300-level humanities 3 Credit(s)

Social Science (12 Credits)

• Social science courses must be in at least two different areas. One must be 200-level or above 12 Credit(s)

Science (13 Credits)

• At least one science courses must include a lab. Take MATH 113   + if did not pass math proficiency test 13 Credit(s)

English/Creative Writing Requirements (60 Credits)

• CRWR 153 - Introduction to Creative Writing I 3 Credit(s)
• CRWR 154 - Introduction to Creative Writing II 3 Credit(s)
• CRWR 305 - Creative Nonfiction 3 Credit(s)
• CRWR 306 - Advanced Fiction Writing (W) 3 Credit(s)
• CRWR 307 - Advanced Poetry Writing (W) 3 Credit(s)
• CRWR 409 - Senior Seminar (For Creative Writing Majors Only) (W) 3 Credit(s)
• ENGL 131 - Literature of the Western World I 3 Credit(s)
• ENGL 132 - Literature of the Western World II 3 Credit(s)
• ENGL 133 - British Literature I 3 Credit(s)
• ENGL 134 - British Literature II 3 Credit(s)
• ENGL 135 - American Literature 3 Credit(s)
• ENGL 409 - Senior Seminar (W) 3 Credit(s)
• 300-level CRWR electives 12 Credit(s)
• 300-level ENGL courses (6 period-based courses & 2 electives) 24 Credit(s)

Additional Requirements (6 Credits)

• 300-level humanities electives 6 Credit(s)

Electives (9 Credits)

• Electives 9 Credit(s)

Total Credits: 122

Note: Four WE courses and one QR course required.

The program of study that appears here applies to students who were admitted for the summer session of this catalog year and later.  Students admitted prior to that term should select the appropriate catalog year of their admission.  Choose previous catalogs from the Home, Graduate, or Undergraduate Catalog Page at  http://Catalog.widener.edu .

English/Creative Writing Double Major Portfolio

All creative writing/English double majors will compile a portfolio. This portfolio is designed to give students and creative writing/English faculty a cumulative vision of the quality of the students’ work over the course of their years in the major. As they progress through the creative writing/English program, students will continually update their portfolios by adding required elements. Students will receive a list of required elements from their major advisor when they declare.

Curriculum Sequence

English and Creative Writing Curriculum Sequence    

E-mail:  [email protected]

The Master of Fine Arts in Creative Writing at BGSU is widely recognized as one of the country’s most prestigious. For more than fifty years, graduates of BGSU’s Program in Creative Writing have contributed to contemporary literary culture and published hundreds of books.

The MFA in Creative Writing program gives a comprehensive and rigorous education in the professional writing, editing, and marketing of poetry and fiction. Artistic development, craft knowledge, and professional presentation are guiding principles. 

Learning Outcomes

Upon completion of the MFA degree, students in the Creative Writing with a specialization in Fiction or Poetry program are expected to be able to:

• Develop individual, original approaches to writing fiction and/or poetry
• Produce a book-length thesis comparable in quality to the published work of contemporary poets and fiction writers
• Develop an understanding of their work’s place within the context of contemporary literature 
• Collaboratively assess literary work for publication 
• Apply craft knowledge to produce and distribute a literary journal through relevant technologies 
• Develop pedagogical skills sufficient to design and teach courses at the college level 

Admission Requirements

Application deadline is January 15 for Fall Semester.  Since application reviews may begin immediately after the deadline, we recommend submitting your application and providing all required documents before the deadline. Documents required:

• Applicants below 3.00 GPA must submit a GRE score unless they have already completed a master’s degree.  Enter your GPA and GPA Scale with your undergraduate degree under the Academic History tab.
• Three Letters of Recommendation
• Statement of Purpose (1-2 pages)
• A fiction or poetry sample (20 - 30 double-spaced pages of fiction, or 10 - 15 pages of poetry with poems single- or double-spaced)
• An academic or professional writing sample (8 - 15 pages, double-spaced)

Please do not submit screenplays, children’s stories, fantasy, or science fiction.

International applicants are required to submit scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or the Pearson Test of English Academic (PTEA). Successful completion of ELS 112 will also be accepted for this requirement.  Additionally, Duolingo test scores will be accepted for applications through Summer 2025. Applicants of the Graduate College who have completed a previous degree (associate, bachelor’s master’s or doctorate) from a U.S. college/university or are from a country (click  here  for a complete list) in which instruction was delivered in English (and attended the university for at least two years) are exempt from providing these test scores. Please review the Creative Writing MFA program’s Application page at  http://www.bgsu.edu/arts-and-sciences/english/creative-writing/apply-online.html  for detailed information about application materials.

