what is the purpose of creative writing for students

• Onsite training

3,000,000+ delegates

15,000+ clients

1,000+ locations

• KnowledgePass
• Log a ticket

01344203999 Available 24/7

Objectives of Creative Writing

Delve into the "Objectives of Creative Writing" and explore the multifaceted aims of this expressive art form. Uncover the diverse purposes, entertainment, education, and social commentary, that creative writing serves. Gain a deeper understanding of how creative writing transcends mere words, providing insight into the human experience.

Exclusive 40% OFF

Training Outcomes Within Your Budget!

We ensure quality, budget-alignment, and timely delivery by our expert instructors.

Share this Resource

• Creative Writing Course
• Report Writing Course
• Attention Management Training
• Cake Decorating Getting Started Workshop
• Bag Making Course

In this blog, we delve into the Objectives of Creative Writing and its purposes, shedding light on its significance in our lives. From the art of storytelling to the therapeutic release of emotions, Creative Writing is a dynamic and versatile discipline that has enchanted both writers and readers for generations. 

Table of C ontents  

1)  Objectives of Creative Writing 

    a)  Self-expression 

    b)  Entertainment 

    c)  Education 

    d)  Social commentary 

2)  Purpose of Creative Writing 

3)  Conclusion 

Objectives of Creative Writing  

Creative Writing serves as a versatile and dynamic form of expression, encompassing a range of objectives that go beyond mere storytelling. Here, we delve into the fundamental objectives that drive creative writers to craft their narratives and explore the depths of human creativity:  

Self-expression 

Creative Writing is, at its core, a powerful means of self-expression. It provides writers with a unique canvas upon which they can paint the colours of their innermost thoughts, emotions, and experiences. This objective of Creative Writing is deeply personal and cathartic, as it allows individuals to articulate their inner worlds in ways that spoken language often cannot. 

Through the act of writing, authors can explore the complexities of their own psyche, giving shape and substance to feelings that might otherwise remain elusive. Whether it's capturing the euphoria of love, the depths of sorrow, or the intricacies of human relationships, Creative Writing serves as a conduit for unfiltered self-expression. 

Moreover, Creative Writing grants the freedom to experiment with different writing styles, tones, and literary devices, enabling writers to find their unique voices. In the process, it cultivates self-awareness, self-discovery, and a deeper understanding of one's own experiences. For many, the act of putting pen to paper or fingers to keyboard is a therapeutic release, a way to make sense of the chaos within, and an avenue for personal growth and reflection. In essence, Creative Writing empowers individuals to share their inner narratives with the world, fostering connection and empathy among fellow readers who may find solace, resonance, or inspiration in the tales of others. 

Entertainment 

One of the primary and most recognisable objectives of Creative Writing is to entertain. Creative writers craft stories, poems, and essays that are designed to captivate readers, transporting them to different worlds, evoking emotions, and engaging their imaginations. 

At its heart, Creative Writing is the art of storytelling, and storytelling has been an integral part of human culture since time immemorial. Whether it's a thrilling mystery, a heartwarming romance, or a thought-provoking science fiction narrative, Creative Writing offers an escape from the ordinary into realms of fantasy, intrigue, and wonder. It weaves narratives with vivid imagery, compelling characters, and gripping plots, all working together to hold the reader's attention. 

Through Creative Writing, authors create emotional connections between the reader and the characters, fostering a sense of empathy and identification. As readers immerse themselves in a well-crafted story, they experience a wide range of emotions, from laughter to tears, joy to sorrow. It is this emotional journey that makes Creative Writing such a potent form of entertainment, offering readers a pleasurable escape from reality, a chance to explore new perspectives and a memorable experience that lingers long after the last page is turned.  

Education 

Creative Writing is not only a source of entertainment but also a powerful educational tool. It engages writers in a process that goes beyond storytelling; it encourages research, critical thinking, and the development of effective communication skills. 

Writers often embark on extensive research journeys to create authentic settings, characters, and plots. This quest for accuracy and depth enriches their knowledge in various fields, ranging from history and science to culture and psychology. As they delve into their chosen topics, writers gain valuable insights and expand their intellectual horizons. 

Furthermore, Creative Writing teaches readers important life lessons and imparts knowledge. It introduces them to diverse perspectives, cultures, and experiences, fostering empathy and understanding. Reading well-crafted works can be an enlightening experience, challenging preconceptions and encouraging critical thinking. It also enhances vocabulary, language skills, and the ability to express thoughts and emotions effectively. 

In educational settings, Creative Writing nurtures creativity, encourages self-expression, and helps students develop essential communication and analytical skills. This educational objective of Creative Writing underscores its value as a holistic tool for personal and intellectual growth, making it an integral part of both formal and informal learning processes. 

Social commentary 

Creative Writing often serves as a potent medium for social commentary, embodying a powerful objective that transcends mere storytelling. Through the art of narrative, poets, novelists, and essayists alike can engage in meaningful discourse about society's values, issues, and challenges. 

Writers use their creative works to shine a light on important societal concerns, question norms, and provoke thought. They employ allegory, satire, symbolism, and other literary techniques to critique, challenge, or explore various aspects of the human condition and the world we inhabit. Whether addressing issues such as inequality, injustice, environmental crises, or political corruption, Creative Writing can be a catalyst for change. 

By portraying the complexities of real-life situations and characters, writers encourage readers to reflect on their own lives and the world around them. This introspection can lead to increased awareness and, ideally, inspire action to address pressing societal issues. 

In essence, the social commentary objective of Creative Writing underscores its role as a mirror reflecting the world's triumphs and flaws. It empowers writers to be advocates for change, storytellers with a purpose, and champions of social justice, ensuring that Creative Writing continues to be a powerful force for positive transformation in society. 

Tap into your creative potential with our Creative Writing Training – Get started today! 

Purpose of Creative Writing 

Creative Writing serves a multitude of purposes, making it a dynamic and invaluable art form. Beyond its objectives, Creative Writing plays a crucial role in our lives and society, contributing to personal growth, cultural preservation, inspiration, and connection.  

Catharsis 

One of the profound and therapeutic purposes of Creative Writing is catharsis. This aspect of Creative Writing is deeply personal, as it offers writers a means to release pent-up emotions, confront inner turmoil, and find a sense of closure. 

Through the act of writing, individuals can explore their innermost thoughts and feelings in a safe and controlled environment. Whether it's grappling with grief, heartbreak, trauma, or any other emotional burden, Creative Writing provides an outlet to give shape and voice to those complex emotions. It allows writers to dissect their experiences, providing a space for self-reflection and healing. 

The process of transforming raw emotions into words can be both liberating and transformative. It can provide a sense of relief, allowing writers to gain insight into their emotional landscapes. Moreover, sharing these emotions through writing can foster connection and empathy among readers who may have experienced similar feelings or situations, creating a sense of community and understanding. 

Ultimately, catharsis through Creative Writing is a journey of self-discovery and emotional release, offering solace, healing, and a path towards personal growth and resilience. It highlights the profound impact of the written word in helping individuals navigate the complexities of their own inner worlds. 

Cultural preservation 

Creative Writing serves a noble purpose beyond personal expression and entertainment—it plays a vital role in cultural preservation. This objective of Creative Writing involves safeguarding the rich tapestry of human heritage, traditions, and stories for future generations. 

Cultures are defined by their narratives, folklore, and historical accounts. Creative writers, whether chroniclers of oral traditions or authors of historical fiction are the custodians of these invaluable cultural treasures. They document the stories passed down through generations, ensuring they are not lost to time. 

Through Creative Writing, cultures are celebrated, languages are preserved, and unique identities are immortalised. Folktales, myths, and legends are retold, keeping them relevant and alive. These narratives provide insights into the beliefs, values, and wisdom of a society, fostering a deeper understanding of its roots. 

Moreover, Creative Writing bridges cultural divides by sharing stories from diverse backgrounds, fostering empathy and appreciation for the richness of human experience. In this way, Creative Writing becomes a bridge across generations, connecting the past with the present and preserving the collective memory of humanity for a brighter future. 

Inspiration 

One of the transformative purposes of Creative Writing is to inspire others. It is a beacon that shines brightly, guiding aspiring writers and kindling the creative flames within them. Through the power of storytelling and the written word, Creative Writing has the remarkable ability to ignite the spark of imagination and motivation. 

Exceptional works of literature often leave an indelible mark on readers. They can evoke a sense of wonder, curiosity, and passion, motivating individuals to embark on their own creative journeys. Many renowned authors found their calling through the inspiration they drew from the words of others, perpetuating a beautiful cycle of creativity. 

Creative Writing serves as a testament to human potential, showcasing the boundless depths of imagination and the infinite possibilities of language. It encourages individuals to explore their unique perspectives, cultivate their voices, and craft stories that resonate with the human experience. 

For writers and readers alike, Creative Writing is a wellspring of inspiration, a reminder that the world of imagination is boundless and that the written word has the power to shape minds, hearts, and the course of history. Through the act of creation and the sharing of stories, Creative Writing continues to inspire generations to dream, create, and connect with the world in profound ways. 

Connection 

Creative Writing holds a remarkable purpose - it fosters connections. It serves as a bridge between authors and readers, offering a means of understanding, empathy, and human connection that transcends time, space, and cultural boundaries. 

When readers immerse themselves in a well-crafted story, they embark on an emotional journey alongside the characters. This shared experience creates a bond between the author and the reader as both parties navigate the complexities of the human condition together. Readers can see the world through the eyes of characters from diverse backgrounds and cultures, fostering empathy and understanding. 

Furthermore, Creative Writing connects individuals across generations. Literary classics, for example, allow us to connect with the thoughts and emotions of people who lived centuries ago. These timeless works offer insights into the universal aspects of the human experience, reminding us of our shared humanity. 

Creative Writing also has the power to connect people in the present. Through reading and discussion, individuals can form communities, share their interpretations, and engage in meaningful dialogue. Book clubs, literary events, and online forums all provide platforms for people to connect over their love for literature. 

Conclusion 

In conclusion, Creative Writing is a multifaceted art form with diverse objectives and purposes. From self-expression and entertainment to education, social commentary, catharsis, cultural preservation, inspiration, and connection, it enriches our lives in myriad ways. This timeless craft continues to captivate, inspire, and connect us, shaping our world through the power of words. 

Embark on your personal growth journey with our Personal Development Training – Explore now!

Frequently Asked Questions

Upcoming business skills resources batches & dates.

Fri 26th Apr 2024

Fri 24th May 2024

Fri 28th Jun 2024

Fri 26th Jul 2024

Fri 23rd Aug 2024

Fri 27th Sep 2024

Fri 25th Oct 2024

Fri 22nd Nov 2024

Fri 27th Dec 2024

Get A Quote

WHO WILL BE FUNDING THE COURSE?

My employer

By submitting your details you agree to be contacted in order to respond to your enquiry

• Business Analysis
• Lean Six Sigma Certification

Share this course

Our biggest spring sale.

We cannot process your enquiry without contacting you, please tick to confirm your consent to us for contacting you about your enquiry.

By submitting your details you agree to be contacted in order to respond to your enquiry.

We may not have the course you’re looking for. If you enquire or give us a call on 01344203999 and speak to our training experts, we may still be able to help with your training requirements.

Or select from our popular topics

• ITIL® Certification
• Scrum Certification
• Change Management Certification
• Business Analysis Courses
• Microsoft Azure Certification
• Microsoft Excel & Certification Course
• Microsoft Project
• Explore more courses

Press esc to close

Fill out your  contact details  below and our training experts will be in touch.

Fill out your   contact details   below

Thank you for your enquiry!

One of our training experts will be in touch shortly to go over your training requirements.

Back to Course Information

Fill out your contact details below so we can get in touch with you regarding your training requirements.

* WHO WILL BE FUNDING THE COURSE?

Preferred Contact Method

No preference

Back to course information

Fill out your  training details  below

Fill out your training details below so we have a better idea of what your training requirements are.

HOW MANY DELEGATES NEED TRAINING?

HOW DO YOU WANT THE COURSE DELIVERED?

Online Instructor-led

Online Self-paced

WHEN WOULD YOU LIKE TO TAKE THIS COURSE?

Next 2 - 4 months

WHAT IS YOUR REASON FOR ENQUIRING?

Looking for some information

Looking for a discount

I want to book but have questions

One of our training experts will be in touch shortly to go overy your training requirements.

Your privacy & cookies!

Like many websites we use cookies. We care about your data and experience, so to give you the best possible experience using our site, we store a very limited amount of your data. Continuing to use this site or clicking “Accept & close” means that you agree to our use of cookies. Learn more about our privacy policy and cookie policy cookie policy .

We use cookies that are essential for our site to work. Please visit our cookie policy for more information. To accept all cookies click 'Accept & close'.

Greater Good Science Center • Magazine • In Action • In Education

Education Articles & More

How creative writing can increase students’ resilience, students can find strength and community in sharing their stories through writing..

Many of my seventh-grade students do not arrive at school ready to learn. Their families often face financial hardship and live in cramped quarters, which makes it difficult to focus on homework. The responsibility for cooking and taking care of younger siblings while parents work often falls on these twelve year olds’ small shoulders. Domestic violence and abuse are also not uncommon.

To help traumatized students overcome their personal and academic challenges, one of our first jobs as teachers is to build a sense of community. We need to communicate that we care and that we welcome them into the classroom just as they are. One of the best ways I’ve found to connect with my students, while also nurturing their reading and writing skills, is through creative writing.

For the past three years, I’ve invited students in my English Language Development (ELD) classes to observe their thoughts, sit with their emotions, and offer themselves and each other compassion through writing and sharing about their struggles. Creating a safe, respectful environment in which students’ stories matter invites the disengaged, the hopeless, and the numb to open up. Students realize that nobody is perfect and nobody’s life is perfect. In this kind of classroom community, they can take the necessary risks in order to learn, and they become more resilient when they stumble.

Fostering a growth mindset

One of the ways students can boost their academic performance and develop resilience is by building a growth mindset. Carol Dweck, Stanford University professor of psychology and author of the book Mindset , explains that people with a growth mindset focus on learning from mistakes and welcoming challenges rather than thinking they’re doomed to be dumb or unskillful. A growth mindset goes hand in hand with self-compassion: recognizing that everyone struggles and treating ourselves with kindness when we trip up.

One exercise I find very useful is to have students write a story about a time when they persevered when faced with a challenge—in class, sports, or a relationship. Some of the themes students explore include finally solving math problems, learning how to defend themselves, or having difficult conversations with parents.

I primed the pump by telling my students about something I struggled with—feeling left behind in staff meetings as my colleagues clicked their way through various computer applications. I confided that PowerPoint and Google Slides—tools (one might assume) that any teacher worth a paperweight has mastered—still eluded me. By admitting my deficiency to my students, asking for their help, and choosing to see the opportunity to remedy it every day in the classroom, I aimed to level the playing field with them. They may have been reading three or four grade levels behind, but they could slap a PowerPoint presentation together in their sleep.

For students, sharing their own stories of bravery, resilience, and determination brings these qualities to the forefront of their minds and helps solidify the belief that underlies a growth mindset: I can improve and grow . We know from research in neuroplasticity that when students take baby steps to achieve a goal and take pride in their accomplishments, they change their brains, growing new neural networks and fortifying existing ones. Neurons in the brain release the feel-good chemical dopamine, which plays a major role in motivating behavior toward rewards.

After writing about a few different personal topics, students choose one they want to publish on the bulletin boards at the back of the classroom. They learn to include the juicy details of their stories (who, what, when, where, why, and how), and they get help from their peers, who ask follow-up questions to prompt them to include more information. This peer editing builds their resilience in more ways than one—they make connections with each other by learning about each other’s lives, and they feel empowered by lending a hand.

In my experience, students are motivated to do this assignment because it helps them feel that their personal stories and emotions truly matter, despite how their other academics are going. One student named Alejandro chose to reflect on basketball and the persistence and time it took him to learn:

Hoops By Alejandro Gonzalez Being good takes time. One time my sister took me to a park and I saw people playing basketball. I noticed how good they were and decided I wanted to be like them. Still I told my sister that basketball looked hard and that I thought I couldn’t do it. She said,“You could do it if you tried. You’ll get the hang of it.” My dad bought me a backboard and hoop to play with. I was really happy, but the ball wasn’t making it in. Every time I got home from school, I would go straight to the backyard to play. I did that almost every day until little by little I was getting the hang of it. I also played with my friends. Every day after lunch we would meet at the basketball court to have a game. … I learned that you need to be patient and to practice a lot to get the hang of things. With a little bit of practice, patience, and hard work, anything is possible.

