creative writing reading and writing fiction

What Is Creative Writing? (Ultimate Guide + 20 Examples)

Creative writing begins with a blank page and the courage to fill it with the stories only you can tell.

I face this intimidating blank page daily–and I have for the better part of 20+ years.

In this guide, you’ll learn all the ins and outs of creative writing with tons of examples.

What Is Creative Writing (Long Description)?

Creative Writing is the art of using words to express ideas and emotions in imaginative ways. It encompasses various forms including novels, poetry, and plays, focusing on narrative craft, character development, and the use of literary tropes.

Table of Contents

Let’s expand on that definition a bit.

Creative writing is an art form that transcends traditional literature boundaries.

It includes professional, journalistic, academic, and technical writing. This type of writing emphasizes narrative craft, character development, and literary tropes. It also explores poetry and poetics traditions.

In essence, creative writing lets you express ideas and emotions uniquely and imaginatively.

It’s about the freedom to invent worlds, characters, and stories. These creations evoke a spectrum of emotions in readers.

Creative writing covers fiction, poetry, and everything in between.

It allows writers to express inner thoughts and feelings. Often, it reflects human experiences through a fabricated lens.

Types of Creative Writing

There are many types of creative writing that we need to explain.

Some of the most common types:

• Short stories
• Screenplays
• Flash fiction
• Creative Nonfiction

Short Stories (The Brief Escape)

Short stories are like narrative treasures.

They are compact but impactful, telling a full story within a limited word count. These tales often focus on a single character or a crucial moment.

Short stories are known for their brevity.

They deliver emotion and insight in a concise yet powerful package. This format is ideal for exploring diverse genres, themes, and characters. It leaves a lasting impression on readers.

Example: Emma discovers an old photo of her smiling grandmother. It’s a rarity. Through flashbacks, Emma learns about her grandmother’s wartime love story. She comes to understand her grandmother’s resilience and the value of joy.

Novels (The Long Journey)

Novels are extensive explorations of character, plot, and setting.

They span thousands of words, giving writers the space to create entire worlds. Novels can weave complex stories across various themes and timelines.

The length of a novel allows for deep narrative and character development.

Readers get an immersive experience.

Example: Across the Divide tells of two siblings separated in childhood. They grow up in different cultures. Their reunion highlights the strength of family bonds, despite distance and differences.

Poetry (The Soul’s Language)

Poetry expresses ideas and emotions through rhythm, sound, and word beauty.

It distills emotions and thoughts into verses. Poetry often uses metaphors, similes, and figurative language to reach the reader’s heart and mind.

Poetry ranges from structured forms, like sonnets, to free verse.

The latter breaks away from traditional formats for more expressive thought.

Example: Whispers of Dawn is a poem collection capturing morning’s quiet moments. “First Light” personifies dawn as a painter. It brings colors of hope and renewal to the world.

Plays (The Dramatic Dialogue)

Plays are meant for performance. They bring characters and conflicts to life through dialogue and action.

This format uniquely explores human relationships and societal issues.

Playwrights face the challenge of conveying setting, emotion, and plot through dialogue and directions.

Example: Echoes of Tomorrow is set in a dystopian future. Memories can be bought and sold. It follows siblings on a quest to retrieve their stolen memories. They learn the cost of living in a world where the past has a price.

Screenplays (Cinema’s Blueprint)

Screenplays outline narratives for films and TV shows.

They require an understanding of visual storytelling, pacing, and dialogue. Screenplays must fit film production constraints.

Example: The Last Light is a screenplay for a sci-fi film. Humanity’s survivors on a dying Earth seek a new planet. The story focuses on spacecraft Argo’s crew as they face mission challenges and internal dynamics.

Memoirs (The Personal Journey)

Memoirs provide insight into an author’s life, focusing on personal experiences and emotional journeys.

They differ from autobiographies by concentrating on specific themes or events.

Memoirs invite readers into the author’s world.

They share lessons learned and hardships overcome.

Example: Under the Mango Tree is a memoir by Maria Gomez. It shares her childhood memories in rural Colombia. The mango tree in their yard symbolizes home, growth, and nostalgia. Maria reflects on her journey to a new life in America.

Flash Fiction (The Quick Twist)

Flash fiction tells stories in under 1,000 words.

It’s about crafting compelling narratives concisely. Each word in flash fiction must count, often leading to a twist.

This format captures life’s vivid moments, delivering quick, impactful insights.

Example: The Last Message features an astronaut’s final Earth message as her spacecraft drifts away. In 500 words, it explores isolation, hope, and the desire to connect against all odds.

Creative Nonfiction (The Factual Tale)

Creative nonfiction combines factual accuracy with creative storytelling.

This genre covers real events, people, and places with a twist. It uses descriptive language and narrative arcs to make true stories engaging.

Creative nonfiction includes biographies, essays, and travelogues.

Example: Echoes of Everest follows the author’s Mount Everest climb. It mixes factual details with personal reflections and the history of past climbers. The narrative captures the climb’s beauty and challenges, offering an immersive experience.

Fantasy (The World Beyond)

Fantasy transports readers to magical and mythical worlds.

It explores themes like good vs. evil and heroism in unreal settings. Fantasy requires careful world-building to create believable yet fantastic realms.

Example: The Crystal of Azmar tells of a young girl destined to save her world from darkness. She learns she’s the last sorceress in a forgotten lineage. Her journey involves mastering powers, forming alliances, and uncovering ancient kingdom myths.

Science Fiction (The Future Imagined)

Science fiction delves into futuristic and scientific themes.

It questions the impact of advancements on society and individuals.

Science fiction ranges from speculative to hard sci-fi, focusing on plausible futures.

Example: When the Stars Whisper is set in a future where humanity communicates with distant galaxies. It centers on a scientist who finds an alien message. This discovery prompts a deep look at humanity’s universe role and interstellar communication.

Watch this great video that explores the question, “What is creative writing?” and “How to get started?”:

What Are the 5 Cs of Creative Writing?

The 5 Cs of creative writing are fundamental pillars.

They guide writers to produce compelling and impactful work. These principles—Clarity, Coherence, Conciseness, Creativity, and Consistency—help craft stories that engage and entertain.

They also resonate deeply with readers. Let’s explore each of these critical components.

Clarity makes your writing understandable and accessible.

It involves choosing the right words and constructing clear sentences. Your narrative should be easy to follow.

In creative writing, clarity means conveying complex ideas in a digestible and enjoyable way.

Coherence ensures your writing flows logically.

It’s crucial for maintaining the reader’s interest. Characters should develop believably, and plots should progress logically. This makes the narrative feel cohesive.

Conciseness

Conciseness is about expressing ideas succinctly.

It’s being economical with words and avoiding redundancy. This principle helps maintain pace and tension, engaging readers throughout the story.

Creativity is the heart of creative writing.

It allows writers to invent new worlds and create memorable characters. Creativity involves originality and imagination. It’s seeing the world in unique ways and sharing that vision.

Consistency

Consistency maintains a uniform tone, style, and voice.

It means being faithful to the world you’ve created. Characters should act true to their development. This builds trust with readers, making your story immersive and believable.

Is Creative Writing Easy?

Creative writing is both rewarding and challenging.

Crafting stories from your imagination involves more than just words on a page. It requires discipline and a deep understanding of language and narrative structure.

Exploring complex characters and themes is also key.

Refining and revising your work is crucial for developing your voice.

The ease of creative writing varies. Some find the freedom of expression liberating.

Others struggle with writer’s block or plot development challenges. However, practice and feedback make creative writing more fulfilling.

What Does a Creative Writer Do?

A creative writer weaves narratives that entertain, enlighten, and inspire.

Writers explore both the world they create and the emotions they wish to evoke. Their tasks are diverse, involving more than just writing.

Creative writers develop ideas, research, and plan their stories.

They create characters and outline plots with attention to detail. Drafting and revising their work is a significant part of their process. They strive for the 5 Cs of compelling writing.

Writers engage with the literary community, seeking feedback and participating in workshops.

They may navigate the publishing world with agents and editors.

Creative writers are storytellers, craftsmen, and artists. They bring narratives to life, enriching our lives and expanding our imaginations.

How to Get Started With Creative Writing?

Embarking on a creative writing journey can feel like standing at the edge of a vast and mysterious forest.

The path is not always clear, but the adventure is calling.

Here’s how to take your first steps into the world of creative writing:

• Find a time of day when your mind is most alert and creative.
• Create a comfortable writing space free from distractions.
• Use prompts to spark your imagination. They can be as simple as a word, a phrase, or an image.
• Try writing for 15-20 minutes on a prompt without editing yourself. Let the ideas flow freely.
• Reading is fuel for your writing. Explore various genres and styles.
• Pay attention to how your favorite authors construct their sentences, develop characters, and build their worlds.
• Don’t pressure yourself to write a novel right away. Begin with short stories or poems.
• Small projects can help you hone your skills and boost your confidence.
• Look for writing groups in your area or online. These communities offer support, feedback, and motivation.
• Participating in workshops or classes can also provide valuable insights into your writing.
• Understand that your first draft is just the beginning. Revising your work is where the real magic happens.
• Be open to feedback and willing to rework your pieces.
• Carry a notebook or digital recorder to jot down ideas, observations, and snippets of conversations.
• These notes can be gold mines for future writing projects.

