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

“I don’t have any ideas!”

“I can’t think of anything!”

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

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

So what does teaching creative writing effectively look like?

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

7. Create inspiring and original prompts

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

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

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

6. unpack the prompts together.

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

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

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

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

What happened overnight?

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

Who might “I” be?

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

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

Here students could ask:

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

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

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

5. Warm-up for writing

A quick warm-up activity will:

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

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

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

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

4. Start planning

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

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

Here are four ideas for planning:

Graphic organisers

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

Storyboards and illustrations

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

Voice recordings

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

Write a blurb

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

3. Produce rough drafts

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

• a work in progress.

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

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

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

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

2. share drafts for peer feedback.

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

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

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

Student rubrics

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

• use of language.

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

Two positives and a focus area

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

I really liked this character because…

I found this idea interesting because it made me think…

I was a bit confused by…

I wonder why you… Maybe you could… instead.

1. The editing stage

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

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

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

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

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

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

A final word on teaching creative writing

Remember that the best writers write regularly.

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

Need more help supporting your students’ writing?

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

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

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Teaching Creative Writing: Tips for Your High School Class

When I was first told that I’d be teaching creative writing, I panicked. While I had always enjoyed writing myself, I had no idea how to show others how to do it creatively. After all, all of my professional development had focused on argumentative writing and improving test scores. 

Eventually, though, I came to love my creative writing class, and I think you will too. In this post, I hope to help you with shaping your own creative writing class. 

Disclosure: This post may contain affiliate links that earn me a small commission, at no additional cost to you. I only recommend products that I personally use and love, or think my readers will find useful.

The Importance of Teaching Creative Writing

Before getting into the nitty-gritty of how to teach creative writing, let’s first remind ourselves why you should teach a creative writing class.  

How often do you see students freeze in your English class, wondering if what they’re writing is “right”? How often do your students beg you to look over their work to make sure that they’re doing it “right”? 

We English teachers know that there’s no such thing as “right” when it comes to writing. But our students really struggle with the idea of there being no one correct answer. Creative writing is one solution to this problem.

By encouraging our students to explore, express themselves, and play with language, we show them how fun and exploratory writing can be. I know there have been many times in my life when writing clarified my own ideas and beliefs for me; creative writing provides this opportunity for our high school students. 

Plus, creative writing is just downright fun! And in this modern era of standardized testing, high-stakes grading, and just increased anxiety overall, isn’t more fun just what our students and us need? 

Creative writing is playful, imaginative, but also rigorous. It’s a great balance to our standard literature or composition curriculum. 

Whether you’re choosing to teach creative writing or you’re being voluntold to do so, you’re probably ready to start planning. Make it as easy as possible on yourself: grab my done-for-you Creative Writing Class here !

Otherwise, preparing for an elective creative writing class isn’t much different than preparing for any other English class .

Set your goals and choose the standards you’ll cover. Plan lessons accordingly. Then, be sure to have a way to assess student progress. 

Teaching Creative Writing Tip #1: Get Clear on Your Goals

First, what do you want to achieve with your creative writing class? In some school, Creative Writing is purely a fun elective. The goal is create a class that students enjoy with a side of learning. 

For other schools or district cultures, however, Creative Writing might be an intensely academic course. As a child, I went to an arts middle school. Creative writing was my major and it was taken very seriously. 

The amount of rigor you wish to include in your class will impact how you structure everything . So take some time to think about that . You may want to get some feedback from your administrator or other colleagues who have taught the course. 

Some schools also sequence creative writing classes, so be sure you know where in the sequence your particular elective falls. I’ve also seen schools divide creative writing classes by genre: a poetry course and a short story course. 

Know what your administrator expects and then think about what you as an instructor want to accomplish with your students.  

Teaching Creative Writing Tip #2: List Out Your Essential Skills

Regardless of your class’s level of rigor, there are some skills that every creative writing course should cover. 

First, you need to cover the writing process. Throughout the course, students should practice brainstorming, outlining, writing, and editing their drafts. In nearly every Poem Writing Activity that I use in my class, students follow the same process. They examine a model text, brainstorm ideas, outline or fill out a graphic organizer, put together a final draft, and then share with a peer for feedback. 

That last step–sharing and critiquing work–is an essential skill that can’t be overstated. Students are often reluctant to share their work, but it’s through that peer feedback that they often grow the most. Find short, casual, and informal ways to build in feedback throughout the class in order to normalize it for students. 

Literary terms are another, in my opinion, must-cover topic for teaching a creative writing class. You want your students to know how to talk about their writing and others’ like an actual author. How deep into vocabulary you want to go is up to you, but by the end of the course, students should sound like writers honing their craft. 

Lastly, you should cover some basic writing skills, preferably skills that will help students in their academic writing, too. I like to cover broad topics like writing for tone or including dialogue. Lessons like these will be ones that students can use in other writing assignments, as well. 

Of course, if you’re teaching a creative writing class to students who plan on becoming creative writing majors in college, you could focus on more narrow skills. For me, most of my students are upperclassmen looking for an “easy A”. I try my best to engage them in activities and teach them skills that are widely applicable. 

Teaching Creative Writing Tip #3: Make Sure Your Materials are Age-Appropriate

Once you know what you’re teaching, you can begin to cultivate the actual lessons you’ll present. If you pick up a book on teaching creative writing or do a quick Google search, you’ll see tons of creative writing resources out there for young children . You’ll see far less for teens. 

Really, the content and general ideas around creative writing don’t change much from elementary to high school. But the presentation of ideas should .

Every high school teacher knows that teens do not like to feel babied or talked down to; make sure your lessons and activities approach “old” ideas with an added level of rigor or maturity.

Take for example the haiku poem. I think most students are introduced to haikus at some point during their elementary years. We know that haiku is a pretty simple poem structure. 

However, in my Haiku Poem Writing Lesson , I add an extra layer of rigor. First, students analyze a poem in which each stanza is its own haiku. Students are asked not only to count syllables but to notice how the author uses punctuation to clarify ideas. They also analyze mood throughout the work.  

By incorporating a mentor text and having students examine an author’s choices, the simple lesson of writing a haiku becomes more relevant and rigorous. 

Teaching Creative Writing Tip #4: Tell Students What They Should Not Write About

You’ll often be surprised by just how vulnerable your students are willing to be with you in their writing. But there are some experiences that we teachers don’t need to know about, or are required to act on. 

The first day of a creative writing course should always include a lecture on what it means to be a mandated reporter. Remind students that if they write about suicidal thoughts, abuse at home, or anything else that might suggest they’re in danger that you are required by law to report it. 

Depending on how strict your district, school, or your own teaching preferences, you may also want to cover your own stance on swearing, violence, or sexual encounters in student writing. One idea is to implement a “PG-13” only rule in your classroom.

Whatever your boundaries are for student work, make it clear on the first day and repeat it regularly.

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Teaching Creative Writing Tip #5: Give Students Lots of Choice

Creative writing should be creative . Yes, you want to give students parameters for their assignments and clear expectations. But you want them to feel a sense of freedom, also.  

I took a class once where the story starters we were given went on for several pages . By the time we students were able to start writing, characters had already been developed. The plot lines had already been well-established. We felt written into a corner, and we all struggled with wrapping up the loose ends that had already been created. 

I’ve done an Author Study Project with my class in which students were able to choose a poet or short story author to study and emulate. My kids loved looking through the work of Edgar Allan Poe, Elizabeth Acevedo, Neil Gaiman, and Jason Reynolds for inspiration. They each gravitated towards a writer that resonated with them before getting to work. 

Another example is my Fairy Tale Retelling Project. In this classic assignment, students must rewrite a fairy tale from the perspective of the villain. Students immediately choose their favorite tales, giving them flexibility and choice.

I recommend determining the form and the skills that must be demonstrated for the students . Then, let students choose the topic for their assignment. 

Teaching Creative Writing Tip #6: Use Hands-On Activities

If you’re teaching a class full of students who are excited to write constantly, you can probably get away writing all class period. Many of us, however, are teaching a very different class. Your students may have just chosen an elective randomly. They might not even have known what creative writing was!

(True story–one of my creative writing students thought the class would be about making graffiti. I guess that is writing creatively!)

For students who have no long-term writing aspirations, you need to make your lessons and activities a little more engaging. 

When possible, I try to make writing “hands-on.” Adding some tactile activity to a standard lesson breaks up class, engages students, and makes the lesson more memorable.

For example, when I teach students the old adage “Show. Don’t Tell” , I could just give them a scene to write. Instead, I print simple sentences onto strips of paper and have students randomly select one from a hat. (Then they turn this simple sentence into a whole “telling” scene.)

Simply handing students a strip of paper that they can touch and feel makes the lesson more exciting. It creates more buy-in with students. 

Another one of my favorite hands-on activities is a Figurative Language Scavenger Hunt. I hang up posters of mentor poems around the room, each full of different figurative language techniques. 

Then, students must get up and explore the posters around the room in an attempt to find an example of 10 different figurative language techniques.

We could do the same lesson on a worksheet, but having students up and moving increases engagement, collaboration, and gives everyone a break from constantly sitting. 

Teaching Creative Writing Tip #7: Incorporate Mentor Texts

One way to make sure that your creative writing class is rigorous–and valuable–enough for high school students is to use mentor texts . 

Mentor texts are essential for older students because it shows them what’s possible . Many of my students will rush through an assignment just to be done with it. If you ask them what they could do to improve their writing, they say that they think it’s fine. 

But when they’re shown mentor texts or exemplar products produced by their peers, suddenly students see a myriad of ways in which they could improve their own work. They’re quick to make edits. 

I try to always include a mentor text and several examples whenever I introduce students to new ideas or teach a new lesson. You can pull mentor texts from classic writers. However, I also recommend including writing from more modern poets and writers as well. 

Teaching Creative Writing truly is a special job. Your students trust you with writing that many adults in their lives will never see. You’ll be able to watch students grow and bloom in a totally new way.

That doesn’t mean that teaching creative writing is without challenges or difficulties, however. If you want an easy place to start, or just want to save yourself a ton of planning time, I highly recommend checking out my Complete Creative Writing Class . 

Inside this bundle, you’ll receive daily warm-ups, weekly lessons, two projects, several activities, a lesson calendar, and more! It’s truly everything you need for an engaging 9-week elective course!

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Creative writing – How to nurture your young authors

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

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

Use creative writing to get to know your pupils

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

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

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

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

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

Interests and passions 

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

Emotional expression 

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

Confidence and oracy 

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

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

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

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

Imagination and creativity 

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

How to make it work 

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

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

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

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

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

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

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

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

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

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

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

Creative writing club

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

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

Just another writer

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

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

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

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

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

Jumping-off points

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

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

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

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

Writing for pleasure

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

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

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

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

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

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

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

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

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

Creative writing activities

1) distraction.

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

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

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

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

2) Where am I?

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

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

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

3) Five-minute challenge

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

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

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

4) One-word game

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

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

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

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

5) What’s your problem?

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

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

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

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

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

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

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

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

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

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

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

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

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

Peter Piper picked a peck of pickled pepper.  

A peck of pickled peppers Peter Piper picked.  

If Peter Piper picked a peck of pickled peppers,  

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

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

Dictionary skills

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

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

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

Xavier Xmas x-rayed an extra-terrestrial xylophone.  

An extra-terrestrial xylophone Xavier Xmas x-rayed.  

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

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

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

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

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

Reading comprehension KS2

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

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

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

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

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

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

Paperback publishing

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

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

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

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

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

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

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

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12 ideas for teaching creative writing

Teaching creative writing to kids can be one of the most rewarding parts of teaching the English curriculum. But with so many statutory requirements to hit in a portfolio of writing, it can be difficult to capture truly creative writing as well as instil enthusiasm for the art.

Some of your class will really enjoy creative writing from scratch. For others, this will be a daunting experience. We have gathered together a collection of simple ideas for teaching creative writing to help your pupils smash writing tasks.

Creative writing tips for teachers

• Use a workshop-style environment
• Show your class how it’s done
• Draw up a storyboard
• Encourage book reading
• Re-write a known story
• Show, don’t tell
• Inspire them with video
• Deconstruct characters
• Give your pupils freedom
• Use story-starters and prompts
• Elaborate with a story generator
• Get the children to take creative writing home

1. Use a workshop-style environment

Separate your class into groups or tables, each group will then be able to choose what they work on. Some may look to write fiction pieces and use ideas around storytelling. Another group could focus on word games, spelling and puzzle-solving. There could even just be a group for reading stories and learning the craft!

All children are able to work in groups, but each pupil will have one-to-one time with you too. As long as assignments and tasks are rotated, children will find their favourite part and be more engaged as a result. Working this way can also lead to competitions and collaborative creative writing work.

2. Show your class how it’s done

The adage is ‘practise what you preach’. When it comes to creative writing, this means you should be showing the class what the process is.

Doing live creative writing sessions for your class can give them perspective on how to build a story effectively. More importantly, it gives them chance to see how it’s OK to make mistakes, how to take criticism and that they shouldn’t be afraid to create whatever they feel they want to. You could even get your more able (and confident!) pupils to live write on the board for the class to gather inspiration from; pupil modelling can be a really fantastic assessment for learning activity.

3. Draw up a storyboard

Some visual cues might be the key to unlocking greater creativity in your pupils. Instead of writing out a story, why not begin with a storyboard? It doesn’t need to be a work of art – simple stick people will do the job.

Once you’ve drawn out the basis of your story, you can then start to write down more detail to really flesh out their story.

4. Encourage book reading

If there is one place anyone can go to experience good storytelling, it’s in books. Reading brings a whole host of benefits to children form an educational standpoint – many of which apply to creative writing.

To increase vocabulary, improve creativity and enflame imaginations (plus a whole lot more), we should always be looking for more reading opportunities for pupils in class. Beyond the classroom, encourage them to do as much reading as possible at home too.

5. Re-write a known story

If you’re struggling for ideas, why not take inspiration from one of the countless legendary stories already out there. Give a classic story a twist and ask the class to elaborate on it:

• Three Billy Goats Gruff are the ones under the bridge, and you’re trying to cross it
• At the top of Jack’s Beanstalk is Mars
• Aladdin rubs his lamp, but what are his three wishes?
• The three bears are the ones sneaking into Goldilocks’ house

6. Show, don’t tell

It’s a tenant of good storytelling across many different mediums. The idea of show, don’t tell means the writer should avoid explaining every aspect of what a character is feeling or thinking and instead focus on different ways of revealing that information in the story.

For example, give your class some basic information like “the boy was sad”, and ask to write a sentence that would display that information more creatively. It could become, “the boy’s heart sank, his head bowed and he sniffled as the tears began to fall.”

This way, the reader is able to unravel the emotions involved in the story themselves, rather than being told.

7. Inspire them with video

YouTube is a treasure trove of learning resources and other helpful content that can boost a pupil’s creative writing capability. With a quick search, you’ll find plenty of interviews with famed writers sharing their experiences in the job.

Use these to dig a little deeper into the mind of a writer. What is there process for coming up with ideas? What are the challenges they face? This type of content can provide key takeaways that pupils can bring into their next creative writing task.

8. Deconstruct characters

A simple but effective method for getting into the routine of character building involves writing down what makes them tick. Take a famous character from a book or a famous children’s TV show. Split a piece of paper into a grid, and label them with things like “what makes them happy”, “what makes them angry” “How would they react in a certain situation?”

Then as a class fill out the grid. You could use them method when a pupil comes up with a new character for their story, helping them to get in the correct mindsight for creating characters.

9. Give your pupils freedom

There will be a lot of children in your class who thrive when given the freedom to write. Always remember to set aside time for your pupils to have an open-ended opportunity to write, allowing them to express their favourite topics. If it’s too open for some children, then proposing a particular topic for this time can help too.

10. Use story-starters and prompts

Story-starters or prompts are great for getting the creative juices flowing. It helps pupils to avoid the dreaded ‘writer’s block’. We’ve got a whole load of story starters for KS1 and KS2 creative writers, but here are just a few to get the juices flowing:

• It was there and then it was gone! As quick as a flash…
• This was it! I now had the power to change anything.
• A million pounds sat there in the suitcase. “What should we do with it?” I said.
• The three friends set out on their journey, with nothing but each other to help them for what lied ahead.
• The car lurched down the road when suddenly a thud came from below.
• The tap on my shoulder woke me. “Shhh” she said with a finger pressed to her lips. “Follow me.”

11. Elaborate with a story generator

Generate ideas and get a story rolling with a tried and tested method: the story generator. Here is a step-by-step guide on how to do it:

• Find three bags
• Create three lists: one for characters (a footballer, a dog, an astronaut etc), one for scenes (an unknown planet, a bedroom, a park etc) and one for the situation (looking for a lost coin, meets a talking dog, during a big thunderstorm etc)
• Cut out each of the ideas and group them together in the bags. You have three bags filled with dozens of possibilities for different stories.
• Ask a pupil to reach into each bag so they then have a character, a scene and a situation. This is the basis of their story.

12. Get the children to take creative writing home

The home environment will be a more comfortable or possibly, a more inspiring place for children to write their stories. Encouraging parents to get onside with this can sometimes be a battle, but one worth fighting. Sharing their stories and creations across different audiences is a valuable experience for children, whether that be in class, at home or safely online. The perfect flipped classroom experience!

Amber Vaccianna

Hope Education writer

Advice & Inspiration | Primary

9 october 2020.

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Creative Writing Activity Ideas For The Teen & Adult Classroom

It’s World Creative Writing month, so why not try some creative writing activities with your students? Creative writing allows students to use their imaginations and creativity, and practise essential writing skills. It’s a way to keep students engaged, encourage collaborative learning and allow test-taking students to use their written English skills in a different way from a typical test task type.

Here are four creative writing exercises to use in class with your teen and adult students.

Creative writing activity ideas 

1. group stories.

This creative writing activity encourages learners to work together and use their imaginations to come up with unique and creative stories. 

• Put students into small groups of 4 or 5 and have them arrange themselves into a circle. They each need a pen and a piece of paper. 
• Have students write a famous person at the top of their page, then fold it over so the name can’t be seen. They then pass the piece of paper to the person to their right. 
• Next, they write the name of someone in the class. They fold the paper and pass to the right. 
• Repeat the steps, using different topics for each stage of the game. For example, a place, an action, what they said, what they responded, and what they did after that. 
• Once students have passed the piece of paper for the final time, they open it up to reveal the outline of a story. 
• Have students come up with creative stories for the information on their piece of paper, by working together or individually for homework. They then share their stories with the class. 

2. Tweet me 

This engaging activity shows that creative writing for English language learners doesn’t have to be long! Creative written language can be short, yet a lot can be expressed. 

• Show students an image of a tweet you’ve found online before the class. It should be something that provokes discussion, asks for an opinion or allows for the conversation to be developed. 
• Put students into small groups of 3 or 4. Tell them they are going to write a creative response to the tweet. They can be as funny or as unique as they like. 
• Once they have finished, they pass their tweet on to the next group, who continue the Twitter discussion. 
• Repeat the steps, until you have a ‘thread’ of tweets. Then, choose groups to read out the threads and choose the best or funniest one. 

This activity also works well in online classes, where students work in breakout rooms to come up with their tweets and share them as a whole class. 

3. Finish my story 

This creative writing lesson idea encourages students to share ideas and learn from each other. It works well in both face-to-face and online classrooms. 

• Write a short introduction to a story before the lesson. It can be in any genre, e.g. scary, mysterious or funny.  
• Read the paragraph aloud to the class, and elicit ideas about where they think the story might be going. You can skip this step if you feel your students are already good at using their creativity and imagination. 
• Put students into pairs and give them a copy of the opening paragraph. Have them write the middle and the ending of the story. 
• You could help them develop the story by telling them certain things they need to include, e.g. specific objects, people or places. 
• Have a storytelling lesson where students share their stories. You could also stick them on the wall and have a ‘story exhibition’ where students walk around and choose their favourite stories. 