Originally, Alejandro wasn’t sure why he was in school and often lacked the motivation to learn. But writing about something he was passionate about and recalling the steps that led to his success reminded him of the determination and perseverance he had demonstrated in the past, nurturing a positive view of himself. It gave him a renewed sense of investment in learning English and eventually helped him succeed in his ELD class, as well.

Maintaining a hopeful outlook

Another way to build resilience in the face of external challenges is to shore up our inner reserves of hope —and I’ve found that poetry can serve as inspiration for this.

For the writing portion of the lesson, I invite students to “get inside” poems by replicating the underlying structure and trying their hand at writing their own verses. I create poem templates, where students fill in relevant blanks with their own ideas. 

One poem I like to share is “So Much Happiness” by Naomi Shihab Nye. Its lines “Even the fact that you once lived in a peaceful tree house / and now live over a quarry of noise and dust / cannot make you unhappy” remind us that, despite the unpleasant events that occur in our lives, it’s our choice whether to allow them to interfere with our happiness. The speaker, who “love[s] even the floor which needs to be swept, the soiled linens, and scratched records,” has a persistently sunny outlook.

It’s unrealistic for students who hear gunshots at night to be bubbling over with happiness the next morning. Still, the routine of the school day and the sense of community—jokes with friends, a shared bag of hot chips for breakfast, and a creative outlet—do bolster these kids. They have an unmistakable drive to keep going, a life force that may even burn brighter because they take nothing for granted—not even the breath in their bodies, life itself. 

Itzayana was one of those students who, due to the adversity in her life, seemed too old for her years. She rarely smiled and started the school year with a defiant approach to me and school in general, cursing frequently in the classroom. Itzayana’s version of “So Much Happiness” hinted at some of the challenges I had suspected she had in her home life:

It is difficult to know what to do with so much happiness. Even the fact that you once heard your family laughing and now hear them yelling at each other cannot make you unhappy. Everything has a life of its own, it too could wake up filled with possibilities of tamales and horchata and love even scrubbing the floor, washing dishes, and cleaning your room. Since there is no place large enough to contain so much happiness, help people in need, help your family, and take care of yourself.   —Itzayana C.

Her ending lines, “Since there is no place large enough to contain so much happiness, / help people in need, help your family, and take care of yourself,” showed her growing awareness of the need for self-care as she continued to support her family and others around her. This is a clear sign of her developing resilience.

Poetry is packed with emotion, and writing their own poems allows students to grapple with their own often-turbulent inner lives. One student commented on the process, saying, “By writing poems, I’ve learned to be calm and patient, especially when I get mad about something dumb.” Another student showed pride in having her writing published; she reflected, “I feel good because other kids can use it for calming down when they’re angry.”

To ease students into the creative process, sometimes we also write poems together as a class. We brainstorm lines to include, inviting the silly as well as the poignant and creating something that represents our community.

Practicing kindness

Besides offering my students new ways of thinking about themselves, I also invite them to take kind actions toward themselves and others.

In the music video for “Give a Little Love” by Noah and the Whale, one young African American boy—who witnesses bullying at school and neglect in his neighborhood —decides to take positive action and whitewash a wall of graffiti. Throughout the video, people witness others’ random acts of kindness, and then go on to do their own bit.

“My love is my whole being / And I’ve shared what I could,” the lyrics say—a reminder that our actions speak louder than our words and do have an incredible impact. The final refrain in the song—“Well if you are (what you love) / And you do (what you love) /...What you share with the world is what it keeps of you”—urges the students to contribute in a positive way to the classroom, the school campus, and their larger community.

After watching the video, I ask students to reflect upon what kind of community they would like to be part of and what makes them feel safe at school. They write their answers—for example, not being laughed at by their peers and being listened to—on Post-it notes. These notes are used to create classroom rules. This activity sends a message early on that we are co-creating our communal experience together. Students also write their own versions of the lyrics, reflecting on different things you can give and receive—like kindness, peace, love, and ice cream.

Reaping the benefits

To see how creative writing impacts students, I invite them to rate their resilience through a self-compassion survey at the start of the school year and again in the spring. Last year, two-thirds of students surveyed increased in self-compassion; Alejandro grew his self-compassion by 20 percent. The program seems to work at developing their reading and writing skills, as well: At the middle of the school year, 40 percent of my students moved up to the next level of ELD, compared to 20 percent the previous year. 

As a teacher, my goal is to meet students where they’re at and learn about their whole lives. Through creative writing activities, we create a community of compassionate and expressive learners who bear witness to the impact of trauma in each others’ experiences and together build resilience.

As a symbol of community and strength, I had a poster in my classroom of a boat at sea with hundreds of refugees standing shoulder to shoulder looking skyward. It’s a hauntingly beautiful image of our ability to risk it all for a better life, as many of my ELD students do. Recognizing our common humanity and being able to share about our struggles not only leads to some beautiful writing, but also some brave hearts.

About the Author

Laura Bean, M.F.A. , executive director of Mindful Literacy, consults with school communities to implement mindfulness and creative writing programs. She has an M.F.A. in Creative Writing and presented a mindful writing workshop at Bridging the Hearts and Minds of Youth Conference in San Diego in 2016.

You May Also Enjoy

This article — and everything on this site — is funded by readers like you.

Become a subscribing member today. Help us continue to bring “the science of a meaningful life” to you and to millions around the globe.

Creative Writing: What It Is and Why It Matters

By: Author Paul Jenkins

Posted on Published: January 13, 2023  - Last updated: January 15, 2023

Categories Writing

Writing can be intimidating for many people, but creative writing doesn’t have to be. Creative writing is a form of self-expression that allows writers to create stories, characters, and unique settings. But what exactly is creative writing? And why is it important in today’s society? Let’s explore this further.

How We Define Creative Writing

Creative writing is any form where writers can express their thoughts and feelings imaginatively. This type of writing allows authors to draw on their imagination when creating stories and characters and play with language and structure. While there are no boundaries in creative writing, most pieces will contain dialogue, description, and narrative elements.

The Importance of Creative Writing

Creative writing is important because:

• It helps us express ourselves in ways we may not be able to do with other forms of communication.
• It allows us to explore our creativity and think outside the box.
• It can help us better understand our emotions by exploring them through storytelling or poetry.
• Writing creatively can also provide much-needed escapism from everyday life, allowing us to escape into a world of our creation.
• Creative writing helps us connect with others by sharing our experiences through stories or poems they can relate to. This way, we can gain insight into other people’s lives while giving them insight into ours.

Creative Writing: A Path to Mental and Emotional Wellness

Writing is more than just a way to express your thoughts on paper. It’s a powerful tool that can be used as a form of therapy. Creative writing has been shown to improve emotional and mental well-being.

Through creative writing, we can gain insight into our emotions, develop self-expression and communication skills, cultivate empathy and understanding of others, and boost our imagination and creativity.

Let’s examine how creative writing can relieve stress and emotional catharsis.

Stress Relief and Emotional Catharsis

Writing has the power to reduce stress levels significantly. Writing about our experiences or about things that are causing us anxiety or distress helps us to release those complicated feelings constructively. By expressing ourselves through creative writing, we can work through the emotions associated with stressful situations without having to confront them directly.

This is especially helpful for people who struggle to share their emotions verbally or in person.

Improved Communication and Self-Expression

Creative writing is also beneficial for improving communication skills. Through creative writing, we can explore our thoughts and feelings more intensely than by speaking them aloud. This allows us to think more clearly about what we want to say before actually saying it out loud or in written form, which leads to improved self-expression overall.

Additionally, writing out our thoughts before speaking aloud allows us to articulate ourselves better when communicating with others—which is essential for healthy personal and professional relationships.

Increased Empathy and Understanding of Others

Through creative writing, we can also increase our empathy towards others by exploring different perspectives on various topics that may be unfamiliar or uncomfortable for us—such as racism, homophobia, sexism, etc.—and allowing ourselves the opportunity to see the situation from someone else’s point of view without judgment or bias. This helps us become better communicators and more understanding individuals overall.

The Professional Benefits of Creative Writing

Creative writing is a powerful tool that can help you communicate better and more effectively in the professional world. It can also help you develop various skills that prove invaluable in many industries. Whether you’re looking to build your résumé or improve your communication, creative writing can effectively achieve both.

Let’s take a closer look at how creative writing can benefit your career.

Preparing Students for Careers in Writing, Editing, and Publishing

Creative writing is the perfect foundation for anyone interested in pursuing a career in writing, editing, or publishing. It teaches students the basics of grammar and composition while allowing them to express their ideas in imaginative ways.

Creative writing classes also allow students to learn from professionals who have experience as editors, agents, and publishers. They can use this knowledge to learn creative writing, refine their craft and gain valuable experience before entering the job market.

Improving Skills in Storytelling and Marketing for Various Careers

Creative writing teaches students to think critically about stories and craft compelling narratives that draw readers in. This skill is precious for those who wish to pursue careers outside traditional writing roles—such as marketing or advertising—where storytelling is key.

People who understand the fundamentals of creative writing will be able to create persuasive copy that resonates with readers and effectively conveys a message.

Enhancing Team Collaboration and Leadership Skills

Creative writing isn’t just about expressing yourself through words; it also provides an opportunity to practice working collaboratively with others on projects. Many creative writing classes require students to work together on group projects, which helps them develop essential teamwork skills such as communication, critical thinking, problem-solving, and creativity.

As they work together on these projects, they will also gain confidence in their ability to lead teams effectively—an invaluable asset no matter what industry they pursue after graduation.

Uncovering the Power of Creative Writing

Creative writing has become an increasingly powerful force in shaping our society. Creative writing has many uses, from preserving cultural heritage to promoting social change.

Preserving Cultural Heritage with Creative Writing

Creative writing has long been used to preserve and share cultural heritage stories. This is done through fictional stories or poetry that explore a particular culture or group’s history, values, and beliefs. By weaving these stories in an engaging way, writers can bring a culture’s history and traditions to life for readers worldwide. This helps bridge cultural gaps by providing insight into what makes each culture unique.

Promoting Social Change & Activism with Creative Writing

Creative writing can also be used for activism and social change. Writers can craft stories that help promote awareness about important issues such as poverty, race relations, gender equality, climate change, and more.

With the power of words, writers can inspire readers to take action on these issues and work towards creating positive change in their communities.

Through creative writing, writers can raise awareness about important topics while fostering empathy toward individuals who may be facing difficult or challenging situations.

Fostering Creativity & Innovation with Creative Writing

Finally, creative writing can foster creativity and innovation in various fields. For example, businesses can use creative copywriting techniques to create compelling content that captures the attention of customers or potential investors.

Aspiring entrepreneurs can use storytelling techniques when pitching their ideas or products to potential partners or investors to make their cases more persuasive and memorable.

By harnessing the power of words through creative writing techniques, businesses can create content that resonates with their target audience while inspiring them to take action on whatever message they’re trying to convey. It often aids the overall creative process.

Frequently Asked Questions

What are the benefits of creative writing.

Creative writing has many benefits, both for the writer and the reader. For the writer, it can be therapeutic, helping them to explore their emotions and better understand themselves. It can also be used as entertainment or communication, allowing them to share their ideas with the world. For the reader, creative writing can provide enjoyment, escapism, and insights into the human condition.

How can I improve my creative writing skills?

There are several ways you can improve your creative writing skills. Firstly, make sure you allow yourself time to write regularly. Use a writing prompt to inspire a short story. Secondly, read as much as you can; great writers are also great readers. Thirdly, experiment with different styles and genres to find one that suits you best. Fourthly, join a writers’ group, writing workshop, or creative writing program to get feedback from other writers. Finally, keep a journal to track your progress and reflect on your work as a creative writer.

What is the importance of imagery in creative writing?

Imagery is an important element of creative writing, as it helps to create a more vivid picture for the reader. By using sensory and descriptive language, writers can transport readers into their stories and help them relate to their characters or themes. Imagery can bring a scene alive with detail and evoke emotion by helping readers create strong visual images in their minds. Furthermore, imagery can help make stories more memorable by giving readers a deeper connection with the characters or setting.

What are the elements of creative writing?

The elements of creative writing include plot, character, dialogue, setting, theme, and point of view. The plot is the structure or main storyline, while the character is the personage involved in this story. Dialogue includes conversations between characters to give insight into their emotions and relationships. Setting refers to the place or time in which a story takes place, while theme explores deeper meanings behind a story’s narrative. Finally, point of view defines how readers experience a story through first-person or third-person omniscient narration.

What’s the difference between creative writing and other types of writing?

The main difference between creative writing and other types of writing is that it allows the writer to create their own story, characters, settings, and themes. Creative writing also encourages writers to be inventive with their style and use descriptive language to evoke emotion or bring stories alive in readers’ minds. Other academic or technical writing types typically involve more research-based information and are usually more objective in their presentation. Additionally, most forms of non-creative writing will have stricter rules regarding grammar, structure, and syntax.

What is the golden rule of creative writing?

The golden rule of creative writing is to show, not tell. It’s the core creative writing skill. When it comes to creative writing, it’s essential to use descriptive language that immerses readers in the story and allows them to experience the events through their emotions and imaginations. This can be done through metaphors, similes, sensory language, and vivid imagery.

How important is creativity in writing?

Creativity is essential in writing as it allows writers to craft a unique story and evoke emotion from the reader. Creativity can bring stories alive with fresh perspectives and exciting plot lines while creating an escape for readers and giving them more profound insights into the human condition. Writers who combine creativity with technical aspects such as grammar, structure, language usage, and flow will create pieces that capture their audience’s attention and provide an enjoyable reading experience.

The Benefits of Creative Writing

Nanowrimo , blog.

To some, creative writing is a fun hobby that has little benefit, and can in fact serve as a time sink wherein nothing is accomplished other than words being spewed onto a page. To others, creative writing is a vital way of expressing oneself. It can be difficult to say which group is correct, but there are some definitive benefits to engaging in creative writing.

One of the first benefits is that it helps to develop creative problem solving skills. Creative writing is an exercise in solving problems, either for the characters within the story or for the author themselves. Characters within stories need to be navigated through a series of difficulties, and if the problems take place in the real world, then the solutions must also be real-world solutions. If the problem is a literal dragon that needs slaying, there’s somewhat less need for it to mimic a real-world solution, since that’s not typically a problem that we have. By navigating fictional characters through difficult times in their lives, either emotionally or financially, writers can learn how to handle those problems in the real world as well, without the stress of trying to figure it out when they’re already in the middle of the situation.

Another benefit of creative writing, particularly if the writer is involved in a formal class or writing group, is that it gives the writer experience in both taking and giving constructive criticism. The first time someone hears that there’s something wrong with their writing can be difficult, but over time, it does get easier. Trust me. I’ve had my fair share of critical remarks, and I’d like to think I’ve gotten better about responding to them. I no longer cry and throw things, so that’s a definite bonus. Taking criticism well is a vital skill, especially in the workplace, because employers often have feedback for their employees that might not necessarily be what the employee wants to hear. Giving criticism that is also constructive is another incredibly valuable skill. If someone believes they are just being torn down, they will not listen to a piece of criticism that might genuinely be designed to help. For this reason, it is important to understand that there are ways to provide tips for improvement without ripping someone’s work apart. Working in a workshop or a creative writing class will help improve these skills.

Creative writing helps to build vocabulary. Do you know how many types of swords there are? I don’t either, actually, but I know many of them. Do you know how many ways there are to say mean? Well, there’s mean, of course, but there are also words like malevolent and malicious and cruel, which all help to paint a more accurate picture of whatever it is that the writer is trying to portray. Once the writer knows these words, they aren’t likely to ever be forgotten. At the very least, the next time the writer is trying to describe someone as mean, they might remember that there are two other, more impressive sounding words that start with ‘m’ that might be used to describe said person.

Creative writing helps to improve outlining skills, which are vital for any kind of large project. Without an outline, creative writers might find themselves bogged down in details they didn’t intend to get lost in, or might lose track of vital plot threads that they’ll need to remember for later in this story. This is also true for any kind of large project, whether it be academic or professional. Presentations made without an outline in place can meander and get lost in themselves, making them difficult to understand or follow. For this reason, outlining is a good skill to pursue, and can be learned or improved upon through the use of creative writing.

One of the most subjective benefits to pursuing creative writing is the way that it can benefit the writer’s emotional well-being. I was skeptical about this one for a long time, because I love writing, but found it to be more stressful than anything else when I did indulge in writing. However, I have found that as I’ve adopted a regular writing schedule and have stuck to it, my mood has begun to improve greatly. I have had friends tell me that I’m happier now, and I do genuinely feel it. But I’m definitely willing to acknowledge that the same might not be true for other people

Creative writing is incredibly beneficial to burgeoning writers, and to students of all kinds. It requires effort, yes, but the more effort someone puts into it, the more likely they are to reap the benefits of it.