Application Requirements

Admissions Categories and Grade Point Average Requirements

International Application Information

Degree Requirements

Curriculum requirements, required courses (24 credits).

ENGL 6320 taken during the summer semester may not be used to satisfy workshop requirements.

• ENG 6320 - Graduate Writers Workshop (12 hours)
• ENG 6310 - Technique of Fiction
• ENG 6330 - Creative Writing and Desktop Publishing
• ENG 6370 - Pedagogy of Creative Writing
• ENG 7820 - Topics in English Studies

Electives (6 credits)

Select 2 courses

Culminating Experience (6 credits)

• ENG 6990 - Thesis Research

Minimum Total Credits (36 credits)

Additional requirements.

• Minimum of 3 credits of 6990 required for Plan I master’s students.  Maximum of 6 credits may be applied toward degree requirements. 
• Minimum 3.0 graduate cumulative grade point average
• Minimum of 18 credits must be at the 6000-level or higher
• Minimum of  24 credits must be earned at BGSU
• All requirements must be completed within six years from the end of the earliest course used to fulfill degree requirements.

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• Moscow Oblast

Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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Elektrostal Demography

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International Programs

Anne frank initiative welcomes over 250 clear creek amana eighth graders to university of iowa campus.

On Thursday, May 30, 2024, the Anne Frank Initiative (AFI) , an International Programs affinity group, welcomed 250+ eighth graders from Clear Creek Amana (CCA) Middle School. A strong mission of the AFI is to create outreach opportunities to share Anne Frank’s story, spirit, and her humanitarian message with our youngest generation. Some CCA students have read portions of Anne Frank’s diary during the spring semester. The AFI is directed by Kirsten Kumpf Baele, lecturer in the University of Iowa (UI) Department of German.

“As part of the English Language Arts (ELA) curriculum at CCA, Tollie Lancaster and I were able to teach the students about the Holocaust,” said Lindsay Herr, eighth grade ELA teacher and one of the organizers of the event. “We are honored that Dr. Kirsten Kumpf Baele partnered with us and took the time to teach our students about Anne Frank, and we are excited they were able to meet with and learn from other University of Iowa professors and current University of Iowa students.”

The middle school students began their day with an introduction to Anne Frank, her legacy, and her special connection with Iowa. Throughout the morning, students were divided into breakout sessions which ranged from a virtual reality tour of the Anne Frank House in Amsterdam, and Little Free Library design, to artificial intelligence, writing and identity, and learning about German/Jewish heritage in Iowa City. They also had a tour of the Iowa campus.

At the end the day, students gathered at the Anne Frank sapling on the Pentacrest where Andrew Dahl, the head UI arborist, talked about the white horse chestnut tree, the 13th sapling to be planted in the United States.

“This annual engagement with Clear Creek Amana brings eighth grade students face-to-face with pieces of history that most of them have only encountered through educational texts,” said Mallory Hellman, director of the Iowa Youth Writing Project and AFI advisory committee member. “By visiting the Anne Frank sapling, walking a path of significant locations in Iowa City's Jewish history (and present!), and learning of Anne Frank's Iowan pen-pal , students cement a lived connection between Anne's story and their own.”

The AFI is committed to investigating Anne Frank’s literary contributions, her ongoing legacy, and all that she represents in a more globalized, international, and contemporary context.

“Iowa has a special connection to Anne Frank and her story,” remarked Natoshia Askelson, associate professor in the UI College of Public Health and AFI advisory committee member. “The AFI works to highlight and strengthen that connection. It is vital that Iowans understand how interconnected all our stories and lives are, so that we can prevent violence.”

Organizers of this event included AFI Director Kirsten Kumpf Baele; Lindsay Herr, CCA eighth grade ELA teacher; AFI Advisory Committee members Natoshia Askelson, Carl Follmer, Mallory Hellman, Shereena Honary, and Ana Laura Leyser; and other UI faculty, staff, and students including Andrew Dahl, Glenn Ehrstine, Colleen Kollasch, and Kevin Zihlman. 

International Programs  (IP) at the University of Iowa (UI) is committed to enriching the global experience of UI students, faculty, staff, and the general public by leading efforts to promote internationally oriented teaching, research, creative work, and community engagement.  IP provides support for international students and scholars, administers scholarships and assistance for students who study, intern, or do research abroad, and provides funding opportunities and grant-writing assistance for faculty engaged in international research. IP shares their stories through various media, and by hosting multiple public engagement activities each year.

• Anne Frank Initiative

International Programs at the University of Iowa supports the right of all individuals to live freely and to live in peace. We condemn all acts of violence based on race, religion, gender identity, sexual orientation, and perceived national or cultural origin. In affirming its commitment to human dignity, International Programs strongly upholds the values expressed in the United Nations Universal Declaration of Human Rights .  

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