4. A letter for the future 

This creative writing activity allows students to put different grammatical structures into practice. It also allows the opportunity for reflection on their learning and themselves. 

There are a variety of ways you could do this activity with your students. 

• Have them work individually to write a letter to their future selves about what they’d like to achieve or do professionally and personally. 
• Students could write letters to their future selves about something that happened in the past or present time that they don’t want to forget. 
• Have students work individually or in pairs to write a letter to people in the future, about what life is like in the present. Encourage them to talk about fashion, pop culture, and what’s happening in their lives and in the world. 
• If you’re going to teach your students for an extended period of time, e.g. a year, you could do a ‘time capsule’ where they put pictures or notes about the present into a box, which you’ll open with them a year later. This provides a good opportunity for students to set goals and reflect on their achievements next year. 

Do you do creative writing activities with your English language learners?

What activities have worked well?

Share your ideas below! 

If you want to read more about creative writing activities in the classroom, you can read this blog. 

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Thanks a million! I’ll definitely try ‘finish my story” IMO they’re all engaging, motivating and encouraging)

I have a question please. Which strategy is preferable to focus on, free or guided writing to help our students achieve improve their writing skill?

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Top 100 Short Story Ideas

by Joe Bunting | 128 comments

Do you want to write but just need a great story idea? Or perhaps you have too many ideas and can’t choose the best one? Well, good news. We’ve got you covered.

Below are one hundred short story ideas for all your favorite genres. You can use them as a book idea, as writing prompts for writing contests , for stories to publish in literary magazines , or just for fun!

Use these 100 story ideas to get your creative writing started now.

Editor’s note: This is a recurring guide, regularly updated with ideas and information.

If you're in a hurry, here's my 10 best story ideas in brief, or scroll down for the full version.

Top 10 Story Ideas

• Tell the story of a scar.
• A group of children discover a dead body.
• A young prodigy becomes orphaned.
• A middle-aged woman discovers a ghost.
• A woman who is deeply in love is crushed when her fiancé breaks up with her.
• A talented young man's deepest fear is holding his life back. 
• A poor young boy or girl comes into an unexpected fortune.
• A shy, young woman unexpectedly bumps into her soulmate.
• A long journey is interrupted by a disaster.
• A young couple run into the path of a psychopath.

Get The Write Structure here »

Why Creative Writing Prompts Are Helpful

Below, you'll find our best creative writing prompts and plot ideas for every genre, but first, why do we use prompts? Is it just a waste of time, or can they actually help you? Here are three reasons we  love writing prompts at The Write Practice:

1. Practice the Language!

Even for those of us who are native English speakers, we're all on a language journey to go from beginners to skilled writers. To make progress on this language journey, you have to practice, and at The Write Practice, believe it or not, we're really into practice! Creative writing prompts are easy, fun ways to practice.

Use the prompts below to practice your storytelling and use of language. The more you practice, the better of a writer you'll become.

2. When you have no ideas and are stuck.

Sometimes, you want to write, but you can't think up any ideas. You could either just sit there, staring at a blank page, or you could find a few ideas to help you get started. Even better if the list of ideas is curated from our best plot ideas over the last decade that we've been publishing lessons, writing exercises, and prompts.

Use the story ideas below to get your writing started. Then when your creativity is warmed up, you'll start to come up with your own ideas!

3. To develop your own ideas.

Maybe you do have an idea already, but you're not sure it's good. Or maybe you feel like it's just missing some small piece to make it better. By reading other ideas, and incorporating your favorites into your   story, you can fill your plot holes and generate creative ideas of your own.

Use the story ideas below to develop your own ideas.

4. They're fun!

Thousands of writers use the prompts below every month, some at home, some in classrooms, and even a few pros at their writing “office.” Why? Because writing prompts can be fun. They get your creativity started, help you come up with new ideas of your own, and often take your writing in new, unexpected directions.

Use the plot ideas to have more fun with writing!

How to Write a Story

One last thing before we get to the 100 story ideas, let’s talk about how to write a great short story . (Already know how to write a great story? No problem. Just skip down to the ideas below.)

• First, read stories. If you’ve never read a story, you’re going to have a hard time writing one. Where do you find great stories? There are a lot of places, but check out our list of  46 Literary Magazines  we’ve curated over here .
• Write your story in a single sitting. Write the first draft of your story in as short a time as possible, and if you’re writing a short story , try to write it in one sitting. Trust me, this works. Everyone hates being interrupted when they’re telling compelling stories. Use that to your advantage and don’t stop writing until you’ve finished telling yours.
• Read your draft. Read your story through once, without changing anything. This will give you a sense of what work it needs going forward.
• Write a premise. After reading your first draft, get your head around the main idea behind your story by summarizing your story in a one sentence premise. Your premise should contain four things: a character, a goal, a situation, and a special sauce. Not sure what that means or how to actually do that? Here’s a full premise writing guide .
• Write, edit, write, and edit. Good writing is rewriting. Use your second draft to fill in the plot holes and cut out the extraneous scenes and characters you discovered when you read the first draft in step #2. Then, polish up your final draft on the next round of edits.
• Submit! Real writers don’t keep their writing all to themselves. They share it. Submit your story to a literary magazine , an anthology series , enter it into a writing contest , or even share it with a small group of friends. And if it gets rejected, don’t feel bad. You’ll be in good company.

Want to know more? Learn more about how to write a great short story here .

Our 100 Best Short Story Ideas, Plot Ideas, and Creative Writing Prompts

Ready to get writing? Here are our 100 best short story ideas to kickstart your writing. Enjoy!

10 Best General Short Story Ideas

Our first batch of plot ideas are for any kind of story, whether a spy thriller or a memoir of your personal life story. Here are the best story ideas:

• Tell the story of a scar, whether a physical scar or emotional one. To be a writer, said Stephen King, “The only requirement is the ability to  remember every scar .”
• A group of children discover a dead body. Good writers don’t turn away from death, which is, after all, the  universal human experience. Instead, they look it directly into its dark face and describe what they see on the page.
• A young prodigy becomes orphaned. Orphans are uniquely vulnerable, and as such, they have the most potential for growth.
• A middle-aged woman discovers a ghost. What do Edgar Allen Poe, Ron Weasley, King Saul from the Bible, Odysseus, and Ebenezer Scrooge have in common? They all encountered ghosts!
• A woman who is deeply in love is crushed when her fiancé breaks up with her. “In life every ending is just a new beginning,” says Dakota Fanning’s character in Uptown Girls.
• A talented young man’s deepest fear is holding his life back. Your character’s biggest fear is your story’s secret weapon. Don’t run from it, write about it.
• A poor young boy or girl comes into an unexpected fortune. Not all fortunes are good. Sometimes discovering a fortune will destroy your life.
• A shy, young woman unexpectedly bumps into her soulmate (literally bumps into him). In film, this is called the “meet cute,” when the hero bumps into the heroine in the coffee shop or the department store or the hallway, knocking her books to the floor, and forcing them into conversation.
• A long journey is interrupted by a disaster. Who hasn’t been longing to get to a destination only to be delayed by something unexpected? This is the plot of  Gravity ,  The Odyssey , and even  Lord of the Rings .
• A young couple run into the path of a psychopath. Monsters, whether people who do monstrous things or scaly beasts or a monster of a natural disaster, reveal what’s really inside a person. Let your character fall into the path of a monster and see how they handle themselves.

Now that you have an idea, learn exactly what to do with it.  Check out my new book The Write Structure which helps writers take their ideas and write books readers love. Click to check out  The Write Structure  here.

More Short Story Ideas Based on Genre

Need more ideas? Here are ideas based on whichever literary genre you write. Use them as character inspiration, to start your own story, or borrow pieces to generate your own ideas. The only rule is, have fun writing!

By the way,  for more story writing tips for each these plot types, check out our full guide to the 10 types of stories here .

10 Thriller Story Ideas

A thriller is any story that “thrills” the reader—i.e., gets adrenaline pumping, the heart racing, and the emotions piqued.

Thrillers come in all shapes and forms, dipping freely into other genres. In other words, expect the unexpected!

Here are a few of my favorite thriller story ideas :

Rosa Rivera-Ortiz is an up-and-coming lawyer in a San Diego firm. Held back by her ethnicity and her gender, she works twice as hard as her colleagues, and she’s as surprised as anyone when she’s requested specifically for a high-profile case. Bron Welty, an A-list actor and action star, has been arrested for the murder of his live-in housekeeper. The cop heading the case is older, ex-military, a veteran of more than one war, and an occasional sufferer of PTSD. Rosa’s hired to defend the movie star; and it seems like an easy win until she uncovers some secrets that not only make her believe her client is guilty, but may be one of the worst serial killers in the past two decades… and he knows she found out .

It’s the Cold War. Sergei, a double-agent for the CIA working in Berlin, is about to retire when he’s given one final mission: he’s been asked to “defect” to the USSR to help find and assassinate a suspected double-agent for the Kremlin. Sergei is highly trusted, and he’s given to understand that this mission is need-to-know only between him and very few superior officers. But as he falls deeper into the folds of the Iron Curtain, he begins to suspect that his superior officer might just be the mole, and the mark Sergei’s been sent to kill is on the cusp of exposing the leak.

It is 1800. A lighthouse on a barren cliff in Canada. Two lighthouse keepers, German immigrants, are alone for the winter and effectively cut off from the rest of the world until the ice thaws. Both Wilhelm and Matthias are settled in for the long haul with warm clothes, canned goods, and matches a-plenty. Then Wilhelm starts hearing voices. His personal belongings disappear from where he’d placed them, only to reappear in strange spots—like the catwalk, or dangling beneath the spiral stair knotted in brown twine. Matthias begs innocence. Little by little, Wilhelm grows convinced that Matthias is trying to convince him (Wilhelm) to kill himself. Is the insanity real, or is this really Matthias’ doing? And if it is real, what will he do to defend himself? There are so many months until the thaw. 

20 Mystery Story Ideas

Enjoy a good whodunit? Then you’ll love these mystery story ideas .

Here are a few of my favorites:

Ever hear the phrase, “It is not who fired the shot but who paid for the bullet?” This is a philosophy Tomoe Gozen lives by. Brave and clever, Tomoe follows clues until she learns who ordered the murder: Emperor Antoku himself. But why would the emperor of Japan want to kill a lowly soldier?

Mystery writer Dan Rodriguez takes the subway every day. Every day, nothing happens. He wears earbuds and a hoodie; he’s ignored, and he ignores. Then one evening, on his way home from a stressful meeting with his publisher, Dan is startled out of his funk when a frantic Middle-Eastern man knocks him over at a dead run, then races up the stairs—pursued by several other thugs. The Middle-Eastern man is shot; and Dan discovers a mysterious package in the front pocket of his hoodie. What’s inside, and what does he need to do to survive the answer?

A headless corpse is found in a freshly-dug grave in Arkansas. The local police chief, Arley Socket, has never had to deal with more than missing gas cans and treed cats. His exploration of this weird murder digs up a mystery older than the 100-year-old town of Jericho that harkens all the way back to a European blood-feud.

20 Romance Story Ideas

Ready to write a love story? Or perhaps you want to create a subplot with a secondary character? We've got ideas for you!

Hint: When it comes to romance, a sense of humor is always a good idea. Have fun! Here are a few of my favorite love story ideas :

She’s a cop. He’s the owner of a jewelry store. A sudden rash of break-ins brings her to his store over and over and over again, until it becomes obvious that he might be tripping the alarm on purpose—just to see her. That’s illegal—but she’s kind of falling for him, too. Write the moment she realizes she has to do something about this crazy illicit courtship.

Colorado Animal Rescue has never been more challenging than after that zoo caught on fire. Sally Cougar (no jokes on the name, or she’ll kill you) tracks down three missing tiger cubs, only to find they’ve been adopted by millionaire Bryce Champion. Thanks to an antiquated law on the books, he legally has the right to keep them. It’s going to take everything Sally has to get those tiger cubs back.

He’s a museum curator with a fetish for perfection. No one’s ever gotten close to him; how could they? They’re never as perfect as the portraits, the sculptures, the art that never changes. Then one day, an intern is hired on—a young, messy, disorganized intern, whose hair and desk are in a constant state of disarray. The curator is going half-mad with this walking embodiment of chaos; so why can’t the he stand the thought of the intern leaving at the end of their assistantship?

20 Sci-Fi Story Ideas

From the minimum-wage-earning, ancient-artifact-hunting time traveller to the space-exploring, sentient dinosaurs, these sci-fi writing prompts will get you set loose your inner nerd.

Here are a few of my favorite sci-fi ideas :

In a future society, neural implants translate music into physical pleasure, and earphones (“jacking in”) are now the drug of choice. Write either from the perspective of a music addict, OR the Sonforce agent (sonance + enforcer) who has the job of cracking down.

It’s the year 5000. Our planet was wrecked in the great Crisis of 3500, and remaining human civilization survives only in a half dozen giant domed cities. There are two unbreakable rules: strict adherence to Life Quality (recycling doesn’t even begin to cover these laws), and a complete ban on reproduction (only the “worthy” are permitted to create new humans). Write from the perspective of a young woman who just discovered she’s been chosen to reproduce—but she has no interest in being a mother.

So yeah, ancient Egypt really was “all that” after all, and the pyramids turn out to be fully functional spaceships (the limestone was to preserve the electronics hidden inside). Write from the perspective of the tourist exploring the ancient society who accidentally turns one on.

20 Fantasy Story Ideas

Need a dose of sword-in-the-stone, hero and/or heroine packed coming-of-age glory?  We love fantasy stories!

Here are a few of my favorite fantasy story ideas:

Bored teenaged wizards throwing a graduation celebration.

Uncomfortable wedding preparation between a magic wielding family tree and those more on the Muggle side of things.

A fairy prince who decides to abandon his responsibilities to become a street musician.

Just try to not have fun writing (or even just reading!) these fantasy writing prompts.

The Secret to Choosing the Best Story Idea

Stories, more than any other artistic expression, have the power to make people care. Stories have the ability to change people’s lives.

But to write a great story, a life-changing story, don’t just write about what your characters did, said, and saw. Ask yourself, “Where do I fit in to this story? What is my personal connection to this story?”

Robert Frost said this:

If you can connect your personal story to the story you’re writing, you will not only be more motivated to finish your story, you might just be able to change the lives of your readers.

Next Step: Write Your Best Story

No matter how good your idea, writing a story or a book can be a long difficult process. How do you create an outline, come up with a great plot, and then actually  finish  it?

My new book  The Write Structure  will help. You'll learn how to take your idea and structure a strong plot around it. Then you'll be guided through the exact process I've used to write dozens of short stories and over fifteen books.

You can learn more about   The Write Structure  and get your copy here.

Have a great short story idea?  We'd love to hear it. Share it in the comments !

Choose one of these ideas and write a short story in one sitting (aim for 1,000 words or less!). When you're finished, share your story in the practice box below (or our latest writing contest ) for feedback from the community. And if you share, please be sure to comment on a few stories by other writers.

Joe Bunting

Joe Bunting is an author and the leader of The Write Practice community. He is also the author of the new book Crowdsourcing Paris , a real life adventure story set in France. It was a #1 New Release on Amazon. Follow him on Instagram (@jhbunting).

Want best-seller coaching? Book Joe here.

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WSJ Bestselling author, founder of The Write Practice, and book coach with 14+ years experience. Joe Bunting specializes in working with Action, Adventure, Fantasy, Historical Fiction, How To, Literary Fiction, Memoir, Mystery, Nonfiction, Science Fiction, and Self Help books. Sound like a good fit for you?

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“No tears in the writer, no tears in the reader. No surprise for the writer, no surprise for the reader.” —Robert Frost

Great quote, right?

i like porn

Your site is just awesome!

My latest project has been working on a TV-format screenplay. In TV writing, there are B storylines, which are plot lines that span the course of a season (or several seasons). Each episode, however, has an A storyline, which is the plot of the events in that particular episode. Each A storyline is essentially a short story, and churning them out is surprisingly difficult! Lately I’ve been outlining episodes for my own story. I’ve just completed one that I particularly like, and would love to hear what you all think!

The Vampire Cat

The episode opens with Leiko telling the rest of the crew The Dream of Akinosuke. She finishes the story and they all head off to bed. Leiko walks Shannon to her room. On the way, Shannon asks Leiko if the events of the story were the main character’s dreams or if they were real. Leiko replies that for the Japanese the line between dreams and reality is very thin. They say goodnight and part ways.

The next day, the crew touches down on planet Lorraine. Their mission is to rob an auction house of a valuable piece of art if their client is not able to purchase it. They attend the auction. The client is outbid, so that night they return to the auction house to steal the sculpture. While looking for it, Leiko uncovers a dimension hopping machine, which she assumes to be a piece of junk. The crew is surprised by the auction house’s guards. Shannon is shot in the fight. Leiko tries to help her, but is intercepted by a guard. They fight, and Leiko falls inside the dimension hopping machine. She falls against a lever. The doors to the machine close and it begins spinning very fast. Leiko is thrown to the floor and the impact knocks her unconscious.

When she awakes, Leiko is no longer in the machine or the auction house. She is in a 16th century Japanese barracks, surrounded by soldiers. Furthermore, she is dressed like them and they address her as Soda. When she catches a glimpse of her reflection, she realizes to everyone else she looks like a Japanese man. Unsure if she is dreaming or not, Leiko decides to play along. She hears from the other soldiers that the prince of the region is seriously ill, and thinks maybe with her advanced medical knowledge she can help. She sneaks into the castle to see him. On the way, she passes a group of court ladies. The most beautiful of them smiles at Leiko and her eyes flash yellow. Leiko shakes it off, assuming she must be seeing things. She reaches the prince’s room and is shocked to find Shannon lying close to death, surrounded by attendants. She is discovered and thrown out, but she begs to be told what’s happened to the prince, and is informed he has a mystery sickness no doctor can diagnose. It is feared he will die. The prince’s attendants suggest that if she is so worried about her sovereign, she should pray for his health. Before she leaves, she uses to her dagger to look at Shannon’s reflection, and sees that her reflection is in fact that of the prince. Leiko feels the whole situation is somehow strangely familiar, but unable to put her finger on why, she decides there is nothing for it but to follow the attendants’ advice.

That night she goes to the holy quarter and bathes at the well before praying to the statue of Buddha for the prince’s/Shannon’s recovery. A voice calls to her, and she looks up to see a figure in a window above her. The figure asks her to come up. Leiko goes into the building and finds a priest who introduces himself as Ruiten and tells her he has been brought to the castle to find the source of the prince’s illness and asks for her help. Leiko finally realizes why this all seems familiar to her – she is in the story of The Vampire Cat of Nabeshima, playing the part of the young soldier Ito Soda. She makes a conjecture: the dimension hopping machine really worked and has brought her to the spirit world. Shannon, after being shot, is dying, and her spirit has taken the place of the prince in the story. If Leiko saves the prince, she saves Shannon. Ruiten agrees that this may be possible. Leiko agrees to help him. Knowing how the story goes, she now has a hunch as to what is causing the prince’s sickness.

Leiko goes back to the castle, and straight to the house of the court ladies. She digs under the verandah and finds exactly what she thought she would – the body of the beautiful lady, with puncture wounds in her throat.

The next day, Ruiten obtains permission for Leiko to keep watch over the prince with his attendants. That night, all the attendants fall asleep. Leiko keeps herself awake by stabbing herself in the leg. Later in the night, the beautiful lady comes to the room. She says her name is O Toyo, and she is the prince’s favorite companion. Under Leiko’s watchful eye, she cannot harm the prince, so she leaves.