27 March, 2017 by McDaniel College Writing Center

Open Resources for English Language Teaching (ORELT) Portal

Search form

You are here, unit 5: promoting creative writing, introduction.

Creative writing is writing about events in an imaginative way. Novels, plays, short stories and poems are some examples of creative writing. We often think creative writing can only be done by “experts” — that is, poets, playwrights and novelists. Interestingly, however, creative writing can actually be cultivated through classroom writing activities. Students learn to write creatively by reading and analysing the works of experienced writers and by writing stories, poems or plays of their own. This helps them to acquire both the language (vocabulary and structures) and narrative skills (making an interesting beginning, using dialogue skilfully, weaving in contemporary, everyday events to sound more natural, etc.) that they need.

This unit is about how you can promote creative writing amongst your students. It aims to help you and your students explore how a narrative can be developed into an interesting story, or how the words we use every day can be arranged into a rhyming poem. The unit should help you encourage your students to explore and write descriptions that appeal to the senses, arguments that are convincing and narratives that relate ordinary events in an extraordinary way. Your task is to help your students notice what makes the texts creative rather than a collection of ordinary factual information.

Unit outcomes

Upon completion of this unit you will be able to:

Terminology

Teacher support information.

Creative writing is considered to be any writing — fiction, poetry, non-fiction, drama. etc. — that falls outside the bounds of normal professional, journalistic, academic and technical forms of writing. Works in this category include novels, epics, short stories and poems (see Resource 1: Why and how to teach creative writing , and Resource 2 : Kinds of creative writing ). A creative writer often gives his or her readers pictures to see, sounds to hear, or things to taste, feel and smell. Note that creative writers look for words that help us to see and hear what they have seen, heard or imagined.

A writer can tell us about the things he or she has seen or imagined by using descriptive words such as shining, narrow, huge, small, glowing, etc. He or she may also use phrases or expressions like the road was a ribbon of moonlight, the wind was a torrent of darkness, his heart was jumping, etc. Expressions like these are called figures of speech .

A number of teaching techniques, including story retelling and shared writing, can help you develop your students’ creative writing skills. (See Resources 3a and b on shared writing).

Activity 1: Promoting creative writing through shared writing

Activity 2: developing imagination, activity 3: writing a rhyming poem, unit summary, reflections, resource 1: why and how to teach creative writing, resource 2: kinds of creative writing, resource 3a: using shared writing, resource 3b: using the shared writing technique in class, resource 4: sample process of shared writing, teacher question and answer.

Why learn creative writing? Truthfully, creative writing is one of the most misunderstood disciplines in the 21st century. When people think of a creative writing course, they often imagine a group of lofty, out-of-touch people who wear argyle sweater vests and have unproductive conversations about abstract concepts.

In reality, nothing could be further from the truth: the best writing classes remain engaged with the real world, and the skills gained in a creative writing course apply to nearly every facet of daily life.

If you’re wondering whether it’s worth picking up a course in fiction, nonfiction, or poetry, we have five reasons to learn creative writing. But first, let’s talk about what actually happens in a creative writing course.

The Basics of a Writing Workshop

Whether you’re enrolled in a poetry, fiction, or nonfiction writing class, you can expect the following writing process – at least in a quality writing course like the ones at Writers.com.

• Weekly prompts and writing exercises to sharpen the precision and necessity of each word you use.
• Constructive critiques from a community of writers who are each growing their writing skills alongside you.
• A creative space to explore new ideas, experiment with language, and arrange words in new and exciting ways.
• Focused writing instruction from a master of the craft.

The benefits of creative writing come from engaging with the course material, the writing prompts, and the other class members. These elements help you become a better writer, both in creative realms and in everyday life. How? No matter what form of writing, a creative writing class pushes you to connect ideas and create effective narratives using the best words – and that skill translates into real world success.

Check Out Our Online Writing Courses!

Write Your Picture Book!

with Kelly Bingham

April 10th, 2024

Picture books have changed greatly over the last few decades, and the market is wide open for fresh ideas. Join us in this six-week intensive where we’ll take that idea of yours and turn it into a manuscript!

Tiny and True: Creating Flash Essays with Mindfulness

with Susan Barr-Toman

April 17th, 2024

How do you tell the full truth in under 1,000 words? Learn the art of flash essays and write nuggets of wisdom in this tiny essay class.

A Poet’s Calling Card: Writing and Composing a Chapbook

with Caitlin Scarano

The poetry chapbook gives poets the chance to make a small, artful collection around a poetic obsession. Learn how to craft yours in this 8 week chapbook intensive.

Plot Your Novel

with Jack Smith

Over eight weeks, you'll develop a solid basis in the fictional elements—protagonist, setting, secondary characters, point of view, plot, and theme—while you develop the outline of your novel. You'll receive feedback at all stages from your fellow writers and your instructor.

Poems of All Sizes: Haiku, Tanka, and Japanese Poetic Forms

with Miho Kinnas

April 18th, 2024

Explore the history and poetics of Japanese poetry forms, and write haiku, tanka, renga, haiga, and linked verse poetry.

The Benefits of Creative Writing

1. why learn creative writing: improved self-expression.

Improving your writing skills leads to stronger communication. When you practice finding the right word in a story or poem, you engage the same parts of your brain that are active in everyday writing and speaking. A creative writing course subconsciously turns you into a more effective communicator.

The importance of precise language and self-advocacy translates well into both interpersonal relationships and working environments. Take it from this expert on how writing and self-advocacy results in career and leadership success.

2. Why Learn Creative Writing: Job Success

This brings us to our next point: great writing leads to job success. Of course, your boss probably isn’t expecting you to write emails in the form of a short story or a sonnet – though if they are expecting this, you have a pretty cool boss.

In reality, almost every job requires some sort of written work, whether that’s simple written communication or something more elaborate, like publishing data or marketing materials. In a creative writing class, you practice the style and grammar rules necessary for effective writing, both within the realms of literature and in career-related writing. Sharpening your writing and creativity skills might just land you your next promotion.

3. Why Learn Creative Writing: Improved Thinking Skills

Strong writing leads to strong thinking. No matter what type of writing you pursue, learning how to write is another form of learning how to think.

That might seem like a bold claim, so think about it this way. Without language, our thoughts wouldn’t have form. We might not need language to think “I’m hungry” or “I like cats,” but when it comes to more abstract concepts, language is key. How would you think about things like justice, revenge, or equality without the words to express them?

When you hone in on your ability to find choice, specific words, and when you work on the skills of effective storytelling and rhetoric , you improve your ability to think in general. Good writing yields great thinking!

4. Why Learn Creative Writing: Empathy

Reading and writing both rely on empathy, especially when it comes to being an effective workshop participant. When we read and write stories, we situate ourselves in the shoes of other people; when we read and write poetry, we let language navigate us through emotion.

The importance of creative writing relies on empathy. We practice empathy whenever we listen to another person’s life story, when someone tells us about their day, and when we sit down with a client or work partner. When we write, we practice the ability to listen as well as to speak, making us more effective communicators and more compassionate human beings.

5. Why Learn Creative Writing: It’s Fun!

In case you’re not convinced that a writing course is right for you, let’s clarify one more fact: creative writing is fun. Whether you’re in a fiction writing course, starting a memoir, crafting a poem, or writing for the silver screen, you’re creating new worlds and characters. In the sandbox of literature, you’re in control, and when you invest yourself into the craft of writing, something beautiful emerges.

The Importance of Creative Writing

Simply put, creative writing helps us preserve our humanity. What better medium to explore the human experience?

To learn creative writing, like any art form, requires compassion, contemplation, and curiosity. Writers preserve the world as they observe it in stories and poetry, and they imagine a better world by creating it in their works.

Through the decades, literature has explored society’s profound changes. Literary eons like the Naturalist movement and the Beat poets responded to the increase in Western Industrialization. Confessional poets like Virginia Woolf helped transform poetry into a medium for emotional exploration and excavation. And, genre movements like the cyberpunk writers of science fiction helped popularize the idea of an “information economy.”

Thus, the importance of creative writing lies in its ability to describe the world through an honest and unfiltered lens. Anyone who engages in creative writing, no matter the genre or style, helps us explore the human experience, share new ideas, and advocate for a better society. Whether you write your stories for yourself or share them with a wide audience, creative writing makes the world a better place.

Jobs for Creative Writers

Because creative writing isn’t a STEM discipline, many people don’t think that learning it will help their job prospects. Why learn creative writing if it doesn’t make any money?

In fact, nothing could be further from the truth. Creative writing skills are much sought after on resumes, since both creativity and the ability to write are soft skills in decline. Additionally, if you’re considering a career change—or ready to start one!—these are some popular jobs for creative writers.

• Average Starting Salary: $51,000
• Demand: High
• Skills needed: creativity, grammar, timeliness

Copywriters help companies put their branding into words. A copywriter might write emails, blogs, website content, or ad copy that encompasses the company’s voice and purpose. Copywriting requires you to write in a mix of styles and forms, flexing your writing muscles in new and exciting ways.

Grant Writer

• Average Starting Salary: $50,000
• Skills needed: storytelling, research, argumentation

Nonprofits and research facilities rely on local and national grants to fund their projects. Grant writers help secure that funding, writing engaging grants that tell the organization’s story in an engaging, tailored, and convincing way. Creative writers will enjoy the opportunity to tell a meaningful story and create positive community change through this career.

Communications/Public Relations Specialist

• Skills needed: creativity, communications, social media

A communications specialist helps drive a company’s image through various social channels. They may help create a positive narrative for their company through blogs, journalist outreach, social media, and other public-facing avenues. Much like copywriting, a PR specialist helps weave an effective story for a company.

• Average Starting Salary: $55,000
• Demand: Medium/High
• Skills needed: creativity, storytelling, organization, self-reliance

The dream job for many writers is to write and sell books. Being a novelist is an admirable career choice—and also requires the most work. Not only do you have to write your stories, but you also have to market yourself in the literary industry and maintain a social presence so that publishers and readers actually read your work. It’s a tough business, but also incredibly rewarding!

Reasons to Learn Creative Writing: Finding a Writing Community

Finally, creative writing communities make the writing struggle worth it. The relationships you foster with other creative writers can last a lifetime, as no other group of people has the same appreciation for the written word. Creative writing communities create transformative experiences and encourage growth in your writing; if there’s one reason to study creative writing craft, it’s the friendships you make in the process.

You don’t need a class to start writing, but it’s never a waste of time to learn the tools of the trade. Creative writing requires the skills that can help you in everyday life, and a creative writing course can help.

At Writers.com, we believe that creative writing can transform both individual lives and the world at large. See the importance of creative writing for yourself: check out what makes our creative writing courses different , then take a look at our upcoming course calendar today.

Sean Glatch

Would like to apply for a course to write a novel.

I’d be happy to help! Please email [email protected] with any questions, and we’ll find the right course for your writing.

[…] Sean. “Why Learn Creative Writing.” writers.com. June 7, 2020. https://writers.com/why-learn-creative-writing . Accessed November 7, […]

[…] And last of all it’s fun! I hope to live my life doing the things I love, with like-minded creative people who I love. I have many exciting things upcoming as I continue with the process of completing my first novel, Les Année Folles, such as publishing to my first magazine, journal, and working on the millions of short story ideas I have stored in my head. Stay tuned! References: Glatch, S. (2020, June 7). WHY LEARN CREATIVE WRITING? Retrieved from Writers.com: https://writers.com/why-learn-creative-writing […]

Leave a Comment Cancel Reply

Save my name, email, and website in this browser for the next time I comment.

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

• Open access
• Published: 17 June 2023

Cite this article

You have full access to this open access article

• Georgina Barton   ORCID: orcid.org/0000-0003-2703-238X 1 ,
• Maryam Khosronejad 2 ,
• Mary Ryan 2 ,
• Lisa Kervin 3 &
• Debra Myhill 4  

4830 Accesses

Explore all metrics

Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

Similar content being viewed by others

Ethical Considerations of Conducting Systematic Reviews in Educational Research

Early childhood creativity: challenging educators in their role to intentionally develop creative thinking in children.

Nicole Leggett

Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process

Alex Barrett & Austin Pack

Avoid common mistakes on your manuscript.

Introduction

Creative writing in schools is an important part of learning, assessment, and reporting, however, there is evidence globally to suggest that such writing is often stifled in preference to quick on-demand writing, usually featured in high-stakes testing (Au & Gourd, 2013 ; Gibson & Ewing, 2020 ). Research points to this negatively impacting particularly on students from diverse backgrounds (Mahmood et al., 2020 ). When teachers teach on-demand writing typical pedagogical traits are revealed, those that are often referred to as formulaic (Ryan & Barton, 2014 ). When thinking about creative writing, however, Wyse et al. ( 2013 ) noted that it involves the absence of structure and teaching creative writing requires an ‘open’ pedagogical approach for students to be given imaginative choice. By this, they mean that teachers need to consider less formulaic ways to teach writing so that students can experience different opportunities and ways to write creatively. They argued that if students are not given the flexibility to experiment through writing then their creativity might be stifled. Similarly, Barbot et al. ( 2012 ), who carried out a study with a panel of 15 experts of creative writing, posited that creative writing is when students draw on their imagination and other creative processes to create fictional narratives or writing that is ‘unusually original’. They also noted that creative writing is important for the development of students’ critical and creative thinking skills and ways in which they can approach life in creative ways.

Creative writing is defined in various ways in literature. Wang ( 2019 ) defined creative writing as a form of original expression involving an author’s imagination to engage a reader. Other definitions of creative writing involve the notion of children’s imagination, choice, and originality and much research has explored the concept of creativity within and through the writing process.

While creative writing is defined in various ways, and the many ways that it is treated in literacy education, this article is not concerned with the nature of the term per se. Rather, it focusses on research about creative writing and creativity in writing to understand how research unpacks the personal and contextual characteristics that surround creative writing practices. To this aim, we adopt a broad definition of creative writing as a form of original writing involving an author’s imagination and self-expression to engage a reader (Wang, 2019 ). Creative writing is important for children’s development (Grainger et al., 2005 ), allowing them to use their imagination and broaden their ability to problem-solve and think deeply. Creativity in writing refers to specific aspects within a writing product that can be deemed creative. Some examples include the use of senses and how a writer might engage a reader (Deutsch, 2014 ; Smith, 2020 ).

International research on teaching writing has indicated a loss in innovative or creative pedagogical practices due to the pressure on teachers to teach prescribed writing skills that are assessed in high-stakes tests (Göçen, 2019 ; Stock & Molloy, 2020 ), often resulting in specific trends including teaching a genre approach to writing (Polesel et al., 2012 ; Ryan & Barton, 2014 ). A comprehensive meta-analysis by Graham et al ( 2012 ), designed to identify writing practices with evidence of effectiveness in primary classrooms, found that explicitly teaching imagery and creativity was an effective teaching practice in writing. In addition, a review of methods related to teaching writing conducted by Slavin et al. ( 2019 ) included studies that statistically reported causal relationships between teacher practice and student outcomes. Common themes in Slavin et al’s ( 2019 ) quest for improving writing included comprehensive teacher professional development, student engagement and enjoyment, and explicit teaching of grammar, punctuation, and usage. While they did not specifically cite creativity, motivating environments and cooperative learning were important characteristics of writing programs.

This systematic literature review aims to share empirical international research in the context of elementary/primary schools by exploring creativity in writing and the conditions that influence its emergence. It specifically aims to answer the question: What influences the teaching of creative writing in primary education? And how can reflexivity theorise these influences? The review shares scholarly work that attempts to define personal aspects of creative writing including imagination, and creative thinking; discusses creative approaches to teaching writing, and shows how these methods might support students’ creative writing or creative aspects of writing.