Final Thoughts: What Is Creative Writing?

Creative writing is an invitation to explore the unknown, to give voice to the silenced, and to celebrate the human spirit in all its forms.

Check out these creative writing tools (that I highly recommend):

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• How To Write A Fantasy Short Story (Ultimate Guide + Examples)
• How To Write A Fantasy Romance Novel [21 Tips + Examples)

Whether you’ve been struck with a moment of inspiration or you’ve carried a story inside you for years, you’re here because you want to start writing fiction. From developing flesh-and-bone characters to worlds as real as our own, good fiction is hard to write, and getting the first words onto the blank page can be daunting.

Daunting, but not impossible. Although writing good fiction takes time, with a few fiction writing tips and your first sentences written, you’ll find that it’s much easier to get your words on the page.

Let’s break down fiction to its essential elements. We’ll investigate the individual components of fiction writing—and how, when they sit down to write, writers turn words into worlds. Then, we’ll turn to instructor Jack Smith and his thoughts on combining these elements into great works of fiction. But first, what are the elements of fiction writing?

Introduction to Fiction Writing: The Six Elements of Fiction

Before we delve into any writing tips, let’s review the essentials of creative writing in fiction. Whether you’re writing flash fiction , short stories, or epic trilogies, most fiction stories require these six components:

• Plot: the “what happens” of your story.
• Characters:  whose lives are we watching?
• Setting: the world that the story is set in.
• Point of View: from whose eyes do we see the story unfold?
• Theme: the “deeper meaning” of the story, or what the story represents.
• Style: how you use words to tell the story.

It’s important to recognize that all of these elements are intertwined. You can’t build the setting without writing it through a certain point of view; you can’t develop important themes with arbitrary characters, etc. We’ll get into the relationship between these elements later, but for now, let’s explore how to use each element to write fiction.

1. Fiction Writing Tip: Developing Fictional Plots

Plot is the series of causes and effects that produce the story as a whole. Because A, then B, then C—ultimately leading to the story’s  climax , the result of all the story’s events and character’s decisions.

If you don’t know where to start your story, but you have a few story ideas, then start with the conflict . Some novels take their time to introduce characters or explain the world of the piece, but if the conflict that drives the story doesn’t show up within the first 15 pages, then the story loses direction quickly.

That’s not to say you have to be explicit about the conflict. In Harry Potter, Voldemort isn’t introduced as the main antagonist until later in the first book; the series’ conflict begins with the Dursley family hiding Harry from his magical talents. Let the conflict unfold naturally in the story, but start with the story’s impetus, then go from there.

2. Fiction Writing Tip: Creating Characters

Think far back to 9th grade English, and you might remember the basic types of story conflicts: man vs. nature, man vs. man, and man vs. self. The conflicts that occur within stories happen to its characters—there can be no story without its people. Sometimes, your story needs to start there: in the middle of a conversation, a disrupted routine, or simply with what makes your characters special.

There are many ways to craft characters with depth and complexity. These include writing backstory, giving characters goals and fatal flaws, and making your characters contend with complicated themes and ideas. This guide on character development will help you sort out the traits your characters need, and how to interweave those traits into the story.

3. Fiction Writing Tip: Give Life to Living Worlds

Whether your story is set on Earth or a land far, far away, your setting lives in the same way your characters do. In the same way that we read to get inside the heads of other people, we also read to escape to a world outside of our own. Consider starting the story with what makes your world live: a pulsing city, the whispered susurrus of orchards, hills that roil with unsolved mysteries, etc. Tell us where the conflict is happening, and the story will follow.

4. Fiction Writing Tip: Play With Narrative Point of View

Point of view refers to the “cameraman” of the story—the vantage point we are viewing the story through. Maybe you’re stuck starting your story because you’re trying to write it in the wrong person. There are four POVs that authors work with:

• First person—the story is told from the “I” perspective, and that “I” is the protagonist.
• First person peripheral—the story is told from the “I” perspective, but the “I” is not the protagonist, but someone adjacent to the protagonist. (Think: Nick Carraway, narrator of  The Great Gatsby. )
• Second person—the story is told from the “you” perspective. This point of view is rare, but when done effectively, it can create a sense of eeriness or a personalized piece.
• Third person limited—the story is told from the “he/she/they” perspective. The narrator is not directly involved in the lives of the characters; additionally, the narrator usually writes from the perspective of one or two characters.
• Third person omniscient—the story is told from the “he/she/they” perspective. The narrator is not directly involved in the lives of the characters; additionally, the narrator knows what is happening in each character’s heads and in the world at large.

If you can’t find the right words to begin your piece, consider switching up the pronouns you use and the perspective you write from. You might find that the story flows onto the page from a different point of view.

5. Fiction Writing Tip: Use the Story to Investigate Themes

Generally, the themes of the story aren’t explored until after the aforementioned elements are established, and writers don’t always know the themes of their own work until after the work is written. Still, it might help to consider the broader implications of the story you want to write. How does the conflict or story extend into a bigger picture?

Let’s revisit Harry Potter’s opening scenes. When we revisit the Dursleys preventing Harry from knowing about his true nature, several themes are established: the meaning of family, the importance of identity, and the idea of fate can all be explored here. Themes often develop organically, but it doesn’t hurt to consider the message of your story from the start.

6. Fiction Writing Tip: Experiment With Words

Style is the last of the six fiction elements, but certainly as important as the others. The words you use to tell your story, the way you structure your sentences, how you alternate between characters, and the sounds of the words you use all contribute to the mood of the work itself.

If you’re struggling to get past the first sentence, try rewriting it. Write it in 10 words or write it in 200 words; write a single word sentence; experiment with metaphors, alliteration, or onomatopoeia . Then, once you’ve found the right words, build from there, and let your first sentence guide the style and mood of the narrative.

Now, let’s take a deeper look at the craft of fiction writing. The above elements are great starting points, but to learn how to start writing fiction, we need to examine the craft of combining these elements.

Primer on the Elements of Fiction Writing

First, before we get into the craft of fiction writing, it’s important to understand the elements of fiction. You don’t need to understand everything about the craft of fiction before you start keying in ideas or planning your novel. But this primer will be something you can consult if you need clarification on any term (e.g., point of view) as you learn how to start writing fiction.

The Elements of Fiction Writing

A standard novel runs between 80,000 to 100,000 words. A short novel, going by the National Novel Writing Month , is at least 50,000. To begin with, don’t think about length—think about development. Length will come. It is true that some works lend themselves more to novellas, but if that’s the case, you don’t want to pad them to make a longer work. If you write a plot summary—that’s one option on getting started writing fiction—you will be able to get a fairly good idea about your project as to whether it lends itself to a full-blown novel.

For now, let’s think about the various elements of fiction—the building blocks.

Writing Fiction: Your Protagonist

Readers want an interesting protagonist , or main character. One that seems real, that deals with the various things in life we all deal with. If the writer makes life too simple, and doesn’t reflect the kinds of problems we all face, most readers are going to lose interest.

Don’t cheat it. Make the work honest. Do as much as you can to develop a character who is fully developed, fully real—many-sided. Complex. In Aspects of the Novel , E.M Forster called this character a “round” characte r. This character is capable of surprising us. Don’t be afraid to make your protagonist, or any of your characters, a bit contradictory. Most of us are somewhat contradictory at one time or another. The deeper you see into your protagonist, the more complex, the more believable they will be.

If a character has no depth, is merely “flat,” as Forster terms it, then we can sum this character up in a sentence: “George hates his ex-wife.” This is much too limited. Find out why. What is it that causes George to hate his ex-wife? Is it because of something she did or didn’t do? Is it because of a basic personality clash? Is it because George can’t stand a certain type of person, and he didn’t realize, until too late, that his ex-wife was really that kind of person? Imagine some moments of illumination, and you will have a much richer character than one who just hates his ex-wife.

And so… to sum up: think about fleshing out your protagonist as much as you can. Consider personality, character (or moral makeup), inclinations, proclivities, likes, dislikes, etc. What makes this character happy? What makes this character sad or frustrated? What motivates your character? Readers don’t want to know only what —they want to know why .

Usually, readers want a sympathetic character, one they can root for. Or if not that, one that is interesting in different ways. You might not find the protagonist of The Girl on the Train totally sympathetic, but she’s interesting! She’s compelling.

Here’s an article I wrote on what makes a good protagonist.

Also on clichéd characters.

Now, we’re ready for a key question: what is your protagonist’s main goal in this story? And secondly, who or what will stand in the way of your character achieving this goal?

There are two kinds of conflicts: internal and external. In some cases, characters may not be opposing an external antagonist, but be self-conflicted. Once you decide on your character’s goal, you can more easily determine the nature of the obstacles that your protagonist must overcome. There must be conflict, of course, and stories must involve movement. Things go from Phase A to Phase B to Phase C, and so on. Overall, the protagonist begins here and ends there. She isn’t the same at the end of the story as she was in the beginning. There is a character arc.

I spoke of character arc. Now let’s move on to plot, the mechanism governing the overall logic of the story. What causes the protagonist to change? What key events lead up to the final resolution?

But before we go there, let’s stop a moment and think about point of view, the lens through which the story is told.

Writing Fiction: Point of View as Lens

Is this the right protagonist for this story? Is this character the one who has the most at stake? Does this character have real potential for change? Remember, you must have change or movement—in terms of character growth—in your story. Your character should not be quite the same at the end as in the beginning. Otherwise, it’s more of a sketch.

Such a story used to be called “slice of life.” For example, what if a man thinks his job can’t get any worse—and it doesn’t? He started with a great dislike for the job, for the people he works with, just for the pay. His hate factor is 9 on a scale of 10. He doesn’t learn anything about himself either. He just realizes he’s got to get out of there. The reader knew that from page 1.

Choose a character who has a chance of undergoing change of some kind. The more complex the change, the better. Characters that change are dynamic characters , according to E. M. Forster. Characters that remain the same are  static  characters. Be sure your protagonist is dynamic.

Okay, an exception: Let’s say your character resists change—that can involve some sort of movement—the resisting of change.

Here’s another thing to look at on protagonists—a blog I wrote: https://elizabethspanncraig.com/writing-tips-2/creating-strong-characters-typical-challenges/

Writing Fiction: Point of View and Person

Usually when we think of point of view, we have in mind the choice of person: first, second, and third. First person provides intimacy. As readers we’re allowed into the I-narrator’s mind and heart. A story told from the first person can sometimes be highly confessional, frank, bold. Think of some of the great first-person narrators like Huck Finn and Holden Caulfield. With first person we can also create narrators that are not completely reliable, leading to dramatic irony : we as readers believe one thing while the narrator believes another. This creates some interesting tension, but be careful to make your protagonist likable, sympathetic. Or at least empathetic, someone we can relate to.

What if a novel is told in first person from the point of view of a mob hit man? As author of such a tale, you probably wouldn’t want your reader to root for this character, but you could at least make the character human and believable. With first person, your reader would be constantly in the mind of this character, so you’d need to find a way to deal with this sympathy question. First person is a good choice for many works of fiction, as long as one doesn’t confuse the I-narrator with themselves. It may be a temptation, especially in the case of fiction based on one’s own life—not that it wouldn’t be in third person narrations. But perhaps even more with a first person story: that character is me . But it’s not—it’s a fictional character.

Check out my article on writing autobiographical fiction, which appeared in  The   Writer  magazine. https://www.writermag.com/2018/07/31/filtering-fact-through-fiction/

Third person provides more distance. With third person, you have a choice between three forms: omniscient, limited omniscient, and objective or dramatic. If you get outside of your protagonist’s mind and enter other characters’ minds, you are being omniscient or godlike. If you limit your access to your protagonist’s mind only, this is limited omniscience. Let’s consider these two forms of third-person narrators before moving on to the objective or dramatic POV.

The omniscient form is rather risky, but it is certainly used, and it can certainly serve a worthwhile function. With this form, the author knows everything that has occurred, is occurring, or will occur in a given place, or in given places, for all the characters in the story. The author can provide historical background, look into the future, and even speculate on characters and make judgments. This point of view, writers tend to feel today, is more the method of nineteenth-century fiction, and not for today. It seems like too heavy an authorial footprint. Not handled well—and it is difficult to handle well—the characters seem to be pawns of an all-knowing author.

Today’s omniscience tends to take the form of multiple points of view, sometimes alternating, sometimes in sections. An author is behind it all, but the author is effaced, not making an appearance. BUT there are notable examples of well-handled authorial omniscience–read Nobel-prize winning Jose Saramago’s Blindness  as a good example.

For more help, here’s an article I wrote on the omniscient point of view for  The Writer : https://www.writermag.com/improve-your-writing/fiction/omniscient-pov/

The limited omniscient form is typical of much of today’s fiction. You stick to your protagonist’s mind. You see others from the outside. Even so, you do have to be careful that you don’t get out of this point of view from time to time, and bring in things the character can’t see or observe—unless you want to stand outside this character, and therein lies the omniscience, however limited it is.

But anyway, note the difference between: “George’s smiles were very welcoming” and “George felt like his smiles were very welcoming”—see the difference? In the case of the first, we’re seeing George from the outside; in the case of the second, from the inside. It’s safer to stay within your protagonist’s perspective as much as possible and not describe them from the outside. Doing so comes off like a point-of-view shift. Yet it’s true that in some stories, the narrator will describe what the character is wearing, tell us what his hopes and dreams are, mention things he doesn’t know right now but will later—and perhaps, in rather quirky stories, the narrator will even say something like “Our hero…” This can work, and has, if you create an interesting narrative voice. But it’s certainly a risk.

The dramatic or objective point of view is one you’ll probably use from time to time, but not throughout your whole novel. Hemingway’s “Hills like White Elephants” is handled with this point of view. Mostly, with maybe one exception, all we know is what the characters say and do, as in a play. Using this point of view from time to time in a longer work can certainly create interest. You can intensify a scene sometimes with this point of view. An interesting back and forth can be accomplished, especially if the dialogue is clipped.

I’ve saved the second-person point of view for the last. I would advise you not to use this point of view for an entire work. In his short novel Bright Lights, Big City , Jay McInerney famously uses this point of view, and with some force, but it’s hard to pull off. In lesser hands, it can get old. You also cause the reader to become the character. Does the reader want to become this character? One problem with this point of view is it may seem overly arty, an attempt at sophistication. I think it’s best to choose either first or third.

Here’s an article I wrote on use of second person for  The Writer magazine. Check it out if you’re interested. https://www.writermag.com/2016/11/02/second-person-pov/

Writing Fiction: Protagonist and Plot and Structure

We come now to plot, keeping in mind character. You might consider the traditional five-stage structure : exposition, rising action, crisis and climax, falling action, and resolution. Not every plot works this way, but it’s a tried-and-true structure. Certainly a number of pieces of literature you read will begin in media re s—that is, in the middle of things. Instead of beginning with standard exposition, or explanation of the condition of the protagonist’s life at the story’s starting point, the author will begin with a scene. But even so, as in Jerzy Kosiński’s famous novella Being There , which begins with a scene, we’ll still pick up the present state of the character’s life before we see something that complicates it or changes the existing equilibrium. This so-called complication can be something apparently good—like winning the lottery—or something decidedly bad—like losing a huge amount of money at the gaming tables. One thing is true in both cases: whatever has happened will cause the character to change. And so now you have to fill in the events that bring this about.

How do you do that? One way is to write a chapter outline to prevent false starts. But some writers don’t like plotting in this fashion, but want to discover as they write. If you do plot your novel in advance, do realize that as you write, you will discover a lot of things about your character that you didn’t have in mind when you first set pen to paper. Or fingers to keyboard. And so, while it’s a good idea to do some planning, do keep your options open.

Let’s think some more about plot. To have a workable plot, you need a sequence of actions or events that give the story an overall movement. This includes two elements which we’ll take up later: foreshadowing and echoing (things that prepare us for something in the future and things that remind us of what has already happened). These two elements knit a story together.

Think carefully about character motivations. Some things may happen to your character; some things your character may decide to do, however wisely or unwisely. In the revision stage, if not earlier, ask yourself: What motivates my character to act in one way or another? And ask yourself: What is the overall logic of this story? What caused my character to change? What were the various forces, whether inner or outer, that caused this change? Can I describe my character’s overall arc, from A to Z?  Try to do that. Write a short paragraph. Then try to write down your summary in one sentence, called a log line in film script writing, but also a useful technique in fiction writing as well. If you write by the discovery method, you probably won’t want to do this in the midst of the drafting, but at least in the revision stage, you should consider doing so.

With a novel you may have a subplot or two. Assuming you will, you’ll need to decide how the plot and the subplot relate. Are they related enough to make one story? If you think the subplot is crucial for the telling of your tale, try to say why—in a paragraph, then in a sentence.

Here’s an article I wrote on structure for  The Writer : https://www.writermag.com/improve-your-writing/revision-grammar/find-novels-structure/

Writing Fiction: Setting

Let’s move on to setting . Your novel has to take place somewhere. Where is it? Is it someplace that is particularly striking and calls for a lot of solid description? If it’s a wilderness area where your character is lost, give your reader a strong sense for the place. If it’s a factory job, and much of the story takes place at the worksite, again readers will want to feel they’re there with your character, putting in the hours. If it’s an apartment and the apartment itself isn’t related to the problems your character is having, then there’s no need to provide that much detail. Exception: If your protagonist concentrates on certain things in the apartment and begins to associate certain things about the apartment with their misery, now there’s reason to get concrete. Take a look, when you have a chance, at the short story “The Yellow Wall-Paper.” It’s not an apartment—it’s a house—but clearly the setting itself becomes important when it becomes important to the character. She reads the wallpaper as a statement about her own condition.

Here’s the URL for ”The Yellow Wall-Paper”: https://www.nlm.nih.gov/theliteratureofprescription/exhibitionAssets/digitalDocs/The-Yellow-Wall-Paper.pdf

Sometimes setting is pretty important; sometimes it’s much less important. When it doesn’t serve a purpose to describe it, don’t, other than to give the reader a sense for where the story takes place. If you provide very many details, even in a longer work like a novel, the reader will think that these details have some significance in terms of character, plot, or theme—or all three. And if they don’t, why are they there? If setting details are important, be selective. Provide a dominant impression. More on description below.

If you’re interested, here’s a blog on setting I wrote for Writers.com: https://writers.com/what-is-the-setting-of-a-story

Writing Fiction: Theme and Idea

Most literary works have a theme or idea. It’s possible to decide on this theme before you write, as you plan out your novel. But be careful here. If the theme seems imposed on the work, the novel will lose a lot of force. It will seem—and it may well be—engineered by the author much like a nonfiction piece, and lose the felt experience of the characters.

Theme must emerge from the work naturally, or at least appear to do so. Once you have a draft, you can certainly build ideas that are apparent in the work, and you can even do this while you’re generating your first draft. But watch out for overdoing it. Let the characters (what they do, what they say) and the plot (the whole storyline with its logical connections) contribute on their own to the theme. Also you can depend on metaphors, similes, and analogies to point to the theme—as long as these are not heavy-handed. Avoid authorial intrusion, authorial impositions of any kind. If you do end up creating a simile, metaphor, or analogy through rational thinking, make sure it sounds  natural. That’s not easy, of course.

Writing Fiction: Handling Scenes

Keep a few things in mind about writing scenes. Not every event deserves a whole scene, maybe only a half-scene, a short interaction between characters. Scenes need to do two things: reveal character and advance plot. If a scene seems to stall out and lack interest, in the revision mode you might try using narrative summary instead (see below).

Good fiction is strongly dramatic, calling for scenes, many of them scenes with dialogue and action. Scenes need to involve conflict of some kind. If everyone is happy, that’s probably going to be a dull scene. Some scenes will be narrative, without dialogue. You need some interesting action to make these work.

Let’s consider scenes with dialogue.

The best dialogue is speech that sounds natural, and yet isn’t. Everything about fiction is an artifice, including speech. But try to make it sound real. The best way to do this is to “hear” the voices in your head and transcribe them. Take dictation. If you can do this, whole conversations will seem very real, believable. If you force what each character has to say, and plan it out too much, it will certainly sound planned out, and not real at all. Not that in the revision mode you can’t doctor up the speech here and there, but still, make sure it comes off as natural sounding.

Some things to think about when writing dialogue: people usually speak in fragments, interrupt each other, engage in pauses, follow up a question with a comment that takes the conversation off course (non sequiturs). Note these aspects of dialogue in the fiction you read.

Also, note how writers intersperse action with dialogue, setting details, and character thoughts. As far as the latter goes, though, if you’ll recall, I spoke of the dramatic point of view, which doesn’t get into a character’s mind but depends instead on what characters do and say, as in a play. You may try this point of view out in some scenes to make them really move.

One technique is to use indirect dialogue, or summary of what a character said, not in the character’s own words. For instance: Bill made it clear that he wasn’t going to the city after all. If anybody thought that, they were wrong .

Now and then you’ll come upon dialogue that doesn’t use the standard double quotes, but perhaps a single quote (this is British), or dashes, or no punctuation at all. The latter two methods create some distance from the speech. If you want to give your work a surreal quality, this certainly adds to it. It also makes it seem more interior.

One way to kill good dialogue is to make characters too obviously expository devices—that is, functioning to provide background or explanations of certain important story facts. Certainly characters can serve as expository devices, but don’t be too heavy-handed about this. Don’t force it like the following:

“We always used to go to the beach, you recall? You recall how first we would have breakfast, then take a long walk on the beach, and then we would change into our swimsuits, and spend an hour in the water. And you recall how we usually followed that with a picnic lunch, maybe an hour later.”

This sounds like the character is saying all this to fill the reader in on backstory. You’d need a motive for the utterance of all of these details—maybe sharing a memory?

But the above sounds stilted, doesn’t it?

One final word about dialogue. Watch out for dialogue tags that tell but don’t show . Here’s an example:

“Do you think that’s the case,” said Ted, hoping to hear some good news. “Not necessarily,” responded Laura, in a barky voice. “I just wish life wasn’t so difficult,” replied Ted.

If you’re going to use a tag at all—and many times you don’t need to—use “said.” Dialogue tags like the above examples can really kill the dialogue.

Writing Fiction: Writing Solid Prose

Narrative summary :  As I’ve stated above, not everything will be a scene. You’ll need to write narrative summary now and then. Narrative summary telescopes time, covering a day, a week, a month, a year, or even longer. Often it will be followed up by a scene, whether a narrative scene   or one with dialogue. Narrative summary can also relate how things generally went over a given period. You can write strong narrative summary if you make it specific and concrete—and dramatic. Also, if we hear the voice of the writer, it can be interesting—if the voice is compelling enough.

Exposition : It’s the first stage of the 5-stage plot structure, where things are set up prior to some sort of complication, but more generally, it’s a prose form which tells or informs. You use exposition when you get inside your character, dealing with his or her thoughts and emotions, memories, plans, dreams. This can be difficult to do well because it can come off too much like authorial “telling” instead of “showing,” and readers want to feel like they’re experiencing the world of the protagonist, not being told about this world. Still, it’s important to get inside characters, and exposition is often the right tool, along with narrative summary, if the character is remembering a sequence of events from the past.

Description :  Description is a word picture, providing specific and concrete details to allow the reader to see, not just be told. Concreteness is putting the reader in the world of the five senses, what we call imagery . Some writers provide a lot of details, some only a few—just enough that the reader can imagine the rest. Consider choosing details that create a dominant impression—whether it’s a character or a place. Similes, metaphors, and analogies help readers see people and places and can make thoughts and ideas (the reflections of your character or characters) more interesting. Not that you should always make your reader see. To do so might cause an overload of images.

Check out these two articles: https://www.writermag.com/improve-your-writing/fiction/the-definitive-guide-to-show-dont-tell/ https://www.writermag.com/improve-your-writing/fiction/figurative-language-in-fiction/

Writing Fiction: Research

Some novels require research. Obviously historical novels do, but others do, too, like Sci Fi novels. Almost any novel can call for a little research. Here’s a short article I wrote for The Writer magazine on handling research materials. It’s in no way an in-depth commentary on research–but it will serve as an introduction. https://www.writermag.com/improve-your-writing/fiction/research-in-fiction/

For a blog on novel writing, check this link at Writers.com: https://writers.com/novel-writing-tips

For more articles I’ve published in  The Writer , go here: https://www.writermag.com/author/jack-smith/

How to Start Writing Fiction: Take a Writing Class!

To write a story or even write a book, fiction writers need these tools first and foremost. Although there’s no comprehensive guide on how to write fiction for beginners, working with these elements of fiction will help your story bloom.

All six elements synergize to make a work of fiction, and like most works of art, the sum of these elements is greater than the individual parts. Still, you might find that you struggle with one of these elements, like maybe you’re great at writing characters but not very good with exploring setting. If this is the case, then use your strengths: use characters to explore the setting, or use style to explore themes, etc.

Getting the first draft written is the hardest part, but it deserves to be written. Once you’ve got a working draft of a story or novel and you need an extra set of eyes, the Writers.com community is here to give feedback: take a look at our upcoming courses on fiction writing, and check out our talented writing community .

Good luck, and happy writing!

I have had a story in my mind for over 15 years. I just haven’t had an idea how to start , putting it down on print just seems too confusing. After reading this article I’m even more confused but also more determined to give it a try. It has given me answers to some of my questions. Thank you !

You’ve got this, Earl!

Just reading this as I have decided to attempt a fiction work. I am terrible at writing outside of research papers and such. I have about 50 single spaced pages “written” and an entire outline. These tips are great because where I struggle it seems is drawing the reader in. My private proof reader tells me it is to much like an explanation and not enough of a story, but working on it.

first class

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Fiction Writing Basics

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Plot is what happens in a story, but action itself doesn’t constitute plot. Plot is created by the manner in which the writer arranges and organizes particular actions in a meaningful way. It’s useful to think of plot as a chain reaction, where a sequence of events causes other events to happen.

When reading a work of fiction, keep in mind that the author has selected one line of action from the countless possibilities of action available to her. Trying to understand why the author chose a particular line of action over another leads to a better understanding of how plot is working in a story

This does not mean that events happen in chronological order; the author may present a line of action that happens after the story’s conclusion, or she may present the reader with a line of action that is still to be determined. Authors can’t present all the details related to an action, so certain details are brought to the forefront, while others are omitted.

The author imbues the story with meaning by a selection of detail. The cause-and-effect connection between one event and another should be logical and believable, because the reader will lose interest if the relation between events don’t seem significant. As Cleanth Brooks and Robert Penn Warren wrote in Understanding Fiction , fiction is interpretive: “Every story must indicate some basis for the relation among its parts, for the story itself is a particular writer’s way of saying how you can make sense of human experience.”