The next morning, Leiko goes to confront the false O Toyo. They fight. Before Leiko can kill her, the false O Toyo shifts to her true form – a demonic black cat – and escapes the castle. Ruiten sends soldiers after her. Just then, there’s a scream from the prince’s room. Leiko and Ruiten rush from to the room and are told the prince is dead. Leiko pushes her way to the bed and, taking Shannon in her arms, pleads with her to wake up. In course of this, Leiko realizes she’s in love with her friend. Suddenly Shannon opens her eyes and says Leiko’s name.

Leiko wakes up in the med bay of the Perseus, surrounded by the crew. Shannon is in the bed next to her, weak but alive. Leiko gets up to tend to her. Shannon asks if one of the crew was holding her, because she could have sworn she felt like she was lying in someone’s arms. Kaya jokes that she must have been having a good dream. Leiko remarks that maybe it was something more.

This is great! Seriously, I really enjoyed it. Now you have to write it! 🙂

Hey Sunny! Loving this website

Opps that was my grandma 🙂 But she right

Do you know of any Romance magazines that offer short story romances or literary magazines dedicated to just romance? Just curious.

I’m not familiar with any, but try googling “romance literary magazines” or “romance short stories” and I’m sure you’ll find some. Reply back if you find any that are particularly promising.

I just want to say, there are so many good stories on this website. This show the amount that you have helped all these people, maybe one day I will add myself to those people, thank you.

http://www.writersdigest.com/writing-articles/by-writing-genre/romance-by-writing-genre/romance_markets

بدأت تمطر ورأيت الناس يسرعون للإختباء من قطراته فابتسمت لذكرى جميلة عبرت خاطرى ..تذكرت امى عندما كانت ترقص تحت المطر بفستانها الوردى..الهى كم كنت أعشق هذا الفستان عليها..كان يناسب بشرتها الفاتحة ونحولة جسدها .جذبتنى من يدى يومها واخذنا ندور فى حلقات لا تبدء ولا تنتهى. شعرت ببرودة يديها تصعق يداى وبرودة المطر تبلل وجهى أحسست وبالسعادة تغمرنى لانك اخيرا بجانبى واخيرا تبتسمين اشتقتك يا اماه ..أشتقت لتفاصيلك وابتسامتك. أشتقت لمعنى وجودك جانبى ..المطر يهطل، أعلم أنك لو كنت الأن معى لجذبتينى ورسمنا بأقدامنا دوائر حتى تبتل عظامنا ..سأرقص لك فقط وسأبتسم لك فقط. بدأت عيون الناس تتجه نحوى ..تستنكر فعلتى ولكنى لا أفعل شئ.انا فقط أخبر أمى إنى بخير وأنى أشتاقها..ولكن للمطر طعم غريب يا أمى. له طعم ألم فراقك ،طعم الحياة بدونك ؛هو المطر وهى الحياة ولكن طعمهما مؤلمين يا أمى

I’m writing a “Thriller.” I’m very excited. A short story. Thank you. Right on time as usual!

Fun! Good luck LaCresha.

I’m wondering about “the sagging middle” in story structure right now. I’m happy with my beginning and ending, but the middle isn’t as dynamic as I want it to be. Does anyone have any experiences or advice about this? (It’s a 25 000 word story that’s due for a competition in about four months.)

Hey Rosie. We have a few resources on that. First check out our structure and plot cheatsheet: https://thewritepractice.com/plot-structure . Then, a great guest post on story structure with a hole in it: https://thewritepractice.com/story-hole . And I always recommend Save the Cat, which is a book for screenwriters, but is also very helpful for story structure in general: http://amzn.to/1TNpv2F . Highly recommend it.

The story grid is a good site and podcast for story structure. 🙂

But longer than 15 min but here it is.

I rub my fingers into the soft fuzz on the big brown chair. I can make designs if I move my fingers up or down. A dot makes one eye. Then another. A line for a smile finishes my chair picture. ‘Why would Daddy take money and blow it into the wind?’ I wonder as I draw.

A wet spot lands by the mouth, making the brown turn dark. I try to wipe it away, but the face disappears instead. I lay back in the chair, bumping my twin brother and making the dim room spin. My pink and orange stripe shirt is soft as I wipe my eyes. James’s tears fall to the chair like rain, his mouth open like one of the squishy balls we play with. His cry is loud. I join the noise.

Mommy’s hair, as dark as the wet spot on our chair, poofs around her face. Her green eyes seem small with her eyebrows close together. Teeth and gums show as Mommy screams like a roaring lion. Daddy points a finger at her nose. He looks so big. He yells, trying to be louder than her. James and I try to cry louder than them. Maybe they will hear us. Maybe they will stop.

Mommy lets out one last angry scream and tries to push Daddy away. A long red line comes on his arm. Red water comes out of it. Daddy’s eyes widen. His face turns red. He grabs Mommy by her arms, lifts her, and pushes her to the door like a rhinoceros. The wood breaks as they go through.

The noise has stopped, except for sirens in the distance. I curl into a ball in the chair, James’s knee sticking into my back, and close my eyes.

James and I get to sleep in the same bed tonight. It’s strange having Daddy read and tuck us in by himself, but he tells us Mommy will be home soon. I still don’t understand why she went to jail. I thought jail was for bad guys, but Daddy says everything will be ok.

The lights go out bringing shadow monsters. I hug my brother.

Bit longer than 15 minutes, but here it is

‘Scars’

The noise has stopped, except for sirens in the distance. I curl into a ball in the chair, James’ knee sticking into my back, and close my eyes.

This was so good! You have a really good writing style!

“The wall, he decided, will always be there”

He awoke, or at least it seemed he did, for he could not tell if he had been dreaming or if he were dreaming now. He pushed the woollen, scratchy blanket away from his body. There were no sheets, and his skin stuck to the plastic mattress that smelled of others sweat and urine. After prying his flesh from the tenacious bedding, he managed to sit up. He was more tired than he had remembered. He was still dirty and thirsty and his eyes hurt as they squinted in the dim hazy light. He drew his legs up to his chest and wrapped his arms around them. For long moments, he sat that way fearing punishment for doing anything that might be wrong.

Eventually, however, his eyes grew accustomed to the shadowy light and he began to see things. Across from him he could see a wall. He wondered how long the wall had been there. The question struck him as absurd. The wall he decided would always be there. In this confusion, he meditated on the hardness before him until a thought of beauty entered his mind and the nakedness upset him. “There are no pictures…it has no pictures hanging from it.” Lacking the courage, or cowardice, to look away he continued staring blankly until his sight improved still further and he found something within the wall that excited him. “I forgot…about…colour…I can see the colour now!” He tried to give the colour a name. “Dirty…” he thought. “Filth.” he said out loud. “It is a filthy colour.” he whispered silently to himself.

Quickly, the excitement left him and he began to grow tired of looking at the wall, even the colour began to bore him. The boredom gave him a sense of courage and he became bold. He decided to explore. Cautiously he moved his eyes to the right where he saw…a corner, Then the head began to turn to follow the lead of the eyes. They continued past the corner until they gazed upon something he recognized.

He hated what he saw, the familiar object that hid in the shadows…the thing that kept him here. He glared at it, but the closed and bolted door remained unmoved. It was then that he turned back to the wall he had grown to know and the boredom…he had grown to love.

incredible first sentence!

Incredible first sentence and incredible last sentence. Shivers up my spine. Thank you.

3 words…. copy and paste

Omg how why are people so good at writing stuff?!?!?

idek!?!?!!! i’m a freshman in high school and i can’t even write a simple short story.

Give it time…

This was a wonderful read ^_^ Short and enticingly written. Drew me in right away with that first bit, and especially the way it was all tied together by that first sentence. Lovely!

I know it’s been two years but it’s still very good and still deserves praise. I like this trippy atmosphere, you managed to convey it very nicely.

Some great story ideas here. You could even combine some of them in interesting, tenuous ways for a multi-location epic.

Thanks Bridget! Absolutely. And there’s nothing I love more than a good epic.

These are great ideas. I like the idea of prompts. Though sometimes, I get stuck when I write from a prompt. And sometimes, I’m not able to write a story in one sitting. I have to think about how I want the story to play out. I might have done it once, and they were pretty short. But most of the time, it takes a couple of sessions. That’s how I’m wired, I suppose.

Ten years of therapy, about a million different types of pills and three psychiatrists have helped me enough to write this. I was eleven when it happened, my older sister, Quinn, was almost sixteen, and my best friend was ten. I’ll never forget it… I doubt anyone ever will.

It was a warm summer day, early June, my best friend, Harper was over and we were playing in the backyard. We were laughing and singing along to a song that I couldn’t tell you the name of now. It was the middle of a normal day, but that’s what they always think just before everything goes wrong. Well, anyways,Harper and I amused ourselves doing everything and nothing for a while before we decided that we wanted to go to upstairs and bug Quinn, who we thought was doing her online drivers ed. courses. We raced up to her room, giggling like the little girls we were. When we got to her room, Harper grabbed the doorknob and tried to fling the door open, but it was locked. That should have been my first sign that something was wrong, Quinn never locked her door, we weren’t allowed to. We yelled, laughing, “Let us in! Let us in!” We giggled and knocking on her door again and again. There was no response, so I remember grabbing the key my parents always had, it opened all of the doors to me and my sibling’s bedrooms… I wish I would’ve known what I know now. I wish I wouldn’t have opened that door.

That day was the last happy day for a long time. I remember everything clearly, the breeze ruffling my short hair, the sound of Harper screaming the lyrics to our favorite song at the top of her lungs. I especially remember the thing that has haunted me for the past ten years. I remember my sister’s lifeless body lying in a pool of her own blood on her bed. I remember the look on her face being more peaceful than I’ve ever seen it. I remember screaming as I stared at the image of Quinn, her wrists bleeding and her skin pale. I remember the sound of Harper frantically dialing 911 and I remember the ambulance arriving. I remember the paramedics calling my parents and hearing my mom’s piercing scream from the phone. I remember the paramedics forcing me out of Quinn’s room, while I kicked and screamed at them, begging them to let me stay with my sister. It was the last time I saw her face. I remember collapsing in my dad’s arms. That was the first time I heard him cry, it wouldn’t be the last.

She was already dead when the ambulance got there. Suicide, they said, she killed herself. It took a long time to convince myself that it wasn’t my fault. If I had only went to see her sooner I could’ve saved her. The funeral was closed casket and everyone cried. I didn’t. I couldn’t. I was too numb. I don’t remember much of the funeral, it was just a blur of black and navy blue, with the occasional apology thrown in there. I never got why everyone apologized, it wouldn’t bring her back.

I was just a little girl and there I was with my childhood torn away from me. I was a younger sister and then I was an only child. A piece of me has been missing from me ever since that die and I doubt I’ll ever get it back again.

This was based on the boy or gets an unexpected fortune. I flushed out the typos, but its okay. Check it out! 😀 Caleb Pratt

Mistaken Divinity

My bar drinks of the wooded timberland were one of the most profound expeditions in my walk into becoming a god. I cupped the glass of cool bud light, and sipped it up at the mini bar table. I rested my hand on the wooden counter top, my fans and companions gambling each other on some high level daredevil match.

“Hey, Lexan, where you at,” I turned to see my friend Rodriguez. Fun man to have around with. He was had long grey hair, even for a guy. I pushed off the table and stood straight. I kept my hand in my pocket.

“You have a lot of realty in the new diversion your causing. Sherman hasn’t even sighted any more Divine Partakers, let alone, any Christian circumspect.”

“I know I know, but… we are, what they are… except the for the grace,” Rodriguez said.

“Right,” I narrow my eyes down towards the ground. I didn’t want to hear what he had to say about us Mormons being what the Christian Community isn’t. I mean, there almost all extinct, if not a hundred percent. We are the erected believers… who are in sure denial of the forthcoming of any later day saints.

“So where is your ceremonial magic been taking you,” Rodriguez said. “Anyhow I could help in the cemetery on Route 430?”

“Uhh… I mean… yeah unless you have a cloak and a specialized dagger. I’d have to get you one of those. You’ll be all dressed like a Celtic.”

We laughed.

Rodriguez was a good friend of mine. Much older though. I was in my teen years and he was in his fifties.

“Man, Lexan, you need to grow a beard. Your seventeen years old… yet you look like you’ve graduated college. What happened to your power to manipulate appearance? Funny… its a shame Christians don’t have this kind of power… even heathens can’t do anything we can.”

“Yeah I can tell Rodge. Tell me, why haven’t you been practicing your divinity? You seem a little out of shape to be wrestling with angles and demons….”

“Well I… yeah I mean, sure. Lets say I’m kind of in a predicament.”

“What…?”

I lay my back against the counter.

“Well, down on Armenia Rd. there was a cross fight between me and some other foe. Not sure what to suspect of him, but the “man-woman” was between two others working for her, or he… I don’t know.”

I rest my chin on my thumb and index finger. I realize and hear there are other phenomena of some other cultist group here in Sherman. Our cult is wacky on its own. Though I don’t know what to think of this “he-she man” thing….”

BZZZZZ! BZZZZZ!

‘I heard you! Shut up!’

‘Enough, you asshole!’

WHACK! Pieces of metal and plastic shattered on the wall.

“I can’t do this anymore,” she muttered softly as she fights her every being not to shed a tear. Alas, she lost once again.

It’s been days since she last saw light. The shadows on the walls seemed permanently etched. Her sanctuary once filled with love, lust, and happiness, now wreaks with despair, anguish, and palpable desperation.

‘How did I get here?’ she thought. The same desperate thought she’s been clutching onto for days. Or maybe weeks? Months? Years?

It doesn’t matter. To Emma, time no longer exists with this unrelenting pain.

Once in a while, the light would sneak through the thick, heavy curtains. And Emma would almost succumb to a hint of a smile until it haunts her again.

His resilient hands on her supple breasts. His soft lips caressing her neck and slender sternum. His sturdy chest against her trembling body. His whole palpitating manhood devouring her salacious being. Every ridges of Paul haunt her. Now, it all has to be distant memories. Unshakeable, soul crushing memories.

After what seemed like a lifetime of horizontal desolation, she finally mustered some strength to sit at the edge of her bed. She slowly opened her bulging eyes, and finally saw the mess she was in. Rotting pieces of food in cardboard boxes, sea of crumpled tissue strewn with nauseating piles of laundry, and dismantled pieces of her once chirpy alarm clock scattered all over her dingy floor.

As she moved her gazed from the floor, she noticed the dent on her pristine white wall. She couldn’t help but stare. ‘That dent will be there for a long time,’ she thought.

With a throbbing grunt, Emma slowly stood up and shuffled towards her once chirpy alarm clock. She picked up the pieces and followed the faint light peeking through her bathroom door. As she turned the door knob, more tears rolled down her cheeks. It was excruciating, but this time it was different. The door closed and the room was dark once again.

“His resilient hands on her supple breasts. His soft lips caressing her neck and slender sternum. His sturdy chest against her trembling body. His whole palpitating manhood devouring her salacious being. Every ridges of Paul haunt her. Now, it all has to be distant memories. Unshakeable, soul crushing memories.”

He had left his Gameboy behind. There was nothing to do without it, nothing to do but kick his feet and stare at the dull blank walls. Even annoying Di-Di had lost its colour. He didn’t care what Ma or Papa said. He had to get his Gameboy back.

He pushed into the room. Ah Boy, wait outside ah. Don’t come in! Papa had seemed firm, but he was old enough now to know how to get out of trouble. He would run to Ma, hide behind her legs, maybe tearfully declare that he would run away from home because Papa was so mean. Anyway, Papa seemed so busy with Ah Gong nowadays. He wouldn’t bother to cane a little boy like him.

Where had everyone gone? He couldn’t have been in the corridor for so long. The room that was once packed full of relatives was empty. It was only Ah Gong left in the hospital bed.

Immediately he noticed that the mask over Ah Gong’s nose and mouth was gone. Who had removed it? Without the strange alien-octopus-thing perched on his face, Ah Gong looked like the grandfather he remembered. He moved closer to get a better look.

As he approached the bed he realized the mask was lying on the chair. The inside was stained with a rustlike substance he did not recognize. He held up the mask to the light, and rubbed the stain with a cautious index finger. A powder came off in his hand. With a shiver of disgust he realized it was dried blood.

“Di-Di!” He didn’t know if he was terrified or excited. Where was his brother? Ma had always rushed to daub up any blood in their house – whether from Di-Di falling when learning to ride his bicycle, Di-Di scratching him during one of their many fights, Papa tripping over a wire and later needing stitches in his forehead. He couldn’t pass up this golden opportunity to share with his brother: the chance to investigate blood without an adult present.

The Gameboy lay in the room, forgotten.

Wrote on ‘a group of children discover a dead body’. In case it wasn’t obvious.

“I do like llamas very much,” said Charleston, “In fact, they even have names.” “You are one freaky man, Charleston.” stated Larry

Very well said!!

Jeremy Reynolds had a party one day. He decided it would be a special theme. Deez Nutz, he decided would be a fitting title for a beach party.

*I am only 14 so please, don’t mind me if there are any mistakes. I am still in the process of learning, but I tried really hard*

He could write. He could write and he knew it. No one else knew. He’d never show them his pieces; his collection of fantasies and mysteries. He wanted his friends to know. No, he wanted the world to know. But he was fearful. He was fearful of his stories failing, of him failing.

Abram had written many short stories and novels, all of them printed in manuscript and hidden in a black lock-box under his bed. He was unmarried, for he didn’t need any other love than that of his trusty typewriter and parchment. Writing was frowned upon, in his country. Books were burned. Even the classics. They were all burned in a pile on the streets.

He wouldn’t risk it. He didn’t want that fate for his books. He worked to hard. He spent too much time revising and perfecting the novel; there was no way he would let them die.

Sighing, Abram cracked his knuckles and stood. He yawned and walked over to his bed, where he bent down and grabbed the lock-box from beneath the bed. Abram had kept the key underneath the mattress, in case anyone were to find this box that contained all of his treasured secrets.

He opened the box he hadn’t opened in many years. Removing the pieces of parchment, he sat on floor, listening for the sounds of Nazi vehicles who somehow sensed the unpublished books. But none came. There was only silence, which, to Abram’s surprise, seemed to grow stronger as each second passed.

Before he knew it, Abram had been sitting on his hard floor for hours, thinking. Thinking about what he knew not. He just knew he was thinking.

Abram stood slowly; carefully as if he was trying not to disrupt the dust that covered the dark floor. Walking over to his desk, he left his lock-box open; something he’d never done in the years past. He sat and placed some more parchment into the typewriter and began writing, or typing, you could say. But this time, something was different. Abram wasn’t writing just for fun, he was writing for purpose. This time, he thought, this time, I will be published and my work may fuel the world. And with that, he revealed his talent to the world.

Thank you so much!!

much thanks <3

I’m sorry I’m late but I just wanted to say this story is fantastic! Soon enough this will become a book! I’m from Hawaii and all I do is write and draw all day… Keep up the work and never give up! God bless and aloha!

Yours was the best story that I read on this page…

thank you!!!

Very empowering!!! I was also around your age when I started writing on this site.

Anyways, that short story was so full of meaning. We just happened to be doing an essay on the value of literature in English class so this really fit in nicely for me with that. Lovely! 🙂

oh thank you sooo much!! I greatly appreciate it!!

I enjoyed your story. Thank you for sharing. I especially liked how Abram developed his talent, and despite the fear of having his manuscripts destroyed, he decided to publish his work. Well done and well told.

I have noticed some tiny grammatical mistakes in your Story and correct it for you as I know that this short Story has potential to go very far. Here is the corrected version: He could write. He could write, and he knew it. No one else knew. He’d never show them his pieces; his collection of fantasies and mysteries. He wanted his friends to know. No, he wanted the world to know. But he was fearful. He was fearful of his stories failing, of him failing.