Writing is a complex process that involves students making decisions about word choice, sentence, and text structure, and ways in which to engage readers. Such decisions require a certain amount of reflection or at times deeper reflexive judgments by both teachers and students. Consequently, we draw on Archer’s ( 2012 ) critical realist theory of reflexivity to guide our review as research shows that reflexive thinking in practice can improve writing outcomes (Ryan et al., 2021 ). Archer ( 2007 ) highlights how reflexivity is an everyday activity involving mental processes whereby we think about ourselves in relation to our immediate personal, social, and cultural contexts. She suggests we make decisions through negotiating the connected emergences of personal properties (PEPs) related to the individual, structural properties (SEPs) related to the contextual happenings and cultural properties (CEPs) related to ideologies, each of which is influenced by the other developments. These decisions influence, and are influenced by, our subsequent actions. In applying reflexivity theory to writing (see Ryan, 2014 ), we cannot simply focus on the writing product, but should also interrogate the process of writing, that is, the influences on decision-making and design which are enabled or constrained through pedagogical practices in the classroom. Writing practices and outputs are formed through the interplay of personal, structural, and cultural conditions. Student decisions and actions about writing ensue through the mediation of personal (e.g. beliefs, motivations, interests, experiences), structural (e.g. curriculum, programs, testing regimes, teaching strategies, resources), and cultural (e.g. norms, expectations, ideologies, values) conditions. Therefore, teachers play an important role in facilitating the interplay of these conditions for their students and recontextualising curricula and policy (Ryan et al., 2021 ). For example, by enabling students’ agency and creating an authentic purpose for writing, teachers can balance the personal conditions of students (such as their motivation and interest) against the structural effects of the curriculum requirements. Using a reflexive approach to investigating the literature on creative writing we aim to reveal the personal, structural, and cultural conditions surrounding the study and the practice of creative writing. We argue that it is through the understanding of these conditions that we can theorise how a. students might make their writing more creative and b. how teachers might establish classroom conditions conducive to creativity.

The approach taken for this paper was guided by the PRISMA method (Moher et al., 2009 ) for conducting systematic literature reviews (see Table 1 ).

Our electronic search involved several databases: researchers’ library online catalogue, EBSCO host ultimate, ProQuest, Eric, Web of Science, Informit, and ScienceDirect. Using the following search terms: creativ* AND (‘teaching methods’ OR pedagog*) AND writing AND (elementary OR primary) to search titles and abstracts as well as limiting the search to peer-reviewed articles written in English within a 10-year timeframe (2011–2020), we initially retrieved 172 articles. Information about all 172 articles was input into a data spreadsheet including author, article title, journal title, volume and issue number, and abstract. Once completed, these articles were divided into two equal groups and two researchers were assigned to review the articles for relevancy against the following inclusion criteria:

Studies were peer-reviewed empirical research published in English;

Participants were primary students and/or teachers;

Students were not specifically English as a Second or Additional Language/Dialect learners (samples of culturally and linguistically diverse students in primary classrooms were included);

Studies were not carried out in curriculum areas other than English; and

Studies did not have a specific focus on digital technologies in the classroom.

For this systematic review, we were interested in the ways in which teachers thought about, understood, and taught the ‘creative’ aspect of writing.

The 25 studies that met the inclusion criteria were synthesised to review what influences the improvement of creative writing in primary education. We analysed the papers for how creative writing and/or creative aspects in writing were viewed as well as how teachers might best support students to develop reflexive capacities to improve the creative aspects of writing. We also identified any personal, structural, and/or cultural emergences that might impact on the effectiveness of students’ creative writing. Two of the authors read the entire articles and identified four main categories of research which were (1) understanding creative writing; (2) creative thinking and its contribution to writing; (3) creative pedagogy; and (4) what students can do to be more creative in their writing. These were cross-checked by the entire research team. Some of the papers fit more than one of these themes. In the next section, each theme is introduced and defined and then the articles that fall within the theme are reviewed.

Overall a total number of 25 articles had overlapping themes that included various personal and contextual aspects. Figure  1 shows what we have identified as the key themes under each category. In the next sections, we represent papers based on their main theme.

The personal, structural, and cultural conditions surrounding creative writing

Personal emergent properties

A total number of 13 articles were about what students can do to be more creative in their writing (Mendelowitz, 2014 ; Steele, 2016 ) and how teachers’ and students’ personal characteristics relate to the development of creative writing. These articles were mainly focussed on the personal emergent aspects of writing (Alhusaini & Maker, 2015 ; Barbot et al., 2012 ; Cremin et al., 2020 ; DeFauw, 2018 ; Dobson, 2015 ; Dobson & Stephenson, 2017 , 2020 ; Edwards-Groves, 2011 ; Healey, 2019 ; Lee & Enciso, 2017 ; Macken-Horarik, 2012 ; Ryan, 2014 ). The personal aspects identified in our review were (1) personal views about creative writing, (2) creative thinking, (3) writer identity, (4) learner motivation and engagement, and (5) knowledge and capabilities.

Personal views about creative writing

From our systematic review, we identified three articles exploring views about what creative writing is, and more specifically the role that it plays and the elements that make creative writing, in primary classrooms. One of these studies was focussed on the views and experiences of experts in writing (Barbot et al., 2012 ), whereas the other two investigated students’ perspectives and experiences (Alhusaini & Maker, 2015 ; Healey, 2019 ). Barbot et al’s ( 2012 ) work, for example, recognised that creative writing involves both cognitive and metacognitive abilities. This was determined by the expert panel of people whose work related to writing including teachers, linguists, psychologists, professional writers, and art educators. The panel were asked to complete an online survey that rated the relative importance of 28 identified skills needed to creatively write. Six broad categories were identified as a result of the responses and the rank given to each factor by the expert groups (See Table 2 ). They acknowledged that these features cross over various age groups from children to professional writers.

Findings suggested that each independent rater weighted different key components of creative writing as being more or less important for children. Overall, the findings showed.

a global ‘consensus’ across the expert groups indicated that creative writing skills are primarily supported by factors such as observation, generation of description, imagination, intrinsic motivation and perseverance, while the contributions of all of the other relevant factors seemed negligible (e.g. intelligence, working memory, extrinsic motivation and penmanship). (p. 218)

One factor that was ranked as critical by most respondents, but underemphasised by teachers, was imagination. Teachers’ work in classrooms around creative writing is complex due to the difficulty in defining imagination (Brill, 2004 ). Teachers also under-rated other aspects related to creative cognition.

Another study that explored students’ creativity in writing was conducted by Alhusaini and Maker ( 2015 ) in the south-west of the United States. Participants included 139 students with mixed ethnicities including White, Mexican American, and Navajo. This study involved six elementary/primary school teachers judging students’ writing samples of open-ended stories. To assess the work a Written Linguistic Assessment tool, which was based on the Consensual Assessment Technique [CAT] (Amabile, 1982 ) was implemented. According to Baer and McKool ( 2009 ), The CAT involves experts rating written artefacts or artistic objects by using their ‘sense of what is creative in the domain in question to rate the creativity of the products in relation to one another’ (p. 4). Interestingly, Alhusaini and Maker ( 2015 ) found the CAT to be effective in relation to interrater reliability. The authors do not share what the Judge’s Guidelines to Assess Students’ Stories entail. They mention the difference between technical quality and creativity and note that assessors were able to distinguish the differences between the two, but the reader is not made aware of the aspects of each quality. Overall, the study revealed that one of the most challenging problems in the field of creativity and writing is trying to measure creativity across cultures by using standardised tests. Such studies could have implications for other students from culturally and linguistically diverse backgrounds as teachers become more aware of cultural nuances in constituting ‘creative’ in creative writing.

The final study we identified in this category was by Healey ( 2019 ). Healey employed an Interpretative Phenomenological Analysis (IPA) and explored how eight children (11–12 Years of age) experienced creative writing in the classroom. He shared how children’s writing experiences were based on ‘the affect, embodiment, and materiality of their immediate engagement with activities in the classroom’ (p. 184). Results from student interviews showed three themes related to the experience of writing: the writing world (watching, ideas from elsewhere, flowing); the self (concealing and revealing, agency, adequacy); and schooled writing (standards, satisfying task requirements, rules of good writing). The author stated that children’s consciousness shifts between their imagination (The Writing World) and set assessment tasks (Schooled Writing). Both of these worlds affect the way children experience themselves as writers. Further findings from this work argued that originality of ideas and use of richer vocabulary improved students’ creative writing. Vocabulary improvement included diversity of word meanings, appropriate usage of words, words being in line with the purpose of the text; while originality of ideas featured creative and unusual (original) ideas—which in many ways is difficult to define.

Overall, when concerned with personal views and attitudes in creative writing, the two studies by Healey ( 2019 ) and Barbot et al. ( 2012 ) show contrasting findings about ‘imagination’ captured through the view of students and teachers, respectively. While Healey’s ( 2019 ) study suggests that children shift between their imagination and set assessment tasks in creative writing, Barbot et al. ( 2012 ) highlight the lack of attention to imagination among their participated teachers. Although these results cannot be generalised, they highlight the significance of understanding personal emergent properties that both students and teachers bring to the classroom and the way that they interact to affect the experience of creative writing for learners. From this theme, we suggest the importance of educators acknowledging students’ imagination through their definition of creative writing as well as providing quality time for students to choose what they write through imaginative thought. We now turn to creative thinking and related pedagogical approaches to teaching creative writing from the research literature.

Creative thinking

We identified two articles that were focussed on creative thinking and its contribution to writing (Copping, 2018 ; Cress & Holm, 2016 ). Copping ( 2018 ) explored writing pedagogy and the connections between children’s creative thinking, or a ‘new way of looking at something’ (p. 309), and their writing achievement. The study involved two primary schools in Lancashire, one in an affluent area and one in an underprivileged area. Approximately 28 children from each school were involved in two, 2-day writing workshops based on a murder mystery the children had to solve. Findings from this study revealed that to improve students’ writing achievement (1) a thinking environment needs to be created and maintained, (2) production processes should have value, (3) motivation and achievement increase when there is a tangible purpose, and (4) high expectations lead to higher attainment.

Cress and Holm’s ( 2016 ) study described a curricular approach implemented by a first-grade teacher and their class comprised 13 girls and 11 boys. The project known as the Creative Endeavours project aimed to develop creative thinking by (1) creating an environment of respect with a positive classroom climate. (2) offering new and challenging experiences, and (3) encouraging new ideas rather than praise. The authors argued that through peer collaboration and the flexibility to choose their own projects, children can become more authentically engaged in the writing process. The children wrote about their experiences and their choices, and reflected upon the projects undertaken. In this study, it was revealed that the children showed diversity in their writing assignments including presentation through sewing, photography, and drama. While there were only two papers in this particular theme, their findings are supported by systematic reviews (Graham et al., 2012 ; Slavin et al., 2019 ) that emphasise not only new ways of exploring a range of concepts for learning but also the creation of motivating environments for improving writing (Copping, 2018 ). In addition to the significance of positive and encouraging learning environments, these two studies suggest that setting ‘high expectations’ or ‘challenging experiences’ are conducive to creative thinking however, teachers would need to set appropriate, reflexive conditions for this to occur.

Writer identity

Studies in this category revolve around choice and learner writer identity. The study carried out by Dobson and Stephenson ( 2017 ) focussed on developing a community of writers involving 25 primary school pupils from low socio-economic backgrounds. The project was offered over 2 weeks and featured a number of creative writing workshops. The authors applied the theoretical frameworks of practitioner enquiry and discourse analysis to explore the children’s creative writing outputs. They argued that the workshops, which promoted intertextuality and freedom for the children as writers, enabled a shifting of their ‘writer’ identities (Holland et al., 1998). Dobson and Stephenson ( 2017 ) showed that allowing students to make decisions and choices in regard to authentic writing purposes supported a more flexible approach. They recommend stronger partnerships between schools and universities in relation to research on creative writing, however, it would be important for these relationships to be sustainable.

The second paper on this theme is by Ryan ( 2014 ) who noted that writing is a complex activity that requires appropriate thinking in relation to the purpose, audience, and medium of a variety of texts. Writers always make decisions about how they will present subject matter and/or feelings through all of the modes. Ryan ( 2014 ) suggested that writing is like a performance ‘whereby writers shape and represent their identities as they mediate social structures and personal considerations’ (p. 130). The study analysed writing samples of culturally and linguistically diverse Australian primary students to uncover the types of identities students shared. It found that three different types of writers existed—the school writers who followed teacher instructions or formulas to produce a product; the constrained writers who also followed instructions and formulas but were able to add in some authorical voice; and the reflexive writers who could show a definite command of writing and showed creative potential. Ryan ( 2014 ) argued that teachers’ practices in the classroom directly influence the ways in which students express these identities. She stated that when students are provided choices in writing, they are more able to shape and develop their voices. Such choices would need to include quality time and support to be reflexive in the decisions being made by the students.

The Teachers as Writers project (2015–2017) was conducted by Cremin, Myhill, Eyres, Nash, Wilson, and Oliver. In a recent paper ( 2020 ), the team reported on a collaborative partnership between two universities and a creative writing foundation. Professional writers were invited to engage with teachers in the writing process and the impact of these interactions on classroom teaching practices was determined. Data sets included observations, interviews, audio-capture (of workshops, tutorials and co-mentoring reflections), and audio-diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. An intervention was carried out involving teachers writing in a week long residence with professional writers, one-on-one tutorials, and extra time and space to write. They also continued learning through two Continuing Professional Development (CPD) days. Results showed that teachers’ identities as writers shifted greatly due to their engagement with professional authors. The students responded positively in terms of their motivation, confidence, sense of ownership, and skills as writers. The professional authors also commented on positive impacts including their own contributions to schools. Conversely, these changes in practice did not improve the students’ final assessment results in any significant way. The authors noted that assuming a causal relationship between teachers’ engagement with writing workshops and students’ writing outcomes was spurious. They, therefore, developed further research building on this learning.

Knowledge and capabilities

The role of knowledge and capability is central to the articles in this category. In Australia, Macken-Horarik ( 2012 ) reported on the introduction of a national curriculum for English. This article drew on Systemic Functional Linguistics (SFL) by investigating the potential of Halliday’s notion of grammatics for understanding students’ writing as acts of creative meaning in context. Macken-Horarik ( 2012 ) argued that students needed to know deeply about language so that they could make creative decisions with their writing. She outlined that a ‘good enough’ grammatics would assist teachers in becoming comfortable with ‘playful developments in students’ texts and to foster their control of literate discourse’ (p. 179).

A project carried out by Edwards-Groves in 2011 highlights the role of knowledge about digital technologies in writing practices. 17 teachers in primary classrooms in Australia were asked to use particular digital technologies with their students when constructing classroom texts. Findings showed that an extended perspective on what counts as writing including the writing process was needed. Results revealed that collaborative methods when constructing diverse texts required teachers to rethink pedagogies towards writing instruction and what they consider as writing. It was argued that technology can be used to enhance creative possibilities for students in the form of new and dynamic texts. In particular, it was noted that teachers and students should be aware that digital technologies can both constrain and/or enable text creation in the classroom depending on a number of variables including knowledge and understanding, locating resources and logistical issues such as connectivity and reliability.

In addition, Mendelowitz’s ( 2014 ) study argued that nurturing teachers’ own creativity assisted their ability to teach writing more generally. She noted several ‘interrelated variables and relationships that still need to be given attention in order to gain a more holistic understanding of the challenges of teaching creative writing’ (p. 164). According to Mendelowitz ( 2014 ), elements that impacted on these challenges include teachers’ school writing histories, conceptualisations of imagination, classroom discourses, and pedagogy. Documenting teachers’ work through interviews and classroom observations by the researcher, the study found that teachers need to be able to define imagination and imaginative writing and know what strategies work best with their students. She noted that the teacher’s approaches to teaching writing ‘powerfully shaped by the interactions between their conceptualisations and enactments of imaginative writing pedagogy’ (p. 181) and that these may either limit or create a space for students to be more creative with their writing.

Such Personal Emergent Properties show that individual attributes of both teachers and students are important in learning creative writing. The next section of the paper explores the articles that shared various structural and cultural properties.

Structural emergent properties

In the subset of structural emergent properties, we mainly identified pedagogical approaches for creative writing that explored primary school learning and teaching (Christianakis, 2011a ; Christianakis, 2011b ; Coles, 2017 ; DeFauw, 2018 ; Hall & Grisham-Brown, 2011 ; Portier et al., 2019 ; Rumney et al., 2016 ; Sears, 2012 ; Steele, 2016 ; Southern et al., 2020 ; Yoo & Carter, 2017 ). These pedagogical approaches were aimed at addressing issues related to personal emergent properties such as motivation and engagement, and confidence in writing. The two categories of writing pedagogies were those that engaged professional authors and artists in teaching about creative writing, and the approaches that involved play(ful) activities, and use of visual arts, and drama.

Engaging professional authors and artists

Interestingly, many of the studies used literary forms and/or professional creative authors to spike interest and motivation in the students. Coles’ ( 2017 ) study, for example, used a garden-themed poetry writing project to support 9–10-year-old children’s creative writing in a London primary school. The 5-week project partnered with a professional creative writing organisation that facilitated the Ministry for Stories (MoS) writing centres across the USA. The study found that the social relationships created through this partnership allowed for a more inclusive and socially generative model of creativity. This meant that teachers should not just include creative aspects in assessment rubrics but rather recognise that creativity is encouraged through imagination and working with others. The researchers found improvements in the children’s participation in classroom writing activities as well as diversity in the ways they expressed their writing. The approach valued ‘rich means of expression rather than a set of rules to be learnt’ (p. 396). They also acknowledged issues associated with school–community partnerships including the sustainability of the practice.