If a sequence of events is merely reflexive, then plot hasn’t come into play. Plot occurs when the writer examines human reactions to situations that are always changing. How does love, longing, regret and ambition play out in a story? It depends on the character the writer has created.

Because plot depends on character, plot is what the character does. Plot also fluctuates, so that something is settled or thrown off balance in the end, or both. Traditionally, a story begins with some kind of description that then leads to a complication. The complication leads up to a crisis point where something must change. This is the penultimate part of the story, before the climax, or the most heightened moment of a story.

In some stories, the climax is followed by a denouement, or resolution of the climax. Making events significant in plot begins with establishing a strong logic that connects the events. Insofar as plot reveals some kind of human value or some idea about the meaning of experience, plot is related to theme.

Character can’t be separated from action, since we come to understand a character by what she does. In stories, characters drive the plot. The plot depends on the characters' situations and how they respond to it. The actions that occur in the plot are only believable if the character is believable. For most traditional fiction, characters are divided into the following categories:

• Protagonist : the main or central character or hero (Harry Potter)
• Antagonist : opponent or enemy of the protagonist (Dark Lord Voldemort)
• Foil Character : a character(s) who helps readers better understand another character, usually the protagonist. For example in the Harry Potter series, Hermione and Ron are Harry's friends, but they also help readers better understand the protagonist, Harry. Ron and Hermione represent personalities that in many ways are opposites - Ron is a bit lazy and insecure; Hermione is driven and confident. Harry exists in the middle, thus illustrating his inner conflict and immaturity at the beginning of the book series.

Because character is so important to plot and fiction, it’s important for the writer to understand her characters as much as possible. Though the writer should know everything there is to know about her character, she should present her knowledge of the characters indirectly, through dialogue and action. Still, sometimes a summary of a character’s traits needs to be given. For example, for characters who play the supporting cast in a story, direct description of the character’s traits keeps the story from slowing down.

Beginning and intermediate level writers frequently settle for creating types, rather than highly individualized, credible characters. Be wary of creating a character who is a Loser With A Good Heart, The Working Class Man Who Is Trapped By Tough Guy Attitudes, The Lonely Old Lady With A Dog, etc. At the same time, keep in mind that all good characters are, in a sense, types.

Often, in creative writing workshops from beginning to advanced levels, the instructor asks, “Whose story is this?” This is because character is the most important aspect of fiction. In an intermediate level workshop, it would be more useful to introduce a story in which it is more difficult to pick out the main character from the line-up. It provides an opportunity for intermediate level fiction writers to really explore character and the factors that determine what is at stake, and for whom.

Conflict depends on character, because readers are interested in the outcomes of people’s lives, but may be less interested in what’s at stake for a corporation, a bank, or an organization. Characters in conflict with one another make up fiction. Hypothetically, a character can come into conflict with an external force, like poverty, or a fire. But there is simply more opportunity to explore the depth and profundity in relationships between people, because people are so complex that conflict between characters often gets blurred with a character’s conflict with herself

The short story, as in all literary forms, including poetry and creative nonfiction, depends on the parts of the poem or story or essay making some kind of sense as a whole. The best example in fiction is character. The various aspects of a character should add up to some kind of meaningful, larger understanding of the character. If the various aspects of a character don’t add up, the character isn’t believable. This doesn’t mean that your characters have to be sensible. Your characters may have no common sense at all, but we have to understand the character and why she is that way. The character’s motives and actions have to add up, however conflicted, marginalized or irrational they may be.

Elements of Creative Writing

J.D. Schraffenberger, University of Northern Iowa

Rachel Morgan, University of Northern Iowa

Grant Tracey, University of Northern Iowa

Copyright Year: 2023

ISBN 13: 9780915996179

Publisher: University of Northern Iowa

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Robert Moreira, Lecturer III, University of Texas Rio Grande Valley on 3/21/24

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama. read more

Comprehensiveness rating: 4 see less

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama.

Content Accuracy rating: 5

As far as I can tell, content is accurate, error free and unbiased.

Relevance/Longevity rating: 5

The book is relevant and up-to-date.

Clarity rating: 5

The text is clear and easy to understand.

Consistency rating: 5

I would agree that the text is consistent in terms of terminology and framework.

Modularity rating: 5

Text is modular, yes, but I would like to see the addition of a section on dramatic writing.

Organization/Structure/Flow rating: 5

Topics are presented in logical, clear fashion.

Interface rating: 5

Navigation is good.

Grammatical Errors rating: 5

No grammatical issues that I could see.

Cultural Relevance rating: 3

I'd like to see more diverse creative writing examples.

As I stated above, textbook is good except that it does not include a section on dramatic writing.

Table of Contents

• Introduction
• Chapter One: One Great Way to Write a Short Story
• Chapter Two: Plotting
• Chapter Three: Counterpointed Plotting
• Chapter Four: Show and Tell
• Chapter Five: Characterization and Method Writing
• Chapter Six: Character and Dialouge
• Chapter Seven: Setting, Stillness, and Voice
• Chapter Eight: Point of View
• Chapter Nine: Learning the Unwritten Rules
• Chapter One: A Poetry State of Mind
• Chapter Two: The Architecture of a Poem
• Chapter Three: Sound
• Chapter Four: Inspiration and Risk
• Chapter Five: Endings and Beginnings
• Chapter Six: Figurative Language
• Chapter Seven: Forms, Forms, Forms
• Chapter Eight: Go to the Image
• Chapter Nine: The Difficult Simplicity of Short Poems and Killing Darlings

Creative Nonfiction

• Chapter One: Creative Nonfiction and the Essay
• Chapter Two: Truth and Memory, Truth in Memory
• Chapter Three: Research and History
• Chapter Four: Writing Environments
• Chapter Five: Notes on Style
• Chapter Seven: Imagery and the Senses
• Chapter Eight: Writing the Body
• Chapter Nine: Forms

Back Matter

• Contributors
• North American Review Staff

Ancillary Material

• University of Northern Iowa

About the Book

This free and open access textbook introduces new writers to some basic elements of the craft of creative writing in the genres of fiction, poetry, and creative nonfiction. The authors—Rachel Morgan, Jeremy Schraffenberger, and Grant Tracey—are editors of the North American Review, the oldest and one of the most well-regarded literary magazines in the United States. They’ve selected nearly all of the readings and examples (more than 60) from writing that has appeared in NAR pages over the years. Because they had a hand in publishing these pieces originally, their perspective as editors permeates this book. As such, they hope that even seasoned writers might gain insight into the aesthetics of the magazine as they analyze and discuss some reasons this work is so remarkable—and therefore teachable. This project was supported by NAR staff and funded via the UNI Textbook Equity Mini-Grant Program.

About the Contributors

J.D. Schraffenberger  is a professor of English at the University of Northern Iowa. He is the author of two books of poems,  Saint Joe's Passion  and  The Waxen Poor , and co-author with Martín Espada and Lauren Schmidt of  The Necessary Poetics of Atheism . His other work has appeared in  Best of Brevity ,  Best Creative Nonfiction ,  Notre Dame Review ,  Poetry East ,  Prairie Schooner , and elsewhere.

Rachel Morgan   is an instructor of English at the University of Northern Iowa. She is the author of the chapbook  Honey & Blood , Blood & Honey . Her work is included in the anthology  Fracture: Essays, Poems, and Stories on Fracking in American  and has appeared in the  Journal of American Medical Association ,  Boulevard ,  Prairie Schooner , and elsewhere.

Grant Tracey   author of three novels in the Hayden Fuller Mysteries ; the chapbook  Winsome  featuring cab driver Eddie Sands; and the story collection  Final Stanzas , is fiction editor of the  North American Review  and an English professor at the University of Northern Iowa, where he teaches film, modern drama, and creative writing. Nominated four times for a Pushcart Prize, he has published nearly fifty short stories and three previous collections. He has acted in over forty community theater productions and has published critical work on Samuel Fuller and James Cagney. He lives in Cedar Falls, Iowa.

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✍️ 100+ Creative Writing Exercises for Fiction Authors

This curated directory of creative writing exercises was conceived thanks to a collaboration between the top writing blogs of 2024. Use the filters to find and practice specific techniques — and show that blank page who’s boss!

We found 119 exercises that match your search 🔦

The Hammer and the Hatchet

A stranger walks into the general store and buys a hammer, a hatchet, some rope, and an apple. What does he do with them?

Writer's Block

Picket fence.

Describe your house - or the dream house you hope to get some day.

Telephone Directory

It is commonly known that a telephone directory might be the most boring text in the entire world. Here is your challenge: write a page of a telephone directory and figure out SOME way to make it interesting.

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Pick a fiction book from your shelf. Go to page eight and find the eighth sentence on the page. Start with that sentence and write an eight-line poem that connects in some way to your work-in-progress. For instance, write from the POV of a character, or set the poem in a story setting. Don't worry about poetry forms. Just write eight lines of any length that flow and explore some aspect of character, setting, or theme.

• Why are you grumpy? I have a hangover.
• Why do you have a hangover? My friend was in a bad accident and I thought he might die?
• Why did you think he might die? His girlfriend lied to me about how serious the accident was.
• Why did she lie about that? She's jealous of our relationship.
• Why? I think she's insecure and has trust issues.

Character Development

The ellen degeneres show.

A talk show is scripted to promote the guest and discuss topics with which the guest is comfortable. Imagine your protagonist on the Ellen Degeneres Show (or The Late Show With Stephen Colbert - whichever show you're familiar with). What questions would be asked of your protagonist? What funny anecdotes would your protagonist share? Write down the reactions of both your protagonist and the host.

• You could say it began with a phone call."
• Michael had watched them both for weeks."
• She remembered the way it was the first time she saw the prison."
• Midsummer, no time to be in New Orleans."
• With the dawn came the light."

Thank you to all our contributors: Almost An Author, Alyssa Hollingsworth, Anne R. Allen, Bang2Write, Christopher Fielden, Darcy Pattinson, Elizabeth S. Craig, Flogging The Quill, Grammar Girl Quick and Dirty Tips, Helping Writers Become Authors, Katie McCoach, Lauren Carter, Insecure Writer’s Support Group, Mandy Wallace, NaNoWriMo, Nail Your Novel, Novel Publicity, One Stop For Writers, Pro Writing Aid, PsychWriter, re:Fiction, The Journal, The Writer’s Workshop, Well-Storied, Women On Writing, writing.ie, Writing-World.com!

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A Guide to English: Creative Writing

• An Introduction to Rhetoric
• Critical Thinking, Reading, and Writing
• The Writing Process
• Formatting and Citations
• The Reference Collection
• Searching for Books
• Searching for Articles
• Bibliographic Trace
• Citation Management
• Scholarly Associations
• The English Language
• Literary Form
• Peoples and Identities
• Periods and Movements in American Literature
• Periods and Movements in Commonwealth Literatures
• Thematic Genres and "Genre Fiction"
• Award Winners (indexed)
• Criticism & Theory

Creative Writing

• Multimodal Composition
• Text Analysis / Distant Reading
• Digital Stewardship
• Data Visualization
• GIS and Geospatial Data
• Statistical Analysis
• Programming
• Digital Scholarly Editing

photo courtesy of Nic McPhee.

With your poetic license in your back pocket you can bypass research, right? Not really. Sometimes you need to check your facts for your fiction to work. Encountering something that is factually wrong can break the spell you've cast on your reader and throw them right out of the story. Besides, research can enrich your world-building and inspire you as you put your imagination to work.

Whether you are writing a literary novel, a poem, an essay, a book for young readers, or a multi-volume epic fantasy, your imaginary world sometimes needs an infusion of reality. What does this lonely stretch of highway in Arizona actually look like? Where could I find inspiration to jump-start this poem? What kind of treatment would my protagonist with PTSD get at a VA hospital? What kind of underwear did people wear back in the 1920s, because it needs to come off in this erotic scene.

Try browsing photos using  Google Images  or  Flickr , delving into historical publications using  Google Books , or viewing locations with  Google Earth . People can be a great resource, too. Be prepared to make some phone calls, set up visits, or conduct interviews. Check with a librarian if you have factual or context questions you are having trouble answering. 

These resources will help you think about ways your writing can find support - both as you create something new and as you navigate the writing business.

On this Page

Getting published, honing your craft, fiction writing, writers on writing, writing genre fiction, nonfiction writing.

Librarian's Note: These resources can help you find appropriate venues to submit your creative writing for publication. While it is true that there are more outlets than ever to get one's work published, and self-publishing (sometimes denigrated as the " vanity press ") has yielded occasional success stories, it is wise to research publications and publishers before submitting, and observe Yog's law whenever possible.

Online Resources

Print Resources

Writing Poetry

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• Next: Digital Humanities >>
• Last Updated: Apr 2, 2024 10:54 AM
• URL: https://libguides.gustavus.edu/english

Creative Writing

Creative writing (poetry), professor/instructor.

Practice in the original composition of poetry supplemented by the reading and analysis of standard works. Each student is expected to prepare a manuscript each week. There will be a weekly workshop meeting and occasional individual conferences.

Creative Writing (Fiction)

Practice in the original composition of fiction supplemented by the reading and analysis of standard works. Each student is expected to prepare a manuscript at least every other week. There will be a weekly workshop meeting and occasional individual conferences.

Creative Writing (Literary Translation)

Practice in the translation of literary works from another language into English supplemented by the reading and analysis of standard works. Each student is expected to prepare a manuscript each week. There will be a weekly workshop meeting and occasional individual conferences.

Introductory Playwriting

This is a workshop in the fundamentals of writing plays. Through writing prompts, exercises, study and reflection, students will be guided in the creation of original dramatic material. Attention will be given to character, structure, dramatic action, monologue, dialogue, language

Creative Nonfiction

This is a workshop in factual writing and what has become known as literary non-fiction, emphasizing writing assignments and including several reading assignments. Students will examine masterpieces about social inequality and to what extent it is possible for authors to know the struggles of their subjects, and to create empathy for them. One three-hour seminar.

Advanced Creative Writing (Poetry)

Advanced practice in the original composition of poetry for discussion in regularly scheduled workshop meetings. Prerequisites: Two 200-level CWR courses.

Advanced Creative Writing (Fiction)

Advanced practice in the original composition of fiction for discussion in regularly scheduled workshop meetings.

Advanced practice in the original composition of fiction for discussion in regularly scheduled workshop meetings. Prerequisites: Two 200-level CWR courses.

Advanced Creative Writing (Literary Translation)

Advanced practice in the translation of literary works from another language into English supplemented by the reading and analysis of standard works. Prerequisites: 205 or 206 and by application.

Advanced practice in the translation of literary works from another language into English supplemented by the reading and analysis of standard works. Prerequisites: 205 or 206 or by Program permission.

Playwriting II: Intermediate Playwriting

A continuation of work begun in Introductory Playwriting, in this class, students will complete either one full-length play or two long one-acts (40-60 pages) to the end of gaining a firmer understanding of characterization, dialogue, structure, and the playwriting process. In addition to questions of craft, an emphasis will be placed on the formation of healthy creative habits and the sharpening of critical and analytical skills through reading and responding to work of both fellow students and contemporary playwrights of note.

Special Topics in Creative Writing

Students gain special access to the critical understanding of literature through their involvement in the creative process. Topics include autobiography, prosody, non-fiction, revision and point of view. Students are expected to prepare a manuscript at least every other week. Specific topics and prerequisites will vary. By application.

Advanced Creative Writing Tutorial

Tutorials in the original composition of fiction, poetry, or translations, open to those who have demonstrated unusual commitment and talent through four terms of creative writing or who provide equivalent evidence of their capacity for advanced work. Open also to qualified graduate students. Individual conferences to be arranged.

Special Topics in Screenwriting

This class will familiarize students with the complex use of metaphorical, emotional, and visual threads in long form screenplay writing. Analyzing examples of international, independent, and classical structures, students will be exposed to the rhythms and demands of the process of conceiving and writing a long form narrative film. Prerequisite: Introduction to Screenwriting and by application.

Advanced Seminar in American Studies

Advanced seminars bring students into spaces of collaborative exploration after pursuing their individual paths of study in American studies, Asian American/diasporic studies, and/or Latino studies. To students culminating programs of study toward one or more of the certificates offered by the Effron Center for the Study of America, advanced seminars offer the important opportunity to integrate their cumulative knowledge.

Princeton Atelier

Creative Writing

Stanford’s Creative Writing Program--one of the best-known in the country--cultivates the power of individual expression within a vibrant community of writers. Many of our English majors pursue a concentration in creative writing, and the minor in Creative Writing is among the most popular minors on campus. These majors and minors participate in workshop-based courses or independent tutorials with Stegner Fellows, Stanford’s distinguished writers-in-residence.

English Major with a Creative Writing Emphasis

The English major with a Creative Writing emphasis is a fourteen-course major. These fourteen courses comprise eight English courses and six Creative Writing courses.

English majors with a Creative Writing emphasis should note the following:

All courses must be taken for a letter grade.

Courses taken abroad or at other institutions may not be counted towards the workshop requirements.

Any 190 series course (190F, 190G, etc.), 191 series course (191T, etc.), or 192 series course (192V, etc.) counts toward the 190, 191, or 192 requirement.

PWR 1 is a prerequisite for all creative writing courses.

Minor in Creative Writing

The Minor in Creative Writing offers a structured environment in which students interested in writing fiction or poetry develop their skills while receiving an introduction to literary forms. Students may choose a concentration in fiction, poetry.

In order to graduate with a minor in Creative Writing, students must complete the following three courses plus three courses in either the prose or poetry tracks. Courses counted towards the requirements for the minor may not be applied to student's major requirements. 30 units are required. All courses must be taken for a letter grade.

Prose Track

Suggested order of requirements:

English 90. Fiction Writing or English 91. Creative Nonfiction

English 146S Secret Lives of the Short Story

One 5-unit English literature elective course

English 190. Intermediate Fiction Writing or English 191. Intermediate Creative Nonfiction Writing

English 92. Reading and Writing Poetry

Another English 190, 191, 290. Advanced Fiction, 291. Advanced Nonfiction, or 198L. Levinthal Tutorial

Poetry Track

English 92.Reading and Writing Poetry

English 160. Poetry and Poetics

English 192. Intermediate Poetry Writing

Another English 192, or 292.Advanced Poetry or 198L.Levinthal Tutorial

Creative Writing minors should note the following:

To declare a Creative Writing minor, visit the Student page in Axess. To expedite your declaration, make sure to list all 6 courses you have taken or plan to take for your minor.

Any 190 series course (190F, 190G, etc.), 191series course (191T, etc.), or 192 series course (192V, etc.) counts toward the 190, 191, or 192 requirement.

For more information, visit the Stanford Creative Writing Program.

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• 3.10: Video: What Makes a Hero?
• 3.11: Writing Assignment: Character Story
• 3.12: Rubric: Character Story
• 3.13: Lesson 6: Building a Setting
• 3.14: Short Story: A White Heron
• 3.15: Video: How to Build a Fictional World
• 3.16: Writing Assignment: Setting Story
• 3.17: Rubric: Setting Story
• 3.18: Lesson 7: Writing Dialogue
• 3.19: Short Story: The Necklace
• 3.1: Lesson 3: Elements of Fiction
• 3.20: Video: Three Anti-social Skills to Improve Your Writing
• 3.21: Writing Assignment: Dialogue Story
• 3.22: Rubric: Dialogue Story
• 3.23: Lesson 8: Exploring Points of View
• 3.24: Short Story: The Yellow Wallpaper
• 3.25: Video: The Danger of a Single Story
• 3.26: Writing Assignment: Point of View Stories
• 3.27: Rubric: Point of View Stories
• 3.2: Short Story: The Story of an Hour
• 3.3: Exercise 3: Freytag’s Pyramid
• 3.4: Video: The Clues to a Great Story
• 3.5: Lesson 4: Show vs. Tell
• 3.6: Video: How to Write Descriptively
• 3.7: Exercise 4: Show vs. Tell
• 3.8: Lesson 5: Creating Characters
• 3.9: Short Story: Miss Brill

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This page features titles from the library's collection on writing fiction , nonfiction , plays and screenplays , and poetry . Use the arrows to scroll through the titles in each box.

Chance Particulars: A Writer's Field Notebook...

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Lit from Within: Contemporary Masters on the Art and Craft of Writing

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Brevity: A Flash Fiction Handbook

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Freefall into Fiction: Finding Form

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Undoing the Silence: Six Tools for Social Change Writing

Literary Non-Fiction: A Writers' and Artists' Companion

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The Architecture of Drama: Plot, Character, Theme, Genre, and Style

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Blueprint for Screenwriting: A Complete Writer's Guide to Story Structure and Character Development

Building Your Play: Theory and Practice for the Beginning Playwright

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The Creative Screenwriter: Exercises to Expand Your Craft

The Hollywood Standard: The Complete and Authoritative Guide to Script Format and Style

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All the Fun's in How You Say a Thing: An Explanation of Meter and Versification

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Have you ever wanted to write a novel? NaNoWriMo (National Novel Writing Month) is an annual creative writing event that encourages you to start writing. Event participants attempt to write a 50,000-word manuscript during the month of November.

What about poets? NaPoWriMo , or National Poetry Writing Month, is an annual project in which participating poets attempt to write a poem a day for the month of April.

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How Does Writing Fit Into the ‘Science of Reading’?

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In one sense, the national conversation about what it will take to make sure all children become strong readers has been wildly successful: States are passing legislation supporting evidence-based teaching approaches , and school districts are rushing to supply training. Publishers are under pressure to drop older materials . And for the first time in years, an instructional issue—reading—is headlining education media coverage.

In the middle of all that, though, the focus on the “science of reading” has elided its twin component in literacy instruction: writing.

Writing is intrinsically important for all students to learn—after all, it is the primary way beyond speech that humans communicate. But more than that, research suggests that teaching students to write in an integrated fashion with reading is not only efficient, it’s effective.

Yet writing is often underplayed in the elementary grades. Too often, it is separated from schools’ reading block. Writing is not assessed as frequently as reading, and principals, worried about reading-exam scores, direct teachers to focus on one often at the expense of the other. Finally, beyond the English/language arts block, kids often aren’t asked to do much writing in early grades.

“Sometimes, in an early-literacy classroom, you’ll hear a teacher say, ‘It’s time to pick up your pencils,’” said Wiley Blevins, an author and literacy consultant who provides training in schools. “But your pencils should be in your hand almost the entire morning.”

Strikingly, many of the critiques that reading researchers have made against the “balanced literacy” approach that has held sway in schools for decades could equally apply to writing instruction: Foundational writing skills—like phonics and language structure—have not generally been taught systematically or explicitly.

And like the “find the main idea” strategies commonly taught in reading comprehension, writing instruction has tended to focus on content-neutral tasks, rather than deepening students’ connections to the content they learn.

Education Week wants to bring more attention to these connections in the stories that make up this special collection . But first, we want to delve deeper into the case for including writing in every step of the elementary curriculum.

Why has writing been missing from the reading conversation?

Much like the body of knowledge on how children learn to read words, it is also settled science that reading and writing draw on shared knowledge, even though they have traditionally been segmented in instruction.

“The body of research is substantial in both number of studies and quality of studies. There’s no question that reading and writing share a lot of real estate, they depend on a lot of the same knowledge and skills,” said Timothy Shanahan, an emeritus professor of education at the University of Illinois Chicago. “Pick your spot: text structure, vocabulary, sound-symbol relationships, ‘world knowledge.’”

The reasons for the bifurcation in reading and writing are legion. One is that the two fields have typically been studied separately. (Researchers studying writing usually didn’t examine whether a writing intervention, for instance, also aided students’ reading abilities—and vice versa.)

Some scholars also finger the dominance of the federally commissioned National Reading Panel report, which in 2000 outlined key instructional components of learning to read. The review didn’t examine the connection of writing to reading.

Looking even further back yields insights, too. Penmanship and spelling were historically the only parts of writing that were taught, and when writing reappeared in the latter half of the 20th century, it tended to focus on “process writing,” emphasizing personal experience and story generation over other genres. Only when the Common Core State Standards appeared in 2010 did the emphasis shift to writing about nonfiction texts and across subjects—the idea that students should be writing about what they’ve learned.

And finally, teaching writing is hard. Few studies document what preparation teachers receive to teach writing, but in surveys, many teachers say they received little training in their college education courses. That’s probably why only a little over half of teachers, in one 2016 survey, said that they enjoyed teaching writing.

Writing should begin in the early grades

These factors all work against what is probably the most important conclusion from the research over the last few decades: Students in the early-elementary grades need lots of varied opportunities to write.

“Students need support in their writing,” said Dana Robertson, an associate professor of reading and literacy education at the school of education at Virginia Tech who also studies how instructional change takes root in schools. “They need to be taught explicitly the skills and strategies of writing and they need to see the connections of reading, writing, and knowledge development.”

While research supports some fundamental tenets of writing instruction—that it should be structured, for instance, and involve drafting and revising—it hasn’t yet pointed to a specific teaching recipe that works best.

One of the challenges, the researchers note, is that while reading curricula have improved over the years, they still don’t typically provide many supports for students—or teachers, for that matter—for writing. Teachers often have to supplement with additions that don’t always mesh well with their core, grade-level content instruction.

“We have a lot of activities in writing we know are good,” Shanahan said. “We don’t really have a yearlong elementary-school-level curriculum in writing. That just doesn’t exist the way it does in reading.”

Nevertheless, practitioners like Blevins work writing into every reading lesson, even in the earliest grades. And all the components that make up a solid reading program can be enhanced through writing activities.

4 Key Things to Know About How Reading and Writing Interlock

Want a quick summary of what research tells us about the instructional connections between reading and writing?

1. Reading and writing are intimately connected.

Research on the connections began in the early 1980s and has grown more robust with time.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing—no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on. Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are connected to the ability to connect speech to print and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied, and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ content learning, too, and should be emphasized rather than taking a back seat to the more commonly taught stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining. The study found that across all three disciplines, writing about the content improved student learning.

If students are doing work on phonemic awareness—the ability to recognize sounds—they shouldn’t merely manipulate sounds orally; they can put them on the page using letters. If students are learning how to decode, they can also encode—record written letters and words while they say the sounds out loud.

And students can write as they begin learning about language structure. When Blevins’ students are mainly working with decodable texts with controlled vocabularies, writing can support their knowledge about how texts and narratives work: how sentences are put together and how they can be pulled apart and reconstructed. Teachers can prompt them in these tasks, asking them to rephrase a sentence as a question, split up two sentences, or combine them.

“Young kids are writing these mile-long sentences that become second nature. We set a higher bar, and they are fully capable of doing it. We can demystify a bit some of that complex text if we develop early on how to talk about sentences—how they’re created, how they’re joined,” Blevins said. “There are all these things you can do that are helpful to develop an understanding of how sentences work and to get lots of practice.”

As students progress through the elementary grades, this structured work grows more sophisticated. They need to be taught both sentence and paragraph structure , and they need to learn how different writing purposes and genres—narrative, persuasive, analytical—demand different approaches. Most of all, the research indicates, students need opportunities to write at length often.

Using writing to support students’ exploration of content

Reading is far more than foundational skills, of course. It means introducing students to rich content and the specialized vocabulary in each discipline and then ensuring that they read, discuss, analyze, and write about those ideas. The work to systematically build students’ knowledge begins in the early grades and progresses throughout their K-12 experience.

Here again, available evidence suggests that writing can be a useful tool to help students explore, deepen, and draw connections in this content. With the proper supports, writing can be a method for students to retell and analyze what they’ve learned in discussions of content and literature throughout the school day —in addition to their creative writing.

This “writing to learn” approach need not wait for students to master foundational skills. In the K-2 grades especially, much content is learned through teacher read-alouds and conversation that include more complex vocabulary and ideas than the texts students are capable of reading. But that should not preclude students from writing about this content, experts say.

“We do a read-aloud or a media piece and we write about what we learned. It’s just a part of how you’re responding, or sharing, what you’ve learned across texts; it’s not a separate thing from reading,” Blevins said. “If I am doing read-alouds on a concept—on animal habitats, for example—my decodable texts will be on animals. And students are able to include some of these more sophisticated ideas and language in their writing, because we’ve elevated the conversations around these texts.”

In this set of stories , Education Week examines the connections between elementary-level reading and writing in three areas— encoding , language and text structure , and content-area learning . But there are so many more examples.

Please write us to share yours when you’ve finished.

Want to read more about the research that informed this story? Here’s a bibliography to start you off.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. J ournal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as How Does Writing Fit Into the ‘Science of Reading’?

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“Birds are endlessly entertaining”

Author Sarah T. Dubb weighs in on birdwatching, writing, and the inspiration for her new novel Birding with Benefits , which will be available on June 4, 2024.

Before reading, be sure to mark your calendar for her library book launch!

• Library book launch: Sarah T. Dubb's Birding with Benefits Saturday, June 22 from 3 to 4:30 pm Woods Memorial Library, 3455 N. First Ave.

Signed copies of the book will be available for purchase.

About the book

Birding With Benefits was named a romance to look for in 2024 by NPR, and Publisher’s Weekly called Sarah a “writer to watch.” Her novel, which is set in Tucson, follows two 40-somethings as they embark on a competitive bird-watching contest while trying to not fall in love (spoiler alert: things don’t quite go as they planned). Signed books will be available for purchase.

About the author

Sarah T. Dubb is a writer, public librarian, parent, and activist living the dream with chickens and desert tortoises in her hometown of Tucson, Arizona.  Birding With Benefits  is her debut novel. Visit her at  SarahTDubb.com , opens a new window .

For how long have you loved birding? When did you begin birdwatching?

I grew up in Tucson, and I’ve always loved the desert and all the creatures that inhabit this amazing area, so in a way I feel like I’ve always known the birds here. But I didn’t start birding—which to me, means paying closer attention and even learning and naming the birds I see—until I was an adult with kids of my own. In 2011, I took an evening class called Birds and Poems at the University of Arizona Poetry Center, and it changed my life. In addition to reading and writing about birds, we went on birding field trips and started identifying birds, and I was hooked!

Why do you love birds? How do they inspire you?

When I started paying attention to birds, it gave me a new way to look at the world. Wherever I went, whatever I was doing, I could look around and see birds. Waiting at the bus stop? There’s Gila woodpecker building its nest in the boot of a saguaro. Walking out front to check my mailbox? There’s a Northern mockingbird singing (and singing! And singing!) from the top of my mesquite. It was sort of like putting on a special pair of glasses—the whole world looked a little different. Female Gambel's Quail Birds are endlessly entertaining because they’re always up to something, and they’re all so different! A Gamble’s quail is going to behave differently than a red-winged hawk which is going to behave differently from a red-winged blackbird, and you can never really run out of things to learn about them.

You say you started writing fiction during the pandemic. Did you write before that?

Yes, but never fiction! Writing has always come pretty easy to me, and has always been part of the jobs I’ve had. After college and my first round of graduate school, I worked at an environmental nonprofit, writing articles for the organization’s publications. Later, when I moved back to Tucson with my young family, I worked for several years as a freelance writer, focusing on small businesses and the environment, and when I got involved in community organizing, I always ended up being the person to write the web content and press releases. Outside of work, I developed a real love for reading and writing creative nonfiction, especially nature writing. I was able to take a few really formative evening workshops here in town with local writers, and playing within that genre was very important for the health of my brain and spirit as most of my time was spent as a stay-at-home mom with small kids.

Are you still pursuing nature writing and creative nonfiction? If so, how do those genres influence your fiction?

I absolutely love that genre, but I don’t currently have the capacity to write nonfiction. That said, my passion for nature writing definitely comes through in my fiction, especially when my characters are hiking through the Catalina mountains. Some readers have said that the Arizona landscape is another character in my book, and I tend to agree!

It seems from your blog post on your website (I’ll link to it) that the idea to write a romance about birding came to you rather suddenly. What was that realization like?

Before 2020, I’d never written fiction. People had suggested that I try my hand at writing a novel, but I truly just didn’t have the urge! But in 2020, through a class I was in for library graduate school, I started reading books in the romance genre. I hadn’t read much romance before, and I just like when I started birding, I was hooked! I love the joy of romance novels! The anticipation, the emotion, the vulnerability. It was everything I needed, especially during a pandemic. The more I read romance, the more I felt the inklings of the urge to write. I’ve always been a pretty cheerful and optimistic person, and I saw in romance the chance to express that. And the conventions of the genre gave me a roadmap to get me started. I knew I needed a meet-cute, I knew there would be some shenanigans and swoony times along the way, and I knew how the story would end. There is something really fun and exciting about understanding the expectations of a genre, and playing with and around those expectations, tropes, and plot beats. Looking at writing that way made it feel possible. And when I decided to write, it did come suddenly. It was a little sunburst of possibility, a suggestion to myself that I try something fun and brand new. And I just knew it would involve birding, because it only made sense to write about a passion of mine!

You state that you started again quite a few times. Was that frustrating or did you understand that as part of the writing process?

Both! Over time, I’ve come to understand that I revise, and even completely rewrite, a lot. Like, really a lot. I wrote this book about five different times, if not more. It can certainly be frustrating, because who wouldn’t love to do something perfectly the first time? But I do love the discovery of writing—as I write, I learn, as I learn, I’m ready to write more. I’ve also been working to embrace the fact that my book will keep getting better, so it doesn’t serve me to wade through the muck for too long trying to make it perfect. I’ll get a chance to come back to it, and it will get better each time. I recently turned in a first draft of my next book to my editor, and I said to myself: “Well, this is the worst this book will ever be!” Of course, when a book is getting published, you do have to stop that process at some point. I reached the point where I was no longer allowed to make changes to Birding with Benefits, and then the mindset switches to an acceptance that it’s time for the book to spread its wings (pun intended!) and find a new life in the minds and imaginations of readers.

Who do you hope this book influences the most and why?

I’ll steal a line from the author’s note at the end of the book: If you came to this book a romance reader, I hope you leave a birder. And if you came as a birder, I hope you leave a romance reader. Truly, I hope anyone who reads this book comes away with a sense of discovery. Maybe that will mean noticing a bird on their lunch break at work, maybe it will mean trying out a new genre of a book. If someone closes the book and moves into the world with a little more curiosity than when they started, I’ll be thrilled.

What advice would you give to other writers on the long road to seeing a final, published book?

Really, really (really!) invest some time thinking about goals and dreams, and how you can care for yourself as you traverse the space between those. For me, goals are things I can achieve, things I have some control over. I can challenge myself to write a project that will make me proud. I can get feedback from people and devise a revision plan, I can commit to tackling certain themes I love or addressing crutches in my writing to improve my craft. All of those goals are things I can achieve through my own work. Dreams are a little different, because while I may wish for them, I can’t control if they happen or not. Some writers dream of being on a bestseller list, or being acclaimed by certain publications or outlets. For me, as a big nerd, being featured on public radio would be a dream. And I can try to make it happen through publicity and all the outlets provided to me (especially as a traditionally published author), but I can’t put my book on their program! It’s actually out of my hands! I think its easy to concentrate on the dreams, and how we are or aren’t achieving them, and judge our experience and worth based on that. It’s very natural that that is going to happen, but when it does I urge folks to pull back a little and understand what is under their control. When we focus on the dreams, the goal posts are always moving, and nothing will ever feel enough. Writing is like everything else in life: nothing will feel enough if we don’t feel enough ourselves. It’s cheesy, but it’s true. Sarah T. Dubb's Favorite Bird Books List created by PimaLib_SarahTW I love birds! In fact, I wrote a whole romance novel about bird watching! My novel, Birding with Benefits, follows two 40-somethings as they get to know one other through the course of a six-week long birding contest in Tucson. These are some of my favorite books about birds. Some are guidebooks, some are creative nonfiction, and some are about dinosaurs (which evolved into birds, so it counts!). View Full List

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