Abram had written many short stories and novels, all of them printed in manuscript and hidden in a black lock-box under his bed. He was unmarried, for he didn’t need any other love than that of his trusty typewriter and parchment. Writing was frowned upon, in his country. Books were burnt. Even the classics. They were all burned in a pile on the streets.

He wouldn’t risk it. He didn’t want that fate for his books. He worked too hard. He spent too much time revising and perfecting the novel; there was no way he would let them die.

He opened the box he hadn’t opened in many years. Removing the pieces of parchment, he sat on the floor, listening for the sounds of Nazi vehicles who somehow sensed the unpublished books. But none came. There was only silence, which, to Abram’s surprise, seemed to grow stronger as each second passed.

Abram stood slowly; carefully as if he was trying not to disrupt the dust that covered the dark floor. Walking over to his desk, he left his lock-box open; something he’d never done in the years past. He sat and placed some more parchment into the typewriter and began writing, or typing, you could say. But this time, something was different. Abram wasn’t writing just for fun, he was writing for a purpose. This time, he thought, this time, I will be published, and my work may fuel the world. And with that, he revealed his talent to the world.

I hope my effort has helped!

Is it OK if I put this on a website I’m making. It will get me money I need to have. You said your only 14, 9 months ago, so you could be 15, well I’m only 12. I need to learn to save up and this will help me. Everything I said here is true, please help me. Also, this is a great story and that is why I chose your to be on my website.

dude thats like literally directly stealing someone’s work for money that only goes to you. Just write your own story instead of stealing someone else’s.

Admit it. I am probably some dude who can’t even make a website, well I am, so don’t worry.

This is the story I am working on now. I wrote it a long time ago, but I am upgrading it now. Changing all the errors, making the vocabulary more sophisticated:

In a valley close to a river where melt-water splashed and where rhododendrons and roses bloomed, where linnets flew with doves above the clustered trees, lay a cave, mostly hidden by the immense pines and the crag. In the cave, out of reach from the sunlight, was a portal. The portal’s frame was the darkest shade of gold, with glowing orange lines carved into it. Glowing flecks of bright blue glow in the darkness of the cave. The portal lay un opened, but the frame still glowed in the shadows of the sombre cave.

In a desert of torturing, immense heat, where scorching light, too blistering to be called sunlight, burns the dehydrated ground, was a tunnel, buried under the sand. In the tunnel there was an ever-growing fortress of burnt leaves and sand with over-boiled water dripping the top. This is all that remained of the desert, nothing could survive in the world above, nothing except from the portal. The fortress was built around the portal; the portal was the darkest shade of black, with red around the rims of the frame.

The sound of water hitting the cold tiles that topped the floor brought a sense of entertainment to the girl sat in the small room covered in a mixture of scars and bruises, awaiting the next blow of the hammer upon her fragile body which shivered in the night air and soft breeze which entered via the half barricaded window. Again and again, almost as if it was a cruel rhythm the metal tool came down, never missing a hit, always landing upon her chest. The storm brewing outside was bad enough without the maniac and his hammer. These are soft blows for a man of his build, she thought, she was certain he intended to make this last all night long. She wanted to struggle, to scream! But the leather bindings made it impossible, who cares anyway, she thought, no one near this basement would care.

The sticky taste of iron filled her mouth, blood. Her body started to shudder, shock. By this point the inmate hitting had dropped the hammer and injected another load of hydrocodone, such a waste of such an effective pain killer. At last she tried to struggle, but even with the drugs numbing the sharp pain shooting trough her body she still couldn’t gain the strength to fuel her ineffective hope of escaping the inmate, after all, even if she did escape, in a mass breakout like this? She could die in a more demanding way.

With my free hand I felt the imperfections, holes, scratches, patches of long since dry blood that covered thee wooden operation table I lay on. How old was it? Thirty years? Forty? Who cares, it had to be old to be in the basement of Twin Rivers Asylum. This psychiatric institution had housed many atrocities, after all, Nazis built this asylum, catered the inmates…put them to work. We are only barely off the English channel; here in Channel Island’s Twin rivers asylum we have many an inmates. Young and old, French and British, they are all welcome here, hell, we have a Swedish inmate, talks to himself all day and night, his names Toby Buchman, we call him Toby-Talkative, how very fitting being his nurse I should die by his hand…

Ouch, be gentler Toby. Even through my drugged up husk of a body I felt that one. I and the staff thought you were joking when you said you were very strong, looks like you weren’t joking…

For such a shrivelled blotch of bones you have surprisingly good and when it comes to instrument of torture, your quite strong, why wouldn’t you be? Killing young women is why your here, Toby, you are one hell of a sociopath, brilliant mind, you’re like a more sadistic Hannibal Lecter minus eating his victims after all, I’m so helpless you could take a couple of bites out of me as I lie here, in the dark basement…

Fun fact, a goldfish’s attention span is three seconds, the average lunar eclipse takes 11 minutes to pass, and a wooden hospital bed from 19th century takes an average of 63 hits to break trough, 54 if you incorporate a body which weighs approximately 130lbs, and guess how much I weigh.

Suddenly I heard the wood buckle under the next hit a glorious hit as well as my straps loosening. Come on Toby, you brilliant old sociopath, you can do it, one more well made hit could send me free. What could go wrong? Toby stood motionless on the spot for a moment later Toby took another blow. I couldn’t breathe. The pain was so intense I felt every cell in my body explode in a chain reaction. The pain was so intense that it felt like a piece of heated iron had been pressed onto my skin. Despite that, a strange sort of calm fell over me: I was dying. I wasn’t coming back from this. Part of me thought, All right. Make it count. I wobbled on one foot about to run to the door, but unfortunately Toby kicked me at the wall. He was so strong, I thought All froze the leaves on the trees didn’t clatter, Toby didn’t stink anymore, Then it was gone all the memories of life returning to me. Then it all went away, my life was It was the end, nothing could stop that now…

I awoke in a bed, in a white room with a marble floor and a silver carpet at the foot of the bed; the wall behind her was a fancy, white wallpaper, decorated to look like a real wall. The wall on the left of the bed and in front of the bed were normal and white, on the right of the bed was a window, now covered, with a beige curtain. In the bed- where the girl lay were multiple cushions, all lay side by side at the top of the bed; the blanket covering her was soft and light. On the sides of the bed were two bed-side cabinets, one with a lamp and the other one with a vase, holding tulips and rhododendrons, on books by her favourite author, many she didn’t recognise. Promptly, she got up noticing there was a small, white table- shaped as a cylinder, with a transparent glass top; also noticing the chair behind it too. The chair was a traditional, leather armchair with four small metal legs holding it up. Then she turned to the door. It was white made, smooth and made out of oak, with a metal handle, a small, square keyhole under it.

As soon as I placed my hand on the door handle, it flew open with a tall, handsome man in the way with bright blue hair shaped as a fire and red eyes. “Welcome, Kayla to Valhalla. Where are you off so fast” he shouted with glee. “I was going out,” Kyla said trembling on the spot. “I didn’t think this is where I should be.” “In this hotel we are all dedicated to make you feel like home, for you will be staying here for the rest of your life. Sorry for my wrong vocabulary, you are already dead. For the rest of the time you need to practice.” “What !?” she yelled. “Are you saying I’m dead” “Yes I am,” the man asked confused.”May I introduce you to your new home”

So the two walked through what seemed to be a endless tour, but eventually came to an end. “And this is the dining room where you have dinner… Here is your breakfast room you can freely come here and invite friends if you are feeling lonely…” “So you are saying this is the place where all people go if they are an extremex and if they died they come here and become an extraextremex” “Yes,” said he.”And also that you are our leader because you can see what specie people are also take away their powers if needed.” “Can I take away the powers of sociopaths or weaken them with my mind beams whatever things.”

“Yes, you can but if you do that you will be weakened too. Also that is a high level trick, you are not high level- no offense” “Offense taken,” said Kayla, with her head down. So they continued on their tour and went walking through all the different floors and introducing Kyla to all the different people and members of staff. On they went about the limits of people and a lot of different stuff. After time, they started her training.

“Focus on me, ” Blaze was explaining to her how to see what specie he was.”Do not think of anything else. Not the colour of my nose, not what room we are in just on me the thoughts and memories of me. Now listen to the sound of my voice. You should be in a universe of darkness; are you?” “Yes I see black in the background and there are flying things in it.” “Yes those are my thoughts.” “I can also see images swirling around” “Those are memories” “I can also feel heat and cold environment when I move around. Are those your emotions” “Yes, the heat is happiness and the cold is anxiety or sadness. Now let’s focus on the specie part. To determine if I’m an Extraextremex, a normal Extremex or even an Oigreog. If I am an Extraextremex then you will not feel motion. If I was an Extremex then you would sense tingling and if I am an Oigreog then you’ll sense shaking. Which one do you sense?” “I sense tingling and shaking so you are one of the Oigreog in the times when Extremex where starting to populate the world. This that means you are an Exremog or an Exoiig” “I am an Exoiig. I have not died yet.” “But how are you here?” “Because I was the first Exoiig alive. I made this place” “But how?” “I used my powers to do it. That is why all the walls are shades of red, orange and yellow.” “Why didn’t you make mine a different colour.” “Because I need to keep track of what specie everyone is. I used Conjuration and Mysticism to make sure that every specie got the same shade of red or whatever.” They blabbered on about what it was like when Oigreog ruled the world, what Black Magic could do and how to control Extraextremex powers…

Kayla went to bed with the thoughts of how the world was made and how it transformed into this planet, when at the start it was billions of monsters – the Oigreog – fought and then somehow transformed into normal people who never fought in their lives. She also didn’t understand how there was only one person who had the power to see what specie one was… She woke with her hair curled up covering her face.

Once she tossed the hair off her face she noticed there was a book on her bed-side cabinet beside the lamp. When she picked it up, she noticed it was a book called “The Arts of Necromancy and Enchantments”. She soon noticed it was the book Blaze used to learn Black Magic. She was filled with a mixture of joy and shock. Then the door flew open. A small brown-haired boy was standing in the way. “Hi,” he said, holding a hand out to shake, “I am Logan, someone from you floor” “Hi,” Kayla said, shaking his hand, “I’m Kayla, an Extraextremex” “Do you want to go and have breakfast” “I guess so” said Kayla.

In the hallway, my neighbours were starting to emerge. Thomas Jefferson Jr looked about my age. He had short curly hair, a lanky frame and a rifle slung over one shoulder. His blue wool coat had brass buttons and chevrons on the sleeve – a U.S. Army Civil War uniform, I guessed. He nodded and smiled. ‘How you doing?’

‘Um, dead, apparently,’ I said. He laughed. ‘Yeah. You’ll get used to it. Call me T.J.’ ‘Kayla,’ I said. ‘Come on.’ Logan pulled me along.

We passed a girl who must’ve been Mallory Keen. She had frizzy red hair, green eyes and a serrated knife, which she was shaking in the face of a six-foot-seven guy outside the door marked X.

‘Again with the pig’s head?’ Mallory Keen spoke in a faint Irish brogue. ‘X, do you think I want to see a severed pig’s head every time I step out of my front door?’

‘I could not eat any more,’ X rumbled. ‘The pig head does not fit in my refrigerator.’ Personally, I would not have antagonized the guy. He was built like a bomb-containment chamber. If you happened to have a live grenade, I was pretty sure you could safely dispose of it simply by asking X to swallow it. His skin was the colour of a shark’s belly, rippling with muscles and stippled with warts. There were so many welts on his face it was hard to tell which one was his nose. We walked past, X and Mallory too busy arguing to pay us any attention.

We entered a small elevator and the doors closed, making the elevator sound. “One question: How does everyone get here.” “People called Collectors fly around the world collecting souls of dead Extremex. I am a Collectors.”

‘And you?’ I asked. ‘How did you become a Collector? Did you die a noble death?’ She laughed. ‘Not yet. I’m still among the living.’ ‘How does that work exactly?’ ‘Well, I live a double life. Tonight, I’ll escort you to dinner. Then I have to rush home and finish my calculus homework.’ ‘You’re not joking, are you?’ ‘I never joke about calculus homework.’ The elevator doors opened. We stepped into a room the size of a concert arena. My mouth dropped. ‘Holy –’ ‘Welcome,’ Logan said, ‘to the Feast Hall of the Slain.’

Rows of long tables, like a stadium, curved downward from the nosebleed section. In the center of the room, instead of a basketball court, a tree rose taller than the Statue of Liberty. Its lowest branches were maybe a hundred feet up. Its canopy spread over the entire hall, scraping against the domed ceiling and sprouting through a massive opening at the top. Above, stars glittered in the night sky.

What’s supposed to be your point? If you are receiving money from something YOU DO NOT OWN then it is obviously theft. YOU DO NOT PUT SOMEONE ELSES WORK ON YOUR OWN WEBSITE AND USE THAT MONEY FOR YOURSELF. That is just pathetic, really. I hope you honestly realise what your doing here, because its seriously stupid.

kys nigga my bitch loves the cocaine nigga gucci gang nigga iwill fuck your bith tongiht nigga, drose out nigga fag nigga

I am very disappointed that there is not 100 of the story idea selection

I’m glad to see Joe’s book, Let’s Write a Short Story! is still availalbe and going strong! I purchased it as soon as it was published, still refer to it quite regularly to remind myself of some important but often over-looked elements of short story. Although my work has been published a number of times, we’re never too experienced to learn and to be reminded of what makes for a great story.

A short story idea: When I was very young, one of my best friends learned she had been adopted. We all know that people really can and do say some incredibly stupid things to children. Because my mother had very blond hair and blue eyes and both my hair and eyes are dark brown, strangers often said to me,”And just whose little girl are you?” I began to wonder whether I, too, was adopted and my parents simply weren’t telling me. What if, as an adult who never questioned your origins, you learned you had been adopted. Conversely, because I myself DO have an adopted child, what if you were told you were adopted but in fact, learned you were not. Write a short story!

here’s my story

Uncle joe was talking to his 5 year old nephew jane about how he’s getting old and how she’s going to have to start doing all the chores in the house joe is a little challenged in his life because he was bullied and doesn’t know how to control his anger. he gets in an argument with jane and Joe felt anger go through his mind his temper over flows and he got so mad he started hitting her. 2 years later she was still helping around as Jane’s face would turn red and she would start throwing tempers and joe would hit her. Over the years her fachel expiration started to change form because of all the hitting. Joe heard a scream of dying devastating noise outside and went to go see what it was he lifted up a bucket and under it was the phone book. Since he had anger issues he decided to call the evil scientist and ask him to fix bullying once and for all after he went to the evil scientist house something went wrong he came back as the demon he unlocked his nephew’s room there she was. she was crying.Jane slowly turned around she was mad crazy. He ordered her to clean the dishes. Since she was so mad crazy she didn’t listen to him and she smacked him across the face the Demons face turned red he felt like someone pierced him with a needle he got so mad that he trapped her in the mirror. She was screaming for help but it just circulated around in the mirror as she was she was trapped there another duplicate appeared it was a boy. He said his name was michael. He was 7 years old the evil demon erased the kids memories and put them in a microchip. Then he put him on the streets. Someone had found him and brought him home and He had been with his new parents for years.He was great at figuring anything out a after a while he found out about his uncle Joe. Since he was so good at researching things he even found directions to his uncle’s house so he decided to go on an adventure to find his uncle joe/the Demon once he found uncle Joe he wasn’t at all happy.

Joe hit Michael and he fell to the ground and fainted .when he was just slightly awake he found a microchip it said Michael’s memories michael picked it up Joe was coming towards him with a knife

Michael woke up right away and put the microchip to his chest if he dies Jane will vanish for ever Joe stabbed Michael in the chest.luckily the microchip blocked the knife from stabbing him and the microchip went into his chest it felt like a rainbow bursting through his skin the light went into his eyes and he got his memories back. He knew everything he knew that his clone was abused and everything he was ready to sacrifice himself for his clone so he ran inside the house and did bloody jane spinning around in circles and said bloody jane bloody jane bloody jane.

He trapped himself in the mirror and Bloody Jane was back Jane through her self out of the house and went to Joe in and punched him on the floor and they had a sword fight and Joe died and bloody Jane turned into the evil bloody demon.

(I like to write with comic characters (Peter Parker, ect.) so here we go… Based on the scars short story idea)

“Where did these come from?” I flinched and hurried to cover my back and arms up. “They’re old… They don’t hurt anymore…” I frowned, remembering the pain from each one of the marks that stained my skin forever. “That’s not what I asked…” I flinched as he slid the thin jacket off my shoulders to get a better look at them. I didn’t meet his eyes as he traced over them. Long and thin lines from knives. Round ones from cigars or cigarettes. Jagged ones from glass. The giant one that curled from just below my neck, all the way around my body before stopping at my right hip. I remembered the pain from each one, the cause of each one, the people who caused each and every one of them… “Pete, It’s a really long story…” We had been dating for about a month and I didn’t want to scare him away with my sob story. “I want to know.” His voice was soft as he had me sit on the bed facing him. I looked at him for a while, trying to sort my thoughts out. We had been friends since we were six, but I had hidden everything from him. He had no clue, and I wish he still wouldn’t… I took a deep breath and began to tell the story. “I’ve kept this from everyone… Please let me tell the whole story before you ask questions or leave me. I wouldn’t blame you if you did…” “Go ahead, I’ll let you finish. But I promise, I won’t leave you.” He grabbed my hand and gave it a reassuring squeeze. “We’ll see… It began when I was six. My parents weren’t the best as you know… They weren’t home much. Mom went out drinking until she was hammered, Dad went out on “business” calls. He would leave almost every night, coming home with perfume on him. Mom didn’t want to believe it. She was in denial, believed that he still loved her as he did in the past… She would come home smashed and would start sobbing. I tried to help as much as I could, but I didn’t know much. I would let her hug me, and would do my best to comfort her. I learned fast that I needed to take care of her. She would wake up with a hangover and the best I could do was give her one of my favorite juice pouches and a cookie. She would start crying again and tell me that I was such a good girl. Remember when I missed school for a week?” “Yeah, the teacher said you were really sick.” “Dad and mom got into a fight. They were screaming at each other, I didn’t know what to do… I ran away from home, I went to my cousin’s house. I got to stay there the week even though he called mom. When I got home, Dad was gone and mom was passed out on the couch surrounded by empty cans of alcohol. Dad never came back after that, and mom got increasingly depressed. I didn’t know what was happening, Dad wouldn’t come home, mom was sad, I learned how to do things for myself quick because I had to support myself and mom. When I turned seven the nice elderly woman from next door began to teach me how to cook, and clean. I would make her little crafts to sell in her shop as a “payment” for the lessons. Mom barely noticed I was gone for an hour afterschool. She tried to be there for me, she would ask me how my day was, and would constantly give me hugs. I thought life was going good, that everything would be okay. Then when I was eight, everything went downhill…” He squeezed my hand slightly. “Dad came back to the house. He… He said nasty things to mom. I didn’t understand that well back then but as I grew older I understood what he said to her. He.. broke her… She wouldn’t talk anymore, refused to eat, refused to drink… After I came home from the sleepover at your house, I saw her… She, She was hanging from the ceiling, tears running down her face.” Pete looked horrified, pulling me into a hug as I continued. “The elderly woman heard my scream, and rushed over to see me staring at my mother screaming and sobbing. She called the cops, quickly getting her to the ground, checking her pulse. I was taken to the woman’s home, the police announced her dead and found a letter…” “I knew she passed but didn’t know what happened exactly…” Pete’s voice was quiet. “Dad got custody over me. He didn’t like the fact that I looked like mom. He… He did things. He let his ‘friends’ do things. I was nine at the time, and he sold me to his ‘friend’ for the night. Gave him 10 bucks to have his way with me. I tried to fight back but…” Pete looked livid. “I felt sick, the bad thing is that I couldn’t feel anything. I was numb, emotionally and physically. You and the others were the only ones that made me feel something… It continued until I was twelve, I had tried to fight but it was pointless. One day, Dad had enough of it. He slapped me, kicked me, cut me, burned me… He let his ‘friends’ have their way with me. The reason I began to miss more and more school was because of him. I got lucky sometimes and was able to sneak out and see you. He would add a new mark to the collection each time. Then when I was fifteen, he got drunk. He.. Had his way with me, then threatened to kill me if I said anything. Aunt May was the one to notice, the one day I came over she saw a glimpse of them… I confided in her, I didn’t want you to know because you would look at me differently. Or give up on me and that would have killed me… Dad found out when May called the cops on him. He was not happy, the longest scar was his attempt to kill me. The police did a search, and the court plead him guilty. I was in the hospital that month I missed school… My cousin got custody of me, then the accident happened, and I got my abilities. That’s pretty much it… I guess you’ll be leaving then?” I lowered my head, waiting for the rejection. “I told you. I’ll never leave you. I love you too much to do that. I’m glad you told me…” He pulled me into a tight hug, kissing the top of my head. “Really?” I teared up a bit. “Really.” He held me as I cried. I really felt loved for once in my life… All I know is that it felt good to get that off my chest. “I don’t care about the marks. Because these scars make you look even more beautiful to me.”

( I have no idea if I did this right and I’m quite sure I might have made few mistakes but it’s worth a try)

Sometimes there are instances when you can see your own life flashing before your eyes and it gets you thinking ” Is this where I want to be? Is this the place I still want to be in another 5 years?”

I had a minor problem, a fault perhaps. I was surely and indefinitely addicted to Alcohol. Don’t get me wrong it was not that type of addiction where one would kill for a bottle of beer or something far more stronger that leaves that burning sensation down your throat and a sting behind your eyelids. It was a addiction where when I didn’t know what to do-how to react- specifically, I turned to my new found companion. It didn’t shout back at me, didn’t call me names, didn’t say that I was a worthless mistake.

Infact it welcomed me with open arms and I embraced the feeling of not caring. Sure it was a great weight off my shoulders just to forget everything for a moment and just…… be. But then I’d wake up regretting every single thing I did the night before. Trust me that plus having a blasting headache ? not the best hangover tonic.

Now here I am in front of my car trying to think yet failing since I can’t even think straight to even start thinking about thinking.

That’s when I feel it. something poking at the back of my head. A shadow looming behind me.

”Leave the keys on the ground and turn away without a second glance and you won’t get hurt.” His vice was rough and he reeked of old garbage and dried up voldka.

There I see it again. All The time I’ve spent wasting away drinking without actually doing what my 21 year old self was supposed to be doing.

I took my parents money for granted and had the time of my life. A Audi sports car, expensive designer clothes, latest IPhone, all the girls I could ever imagine. And yet I felt hollow. An empty nutshell disguised as a perfect fruit.

This is the moment I change that. This is the moment the fight back. I’m not going to whole away anymore. I won’t be that worthless mistake any more. I am Rane Alexander after all and I won’t let a label define me. I’m going to get past this hazy fog and I’ll see the horizon again.

So I turned back and grabbed the man by his arm and sling him over hard sending the gun skidding across the dim lit parking lot.

” Not today” I breathed.

Nice…well done. I thought the ending was empowering…

Standing Still

I would like to tell you a story about a girl. There was nothing special about her at all-she was simply a girl. Every day she lived in pain. She lived in her shared room feeling so alone. Everything was white: the walls, the beds, the furniture. There was no creativity in the room, no evidence of the girl’s individuality-no posters, no color, nothing. Although, she did have one orange throw pillow that she didn’t want nor like. She hated the bland, bland room. Until she was forced to live in this room she saw white as a symbol of purity, harmony, and peace. Now she saw white as a toxic color, something that wasn’t even really a color at all, something that was devoid of emotion. Every day the girl took a shower in an attempt to wash away her skin that had been tainted by the room, but that simple act of cleansing soon became tiresome and it eventually stopped working. The girl felt dirty, impure, and alone. She was afraid-so afraid. She was afraid of being alone in her shared room in a shared house of seven people. She was afraid of not being heard, of not being able to speak. She didn’t know how she felt and she didn’t know how to express it. One day, the girl stepped into her shower, and stared at the white walls and the white floors and the white curtain and the whiteness of it all and she felt numb. She felt as if the blandness of her room and of her life had finally driven her emotionless. She stood there, feeling every singular drop of water sting her skin as if she was on fire and she felt nothing. Nothing-the absence of anything-shouldn’t feel as if the world was being torn apart around her, it shouldn’t feel as though everyone and everything were pitted against her, and yet this is the way the girl felt. She forgot that she was in the shower, where she was supposed to feel refreshed and cleansed, and she forgot herself. She leaned her head against the shower wall she wondered why the walls looked as if they were in so much pain. It was as if the very walls around her were feeling just as she felt. She stood and she thought. She wondered how long she would be able to stand there, with her head resting on a cold, hard surface. She stood in the shower too long, she stood there until the hot water turned cold and even past that. She stood there until she felt as though the pain building up inside her couldn’t take it any longer. And then, she moved. She placed one hand against the tile wall and she pushed, testing her strength-the wall remained still. She thought about how meaningless her life was and how she couldn’t possibly do anything important or memorable and she felt selfish. She felt selfish for wanting to be important. She felt as though all of her thoughts were not her own and that society had simply conditioned her to think them and she felt nothing. She felt trapped. She had nowhere to go, nowhere to be, no friends to run to, nothing. She felt alone. Her worst fear was unfolding as she began to panic. She thrashed in the shower as she desperately gasped for air, feeling nothing. Maybe she should stop gasping for air, maybe she should just give up. But no, she had to keep fighting. She turned and she turned the dreaded water off and it stopped. Just like that, it stopped, and she felt nothing yet again. She stood there, water dripping down her body, and she thought. She thought about how many mistakes she made and how many lies she’d told. She regretted everything. She wanted to stop feeling. She wanted to undo all of her wrongdoings and she wished she could fix the people she’d broken. She wished so desperately to fix herself. She stopped, she told herself to snap out of it and she felt nothing. She turned and she pulled back the bland, white curtain. She slowly took a step and then another. She stood right outside the shower and let herself feel the cold, rigid air on her skin because feeling something was better than nothing, right? She grabbed a towel and wrapped it around herself to shield her small, fragile body from the cold. She stood there outside of the shower, and she felt vulnerable. She felt neglected. She felt as if nobody cared at all. She truly thought that she had no one. She sat down on the cold tile bathroom floor and she felt defeated. She felt as if she could no longer go one. She stared at the water dripping from the faucet and she thought about how easy it would be to corrupt these white walls with her own blood just as they had tainted her with pain and sorrow and misery. She sat for what felt like hours and she thought. She realized that she couldn’t do what she so desperately wanted to do because she was just too afraid. She thought about spilling her own blood, just to leave at least a little bit of herself in that lonely room that would never truly be hers. She came so close-oh so close-to giving up, but then she remembered. She remembered a person and how that person made her feel. She remembered a smile like no other. She remembered arms that held her so tight and close that she actually felt safe. She remembered a face, a gorgeous face, that lit up the moment its eyes layed on her. She remembered feeling loved, so she stood up, turned to the door, walked into the white room, and the girl lived on to see another day, another sunrise, and another beautiful moment.

And I have a secret-that girl, that terrible terrible girl, is me.

I have a blog and have uploaded 190 articles and short stories averaging 1000-1400 words. 70% were political. My writing is purely a hobby although I did send one story to a publisher and they wrote that they liked it but being an unknown author I would be required to contribute £2,500 towards the cost of publishing this children’s picture book which was 800 words long. Is this normal?.

So far I have had 43,000 hits worldwide on my blog I am now writing fiction for girls aged between 12-17 and children’s picture books..

I have a blog and have uploaded 190 articles and short stories averaging 1000-1400 words. 70% were political. My writing is purely a hobby although I did send one story to a publisher and they wrote that they liked it but being an unknown author I would be required to contribute £2,500 towards the cost of publishing this children’s picture book which was 800 words long.

IS THIS NORMAL?.

Is this normal ?

I will get up off the chair and head for the PC, I will type two lines. At this stage they are nothing but the release of vague reflections triggered by my imagination. I may not use them but they have to escape the clutter and disarray of my thoughts and be planted like a seedling. Those two lines on a blank screen when germinated can blossom into an article, a story or a book; the blank computer screen is not unlike the painter’s blank palette waiting for the first glimmer of his/her artistry. A line of text can do the same, although it need not even be a line of text, one word can suffice.

The first line read “It was the evening of the annual Concert and Dance at……….. ” I turned the Pee Cee off and I went to bed. The next day the story took root and blossomed… ….

I will get up off the chair and head for the PC, I will type two lines. At this stage they are nothing but the release of vague reflections triggered by my imagination. I may not use them but they have to escape the clutter and disarray of my thoughts and be planted like a seedling.

Those two lines on a blank screen when germinated can blossom into an article, a story or a book; the blank computer screen is not unlike the painter’s blank palette waiting for the first glimmer of his/her artistry. A line of text can do the same, although it need not even be a line of text, one word can suffice.

The first line read “It was the evening of the annual Concert and Dance at the Denham College” I turned the Pee Cee off and I went to bed. The next day the story took root and blossomed… ….

Those two lines on a blank screen when germinated can blossom into an article, a story or a book; the blank computer screen is not unlike the painter’s blank palette waiting for the first glimmer of his/her artistry. A line of text can do the same, although it need not even be a line of text, one word can suffice. The first line read “It was the evening of the annual Concert and Dance at the Denham College.

I turned the Pee Cee off and I went to bed. The next day the story took root and blossomed… ….

Here a poem…

Roses are red Violets are blue I love you Do you love me?

Times I sit and think of you In hope as you think of me Your smile just makes me melt As I know my makes you melt.

I know you think I’m silly But you love me for it.

I hope this puts a smile on your face As it does my as I wrote it.

The sky is blue, the grass is green and the sun is warm just like my heart that beats for you. You make me smile more then the beautiful flowers that bloom under the warmth of spring and you put a sparkle in my eyes more then the stars shine in the night sky. You light my path better then a full moon in a clear night sky.

You are beautiful and I love you too.

It lights up my heart to see the words I write to you. I never thought I would ever meet someone like you. I have told you things happen for a reason and so they do. I want spend every waking moment to show you how I feel. My heart belongs to the moat amazing woman I know. Baby, that is you. I know here lately I’ve been hard to love but I promise things will get better. You are my rock and sanitary you keep me going when I think I can’t. I love u with all my heart, mind, body and soul. You’re my FOREVER. Just one more thing to say.

Don’t give up on me because I will make all your dreams come true in one way or another. I will love you until I take my last breath. Just keep on loving me for I know I am you’re Forever Love…..

That is the biggest poem I’ve ever seen

Merp, I like this

Beware: Bad language. These are two dispicible people being told honestly.

————-

Stew bent down and grabbed the dead man’s feet. “Because they’re faggots, that’s why. Why you care?”

Phil bent over and grabbed the dead man’s shoulders. “I just don’t think we should generalize people like that. That’s all.”

“One. Two. Three. Up.” They lifted the dead man off the pavement and shuffled over to the trunk of their Volkswagen. “I don’t give a fuck what you don’t think, they’re still dick-suckers. On three again. One. Two. Three.” They tossed the man into the trunk. Stew grabbed the dead man’s legs and contorted them in such a way that his fat ass fit inside, then he tossed a sheet over the body and slammed the trunk shut. “Queers, Phil. God ain’t got no love for a man sucking off another man.”

Phil was wiping his hands with a kerchief. When he was done he stuffed it back in his back pocket. The left one. “Maybe God doesn’t care, neither? Maybe we’re the ones, as a society, making a bigger deal out of it than it really is.”

Stew licked his thumb and rubbed it on his left tail light, smearing a dot of blood and making it worse. “Gimme’ a rag, would ya’?” Phil fetched a rag out of the backseat of the VW and tossed it to Stew. He spit on the rag and then wiped the taillight raw. “It’s in the fuckin’ bible, man. God said a man and a woman, not a man and a man. Now, don’t get me wrong, I got no problem with women dating women. I mean, come on, it’s sexy as hell. But two guys wagging their weiner’s in each other’s faces? Fucking gross.”

Phil stuck a cigarette between his lips and lit it, closing his eyes and inhaling. He opened his eyes and exhaled. A kid on a bike rode by, tossing a newspaper wrapped in a blue bag on the edge of the driveway. Phil watched the boy as he pedaled away, dumping papers on every driveway down the street. “Maybe the bible does say that,” he said, turning back to Stew. “Why’s it our business, though? Long as they keep it between them, how’s it hurting you?”

“It’s the principle of the motherfuckin’ thing,” Stew said, tossing the rag to Phil.

Phil sidestepped out of the way and let the rag fall to the ground. “Fuck off, dude. I don’t want his fucking blood on my new suit.”

“Well at least put it in the trash.” Stew wiped his hands down his pants, at which Phil cringed, then walked over and opened the driver side door. “We gotta meet Don in half an hour and we’re runnin’ late. Let’s go.”

“Stop for a taco?” Phil asked, bending over and grabbing the rag between two fingers.

“Sure. I’m starving.”

I Tried This is what i have so far…:

Isra Sonnet liked the quiet. Which was why she wished she were back home with her parents back in California, her cousin Eric was snoring very loud on the top bunk of the beds. She tried to block out the noise, but he seemed to be getting louder, and louder with each snort. Having enough of this, Isra grabbed her pillow and climbed up with it.

Holding steady onto the ledge of the bed, she smacked him with it. Hard.

Waking up with a start Eric looked at Isra annoyed.

“What is wrong with you? I was trying to sleep!” He flings the pillow on by his face,to the floor.

“You’re loud enough to wake the dead. Stop snoring like an old man.”

“If you’re so mad about it go sleep somewhere else…” Eric says drifting back to sleep, too tired to argue.

Sighing Isra climbed back down to her bunk bed. She knew it wouldn’t be long before Eric would start snoring again. Gathering her pillow from the floor and the blanket from her bed, she walked out of the room closing the door behind her.

Now, it was quite dark in the house. Though, Isra knew her way around the house from memory. She was careful to go down the stairs, and not to make too much noise to wake Eric’s parents.

In the living room Isra made herself comfortable on one of the couches. Placing her pillow down and wrapping herself in the warmth of her blanket comforted her. She sighed in relief. Now she could finally sleep.

I really like it. It’s very detailed in my opinion. I’ve read a book like that called… “Wish”. I want to publish all six of my books when I get older. I’M ONLY NINE so maybe when i’m in my 20’s

dont worry about your age. you can be just as good as any other writer. i am only twelve and i am almost finished writing my book that i am hoping to publish. go for your dreams, dont let your age stop you.

I’m 16 and have published my first book, best experience of my life, I am very close to publishing my 2nd book and sooo excited! Don’t worry about your age, the younger the better I say! You go girl and good luck with your writing career. You are a very gifted young lady! Xx

If you want to publish your books, why not now? There isn’t a law against young authors. I’m not much older than you, but my book is being published this year. All you need is the money to publish–that’s the REAL hard part for a younger writer.

Hey, don’t worry, I’m eleven and I deeply enjoy writing, and I’m looking to get a book published very soon. There’s no law forbading youngsters from getting books published… In fact, becoming a young author is one of the VERY BEST things you could do to benefit you in the future.

Yea I’m 11 and I’m gonna start writing stories on an app called Wattpad

It’s a great way to get feed back and to start sharing your stories.

The temperature was searing. Tara squinted her eyes as wavy lines of heat danced in the distance. Michael shuffled out of the taxi behind her and bent to drop 30 pesos in the driver’s expectant hand. “Why did we have to come all the way to Acapulco just to get our teeth cleaned?” Tara whined like a child dreading the dentist. “We’re not just getting our teeth cleaned”, Michael explained, “I need 4 crowns, you could use some fillings, and dental work is so much cheaper in Mexico. Plus, it’ll be like a vacation as soon as we’re finished. I have 3 days of the most romantic stuff planned for us, just wait.” Tara smiled at the thought of what Michael’s idea of “romantic stuff” could be. It was 9:15 am Thursday, if all went to plan, they would be partying on the beach Friday night. The shop they had been dropped off in front of was a modest, stucco covered building with one dark window bearing a small sign that read “Dentista”. They were 45 minutes early for their appointments but hopefully that meant they would be done sooner. 30 minutes and 16 pages of paperwork later, they were ushered down a brightly lit corridor to a room containing an x-ray machine. Once finished there, they were led to adjoining rooms. Each contained nothing more than a large, green dental chair, procedure light, and metal rolling cart filled with shiny, sharp instruments. “The dentist will be right in,” said the plump assistant in a thick Mexican accent. Since the office saw so many tourists, the staff all spoke in English, and this reassured Tara that it wasn’t so bad after all. She was looking up at a poster of an aquarium filled with fish that was taped to the ceiling when the dentist strode in. He was tall, about 6 feet, with dark hair, dark eyes, and a brilliantly white smile. While peering at her x-ray films, he rattled off a list of work that she needed, and she agreed, not really understanding just wanting to get it over with. The plump assistant appeared and placed a mask over Tara’s nose and mouth as she crooned, “To make you comfortable!” The last thing she noticed before she lost consciousness was the poodle print scrubs the assistant was wearing. Tara woke up being shaken by Michael. “Come on let’s go, I’ve been finished for an hour.” She groggily sat up and placed her hand to her warm, swollen cheek. The assistant was back, handing Michael prescriptions for pain killers and giving him instructions not to eat for 2 hours. They stepped outside into the bright sun and began walking slowly towards the nearest intersection where they could hail a cab. After a short taxi ride they arrived at Hotel Catedral, a quaint, boutique inn on the outskirts of the city. The room was cramped, but clean, and after a quick shower, they both laid down and quickly fell asleep. The next 2 days were spent drinking, lounging on the beach, and making love. Tara awoke late Sunday morning and started packing. While she would miss relaxing on the beach, she couldn’t wait to get back home to her apartment. Her stomach had been bothering her on and off throughout the trip and she thought it may have been the water she was drinking. They took a taxi to the airport and the trip home was uneventful except for a few severe stomach pains Tara had on the flight. She took a few more pain pills and they eased up enough for her to take a nap. They barely had time to walk through the door when Tara felt a sudden urge and bolted to the bathroom. “Are you okay?” Michael called from the hall. “Fine, just gimme a minute!” Tara snapped, and Michael went in to the living room and laid down on the couch. When Tara had finished in the bathroom, she stood up and saw something strange in the toilet. It looked like what appeared to be several small balloons floating in the water. “What the…” Tara stared confused, and called for Michael to come into the bathroom. He popped his head in the door and looked at her questioningly. She pointed to the toilet and he shook his head as if to say, “I’m not going in there.” Tara walked to the sink and grabbed a pair of tweezers sitting near the mirror. When she reached towards the toilet, Michael yelped, “What are you doing?!” “Shush, hold on!” she said. She pulled back the tweezers and pinched in the end was one of the balloons. She carried it to the sink and quickly rinsed it off. Michael came closer and said, “That came out of you?” ‘Yeah, gimme something to cut it open.” He produced his pocket knife and she proceeded to make a small slice down the center of the balloon. A white powdery substance spilled from the cut. “Oh my god, it looks like drugs! Tara exclaimed. “How did this get inside me? It must have been the dentist! I told you we shouldn’t have went down there for dental work! What are we gonna do?” “Maybe we should go to the emergency room and get checked out? Michael suggested. “Ok but we should just say our stomachs are hurting and not say anything about the drugs. We don’t want them thinking it’s ours and taking us to jail.” After spending 4 hours in the ER, a CAT scan and bloodwork, the couple was assured that they were in perfect health and probably ate something bad. They headed home, relieved there were no more foreign objects in their bodies but worried about what to do about the dentist. “He can’t get away with this, said Tara excitedly, he probably does this to tourists all the time!” “But if we call the police and tell them our story, they might think we’re involved somehow,” said Michael. They arrived back at their small Austin apartment and decided to eat some dinner and think the matter over some more without rushing to alert the police. After all they were safe at home and had no plans on leaving the country any time soon. Maybe they could just put this whole thing behind them like a bad dream. A crazy story to tell the grandkids. Once the dishes for dinner had been washed and Tara was settling down on the sofa next to Michael, a knock sounded at the door. “Who could that be? “Michael asked. He got up, slowly walked to the door, and peeped through the eyehole. On the other side of the door were 3 well-dressed Latino men. The one standing closest to door was dressed in black pants and jacket with a tucked-in turquoise shirt. He spoke first. “We know you’re in there and you have something that belongs to our boss.”

I wrote two stories so far Murderous Twins (Mystery) and Pregnant at 18 (Drama n Romance) total words for both 27000

THANK YOU FOR THIS. I LOVE TO WRITE AND I NEEDED INSPIRATION!!!

My First Story.. I woke up late that morning, too excited to sleep at first and then I don’t remember when I dozed off to sleep early morning. Bright sunlight hit my half open eyes and I jumped off from the bed. It was 8:00 am already.

“Mama … why didn’t you wake me up? Has he left already?” Mother smiled “Its Sunday! Didn’t felt like waking you up from deep sleep you were in, besides you must have been dreaming, there was beautiful smile on your face. And don’t worry Papa won’t go without you.”

I was super relived and ran to hall, where my dad was ready, waiting for me. “We are going to City, right?” He simply nodded and smiled “Now get ready else we will miss the bus”

I ran to bathroom for shower and within seconds was out and in front of mirror combing my hairs. “Dry them properly, your hairs are wet, you’ll catch cold”

But here I was holding my dad’s hand and pulling him out of the door. We took bus from the bus stop and were on our way to City.

Finally the day had arrived when I was going to get my first Bicycle. It all started when my dad promised to get me Bicycle if I score good marks in final exam next year. All my friends had their own bicycle. Even my juniors had their own.

I patiently waited for one year to get my dream bike.

On the result day I was very nervous. When there was announcement that I stood first in 5th C, I jumped up in air and almost snatched my report card from our class Teachers hands.

I was telling everybody on my way back that I was going to get bicycle, since I stood first in class. After reaching home I told mom about the result and she was very happy. Then dad came back from work in the evening, he was very happy to hear about my results and patted on my back.

“So you are going to get me Bicycle” I said with glimmer in my eyes. “Let’s see” he simply said taking off his shoes

I was almost broken in tears to hear those words. He had not said no but neither did he say yes. I broke down “this is not fair, you promised”.

Next day, mom broke the news to me that finally I am going to get my Bike this Sunday.

Squeezing sound of halting break of bus brought me back to present. “We have reached, Lets go” said dad.

We reached the Big Bicycle store in Gol market. There were so many bikes, I just couldn’t take my eyes off. I picked the one with Marron color. Salesman explained the features to me. I looked at dad expectantly, he nodded and I hugged him.

Dad went in to meet the shop manager, I waited outside to see my bike being assembled by the worker. I saw dad having conversation with the shop owner. I don’t know what was wrong but dad came out.

“Let’s go now we will come next week, and take this Bike home” dad said with his fingers in my hairs. I couldn’t believe my ears. After waiting for almost a year I am getting my bike and now he is saying to wait for one more week.

I threw his hand away in disgust and ran away to hug my bike and started crying. Dad tried to convince me that He had assumed the Price of Bicycle to be lot less. And now he doesn’t have enough cash to buy this bike.

But I refused to budge down. I was so much carried away by anger, I couldn’t see the nervous face of my father. It must have been really awkward for him to face this situation.

“Okay. Let me see what can be done!” he went in. I waited outside partly sobbing and partly smiling.

Few moments later dad came out smiling. I knew he had bought the bike and we were going to be taking it home today. This was happiest day of my life.

It took me few years to understand that my dad had sold his ring that day to fulfill my wish!

This is what I’ve got so far:

Capt. Lee asked for interrogation volunteers. The Interrogation Rooms were full and there weren’t enough interrogators. Lt. Jones volunteered. She told him thee was a suspect in Interrogation room D. Should be easy — a straight-up homicide. Just tape the confession.

Entering IR D, he saw an inconspicuous middle-aged man. Inconspicuous? Maybe 100 years ago.

Lt. Jones introduced himself and sat down. He sat down and said he was there to get the man’s side of the story. Then he turned on the recorder. The man looked at him with amusement. “Do you really want my confession” he asked. Jones said he needed the man’s name and address first. “All right. I am Daniel Alan James, address 132321 Atlantic Avenue, Plot D3.”

Jones looked up sharply. “That’s a cemetery. Your real address please.” I get the nuts, he thought.

“I am not ‘pulling your leg’ as you so quaintly think. That is my address.”

“As to my confession. In 1869 in Palm Beach, I burgled May Palmer’s house I got a sackful of jewelry. I also hacked off her head. Sternly he looked at Jones. “You kept that back. He acted like that fact should have been publusged,, like he wanted credit for it.

“In 1920, in Miami Beach, I attended a speakeasy. I abducted a somewhat plump girl, Cynthia Handel, and eventually disposed her of in the Dismal Swamp.” Chuckling, he continued. You could say the alligators had a fine meal that night.

In 1936, Cleveland, Ohio. I presume you’ve heard of the Torso Murders there? The Mad Butcher of Kingsbury Run? It was never solved. Poor Eliot Ness — he wanted so badly to be Mayor of Cleveland and not just Safety Director. That case would have given him the Mayor’s office. I denied him that.””I

Above the gables of the orphanage roof, a tremulous, gentle sound began to keen. It began quietly, as oh so fragile a thing. I held my breath where I had awakened in my bed to keep from drowning it out- the sound of a human singing through a violin.

I knew exactly who it was that sang. She had come in just that day, eyes wide, mouth closed, and a violin case clutched to her chest like it was the only thing she had left in the world. I was older than her and so in a different dormitory, but still the sound found its way, sorrowfully, lovingly, through the still night air.

The sound of it made me want to cry, as it stirred in me a pain I’d long ago learned to shove away, the origin of which was the only thing that me and the little virtuoso child shared. It unfurled itself deep within me, reaching out for the sound as it grew, grew louder and more powerful as the beginning upset turned to something more violent, something filled with righteous indignation at what had happened to her… to… to me. Tears welled up in my eyes and I curled into my pillow as I fought the onslaught of emotions. The anger, the injustice, the harrowing *grief*. It all slashed and dove and resonated through the air- through my soul. I curled around the reopened wound, feeling the unreleased cry of pain inside of me. But the tears still fell. They were like rain.

Suddenly the vibrancy in the tone fell flat. The last ringing note was undulating through the air, twisting with fading passion, as a quieter, stiller strain took its place. Dispirited and exhausted, the muted notes struggled to find me, and I imagined them getting lost. It was both a relief and a loss as I felt the raw emotions drain away. It felt… hollow. It was like how I usually felt only much, much worse, the sheer weight of it making it a pain all its own, although it signified the absence of it. It was a rock I couldn’t push off my chest, or a vacuum inside of me. It *hurt*.

Still, my eyes dried as I listened to the dispassionate, lilting notes. They bumped into each other with pattern but no passion. The lack of colour in it compared to everything else the little violin girl had played almost made me want to cry again- for her this time, instead of me. I wanted to comfort her. To tell her that she could find a family here again… even if it wasn’t the same.

But then- then something magical happened. I heard something in a note shift. Just ever so slightly, regaining some of its lost fullness. My heart jumped against my rib cage at it, like a baby bird too eager to be out of the nest. The sound broadened and deepened, spinning and growing to an unimaginable size and intensity, filled with such thought and memory as one can only know inside themselves. I couldn’t imagine that something of such monumental size was coming from such a tiny person and her instrument- no, her partner. Her friend. It had to be her friend to join her in all this.

The graceful creature grew and grew on when I thought it could grow more. Time had lost all meaning to me as it tapered and streamlined itself into something lighter- losing its weight and despair- but not its memory. That stayed. I could feel it within me, too- the warmth that was spreading through the song. It touched at my fingers and toes, the tip of my nose, and the center of my belly. I let out a breath as the weight- the vacuum, whatever it was- released, no longer afraid of it or drowning out the soaring melody that cozied into the corners of the resting place of me and so many others that had experienced what this other child was experiencing right now.

But I knew, as the music carried on through the night, a peaceful balance between love and light and sorrow, that she was going to be just fine. We were all going to be just fine.

This inspired me so i tried it came up with this so far

Things have been difficult lately. Even breathing seems to take a lot of effort. But grief often shuts people down. And everything seems to blur out. You must be wondering what broke me? Nothing just the same old heartbreak that broke souls in every time period.

That night I made my way Aden’s house. We had been dating for almost four years. He had asked me to marry him a week ago and I had to ask my parents if they accepted they’re daughter to get married at 21. To my surprise my parents had said yes and I was on my way to blow Aden’s mind with the amazing news. I rang his doorbell several times even though I knew where they key to the door was kept but manners were still important. After fifteen minutes of standing out the door my mind started exploding with thoughts I shouldn’t be thinking about. Aden’s car was still parked in the garage which meant that he was still home. I rushed to get the keys from under a plant pot and opened the door. Aden’s house was a mess but Aden was a clean freak. I made my way to Aden’s room and gently opened the door to see my whole world crashing in front of me.

Aden lay in bed with another women pressed to his side as they slept. No words, no tears just an apology. Just two words “ I’m sorry “ and I ran down the stairs, across the street and away from the person I had given my everything.

You see every person leaves a mark behind. But Aden , Aden left behind the deepest scars.

(please don’t judge, I’m only 12. And btw I’m a girl. I’m using my dad’s account)

It’s dark. My own shadows drown me. This is nothing new to me though, I’m not shocked or scared. Just lonely. Nothing to look forward to I’ll thing myself sitting and think, hoping. I don’t know how long this lasts, seconds, minutes, hours. I can’t sense the time passing, I don’t fully understand it. I don’t know how I got here or when I’ll leave. My life feels like it has no meaning. But yet, somehow I feel like I’m waiting for something, this longing for something to happen. But at this moment in time…I’m not really sure. I must have had more than this life, I must have lived in something different, color, happiness, friends, family….love…maybe, or is that me dreaming?

Have I lost my mind completely now. Maybe I’m not even here, In this darkness. Am I just mad? Why am I even asking…I’ll never get an answer. Sitting here hoping dreaming will do me no good! I must fight back. I’m not sure what I’m fighting for but if I do have a motive to fight then it must be worth it. Without thinking I lunge into the dark clouds. Fighting, not with any weapons but just by my longing for whatever is outside this lonely cage. The chains of my fear and uncertainty tug at my arms pulling me back but using all my force I shake them off and continue forward through the endless darkness…This place must end. There must be an ending for me, more than this dark realm. I jump forward, ready to scream as I hit the floor but I don’t have to. I didn’t fall…Am I..floating?

No, I don’t feel like I’m standing. I feel something on my hand but I can’t see what it is or even move to shake it off. Then I suddenly realize. The thought that I’ll no longer be lonely, this thing I feel, it’s a person. These thoughts, my feelings they allow me to take control. I slowly open my eyes. It all shoots my at once colour…light! I’m lying down on a bed, a hospital bed. My memories come soaring back. I look over to my right hand and see the lady holding it, in shock, but smiling brightly. It’s my mother! And in what seems like the longest time ever…I smile.

Clark stood at the window and watch as the first snow started to fall. He thought back to when he was a little boy and how he loved to go outside and play in the snow. The snowmen him and his sister would build, the snowball fights him and his friends would have. Then his smile changed to a sad face. He remember the last first snow fall that happen when he was a kid. That was the last time he was happy about seeing the snow. Clark’s father Ernest was at the local convenience store, when two mask men came in to rob the place. One of the robbers told Ernest to give him his wallet. He did but a long noise from the back of the store in scared the robber that he jumped and the gun he had pointed at Clark’s father went off and shot him in the chest.

Clark was home in the bed, but he jumped up out of his sleep, he felt that something was wrong. He got out the bed and went looking for his mother. When he got to the end of the hall he saw his mother at the door talking to some police. She turned when she heard the floor Creek. ” Clark honey, what are you doing up”? His mother asked with blood soaking red eyes . ” mother is everything alright? ” with every step he took closer to his mother he knew that what ever reason the police was at his house it wasn’t good. Every since that Dreadful night Clark, the night his dad was killed, he has hated the snow. It always seems to remind him of that night. It’s like all the good times he had in the snow was replace by the death of his dad, his hero, the man he wanted to grow up and be. They never did find the guys that robbed that convenience store.

Conceited Conflict

Simon did not die…

The inviting aroma of freshly brewed coffee had been enough to persuade him to walk straight into the little beach-side shack without as much as a second thought. He had made a mental note to thank Danny–his colleague and friend–for suggesting the place for a quick getaway.

People close to Simon knew that he savored these small pleasures of life: a peaceful evening relaxing at the beach, the blushing horizon as the sun set for the day, the scents of the tropical sea, the areca nut trees swaying to the music of the breeze, the waves at the shallow end lightly caressing his feet, the warm texture of the sand slipping away beneath his toes, children running around flying colorful kites… cocoa-rich dark chocolates, and fresh coffee.

And why not? After all, he thought, what was life without these? Nothing but a stressful grind, it was. To fight the distressing official battles day in and day out. To struggle to defeat the unethical schemes of the back-stabbing lot who lurked among colleagues and friends. To come back home to the nagging demands of a materialistic spouse. All that did nothing good for the soul.

It was late evening when Simon had walked toward the shack. When he got closer, he had noticed two men standing engulfed by the dark shadows behind the shack. Although he could not discern their features, and they were speaking only in whispers, their body language had betrayed the fact that they had been exchanging an agitated conversation.

As Simon was about to enter the shack, one of the men thrust a wad of money into the other’s hand. The other man briefly regarded the bundle before stuffing it into his trouser pocket.

A drug deal, likely–Simon had thought–or some other such shady business. How could these people come to such spectacular and peaceful places and engage in such disreputable and squalid acts? What a disgusting lot!

He had shaken his head to clear his thoughts, and inhaled deeply as he entered the shack. Freshly brewed coffee! He had smiled as he sat at a small, round, plastic table in a corner. All other concerns would have to wait for half an hour, at least.

Outside, unknown to Simon, the deal had been concluded. The men had followed up by exchanging a small vial of some sort. Then one of them had raised the hood of his jacket over his head and walked away swiftly without turning back, with his hands in his pockets. The other man had vanished into the darker shadows behind the shack.

The next afternoon…

Although–when it concerned professional life–Danny lacked severely in the department of moral and ethical values, he was regarded in their circles as a gem when it concerned friendship. He had rushed to the hospital at once when Simon’s wife had called. Dysentery–she had told him, repeating the doctor’s diagnosis–perhaps acute food poisoning. Very severe symptoms. Quite unbearable. Must have been something he ate yesterday.

Danny had stayed on at the hospital with Simon’s wife to lend her moral and emotional support. He wanted to make sure–he had said–that she got all the help she needed; he wanted to make sure that Simon recovered all right.

The third evening…

Simon rested motionless on a bed at St Sebastian Hospital. Motionless. Still. He wasn’t even breathing. He was finally free of all suffering.

Epilogue 1…

Normally, convincing a chemist and obtaining the required substance might have been the biggest challenge. On this occasion, however, a well-maintained friendship with a pharmaceutical assistant had proved quite rewarding.

The rest was simple to plan and execute. Simple did not mean without risk, but in this case the desired reward would be sufficient compensation for the risk.

The dosage would be just right. The doctor would have only the patient’s symptoms to go on, which would be easily mistaken for those of common diseases such as food poisoning or dysentery.

It would all be over even before anyone suspected foul play. Even if other signs did manifest afterwards, there was no incriminating evidence.

Epilogue 2…

Simon had felt the first signs of fatigue when he was almost half way back home from his getaway spot. He had believed that the nausea was caused by travel-sickness. Later that night his condition had become worse, and next morning he had tried home remedies for diarrhea. By afternoon, he had started discharging blood, and had to be hospitalized immediately.

Danny had stood by his bed in the hospital, looking in his weak eyes, holding his hand reassuringly. Behind those heavy eyelids, in those weak eyes about to close, Danny had seen a faint spark of realization. The reality of the deal he had witnessed behind the coffee shack had dawned on Simon. I wish you understood, my friend–Danny had thought–that it was nothing personal, that everything is fair in professional rivalry. In any case, it was too late now. There was no turning back.

Don’t strain yourself trying to talk–Danny had said–Just close your eyes, let go and relax.

— End —

(I’m only 12 so don’t judge me, I tried :D)

I’m alone. I’m surrounded by darkness. I’m lonely, I have no-one except silence to keep me company. I’m not sure how long I’ve been here…Minutes, hours….days? They mean nothing to me, I don’t know how time passes and why it matters. I’m too close to giving up. Surely my life must mean something. I can’t have been made to just be nothing, to exist only feeling, loneliness and fear. The fear of being forgotten, by this world, by myself. If I’m not already.

There must be meaning for me, something bugger, better. It’s all I want, all I ever dream about. A life with meaning, color, happiness…family. But that’s just a dream. That can’t be real, I have no memories out of this place why would I be suddenly be gifted such happiness. Is this it? I am going mad? Have I been here so long just lost my mind? No. That can’t be. I can’t give up, I must try….try escape this realm of darkness. I stand up, shaking slightly. No, I must be strong! I run forward, not sure where I’m going. Not sure if this place even ends.

I start hearing voices, they’re speaking to me… “stay…strong…everything’s going to be ok” I hear the voice saying. It was comforting, gentle and kind sounded. It sounds familiar….I run faster, using all of strength. I race through the darkness, wind smacking my face until I come to what looks like the edge. It was a drop, so deep I couldn’t see the bottom. Without thinking, using all my desire, the want to be somewhere with meaning and happiness I lunge forward and jump.

I…I didn’t fall. I’m alive, I think. I don’t feel like I’m standing. Wait, am I floating? No, don’t be silly. I’m…lying. I feel something touch my hand but I don’t have strength to even shake it off. I can’t see anything…Then suddenly reality hits me. I slowly open my eyes…It all hits me at once: Color, sound, people. I look over to my right hand to see who was holding it. She was crying but smiling at the same time. It was mother. And for the first time in what seemed like forever, I smiled.

“I’m borrowing one of your geese.”

Asta jumped in her seat by the fireplace, woken from her accidental nap. She whirled in her seet to see Jeppa, the slightly unhinged neighbour, filling the doorframe. He looked like any regular farmer, brown coveralls and pipe dangling from the side of his mouth, but sported a permanent wide-eyed stare that made the children (and everyone else) wary of him. Asta had half a mind to go back to sleep and let Jeppa be Jeppa, but curiousity got the best of her.

“Pardon?” She asked, slowly getting up, her arthritis crackling in her knees. “You’re borrowing what?”

“I’m borrowing one of your geese,” He repeated, unblinking. Then he turned on the spot, as if the conversation was over and done with.

“But why?” Asta exclaimed, hopping after him on stiff legs into the front yard. Three of her large, snowy geese were drowsily waddling through the hole in her white fence as Jeppa marched over and seized one of them by the neck. The other two hurried into a nearby hedgerow, abandoning their brother to fate. Jeppa stood there for a moment and admired the view over Asta’s fields, completely obvious to the furious flapping and hissing of the goose.

“What are you doing? Let go of him!” Asta cried, but Jeppa remained blissfully ignorant to the chaos he created.

“Beautiful day, isn’t it?” Jeppa sighed happily, still unblinking. Then, remembering why he was strangling a goose, he heaved it up under one arm and took off towards his own rickety cottage a few hundred yards down the gravel road.

“Wait!” Asta cried, limping after him. When she finally caught up to him he was crawling up a worn ladder propped against his roof, hissing goose tucked into his armpit as if it was nothing more than the daily newspaper.

Finding her best old-angry-crone voice, she howled; “Jeppa! Get down this instant! What on earth are you doing with Herman?”

This seemed to reach the decision centre in Jeppa’s head, and he stopped on the topmost rung. He stared at the wobbly chimney for a moment, as if pondering its existence, before replying. “I can’t afford a chimney sweep,” he commented simply. Then, with both hands, he heaved the goose up in one fluent motion and dumped it into the chimney. The hissing and flapping increased in volume, projected into the open air by the narrow chimney, until it became unbearable to listen to. Then it stopped. The goose must have fallen into his fireplace.

Asta’s mouth fell open. She sat down on her bum like a baffled toddler.

“Are you alright there? You look like you saw a ghost!” Jeppa chuckled obliviously as he descended from the roof and moved to let the goose out of his kitchen. The moment the door opened, a great, fluffy black thing scuttled out and down the road, hisses and quacks flying about it like the soot covering it.

“That,” Asta said, her voice quivering, “was my prized competition goose, Herman.”

Jeppa finally seemed to realise the extent of his actions. Wringing his hands he inched towards the door, hoping to use it for protection when she exploded, which she was bound to do.

“Isn’t… isn’t there a competition for black geese, perhaps?” Jeppa asked, hopefully unblinking.

Most short story ideas I have are too big write in just one sitting. The first one I wrote took months. It’s why I can’t write flash fiction.

I’m trying to write Flash Fiction. I love the challenge. It’s amazing how you can cut out redundant word from each editing. Try it, Sebastian. It’s good practice.

Okay, here goes: Persephone, Persephone Akeldama. She was a beautiful girl, slender waist, flowing blonde locks, petite figure. This quiet girl was often referred to by her fellow students as the “perfect doll”, due to her stunning looks and the love she received from the teachers. In a the darker half of this world, her nickname was not much different. The flawless puppet, she was called. Flawless because of her swift assassinations, and puppet because of her emotionless features. No one in school knew her profession, and no one in the dark world knew her real age, or even what she looked like. She was a complete mystery to both sides, only this was known about her: She is a prodigy. Of course, “Prodigy” meaning different things in either sides of the world. There was a large gap between prodigy killer and prodigy student. Not many assassins are born into their jobs, Persephone being an exception. At three, she was already trained to fight, and at the early age of twelve, she was already a well known assassin. due to her quick learning, her parents payed even more attention to her, punishing her whenever her actions did not fit into the range of perfection, training her more than any twelve year old should ever have to endure. And of course, making her kill. One by one, Persephone’s emotions died, every person she killed, every order she received. She carried them out with swift and deadly accuracy, losing all her innocence. Her purity was lost long ago.

So she found nothing wrong with killing her parents.

Persephone never loved anyone, because she was a killing machine, exactly how her parents had designed her. Her mothers last words: I’m so proud. Her fathers? :I’ve trained you well. A now orphaned Persephone felt no remorse, no guilt, no grief. Only a small pang of loneliness.

And that was the last emotion she would ever feel.

Ummmm, I got the juices flowing, just need my writing to flow……in the right direction.

So I combined all 10 of the “general ideas” into one premise. I think this is more the premise of a collection now… Oh well. Here’s the premise (or the rough draft)

As a child, Kell, a painting prodigy, discovers her parents’ dead bodies, leaving her emotionally scarred. Later in life, she clings to her boyfriends for moral support, which leads to many failed relationships. Her Fiance and colleague breaks up with her because he needs to spend more time on his work, even though it crushes both of them. Kell doesn’t look when she’s walking down the street, sobbing, and she bumps into her rich soulmate, Neil. They have a whirlwind romance, which ends up with their marriage. On their honeymoon, though, Kell’s mother’s ghost confronts her and warns her to delay the journey. Kell and Neil go anyways. A hurricane strikes, and the couple is stranded with a phycopath who just so happen to be Kell’s parents’ murderer. The couple doesn’t make it out alive.

I know that’s pretty dark, especially for a 17-year-old. It’s also not that great. But hey, I hope it gave you an idea or two! Happy writing!

You should really think about turning this into a novel! You’ve got quite the imagination.

The last laugh Kate Bester

“What? Oh heavens no! When?” Faye dragged the pink sweatband back from her forehead and shook her shoulder length blonde hair off her neck. She had just returned from the gym when the house phone rang.

“…sometime last night, peacefully. She had to go sometime, Faye.” Debbie’s longsuffering voice was irritating.

Faye sighed and shifted the weight from one shapely leg to the other. She crossed one ankle over the other and stared at her Reebok trainers. She bit her tongue before she could blurt out what came into her mind – why now? She had a very special and important occasion coming up and serious shopping to do!

“Mom was nearly eighty, you know Faye, but death is always unexpected, I know,” Debbie went on. Was she imagining it or was there a touch of accusation in Debbie’s voice? Deborah, her older sister, had never married. Instead, she stayed with Mom after Dad passed on ten years ago and took charge of the rambling old house in George. Come to think of it, when Debbie gave up nursing, moving in with Mom was the natural thing to do.

Faye had to muster all the self-control that she could to sound genuine and concerned. It was Mother after all…

“When is the funeral, then? Do you want me to come and help you with the arrangements?” she kept her voice low and even in case Debbie thought she was serious about the offer to help.

“No thanks, Faye, everything is fine. Mom had everything in place as usual. It will be a cremation of course…”

Debbie’s voice trailed off and Faye could just about suppress the groan that escaped from her chest before she said goodbye to her sister. She sank down in the closest, huge, overstuffed chair after she had put down the receiver. Of course. That is Mother. Well, was she corrected herself. Nothing ordinary or conventional. A cremation no less, so that all her old hippie friends could attend in their colourful rags and long hair and chant and blow their flutes and shake their tambourines. Faye had to admit to herself that a cremation at least would be better than embalmment. Her mother was quite capable of having them roll her in the scales of the boophone bulb like the Khoisan did with their dead.

Faye groaned again. She must be in shock otherwise why wasn’t she crying. Crying? No, she’d done enough crying after the second divorce in eight years. The last one was particularly messy but this time she stuck to her guns and got the house and a stiff alimony. Not that it’s about the money, which is never enough anyway, but one has to keep up appearances. She had spent a fortune on refurbishing the gazebo next to the pool. Oh gosh yes, and she must still pay for the embroidered voile curtains around the patio. And for the plant containers and cane furniture from Bali…

Faye sighed as she levered her challenged limbs from the chair. She will have a warm shower and then make her calls. Damn! Now she will have to drive all the way to George. She smiled. Yes, she will have to. Because of Mother’s pendant. She had to have it. Must be worth a small fortune by now…

That pendant was given to her mother by a very grateful Indian businessman. Mother had met him on a plane to Mumbai all those years ago when she travelled to India to see for herself what mysteries lay behind the lotus curtain. She ended up in his luxurious home and taught the whole family to speak English while she enjoyed every facet of that exquisite culture. If memory doesn’t fail her, the pendant has a top quality eleven carat flawless ruby, enhanced by… a shiver of delight passed through Faye’s body despite the warm gush of water.

At the garage to fill up and prepare the vehicle for the trip, she remembered how bored she was on weekends as a child. They travelled endless dusty roads, slept in tents, either sweating or freezing. Her botanist parents would be off in the veld , ooohing or aaahing, clicking their tongues and cameras. Deborah would be whooping somewhere in a shallow river. In her tent, her feet against the anchor pole, Faye swore she would never live this way. She would have money and everything it could buy. These bunny-hugging weirdo’s – her family – may enjoy the outdoors but she despised the smell of citronella candles, morning coffee and tinned food. Not to mention the squatting behind a bush when nature called. Ugh!

At nine o’clock the next morning, Faye was over the Overberg Pass and heading for Caledon. She would stop for tea at the Blue Crane and buy some of her mother’s favourite dried herbs. Yes, some buchu and lavender and rosemary. She’ll keep them on her lap during the cremation service and speeches to soothe her mind. Afterwards she will let them join her mother’s body to nirvana…

It was exactly twenty past one when she saw the huge pine trees and the red brick house behind it. The garden was a botanist’s dream. Like her mother exactly – colourful, mysterious, exciting and completely unusual. Faye’s eyes followed the garden path up to the porch. Handfuls of laurel tied with raffia or beads or leather thongs garnished the pathway from the gate to the porch and around the open door’s frame where fairy lights twinkled.

She opened the car door and slid off the seat. The manicured feet in the Blahnik sandals stepped together neatly on the tarmac as she automatically pressed the remote lock. Gingerly she approached the garden path and as daintily as possible made her way to the house.

Then it hit her. This wasn’t a welcome for her. The laurel symbolized Apollo’s way to remember his Daphne! Daphne didn’t want to marry Apollo and begged her father, Perenaeus, to hide her. He promptly turned her into a laurel tree. From then on Apollo worshipped the tree, hugged it, spoke to it and let all heroes and kings wear a laurel wreath on the head as adornment. This was for Mother.

Suddenly, there was her sister. Oh heavens, clad in a flowing caftan, pearls, beads, feathers and leather thong sandals, she could’ve been Mother!

Quickly Faye went over and folded her sister in her arms. While her sister was yoga-breathing against her shoulder, she took in the room behind. She smiled to herself . Ostrich feather boas were draped over the window frames, door frames and thrown over the backs of chairs. Huge black and white photographs of ostriches in all poses adorned the walls. Ostrich eggs and paraphernalia were displayed everywhere. This was a shrine to the ostrich as Nieuw-Bethesda was to the owl…

She let go of Debbie and cleared her throat. She took a deep breath, “Debs, what are we going to do with all this stuff ?” she hoped her chicanery would go undetected. Back in her mind there was an image of Mother’s ostrich leather handbags, shoes and purses she had collected before it became export posh. Her heart went on a gallop from excitement and anticipation.

At last they were alone. They cleared away the last few cups and plates. In the kitchen, Faye poured two large tumblers of Merlot for her and her sister.

“Sis, if you’re up to it, we can go through Mom’s things and decide what to do about some of it.”

“Of course, my dear.” Faye gulped.

Then the pendant was in the palm of her hand. This was a testing moment. She wanted to hang it around her neck immediately but thought it would seem callous. She let the heavy gold chain slide sensuously through her fingers while the ruby’s red eye winked at her.

“You have it, Faye, it’s too ostentatious for me. Mom also never wore it for that reason.”

“And these, Sis.” Debbie was on all fours in front of a deep drawer. She was pulling out ostrich leather gloves in every colour, handbags, clutch bags, more boas. They lay on the Kelim carpet like offerings to a queen. Faye stared and stared. “Oh yes!” her mind sang.

After breakfast the next day, Faye took her leave of Debbie who promised to visit as soon as everything was tied up and settled. When she was passing Mossel Bay, she started to relax and fingered the pendant at her throat. A warm glow filled her and she stretched to see it again in the rear mirror. It was an exquisite piece! She still felt surprised at how nonchalant Debbie was.

She decided to stop for refreshments outside Swellendam. She enjoyed stretching her legs in the shade of the old trees and watching the goats, chickens and ostriches they kept there for entertainment. She parked in the shade of a huge oak tree and went to the restaurant. She carried her fruit juice over to the enclosure on the lawn. A billy goat came towards her. Behind him a young ostrich craned its neck. A sheep, two lambs and a kid trotted up. Faye leaned forward.

She shrieked, jumped back and feverishly fumbling at her throat, she saw it

Ostriches also like jewellery.

I have not written a very long piece. It a quite short story. So…here it is…

Sydney woke up with a start, as beads of sweat adorned her furrowed brows. Next to her was her twin sister, Tanya, sleeping peaceful as Sydney had been a couple of moments before. She looked around as if searching for something or someone. Sydney almost dismissed the episode and went back to sleep when she heard it again, this time, even evident. The sound that had woken her up from her slumber. The sound that made her shiver and was even vexing than the sound of nails on chalkboard.

And then, it stopped. She looked around her for the source of what she heard. She decided to get some fresh air and walked out of the room she shared with her twin.

As she walked to the porch, she glanced at her reflection in the mirror. She couldn’t put her finger on what was wrong but she knew something was. She leaned in to get a closer look at her reflection when something hit her head and she fainted. When she regained her consciousness, she looked around her. She was in the porch and it was dawn. She went back into her house when she glanced at the mirror again. She could see her mother, her sister and her father. They all looked around as if searching for someone. What she couldn’t understand was why she couldn’t see her reflection in the mirror. Then, realization struck her like a ton of bricks. She was in the other side. Of the mirror.

Then the ending credits rolled in. Though it was just a trailer, it was well shot. Everyone couldn’t wait to see the full movie. We congratulated our friend, Mills, who had shot the film and went to hang out at her place.

Wonderful ideas. Thanks for inspiration.

*I’ve been wanting to write for a long time but never really got the push until right now. Sorry if it’s bad, it’s my first short and I’m 14* “One, two, three. Perfect, now I can go…” I quietly say to myself. I have something called Pure-O. Some people think that it’s worse than “normal OCD”. The others think that it’s completely unreal and it’s made up. What people don’t know about me is that I have Pure-O and it’s completely real and my life revolves around it. I make sure that people don’t find out about it because I am considered “ popular and high-status” where I live. “ Happy, good thoughts. Nothing bad.” I think to myself. “They won’t find out….hopefully. I am Claire Williams who has the best makeup and the straightest hair. Not the Crazy Williams girl that broke down in front of everyone because her presentation wasn’t how she planned it.” I think. Then the flashbacks swoop in and fill my brain. “Hi my name is Claire Williams and I am doing my presentation on the Economic Downfall of 2008…” I pause and look around. I see people snicker and talking. The teacher is just looking at me and gesturing for me to continue. I get scared and forget everything that I worked so hard to memorize. “Umm. I’m sorry ma’am, I can’t finish.” I tell my Economics teacher. When I try to move and collect everything, I can’t move. “No no no no no this can’t be happening. I can’t be having a panic attack at school.” I think to myself. I feel tears well up into my eyes. They slowly fall down my face and I taste the warm salty fluid. I suddenly tense up and can’t breath. Because no one knows about my condition, no one can help me. “Look! Williams is going crazy! Crazy Williams.” I hear people snicker from the back and the attack gets worse. I hear something new in my flashback…. It sounds almost as a ringing. I realize the bell is ringing for the students to get to class. I come back to reality and hope for the best on my first day of Senior year. I mean after all, it’s just school. Nothing bad could happen right?

PEN-082a 694w Anne Frank, Bella and Me by Helen Kudatsky

At nine, I bought my mom, Bella, a birthday gift on June 12th, a magenta lipstick for 19c. I was so proud. First present I ever purchased. She made me return it; It was too extravagant, and besides, she said, “every day is my birthday.” I cried. I knew her secret though. although a proper Jewish woman, sometimes she longed to be a gypsy.

Now, 60 years later, I’m reading “The Diary of a Young Girl” by Anne Frank, here in the home where I live. Though nursed, I’m often blue that I can’t dance or paint anymore. But I love to read and write, and my friend, Julie, the librarian, kindly brought me Anne’s book, which I am now devouring.

Anne was an eloquent writer, describing her schoolmates and boyfriends. She began the diary at 13, disclosing her first period, having a special secret and becoming a woman. I too began to menstruate at 13, pondering the mystery. It’s horrid to imagine eight people in 1944, crammed into the Secret Annexe, handling eating, sleeping, hygiene and trying to stay alive, while whispering and tiptoeing to avoid discovery by the Gestapo.

To maintain normalcy, the adults set up a plan. The children continued their studies: Dutch, French, English, history, geography and art. Although Anne liked most subjects, she found algebra notably loathsome. I’m in that club too.

Her people have become my friends and family: Anne Frank herself, Edith, her Mummy, Otto, her beloved father, Margot, her sister, and the others hiding with them: the VanDaans, their son, Peter who was first, her friend, then later, her crush and confidant, Dr. Albert Dussel, the dentist and Moortjie, the cat. Four of Otto’s devoted employees provided food, supplies and world news, which kept them alive and boosted their morale.

After the war, Miep, a helper, found Anne’s diary in the demolished remains and rubble of the annexe. She gave it to Otto, the sole survivor of the group. He was stunned by Anne’s maturity and the breadth of her feelings. The Diary has been published in 67 languages, portrayed on stage and screen, and is considered one of the most moving accounts of the Holocaust.

For those of us beholding atrocity, Anne Frank is a beacon: humorous, inquisitive, forgiving, cheerful. Sometimes moody, though, she was nicknamed “the incurable chatterbox.” as she’d quarrel with others in the Secret Annexe they occupied for their 25 months in hiding.

My mom, Bella, shared a birthday with Anne Frank, June 12th, but didn’t know of it until years after Anne’s death. Bella lived to be 95. She loved reading as much as Anne did, and she wrote poetry and stories, but didn‘t start until middle-age. Anne, 15, died in March 1945, just two weeks before the war’s end, when she would have been liberated. In two years of hiding, Anne was devoted to writing in the diary, at times prosaic, sometimes distraught, frequently terrifying, but often funny, spiritual and uplifting.

If the war had only ended sooner, I imagine the writing that Anne could have produced and I envision Bella meeting her. Bella, born in 1913, Anne in 1929, 16 years her junior, they could have been aunt and niece; I see them sharing a Shabbat dinner, singing a Hanukah song; I picture them speaking one of their languages. They believed in the same things. Finally, I dream of them proudly sharing their writings, a mystery, a story of love and longing, a poem, and of course, on June 12th, their mutual birthday.

I dream of them walking hand in hand, pale wrinkled fingers holding a smooth teenaged palm. They come to a table set before them, on it matzoh brei with applesauce, a plate of potato latkes with sour cream. There are apples and honey, wine and rugalech. Bella and Anne eat heartily and shout for joy, no longer whispering or tiptoeing, no longer afraid to be Jewish women writers, no longer afraid at all.

PEN-082a-Anne Frank, Bella and Me.wps by Helen Kudatsky w:09/03/17 ei 09/19/17 694 wds 08 mn 99 Park St.#104 Brookline,MA 02446 C-617-939-3387 e-m: [email protected]

My story plot is of the fantasy/adventure type.

In the fictional town of Surron, Colorado (which is surrounded by high mountainsides from every angle, a tragedy occurs on September 5, 1963. Six-year old Robert “Bert” Aruson witnesses his drunken, abusive father murder his mother with a broken beer bottle. Advancing on him, the father sleeps on another discarded bottle and trips, impaling himself on the bottle with which he killed his wife. Robert runs off into the forest to escape his father to look of help, unaware of his father’s death. With his parents living far back into the woods, he ends becoming lost and spending the night in the forest. A mother bear, Dewa, with two cubs of her own, the boy Gemape and girl Biha, discover the young boy and adopt him into their family, christening him with the new name Nuun. Ten years later in 1973, Nuun has led a happy existence with his loving and supportive new family, having even made new friends like the crow Hai and the mouse Naeene. He even prevented unnecessary violence between his family and a wolf pack led by Dande and Gupa. Any hunters that come into the forest have their weapons stolen and permanently disposed of in the night by Nuun. By this time, Nuun and his actions have become something of an urban legend in Surron. Back in that town, the mayor Aaron Burdon (who resides upon a hill overlooking the town) runs the town, though he views it with contempt due to one incident. His younger brother, Reagan, was beaten by thugs hoping to steal money off of his rich person, leaving him with brain damage. Despite this, the townspeople started treating him and his brother differently afterwards, cruelly even. This has caused his hatred to ferment over the years until he comes up with a plan to destroy the town’s population with explosives at the upcoming July 4 picnic. His wealth and power make the workers unable to resist him, as they will become jobless should he imprisoned. “Nuun” comes across one of Burdon’s worksites and almost steals workers lunchbox, but is chased away. News soon spreads through the town and Nuun finds his happy life in danger of being shattered once again unless he can have assistance from friends both human and animal.

Nikita This is the story of me, Nikita, an orphaned girl, who didn’t know anything about her family. I was kept in the orphanage with a bunch of other girls. Ms.Keeper, the owner of the orphanage doesn’t tell anyone anything about themselves or their family. I didn’t know anything about myself, but everyone knew that in Ms.Keepers room there was a filing cabinet with documents of the real stories of our lives. Nobody ever dared to go in there though. Ms.Keeper looked like she was somewhere in the 30’s, she had grey hair, bags under her brown eyes, a slim body and a huge pimple on her long nose. She was not married. I have brown hair, brown eyes, freckles and a healthy, slim body.

I always thought of running away. I felt like I was in that orphanage forever. I remember growing up in there since I was a child and now that I’m 17 years old, I’m still here, hoping to find my family. But that, I thought was too unrealistic. I was sitting in an orphanage, hoping to find my family. No, I wanted to DO something to find my family. The only thing that held me back was Ms.Keeper and the thought that I really had no family. Ms.Keeper was always afraid of one of the girls running away, that’s why she made some workers put a stronger fence around the orphanage property. Ms.Keeper was also afraid of talking to the government. I thought so because the government will shut down her orphanage. One time, I overheard Ms.Keeper talking on the phone to the government and they said that it was illegal to not show the orphans their identity and who they are, but Ms.Keeper ignored them and kept talking about something else. Also, at 18 years old, you are free to leave the orphanage and become independent. I just turned 17. No one else was my age except another girl, aged 14 and all the rest were smaller than her. There was once a girl named Gabby who was the only person who was older than me. Just last year, she turned 18 and was supposed to go. On her birthday, Ms.Keeper made an announcement at the last moment that Gabby was leaving right now and is right by the door. Every girl ran out to give her hugs and goodbyes. Ms.Keeper didn’t even move. She didn’t even say bye. It was so cruel of her. We didn’t have a birthday cake with Gabby because Ms.Keeper threw her out the door on her birthday!

Everyday, Ms.Keeper lets us go outside for one hour, three times a day. We ate mostly sandwiches and drank water and sometimes juice. We also had some snacks, which were mostly fruits. We did school during the day too but this wasn’t real school. Ms.Keeper taught us everything. Ms.Keeper also bought us a TV, which was in the dining room. We mostly had everything we needed, except a family.

One day, when Ms.Keeper let us go outside, I was lying on the grass by myself at the farthest point from the orphanage. Then all of a sudden I heard someone coming. I looked up but saw no one. When I turned around, I saw a boy, looked like he was 15. He had brown hair, blue eyes and was tall. He said “hi” to me and I said “hi” back. We talked to each other for awhile until Ms.Keeper called us in. I really hoped that Ms.Keeper didn’t see me talk to that boy because she would punish me.

For the next three days, I talked to that boy over the fence every recess. He told me about his life and it really surprised me. He said he had a house as big as the whole orphanage (the orphanage is as big as a hotel). He said he had his mom and dad living with him, that he has money, any kind of drink, and lots of junk food. He played video games everyday and watched TV and also he quit school. His mom and dad don’t care about what he does as long as he’s home by midnight! When he told me this, I started thinking, is every life out there like his? What is everyone’s else’s life like? I couldn’t sleep that night or any other night after that day.

Soon, we became friends and he asked if the orphanage was boring. I didn’t even know what to say because it was alright living in the orphanage but compared to his life, it was nothing. I didn’t say anything and he asked if I wanted to run away to his house. I, of course, was surprised and didn’t say anything for awhile but then I said I would think about it. Ms.Keeper called us inside, and I don’t know why but she never caught me talking to him. Ms.Keeper usually stands by the door of the orphanage, looking into the field of how we are playing. I was farthest away from her so maybe she doesn’t see so well.

After those days, I couldn’t sleep because I kept thinking of running away. But how was I supposed to run away? If I got caught, I would be punished and I would have to be a slave to everyone, washing dishes, sweeping, and cleaning. Besides, I couldn’t run away because we all slept in rooms with four people to each room. Our room was the farthest away from the exit. I would have to tip-toe (at night?!?) through the whole orphanage just to get to the exit. No, I couldn’t do it. I was too scared. But that boy kept assuring me that everything will be okay.

I talked it over with the boy and I decided to run away with him at night, at 11pm because he had to be home by 12pm. By 8pm, all the girls in the orphanage would be sleeping, but Ms.Keeper stays up till 10pm, listening to classical music in her favourite rocking chair. As not to wake Ms.Keeper, the boy suggested that he would come to my window at night and I would climb over. Our room was on the lowest level – level one- so it was the closest to the ground. It was supposed to happen in two days from then. I was very nervous and scared, and I kept looking at Ms.Keeper if she had any suspicions, but it didn’t look like it.

It was the day of the run. I packed all my stuff, which wasn’t really much. I put all my clothes in my pockets (it fit perfectly). I was wide awake that night, listening till Ms.Keeper turned off her classical music and went to bed. It was perfectly silent. You could hear every single breath of the girls. My tummy had a trillion butterflies in it and I couldn’t stop my heavy breathing. At 11pm, there was a quiet knock at my window and I knocked back. That was our signal for letting each other know we were ready. I then looked at everyone in the room. They were sound asleep. I opened the window and it’s super squeaky. I waited a moment to see if anyone woke up, but no one moved. I climbed over the window to the boy. I closed the window with a loud squeak and started running with the boy to wherever my feet let me go. It was a dark night and only the half-lit moon was our source of light. The boy led me through streets and streets of houses until we came to a huge house. It was so pretty. It looked like the orphanage but it had no spiderwebs. It was clean and super nice. It looked like they were rich to have all those diamond stuff on the door.

They boy opened the door and the light hurt my eyes. It was so bright in there, so big. The stairs were curved, like I only saw in fairy tales, and there was his mom standing in the doorway. She first smiled, but when she saw me, she made a confused face and came closer. I was so scared. What would his mom do? Did he tell his mom about me? My brain threw me a thousand questions to answer of which I didn’t know the answers for. The lady came closer and asked the boy slowly who I was. He told his mom that I was a friend from the orphanage. His mom got angry, her face started to turn red and she started to talk louder. She started saying that I’m filthy and that she doesn’t want to see me ever again and to get out off this house. I looked at the boy. He started to cry. I tear went down his cheek. He begged his mom to let her stay for the night but his mom didn’t budge. The boy’s mom shut the door on me and I was outside in the cold.

All of this was for nothing. This meet we had. All the recesses we talked, all the nights I didn’t sleep, and I couldn’t go back to the orphanage now. I was alone. I didn’t even know where to go. I got off the boys lawn and I sat down on the sidewalk, crying and I realized I didn’t even know what the boy’s name was! Suddenly, I heard a door open. I looked back to see if it was the boy’s mom. No, it wasn’t. I looked around and saw that the boy’s neighbor has opened the door and was calling me. The person at the door was a grandma. She told me to come in. I stood up and came inside. She told me that she heard the neighbors talking loudly so she went to see what the commotion was about. She asked me if I wanted to eat but I refused. She sent me to bed, not knowing anything about me. She was so kind to me. She sent me upstairs where I had my own room. I fell asleep very fast, and I slept till lunch the next day. I forgot all about the orphanage and went downstairs to meet my hero. She was making breakfast for me. We sat down at the table and she told me her name ( Grandma Laura ) and I told her all about my life. Every single thing. When I came to the part about the orphanage, her eyes widened.

Grandma Laura told me that many many years ago, she was the owner of the orphanage! The government fired her because they thought she wasn’t suitable for the job. When she went away, she made photocopies of the documents of the girls and kept them because the girls were so precious to her that she couldn’t just leave them. Grandma Laura stood up and went upstairs to go get them. When she came back down, she had a whole ton of documents! She found one by the name of Nikita.

That morning changed my life. She let me read my own document. It figures out that my real mom died while having me. My dad was still alive. My dad’s name was Walter Eggons. The grandma’s eyes widened when I told her the name of my dad. She told me that that was her husband! So Grandma Laura was my mom? She didn’t die? But Grandma told me the whole story. My dad, Walter, first married a lady named Agnes, and they had a baby named Nikita ( that was me) and during childbirth, Agnes died, but I lived. Later, my dad could no longer care after me so he dropped me off at the orphanage when I was 1 year’s old. For my dad, that was a hard decision. He had to work but he couldn’t leave me at home and there was no one to look after me. After my dad’s wife died, he married Laura. Laura was sitting in front of me, tears in her eyes and on her cheeks. She then told me the saddest news- my dad died of cancer a couple months ago. I started choking back sobs, and then tears. Grandma Laura was the only family I had. She was my stepmother.

It has been seven years since that happened and right now I am sitting with tears in my eyes, telling you this. I live with my stepmom and my husband, Jeffrey. Turns out that after that day, I lived with my stepmom for a couple months but then the boy’s mom found out that I was still in this neighborhood. The boy was so happy to hear that, and he told me his name- Jeffrey Jones. We soon joined our friendship together and a couple months later, we were married. Also,he wasn’t 15 years old, like I thought, he was 17.

-Written by Nikita Eggons-Jones

I hope you like this so far tell me what to improve on.

Gunnvor is the daugter of a powerful samurai but that is only thing that they have in common. Her father is a ruthless man who fights for war, on the other hand Gunnvor fights for humanity, no one can see her true colors because they want to believe she wants bloodshed as well like her father. She hates their thoughts, imprisoned in her fathers hand, the only way to escape, is for some one, like her, to save her in the outside.

As she swoon her sword with grace she sliced the broom like heads off. Her father and mother were observing her progress as a warrior, when she was do she went to her parents and bowed. She left leaving them behind a cold chill settled on them, the mother knew why the father ignored. Gunnvor loved to walk in the town down below her house, all the people were Good-hearted and kind in every way. She sometimes is jealous of the children for having such free lives. But she does not listen to her selfish conscience, she walked across the flower bridge as a gentle men suddenly bumped into her. “Oh sorry about that I didn’t see you,” Gunnvor quickly got up embarrassed for fall. She looked up and saw man that was strong but kind, she then noticed that he didn’t recognized him, he look like he was from another country. She then suddenly pulled her sword pointed it near his neck. the man was taken aback, he looked shocked and then said ” Yes did I say some thing offensive.”

“your not from here are you,” She moved a little closer, her sword started to dig into skin. “Yea I’m just traveling, I came from the neighboring kingdom, I thought they were in good terms…..right?” He backed away a little from the sword cutting his neck. Gunnvor then lowered her sword slowly, The man rubbed his neck just to find that it is bleeding “by the way what is your name,” she sheathed her sword in it’s case. “My name is gunnvor,” He quickly whipped his head to her “What the, Gunnvor, the daugter of the samurai.”

“Yes.” she turned and started to walk away and stop slightly turned her head ” And you,”

“Uh my name is Cota.” he said then Gunnvor walked away, when she arrived at home she swept past her father to her bed room. That night she could not stop thinking of Cota, she thought how strange he was dressed and the way he looked. The next how ever her father again trained gunnvor, the train this time was diffrent, he was pushing her to far.

Many days have past and Gunnvor noticed that Cota was spotted many times near her house. Then when she training with her father which was basically torture, Cota came up to her father ” You will stop hurting her,” He said slowly and manically. However he was not moved “My wife has convinced you to protect her,”

“No I came In my own accord.” The father then spun and grabbed his sword and pointed to cota. “Well then can fight me,”

“We”l see,” cota grabbed his sword and the two fought, they fought for a few hours and the father was vanquished. Cota then went to Gunnvor and asked her hand in marriage.

Nikita This is the story of me, Nikita, an orphaned girl, who didn’t know anything about her family. I was kept in the orphanage with a bunch of other girls. Ms.Keeper, the owner of the orphanage doesn’t tell anyone anything about themselves or their family. I didn’t know anything about myself, but everyone knew that in Ms.Keepers room there was a filing cabinet with documents of the real stories of our lives. Nobody ever dared to go in there though. Ms.Keeper looked like she was somewhere in the 30’s, she had grey hair, bags under her brown eyes, a slim body and a huge pimple on her long nose. She was not married. I have brown hair, brown eyes, freckles and a healthy, slim body. I always thought of running away. I felt like I was in that orphanage forever. I remember growing up in there since I was a child and now that I’m 17 years old, I’m still here, hoping to find my family. But that, I thought was too unrealistic. I was sitting in an orphanage, hoping to find my family. No, I wanted to DO something to find my family. The only thing that held me back was Ms.Keeper and the thought that I really had no family. Ms.Keeper was always afraid of one of the girls running away, that’s why she made some workers put a stronger fence around the orphanage property. Ms.Keeper was also afraid of talking to the government. I thought so because the government will shut down her orphanage. One time, I overheard Ms.Keeper talking on the phone to the government and they said that it was illegal to not show the orphans their identity and who they are, but Ms.Keeper ignored them and kept talking about something else. Also, at 18 years old, you are free to leave the orphanage and become independent. I just turned 17. No one else was my age except another girl, aged 14 and all the rest were smaller than her. There was once a girl named Gabby who was the only person who was older than me. Just last year, she turned 18 and was supposed to go. On her birthday, Ms.Keeper made an announcement at the last moment that Gabby was leaving right now and is right by the door. Every girl ran out to give her hugs and goodbyes. Ms.Keeper didn’t even move. She didn’t even say bye. It was so cruel of her. We didn’t have a birthday cake with Gabby because Ms.Keeper threw her out the door on her birthday! Everyday, Ms.Keeper lets us go outside for one hour, three times a day. We ate mostly sandwiches and drank water and sometimes juice. We also had some snacks, which were mostly fruits. We did school during the day too but this wasn’t real school. Ms.Keeper taught us everything. Ms.Keeper also bought us a TV, which was in the dining room. We mostly had everything we needed, except a family. One day, when Ms.Keeper let us go outside, I was lying on the grass by myself at the farthest point from the orphanage. Then all of a sudden I heard someone coming. I looked up but saw no one. When I turned around, I saw a boy, looked like he was 15. He had brown hair, blue eyes and was tall. He said “hi” to me and I said “hi” back. We talked to each other for awhile until Ms.Keeper called us in. I really hoped that Ms.Keeper didn’t see me talk to that boy because she would punish me. For the next three days, I talked to that boy over the fence every recess. He told me about his life and it really surprised me. He said he had a house as big as the whole orphanage (the orphanage is as big as a hotel). He said he had his mom and dad living with him, that he has money, any kind of drink, and lots of junk food. He played video games everyday and watched TV and also he quit school. His mom and dad don’t care about what he does as long as he’s home by midnight! When he told me this, I started thinking, is every life out there like his? What is everyone’s else’s life like? I couldn’t sleep that night or any other night after that day. Soon, we became friends and he asked if the orphanage was boring. I didn’t even know what to say because it was alright living in the orphanage but compared to his life, it was nothing. I didn’t say anything and he asked if I wanted to run away to his house. I, of course, was surprised and didn’t say anything for awhile but then I said I would think about it. Ms.Keeper called us inside, and I don’t know why but she never caught me talking to him. Ms.Keeper usually stands by the door of the orphanage, looking into the field of how we are playing. I was farthest away from her so maybe she doesn’t see so well. After those days, I couldn’t sleep because I kept thinking of running away. But how was I supposed to run away? If I got caught, I would be punished and I would have to be a slave to everyone, washing dishes, sweeping, and cleaning. Besides, I couldn’t run away because we all slept in rooms with four people to each room. Our room was the farthest away from the exit. I would have to tip-toe (at night?!?) through the whole orphanage just to get to the exit. No, I couldn’t do it. I was too scared. But that boy kept assuring me that everything will be okay. I talked it over with the boy and I decided to run away with him at night, at 11pm because he had to be home by 12pm. By 8pm, all the girls in the orphanage would be sleeping, but Ms.Keeper stays up till 10pm, listening to classical music in her favourite rocking chair. As not to wake Ms.Keeper, the boy suggested that he would come to my window at night and I would climb over. Our room was on the lowest level – level one- so it was the closest to the ground. It was supposed to happen in two days from then. I was very nervous and scared, and I kept looking at Ms.Keeper if she had any suspicions, but it didn’t look like it. It was the day of the run. I packed all my stuff, which wasn’t really much. I put all my clothes in my pockets (it fit perfectly). I was wide awake that night, listening till Ms.Keeper turned off her classical music and went to bed. It was perfectly silent. You could hear every single breath of the girls. My tummy had a trillion butterflies in it and I couldn’t stop my heavy breathing. At 11pm, there was a quiet knock at my window and I knocked back. That was our signal for letting each other know we were ready. I then looked at everyone in the room. They were sound asleep. I opened the window and it’s super squeaky. I waited a moment to see if anyone woke up, but no one moved. I climbed over the window to the boy. I closed the window with a loud squeak and started running with the boy to wherever my feet let me go. It was a dark night and only the half-lit moon was our source of light. The boy led me through streets and streets of houses until we came to a huge house. It was so pretty. It looked like the orphanage but it had no spiderwebs. It was clean and super nice. It looked like they were rich to have all those diamond stuff on the door. They boy opened the door and the light hurt my eyes. It was so bright in there, so big. The stairs were curved, like I only saw in fairy tales, and there was his mom standing in the doorway. She first smiled, but when she saw me, she made a confused face and came closer. I was so scared. What would his mom do? Did he tell his mom about me? My brain threw me a thousand questions to answer of which I didn’t know the answers for. The lady came closer and asked the boy slowly who I was. He told his mom that I was a friend from the orphanage. His mom got angry, her face started to turn red and she started to talk louder. She started saying that I’m filthy and that she doesn’t want to see me ever again and to get out off this house. I looked at the boy. He started to cry. I tear went down his cheek. He begged his mom to let her stay for the night but his mom didn’t budge. The boy’s mom shut the door on me and I was outside in the cold. All of this was for nothing. This meet we had. All the recesses we talked, all the nights I didn’t sleep, and I couldn’t go back to the orphanage now. I was alone. I didn’t even know where to go. I got off the boys lawn and I sat down on the sidewalk, crying and I realized I didn’t even know what the boy’s name was! Suddenly, I heard a door open. I looked back to see if it was the boy’s mom. No, it wasn’t. I looked around and saw that the boy’s neighbor has opened the door and was calling me. The person at the door was a grandma. She told me to come in. I stood up and came inside. She told me that she heard the neighbors talking loudly so she went to see what the commotion was about. She asked me if I wanted to eat but I refused. She sent me to bed, not knowing anything about me. She was so kind to me. She sent me upstairs where I had my own room. I fell asleep very fast, and I slept till lunch the next day. I forgot all about the orphanage and went downstairs to meet my hero. She was making breakfast for me. We sat down at the table and she told me her name ( Grandma Laura ) and I told her all about my life. Every single thing. When I came to the part about the orphanage, her eyes widened. Grandma Laura told me that many many years ago, she was the owner of the orphanage! The government fired her because they thought she wasn’t suitable for the job. When she went away, she made photocopies of the documents of the girls and kept them because the girls were so precious to her that she couldn’t just leave them. Grandma Laura stood up and went upstairs to go get them. When she came back down, she had a whole ton of documents! She found one by the name of Nikita. That morning changed my life. She let me read my own document. It figures out that my real mom died while having me. My dad was still alive. My dad’s name was Walter Eggons. The grandma’s eyes widened when I told her the name of my dad. She told me that that was her husband! So Grandma Laura was my mom? She didn’t die? But Grandma told me the whole story. My dad, Walter, first married a lady named Agnes, and they had a baby named Nikita ( that was me) and during childbirth, Agnes died, but I lived. