creative writing grammar school

IEW® in High School

The high school years can be daunting, but writing does not have to be. IEW teaches students how to navigate the essays, research papers, and literary analysis that they will need to succeed in high school and beyond. IEW’s pathway for high school is designed to help beginning students gain confidence while continuing to bring new insights and challenges to those who have many years of IEW experience.

Structure and Style ® for Students: Year 1 Level C

In this course, join Andrew Pudewa as he leads students on a 24-week writing journey using IEW’s Structure and Style approach. Students reading at a 9th grade level or higher will take delight in Mr. Pudewa’s humorous, incremental, and effective writing lessons. The curriculum provides clear daily assignments and includes vocabulary words, literature suggestions, and lesson plans for teachers. Easy to use and affordable, Structure and Style for Students brings a successful solution to your writing lessons—guaranteed! Try three weeks free !

Structure and Style ® for Students: Year 2 Level C

Take students to the next level in their Structure and Style writing journey! Twenty-four more weeks of incredible writing instruction await with the humorous and engaging Andrew Pudewa. Students who have completed Year 1 Level C and are ready for their second year of the Structure and Style for Students video course will enjoy reviewing and refining the nine previously learned IEW units and response to literature, then pressing on into full literary analysis. The curriculum provides clear daily assignments and includes vocabulary words, literature suggestions, and lesson plans for teachers. Easy to use and affordable, the second year of Structure and Style for Students builds on the skills learned in the previous video course and brings a successful solution to your writing lessons—guaranteed!

University-Ready Writing

In this twelve-week video course, high school and college students learn effective note-taking strategies as they write précis (summaries) and essays, tackling assignments of varying lengths from one paragraph to several pages. With tips and tools for writing an abstract, creating and arranging content, citing sources, applying various style guides, using literary devices, and writing on-demand essays, this curriculum will prepare your students for university writing assignments. Try two weeks free !

Introduction to Public Speaking

In this twelve-week course, middle- and high-school students learn memory and delivery techniques as they write and present five speeches: self-introductory, narrative, expository, persuasive, and impromptu. Students evaluate recorded speeches in preparation for self-evaluation. This self-explanatory program empowers teachers to help students become competent and confident public speakers. Try two weeks free !

Advanced U.S. History-Based Writing Lessons†

Follow the course of U.S. history from Explorers to Modern Times while learning to write with structure and style.

Bible-Based Writing Lessons†

Delve into Bible stories and themes while learning to write with structure and style.

Phonetic Zoo Spelling Level C

Looking for a new approach to spelling? This phonics-based program uses auditory input to ensure that the correct spelling of each word is absorbed by the brain. The audio allows students to work independently much of the time while allowing for the repetition needed for mastery.  

† Contains distinctly Christian content

What might a pathway look like for a student starting out with IEW in ninth grade?

If your student is reading at grade level, we recommend starting with the Structure and Style for Students: Year 1 Level C Premier package for you and your student in ninth grade. Tenth grade would be a good time to use Windows to the World taught in conjunction with Teaching the Classics or taught as a one-semester class paired with Introduction to Public Speaking. For eleventh grade, use Structure and Style for Students: Year 2 Level C.  Andrew Pudewa discusses additional options for your high school student in his conference talk Hacking High School: Rethinking the Teen Years . Grammar, spelling, public speaking, and entrepreneurship can be added as well. Call, chat, or email us for additional support with making decisions!  

I have a high school senior. Where should I start with IEW to make sure he gets as much writing instruction as possible before graduation?

Structure and Style for Students: Year 1 Level C provides a solid foundation in writing while also expanding into more advanced essay models such as research papers and persuasive essays. Take it one step further and hone your student’s grammar expertise before he enters college or the workforce. Fix It!™ Grammar will provide you with a full-year grammar course. In the Fix It! Grammar language arts and grammar curriculum, students internalize the rules instead of just memorizing them. That’s because Fix It! Grammar encourages students to critically analyze an ongoing story by searching for and fixing embedded errors, and in the process, students incorporate accurate punctuation and correct grammar more easily into their own compositions. To ensure you start the program at your student’s level of ability, we recommend reviewing the skills listed for each level on the Fix It! Grammar landing page. 

Does IEW count as a full high school English credit?

High school credits vary depending on where you live. Please check with your state homeschool organization for the best way to calculate credits for your particular student. English encompasses communication skills: composition (writing), literature, public speaking, grammar, and may also include vocabulary and spelling. You will need to make sure you are covering all of the requirements for your state .  Lee Binz with www.homehighschoolhelp.com understands the difficulty in creating high school transcripts and is dedicated to providing parents with specific beneficial answers to transcript questions. If you have questions about high school credits and transcripts, we encourage you to contact her . She will be happy to help.

Is IEW for High School? webinar

De-Confusing Essays article

Six Calming Answers to Six Panicky Questions about High School English for Homeschoolers article

Hacking High School: Rethinking the Teen Years – presentation by Andrew Pudewa

Most of us have presuppositions about what high school is based on our own experience. Times are changing, and the opportunities for home educating high schoolers have grown rapidly. Many of these opportunities will save time, help your family avoid higher education debt, and give your teens a head start on their next decade of life. Watch or listen at IEW.com/HHS

Dual Enrollment through CHI – College Credit Using IEW Materials 

IEW high school students can receive college credit for English Composition I and II from a fully accredited university through Christian Halls International. Learn more at IEW.com/CHI

Classic Learning Test – Standardized Test

Classic Learning Test (CLT) exams serve as an alternative to Common Core-based assessments and help to highlight the unique strengths of homeschool, private school, or charter school students. CLT exams are accepted at over two hundred colleges! Find out more by visiting IEW.com/CLT and get a CLT discount code!

Writing & Grammar

BJU Press middle- and high-school writing and grammar product line systematically reviews and applies English grammar conventions to the real world. The practice of writing—using grammar to craft clear and effective communication—is essential for helping students to understand, analyze, and craft an argument. Students also need to develop effective research and study skills that will enable them to manage large assignments and to find relevant and useful information. We have given teachers the tools to help their students craft effective written and oral communication that engages with and contributes to culture. To accomplish our vision for students, we have laid out a series of goals for our program, activities, and teaching strategies.

Mentor texts give students a starting point for analyzing the grammatical structures of sentences. In each BJU Press student edition, students will find mentor texts and writing activities that promote understanding not only of the function and value of grammar but also how to structure written pieces. Student activities afford students the opportunity to analyze each mentor text to learn from it. Teachers can use these texts to prompt analysis of how sentence structure and word choice influence communication, and how the writers of the mentor texts might have changed what they meant or said by using the language differently. From these mentor text activities, teachers can direct students to analyze how they use standard grammar conventions in their own writing and communication. Students will also learn writing strategies, how to diversify word choice, persuasive techniques, and more.

Using the Writing Process in Real-World Contexts

BJU Press Writing & Grammar programs lead students through the five stages of the writing process:

• Proofreading

These stages effectively walk students through the process of creating written works of varying lengths and genres. Every writing project follows the writing process, giving students instructions and important questions to ask at each point. Writing projects are age- and grade-appropriate and relevant to the students’ lives and interests. For example, the capstone project for Writing & Grammar 8 is a multigenre project. Students may choose their topic and the types of writing they will do, in collaboration with a group of other students. The students choose a significant person to write about, craft a timeline and biographical essay, create four original genre pieces (informative, narrative, argumentative/persuasive essays or poetry) based on significant events in the timeline, prepare a works-cited page, and conclude with a personal reflection on what they learned or experienced from the project.

Drafting Writing That Is Truthful, Virtuous, Logical, and Empathetic

By teaching students how to be good writers, teachers are also encouraging them to be good communicators. Good writing is clear, accurate, and considerate of its audience. As a building block for clear writing, grammar conventions give students a foundation for writing without confusing errors. Students can use grammar tools to improve their communication. Research and study skills support young writers in developing truthful and virtuous writing by teaching them to find, understand, restate, and properly cite information sources to build or defend an argument. These skills give authenticity and merit to their writing. Ultimately, most writing is designed for the benefit of the reader, not the writer. To that end, we equip teachers to help their students better understand the needs of their audience. Throughout each course writing instructions, teaching notes, and writing checklists will regularly remind students to consider their audience and the appropriateness of their word choice and usage.

Mastery of Study, Reference, and Research Skills

In addition to mastering grammar conventions, students need to know where to look for useful information, how to categorize and organize it, and they need to understand it well enough that they can reuse it in their own words. Study skills enable students to understand how they learn and process information so that they are better equipped to use that information later . Student researchers need to be able to process and categorize the information they encounter. In addition to learning effective research skills, students will also need to master effective study skills. The BJU Press Writing & Grammar program teaches study and research skills regularly in each course, including how to recognize credible sources and how to ask good questions that lead to a better understanding. The handbooks in Writing & Grammar 7 and 8 and the Study Hacks feature in Writing & Grammar 9 offer detailed reviews of relevant study skills, such as how to schedule study time, suggestions for memory work, and strategies to improve reading comprehension.

Improvement in Collaboration, Listening, Speaking, and Viewing

Teaching strategies throughout the program direct teachers to lead in a variety of collaborative projects and assignments. Many projects include oral presentations that require both speaking and listening as students present and peers evaluate presentations. Teachers can lead visual analyses of infographics and full-page visuals that inform students about the topics for that chapter. Projects that include oral presentations also help students learn how to develop and give PowerPoint presentations on a topic of interest to them. As they engage in writing projects and practice their research skills, students will expand their digital and media literacy. Writing projects and presentations often require students to work with word processors or presentation software to develop an effective presentation. In these presentations, they will improve collaborative skills in group projects and through peer reviews of their writing.

Student Edition (eTextbooks available)

Consumable student worktexts provide important practice exercises and opportunities for active application to each student’s own writing. Our texts encourage students to write regularly and in diverse genres. The main chapters offer a written model and an associated lesson for students to use in studying the model. As students develop their skills, they gain confidence in their skills and prepare for future real-life writing opportunities.

Teacher Edition

Teacher editions provide instructors with the support they need to teach writing and grammar effectively. Lessons include margin notes for lesson content and planning use, pretests for assessing student knowledge, suggested lesson objectives, ESL strategies, cross-curricular links, biblical-worldview discussions, and many other tools. These tools help teachers develop their students’ knowledge, critical-thinking skills, and biblical worldview.

Assessments and Assessments Answer Keys

Assessments and assessments answer keys include summative assessments for grammar concepts. Each assessment aligns with stated objectives available in the teacher edition.

Scope & Sequence

Parts of Speech

Noun: common, proper, singular, plural, possessive, abbreviation, appositive, singular and plural possessive, as subjects, objects, and appositives; Verb: principal parts, simple tenses, perfect tenses; Pronoun: subject, object, possessive, reflexive, intensive, interrogative, demonstrative, indefinite, with antecedent; Adjective: article, proper, demonstrative, predicate adjective; Adverb: comparative, superlative; Preposition; Conjunction: coordinating, subordinating, interjection

Sentence Structure

Sentence: fragment; run-on; simple, compound, complex; declarative, interrogative, imperative, exclamatory; Complete subject and predicate; Simple subject and predicate; Compound subjects and predicates; Dependent and independent clauses; Introductory prepositional phrases; Sentence patterns; Diagramming

Conventions

Capitalization: proper nouns, proper adjectives, abbreviations, titles, initials; Punctuation: period, question mark, exclamation point, comma, apostrophe

Homophones; Pronoun reference; Subject/verb agreement; Contractions; Often confused verbs; Double Negatives; Misplaced Modifiers; Prefixes; Suffixes

Writing Skills & Support

Shared writing; Independent writing; Paragraph development; Writing process: plan, draft, revise, proofread, publish; Writing traits: ideas, organization, word choice, conventions; Graphic organizers: events/details chart, persuasion chart, plot diagram, time-order chart, Venn diagram, word web; Rubric for self-assessment; Proofreading marks to improve writing and make corrections; Using a dictionary; Using a thesaurus; Avoiding propaganda tactics

Writing Projects

Shared writing; Independent writing; Paragraph Development; Poetry: Limerick, free verse; Personal narrative, newspaper editorial, instructions, research report, historical fiction, compare-contrast essay, cover letter

Study and Reference Skills

Reference Skills: parts of a book, title page, table of contents, index, glossary, bibliography; Dictionary Skills: guide words, parts of an entry, multiple definitions; Study Skills: taking notes, outlines

Listening and Speaking Skills

Speaking Skills: oral publishing for written instructions

Parts of Speech (and Verbals)

Noun; pronoun; verb (simple tense and perfect tenses); adjective; adverb; preposition; conjunction (coordinating, correlative, subordinating); interjection; verbals (participle, infinitive, gerund, verbal phrases with modifiers, functions as different parts of speech)

Sentence patterns (S-InV, S-TrV-DO, S-TrV-IO-DO, S-LV-PN, S-LV-PA); introduction to dependent clauses; sentence types (declarative, interrogative, imperative, exclamatory); clause structure (simple, compound, complex, compound-complex); sentence errors (fragments, comma splices, fused sentences)

Capitalization; punctuation; spelling

Subject-verb agreement; pronoun-antecedent agreement; pronoun reference; troublesome words; misplaced modifier; dangling modifier

Writing Skills

Writing process (planning, drafting, revising, proofreading, publishing); paragraph development (fact, example, statistic, incident/anecdote, sensory detail, reason); paragraph organization (chronological, spatial, order of importance); paragraph unity; style (precise words, showing not telling, effective fragments, strong action verbs, adding details, rhythm, expanding sentences, tightening writing with appositives, combining sentences, figurative and fresh language); voice; point of view

Examples of Writing Projects

Argumentative writing, article writing, informative writing, narrative writing

Reference and Study Skills

Parts of a book (title page, copyright page, table of contents, list of illustrations, acknowledgements, introduction/preface, text, bibliography, appendix, glossary, index); scheduling study time; memory techniques; reading comprehension (definitions, restatements, examples, word parts); test-taking strategies (classroom tests, standardized tests)

Review of all from Grade 7 plus the following new material: verb—progressive tense; indicative, imperative, and subjective)

Review of all from Grade 7 plus the following new material: adjective clause, adverb clause

Review of all from Grade 7 plus the following new material: punctuation—parentheses, brackets, dashes, ellipses

Review of all from Grade 7

Review of all from Grade 7 plus the following new material: six traits of writing, proofreading symbols, writing different types of paragraphs (definition, process, descriptive, compare-and-contrast, argumentative), writing an anecdote, visual representation, writing poetry, writing a business letter, expanding and combining (with parallel structures, with adjectives, with adverbs, with prepositional phrases, with participial phrases, with infinitive phrases)

Informative writing, narrative writing, argumentative writing, multigenre project

Study & Reference Skills

Study skills are incorporated into Student Handbook. Reference skills are incorporated into a comprehensive research chapter

Review of all from Grade 8 plus the following new material: noun—collective; adverb—qualifier, relative; verbals—verbal phrases with objects

Review of all from Grade 8 plus the following new material: dependent clause—noun clause

Review of all from Grade 8

Review of all from Grade 8 plus the following new material: style—conciseness, smoothness; sentence variety—length and complexity, sentence patterns, sentence beginnings

Description: brochure, creative writing, list poem, comparison/contrast presentation, writing about the future; Exposition: essay answer, historical research essay, informative article, research paper; Narration: narrative essay, oral history, memoir, film script; Persuasion: persuasive essay, opinion piece, book review; Personal Communication: letter to the “you” of the future, business letter, business email

Review of all from Grade 8 plus the new “Study Hacks” feature for each chapter: Learning how to learn, two tips for studying smarter, managing yourself, using available resources, creating a consistent study routine, getting organized, active learning in the classroom, taking notes, using active reading strategies, studying outside the classroom, making memories stick, spacing out your practice, preparing for tests, taking tests with confidence, setting SMART goals, utilizing memory techniques, establishing healthy routines, developing grit

Review of all from Grade 9 plus the following new material: pronoun—reciprocal; adverb—conjunctive; verbals—perfect gerund, passive infinitive

Review of all from Grade 9 plus the following new material: sentence patterns—S-be-ADVL, S-TrV-DO-OC

Punctuation; appendix of capitalization rules

Review of all from Grade 9

Review of all from Grade 9 plus the following new material: cumulative sentences; expanding with absolute phrases; sound devices; emphasis in writing; connotative language; sensory language

Informative: five-paragraph essay, descriptive essay, explanatory essay, research essay, cause-and-effect essay; Narrative: narrative essay, eyewitness report; Argumentative: internet article, satirical article

Study Hacks build on study skills taught in Grade 9

Parts of Speech (and Verbals):

Review of all from Grade 10 plus the following new material: verb-verb-adverb combinations; adverb-indefinite relative, interrogative; conjunction-phrasal subordinating; verbals-perfect participle, passive gerund, perfect infinitive, progressive infinitive, elliptical infinitive

Sentence Structure:

Review all from Grade 10 plus the following new material: sentence patterns-retained object in passive sentence

Capitalization; punctuation; appendix of spelling rules

Review all from Grade 10 plus the following new material: pronoun shift; verb tense consistency and sequence

Writing Skills:

Review of all from Grade 10 plus the following new material: paragraph organization-cause-and-effect order, comparison-and-contrast order; sentence energy-pauses for breath; parallelism-clarity; sentence logic-direct expression, logical predication, avoiding mixed constructions, using noun clauses when needed, ending in strength, linking with new information

Examples of Writing Projects:

Description: interview; Exposition: formal research paper, analytical essay, critical response to literature; Narration: narrative poem, folktale; Persuasion: letter to editor; Poetry: hymn

Study & Reference Skills:

Review of all from Grade 10 plus the following new material: reference tools-literary index, literary sources

Review of all from Grade 11 plus the following new material: verbals-passive participle

Review all from Grade 11 plus the following new material: absolute phrase

Review all from Grade 11 plus the following new material: idiomatic use of prepositions

Review of all from Grade 11 plus the following new material: paragraph development-quotation, visual aid

Description: descriptive essay, comparison/contrast essay; Exposition: research report, response to a dramatic scene (literary analysis); Narration: dramatic scene, interior monologue; Persuasion: pursuasive essay; Poetry: sonnet; Multimedia: video report

Review of all from Grade 11

You are using an outdated browser. Please upgrade your browser to improve your experience.

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

“I don’t have any ideas!”

“I can’t think of anything!”

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

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

So what does teaching creative writing effectively look like?

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

7. Create inspiring and original prompts

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

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

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

6. unpack the prompts together.

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

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

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

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

What happened overnight?

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

Who might “I” be?

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

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

Here students could ask:

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

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

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

5. Warm-up for writing

A quick warm-up activity will:

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

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

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

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

4. Start planning

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

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

Here are four ideas for planning:

Graphic organisers

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

Storyboards and illustrations

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

Voice recordings

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

Write a blurb

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

3. Produce rough drafts

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

• a work in progress.

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

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

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

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

2. share drafts for peer feedback.

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

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

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

Student rubrics

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

• use of language.

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

Two positives and a focus area

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

I really liked this character because…

I found this idea interesting because it made me think…

I was a bit confused by…

I wonder why you… Maybe you could… instead.

1. The editing stage

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

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

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

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

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

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

A final word on teaching creative writing

Remember that the best writers write regularly.

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

Need more help supporting your students’ writing?

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

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

You might like....

It's Lit Teaching

High School English and TPT Seller Resources

• Creative Writing
• Teachers Pay Teachers Tips
• Shop My Teaching Resources!
• Sell on TPT

How To Teach Grammar to High School Students

You know that you need to teach grammar. But when you look at your high school students’ writing, you’re overwhelmed. How can you possibly explain a semicolon or all of the comma rules when your students can’t even write a complete sentence? I’ve gone through the same struggle, my friend. While you probably can’t turn all of your students into Shakespeares in a semester, you can help them improve greatly. In this post, I hope to help show you how to teach grammar to (struggling) high school students.

(Looking for a complete grammar curriculum for your high school class? My High School Grammar Unit Bundle is everything you need! )

Why You Should Teach Grammar to High School Students

A lot of English teachers just don’t teach grammar. Or maybe they toss out a lesson about apostrophes here or a semicolon activity here. Too often, grammar and punctuation are viewed as filler lessons–not the main event.

This is also why a lot of English teachers don’t see their students’ grammar abilities improve. 

Teaching grammar is not for the faint of heart. It’s hard, and students are bored by it. It’s much harder to get kids excited about infinitives than it is to get them excited about a good book. 

And you can’t just assume that your high school students were taught the basics in elementary or middle.

However, if you want to see your students’ standardized test scores improve, give them real-life skills for any job beyond high school, and help them turn in work that doesn’t make you ill, then teaching grammar is a must.

Even high school students who don’t use periods can become better at writing. You have to be persistent, patient, and consistent in your instruction to make it happen.

Still not convinced? Check out these myths about teaching grammar.

Grammar in your Curriculum

If you are serious about helping students become better writers at a technical level, then you are going to have to commit to teaching grammar. Grammar needs to be woven into the curriculum on a regular basis. You can’t just teach a one-off lesson here and there and expect students to improve–especially if you’re working with students who struggle.

Grammar needs to be taught, practiced, reviewed, and assessed consistently.  Teach or review grammar in some way every. Single. Day.

You will need to teach lessons directly. You’ll need to model how you make grammatical choices. Students will need to practice grammar independently, but they’ll also need to apply it to their writing regularly for their new skills to stick. 

Committing yourself to improving your students’ grammar skills isn’t an easy task. You will need to dedicate a lot of time on your lesson planning calendar to grammar skills.  

Not only will you need to give grammar the time it deserves, but you’ll have to mix up how you present it and how students practice and apply their knowledge. 

Before You Begin

Before you begin even attempting teaching grammar, you need to take stock of where your students are right now.

Most of my students didn’t write in complete sentences. Many made common errors like not punctuating proper nouns or forgetting end punctuation. A few didn’t even capitalize the word “I.”

Look over your students’ writing skills. You need to decide where to begin and what, realistically, you can accomplish in your time with students.

Giving some kind of grammar pre-assessment ( like the one included with these Grammar Ass essments ) can be an easy way to establish a starting point.

What My Own Students Needed

I worked exclusively with remedial students. The vast majority move on to a technical college. Very few go to a four-year college, and still many go straight into the workforce.

To serve my students best, I didn’t necessarily need to turn them into professional linguists, but I did have to teach them enough grammar that they could function in the workplace. Yet, most of my students couldn’t tell me what a complete sentence needed or how to find a verb.

If you’re teaching a similar population, cut everything that students won’t need on a daily basis after high school. Prepositional phrases are nice to cover, but most people don’t need to identify them for their job.

Decide what your students absolutely need to know. I wanted my students to just be able to use punctuation correctly most of the time. To me, that means making sure they understand clauses and punctuation rules. So that’s what I focused on.

Don’t be afraid to go back as far as you need to. I always started by reviewing verbs and clauses. (I don’t really think most people need to understand all of the parts of speech in great depth to function in society.)

If I covered a hard topic–like verbals –it was only so students better understood verbs and clauses. Sometimes I touched on the difference between active and passive voice if we had extra time. I highly recommend mapping out your “must teach” grammar topics before beginning.

How to Teach Grammar to High School Students Step 1: Direct Instruction

Teaching grammar is difficult. I mean, who really remembers the different verbals anyway? But remember, the best way to master a topic is to teach it. 

So even if you’re uncomfortable with covering grammar, just get started teaching. The more you teach it, the more confident you will become. (And the more you’ll learn yourself!)

We assume that our students know what a verb is. Or that they should punctuate the beginning of sentences. Or what a sentence sounds like. But we can’t assume anything. 

If you want your students to know something, you’ve got to teach it to them first. 

And nothing is wrong with a lecture and slides. (Just keep it short!) I know we want every lesson to be fun, but this stuff is hard. Burying it a Webquest or station activity isn’t going to cut it. Save the fun stuff for review.

So direct instruction is going to be the first step in teaching grammar. If you’re not sure where to begin, I recommend at the beginning: sentences and basic sentence structure .

I mostly taught remedial students, so even this was a challenge for them. If you’re teaching AP kids, you might be able to start elsewhere. But starting at the beginning certainly doesn’t hurt. 

And if trying to create lessons on grammar makes you groan, I have some done-for-you ones right here. 

How to Teach Grammar to High School Students Step 2: Provide Plenty of Examples

Ok. You’ve introduced and covered the topic. You’ve defined the terms. Now, give students examples. 

You cannot give students too many examples. In my grammar lessons , I include examples. But you may want to cover even more. 

Pick up a novel and go through sentence by sentence. Tear them apart. Discuss why authors may have left fragments in the book. 

Keep student writing to use as samples and examples.

Build in time on a regular basis to look at examples and mentor sentences with students. A regular D.O.L. practice or daily grammar warm-up could help you provide students with ample examples every day. 

How to Teach Grammar to High School Students Step 3: Model

It is not enough to teach a concept and then hand students a worksheet. You need to model how to think about grammar for them. (This will mean, by the way, that you yourself understand how you make your own grammar and mechanical choices.)

I love having a document projector for this. I would project our work, and show students thought by thought how I mapped out a sentence:

Where’s the verb? Oh, now I can find the rest of the predicate. That must make this the subject, right? These go together, so there’s one clause. 

Annotate sentences for students to see. Think out loud. You cannot overdo this when it comes to teaching grammar. Even if you’re trying to answer a “quick question,” take the time to break apart the whole sentence first before answering. 

How to Teach Grammar to High School Students Step 4: Have Students Practice

I know a lot of people say there’s no point in teaching grammar outside of real-life writing. I just disagree. 

Yes, if you only do drills and worksheets, your students will never actually learn to apply their grammar knowledge.

But if your students are still building their foundational grammar knowledge, it is much easier to annotate a single sentence than it is to write one in flawless conventional English. 

If a student has never tried to locate a verb or identify whether the voice is active or passive, then they will never be able to write using exclusively active voice. 

Practice–whether it’s warm-ups, worksheets, exit cards, whatever–is a crucial step for students. It’s a safe learning space. If they mess up on a worksheet, it’s not a big deal. Hey, maybe you allow for corrections even. 

But if they mess up on an essay, that’s huge. Giving students low-stakes practice will help them approach high-stakes assessments with confidence. 

Make grammar a daily habit!

Sign up and get a one-week sample of my daily Grammar Warm-ups  to use with your students! 

Opt in to receive news and updates.

Keep an eye on your inbox for your FREE week of daily grammar warm-ups!

How to Teach Grammar to High School Students Step 5: Assess Learning

Once you’ve taught students a concept and given them time to practice, it’s time to assess.

I’m not talking about a high-stakes test immediately (although you may consider that at the very end of your class or grammar unit).

But you should be regularly collecting and tracking student data. After I cover a major grammar concept (like comma rules, for example), I like to give my students a quick and short quiz.

Personally, I don’t use these quiz grades as summative assessments. Instead, I use them to make sure my students were paying attention and so that they can see their own progress.

Instead, you may consider doing a pre-assessment at the beginning of the year, a mid-assessment to check-in, and a post-assessment at the end of your class to track student data. This is especially important if you need to report student progress to someone else (your team, an instructional coach, etc.). It’s also a great idea if grammar is the focus of your personal teaching goals or yearly observations.

Assessments don’t have to take a long time or be super complicated. These quizzes and assessments , for example, are all multiple-choice. The included Google Forms even do the grading for you! What’s important is that they align and provide quick, accurate data.

How to Teach Grammar to High School Students Step 6: Review, Review, Review

Just because you covered clauses last semester doesn’t mean that your students will remember what they are next semester.

As you move through your grammar units, keep referring back to old ones . Incorporate old skills into new assignments. Once you’ve taught a new term (like “independent clause”), use it (don’t say “complete idea” ever again).

Ask students what they remember of previous topics. Before covering new ones, make them grapple with the concept to activate their prior knowledge. (I build in a lot of “pre-thinking” activities into my own grammar lessons .) 

If students make an error, point out where the error is, but don’t tell them what is exactly wrong. (At least, not at first.)

When you’ve covered a concept, make sure it becomes part of your regular expectations. Keep expectations high! (For example, if you’ve covered clauses and sentence types, then students cannot turn in a single incomplete sentence. They know better know.)

Practice, re-teach, and review daily if possible. I love giving students Grammar Warm-ups every day to create build this habit.

No matter how “low” your students are at the beginning of the school year, keep raising the bar. And nothing is too “basic” to review. If your seniors don’t understand parts of speech, don’t refuse to review it just because they “should have learned it already.”

Great grammar instruction is recursive. Constant review is crucial.

How to Teach Grammar to High School Students Step 7: Apply Grammar to Real-life Writing Tasks

Once you have thoroughly covered a topic–you have taught it directly, students have practiced the concept again and again–then you should ask students to apply it to real-life writing. 

An obvious example of this is the essay. Make sure that grammar or conventions are a large part of the final rubric. 

You could also give students writing challenges. (Having students journal daily would be a great way to do this on a regular basis.)

Write a paragraph about your break, but be sure to use and underline three compound sentences. 

Write a thank you letter to a staff member that includes at least one colon and one semicolon. 

Create a book review about the class novel that includes at least five apostrophes. Trade yours with a peer and double-check each other’s work. 

Whatever the writing assignment is, make sure that you emphasize how important the student’s grammar will be in the final score. Give students time to edit and peer-edit purely for grammar. Create space for them to think about the mechanics of their sentences. 

A Final Word on Teaching Grammar

Grammar isn’t easy–not for the teacher, nor for the students. 

You’ll have to make a commitment to yourself and your students to cover hard topics and give them the space that it needs. Like all new things in education, however, start small. Begin with one unit. Pay attention to what works and what doesn’t. 

Don’t have hours and hours to prep an entire course’s worth of grammar curriculum? Get my complete High School Grammar Unit Bundle right here and consider your lesson planning done!

University of South Florida St. Petersburg

Main navigation, undergraduate major.

The English department trains skilled and multifaceted users of language. English students learn to read carefully, explore diverse human perspectives and sources of knowledge, and write and communicate persuasively. Whether learning how to analyze a text or how to craft their own writing, English students develop core verbal strengths and can adapt to many exciting career paths.

DEGREE OPTIONS

The College of Arts and Sciences offers a B.A. in English with concentrations in either Creative Writing or Literary Studies on the St. Petersburg campus.    View more information about options on the USF Tampa and Sarasota-Manatee campuses.

ENGLISH AT USF ST. PETERSBURG

English at the USF St. Petersburg campus is challenging and exciting. Undergraduates work closely with faculty who are also leading scholars in their field. English students engage closely with their local community, and student-led groups include the English honor society Sigma Tau Delta and the campus literary magazine Papercut. English students at USF St. Petersburg campus may find themselves performing in a play, tending a local community garden, joining social justice movements, organizing for change, or paddling a Florida stream.

The English department offers two concentrations: Creative Writing and Literary Studies. The concentration in Creative Writing is designed for aspiring writers of fiction, poetry, and creative nonfiction. Students learn to discuss writing as a craft, explore diverse literary forms and techniques, refine their skills and offer constructive feedback in workshops, and participate in creative literary communities.

The concentration in Literary Studies prepares students to be innovative communicators and researchers, whether they move forward into careers or into graduate school. Students learn how to talk and think analytically about literature, and they consider h, consider historic contexts of literary history, culture, and criticism. Students learn to read deeply and analytically; write critically and creatively; think conceptually and contextually; and engage research tools from rare book collections in the library to the internet.

ENGLISH CAREERS

English graduates pursue careers in medicine, law, financial planning, education, business, and the arts. English alumni from USF St. Petersburg campus include:

• teachers at elementary schools and colleges
• librarians and library managers
• heads of advertising firms
• an LGBT affairs coordinator for New York City’s public schools
• a department chair at Gibbs High School
• a tax claim litigator for Pinellas County
• a director of Parks and Recreation for the city of Treasure Island

REQUIREMENTS FOR THE MAJOR IN ENGLISH

Always refer to the Undergraduate Catalog for degree requirements. Students normally begin progress toward the major by taking at least one course from the major core, as these often serve as prerequisites for the electives. Students should consult with an English advisor to create the most beneficial set of courses for them.

For questions about this program, contact an Academic Advisor . 

11 plus creative writing

By Atom | Jun 3, 2024, 3:35 PM

If your child is preparing for secondary school entrance exams, you may have heard conflicting information about whether there will be a creative writing task. Read on to find out:

what to expect from 11 plus creative writing exams

how to help your child prepare

which schools will require your child to do a creative writing test

What is 11 plus creative writing?

Children applying for 11 plus entry to selective schools may need to complete a creative writing task as part of the exam. The task could be to write an original short story or continue a story from a given text.

The main 11 plus exam boards ( GL Assessment and the Independent Schools Examinations Board (ISEB) ) do not include creative writing tasks in their tests. If a school includes a creative writing element, it has likely been set by the school itself.

Some grammar schools include creative writing as part of their 11 plus exams. We've included a list of these below.

Many independent senior schools include creative writing tests in their English exams. You can find out whether your child's target school includes creative writing in the entrance exam by visiting the 'admissions' page on the school website.

Free creative writing course

Improve your child's writing skills with Atom's free creative writing course. Get four free video lessons and downloadable resources (including a creative writing practice paper!) sent straight to your inbox.

Which grammar schools use creative writing exams?

Children applying to Reading School take an 11 plus exam set by Future Stories Community Enterprise . This includes a creative writing task.

What are common 11 plus creative writing themes?

The content and format of 11 plus creative writing tests can vary depending on the school. Some tests might ask your child to:

continue a short story based a paragraph of narrative text

describe a place or a situation

write a letter or an article to persuade the reader to feel a certain way

write their own short story based on some bullet points for guidance

write their own descriptive or narrative piece based on a picture

Getting used to writing for different audiences and purposes can put your child in good stead for 11 plus creative writing exams. Why not download Atom's creative writing prompts to get started?

What are examiners looking for?

Creative writing is subjective. After all, everyone has different interests when it comes to reading for pleasure! However, there are specific things examiners are looking for when marking 11 plus creative writing papers. These include:

Structure – does the piece have a clear beginning, middle and ending?

Creativity – has your child introduced unique ideas and demonstrated a strong imagination?

Spelling, punctuation and grammar – are they all accurate, and have they made use of sentence variety?

Vocabulary – have they used more advanced vocabulary (while making sense in context) than others their age? Have they introduced a wide range of adjectives, nouns and adverbs?

How to prepare for 11 plus creative writing tests

Developing creative writing skills can be one of the most challenging parts of preparing for exams. Here are our top tips to help your child become a confident writer!

Developing a wide and varied vocabulary is key for children to produce an interesting piece of writing. Including lots of adjectives and adverts is one of the best ways to grab a reader's attention.

We recommend that your child keeps a vocabulary log . As they read, they should record any new words with their definition and an example of the word used in a sentence.

In 11 plus exams, creative writing tasks usually last around 30 minutes (although this can vary from school to school). This isn't very long to produce an extended piece of writing – including planning time!

While it can be tempting to skip planning and start writing immediately, this will result in an unstructured piece of writing. As examiners are looking for evidence of a clear structure, your child may lose important marks.

We always recommend spending at least 5 minutes planning at the beginning of any creative writing exam. Your child should use this time to define what they will include in the beginning , middle and end of their piece.

Spelling, punctuation and grammar

Creative writing marks are not only awarded for content and creativity, but also for accurate spelling, punctuation and grammar. Your child can practise these topics on Atom Home .

Your child's learning plan includes questions and activities in Key Stage 2 English. These adapt to their performance, so they'll see questions at just the right level of difficulty to keep them motivated. On your 'Track' page, you can see how your child is progressing and any topics which need improvement.

One of the most effective ways to improve writing is through reading . Reading is a fantastic way to introduce your child to new vocabulary, as well as accurate grammar and punctuation. Reading a wide variety of content and genres will expose them to new writing styles and ideas that they can incorporate into their work.

If your child enjoys a particular book, ask them why they like it. Is it the vivid character descriptions, use of adjectives, or adventurous plot? This can help your child recognise what to include in their own writing.

You can use prediction and storytelling games to help develop your child's creativity. Once they reach the end of a chapter, get them to write a paragraph on what they think will happen next. If they didn't like the end of a story, they can have a go at writing an alternative ending.

Looking for reading inspiration? Download Atom's free Key Stage 2 recommended reading list .

Tailored 11 plus preparation

Wish you could give your child a roadmap to success in their entrance exams? You can. Atom Home has everything you need to get prepared, in one package.

You don't need a tutor to get into your top-choice school. You just need Atom. We'll create a tailored plan for your child and support them along their fun revision journey.

Weekly learning plans for your target school's entrance exam

Online mock tests and printable 11+ practice papers

English, maths, verbal reasoning and non-verbal reasoning

90,000+ adaptive questions and 500+ hours of video lessons

Automatic marking and instant progress data

Navigate entrance exams with confidence.

Start your free trial today. We'll get to work on your child's bespoke plan. Relax – exam prep is sorted.

Begin your journey with Atom

Free Resources

Atom Learning Ltd. is registered and incorporated in England and Wales. Company Registration Number: 10867907 VAT number: 316903508 Copyright Atom Learning Ltd. All rights reserved.

Ten 11+ & 13+ Creative Writing Tips For Excellent Exam Stories

When my students get the hang of these techniques, it makes an enormous difference to their creative writing – but it takes practice.

M y advice for 11 plus stories in this article applies just as well to 8 plus, 13 plus or GCSE … in fact, although I have written with 11 plus creative writing in mind, my suggestions should be relevant at any level.

I’ve been teaching these things to young people for many years, and I hope you also find them useful. Please write a comment if you do!

The creative writing materials offered by 11 Plus Lifeline teach students to use all the techniques explained on this page.

Every writing paper has full example answers, as well as detailed step-by-step discussions, marking guidelines and story-planning advice. Papers are structured to help students develop high-level skills – and just as importantly, to enjoy themselves!

Click on the infographic to view a zoomable version in a new tab:

Share this Image On Your Site

1 – before you write, daydream.

If you can see your story’s world in your head, you will be able to describe it powerfully.

If you can’t, your descriptions risk being superficial and your writing uninteresting.

After a little daydream, your next step is to turn it into a simple plan:

THE STORY PLANNING PROCESS

1) the main event.

The first thing to write in your plan is the main event in your story (see point 2 , below). Keep this simple for now.

2) Your Main Character

Next, jot down a few notes about your main character (see point 3 ). What is interesting about them? Try to imagine them sitting in the place next to you. See them clearly in your mind. Who are they, really?

3) Getting There

Now note down some ideas for how you will get to the main event. Make this simple too: don’t write more than a couple of lines.

4) … And Getting Out Of There!

Finally, write a few thoughts about what will happen after the event: why does it matter, and – above all else – how does it affect your characters?

The reason I suggest this order of planning is that when you only have a short time to write, there are two important things which will hold your story together: the main event (what it is about ) and your central character (who gives us a reason to care ).

Everything else should be very simple, allowing you to focus on describing beautifully.

In fact, you can probably guess what the next of my 11 plus tips is …

2 – Keep things simple! In an 11 plus exam story, choose  one main plot event & bring it to life.

If there are too many things happening, your descriptive skills may get lost.

What’s more, once there are lots of dramatic events in a story, many students struggle to write about all of them properly.

Look at this example:

As they walked through the forest a tree fell and nearly crushed them. That was close , thought Claudia. Then they sat down to scrutinise the map.

It’s good to describe the small details of life – and especially with an interesting verb like “scrutinise”.

But if you forget to fully describe big events, such as a tree almost killing your characters, the effect is very peculiar. It implies that a near-death experience is no more interesting than reading a map!

Either give dramatic events their due importance, by describing them powerfully and giving a clear sense of your characters’ reactions, or steer clear of them altogether.

This is often a problem in exam stories with too much action, or with too many plot events in general.

It’s best to structure your story around one main event, which isn’t too extreme. Spend the rest of your time building up to it and showing its after-effects.

3 – Focus on one character

Just as it’s best to focus your writing around one main event, it makes sense to have one core character.

You probably won’t have time to make more than one person interesting and believable in a thirty minute writing exam. If you try, you’re at risk of coming unstuck.

(If you feel really confident, you might manage to develop two characters: a brother and sister, for example. But in the exam itself, ask yourself: Is it worth the risk? )

Make your main character really interesting, and only refer to others in passing.

4 – Put a little dialogue in … but don’t write a play script!

“Because writing dialogue is easier than thinking,” he said.

“That makes sense,” I said, “because otherwise I can’t explain why we’ve been chatting pointlessly for two full pages.”

Dialogue is excellent in an exam piece, and you should aim to include some in every story. However, there are risks, demonstrated by the example above!

Don’t let your story turn into a play script.

Use a little dialogue in 11+ creative writing, but focus on your descriptions of the setting, characters and events.

When you do write conversations, don’t stop describing. Avoid repeating “I said”, “she said”, “Mum answered”, and so on.

Instead, add little details which help the reader to imagine the scene as the characters talk.

Describe how people move around between saying things, the expressions on their faces, and so on:

“Because writing dialogue is easier than thinking,” he replied, a hint of a smile twitching like a worm at the edge of his mouth.

A quick note about paragraphing:

Examiners are likely to expect that a new speaker begins on a new line, if somebody else has already spoken in the paragraph.

This doesn’t happen in every book you’ll read, but it’s a convention – a normal way of doing things – which you are supposed to know about.

Look at this way of writing the example at the top, and think about where a sentence should begin a new line :

“Why are we still talking?” I said. “Because writing dialogue is easier than thinking,” he said. “That makes sense,” I said, “because otherwise I can’t explain why we’ve already been talking for two full pages.”

Now check the original again, to see whether you were right!

And now for the advertising break. Time to run away and make a cup of tea …

RSL Creative Writing is the children’s writing course from RSL Educational, written by Robert Lomax.

It’s perfect for Key Stages 2 and 3 and for 11+ exam preparation, at home or in the classroom. It’s also ideal for anybody aged 9 or above who enjoys writing and wants to do it better.

Click on the covers to learn more and view sample pages from the books:

RSL Creative Writing: Book 1

Rsl creative writing: book 2, rsl creative writing: book 3, the rsl creative writing collection (£40.47), 5 – short stories don’t need an introduction.

Robert was 33. He lived in a small flat with his cat and his wife. One day, he decided to go for a walk to the shops. The shops weren’t very far away: it took about ten minutes to get there. It was a cloudy day. It was the middle of February and it was a bit cold but not cold enough for a scarf. The road was in need of some repairs. He was wearing a blue jumper and black shoes and some fairly old jeans.

You don’t need to introduce your story as though it is a 300 page novel!

The reader doesn’t have to know everything about the main character, and especially not at the start. This way you waste a paragraph, when you might only have time for four or five in your whole story.

Anything that really matters about your characters can be mentioned along the way. In creative writing for 11 plus exams, everything else can be left out.

Get into the main business of your story from the very first line.

6 – Show, don’t tell … Whether you’re writing an 11 plus story, or whether you’re a famous novelist!

In real life, we can’t see what is in other people’s minds.

We have to work it out from what they do – and sometimes from what they say, although this can be very misleading!

For this reason, other people’s creative writing is often most interesting when we have to work out what characters are thinking and feeling.

This makes the characters seem like real people whose thoughts we can’t immediately know.

It also helps to get us – the readers – involved in the story by making us do some thinking for ourselves!

You might initially want to write this:

Simon looked up. He was angry.

But this is much more interesting to read:

As Simon looked up I could see his jaw muscles flexing.

Have a go at re-writing the following paragraph to make it more interesting . You can change things around as much as you like.

I admit: this is the sort of thing which you will sometimes read in a book. It isn’t necessarily  always bad writing, in itself.

However, it is a missed opportunity to bring a character to life. In a time-limited 11-plus exam story, you need to take advantage of such moments.

The rule is:

Where possible,  show me  what a character is feeling … don’t  tell me .

Have a look at my way of re-writing the paragraph above:

All Anna’s thoughts have gone.

Instead, there are some strong clues which steer you towards a particular idea about what she thinks and how she feels: but you still have to decide for yourself.

This forces you to imagine Anna clearly in your own mind.

How does my answer compare to your approach?

7 – Use a range of senses throughout your story

This is good writing. The trees may be “green” (which is a bit dull), but they are “swaying”, which is an effective detail and more than makes up for it.

The simile in the second sentence (“like wisps of cigar smoke”) is vivid and well planned.

The sandwich bag is “crumpled”, and “bag of bacon” is a nice moment of alliteration to emphasise this robust, commonplace item of food.

But imagine a story which continues in the same way, all the way through.

Everything is visual: a sight image.

For the reader, it is like being in a world without the ability to hear, smell, touch or taste.

Furthermore, the narrator seems to be looking around constantly, noticing everything. Is this normal behaviour?

It’s an unrealistic way of seeing the world, and after a while it becomes exhausting to read.

For a student, there are two simple but very useful lessons:

1) Always think about the five senses (sight, hearing, touch, taste, smell).

2) Sometimes avoid the most obvious sense when describing a thing (see point 8 below).

These tips are easy to apply in your creative writing for 11+, but they make a huge difference.

What’s more, unlike a clumsy simile (see point 9 ), a sensory description rarely ends up  harming  your writing. It can be effective or ineffective, but that’s another matter!

Take the example above:

“The trees were green and swaying”  could become:  “The trunks were groaning, and overhead I heard the dull rustle of a thousand fresh leaves slapping against one another.”

There’s nothing startlingly original here, but because it is a slightly less obvious way of describing trees, it creates a much more powerful atmosphere.

If you want a metaphor as well, try turning  “dull rustle”  into  “distant applause” , which makes the leaves seem like a mass of enthusiastic people.

Similarly,  “I looked at the bag of bacon sandwiches crumpled on the seat next to me”  takes on more life like this:

I smelt something like old sick; then I remembered the bag of bacon sandwiches crumpled on the seat next to me.

Notice how easily similes (“like old sick”) and metaphors happen, almost by themselves, when you focus on describing with a range of senses .

This is one of my most important 11 plus writing tips.

8 – Sometimes describe things using a less obvious sense

Using a range of senses, as I discussed in point 7 , is really, really important.

But how can you come up with surprising, powerful descriptions – descriptions to make the marker stop ticking your work for a second, raise their eyebrows and smile?

Imagine that you are just about to write the following sentence:

It was a cold morning.

But you stop yourself, think for a second, and write this:

I could hear the crackle of thawing ice on car windscreens.

This is much more interesting. Rather than using the sense of touch (a “cold” feeling), you are using a sound: “the crackle of thawing ice”.

There’s a good chance that the reader will think:  “Yes! I never considered it before, but you really do hear a sound when ice thaws quickly.”

This version also tells you much more about the weather:

The reader can work out that the night has been exceptionally cold, but also that the temperature is now rising quickly.

The thought process to produce descriptions like this is much simpler than it seems:

1) Think of the sense which is most obvious to describe the thing you are writing about.

3) Think of the second most obvious sense.

4) Ban that too!

5) From the three remaining senses, pick the one which is most useful.

6) Ask yourself how the thing would sound, feel, smell or taste – whichever three of these you have left (you’ve almost certainly banned sight!).

7) Write about it.

9 – Use similes and metaphors carefully in your creative writing

Similes and metaphors are useful (and can be impressive), but they have to make things clearer for the reader, not create confusion.

“She won the sprint like a racing car” asks more questions than it answers.

Was she noisy? Was she travelling at 150 miles per hour?

On the other hand, “She ducked her head and slipped across the line as cleanly as a racing car” helps me to picture the event exactly as intended.

Here’s another simile for speed, which I’ve seen a great many times (you’d hardly believe how many) in 11-plus stories:

Donald wrote like a cheetah.

Does this mean that Donald wrote savagely and meaninglessly, like a wild animal with a pencil jammed between its claws ?

Or perhaps that he wrote largely about the themes of hunting and sleeping ?

My guess is that Donald wrote quickly , but I’m not sure … because if that’s all you meant, WHY DIDN’T YOU JUST SAY IT?

This sort of thing is not really the fault of a young writer, who after all is (hopefully!) doing their best.

It is the fault of those dastardly teachers who advise children to include, for example, “at least one metaphor and two similes” in each story.

The result of this, for most children, is a succession of poorly chosen descriptive tricks, which add nothing.

Indeed, we’ve seen how these things can end up making a story comical for all the wrong reasons!

The right approach to creative writing doesn’t start with the need to include a simile: it starts with the need to describe effectively .

To me, this means allowing the reader to imagine the situation fully, and helping them care what happens.

Let’s play around with the image of Donald writing “like a cheetah”.

What happens if we just get rid of the simile?

Donald wrote quickly.

OK, but it doesn’t tell us much: did he write quickly because he wanted to finish his story before  Newsnight , or because he was really excited by his work?

Let’s say that it was the first reason: he wanted to get his work out of the way. Perhaps he was feeling annoyed, given that it might interrupt his favourite TV show.

When somebody is writing rapidly while annoyed, what might this look like?

I imagine Donald’s arm wiggling as the pen moves — especially the elbow. The movement is fast and constant because he is worried about getting the work finished, and because in his irritation he doesn’t much care about its quality.

So I ask myself: What moves to and fro constantly, performing a task in an unimaginative way?

And the first thing I think of is a machine in a factory:

Donald hunched over the page, his arm jerking to and fro with the quick, regular movements of a factory robot.

This sentence by itself would go some way to making your story the best in the exam room.

I hope I’ve persuaded you that with a well-organised thought process, a good simile isn’t too difficult to write!

Because children have been taught to work in this way, a story will often contain the required two similes, a metaphor, a personification, even an interesting alliteration …

… but everything in between is lifeless.

What students need is a different sort of checklist, to help them make the rest of their writing interesting .

I hope this article will give you some ideas!

10 – Stephanie was writing a beautiful story in the 11-plus exam hall. Or was she …?

Suspense is good if it’s appropriate to the story, but don’t jack-knife it in clumsily!

“It was a calm, sunny day. Or was it?” doesn’t really make me curious.

It makes me think that you’re trying to pester me into being excited, rather than persuading me to feel that way through your excellent writing.

If you write in a way that builds suspense by making me interested in the characters and events in the story – while keeping some important information hidden from me, just out of sight – this will speak for itself.

However, not every piece of creative writing needs it!

If you found these story writing tips useful or if you have a question, please leave a comment below! I’d love to have your feedback. (Tick the “Receive email updates” box to receive an email when I reply.)

For the most comprehensive range of resources to help with preparation for the 11+ exam,  you might like to try 11 Plus Lifeline (with a money-back guarantee in the first month). Every practice paper has full example solutions, with a detailed discussion and explanation for every question – like being taught by an excellent private tutor. There’s lots of material to help develop creative, high-scoring exam stories!

According to Tutorful, it’s “ the gold standard for independent and grammar school 11-plus preparation ”.

Watch Your First Video Now

Watch your first free 11-plus video straight away. Videos 2 & 3 will reach you by email within a few days.

At the same time, you’ll receive 121 Pages of award-winning RSL practice material, with step-by-step solutions – for free!

I'll also send you some useful information about RSL Educational resources and more advice for exam preparation. You’ll be able to unsubscribe from my emails any time you like.

WATCH VIDEO

89 Comments

If you have any questions, feel free to ask me here. I’ll do my best to help you out!

Hi, I’m preparing my son for 11+. His story ideas are good but he needs to add more details/depth. How can I encourage that? Thanks

That’s a very difficult question to answer, because there is so much that I could say! Many of my suggestions are in the article above. The sample at http://digioh.com/em/27284/164929/84za5s4g4u may offer more ideas. If this is useful, then 11 Plus Lifeline offers many further resources.

What’s the syllabus of creative writing for 11plus. I understand there is no definitive one, it varies with target school as well, but still I’d like to know the min types of writing children should be knowing end of year 6 e.g. story writing, descriptive writing, poetry writing, persuasive writing, diary, reconnect, fiction, non fiction writing, script writing, book/film review, blog writing etc. Really confused with the list of categories and subcategories under each. I just need a good structure with every details. Please help with a detailed table of contents.

Hi Jay. I’m afraid I don’t have such a list – because there isn’t one. Schools can set anything that they like! However, I think getting children used to responding to a range of formats is more important than covering everything. The most common formats are probably: 1) A story based on a title or topic 2) A continuation of a passage (usually the passage already used as a comprehension text) 3) A story based on a picture

You provide excellent tips that we can use to guide our children. Done in a very simple but effective way. Even more – as times are hard and money is tight your generosity shows you truly do wish to help children and not just make money out of them. Thank you

Thank you Alison. I’m glad you found the article useful. Robert

Thank you ever so much for your very useful tips. Would you have some advice (or a sample essay) on writing a descriptive essay based on a given image?

Hi Aparna, There is some relevant content in 11 Plus Lifeline. For more along these lines, keep an eye on the website in the autumn …

Hi Robert, I found the article above very helpful. My daughter is in year 5 and we have just started our 11 plus journey. She seems to be struggling air with creative writing. She has such great ideas and an amazing imaginative mind, however she struggles to express this on paper as compared to her peers also studying for the 11 plus. How can I help her become a better writer?

Speaking as she writes might help: perhaps she will write more fluently if she just thinks of it as a way to record her verbal ideas.

My RSL Creative Writing books might help her to develop her ideas.

What is a good range for the word count for a “continue the story” creative writing task at 10+? I see suggestions of 4-5 paragraphs, but paragraphs vary hugely in length. My son is only writing around 150 words, and I fear this is taking “quality not quantity” to the extreme!

It really depends! Sometimes you’ll be given an 8-10 line answer space, in which case that would be appropriate. On the other hand, if you have 30-40 minutes, you should be pitching for 1 to 1.5 pages. Robert

Thank you so much! Very informative

I’m glad to help!

how much your fees for creative writing, and how many lesson? please let me know [email protected]

Hello Hemang. I’m afraid I don’t work as a tutor these days. However, you might be interested in my creative writing books at https://www.rsleducational.co.uk/rsl-creative-writing . These will take your child through their skills step by step, much as I would if I was teaching them. Good luck! Robert

Hi Sir! Sir, you suggestions are greatly useful. Sir, can you assist me on how to incorporate Strong Verbs in my writings as I do not know many and I struggle on account of it ?

There’s no easy answer, but the best starting point is to look for specific ways of describing things. For instance, instead of “he talked”, you might say “he muttered”, for example. You’ll learn more verbs if you look out for them as you read things, and perhaps note interesting ones down in a book. Good luck!

Dear Robert Hope you are doing well , my son is in year 5 and he is going to set for 11 plus exam for very highly competitive grammar schools , he need help for is creative writing . I advice that you are the best , I’m seeking help from you ,please . Yours sincerely Saha Mcewan

Hello. Have a look at 11 Plus Lifeline , perhaps, and my RSL Creative Writing books. I do intend to release some new things for creative writing in the future: watch this space!

Hi Robert. These are great tips. My question is how to come with effective descriptions that vary. When I do descriptive writing, I describe with only the five senses and often run out of ideas. Also, how can we write in a way that will make a clear image in the readers mind. Thanks for the time

Hi Yatharth! My video at https://youtu.be/LKnvrad6jpw is all about this, so why not have a look at that? If that’s useful, look at https://www.rsleducational.co.uk/product/rsl-creative-writing-1

I completely agree with your article, and as a teacher who prepares children for GCSE and the 11 tests, I employ a lot of the ‘strategies’ you mention. What children need ultimately is time to read, digest and above all enjoy stories and poems and then to talk about what they’ve read and in some ( or maybe a lot of cases) relate the themes and ideas etc in what they have read to their own lives. This I feel, can give a greater sense of ‘reality’ to what they can eventually write; and then we as teachers (and parents) can model how to write ‘good’ creative stories (and include all the SPAG) which can go a long way to ensuring children actually begin to feel that they themselves can be imaginative and write great stories.

Thank you for taking the time to comment, Molly. I very much agree with you.

What children need ultimately is time to read, digest and above all enjoy stories and poems and then to talk about what they’ve read and in some ( or maybe a lot of cases) relate the themes and ideas etc in what they have read to their own lives.

The only thing I’d add to this is that it works both ways: reading informs writing, but the very best way to develop critical reading skills is to become more sophisticated as a writer!

Hi Robert,l am a Creative Writing teacher for 8+ Do you think 6+ can be taught Creative Writing that will yield excellent result? I asked this question from my experience of teaching Creative Writing,I observe that more 6+ struggle with understanding and implementing Creative Writing stages than 8+ Also,I teach Creative Writing easily because I believe I have the skills to teach it but how can I come up with a special syllabus to teach my colleagues how to teach Creative Writing in the class that will be result oriented.

Hello Soremi.

I would not think too much about results, if by that you mean percentage scores, when children are 6 or so and developing their writing. I would focus on their enjoyment and on encouraging them to explore their imagination, creating interestingly described characters and environments. It’s a different situation in 11+ exams, where children must demonstrate certain skills and perform well in comparison with their peers.

However, it is very important to encourage the development of accurate and clear English from an early stage. Creative writing is a good opportunity to uncover and address problems.

I found this very useful and straightforward, and also very funny… The tips will take me flying in my writing!

Thanks Lily-Grace. The work you sent for me to look at this week was very impressive: you’re already flying!

Thanks Robert this description is very helpful

I’m very glad it’s useful. Thanks for commenting!

Hola me gustaria hacer unas infografias mas dinamicas

Thank you for the topic

It’s a pleasure. I hope the advice helps.

I thought that this was a brilliant summary. Thank you very much. Engaging and thoughtful. Very much appreciated.

I’m delighted to hear it. Thank you!

I found your creative writing tips very insightful, a real shame for us it was right at the end of our 11+/13+ preparation.

Thank you Sara. I hope they made some difference, even at a late stage.

Very useful tips! I like the way you have broken down the advice into bite-sized chunks! Thanks Robert

I’m glad you found them helpful! Thanks for commenting.

Great tips, thanks Robert. Do you have tips on non fictional writing as well? E.g. how a child can do a stellar job when asked to write a suggestion letter to the council. My child struggles with writing on everyday things that she deems uninteresting like describing everday things but is flying when writing on imaginary topics. Thanks in advance.

Hi Tolu. I have some resources for less creative subject matter in 11 Plus Lifeline .

I think the best way to add interest to potentially unexciting things, like letters, is with examples. “I think you should do more to reduce bullying, because it discourages children from studying” is not interesting. “Last week, a boy trudged towards me across the playground, clenching and unclenching his fists, with the dead-eyed look of meaningless aggression that I’ve come to know so well. This is happening too often in our school!” is much more impressive.

Thanks for these tips . Would you suggest any topics for DS to practice .

There are a great many writing topics with fully explained example answers in 11 Plus Lifeline . I might add a blog post with some suggested topics in the coming months. Robert

These SPECTACULAR tips helped me a lot when I was planning and writing a story. I think that these AMAZING tips will help me a lot when I am doing the exam. THANKS Robert!!!!

Thanks Raon! I hope you’ll share the link. Good luck in your exam. Robert

Thanks for the tips to improve the writing skill for the content writers and the students.

Thank you Nihal – I’m glad my advice is useful.

What can I Say?

My son is about to take the 11 + and part of the material is creative writing,

Can you recommend any good material please?

The key is reading and I don’t think he reads as much as he should do

Please advise

Hi Fazal. I would of course recommend my own creative writing material in 11 Plus Lifeline . There’s a free sample here .

Reading is certainly important, but it won’t do any magic without good writing practice alongside it.

If your son isn’t keen on reading, trying to push him to read more may not work. However, you can help to improve the quality of the reading he does do, by discussing it whenever possible in a way that encourages him to think about it in more depth. You can also introduce new vocabulary into your conversations, and so on.

Also, the reading list here may help him to find books that he does want to read!

Hi, my son 11, is really struggling with creative writing, the main problem being he can’t think of anything to write about. he’s a clever boy but more into science and computers. He thinks he can’t do it and I’m worried he’s going to freeze in the exam. how can i get him to access his imagination and not panic. Thanks

Practice is certainly the main thing. If he can start to “access his imagination” (a nice phrase) without exam pressure, he is more likely to be able to do so in the test.

When you say that he can’t think of anything to write about, you’re describing a problem that I can relate to. However, it should not be a big concern at 11+, for the simple reason that the best stories tend to be about very little! If he can construct a simple plot, focused on one event – even something very ordinary and apparently dull – then he has what he needs. From that point, all his effort should be focused on describing well, so that the story creates atmosphere and has a believable main character.

The real problem at 11+ is when children have too many creative ideas. They construct complex, overwhelming plots, about which it is impossible to write well – or even plausibly – in the time available.

Hi Robert Have you got any tips for the CSSE style quick 10 mins Continuous Writing tasks please. These have included instructions, descriptions and this year the exam paper included a picture to write about- what’s happening- story /description?

Many thanks for your help.

This is very difficult to answer in a brief comment. I do have some specially designed resources for these CSSE writing tasks in 11 Plus Lifeline , if that is of interest.

If writing creatively, keep the plot to an absolute minimum. Imagine that you are describing a ten second scene from a movie – not writing the plot for a whole film. Focus on effective use of the senses, in particular – very much as I outline in this article. Don’t waste any space introducing your writing.

If describing a picture, the same applies. Focus on details from it, and try to find a logical structure. For example, a character might move around the image, finding things; or you might imagine the scene changing over a period of time.

For instructions, try to visualise the activity as precisely as you can, then use words to convey your thoughts exactly. This will lead to good vocabulary. Rather than saying “Screw the lightbulb into the socket”, say something like this: “Steadying the socket with your spare hand, twist the bulb gently in a clockwise direction until you encounter resistance.” This doesn’t come from trying to be fancy: it comes from very clearly imagining the action before I write.

There is a great deal more to be said, but I hope these pointers are useful.

Great tips and advice here. I have 4 boys, all at different levels of education. This has helped me to help them. Thanks!

That makes me very happy. Good luck to your sons!

Anybody who found this useful might like to read more of my creative advice at https://www.rsleducational.co.uk/creative-writing-less-is-more .

This article is very helpful. Thank you.

Thanks for taking the time to say so!

I found this very helpful, thank you

Hello Good Afternoon and thank you very much for my help. I am a young child preparing the eleven plus. I don’t necessarily have any questions i just don’t have any questions. Good luck on your educative journey.

Good luck to you, Lukas! Well done for taking the initiative and researching your exams.

I am a 8 years old child and I am doing your 11+ RSL comprehension, do you have any tips that might help me improve my writing? Thank you for your help!

Hi Kate! I’d like to help, but I’m not sure how to. You’ve written this under an article about improving your writing, and you’re working on a book that also helps with this. I don’t know what tips to add here. If you could be more specific, perhaps I’ll be able to say something. Good luck with your work! Robert

Hi Robert! I really like your tips and they did improve my daughter’s writing! Thank you so much!

I’m so glad! Well done to her.

Hi Richard, Does cursive or printed handwriting affect the writing score a 11+ level? Thanks in advance.

No, it shouldn’t make any difference. All that matters is that the writing should be easy to read, and that the student can write reasonably quickly.

Hi there, I am doing 13+, My tutor says that I should not use metaphors or similes, but I think I should. Do you have any advice for me on descriptive writing? And can you explain what a metaphor is?

I think you are probably misinterpreting your tutor. A good simile or metaphor, in the right place, is a good thing, but I would guess that your tutor is concerned that you are over-using these things and that this is distracting you from simply writing well. An alternative is that you haven’t quite understood how to use them effectively. A misjudged simile can look odd: using no simile (or metaphor) is better than using a bad one!

For a good explanation of what a metaphor is, see https://www.grammarly.com/blog/metaphor/ .

Hi, I’m currently helping a student prepare for entrance exams, and I just wondered if you could help me with a question. He was struggling with the timed element of creative writing and wanted to know if he DID run out of time, what would a marker prefer? To just leave the piece unfinished, or to quickly make an ending for the story, even if it meant it was quite an abrupt ending that didn’t necessarily do the story justice?

I think it depends on the marker. I’d prefer an unfinished piece to one with something actively bad in it, like a bad ending. However, can they leave an unfinished ending that nonetheless has something final about it: for instance, zoom out and describe the trees swaying in the distance, or the waves, so that there’s a sense of the world rolling on, despite the events in the story? If this is done well, it might even appear that they intended to finish this way.

great work, keep it up.

Amazing website! The content is wonderful. Highly informative indeed.

That’s brilliant to hear. Thank you!

Do you have to pay to get your work marked?

Yes, that’s right. Most people do it via an 11 Plus Lifeline Platinum subscription .

My daughter is not good at creative writing and I am apprehensive as she writes her pre-tests on 11th November . How do I help her with the following formats?

1) A story based on a title or topic 2) A continuation of a passage (usually the passage already used as a comprehension text) 3) A story based on a picture

Hello! I cover all these things in my RSL Creative Writing books – see https://www.rsleducational.co.uk/rsl-creative-writing You will also find creative writing videos covering these things at https://go.easy11plus.org/VIDEOLIST Good luck! Robert

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Submit Comment

11+ creative writing guide with 50 example topics and prompts

by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments

The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.

These exams are highly competitive, with multiple students battling for each school place awarded.

The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.

Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.

The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.

And that’s why preparation is so important.

This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.

At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.

Do all 11+ exams include a writing task?

Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.

Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.

Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.

Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.

However varied and different these writing tasks might seem, there is one key element that binds them.

The mark scheme.

Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Will my child have a choice of prompts to write from or do they have to respond to a single prompt, without a choice?

This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.

In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.

The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.

The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.

In what circumstances is a child’s creative writing task assessed?

In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.

In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.

In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.

I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.

Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.

What are the examiners looking for when they’re marking a student’s creative writing?

In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.

Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.

Does handwriting matter?

Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.

If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.

Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:

Sample 1: First piece of work when joining the writing club

Sample 2: This is the same boy’s improved presentation and content

How long should the short story be.

First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).

For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.

I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.

Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.

Each paragraph is short, but the writer is skilful.

He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.

11+ creative writing example story

How important is it to revise for a creative writing task.

It is important.

Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.

Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.

Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.

What is the relationship between the English paper and the creative writing task?

Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).

Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.

What if my child has a specific learning difficulty (dyslexia, ADD/ADHD, ASD)?

Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.

Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.

Tips and strategies for writing a high-scoring creative writing paper

• Read widely for pleasure. Read aloud to your child if they are reluctant.
• Create a strong paragraph plan where each paragraph has a distinct purpose.
• Using the list of example questions below, discuss how each could be written in the form of your paragraph plan.
• Write 3-5 stories with contrasting settings and action – each one must follow your paragraph plan. Try to include examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
• Tidy up your presentation. Write with a good rollerball pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.
• Join the writing club for a 20-minute Zoom task per week with no finishing off or homework. An expert English teacher will mark the work personally on video every Friday and your child’s writing will be quickly transformed.

Pressed for time? Here’s a paragraph plan to follow.

At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.

That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.

If that’s you (or your child), what you need is a paragraph plan.

Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.

11+ creative writing paragraph plan

Paragraph 1—description.

Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )

Paragraph 2—Conversation

Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.

Paragraph 3—Change the mood

Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.

Paragraph 4—Shock your reader

A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?

11+ creative writing questions from real papers—fictional prompts

• The day the storm came
• The day the weather changed
• The snowstorm
• The rainy day
• A sunny day out
• A foggy (or misty) day
• A day trip to remember
• The first day
• The day everything changed
• The mountain
• The hillside
• The old house
• The balloon
• The old man
• The accident
• The unfamiliar sound
• A weekend away
• Moving house
• A family celebration
• An event you remember from when you were young
• An animal attack
• The school playground at night
• The lift pinged and the door opened. I could not believe what was inside…
• “Run!” he shouted as he thundered across the sand…
• It was getting late as I dug in my pocket for the key to the door. “Hurry up!” she shouted from inside.
• I know our back garden very well, but I was surprised how different it looked at midnight…
• The red button on the wall has a sign on it saying, ‘DO NOT TOUCH.’ My little sister leant forward and hit it hard with her hand. What happened next?
• Digging down into the soft earth, the spade hit something metal…
• Write a story which features the stopping of time.
• Write a story which features an unusual method of transport.
• The cry in the woods
• Write a story which features an escape

11+ creative writing questions from real papers—non-fiction prompts

• Write a thank you letter for a present you didn’t want.
• You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
• Write a letter to complain about the uniform at your school.
• Write a leaflet to advertise your home town.
• Write a thank you letter for a holiday you didn’t enjoy.
• Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
• Write a set of instructions explaining how to make toast.
• Describe the room you are in.
• Describe a person who is important to you.
• Describe your pet or an animal you know well.

More than 4 million 5-star reviews

65,000 expert tutors in 300+ subjects, find a great match with our good fit guarantee, featured by the nation’s most respected news sources.

Tutors from top universities

Get 1:1 Help Fast

The Best Grammar Tutors in Saint Petersburg, FL

Find the best local grammar tutor in saint petersburg.

Near Saint Petersburg, FL

Friendly Coding, Math, Science, and Writing Tutor

Hello there, traveler! Thank you for visiting my page. Here is a little bit about myself: Teaching is something I do because it's fun and I get to watch people learn; I love conversations, and in a sense that's what all teaching and learning is. In more than 10 years of tutoring all kinds of students, I’ve helped... See Lyndon's full profile

ESL; English pronunciation and writing; Brazilian Portuguese

I have a bachelor's degree in English from Universidade Federal de Minas Gerais (UFMG), located in the great city of Belo Horizonte, Brazil. My university is considered one of the most prestigious universities in South America. I also attended there to earn a master’s in linguistics, where I taught college students at... See Alberto's full profile

Erida PhD: Spanish at all levels

I'm a passionate tutor of Spanish. I work as a Spanish professor at the University of South Florida and St. Petersburg College. I offer Spanish classes at all levels and I'm also an experienced translator. I can speak five languages. I hold a Doctorate Degree in Spanish Linguistics and Translation from the Complutense... See Erida's full profile

Saint Petersburg, FL

UF Grad - M.S.E. , B.S. Essay & Social Studies Specialist

I graduated from the University of Florida with a bachelor’s degree in political science with a minor in innovation from the Innovation Academy. Following graduation, I applied to the University of Florida Master of Science in Entrepreneurship program, an intensive one-year program comprised of a mixture between... See Conary's full profile

he helped me improve my writing and he was on top of making sure that I fixed where I made my mistakes, I am very happy with how easily he communicated to me and that He made sure he gave me all the information I needed so that th... read the full review - Isabelle , 7 lessons with Conary

25+ Years of teaching experience in ESL/Tesol/for every level

My international ESL teaching experience, global degree studies, and diverse background uniquely equip me to meet the needs of an increasingly diverse student body. As a current ESL instructor of a corporation in 2012 and 2017, I taught ESL Grammar , Speaking, Writing, Reading, and Pronunciation to every level of... See Rozita U.G's full profile

Highly recommend. If you have to prepare for public speaking or just want to sharpen your oration skills Rozita will help! Very grateful to have found and connected with such a talented and knowledgeable professional.... read the full review - Fernando , 3 lessons with Rozita U.G

15 year+ Tutor All subjects K-High School with Clinical Psych Masters

I have been tutoring for the last 15 years. I started off working for bigger corporate companies and about 8 years ago transitioned private. I tutor all subjects for K-8, do a lot of heavy ELA/English and math, high school history, math, and English. I tutor all subjects and test prep for High School as well. I love to... See Jennifer's full profile

Patient Science and Spanish Tutor

Hi! My name is Lauren, and I graduated from the College of Charleston with a bachelor's degree in biology. I have over 10 years of experience in tutoring children of all ages. From teaching Spanish to a 4 year old through teaching high school and college level Spanish, I truly enjoy adapting to each student and their... See Lauren's full profile

Lauren accepted a challenging assignment, working with a Chinese student at boarding school who is very capable in math and science but struggling interpreting the questions and understanding how the U.S. tests. She was able to h... read the full review - Kimberly , 5 lessons with Lauren

Patient, Fun and Knowledgeable Tutor

My name is Natasha, and since I was a little girl, reading has always been a favorite pastime. As I grew older, reading became a source of comfort, a stress reliever, fun, and I found myself enjoying it more and more over time. I believe that reading is an important tool to help develop communication skills. It also... See Natasha's full profile

Reading, Writing, Speech, and College Prep

I have tutored students of all ages from elementary reading, writing, and arithmetic, high school students, struggling in academic subjects, including English, grammar , composition, German, speech, and literature. I have helped students prepare for college exams, SAT English, writing, and grammar , and I... See Anita's full profile

Experienced Math and Reading Teacher

Warm greetings! I would love to partner with your child on their path to success. Looking for a patient, nurturing teacher to uplift your child and help them be successful? I have a real passion for teaching and I love to celebrate successes. It's thrilling to see that special moment when a child's eyes light up and they... See Linda's full profile

Individualized, Understanding Tutor

12 plus years of experience tutoring English from the elementary to the college level including text interpretation, grammar , writing style, and study skills. See Kathryn's full profile

I had Kathryn help me on my College Algebra after my first test in class was a big failure. I had hired several tutors before her but most of them had no clue on what to do or how to teach. Kathryn jumped right to to the point w... read the full review - Daniel , 24 lessons with Kathryn

Experienced English & Writing Tutor - Creative & Technical

I have over ten years of experience in writing, teaching, and editing. My background includes tutoring, college classroom teaching, and creating e-learning courses for corporations. I hold an MFA in Creative Writing and a BA in English. I am personable and patient, enjoying the process of helping others improve their... See Kristina's full profile

Patient and Knowledgable Tutor

Hello! Welcome, and thank you for taking the time to learn more about me and how I might assist you or your child. To begin, I am a passionate educator and advocate who knows that every learner can achieve their goals when provided the right support. Because of this passion, I sought out a Bachelor’s Degree in... See Lorie's full profile

Very helpful with my son, and she keeps him engaged and on the right track weekly. My son loves the way she helps him, and his grades have gone up since he started with her.... read the full review - A , 7 lessons with Lorie

English Today: Grammar , Writing, Literature, ESL, SAT Prep help

A few years ago, I started tutoring private high school students from non-native families to bring their writing up to standards for the IB degree. That work branched into helping students review/learn the grammar , writing, reading, and general testing skills needed to be successful on the ACT/SAT tests... See Dr. Peggy's full profile

Reading and English Teacher with 20 Years Classroom Experience

Students often have trouble with Grammar because it isn't being taught clearly. I am a caring, certified teacher with 20 years in the classroom. I have successfully taught Grammar and Spelling at all levels, from Grades 2 to 12. Let's schedule an introductory lesson to help your child now, before... See Richard's full profile

Richard has become an essential part of our son's education during the second per of the school year. Our son is doing Online School and he started a new school for the second half of the semester due to us relocating. Richard is ... read the full review - Jeanneth , 18 lessons with Richard

My English degree will benefit you in your writing

Writing clearly and with the proper use of grammar , punctuation, etc., is important. I will teach students how to write effective, descriptive material for any purpose -- whether it's a school assignment, a letter, or a job application. See Julie's full profile

Julie was great with my 6 year old, knowledgeable and extremely kind, very warm feeling from our first session, so glad we found her, looking forward to having her as our tutor! ... read the full review - Rachel , 16 lessons with Julie

Relaxed analytic thinking and writing

I am an experienced professional in both the private and government sectors with a history of educating and training individuals with diverse backgrounds, levels of education, and goals. I hold a master’s degree and work full time as a consultant within the Defense Industry. I believe that every student is unique,... See Joshua's full profile

Trish D. Paraprofessional

Elementary Math- I have a huge amount of patience and understanding and a great sense of humor. English- I'm very detail oriented, I enjoy reading and have great spelling and grammar skills. Science- I'm very interested in saving our environment and I like creating fun, teaching experiments. It... See Trish's full profile

Versatile, highly qualified tutor with a sense of humor.

I am an experienced teacher licensed in Social Studies, Mathematics, Language Arts, Earth Science, and Drama who enjoys tutoring a variety of subjects. After working as both a high school teacher as well as a tutoring for two well-known national supplemental education corporations, I have learned that there is no... See Todd's full profile

Todd tutored my daughter after a couple of dismal quiz scores showed she was ill prepared for Algebra 2. She came into the tutoring session frightened, stressed, and unable to concentrate on even simple concepts. Todd was non-thre... read the full review - Teresa , 3 lessons with Todd

UBE Bar Exam, French, ESL, Job Interview Preparation, LSAT, and SAT

I am a licensed attorney who attended law school at the Sorbonne University, Paris, and practiced in Belgium before moving to North Carolina, where I have been practicing since 2003. I am also licensed to practice in the United Kingdom. I have... See Judy's full profile

The first half of my bar prep journey was extremely stressful. On top of studying during a global pandemic, my commercial bar prep course gave me no guidance on what to focus on and failed to provide me with a productive schedule.... read the full review - Nick , 59 lessons with Judy

Certified and Experienced English Teacher All Levels

Hello, I'm Claire! I graduated Summa Cum Laude with a 4.0, earning a Bachelor of Arts in English from the University of Texas at San Antonio. I am a certified teacher of English Language Arts and Reading with classroom experience teaching public... See Claire's full profile

Accuplacer - Reading, Writing, and Grammar Test Prep

I've tutored multiple students in Accuplacer reading and writing. I'm familiar with the format of the test. I offer students help with reading, writing, vocabulary, and grammar for the test prep. See Colleen Marie's full profile

I am a student at UC Berkeley and this quality of an instructor is as good as it gets. Collen is the best of the best. You're lucky to have her at such an affordable rate. She will make your paper shine. ... read the full review - Christina , 4 lessons with Colleen Marie

English/ Grammar Tutor. Professional Editor. Experience: Nearly 20 Year

I have undergraduate and graduate degrees in writing, taught at two colleges, and proofread students, jobseekers, and professional writers copy for two decades. I teach grammar , punctuation, writing mechanics, and usage/diction as... See Robert's full profile

My HS senior hit a roadblock on one of the college application prompts and reached out to Robert for help. After the first session, my daughter ran to me screaming "Robert is sooooooooo gooooooood!" Robert was able to quickly co... read the full review - Franccini , 35 lessons with Robert

Test Prep, ESL, and High School/ College Grammar Instruction

Many students have commented that my grammar instruction has been practical and helpful. I love to focus on common writing errors and words commonly confused with one another. Because most people tend to use the same words regularly, I also... See Donald's full profile

Don was Great! I needed help with a "Fiction Analysis" paper for English 102. Don was able to help me understand exactly what my professor was looking for in this assignment and then helped me with different ways that I can approa... read the full review - Christie

Univ Prof Coaching Writing, Research, and Public Speaking

...classes. I love helping students understand their assignments, develop a response, and revise their writing. And if grammar , formatting, or research has you stumped—well, that’s my superpower! I can unpack the mysteries of those projects and ... See Adrien's full profile

I contacted Adrien for help with graduate application essays. She is talented in many areas, such English, Writing, Grammar, Career Development, and Public Speaking. As she has had past experience in journalism and has taught vari... read the full review - Diya , 5 lessons with Adrien

Trusted with over 6 million hours of lessons since 2005

Success stories

Real stories from real people

Since 2005, Wyzant has provided a way for people to learn any subject in a way that works for them.

Yuanyang Z.

71 Grammar lessons

6 Grammar lessons

12 Grammar lessons

Saint Petersburg Grammar Tutors Cost $35 - 60 per hour on average

What’s a fair price for a private Saint Petersburg Grammar tutor? Saint Petersburg Grammar tutors using Wyzant are professional subject experts who set their own price based on their demand and skill.

Compare tutor costs. With a range of price options, there’s a tutor for every budget.

Sign up, search, and message with expert tutors free of charge.

Only pay for the time you need. Whether it’s one lesson or seven, you decide what to spend.

Get the help you need first. You’ll only be charged after your lesson is complete.

Love Your Lesson Or It’s Free

Reported on by leading news outlets.

A nationwide network

Find Saint Petersburg Private Tutors in Subjects related to Grammar

Wyzant makes it easy to get lessons from private tutors in any subject related to Grammar. Choose your Saint Petersburg tutor by reading ratings and reviews as well as comparing the rates of tutors on Wyzant who are subject-matter experts prepared to teach you in a wide variety of topics:

Saint Petersburg Spelling Tutors | Saint Petersburg Latin Tutors | Saint Petersburg Public Speaking Tutors | Saint Petersburg Chinese Tutors | Saint Petersburg Writing Tutors | Saint Petersburg Japanese Tutors | Saint Petersburg Spanish Tutors | Saint Petersburg College Essay Tutors

The Best Grammar Help Near Saint Petersburg

The best tutor for you should be easy to find. Compare tutor rates, reviews and qualifications to start taking 1:1 private lessons online or in person. Here are areas near Saint Petersburg where you can find Grammar tutors on Wyzant:

Tampa Grammar Tutors | Sarasota Grammar Tutors

Grammar Tutoring is just the beginning...

Tap into Wyzant’s digital nationwide network to find either a local or online tutor for subjects related to Grammar. Find the perfect tutor for you in over 250 subjects and test prep areas including:

ACT English Tutors | Language Tutors | Linguistics Tutors | PSAT Writing Skills Tutors | Executive Writing Tutors | English Tutors | ESL/ESOL Tutors | Language Arts Tutors | Vocabulary Tutors | PSAT (Writing) Tutors | SAT Writing Tutors | ESL Tutors | 3rd Grade Writing Tutors | Sign Language Tutors | Spelling Tutors

Tutoring Near Saint Petersburg

Find a local tutor in areas near Saint Petersburg. Our nationwide network of private tutors makes it easy to find an instructor nearby. Learn a new job skill or ace the test. Compare tutor costs and qualifications and find the ideal tutor for you today.

Tampa Tutors | Lakeland Tutors | Sarasota Tutors | Bradenton Tutors | Clearwater Tutors | Brooksville Tutors | Largo Tutors | Spring Hill Tutors | New Port Richey Tutors | Winter Haven Tutors | Venice Tutors | Zephyrhills Tutors | Seminole Tutors | Brandon Tutors | Palm Harbor Tutors | Tarpon Springs Tutors | North Port Tutors | Valrico Tutors | Lutz Tutors | Temple Terrace Tutors

Find Saint Petersburg tutors

Want to browse local tutors near you in more subjects? See all tutors in Saint Petersburg

Find online Grammar tutors

Get Grammar help anytime! We only accept the best online Grammar tutors into our community. Get the help you need, right when you need it with the convenience of online lessons.

• T&C’s

Help your child succeed in their 11 Plus exams

The 11 plus guide - free advice and help for the 11 plus exams.

The 11 Plus Guide – FREE advice and help for the 11 Plus exams.

• 11 Plus Exam Papers & Books
• 11 Plus Exam Preparation
• 11 Plus Subjects
• Independent & Private Schools
• Grammar School Test Areas
• 11 Plus Forum
• Numerical Reasoning
• What do Maths tests include?
• Maths preparation mistakes
• Most common Maths mistakes
• Early years Maths preparation
• Year five Maths preparation
• CEM Numerical reasoning
• GL 11 Plus Maths
• School written Maths papers
• Maths- KS2 Syllabus topic guide
• Independent School Maths
• How to prepare for Engish
• English preparation mistakes
• Common English exam mistakes
• Gauging English performance level
• Early years English preparation
• Year five English preparation
• GL 11 Plus English
• CEM 11 Plus English
• School written English papers
• Key topics from the KS2 English Syllabus
• How to prepare for VR
• GL style tests
• CEM style tests
• Independent School VR
• VR preparation mistakes
• Most common VR mistakes
• Pressure and VR
• VR preparation in years three and four
• VR specific year four work
• VR preparation in year five
• How to prepare for Non-Verbal Reasoning
• GL Non-Verbal Reasoning
• CEM Non-Verbal Reasoning
• Independent School NVR
• Preparation mistakes NVR
• Exam mistakes NVR
• Pressure and Non-Verbal Reasoning
• Year three NVR preparation
• Year four NVR preparation
• Year five NVR preparation
• Classic Books Vocabulary
• How Children Develop Vocabulary
• Vocabulary Development Plan
• 11 Plus Vocabulary Books and Reviews
• 11 Plus Vocabulary Development
• 11 Plus Vocabulary List
• Commonly Misspelt Words – 11 Plus
• Homophones for the 11 Plus
• KS2 Statutory Spelling Words
• When to double letters in spelling
• 11 Plus Creative Writing – Example Topics and Tasks

11 Plus Creative Writing – Example Topics and Tasks

Schools can of course ask anything so these example tasks shouldn’t be used as stock answers.

Pupils will however find that developing a full description bank of characters, emotions, action, the natural world and the built environment etc will help them to deliver effective and creative descriptions on the day.

Using those description banks within these sample stories will help them to develop their work further and enable them to embed their thoughts so they can deliver properly on the day.

Remember if you are going to tackle any of these sample writing topics and tasks you should always plan to revisit your work a few days after you have done it. As part of the process children who often re-write their work to improve it find they make better progress.

Good resources to help with creative writing are rare. If you need help then we do recommend this creative writing preparation course . Since we started recommending it we have had very good feedback from our users, whether they have used it to prepare for an 11 Plus exam or an Independent entry test.

11 Plus creative writing example topics list

The following topics and tasks have come up in either in grammar school or independent school 11 plus writing tests:

Core themes for creative writing topics and tasks:

Many stories have core themes or emotions or feelings within them. When developing your descriptions banks these are useful areas to think about:

Animals – Typically describe your pet or your favourite animal or an animal you are frightened of. Be prepared to be use literary devices like personification or exaggeration or even simple similes to bring your description to life.

Emotions and feelings – Stories often include a requirement to describe emotion like fear, or joy or what it feels like to be lost or alone. They could easily ask you to describe enjoyment through a title like My brilliant day. Sometimes the titles may overtly lead you in a very clear direction. Lost ! and Alone! Are two previous examples that have come up.

Activities you enjoy doing – This is chance to describe the activity itself ( whatever you like from mountaineering to gardening and everything in between) plus how it makes you feel. Again your development of description banks should have helped you.

The natural world – Could be hills or mountains, rivers or streams or lightning or the rain or the feeling of sunshine or how a meadow looks or a field of wheat. Children who cover the natural world in their descriptions development work always find it useful.

The built environment – Think houses or offices blocks or cottages or castles.  Roads and bridges, churches and sheds.  Developing some thoughts about how to describe the built environment is always useful.

Story Titles:

Story titles can be long or short.  Here are some examples of story titles which have come up in both Grammar School and Independent School tests.

• The Day Trip
• The Broken Window
• The Abandoned House
• The Voice in the Darkness
• Write a story with Alone as the title, where you suddenly realise that you are on your own.  It may be a true or entirely made up, but it should include your thoughts and feelings as well as what happened.
• Write a story (true or made up) about a visit you make to some relations of your own.
• Write a letter to a cousin inviting him to stay with you. You should try and interest him in some of the varied and unusual activities he can take part in.
• Describe a situation which you have experienced which might also be called A Magical Moment, showing what your thoughts and feelings are.
• Write a clear description of an animal you know well.  Make sure you describe what it does and how it behaves as well as what it looks like.
• I prefer Winter to Spring.
• The door and what was behind it.
• The Prince of Darkness is a Gentleman.
• Ash on an old man’s sleeve.
• Write a story that begins with the words – I had been waiting for such a long time for this to happen.
• Write a description of someone you admire.  (You may choose someone you actually know, or someone you have never met.  Describe them and explain why you admire them).

Recommended

Forum Feature

The 11 plus forum - answers to common questions about the 11 plus exam, favourites links, independent school past papers.

11 Plus Exam Format by Region

Preparation Options

Pages of Interest

Top ten tips, 11 plus guided courses, which books to use, 11 plus mock exams.

11 Plus Guide Copyright © 2024

Site Managed by Matt Porter

• Book a call

How grammar can deepen creative and literary experiences

By Sara Snelling

06 Feb 2023

In this article:

How knowledge of grammar can unlock creativity

Developing a deeper understanding of the world, enjoying the written word on a deeper level, writing creatively and playfully, how bedrock nurtures this link between grammar and creativity in its learners.

Grammar is a set of structural rules with the power to unlock creativity. It can deepen our understanding of the world, make reading a richer experience and unlock creative writing skills.

In this article, we focus on grammar’s role as a mechanism for meaning-making through literacy experiences.

Grammar describes the patterns we use to combine words to make meaning. As with most patterns, there is scope for creativity.

From a structural perspective, grammar rules define how we put together words to form phrases, clauses or sentences. When everyone uses the same rules, it’s easier to understand each other, through the written and spoken word.

Looking beyond its function as a form-making, structural tool, grammar also plays a prominent role in creative meaning-making. As children develop through primary education, they gradually make this association. They are first formally introduced to grammar in its form-based guise through SpAG instruction, and later move on to understanding the creative impact of grammar and vocabulary choices and how they can deepen literary experiences .

It’s this understanding of the link between grammar choice and effect that can inspire creativity. A playful approach to experimenting with form and structure demonstrates grammar’s potential – paving the way for deeper understanding and giving writers access to a universal tool to create and share meaning.

Here are a few examples of grammar that can be used creatively:

• Contractions can create urgency in how someone speaks, building pace and suspense.
• Prepositions and conjunctions feed into literary techniques, such as the simile’s use of ‘like’ or ‘as’.
• Punctuation can add irony or hyperbole to a sentence.
• The comma is a hugely versatile punctuation mark that can direct the reader’s attention to key pieces of information, illustrate relationships between words, phrases and clauses, and add emotion and tone.
• The traditional subject-verb-object word order of sentences can be turned on its head. The writer and director George Lucas famously used this in his ‘Star Wars’ series for his Yoda character. The ‘object-subject-verb’ word order in many of Yoda’s sentences – “Much to learn you still have.” – identifies him as a character of mystery who stands apart from the other characters.

Some researchers point to the wider knowledge-related benefits of teaching grammar. These include understanding how language works, deepening understanding of the human mind, and facilitating students’ reasoning and stimulating critical thinking skills .

There is ongoing research and discussion around the merits of non-literacy-related reasons for teaching grammar, but most would agree that literary experiences themselves help develop a deeper understanding of the world around us. Literacy elements, such as grammar, help unlock that literary experience.

In this context, literary-related outcomes can be achieved by using grammar and other literary devices to open up new worlds, provide intellectual insight, and create a roadmap for thought.

Take J.B. Priestley’s play, ‘An Inspector Calls’, as an example. It is a moralistic play set in 1912 that highlights the inequalities of society and conveys the author’s socialist views.

It features the Birlings, a powerful and wealthy family from the higher classes. Their status is evident through the self-assured speeches of the patriarch, Mr. Birling. Priestley used long, complicated sentence structures to reflect Birling’s position of privilege and his expectation that people would listen and make the effort to extract his intended meaning.

Following are examples of Mr Birling’s long-winded sentences:

• “Why, a friend of mine went over this new liner last week – the Titanic – she sails next week – forty-six thousand eight hundred tons – forty-six thousand eight hundred tons – New York in five days – and every luxury – and unsinkable, absolutely unsinkable.”
• “But the way some of these cranks talk and write now, you’d think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive – community and all that nonsense.”
• Inspector Goole is the character through whom Priestley delivers his moral message. In contrast to Birling, he speaks plainly and bluntly in short, simple sentences. This gives him an air of authority and power over the other characters.

Following are some examples of quotes from Inspector Goole:

• When he describes the victim’s death by drinking disinfectant, his speech is harsh and to the point: “Burnt her inside out, of course.”
• In response to Birling’s affront at being questioned about his actions, he asserts his position of power: “It’s my duty to ask questions.”
• He knocks back Birling’s daughter’s belated wish that she had helped the victim: “It’s too late. She’s dead.”
• The contrasting grammar structure between the Inspector and the Birlings throughout the play helps subconsciously embed the class divide of the time. It gives power to the Inspector, who is used to convey the author’s views on the upper classes and capitalism.

Grammar is the glue that joins words, sentences and paragraphs together to create meaning. Understanding grammar helps learners access that meaning, and results in a deeper literary experience.

Grammatical structures and punctuation create cohesion of ideas, signposting key information, and softly pointing out other relevant details that contribute to the inference process (I’m looking at you, embedded clause). When a reader reaches fluency, they’re reading with accuracy, automaticity and prosody , and grammar knowledge contributes to each of these skills.

Understanding grammar, therefore, leads to a more rewarding literacy experience during which readers access deeper meaning. For example, they can:

• Find the internal logic of a novel or poem through patterns of language use
• Understand a situation from different characters’ perspectives.

Mark Haddon’s book, ‘The Curious Incident of the Dog in the Night-time’, is an example of how grammar knowledge can give readers an understanding of a character and experience the world from their perspective.

The book is written in the first person, with the protagonist Christopher Boone also the narrator. Fifteen-year-old Christopher is autistic. This is not explicitly stated in the book but is conveyed through Christopher’s narration of his interactions with the world as he investigates the murder of his neighbour’s dog.

Some sentences are very short and precise, reflecting Christopher’s matter-of-factness and frank manner. Others are long and rambling and have a childlike quality. Many begin with a conjunction, such as the repetitive use of ‘and’ in the quote below, reflecting his dry style of communication and logical reporting of events that might be expected to elicit more emotion.

And Mrs. Alexander said, “Your mother, before she died, was very good friends with Mr. Shears.”

And I said, “I know.”

And she said, “No, Christopher, I’m not sure that you do. I mean that they were very good friends. Very, very good friends.”

The flow of the sentences shows us that Christopher is reporting in a detached manner and misses the key connection between Mr. Shears and his mother. The reader, on the other hand, is left in no doubt.

Grammar usage throughout the book cleverly takes the reader through the story from Christopher’s perspective, while facilitating coherence and inference that goes beyond Christopher’s perception of events. The reader experiences the story from and beyond the narrator’s point of view.

Research links creative and meaningful teaching of grammar with enhanced writing skills.

The key to unlocking the creative writing benefits of grammar is to teach it within a writing context, not as a separate topic. Professor Debra Myhill and the team at the University of Exeter talk about introducing young writers to ‘a repertoire of infinite possibilities’ . This involves explicit demonstration of how choices in sentence structure and word usage generate different possibilities for meaning-making.

Playing with different grammar structures demonstrates the possibilities and can help young writers find a distinctive voice. It can help them:

• Avoid cliches by having the grammar knowledge and confidence to explore their voice and style of writing.
• Improve imagery by understanding how descriptive language and grammar interact; for example, through interesting sentence structure, use of strong nouns, verbs and modifiers, and careful selection of punctuation.
• Think deeply about word choice and how to place their chosen words within sentences in such a way as to create their desired effect (or as Yoda might say, Meaning they will make! ).

Michael Rosen, poet and Professor of Children’s Literature, suggests that ‘imitation, parody and invention’ are great ways of using grammar to improve writing. With this in mind, exposing learners to examples of grammar within creative texts demonstrates its potential and provides the basis for imitation and parody.

Charles Dickens is an example of a writer who used grammar creatively and with a distinctive voice. ‘A Christmas Carol’ is a lively text bursting with strong imagery. Written in the Victorian times, when reading aloud was common in families, there is a musical pace to the ‘Carol’ and throughout its ‘staves’.

In the opening line, he makes innovative use of well-placed punctuation to build curiosity - Marley was dead: to begin with . The order of the sentence and the pause in the middle grabs the reader’s attention from the start and hint at the supernatural theme to come.

Shortly after this, he uses alliteration through repetition of the adjective ‘sole’ to hit home the extent of the solitary life Marley had lived.

• “Scrooge was his sole executor, his sole administrator, his sole assign, his sole residuary legatee, his sole friend, and sole mourner.”

Conventional writing instruction might suggest students refrain from over-use of adjectives and focus on strong nouns, but as this example shows grammar can be used cleverly, creatively and unconventionally to great effect in writing. We must master the rules in order to break them.

Creativity and gamification are great vehicles to reinforce literacy skills in learners, whether they are in primary or secondary education. However, providing sufficient creative resources to learners to ensure grammar skills are mastered can be time-consuming and tricky to maintain.

Bedrock teaches its explicit grammar curriculum through creative tasks, teaching videos and bespoke texts . We recognise the importance not only of equipping learners with the skills to understand and recreate grammar rules, but also to think creatively and critically about how grammar is used. Learners experience grammar embedded into real texts and situations, and are encouraged to analyse the purpose of certain grammar techniques.

As well as this, these grammar techniques are taught alongside explicit Tier 2 and Tier 3 vocabulary , giving learners the skills and the confidence to express themselves through literacy.

Related Articles

Emotional literacy: why it's key to improving outcomes, common grammar mistakes and how to avoid them, unlock great grammar instruction, the uk's #1 literacy solution.

Intelligent, data-driven vocabulary and grammar instruction, without the marking.

Don't forget to share:

You might also discover…

15 Jul 2021

10 Oct 2022

Ten Grammar Rules Every Writer Should Know

by Melissa Donovan | Sep 9, 2021 | Grammar Rules | 51 comments

Some of the most overlooked grammar rules and best writing practices.

The more experience I gain as a writer, the more I’m convinced that writing is one of the most difficult skills to master.

It’s not enough to tell a great story, share an original idea, or create an intriguing poem; writers are also obligated to pay diligence to the craft. While the content (or message) of our writing is paramount, the way we use language can be just as critical.

Bad grammar is a distraction. If you can write a riveting story, readers will probably overlook a few grammatical problems. However, each mistake or incorrect construction will momentarily yank readers out of the story. Sure, they can jump back in, but it makes for a negative or unpleasant reading experience.

Good craftsmanship involves more than simply knowing the grammar rules or adhering to a style guide. It includes making smart word choices, constructing sentences that flow smoothly, and writing in a way that is neither awkward nor confusing.

10 Vital Grammar Rules and Best Writing Practices

The best writing follows the rules of grammar (or breaks those rules only with good reason) and is clear, coherent, and consistent.

In my work as a writing coach and as an avid reader, I see a lot of the same mistakes. These mistakes aren’t typos or occasional oversights. They appear repeatedly, among multiple writers and pieces of writing, and they cause the work to be weak or dull.

Most writers don’t want their work to be weak or dull. We want our writing to be strong and vibrant. If we learn the grammar rules and adopt best practices in the craft, our writing can shine.

Here are ten frequently ignored (or unknown) grammar rules and writing practices:

• Commas: the comma is one of the most common punctuation marks and the most misused. It’s a tricky one because the rules are scarce, leaving usage up to style guides and writers’ best judgement. In weak writing, there are too few or too many commas. Be consistent in how you use commas and strike the right balance.
• Verb tense: The topic of tense warrants an article of its own (or maybe an entire book). There are multiple tenses beyond past, present, and future, and they are worth knowing. Be especially careful of mixing up simple past tense ( I danced all night ) and past perfect tense ( I had danced all night ).
• Adjectives vs. adverbs: People don’t run quick ; they run quickly . The word quick is an adjective; quickly is an adverb. Make sure you’re using adverbs to modify verbs and adjectives to modify nouns.
• Check your homophones: homophones are little devils because spell check won’t catch them and they often sneak past editors’ eyes. Too many youngsters aren’t taught proper homophone use (in other words, they don’t know spellings or definitions of their vocabulary). From common sets of homophones like  they’re, their, and there  to more advanced words like complement and compliment , it pays to learn proper usage and to proofread meticulously.
• Rare or uncommon punctuation marks: if you decide to use a punctuation mark like the ellipsis (three dots) or semicolon (comma with a period over it), then take the time to learn what it’s called and how to use it properly.
• Subject-verb agreement: The subject of a sentence needs to match the verb. Due to verb conjugation, this is especially tricky for people who speak English as a second language and for tots who are learning to speak. Here’s an example of a common mistake: She have two cats. The verb have does not go with the subject she . It should be She has two cats.
• Only proper nouns are capitalized: for some reason, a lot of people have taken it upon themselves to freely capitalize any words they think are important, a practice that is rampant in business writing. The Product is on Sale now is not a correctly written sentence.
• Verb tense consistency and meticulous editing: these errors are often the result of shoddy editing and proofreading. A sentence that was originally in perfect past tense is changed to simple past tense, but one of the words in the sentence is overlooked, and you end up with something like  She went to the store and had shopped for produce . 
• Should’ve, could’ve, would’ve: I don’t know why, but a lot of people seem to think the “ve” in these words means “of.” But it’s short for “have.” These words are contractions for “should have,” “could have,” and “would have,” respectively — NOT “should of,” “could of,” or “would of.”
• Consistency is key: grammar rules don’t cover everything. As a writer, you will constantly be challenged to make judicious decisions about how to construct your sentences and paragraphs. Always be consistent. Keeping a style guide handy will be a tremendous help.

Of course, this list is just a taste of grammar rules and best writing practices that are often overlooked. What are some of the most common grammatical errors you’ve observed? Do you have any best writing practices to share? Leave a comment!

51 Comments

Thanks for the reminders Melissa. Have a nice day!

Thanks, Nasir. You have a nice day too 🙂

Great list! Sometimes I labor over grammar and punctuation in a little sentence for far too long. Having these tips will help.

Thanks, Gabrielle.

Very good advice, Melissa. As a new author, I’ve done lots and lots of proofreading and editing, over and over and over…and still found a couple of typos or errors! One suggestion might be for writers to edit page- by- page, or chapter- by- chapter. rather than waiting for the finished product. It might be good to do your proofing and editing as you go. just a thought. For me, a good English grammar and writing handbook is a must!

Thanks for your advice again.

Cordially, L.A. Wood

I actually think it’s impossible for a writer to catch every single typo and mistake, especially in a long piece, like a book manuscript. That’s why proofreaders and editors are so important!

How very true. I go over my manuscripts many times but always find when I sent it to be edited that I have missed several things. I think it pays to have a beta reader go through your work before having it edited and submitting to an agent/publishing company.

I have found beta readers incredibly helpful for feedback on substance and editors ideal for language. If you can work with both, that’s the best of both worlds.

your and you’re – do young people know the difference?

Sadly, many do not know the difference.

It isn’t only young people. I am in my 60s, and my activities on Facebook have proven to me beyond a shadow of doubt that just as much grammar and spelling incompetence exists among my own peers as in my son’s and grandson’s age groups, regardless of level of education. It is truly pathetic. However, I must add that I also see at least as much competence among the youngsters as I do in my own age group, and nearly as much carelessness and incorrect grammar among professional writers of articles in newspapers and online journals as in a day’s worth of Facebook posts by my acquaintances. It is a paradox!

Hi Willa. It is a paradox! In my experience online and off, people from earlier generations have better grammar skills, but I’ve only drawn that conclusion from my interactions with a small number of people. My impression has been that schools have drifted away from grammar lessons. I do think it’s a combination of what’s being taught (or what isn’t being taught) and simple lack of interest or motivation on students’ part. In any case, it’s unfortunate.

Yes about the what isn’t being taught part. I’ve learned more on google, finding sites such as these, than in the past four years of Highschool. I took two different English classes out of interest; each of them spent half the semester watching Forest Gump… AI… The Kiterunner… Castaway (at least 2 times a semester)… and many more. Of course we’d have our observational notes to take, but it was far from educational.

This is in Canada, Ab. If that makes a difference. But yeah, thanks for putting up sites such as these; they really help where school didn’t.

I’m sorry to hear that. In fact, I find it rather disturbing that high school students are spending their time in English classes watching and rewatching movies. When I was in school, we watched maybe two movies in a school year, and this was after we read and studied the books. I can’t help but think that kids today are being robbed of a decent education.

Totally agree with commas being top! I try to teach students not to comma splice (using commas when it should be a full stop, semi colon or colon) and then realise that novels are littered with them. It’s no wonder they do it too!

I do think incorrect comma use is the most common mistake in writing, but I’m more concerned with mistakes regarding spelling and word definitions. Commas are tricky, and there is a lot of leeway in how we can use them. However, the splicing is one type of comma mistake that’s often obvious (especially when it should be a full stop). I’m glad there are teachers like you who are trying to impart good grammar to students.

An excellent post and a great reminder for both the inexperienced and experienced writer.

Thanks, Helen!

Hi, Melissa!

Great list!

I believe one of the most problematic grammatical errors being used today is this:

It’s totally unacceptable, no matter that TV journalists and everybody else in pop culture uses it.

It’s try TO, stupid!

Sorry, just had to unload that one.

Best writing practices?

Let me mention reading one’s work out loud in a quiet room. Check for cadence, tense, redundancy, unnecessary adjectives, that kind of thing.

Another one would be to always sleep on your manuscript (not literally) and then come back at it the next day with refreshed eyes. You’ll catch those niggling bits you overlooked yesterday.

Always check your work for how it looks visually as black-on-white-space. Effective writing is often about managing the balance between printed text and white space for dramatic effect. An example would be this sentence-paragraph:

“FIRE!” he screamed.

Know your audience. I am a man but I know how to write for women when it is called for. Effective use of these gender cues will endear you to your audience. Example: Sensory cues such as fragrances and color subtleties appeal to most women while most men like action words and urban vernacular like Kapow! and WTF!

Never expect your friends or relatives to know what the hell you’re talking about when it comes to your writing. But I say let them laugh or just plain ignore me. My royalty checks are my real friends. Heh heh.

As a prolific writer/publisher of over 100 short stories, I think I have a pretty good handle on knowing that writing is a marathon, not a race. How often do you see nubes on Amazon forums fretting that they haven’t gotten any reviews yet or that they publically wonder if they’re any good? They should have thought of that BEFORE typing one keystroke. Writing success is all about planning, longevity and staying power, not instant gratification.

I will round out my best writing practices comments with this: NEVER give away your art. Value yourself and your craft and your audience will respond in kind. Walk away from underpaying freelance assignments. Resist the urge to slash your book price to jump-start sales. Why should J.K. Rowling get rich at your expense?

Wayne, I appreciate your feedback and your valuable insights. However, here at Writing Forward , we don’t call people names because they haven’t yet mastered constructs like “try to.” Everybody starts somewhere. Also, the phrase “try and” is colloquial and heavily used in some areas. If you were writing a dialogue for a character who came from one such area, it would be completely appropriate to bring that phrasing into the character’s dialect. That’s just my opinion, of course. It’s still important for the writer to be aware the proper rules.

You might find this article from Grammar Girl interesting: http://grammar.quickanddirtytips.com/grammar-comments.aspx

“I got really frustrated while researching this topic because none of my books seemed willing to take a stand. They all said ‘try and’ is an accepted informal idiom that means ‘try to.’ They say to avoid ‘try and’ in formal writing, but not to get too worked up about it otherwise.”

Grammar Girl goes on to say that she disapproves of this construct (and I’m inclined to agree with her).

Hi again, Melissa!

Cool your jets! My comment “It’s try TO, stupid!” is a satirical takeoff on the famous political phrase used in American politics during Bill Clinton’s successful presidential campaign against George Bush. It actually was based on a sign created by Clinton’s strategist, James Carville which read “The economy, stupid.” It hung in Clinton’s Little Rock campaign HQ and went viral in the media.

At no time did I mean to denigrate any writer here or anywhere. This famous expression is known as a “snowclone,” a type of cliche’ and phrasal template (to paraphrase Wiki). Writing can be wickedly fun and deadly serious at the same time, as seen from Clinton’s successful election to the office of president.

Just as I have your blog on my RSS feed, I have Grammar Girl’s and had read the post you highlighted. She is as frustrated with this as we both are. I love working in idiom when it fleshes out characters and places in time. My kin are from North Carolina and they speak idiomatically all the time, so I get it, Melissa. Thanks.

All the above aside, let’s all agree that writing is as much science as art, subject to precise rules and a whole lot of imprecision as well. I think that the public school system in America has done a less than stellar job at teaching our children (our present and future writers) the basics of this craft we care so much about. As a professional writer, I try my darndest to color within the lines, but when my characters and plot take me places where historical pressures have shaped certain folks in certain places of this country, I let them speak their “mind.” My Carolina kin say “y’all” and “pie-anna” and yes, “try and.” I love them for that.

And I love you too, Melissa 🙂

Wayne, you have contributed a lot of thoughtful comments here at Writing Forward , and I always appreciate your feedback and input. It’s sometimes difficult to discern someone’s tone in writing, so perhaps I am mistaken, but your tone is coming across as snide and sarcastic. The comment policy here is simple: be respectful. That’s it.

Insinuating people who don’t know the rules of grammar are stupid (either in one’s own words or through a quote), telling me to cool my jets, and other such comments are simply not appropriate here. There are many forums with looser rules. This is just not one of them. I don’t want anyone to come here and feel insulted or intimidated. As you were once a young writer who knew little about the craft, I’m sure you can understand why I want to foster an atmosphere in which writers feel safe and comfortable, regardless of their level of skill or experience.

Thanks for understanding.

Hello Melissa.

“Look! Is this a sacred calling or not? Are you communing with something vast and profound or aren’t you? Do you revere and respect your own humanity in relation to that of your fellow human beings or what? Then, for the love of all that is holy, learn to use a semi-colon.” –Lynn Coady, Canadian novelist

Ha! Love that quote. I’ve never heard it before.

Informative tips. I have never used semicolons in my sentences and I think I should learn about its proper usage in a sentence. Can you do a post on the same? Thanks for the inspiration, anyway.

Here you go: How to use a semicolon .

well Melissa it’s really a nice topic and it helped me in writing. I think it’s not important the words in the story or the article, but the most important thing is the grammatical rules as it showes others that you know how to write

As much as I advocate for grammar, I’m going to have to disagree. I definitely don’t think that grammar is the most important thing in writing. I would say the words and the story itself should be given higher priority. That doesn’t mean I think writers should forgo grammar in favor of good storytelling and word choice; I’m just saying that I can forgive a few grammar mistakes more easily than I can tolerate a boring or uninteresting story.

I disagree with you Eman. I think the theme and the words more important

Grammar’s not top priority, but still vital, agreed. As long as the meaning’s clear (though it sometimes isn’t!), bad grammar is just a distraction from the good stuff. And like most serious distractions, it doesn’t take much to hurt a story–but not as badly as having a weak story under it in the first place.

And I think Eman had the best point: each error just announces that you don’t know your work.

I think most errors do tell the reader that you don’t know something about your craft, although there are exceptions. For example, we all make typos, which are mistakes in which we do know the correct construct but our typing or proofreading missed it. Ugh, typos suck.

Also, use the pronoun “who” with people, the pronouns “which” or “that” with objects.

Just as you would not say, “The ladder who broke”, you would not say “The person that arrived”.

That’s a good reminder. Thanks, Terri.

Where i could look up more extensive rules for using quotation marks in dialogue? i get confused when in one sentence you have a spoken words and thoughts for instance.

I recommend the Chicago Manual of Style for fiction writers. As for dialogue and thoughts, I personally try to avoid including too many thoughts in narrative. I put dialogue in quotation marks and use italics for thoughts, which differentiates them quite effectively.

Thank you. I am a fifty-seven year old student being taught. I covet the knowledge.

Thanks, Rick. Writing and learning are for people of all ages.

In my opinion,writing might be separated to two parts that one of these required really more information and grammar rules others must be just to communicate some people.What is this?So,writing might be art or just we use for communicating.If we understand this difference and we realize why we want to use writing skills,we say that writing is too hard or not.

I agree. Some writing is pure communication, other writing is pure art, and most writing is somewhere in between, a craft.

Thank you for this detailed grammar rules. I often find myself breaking some of these rules. But I’m learning each day and consciously making efforts to improve.

You’re welcome! Keep up the good work.

Great job! thank you so much Melissa.

You’re welcome!

My dear, I would like to be good at writing, but I am not sure where should I start and be a perfect writer, can you advise me please, many thanks.

I don’t believe there’s any such thing as a “perfect writer.” But starting is simple: you write. You write every day. You read and you study the craft. Reading articles like this is a good start. It takes time, patience, and practice. Give yourself time and space to learn. Good luck!

Dear Ms. Donovan,

I was smart enough to learn the most boring and unnecessary lessons at teacher college. In spite of this, I believe I became a decent teacher. Now that I am retired, I am highly motivated to earn a bit of income to be able to pay my bills. Could you please tell me what fundamentals of grammar I must master first.

Andy Farkas

Thanks for your question. I’m not sure what kind of job you want that requires learning grammar, although my hope would be that if you were a credentialed teacher, you already have sufficient grammar skills. I would recommend starting with a simple primer, such as The Elements of Style The Elements of Style .

I join the dozens of people who have already thanked you. I find that these rules are written in an easy to understand form. I may sometimes make some of these mistakes due to carelessness, but I try to always correct what I have written.

Thank you for your kind words, Allison. I appreciate it.

I came up with an easy example to explain ‘homophones’:

‘They’re going down their road to get there’.

I find it useful to create sentences to explain grammar rules.

Yep, that’s a good one!

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Subscribe and get The Writer’s Creed graphic e-booklet, plus a weekly digest with the latest articles on writing, as well as special offers and exclusive content.

Recent Posts

• Writing Resources: Bird by Bird
• Punctuation Marks: The Serial Comma
• Getting Creative with Essay Writing
• Tips for Crafting Language
• The Writer’s Journey: A Must-Read for Storytellers

Write on, shine on!

Pin It on Pinterest

Teaching Creative Writing with High School Students

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

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

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

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

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

Encourage peer collaboration and feedback.

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

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

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

Creative writing improves with feedback.

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

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

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

Use images to spur creativity.

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

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

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

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

Review dialogue rules.

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

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

Implement literary devices.

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

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

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

Develop characters.

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

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

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

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

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

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

Subscribe to our mailing list to receive updates about new blog posts, freebies, and teaching resources!

Marketing Permissions We will send you emails, but we will never sell your address.

You can change your mind at any time by clicking the unsubscribe link in the footer of any email you receive from us, or by contacting us at [email protected] . We will treat your information with respect. For more information about our privacy practices please visit our website. By clicking below, you agree that we may process your information in accordance with these terms.

We use Mailchimp as our marketing platform. By clicking below to subscribe, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp’s privacy practices here.

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

creative writing freebies writing lessons

Enter a Search Term

Find Your Program

Creative and Professional Writing Certificate

The certificate in creative and professional writing will enhance your writing skills, introduce you to new and exciting career pathways and boost your confidence as a writer. You’ll take one core course from the Writing Studies M.A. program, followed by four electives of your choosing. Saint Joseph's University offers a variety of professional courses, such as Writers at Work, Poetry Today and Writing for Publication , plus creative writing courses that include screenwriting, fiction writing and nonfiction writing.

What Sets Our Program Apart

Our faculty are noted writing experts who have the experience and network to support you in your writing career. Evening classes are small and designed for working professionals. Work at your own pace by choosing one, two or three courses per term. The certificate can be completed in as little as two semesters or up to two years.

The certificate in creative and professional writing is a stackable certificate, meaning the credits you earn can be applied toward a master's degree. Students who successfully complete the certificate program with a GPA of 3.0 or higher can then take five additional courses to earn an M.A. in Writing Studies.

You’ll take one core course from the Writing Studies MA program, followed by four electives of your choosing. Saint Joseph's University offers a variety of professional courses, such as Writers at Work, Poetry Today and Writing for Publication , plus creative writing courses that include screenwriting, fiction writing and nonfiction writing.

What Can You Do with a Creative and Professional Writing Certificate?

Saint Joseph's University's creative and professional writing certificate is designed for anyone seeking professional development, a career in writing or communications, knowledge of publishing or guidance in portfolio development for further graduate study. Certificate holders have gone on to pursue the following career positions:

• Technical writer
• Medical writer
• Public relations manager
• Communications director

Program Details

View required courses for this program in the  academic catalog . Please contact us if you have any questions about the program curriculum.

Affordable tuition rates can be found on our tuition and fees website . *

*Pricing does not include room and board, health insurance or any professional, clinical or transportation fees. Visit our tuition & fees page for a detailed breakdown.

Financial Aid & Discount Eligibility: Financial aid and discount options may be available to you to help offset the cost of your degree. Explore your options on our  financial aid page .

Graduate assistantships  are offered on a limited basis. Please contact the program director for availability.

Admission Information

• Apply  online .
• Submit official college transcripts from all colleges attended.
• Submit a personal statement.
• Submit resume.
• Submit two letters of recommendation.

Visit our  graduate admission information page  to learn more about admission requirements, key deadlines and how to submit your application.

Graduate applications are reviewed on a rolling basis. New students may enroll in courses during the fall, spring or summer semesters.

Start Terms:

• Fall: August and October
• Spring: January and March
• Summer: May

If you’re applying as an international student, you must provide proof of English Language Proficiency and Certification of Finances along with your application. Check the  graduate admission page  for additional requirements.

SJU is a Yellow Ribbon School that accepts GI education benefits. Our  Office of Veterans’ Services  can help you access and understand your benefits.

Explore Other Degree Programs

Writing Studies MA

Saint Joseph’s Masters in Writing Studies offers flexible course scheduling for working professionals who seek to understand diverse styles of writing.

English & Professional Writing BLS

From the classroom to the boardroom, English majors at Saint Joseph’s University are not only detailed with each word choice but are able to express critical information to many different audiences in engaging ways.

An English degree from Saint Joseph’s University offers excellent training for a broad range of careers, from public relations to teaching to journalism and beyond. Employers continue to seek talented and articulate individuals who can analyze complex situations, and a degree in English will teach you how to write both creatively and persuasively.

• Parent Portal
• 020 3540 4077
• [email protected]

Term-Time 11+ Courses

Summer Intensive Courses

Year 5 On Demand Course

Examberry's story

Get answers to common questions

• Job Opportunities

Tuition Locations

Find your closest centre

Testimonials

See what parents think

What is the 11+?

Find out more about 11+

What are GL, CEM & ISEB?

Exam types simply explained

• View all articles

Schools Information

Get the key details

Which 11+ course format is best?

Understand all the options

Exam styles easily explained

Get the latest info

How to Pass the 11+

The best advice for success

More 11+ Advice

• How to Apply
• VIEW ALL >>
• Creative Writing

Booking for summer 2024 is open!

11+ creative writing summer workshop, 11+ creative writing workshop.

• Advance your child’s 11+ writing skills with our two-day workshop.
• Prepares for writing tasks in all top grammar and independent school 11+ entrance exams.
• Detailed feedback given on two pieces of work to promote significant improvement in writing skills.

Course Details 2024

School year.

Children currently in Year 4 & Year 5

Course Length

Two days (9.00am – 1.30pm including 30min break) in July or August 2024

Schools this workshop prepares for:

Grammar schools that use a writing task as part of their exams, such as Tiffin and Tiffin Girls’ School, Henrietta Barnett and the Sutton grammar schools.

Independent schools that use a writing task as part of their exams.

Key Course Benefits

Expert instruction.

Learn from highly experienced tutors who specialise in 11+ creative writing instruction.

Master Key Concepts

Fundamental creative and persuasive writing concepts are covered to ensure your child is fully prepared for their upcoming exams.

Personalised Feedback

Your child's work will receive expert marking, highlighting their strengths and weaknesses.

Writing Coursebook Included (PDF Download)

Marked writing piece between sessions.

After the first one-day session, your child will submit a piece of writing which will be marked in detail before the second session.

The advantages of this process include:

• Focused improvement: expert feedback pinpoints exact areas for development, supercharging the effectiveness of the next learning session.
• Tailored teaching: our tutors adjust the second session based on feedback, enhancing learning efficiency.
• Immediate application: students apply insights quickly, solidifying learning and boosting confidence.

Click sample marking to zoom!

Comprehensive writing skill development.

Our Creative & Persuasive Writing Workshop, specifically designed for students taking the 11+, aims to enhance writing skills to excel in stage-two grammar school and independent school 11+ exams.

Developed by an expert in creative writing, the course covers a wide range of writing styles to prepare students for various exam scenarios.

Balanced focus

This well-rounded workshop ensures students receive a balanced focus on both creative and persuasive writing formats, allowing them to develop proficiency in multiple aspects of written communication.

Essential writing skills mastery

The course covers all necessary key skills, including vocabulary, language methods, ‘show don’t tell’, developing descriptions, planning, structure & paragraphing, SPaG, sentence variation and key exam tips.

This holistic approach equips students with a strong foundation in writing.

Hands-on practice and constructive feedback

Students engage in exam-style practice questions, simulating real test scenarios. They receive in-depth feedback from experienced instructors, enabling them to make immediate enhancements and progress in their writing abilities.

This hands-on approach builds their confidence and prepares them for success in competitive exams.

Find out about other parents' experiences with Examberry

11+ creative writing workshop booking information, in-person: group.

• All exclusive coursework resources included
• Two-day course (4 hours each day)
• Taught by a creative writing specialist
• Detailed feedback on two pieces of work
• Friendly, focused group teaching
• Maximum of 16 children in each class

The course runs on the following dates:

• Saturday 27 th July & Sunday 28 th July – Online (9.00am-1.30pm)
• Tuesday 30 th July & Thursday 1 st August – Online (9.00am-1.30pm)
• Tuesday 6 th August & Thursday 8 th August – Online (9.00am-1.30pm)
• Tuesday 20 th August & Thursday 22 nd August – Online (9.00am-1.30pm)

*Cancellations are subject to a charge of 50% of the course fee if this occurs within 7 days of the course starting.

*Please be aware that the class you sign up for may not go ahead depending on student sign up. In this instance we will contact you to offer an alternative date.

One-off fee

Register your interest

Enter your details to receive further information, would you like any more information.

We can help out!

Subscribe to our email list for our latest updates!

Quick Links

• Schools Info

View our Papers site

View our Mocks site

View our On Demand site

• Privacy Policy
• Terms & Conditions

Privacy Overview

• Overview of Eckerd
• Directions & Map
• Diversity & Inclusion
• Sustainability
• COMMUNITY ENGAGEMENT
• Civic Engagement & Social Impact
• For the Public
• HISTORY & LEADERSHIP
• Mission & History
• FACTS & FIGURES
• A “College That Changes Lives”
• Common Data Set/Fact Sheet
• Economic Impact
• Organizational Chart
• Student Achievement
• Student Consumer Data
• Value of Liberal Arts

• Academics Overview
• LIBERAL ARTS EDUCATION
• Autumn Term
• Faculty Mentors
• Human Experience and First-Year Experience Seminar
• Reflective Service Learning
• Senior Capstone
• Speaker Series
• Writing Excellence
• MAJORS & MINORS
• WAYS TO REALLY EXCEL
• Ford Apprentice Scholar Program
• First-Year Research Associateships
• Honors Program
• Honor Societies
• Peace Corps Prep
• Tutors, Academic Coaches & Centers
• GLOBAL EDUCATION

• Admissions Overview
• Financial Aid and Scholarships
• Meet Your Counselor
• Request More Info
• Plan a Visit
• Virtual Tour
• International
• Explore Eckerd Days
• New Student Guide

• Campus Life Overview
• Health & Wellness
• Housing & Pet Life
• Inclusive Student Engagement
• International Life
• Religious Life
• Student Orgs
• Club Sports & Intramurals
• Recreation Facilities
• South Beach
• VOLUNTEER & WORK
• Career Center
• Emergency Response Team
• Search-and-Rescue
• Service Learning
• Give & Engage
• Find it Fast
• CAMPUS – Directions & Map
• About – Diversity & Inclusion
• CAMPUS – Sustainability
• COMMUNITY – For the Public
• FACTS – A “College That Changes Lives”
• FACTS – Common Data/Fact Sheet
• FACTS – Economic Impact
• FACTS – Org Chart
• FACTS – Student Achievement
• FACTS – Student Consumer Information
• HISTORY & LEADERSHIP – Mission & History
• HISTORY & LEADERSHIP – President
• HISTORY & LEADERSHIP – Traditions
• Value of the Liberal Arts
• Global Education
• Majors & Minors
• Apply – First-Year Applicants
• Apply – International Applicants
• Apply – Transfer Applicants
• Apply – FAQ
• Enroll – Deposit
• Enroll – Explore Eckerd Days
• Enroll – New Student Guide
• Financial Aid & Scholarships
• Visit – Plan a Visit
• Visit – Virtual Tour
• Live – Dining
• Live – Health & Wellness
• Live – Housing & Pet Life
• Live – Inclusive Student Engagement
• Live – International Life
• Live – Religious Life
• Live – Student Orgs
• Live – Sustainability
• Play – Club Sports & Intramurals
• Play – Recreational Facilities
• Play – South Beach
• Play – Waterfront
• Volunteer & Work – Career Center
• Volunteer & Work – Emergency Response Team
• Volunteer & Work – Search & Rescue
• Volunteer & Work – Service-Learning

Creative Writing

Hone your craft with the pros, start a lifelong apprenticeship in the literary arts.

The creative writing program that nurtured Dennis Lehane ’88, best-selling author and HBO writer/producer, is now accepting applications to earn B.A. and BFA degrees. But you don’t have to be gunning for a Hollywood contract to enroll. Our liberal arts graduates also go on to MFA programs and careers in journalism, media, PR, editing and publishing, counseling and software design.

Only@Eckerd

Writers in paradise.

Spend 8 days in workshops with writers like Andre Dubus III, Anne Hood, Laura Lippman, Lori Roy, Stewart O’Nan, David Yoo and Laura Williams McCaffrey. This writer’s conference is held on our Florida campus every January.

Facetime with famous authors

You’ll also have the chance to meet and talk with other celebrated writers including Stephen King, Carl Hiaasen, Julianna Baggott and Mark Bowden. These and other literary lights give talks here throughout the year.

Get help paying for college

Need help with finances? In addition to the academic scholarships we hand out upon application, you can apply for the Artistic Achievement Award .

In Their Own Words

Without my mentors through the creative writing department, I wouldn’t be in graduate school studying for my MFA with the opportunities ahead of me to teach and write. With their support, I was able to study travel writing in Paris and London, which was instrumental in my growth as a writer and a person. The creative writing department at Eckerd College is a hidden gem—once you find it, you must hold onto it! —Olivia Jacobson ’22

Beyond the Classroom

• INTERNSHIPS
• SERVICE LEARNING
• STUDY ABROAD
• LOCAL HOT SPOTS

Creative Writing majors have interned on campus with our student newspaper, The Current , and our literary magazine, Eckerd Review . Another recent student was an editing intern at I Love the Burg , a creative agency in downtown St. Petersburg.

Pay it forward by tutoring with Journeys in Journalism . This community program teaches local elementary, middle and high school students how to be reporters, photographers, editors and page designers for their school newspapers.

Spend a term living at our London Study Centre and studying the literature of Great Britain. Includes a week of travel and tickets to epic museums and theatre productions. Or choose from one of 300+ other destinations we offer every year.

Eckerd is just a stone’s throw from some of America’s hottest literary landmarks and events. Check it out:

• The Earnest Hemingway Home
• The Marjorie Kinnan Rawlings historic site
• Miami Book Fair (November)
• Zora Neale Hurston Festival (January)

Popular classes

Craft of writing.

This course reviews poetic and narrative language and introduces the concept of literary texture. Present what you write in class at public readings held on campus once a semester.

Writing Workshop: The Personal Essay

Learn about literary essays by reading masters like Harry Crews, Eudora Welty and Joan Didion. This class explores how to use imagination to shape format, technique and your own personal style.

What can I do with a Creative Writing degree?

• Business Manager
• Educational Assessor
• Media and Newspaper Reporter
• Software Designer of Interactive Fiction
• Technical Writer

Where our Creative Writing majors go to graduate school

• Chapman University
• Emerson College
• Florida International University
• George Mason University
• Hollins College
• Indiana University
• Stanford University
• The Johns Hopkins University
• The University of Miami
• The University of North Carolina at Greensboro
• University of Alabama
• University of Iowa Writers Workshop

Where our Creative Writing majors go to work

• Bluewater Books & Charts
• Dupont Registry
• Novelist & Poet
• St. Petersburg College
• Time Magazine

St. Petersburg, Florida 33711 800.456.9009 or 727.867.1166

• Accessibility
• EASE Grant Performance Measures
• MyEckerd Portal
• Nondiscrimination
• Reporting Mechanisms

The Craft of Magazine Writing

Learn the skills and insights you will need to jump-start your career as a magazine writer. This course will teach you how to get your work published and turn your writing skills into an easy source of extra income.

Details + Objectives

Course code: mw1.

Have you ever thought about writing for magazines? Turn your dreams into bylines and help yourself to a bright future as a magazine writer. It is fun, easy, and a great source of extra income. If you are a determined new writer, or if you haven't written for magazines in years, this class will jump-start your career. You will learn plenty of powerful brainstorming techniques designed to get those creative juices flowing with articles that practically write themselves.

What you will learn

• Learn how to find ideas for articles
• Understand how to use your market guidebook
• Get an overview of production tips and grammar rules
• Learn how to interview various subjects
• Understand how to write for a reader in a clear crisp way
• Learn how to do research for your writing

How you will benefit

• Become more confident in your ability to build a career as a magazine writer
• Learn ways to keep the creative juices flowing so you're never without new ideas
• Understand the magazine writing world so you can be more successful

How the course is taught

• Instructor-Moderated or Self-Guided online course
• 6 Weeks or 3 Months access
• 24 course hours

Did you know that you don't have to be an expert on a topic to write a magazine article about it? You don't need a wall of diplomas to be a writer, either. If you think it's necessary to have taken formal courses in writing, journalism, or communications to write, reconsider that idea. In this lesson, you'll discover where ideas originate and get started as a writer of nonfiction magazine articles.

Ask a magazine writer about the genres available to this profession and you'll learn about consumer topics, informational pieces, question-and-answer formats, true crime articles, and a bunch more. You'll hear about how-to articles, too. If you've been seriously thinking about writing for magazines, then you need to know about the categories. You'll begin that investigation in this lesson.

You've just purchased the latest market guidebook with the writing guidelines for oodles of magazines. It's awesome, complex, and exciting. If you feel overwhelmed, you're not alone. Some new writers get copies of market guidebooks and, once they've thumbed through them, put them aside. The books can be intimidating. But after this lesson, you'll be a pro at selecting magazines that want articles from you. By the end of it, you'll be able to use an innovative outlining tool, called The Bubble Method, which will help you make every single topic a potential article.

What is a query letter? Do nonfiction article writers really need them? How can you write one that will capture the interest of editors? That's what this lesson will discuss: giving you a foundation for writing a query that sells your ideas.

In this lesson, you'll get a quick review of production tips and grammar rules. But the gem is a section on how to interview the people, experts, and celebrities that you'll be writing about. Whatever type of article you write, you may have occasion to interview someone. Not being an effective interviewer will diminish your chances of success. However, what you learn in this lesson will make interviewing fun and easy.

Money. It's the topic of this lesson and will be discussed in depth. The lesson will then debunk that bugaboo, "writer's block". Yes, writer's block is out there, waiting to get your attention and stop you in your tracks, but in this lesson you'll learn how to simply acknowledge it and then get writing once again.

Do you know your reader? Most new writers say, "Hey, of course I do". But unless you know who you're writing for and write in a fashion that captures and sustains a reader's interest, you'll find writing for magazines a huge challenge. So, this lesson will talk about writing for a reader, ways to create clear and crisp writing, and writing fillers and essays.

Have you ever wondered how magazine writers know how many words are right for a specific topic? Have you thought about where sidebars come from? Do you want to gain credibility for a nonfiction book and further your profession, cause, or company? You'll get answers to those questions and much more here in this lesson.

By the end of this lesson, you'll be able to research topics for articles and understand how to get yourself into the research picture. It's nearly painless and really fun once you know the techniques professional magazine writers use.

Do you need to interview an expert or get a quote from one to make your article sparkle? You probably have a book in your house right now that would supply what you're looking for. This lesson will talk more about finding experts to make your articles sizzle. Then you'll examine the tools you need to self-edit. Self-editing is the polish that turns okay writing into publishable words.

Recycle your research and you'll be able to sell and resell ideas without reinventing the wheel. That's the focus of this lesson. The lesson will also discuss writing about theme and seasonal articles, locating regional publications that would be crazy not to have you write for them, and networking with others to increase the number of articles you sell.

Imagine you're about to print an article that you've been working on for a week. It's dynamite and headed for publication in a major magazine. This is your lucky break. As weird as it seems to a cyber-savvy writer like you, the editor wants a printed manuscript. After thinking, "this magazine is still in the dark ages", you smile and comply. However, you've run out of paper (or need a printer cartridge) or stamps or some other indispensable writing supply. If this hasn't happened to you yet, it may, unless you realize that time is money. Time management is the final topic and since there's only so much time in the day, you'll learn how to use what you have, and use it well.

Instructors & Support

Eva Shaw, Ph.D., is a full-time working writer. She has authored thousands of articles, essays, short stories, and more than 70 books, including "Writing the Nonfiction Book," "Insider's Guide to San Diego," and her latest release, "The Pursuer." Her work has been featured in USA Today, San Diego Union Tribune, Publisher's Weekly, and others. She has won several awards, including the Book of the Year Award from the American Journal of Nursing, the Benjamin Franklin Award, and the Woman of Merit Award.

Instructor Interaction: The instructor looks forward to interacting with learners in the online moderated discussion area to share their expertise and answer any questions you may have on the course content.

Requirements

Prerequisites:

There are no prerequisites to take this course.

Requirements:

Hardware Requirements:

• This course can be taken on either a PC, Mac, or Chromebook.

Software Requirements:

• PC: Windows 8 or later.
• Mac: macOS 10.6 or later.
• Browser: The latest version of Google Chrome or Mozilla Firefox are preferred. Microsoft Edge and Safari are also compatible.
• Adobe Acrobat Reader .
• Software must be installed and fully operational before the course begins.
• Email capabilities and access to a personal email account.

Instructional Material Requirements:

The instructional materials required for this course are included in enrollment and will be available online.

When can I get started?

Instructor-Moderated: A new session of each course begins each month. Please refer to the session start dates for scheduling.​ Self-Guided: Your course begins immediately after you enroll.​

How does it work?

Instructor-Moderated: Once a course session starts, two lessons will be released each week for the 6 week duration of your course. You will have access to all previously released lessons until the course ends. You will interact with the instructor through the online discussion area. There are no live sessions or online meetings with the instructor. Self-Guided: You have 3 months of access to the course. After enrolling, you can learn and complete the course at your own pace, within the allotted access period. You will have the opportunity to interact with other students in the online discussion area.

How long do I have to complete each lesson?

Instructor-Moderated: The interactive discussion area for each lesson automatically closes two weeks after each lesson is released, so you're encouraged to complete each lesson within two weeks of its release. However, you will have access to all lessons from the time they are released until the course ends.​ Self-Guided: There is no time limit to complete each lesson, other than completing all lessons within the allotted access period. Discussion areas for each lesson are open for the entire duration of the course.

What if I need an extension?

Instructor-Moderated: Students enrolled in a six-week online class benefit from a one-time, 10-day extension for each course. No further extensions can be provided beyond these 10 days.​ Self-Guided: Because this course is self-guided, no extensions will be granted after the start of your enrollment.

Dr. Shaw is a wonderful instructor. From the start of the course she made a comfortable environment which encouraged students to submit their assignments and participate in the discussion areas. I will definitely be taking another one of her classes.

It may sound corny, but I feel that someday I'll look back and know "this is the course that got me started". Thanks to Eva.

I took this course because I wanted to improve my chances of getting published. I had already read a book by Dr. Eva Shaw and had found it the most practical book on writing I had ever read. Consequently, I was excited to take this course. This class has not only given me new insight but renewed confidence as well. I would highly recommend any class taught by Eva Shaw.

Thanks so much for your inspiration. I have learned so much. Thanks for getting me so jazzed about writing.

There is great news: I got the job! My future boss loved my writing (many of the samples I gave him were from your courses). Thank you so much for helping me put my future back on track. I am so excited about this new start, and I wanted to thank you again for helping me to make it possible!

This class was all that I had hoped and so much more. The instructor made it a pleasure, and the information was extremely helpful.

This class was the kick in the pants that I needed to get started as a freelance writer.

What a unique class! This was my first-ever online class. And I did not expect the whole process of learning to write for magazines to feel so natural. This was sooo cool! Many thanks to Eva and all the classmates. I printed and saved several of the discussions because they had such useful ideas.

The editor of a magazine has asked me to proceed with my article on discrimination for their upcoming issue. I am so excited!!! Thank you so much, Eva. This would never have happened if I had not taken your class.

Eva, at your suggestion, while I was in your Writeriffic class that ended in October, I submitted an article to my local newspaper when they put in a call for guest writers. I just received confirmation that I will be one of three guest columnists for 2011—I will have 4 articles published! I spent time yesterday talking with the editor and she got me in touch with a writer's group in this area. This new world of writing is opening up to me. I'm very excited and I have you to thank for the nudge! This course will help me to refine my work and the feedback will give me the confidence to turn it in, not just to the newspapers, but also to magazines.

Related Courses

Creative Writing: Formatting, Skill Building, Light Grammar for Ages 5-8

Erin Kim, TESOL, TEFL

Live Group Class

This class is no longer offered, creative writing, grammar, parts of speech & punctuation.

Editing Grammar Language Workout II, Practice and Build Your Skills!

Easy Grammar and Writing Full Curriculum: Creative Practice Time!

Building Grammar Confidence for Teens

English Grammar Skills - Private Class

Learning Grammar Through Games and Writing

Early Grammar Skills: Private Tutoring With a Licensed Teacher

1:1 Grammar & Writing Tutoring

Grammar, Spelling and Reading Skills for Kindergarten - Grade 3

Grammar made easy: weekly grammar club (age 9-13).

1:1 Grammar & Writing Tutoring (Ongoing Class)

Grammar made easy: weekly grammar club (age 14-18), essential elementary grammar skills: parts of speech & mechanics.

Daily Grammar and Writing for 5th and 6th Grades

Daily Grammar and Writing Practice - 6th and 7th grade

Weekly Advanced Grammar Club (Age 9-13)

Financial assistance  , outschool international  , get the app  .

More to Explore  

Classes by age  , classes by grade  .

References provide the information necessary for readers to identify and retrieve each work cited in the text .

Check each reference carefully against the original publication to ensure information is accurate and complete. Accurately prepared references help establish your credibility as a careful researcher and writer.

Consistency in reference formatting allows readers to focus on the content of your reference list, discerning both the types of works you consulted and the important reference elements (who, when, what, and where) with ease. When you present each reference in a consistent fashion, readers do not need to spend time determining how you organized the information. And when searching the literature yourself, you also save time and effort when reading reference lists in the works of others that are written in APA Style.

Academic Writer ®

Master academic writing with APA’s essential teaching and learning resource

Course Adoption

Teaching APA Style? Become a course adopter of the 7th edition Publication Manual

Instructional Aids

Guides, checklists, webinars, tutorials, and sample papers for anyone looking to improve their knowledge of APA Style