Similarly, Rumney et al. ( 2016 ) found that using creative multimodal activities increased students’ confidence and motivation for writing. The study implemented the Write Here project with over 900 children in 12 primary and secondary schools. The study involved the children visiting local art galleries to work with professional authors and artists. Case studies were presented about pre-writing activities, the actual gallery work and post-gallery follow-up sessions. It aimed to improve students’ social development and literacy outcomes through diverse learning activities such as visual art and play in different contexts such as art galleries and classrooms. Like Coles’ ( 2017 ) study, this project showed that creative activities (e.g. talking about and acting out pictures; using story maps; backwards writing and planning) engaged students more than just teaching skills.

In addition, DeFauw’s ( 2018 ) study had student-centred learning and leadership at the core when working with a children’s book author for one year. The collaboration involved three face-to-face sessions with the author as well as online communication through blog posts. Data included recorded interactions, readings and pre and post interviews with teachers ( n  = 9), students ( n  = 36), and the author. The partnership showed that students’ interest was activated and sustained due to the situational context as well as the extended time given to students to interact with the author. The project improved students’ interest in and motivation to write as a result of engaging with authors and hearing about their own experience and writing strategies. It also found that teachers gained more confidence to support students’ exploration of writing in more creative ways. The creative pedagogies were also used in addressing issues related to creative writing outcomes for students, including teachers’ lack of confidence about pedagogies (Southern et al., 2020 ). Through a creative social enterprise approach, the authors facilitated professional development and learning involving artist-led activities for students. The program called Zip Zap had been implemented in schools in Wales and England, and data were collected through focus groups with teachers, students, and parents/carers. Observations of some of the professional development workshops were also video recorded. Third space theory was used to describe the collaborative practice between educators and artists that supported students’ creative writing outcomes. It was noteworthy that involving ‘creative’ practitioners largely focussed on the specific strategies that could be used in classrooms, to which our next section now turns.

Play(ful) activities, visual arts, and drama

Much research explores how to best support students who find writing difficult. Sears’ research ( 2012 ) is a case in point. The author shared how visual arts may be an effective way to improve struggling students with writing. They argued that the visual arts can provide ways of ‘accessing and expressing [student] ideas and ultimately opening a world of creative possibilities’ (p. 17). In the study, six third-grade students engaged with drawing and painting as pre-writing strategies, leading to the creation of poems based on the artworks. The students’ final poems were assessed and showed improved knowledge of all 6 technical categories in writing: ideas, organisation, fluency, voice, word choice, and conventions. The author also argued that students’ motivation to write increased as a result of the visual art activities.

A study by Portier et al. ( 2019 ) investigated approaches to teaching writing that were motiving and engaging for students. Involving 10 northern rural communities in Canada, the project implemented collaborative, play(ful) learning activities alongside sixteen teachers and their students. Interestingly, the study, like many others in our review, found a disconnect ‘between the achievement of curricular objectives and the implementation of play(ful) learning activities’ (p. 20); an approach valued in early childhood education. The students were supported through action research projects in creating texts with different purposes. Students’ motivation as well as samples of work were analysed and showed that student interest areas and collaborative approaches benefited both teachers and students. Further research on how reflexive thinking might have influenced these benefits is recommended.

Similarly, Lee and Enciso ( 2017 ) highlighted the importance of motivation and engagement in their study. In a collaboration with Austin Theatre Alliance, Lee and Enciso ( 2017 ) investigated how dramatic approaches to teaching, such as through expanded imagination and improvisation, can improve students’ story writing. They argued that the students’ motivation to write was also increased. The study was carried out through a controlled quasi-experimental study over 8 weeks of story-writing and drama-based programs. 29 third-grade classrooms in various schools, located in an urban district of Texas, were involved. The study also pre- and post-tested the students’ writing self-efficacy through story building. The study found that students were more able to use their cultural knowledge such as ‘culturally formed repertoires of language and experience to explore and express new understandings of the world and themselves…’ (p. 160) for creative writing purposes but needed more quality resources to support opportunities such as the Literacy for Life program. A most important finding was that for children who experience poverty, drama-based activities developed and led by teaching artists were extremely powerful and allowed the students to express themselves in entertaining ways. We do note that ‘entertainment’ and or engagement might mean different things for different students so reflexive approaches to deciding what these are would be necessary.

Steele’s ( 2016 ) study also looked at supporting teachers’ work in the classroom. Involving 6 out of 20 teacher workshop participants in Hawaii, this exploratory case study utilised observations, interview, and portfolio analyses of teacher and student work. Findings from the study showed that some teachers relished moving away from everyday ‘typical’ practice and increased student voice and choice. Other teachers, however, found it difficult to take risks and hence respond to student needs and ideas.

Dobson and Stephenson’s ( 2020 ) study focussed on the professional development of primary school teachers using drama to develop creative writing across the curriculum. The project was sponsored by the United Kingdom Literacy Association and ran for two terms in a school year. Researchers based the research on a collaborative approach involving academics and four teachers working with theatre educators to use process drama. Data sets included lesson observations, notes taken during learning conversations, and interviews with the teachers. The findings showed that three of the four teachers resisted some of the methods used such as performance; resulting in a lack of child-centred learning. The remaining teacher could take on board innovative practice, which the researchers attributed to his disposition. The study argued that these teachers, while a small participant group, needed more support in feeling confident in implementing new and creative approaches to teaching writing.

The final study, identified as addressing creative pedagogies for creative writing, was carried out by Yoo and Carter ( 2017 ) as professional development for teachers. Data included teacher survey responses and field notes taken by the researchers at each workshop (note: number of workshops and participants is unknown). The program aimed to investigate how emotions play a role in teachers’ work when teaching creative writing. The researchers found that intuitive joint construction of meaning was important to meet the needs of both primary and secondary teachers. A community of practice was established to support teachers’ identities as writers (see also Cremin et al., 2020 ). Findings showed that teachers who already identified as writers engaged more positively in the workshop.

These studies presented some approaches for teachers to consider how to teach creative writing. For example, the need to value unique spaces for students to write, including authentic connections with people and places outside of school environments was shared. Further, the need for quality stimuli and time for writing was acknowledged. Several other studies identified that blended teaching approaches to support student learning outcomes in the area of creative writing is important for schools and teachers to consider. We do acknowledge there may be other methods available to support students in creative writing, however, understanding what types of SEPs are impacting on teaching creative writing is an important step in determining improvements in schools.

Cultural emergent properties

Christianakis ( 2011a , 2011b ) wrote two papers about children’s creative text development with an emphasis on the cultural aspects. The first was an ethnographic study across 8 months with a year five class in East San Francisco Bay. The study included audio recording the students’ conversations and analysing over 900 samples of work. In the classroom, students were involved in a range of meaning-making practices including those that were arts-based and multimodal. The conversations with the students involved the researcher asking questions such: tell me more about this drawing, how did you come up with the idea? or why did you make this choice? The study found that there was a need for schools to reconceptualise the teaching of writing ‘to include not only orthographic symbols, but also the wide array of communicative tools that children bring to writing’ (p. 22). The author argued that unless corresponding institutional practices and ideologies were interrogated then improved practice was unlikely.

Christianakis’ ( 2011b ) second article, from the same project, explored more specifically the creation of hybrid rap poems by the children. She explicated how educators needed to negotiate and challenge dominant practices in primary classroom literacy learning. Like many studies before, a strong recommendation was to be more inclusive of youth popular cultures and culturally relevant literacies for students to be more engaged in creative writing practices. For Christianakis, culturally relevant literacies meant practices that embraced diversity in class and race and accounted for, and challenged, the dominant hegemonic curriculum that ‘privileges a traditional canon’ (p. 1140).

In summary, we found several themes under PEPs that could be considered for further research including those outlined in Table 3 below.

Discussion and implications for classroom practice

From this systematic literature review, several positions were exposed about the personal, structural, and cultural influences (Archer, 2012 ; Ryan, 2014 ) on teaching creative writing. These include limited teacher and student knowledge of what constitutes creative writing (Personal Emergent Properties [PEPs]), and no shared understanding or expectation in relation to creative writing pedagogy in their context (Cultural Emergent Properties [CEPs]). The negative impact of standardised testing and trending approaches on how teachers teach writing (CEP; Structural Emergent Properties [SEPs]) could also be considered (see AUTHORS 1 and 3, 2014 for example). In addition, teachers’ poor self-efficacy in terms of teaching creative writing (PEP); a paucity of quality professional development about teaching and assessing creative writing (SEP); and issues related to the sustainability of creative approaches to teach writing (SEP; CEP) need to be considered by leaders and teachers in schools. Our literature review advances knowledge about creative writing by revealing two interconnected areas that affect creative writing practices. Findings suggest that a parallel focus on personal conditions and contextual conditions—including structural and cultural—has the potential to improve creative writing in general. Below, we share some implications and recommendations for improved practice by focussing on both (1) personal views about creative writing and (2) the structural and cultural aspects that affect creative writing practices at schools.

Focussing on personal views about creative writing

School leaders and teachers must clearly define what creative writing is, what key skills constitute creative writing.

From our search it was apparent that schools and their educators often do not have a clear idea or indeed a shared idea as to what constitutes creative writing in relation to their own context. Without a well-defined focus for creative writing students may find it difficult to know what is required in classroom tasks and assessment. In addition, when planning for creative writing in school programs, teachers should consider flexible learning opportunities and choice for their students when developing their creative writing skills. Such flexibility should also involve choice of topic, ways of working (e.g. peer collaboration, individual activities etc.), and open discussions led by students in the classroom as shown throughout this paper. It would also be important for leaders and teachers to interrogate current approaches to teaching writing which we argued in the introduction to be formulaic and genre based.

Improve teacher self-efficacy, confidence, and content knowledge in teaching writing

Many of our studies showed that teachers who lacked confidence about writing themselves had less knowledge and skills to teach writing than those that may have participated in projects encouraging ‘teachers as writers’. Further, improved knowledge of grammar (as highlighted in Macken-Horarik’s, 2012 work); talk about writing in the classroom and other spaces (Cremin et al., 2020 ) and the writing process (see Ryan, 2014 ) could assist teachers in becoming more confident to take risks in the classroom with their students. Above all being playful about writing through extended conversations and practices is required.

Focussing on the structural and cultural resources

Improve training and further professional development and learning about teaching and assessing creative writing.

In order for the above personal attributes to be improved, further professional development and learning are required. Many of the papers presented throughout this review demonstrated the powerful impact of immersive professional learning for teachers. Working alongside professional authors, researchers, drama practitioners, visual artists, poets, for example, provided positive opportunities for teachers to learn about writing but also to feel more confident to teach it without imposing strict boundaries on students. We argue for professional development to be both formal and informal including such approaches as coaching and mentoring in the classroom. Demonstrated practice alongside the teacher is also recommended. This, in turn, would address the ongoing issue of creative writing being stifled for students in the classroom context.

Consider sustainability of creative pedagogic approaches and spaces for creative writing in curriculum planning

Many of the studies throughout this paper shared creative approaches to teaching writing but there were concerns that some of these methods may not be sustainable. It is important for school leaders to support the work of teachers in relation to teaching creative writing. We acknowledge that there is increasing uncertainty and scrutiny surrounding teachers’ everyday work (Knight, 2020 ), however, continued engagement in learning about and participating in creative pedagogy for writing is highly recommended. In addition, the studies suggested the provision of appropriate and authentic spaces in which students could creatively write and these often included spaces outside of the normal classroom environment and arts-based approaches implemented in such spaces. Teachers should be encouraged to collaborate and take risks rather than follow predetermined strategies for every lesson. A whole of school practice can be developed with important conversations about the ideologies that inform the school’s approach to writing.

Schools should not stifle creativity in the classroom due to the infiltration of standardised and/or trending approaches to teaching and assessing writing

It is evident that pedagogical approaches to teaching writing have been stifled by more formulaic methods aiming to meet expectations of standardised tests despite other evidence showing the benefits of more productive, engaging, and creative approaches to teaching writing as highlighted above. This can be particularly the case for students from non-dominant backgrounds where writing about cultural and life experiences through innovative practices has been proven to empower their voices (Johnson, 2021 ). The research shows that when students are offered rigid structures of texts, no choice of genres, and indeed word lists, their own decisions about writing are diminished (Ryan & Barton, 2013 ). It has been proven that students’ engagement and motivation to write can increase when they are able to write directly from their own experience or in social groups. It is therefore recommended that school leaders and teachers reconsider their ideologies about writing and explicitly indicate the importance of real-world purposes for writing—not just formulised, quick writing as usually included in external tests—but also those that encourage students’ growth in imagination, creativity, and innovative thought.

This systematic review used a lens of reflexivity to situate writing as a process of active and creative design whereby students make conscious decisions about their writing, with guidance from their teachers. As explained, we see creative writing as writing that engages a reader and, therefore, requires knowledge of authorial voice and appropriate word choice. This involves reflexive decisions relating to personal, structural, and cultural emergent properties. Predominant in the literature was the striking influence of CEPs or the values and expectations ascribed to writing, which in turn influence the strategies and resources (SEPs) and the experiences and motivations of students and teachers in the classroom (PEPs). Writing is about more than a series of perfectly formed sentences in a recognisable structure, which dominates conceptions of writing through high-stakes testing globally. It is about engagement with the expressive self, emergent identities, and relationships to places and people and above all communicating to and/or entertaining a reader. Without quality education in creative writing, society is at risk of losing an art form that is important for cultural practice and expression (Watson, 2016 ).

We do foresee several limitations with such a review, largely related to the positive nature of the studies in relation to creative approaches to teaching writing as well as the relatively small numbers of participants in some of the studies. Most of the studies reported favourably on the approaches taken by teachers to influence student motivation towards writing with limited comments about adverse effects. In terms of contributions, the notion that students need to draw on creative thought and ideas when writing means that teachers and leaders must think about diverse ways to teach writing. We argue, on the basis of the findings, that inquiry-based and reflexive professional learning projects about creativity are crucial for primary classrooms: what creativity means in different contexts and for different writers; how it is enabled; and the decisions and actions that emerge when creative and reflexive design guide our approach to classroom writing. Without quality knowledge and understanding of what creative writing is and how it is taught, we would be at risk of diminishing students’ self-expression and ability to communicate meaning to others in literary forms.

Alhusaini, A. A., & Maker, C. J. (2015). Creativity in students’ writing of open-ended stories across ethnic, gender, and grade groups: An extension study from third to fifth grades. Gifted and Talented International, 30 (1–2), 25–38.

Article   Google Scholar  

Amabile, T. M. (1982). Children's artistic creativity: Detrimental effects of competition in a field setting. Personality and Social Psychology Bulletin , 8 (3), 573–578.

Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility . Cambridge University Press.

Book   Google Scholar  

Archer, M. (2012). The reflexive imperative in late modernity . Cambridge University Press.

Au, W., & Gourd, K. (2013). Asinine assessment: Why high-stakes testing is bad for everyone, including English teachers.  English Journal , 14–19.

Baer, J., & McKool, S. (2009). Assessing creativity using the consensual assessment technique . IGI Global.

Barbot, B., Tan, M., Randi, J., Santa-Donato, G., & Grigorenko, E. L. (2012). Essential skills for creative writing: Integrating multiple domain-specific perspectives. Thinking Skills and Creativity, 7 (3), 209–223.

Brill, F. (2004). Thinking outside the box: Imagination and empathy beyond story writing. Literacy, 38 (2), 83–89.

Christianakis, M. (2011a). Children’s text development: Drawing, pictures, and writing. Research in the Teaching of English, 46 (1), 22–54.

Google Scholar  

Christianakis, M. (2011b). Hybrid texts: Fifth graders, rap music, and writing. Urban Education, 46 (5), 1131–1168.

Coles, J. (2017). Planting poetry: Sowing seeds of creativity in a year 5 class changing english. Studies in Culture and Education, 24 (4), 386–398.

Copping, A. (2018). Exploring connections between creative thinking and higher attaining writing. Education, 46 (3), 307–316.

Cremin, T., Myhill, D., Eyres, I., Nash, T., Wilson, A., & Oliver, L. (2020). Teachers as writers: Learning together with others. Literacy, 54 (2), 49–59.

Cress, S. W., & Holm, D. T. (2016). Creative endeavors: Inspiring creativity in a first-grade classroom. Early Childhood Education Journal, 44 (3), 235–243.

DeFauw, D. L. (2018). One school’s yearlong collaboration with a children’s book author. Reading Teacher., 72 (30), 355–367.

Deutsch, L. (2014). Writing from the senses: 59 exercises to ignite creativity and revitalize your writing . Shambhala Publications.

Dobson, T. (2015). Developing a theoretical framework for response: Creative writing as response in the Year 6 primary classroom. English in Education, 49 (3), 252–265.

Dobson, T., & Stephenson, L. (2017). Primary pupils’ creative writing: Enacting identities in a Community of Writers. Literacy, 51 (3), 162–168.

Dobson, T., & Stephenson, L. (2020). Challenging boundaries to cross: Primary teachers exploring drama pedagogy for creative writing with theatre educators in the landscape of performativity. Professional Development in Education, 46 (2), 245–255.

Edwards-Groves, C. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25 (1), 49–64.

Gibson, R., & Ewing, R. (2020). Transforming the curriculum through the arts . Springer.

Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Journal of Language and Linguistic Studies, 15 (3), 1032–1044.

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104 (4), 879.

Grainger, T., Goouch, K., & Lambirth, A. (2005). Creativity and writing: Developing voice and verve in the classroom . Routledge.

Hall, A. H., & Grisham-Brown, J. (2011). Writing development over time: Examining preservice teachers' attitudes and beliefs about writing. Journal of Early Childhood Teacher Education, 32 (2), 148–158.

Healey, B. (2019). How children experience creative writing in the classroom. The Australian Journal of Language and Literacy, 42 (3), 184–194.

Johnson, T. (2021). Identity placement in social justice issues through a creative writing curriculum . Unpublished Masters thesis. Hamline University.

Knight, R. (2020). The tensions of innovation: Experiences of teachers during a whole school pedagogical shift. Research Papers in Education, 35 (2), 205–227.

Lee, B. K., & Enciso, P. (2017). The big glamorous monster (or Lady Gaga’s adventures at sea): Improving student writing through dramatic approaches in schools. Journal of Literacy Research, 49 (2), 157–180.

Macken-Horarik, M. (2012). Why school English needs a ‘good enough’ grammatics (and not more grammar). Changing English: Studies in Culture and Education, 19 (2), 179–194.

Mahmood, M. I., Mobeen, M., & Abbas, S. (2020). Effect of high-stakes exams on creative writing skills of ESL learners in Pakistan. Research Journal of Social Sciences and Economics Review, 1 (3), 169–179.

Mendelowitz, B. (2014). Permission to fly: Creating classroom environments of imaginative (im)possibilities. English in Education, 48 (2), 164–183.

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6 (7), e1000097.

Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on school students and their families . The Whitlam Institute.

Portier, C., Friedrich, N., & Stagg Peterson, S. (2019). Play(ful) pedagogical practices for creative collaborative literacy. Reading Teacher, 73 (1), 17–27.

Rumney, P., Buttress, J., & Kuksa, I. (2016). Seeing, doing, writing: The write here project. SAGE Open, 6 (1).

Ryan, M. (2014). Writers as performers: Developing reflexive and creative writing identities. English Teaching: Practice & Critique, 13 (3), 130–148.

Ryan, M., & Barton, G. M. (2013). Working towards a ’’thirdspace' in the teaching of writing to middle years students. Literacy Learning: The Middle Years , 21 (3), 71–81.

Ryan, M., & Barton, G. (2014). The spatialized practices of teaching writing in Australian elementary schools: Diverse students shaping discoursal selves.  Research in the Teaching of English , 303–329.

Ryan, M., & Daffern, T. (2020). Assessing writing: Teacher-led approaches. Teaching Writing: Effective approaches for the middle years.

Ryan, M., Khosronejad, M., Barton, G., Kervin, L. & Myhill, D. (2021). A reflexive approach to teaching writing: Enablements and constraints in primary school classrooms. Written Communication.

Sears, E. (2012). Painting and poetry: Third graders’ free-form poems inspired by their paintings. Journal of Inquiry and Action in Education, 5 (1), 17–40.

Slavin, E. R., Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). A quantitative synthesis of research on writing approaches in years 3 to 13 . Education Endowment Foundation.

Smith, H. (2020). The writing experiment: Strategies for innovative creative writing . Routledge.

Southern, A., Elliott, J., & Morley, C. (2020). Third space creative pedagogies: Developing a model of shared CPDL for teachers and artists to support reading and writing in the primary curricula of England and Wales. International Journal of Education and Literacy Studies, 8 (1), 24–31.

Steele, J. (2016). Becoming creative practitioners: Elementary teachers tackle artful approaches to writing instruction. Teaching Education, 27 (1), 1037829. https://doi.org/10.1080/10476210.2015.1037829

Stock, C., & Molloy, K. (2020). Where are the students?: Creative writing in a high-stakes world. Idiom, 56 (3), 19.

Wang, L. (2019). Rethinking the significance of creative writing: A neglected art form behind the language learning curriculum. Cambridge Open-Review Educational Research, 6 , 110–122.

Watson, V. M. (2016). Literacy is a civil write: The art, science, and soul of transformative classrooms.  Social Justice Instruction: Empowerment on the Chalkboard , 307–323.

Wyse, D., Jones, R., Bradford, H., & Wolpert, M. A. (2013). Teaching English, language and literacy . Routledge.

Yoo, J., & Carter, D. (2017). Teacher emotion and learning as praxis: Professional development that matters. Australian Journal of Teacher Education, 42 (3), 38–52.

Download references

Open Access funding enabled and organized by CAUL and its Member Institutions. The project that informed this systematic review was on the teaching of writing and funded by the Australian Research Council. The views expressed here are in no way reflective of the ARC.

Author information

Authors and affiliations.

School of Education, University of Southern Queensland, Springfield, QLD, Australia

Georgina Barton

Australian Catholic University, Sydney, NSW, Australia

Maryam Khosronejad & Mary Ryan

Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia

Lisa Kervin

Centre for Research in Writing, The University of Exeter, Exeter, UK

Debra Myhill

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Georgina Barton .

Ethics declarations

Conflict of interest.

There are no conflicts of interest regarding this paper.

Etical approval

Not applicable.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Barton, G., Khosronejad, M., Ryan, M. et al. Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity. Aust. Educ. Res. (2023). https://doi.org/10.1007/s13384-023-00641-9

Download citation

Received : 19 July 2022

Accepted : 26 May 2023

Published : 17 June 2023

DOI : https://doi.org/10.1007/s13384-023-00641-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Creative writing
• Primary classrooms
• Teaching writing
• Find a journal
• Publish with us
• Track your research

A Look Into Creative Writing | Oxford Summer Courses

Exploring the magic of creative writing with oxford summer courses.

Subscribe to our newsletter to receive helpful tips, tutorials, and thought-provoking articles that can inform and inspire your professional development. Sign up here .

Defining Creative Writing

Creative writing , as taught at Oxford Summer Courses, is the process of crafting original and imaginative works of literature, poetry, prose, or scripts. It transcends conventional writing, encouraging individuals to explore language, structure, and narrative. Whether it's a heartfelt poem, a captivating short story, or a thought-provoking novel, creative writing allows us to communicate our unique perspectives and experiences with the world.

The Magic of Imagination

Creative Writing is a catalyst that sparks our creativity and empowers us to breathe life into our ideas on the page. With Oxford Summer Courses, aspiring writers aged 16-24 can embark on an extraordinary journey of creative expression and growth. Immerse yourself in the captivating realms of Oxford and Cambridge as you explore our inspiring creative writing programs. Teleport readers to distant lands, realms of fantasy and creation, introduce them to captivating characters, and craft new worlds through the transformative art of storytelling. Discover more about our creative writing course here . Unleash your imagination and unlock the writer within.

What Are the Different Types of Creative Writing?

Creative Writing comes in many forms, encompassing a range of genres and styles. There are lots of different types of Creative Writing, which can be categorised as fiction or non-fiction. Some of the most popular being:

• Biographies
• Fiction: novels, novellas, short stories, etc.
• Poetry and Spoken word
• Playwriting/Scriptwriting
• Personal essays

At Oxford Summer Courses, students have the opportunity to delve into these various types of Creative Writing during the Summer School.

The Benefits of Creative Writing with Oxford Summer Courses

Engaging in Creative Writing with Oxford Summer Courses offers numerous benefits beyond self-expression. By joining our dedicated Creative Writing summer school programme, you would:

• Foster self-discovery and gain a deeper understanding of your thoughts, emotions, and personal experiences.
• Improve your communication skills, honing your ability to express yourself effectively and engage readers through refined language and storytelling abilities.
• Enhance empathy by exploring diverse perspectives and stepping into the shoes of different characters, broadening your understanding of the world around you.
• Gain new skills for further education or work, expanding your repertoire of writing techniques and abilities to enhance your academic or professional pursuits.
• Nurture your creativity, encouraging you to think outside the box, embrace unconventional ideas, and challenge the status quo, fostering a life-long mindset of innovation and originality.

Embracing the Journey

To embark on a journey of creative writing, embrace curiosity, take risks, and surrender to the flow of imagination. Write regularly, read widely, embrace feedback from tutors and peers at Oxford Summer Courses. Begin to experiment with styles and genres, and stay persistent in your course of action. The path of creative writing requires dedication, practice, and an open mind. Join us as we provide tips to help you start your creative writing journey and unleash your full creative potential under the guidance of industry professionals.

Creative Writing is a remarkable voyage that invites us to unleash our imagination, share our stories, and inspire others. It offers countless personal and professional benefits, nurturing self-expression, empathy, and creativity. So, grab a pen, open your mind, and embark on this enchanting journey of creative writing with Oxford Summer Courses. Let your words paint a vivid tapestry that captivates hearts and minds under the guidance of experienced tutors from Oxford and Cambridge. Join us as we explore the magic of creative writing and discover the transformative power it holds within through the renowned Oxford Summer Courses summer school.

Ready to study Creative Writing? Apply now to Oxford Summer Courses and join a community of motivated learners from around the world. Apply here .

Share this article

Discover the enchantment of creative writing with Oxford Summer Courses. Unleash your imagination, explore different genres, and enhance your communication skills. Nurture self-expression, empathy, and creativity while gaining valuable writing techniques.

Get Our Newsletter

Oxford Summer Courses LTD

18 Beaumont Street, Oxford, OX1 2NA, United Kingdom

+44 01865 818403

Juniors 9-12

Oxford 13-15

Oxford 16-17

Oxford 18-24

Cambridge 13-15

Cambridge 16-17

Advanced Cambridge 18-24

Recorded Webinars

GDPR Notice

Privacy Policy

Terms and Conditions

Oxford Summer Courses is an organisation which contracts with the colleges of the Universities of Oxford, Cambridge and London for the use of facilities, but which has no formal connection with the Universities of Oxford, Cambridge and London.

Oxford summer courses © 2024, oxford summer courses is a company registered in england and wales with company number 08011543.

• What is the best font for a blog?
• What Is Writing For SEO? Articles For SEO
• What Content Writing Is All About: What Is Content Writing?
• Is Copywriting Easy To Learn? What It Is & How To Do It.
• How Do I Start Writing A Blog Post? Learn From The Pros
• Content Writing Skills – What Does Content Writing Mean?
• Can Anyone Write A Novel or Book?
• What Are The Characteristics Of Creative Writing?

Why Creative Writing Is Important

• Is Writing Fanfiction Illegal? Are There Copyright Issues?
• Is Writing An Art Or A Craft?
• What Are The Characteristics Of Narrative Writing?
• Should You Plan A Novel Or Let It Flow Like A Pantser?
• Novel Plot Outline – The Devil’s In The Plot Detail
• Spy Novel Plots – How Do You Plot A Spy Story?
• What Are The Basic Writing Skills?
• Is freelance writing legit. Does freelance pay well?
• Is Grammar Necessary? What Words Go Where, and Why!
• Why Syntax Is Important
• Similarities Between Adjectives & Adverbs – Examples & Uses
• Why Is It Important To Use Good Grammar In Writing?
• How To Write Dialogue Between Two Characters In A Story
• How To Write Dialogue For A Deaf Character
• Terms and Conditions
• by Derek Bruce
• August 10, 2022 August 10, 2022

Table of Contents

What is creative writing and its purpose?

Creative writing is not only a tool to help students unleash their creativity and feel more comfortable writing about and about everyday life, but it has also been shown to improve language learning.

Creative writing assignments allow students to discover their personality, express themselves artistically, use their imagination, and discover their writing style.

At the university level, creative writing is encouraged as teachers encourage their students to learn to write stories and expand their vocabulary in a non-academic way in an academic setting; students also devote some of their (free) time to practice and discussing writing with each other.

Students writing creatively are encouraged to participate in extracurricular writing-based activities such as editorial clubs, school literature or magazines, writing contests, writing colonies or conferences, and continuing education courses.

Video – The importance of creative writing

Why is creative writing considered imaginative writing?

In order to encourage your children to write, be creative, use their imagination, and then praise them when they do, you need to build their confidence and clearly express their opinions, thoughts, and feelings.

Whether it’s taking half an hour a few days a week to sit down and pick up a pen, or use an online platform to write and share our stories , we can help our children grow, learn, and write in the way their peers like, not just their teacher.

Creative writing has the potential to have an incredibly positive impact on our children. As classroom opportunities become more and more limited, taking steps to encourage our children to write can help reap many benefits.

Using writing as a way to show your child his creative side helps his ability to concentrate, increases his sense of purpose and purposefulness.

Why is it important for creative writing students?

Writing is one of the most effective ways to improve your brain. I often hear from parents that their children do not like to write. Children often find it difficult to understand and express their feelings, and writing can be an extremely useful tool for self-expression.

Creative writing can help children explore and learn about their feelings, and it can be very helpful in expressing them. Writing gives children a safe place to explore and can be a very useful tool for expressing their feelings.

In the words of Albert Einstein, “creativity is fun for the intellect,” and writing is a great way to help your child express themselves. Statistics show that reading helps develop your writing skills , but writing helps develop your cognitive growth, organizational skills, and the ability to influence others through persuasion.

Unlike the academic equivalent of a written course that teaches students to create works according to language rules, creative writing is considered to focus on students’ self-expression. They believe that creative writing can hon e students’ ability to express themselves clearly, and creative writing involves careful study of literary terms and mechanisms in order to apply them to the writer’s work to promote improvement.

What is so great about creative writing?

Creative writing can also use their imagination to develop creative thinking, propose alternatives, and expand their thinking process and problem-solving ability.

It develops imagination and creativity and improves the child’s ability to find alternatives. When a child begins to write their own ideas, completing a story develops a number of important lifelong skills . Art writing will encourage and inspire children to use their creative mind and practice using their imagination.

As classroom writing becomes more and more limited, it is important to ensure that our children do not miss these valuable benefits by taking active measures to encourage children to write creatively outside the classroom. Not all creative writing courses are the same.

How does creative writing help you?

We adhere to our vision of helping 8-year-old children learn to write engaging and consistent short stories, including creative transformations, character wishes, obstacles, climax, dialogue and resolution plan.

For children and teenagers, novels are as important as any other type of writing because they learn to write. I found that one of the best ways to communicate with students while developing their reading and writing skills is creative writing.

Students benefit by participating in English Language Development (ELD) courses , observe their thoughts, sit with their emotions, and empathize with themselves and others by writing and sharing their own difficulties. Students should feel comfortable in the writing environment because they have the opportunity to express their ideas without making judgments or disappointments.

What you learn about creative writing?

When you are writing creatively, you are doing an exercise that will allow you to truly develop your voice and opinions without any additional restrictions. Creative writing is not just about improving grammar , spelling and vocabulary; it will allow you to develop your unique voice and share your infinite vision, expressing your views on the world inside and outside your mind.

Once you feel comfortable and master the mechanics of writing professionally and creatively , you can bend and break the rules as needed: use your voice and do what you write convincing without sounding like an amateur, boring or not. authentic.

It involves thinking about different ways to make the story memorable, which means that you also need to think about the voice of your characters and how that voice should sound. If all the characters in the text express the same thing, it will seem boring or monotonous.

What creative writing means?

A good creative writer is someone who can evoke emotion and create conflict in a story. Creative writing can also be used in plays or films because it helps the writer get into the heads of the characters and get a feel for what they feel, which he can then convey from reader to reader who may have a similar experience because the writer was able to successfully express your thoughts on paper.

It can also be a way of creative expression, as being creative can be a way that helps give meaning to our lives. Many people find writing helps to release their innermost feelings that they would otherwise have to contain inside.

People who regularly write creatively express themselves without even realizing it most of the time. But seasoned creative teachers have always known that good writing requires clear communication.

Creative writing exercises also benefit writers who are often overlooked and underestimated, especially in a world that is moving towards normative standardized testing and data-driven work. A study found that, among other things, expressive writing (that is, creative writing) brings more benefits to mental, emotional, and physical health.

A study on the emotional and physical health benefits of expressive writing found that only 15-20 minutes of writing a day is enough to affect the overall stress level of participants. This is especially true for students who are in a stressful environment or even just under stress. benefit. Due to standardized testing pressure.

Important Features of Creative Writing

If you’re considering starting a creative writing project, you’ve probably wondered how to get started. But what is creative writing and how hard is it to master? Let’s take a look at some of the most important features of creative writing . We’ll also examine how to choose a topic and outline your story.

How do I start creative writing?

Regardless of genre, you need to understand your target audience before beginning. All great stories start with a target audience.

By understanding your audience, you can tailor your writing to them and connect with them on a personal level. Try plotting out your story in advance and you will naturally begin writing with the target audience in mind. Here are some creative writing tips to help you get started:

If you want to pursue a degree in creative writing , you may want to look into an online program or pursue a master’s degree. There are countless degrees and programs available in the field of creative writing, which range in length from four to 10 years. T

aking the time to learn the craft will allow you to practice writing while you study . During the process of learning, write out your whole story. Break it down into scenes and chapters, sketch your characters, and describe their traits.

Is it hard to learn creative writing?

One question many people ask is: “Is it hard to learn creative writing?” The answer to this question depends entirely on your own preferences. Some people are natural writers, while others prefer to experiment with different forms of writing.

Either way, creativity can be learned , and creative writing is something that should be encouraged for everyone. In order to learn creative writing , you should begin by reading widely and reading examples of different forms of literature.

While learning to write fiction and poetry , creative writing courses also teach you how to analyze the structure of a story. While writing a short story, an essay, or a novel requires an imaginative approach, a creative writing class will help you develop your analytical and critical faculties.

You’ll discover how to make your story unique by developing characters, constructing scenes, and creating a world from the characters’ perspective.

How can I improve my creative writing skills?

If you’re not confident enough to write a full-length novel , you can try retelling classic stories. Although it can be challenging to create a completely new plot and characters, there are many ways to improve your skills.

For instance, you can retell Cinderella from the perspective of the ugly stepsisters, which could be an interesting twist on the original story. For inspiration, write a weekly or monthly book review to get ideas for your own stories.

Another way to improve your creative writing skills is to practice different ways to create strong visuals. By practicing strong visuals, you’ll be able to create books that grab the reader’s attention and keep them interested. Try writing using the senses, which teaches you to use your imagination to create vivid scenes .

If you have difficulty writing dialogue, you can also try writing a scene entirely with dialogue. Creating a scene entirely with dialogue can help move the story forward. This technique will help you learn to show, not tell in creative writing.

Different perspectives of creative thoughts from creative minds

They say negative people transmit negative emotions , but in the world of creative writing it’s one of the vital literary devices used to evoke empathy with the hero of the story. The purpose of creative writing is to make the reader identify with the main characters and understand their thought processes : it’s an important part of the creative process.

One of the benefits of creative writing at any level is that it improves the communication skills of the writer and the reader, by adding everyone’s life experiences . Creative writing exercises help to hone these skills and further develop basic writing skills, such as the syntax of sentence structure and writing profiles for character development.

Although fiction writing is a creative outlet , communicating well in the written form in a concise manner on a regular basis depends on using your own voice and personal life as reflective tools: human experience is a well of material in all areas of life.

From any point of view , new ideas are the life-blood of problem solving , which is what the author does on a day to day basis .

One of the best things about constructive criticism in a supportive environment is extremely helpful for all authors, and even young people writing their first fiction in the form of essays. Any creative type of writing in the school years is a form of artistic writing and is an enriching personal experience.

There’s nothing quite so satisfying as experiencing the joy of using the correct use of language in your own original work . Even the technical writer can use an element of creativity in their work, employing different angles for looking at the real world.

Any good creative writing class will have an element of factual writing in the form of journalism and is an excellent opportunity to explore technical forms of literature.

Resources relating to the importance of creative writing:

Why learn creative writing – writers.com, the importance of creative writing in the youth, why you are wrong if you think creative writing is a ‘frivolous , why is creative writing so important.

Terms and Conditions - Privacy Policy

What to Know About Creative Writing Degrees

Many creative writing degree recipients pursue careers as authors while others work as copywriters or ghostwriters.

Tips on Creative Writing Degrees

Getty Images

Prospective writing students should think about their goals and figure out if a creative writing degree will help them achieve those goals.

Many people see something magical in a beautiful work of art, and artists of all kinds often take pride in their craftsmanship. Creative writers say they find fulfillment in the writing process.

"I believe that making art is a human need, and so to get to do that is amazing," says Andrea Lawlor, an author who this year received a Whiting Award – a national $50,000 prize that recognizes 10 excellent emerging authors each year – and who is also the Clara Willis Phillips Assistant Professor of English at Mount Holyoke College in Massachusetts.

"We all are seeing more and more of the way that writing can help us understand perspectives we don't share," says Lawlor, whose recent novel "Paul Takes the Form of a Mortal Girl" addresses the issue of gender identity.

"Writing can help us cope with hard situations," Lawlor says. "We can find people who we have something in common with even if there's nobody around us who shares our experience through writing. It's a really powerful tool for connection and social change and understanding."

Creative writing faculty, many of whom are acclaimed published authors, say that people are well-suited toward degrees in creative writing if they are highly verbal and enjoy expressing themselves.

"Creative imaginative types who have stories burning inside them and who gravitate toward stories and language might want to pursue a degree in creative writing," Jessica Bane Robert, who teaches Introduction to Creative Writing at Clark University in Massachusetts, wrote in an email. "Through formal study you will hone your voice, gain confidence, find a support system for what can otherwise be a lonely endeavor."

Read the guide below to gain more insight into what it means to pursue a creative writing education, how writing impacts society and whether it is prudent to invest in a creative writing degree. Learn about the difference between degree-based and non-degree creative writing programs, how to craft a solid application to a top-notch creative writing program and how to figure out which program is the best fit.

Why Creative Writing Matters and Reasons to Study It

Creative writers say a common misconception about their job is that their work is frivolous and impractical, but they emphasize that creative writing is an extremely effective way to convey messages that are hard to share in any other way.

Kelly Caldwell, dean of faculty at Gotham Writers Workshop in New York City, says prospective writing students are often discouraged from taking writing courses because of concerns about whether a writing life is somehow unattainable or "unrealistic."

Although creative writers are sometimes unable to financially support themselves entirely on the basis of their creative projects, Caldwell says, they often juggle that work with other types of jobs and lead successful careers.

She says that many students in her introductory creative writing class were previously forbidden by parents to study creative writing. "You have to give yourself permission for the simple reason that you want to do it," she suggests.

Creative writing faculty acknowledge that a formal academic credential in creative writing is not needed in order to get writing published. However, they suggest, creative writing programs help aspiring authors develop their writing skills and allow space and time to complete long-term writing projects.

Working writers often juggle multiple projects at once and sometimes have more than one gig, which can make it difficult to finish an especially ambitious undertaking such as a novel, a play for the screen or stage, or a well-assembled collection of poems, short stories or essays. Grants and fellowships for authors are often designed to ensure that those authors can afford to concentrate on their writing.

Samuel Ace, a published poet and a visiting lecturer in poetry at Mount Holyoke, says his goal is to show students how to write in an authentic way that conveys real feeling. "It helps students to become more direct, not to bury their thoughts under a cascade of academic language, to be more forthright," he says.

Tips on Choosing Between a Non-Degree or Degree-Based Creative Writing Program

Experts note that someone needs to be ready to get immersed in the writing process and devote significant time to writing projects before pursuing a creative writing degree. Prospective writing students should not sign up for a degree program until they have reached that sense of preparedness, warns Kim Todd, an associate professor at the University of Minnesota College of Liberal Arts and director of its creative writing program.

She says prospective writing students need to think about their personal goals and figure out if a creative writing degree will help them achieve those goals.

Aspiring writers who are not ready to invest in a creative writing degree program may want to sign up for a one-off writing class or begin participating in an informal writing workshop so they can test their level of interest in the field, Todd suggests.

How to Choose and Apply to a Creative Writing Program

In many cases, the most important component of an application to a writing program is the writing portfolio, writing program experts say. Prospective writing students need to think about which pieces of writing they include in their portfolio and need to be especially mindful about which item they put at the beginning of their portfolio. They should have a trusted mentor critique the portfolio before they submit it, experts suggest.

Because creative writing often involves self-expression, it is important for aspiring writing students to find a program where they feel comfortable expressing their true identity.

This is particularly pertinent to aspiring authors who are members of minority groups, including people of color or LGBTQ individuals, says Lawlor, who identifies as queer, transgender and nonbinary.

How to Use a Creative Writing Degree

Creative writing program professors and alumni say creative writing programs cultivate a variety of in-demand skills, including the ability to communicate effectively.

"While yes, many creative writers are idealists and dreamers, these are also typically highly flexible and competent people with a range of personal strengths. And a good creative writing program helps them understand their particular strengths and marketability and translate these for potential employers, alongside the more traditional craft development work," Melissa Ridley Elmes, an assistant professor of English at Lindenwood University in Missouri, wrote in an email.

Elmes – an author who writes poetry, fiction and nonfiction – says creative writing programs force students to develop personal discipline because they have to consistently produce a significant amount of writing. In addition, participating in writing workshops requires writing students "to give and receive constructive feedback," Elmes says.

Cindy Childress, who has a Ph.D. in English from the University of Louisiana—Lafayatte and did a creative writing dissertation where she submitted poetry, says creative writing grads are well-equipped for good-paying positions as advertising and marketing copywriters, speechwriters, grant writers and ghostwriters.

According to the Bureau of Labor Statistics, the median annual compensation for writers and authors was $63,200 as of May 2019.

"I think the Internet, and writing communities online and in social media, have been very helpful for debunking the idea that if you publish a New York Times Bestseller you will have 'made it' and can quit your day job and write full time," Elmes explains. "Unless you are independently wealthy, the odds are very much against you in this regard."

Childress emphasizes that creative writing degree recipients have "skills that are absolutely transferable to the real world." For example, the same storytelling techniques that copywriters use to shape public perceptions about a commercial brand are often taught in introductory creative writing courses, she says. The ability to tell a good story does not necessarily come easily to people who haven't been trained on how to do it, she explains.

Childress says she was able to translate her creative writing education into a lucrative career and start her own ghostwriting and book editing company, where she earns a six-figure salary. She says her background in poetry taught her how to be pithy.

"Anything that we want to write nowadays, particularly for social media, is going to have to be immediately understood, so there is a sense of immediacy," she says."The language has to be crisp and direct and exact, and really those are exactly the same kind of ways you would describe a successful poem."

Searching for a grad school? Access our complete rankings of Best Graduate Schools.

10 Ways to Discover College Essay Ideas

Tags: education , graduate schools , colleges , students

You May Also Like

Law schools with the highest lsats.

Ilana Kowarski and Cole Claybourn April 11, 2024

MBA Programs That Lead to Good Jobs

Ilana Kowarski and Cole Claybourn April 10, 2024

B-Schools With Racial Diversity

Sarah Wood April 10, 2024

Law Schools That Are Hardest to Get Into

Sarah Wood April 9, 2024

Ask Law School Admissions Officers This

Gabriel Kuris April 9, 2024

Grad School Housing Options

Anayat Durrani April 9, 2024

U.S. News Ranks Best Graduate Schools

MBA Scholarships

Sammy Allen April 4, 2024

Special Master's Programs and Med School

Renee Marinelli, M.D. April 2, 2024

15 Famous Fulbright Scholars

Cole Claybourn April 1, 2024

Narrative Writing: A Complete Guide for Teachers and Students

MASTERING THE CRAFT OF NARRATIVE WRITING

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

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

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

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

WHAT IS A NARRATIVE?

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

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

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

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

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

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

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

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

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

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

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

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

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

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

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

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

NARRATIVE FEATURES

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

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

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

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

THE PLOT MAP

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

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

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

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

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

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

HOW TO WRITE A NARRATIVE

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

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

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

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

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

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

1. SETTING THE SCENE: THE WHERE AND THE WHEN

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

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

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

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

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

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

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

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

Popular Settings from Children’s Literature and Storytelling

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

2. CASTING THE CHARACTERS: THE WHO

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

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

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

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

Understanding Character Traits

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

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

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

Popular Character Traits in Children’s Stories

• Determination
• Imagination
• Perseverance
• Responsibility

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

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

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

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

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

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

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

Popular Conflicts found in Children’s Storytelling.

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

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

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

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

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

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

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

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

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

Popular Climax themes in Children’s Stories

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

5. RESOLUTION: TYING UP LOOSE ENDS

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

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

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

Popular Resolutions in Children’s Stories

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

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

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

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

TIPS FOR WRITING A GREAT NARRATIVE

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

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

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

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

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

NARRATIVE WRITING PROMPTS (Journal Prompts)

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

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

NARRATIVE WRITING VIDEO TUTORIAL

Teaching Resources

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

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

FREE Narrative Graphic Organizer

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

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

NARRATIVE WRITING CHECKLIST BUNDLE

OTHER GREAT ARTICLES ABOUT NARRATIVE WRITING

Narrative Writing for Kids: Essential Skills and Strategies

7 Great Narrative Lesson Plans Students and Teachers Love

Top 7 Narrative Writing Exercises for Students

How to Write a Scary Story

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Using Metaphors in Creative Writing

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

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

This handout discusses the writing obstacles most frequently faced by beginning poets and fiction writers and will offer tactics for addressing these issues during a tutorial.

What is a metaphor?

The term metaphor meant in Greek "carry something across" or "transfer," which suggests many of the more elaborate definitions below:

Related terms

Why use metaphors.

People get so accustomed to using the same words and phrases over and over, and always in the same ways, that they no longer know what they mean. Creative writers have the power to make the ordinary strange and the strange ordinary, making life interesting again.

When readers or listeners encounter a phrase or word that cannot be interpreted literally, they have to think—or rather, they are given the pleasure of interpretation. If you write "I am frustrated" or "The air was cold" you give your readers nothing to do—they say "so what?" On the other hand, if you say, "My ambition was Hiroshima, after the bombing," your readers can think about and choose from many possible meanings.

By writing "my dorm is a prison," you suggest to your readers that you feel as though you were placed in solitary, you are fed lousy food, you are deprived of all of life's great pleasures, your room is poorly lit and cramped—and a hundred other things, that, if you tried to say them all, would probably take several pages.

There are many gaps in language. When a child looks at the sky and sees a star but does not know the word "star," she is forced to say, "Mommy, look at the lamp in the sky!" Similarly, when computer software developers created boxes on the screen as a user interface, they needed a new language; the result was windows. In your poems, you will often be trying to write about subjects, feelings, etc., so complex that you have no choice but to use metaphors.

Or so says Aristotle in Poetics: "[T]he greatest thing by far is to be a master of metaphor." It is "a sign of genius, since a good metaphor implies an intuitive perception of the similarity in dissimilars."

Creative ways to use metaphors

Most books give rather boring examples of metaphors such as my father is a bear or the librarian was a beast. However, in your poetry (and fiction for that matter) you can do much more than say X is Y, like an algebraic formula. Definitely play with extended metaphors (see above) and experiment with some of the following, using metaphors...

• Mathematics
• Reading and Writing
• Intervention
• Professional Learning
• Virtual Events
• What is Phonics?
• Teaching Grammar
• Vocabulary Games
• What is Virtual Learning?
• About Sadlier
• Find a Sales Representative
• International Distributors
• International Programs
• Online Catalogs
• Sadlier School Site Map
• Pricing & Ordering Information
• Sadlier’s W-9
• Sadlier’s Sole Source Letter
• Sadlier’s Credit Application
• Privacy Policy
• Return Policy
• Terms & Conditions

Sadlier's English Language Arts Blog

• Author Interviews
• Interactive Read Alouds
• Close Reading
• Vocabulary/Vocab Gal
• Writing with Vocabulary
• Assessments
• Charts/Posters
• Graphic Organizers
• Back to School
• End of School
• Classroom Management
• Grammar & Writing
• Thinking Routines
• About Our Bloggers

October 3, 2015 CG Writing Lessons CCSS 6-8 , CG Teaching Strategies Worksheets , CG Writing Lessons 9-12 , CG Writing Lessons 6-8 , CG Writing Lessons CCSS 9-12 , ELA 6-8 , ELA Resources - Tip Sheets , ELA Focus - Writing , ELA 9-12 , ELA PD - Grammar Writing , ELA Resources - Charts/Posters , Core Grammar

Teaching students the many purposes of writing, by: tiffany rehbein.

I love sticky notes. If you were to look at my desk or at my planner or at my laptop lid, you would see sticky notes filled with information. A reminder to talk to a teacher. A list of three items to grab at the grocery store. A to-do list to accomplish during my planning period.

ACHIEVING YOUR WRITING PURPOSE

Purpose is the reason why we write, and we write for many different purposes. There are many ways to achieve your writing purpose: choose a form, choose the correct language, choose the style, organization, and kinds of evidence.

Here are some questions students should consider when deciding on writing purpose:

Are you trying to sound more personal or authoritative?

Are you wanting to entertain or inform?

Are you relating to your audience or keeping the audience distant?

Do you want to sound formal or informal?

Focusing on writing purpose will give students a rhetorical sense to their writing. This will also help students be aware of the audience for which they are writing. 

There are many purposes to writing. The most popular are to inform, to entertain, to explain, or to persuade. However, there are many more including to express feelings, explore an idea, evaluate, mediate, problem solve, or argue for or against an idea.

Writers often combine purposes in a single piece of writing.

In the coming weeks, this blog post will feature an in-depth look at many different purposes of writing. The first post will investigate informative writing.

Until then, download a poster and tip sheet the reminds students about why they are writing. This poster and tip sheet includes types of purposes with definitions.

MORE RESOURCES

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Academic writing

What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

Check for common mistakes

Use the best grammar checker available to check for common mistakes in your text.

Fix mistakes for free

Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

• Also , a lot of the findings are a little unreliable.
• Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

• People have been interested in this thing for a long time .
• Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

• This could perhaps suggest that…
• This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

• It conveys information more precisely than a comparable non-specialist term.
• Your reader is likely to be familiar with the term.
• The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

• How to write numbers
• Introducing abbreviations
• Using verb tenses in different sections
• Capitalization of terms and headings
• Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

• As a teacher, you must treat your students fairly.
• As a teacher, one must treat one’s students fairly.
• Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

• In my opinion…
• I think that…
• I like/dislike…
• I conducted interviews with…
• I argue that…
• I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

• Interest in this phenomenon carried on in the year 2018 .
• Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

• This horrible tragedy was obviously one of the worst catastrophes in construction history.
• The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

• Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
• Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Use the checklist below to assess whether you have followed the rules of effective academic writing.

• Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

Is this article helpful?

Other students also liked.

• Taboo words in academic writing
• How to write more concisely
• Transition Words & Phrases | List & Examples

More interesting articles

• A step-by-step guide to the writing process
• Active vs. Passive Constructions | When to Use the Passive Voice
• Avoid informal writing
• Avoid rhetorical questions
• Be conscious of your adverb placement
• Capitalization in titles and headings
• Exclamation points (!)
• Forging good titles in academic writing
• Free, Downloadable Educational Templates for Students
• Free, Downloadable Lecture Slides for Educators and Students
• How to avoid repetition and redundancy
• How to write a lab report
• How to write effective headings
• Language mistakes in quotes
• List of 47 Phrasal Verbs and Their One-Word Substitutions
• Myth: It’s incorrect to start a sentence with “because”
• Myth: It’s an error to split infinitives
• Myth: It’s incorrect to start a sentence with a coordinating conjunction (and, but, or, for, nor, yet, so)
• Myth: Paragraph transitions should be placed at the ends of paragraphs
• Tense tendencies in academic texts
• Using abbreviations and acronyms
• What Is Anthropomorphism? | Definition & Examples
• What Is Sentence Case? | Explanation & Examples
• What Is Title Case? | Explanation & Worksheet
• Writing myths: The reasons we get bad advice
• Writing numbers: words and numerals

Unlimited Academic AI-Proofreading

✔ Document error-free in 5minutes ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

Campus Alert

• AACC Students
• Military & Veterans
• Businesses & Employers
• Community & Alumni
• Accessibility
• GIVE TO AACC
• Course Search
• Programs & Courses
• Apply & Register
• Costs & Paying For College
• Resources For Students
• Campus Life & Activities

• Young Writers Award, April 2024

News Release

• Featured Stories

High School Students Capture Awards for Creative Writing 

April 9, 2024

Two high school students achieved top honors in Anne Arundel Community College’s inaugural Young Writers Award . Savannah Schweitzer from Northeast High School won the fictional short story category with her piece titled "Fallen Apples.” Michaela Osei from Chesapeake Science Point earned first place in the poetry category for her poem, "Places I Never Knew."

"We're thrilled to offer this award and to encourage young people throughout the county to pursue creative writing,” said Garrett Brown , AACC professor and coordinator of creative writing . “I see it as our mission as the community's college to offer these kinds of opportunities in the too-often-unsupported literary arts."   

The Young Writers Award celebrates outstanding literary pieces from Anne Arundel County students in grades 11 and 12. The judges for this year’s awards included AACC English faculty members Johnny Lew, Ph.D., Katy D’Angelo, Ph.D., and KT Perkins .  

The judges noted that Schweitzer’s story “has an incredible opening line that sets up an emotional metaphor that carries throughout the piece. The writer demonstrates maturity of style, subtly and effectively communicates character development and theme.”  

They commended Osei’s poem for how it “uses concrete imagery and employs skillful use of line and stanza structure to enhance its visual and descriptive language.”  

Both winners will receive a cash prize and their works will be published in Amaranth, AACC’s award-winning journal of literature and the arts. Additionally, Schweitzer, Osei, their high school principals, English teachers and counselors have been invited to Amaranth’s May 9 release celebration.   

Amberlynn Gong from Severna Park High School and Evelyn Holiday from Annapolis High School were the runners-up in the short story category. Maika Ogawa from Crofton High School was the poetry category runner-up.  

Submissions for the 2025 Young Writers Award will open Sept. 15, 2024. 

We're here to help.

Strategic Communications

410-777-2341

Media Contact

Angie Hamlet Public Relations Manager 410-777-2862 [email protected]   

Looking for stories past? Feel free to browse our archives.

Secondary Menu

2024 creative writing award winners, april 11, 2024.

Quantá Holden | Duke English | Digital Communication Specialist

The English Department at Duke University is honored to announce the winners of the 2024 Creative Writing Contests and Creative Writing Scholarships. Annually, the department administers creative writing contests to recognize fiction, creative nonfiction, and poetry works by English majors and non-major undergraduates. 

The English Department is honored to announce the winners of its 2024 writing contests. The department administers writing contests to recognize fiction, creative nonfiction, poetry, and critical writing by English majors and non-major undergraduates. 

Congratulations to all of this year's winners! 

Anne Flexner Memorial Award for Fiction Family members and friends of former English student Anne Flexner (1945) established the Anne Flexner Memorial Award for Creative Writing to recognize undergraduates for their work in fiction and poetry. 

Makee Gonzalez Anderson ’24  -  “Here, in the Past Tense” Second Prize: Emma Huang, ’25  -  "ABEL’S PLACE"

Reynolds Price Award for Fiction The Reynolds Price Fiction Award was established in memory of the distinguished novelist, essayist, poet, and public intellectual Reynolds Price, a graduate of Duke and professor in the English Department for over 50 years.  Tomas Esber, ’24  -  “Ridgewood” Second Prize: Matthew Chen, ’26  -  “ABC” & “Chair"

CREATIVE NONFICTION

George P. Lucaci Award for Creative NonFiction This award was created to encourage creative nonfiction writing and honor George P. Lucaci, a former Duke student who has actively supported undergraduate creative writing in the English Department for many years. 

Ruby Wang, ’24  -  “Blood Orison” Second Prize: Rowan Huang, ’24  -  “Arms Outstretched"

Academy of American Poets Prize Founded in 1934 in New York City, the Academy of American Poets is the largest membership-based nonprofit organization advocating for American poets and poetry.  Its mission is to support American poets at all stages of their careers and foster contemporary poetry appreciation.  Nima Babajani-Feremi, ’24  -  “Dreams to Persepolis” Honorable Mention: Tyler King, ’25  -  "NO QUARTER"

Anne Flexner Memorial Award for Poetry   Family members and friends of former English student Anne Flexner (1945) established the Anne Flexner Memorial Award for Creative Writing to recognize undergraduates for their work in fiction and poetry.   Jocelyn Chin, 24 -   “Endurance” Second Prize:   Arielle Stern, ’25  -  "The Poem as Event"

Terry Welby Tyler, Jr. Award for Poetry This award was established by the family of Terry Welby Tyler, Jr., who would have graduated with the class of 1997 to recognize and honor outstanding undergraduate poetry.  Arim Lim, ’26  -  "Archeopteryx"

Related Articles

• Duke English Administration
• Learning Objectives
• Resources for Faculty
• Best Practices
• English Minor
• Creative Writing Minor
• Frequently Asked Questions
• Student Spotlight
• Global Education
• Thesis & Distinction
• Creative Writing Contest
• 2024 Award Winners
• Critical Essay Contest
• Scholarships & Awards
• Past Winners
• Resources & Forms
• 2023-2024 English Department Ambassadors
• Undergraduate Alumni
• Collective Standards of Conduct and Values
• Timeline and Deadlines
• Statement of Expectations for Advising
• Best Practices Exams & Reading Lists
• Graduate Courses
• Graduate Placements
• Stephen Horne Award for Excellence in Teaching
• Professional Development
• Student Handbook
• Ph.D. Alumni
• Spring 2024 Courses
• Fall 2023 Courses
• Spring 2023 Courses
• Fall 2022 Courses
• 2020-21 Courses and Requirement
• Gateway Courses
• Area I: Medieval & Early Modern
• Area II: 18th & 19th Century
• Area III: Modern & Contemporary
• Criticism, Theory or Methodology Courses
• Creative Writing Courses
• Primary Faculty
• Joint Faculty
• Secondary Faculty
• Instructors and Affiliated Faculty
• Graduate Students
• David L. Paletz Creative Writing Guest Series
• Faculty Books
• Recent Work Online
• Faculty Works-in-Progress Series
• Novel Dialogue Podcast
• The Wellian Magazine
• Master of English Alumni
• J.D./M.A. Alumni
• All Alumni Profiles
• Alumni Profiles
• Assisting Duke Students

Try searching for

• Concerts and Events
• Employment / Jobs
• Faculty and Staff

Applications are still open for Arts Camp and Arts Academy. Programs fill quickly—submit your app today!

Arts academy students commended in 2024 regional scholastic art & writing awards.

57 students from the Academy’s creative writing, interdisciplinary arts, and visual arts divisions received accolades in one of the nation’s most prestigious national competitions for young artists.

57 students from Interlochen Arts Academy’s creative writing, interdisciplinary arts, and visual arts divisions received accolades in the 2024 regional Scholastic Art & Writing Awards .

15 Creative Writing students were among the award recipients in the West Central Michigan region, which was adjudicated this year by the competition’s region-at-large. Seniors Shreya Ganguly and Emily Pickering won Gold Keys for their portfolios, contributing to the division’s combined total of 15 Gold Keys.

Interdisciplinary Arts students Melodie Rassulkyzy and Olivia Babovic also received creative writing awards. Rassulkyzy earned both a Gold Key and one of the region’s American Voices Award nominations—a citation granted to the five best written works from each region.

40 Arts Academy visual artists united for a total of 107 individual and portfolio awards, including 28 Gold Keys, 37 Silver Keys, and 42 Honorable Mentions. Academy students Benjamin Goodlife, Sihyun (Evelyn) Park, and Maya Tzonev scored four of the region’s five American Visions Award nominations, which are awarded to the region’s five best visual artworks (Park received nominations for two pieces). Six visual arts students earned portfolio awards, with senior Campbell Cronk winning a Gold Key for her portfolio “Empathy Through Grief.”

All winners will be honored at regional awards celebrations. Gold Key-winning works will advance to the national level of the competition for further adjudication. Results of the national judging will be announced soon.

Founded in 1923, the Scholastic Art & Writing Awards are presented by the Alliance for Young Artists & Writers to recognize and celebrate the vision, ingenuity, and talent of our nation’s youth. Each year, young artists in grades 7-12 are invited to submit their works in 29 different categories of art and writing for the chance to earn scholarships and exhibition opportunities.

More Like This

April 12, 2024

April 8, 2024

March 18, 2024

February 20, 2024

November 15, 2023

October 6, 2023

Lewis Center for the Arts’ Princeton Atelier presents a concert of original songs by students in the spring course, “How to Write a Song”

Princeton students perform April 23 at 4:30 p.m. at Frist Film/Performance Theatre

Students in Princeton University’s spring course, “How to Write a Song,” offered by the Princeton Atelier at the Lewis Center for the Arts, will present a concert of original songs on Tuesday, April 23, at 4:30 p.m. in the Frist Film/Performance Theatre at Frist Campus Center on the Princeton campus. The students will present selected new songs with music and lyrics written over the past semester. The concert is free and open to the public. No tickets are required. Guests in need of access accommodations are invited to contact the Lewis Center at [email protected] at least one week prior to the event date.

Students and instructor Bridget Kearney who will perform new songs they have written in the spring Princeton Atelier course “How to Write a Song.” Photo credit: Brandon Le

“How to Write a Song” is taught this semester by Bridget Kearney, a founding member of the band Lake Street Dive. Each week the students, all with varying levels of literary and musical backgrounds, split into different groupings of four or five participants and wrote lyrics and composed tunes on an assigned emotional topic, such as gratitude, loss, protest, desire, joyousness, remorse, and defiance. At each class, the students performed their pieces for Kearney and their classmates, who then provided critiques. Guest critics and singer/songwriters joined the class to share their experience and to listen to and provide feedback to the student songwriters. Some of the guests this semester included Arooj Aftab, Cautious Clay and Akie Bermiss.

“The class has really dug deep over the course of the semester and written over 100 songs, honing their craft as lyricists, baring their souls in song and even trying some new instruments for the first time,” said Kearney. “No subject matter has been overlooked, from zooming in on the overlooked beauties of everyday life to zooming out to global and generational stories. We’ll be selecting our favorite songs from the semester to share at the final concert, and it is sure to bring the house down!”

The Princeton Atelier , celebrating its 30th anniversary in 2024, was founded by Princeton Professor Emerita Toni Morrison and is directed by Paul Muldoon, Princeton’s Howard G.B. Clark ’21 Professor in the Humanities and Professor of Creative Writing. The Atelier brings professional artists from different disciplines together with Princeton faculty and students to create new work in the context of a semester-long course that usually culminates in the public presentation of the new work. Participating Atelier artists often select a project they want to explore and experiment within the context of a class with Princeton students before developing it for the professional art world. Previous artists have included the choreographer Jacques d’Amboise, cellist Yo-yo Ma, playwright Branden Jacobs-Jenkins, multimedia artist Laurie Anderson, theater artist Basil Twist, choreographer Monica Bill Barnes, the theater ensemble Elevator Repair Service, percussionist Evelyn Glennie, and the Wakka Wakka puppet theater.

Kearney, who has co-taught “How to Write a Song” with Muldoon in past years, is a songwriter, multi-instrumentalist, and producer. A founding member of the band Lake Street Dive, she has performed at Radio City Music Hall, The Hollywood Bowl, Red Rocks Amphitheater, and The White House South Lawn, as well as appeared on The Late Show with David Letterman, The Late Show with Stephen Colbert, The Colbert Report, Ellen , and Conan . Her 3rd solo album, Comeback Kid , comes out this month on Keeled Scales. With Lake Street Dive she will release a new album in June and headline Madison Square Garden in September. Kearney holds a Bachelors in Music from the New England Conservatory in Jazz Studies (bass) and Bachelor of Arts from Tufts University in English.

Visit the Lewis Center website to learn more about the Princeton Atelier, the Lewis Center for the Arts, and the more than 100 public performances, exhibitions, readings, screenings, concerts, lectures, and special events presented by the Lewis Center each year, most of them free.

Press Contact

Steve Runk Director of Communications 609-258-5262 [email protected]

• Download press release (Word Doc)
• Download photo (JPG)

Lewis Center for the Arts’ Princeton Atelier presents Mr g: A Play About the Creation

Program in Creative Writing Celebrates National Poetry Month 2024

How to Write a Song: Concert of New Songs

How to Write a Song

Bridget Kearney

• press release
• princeton atelier
• Princeton Atelier Course

Receive Lewis Center Events & News Updates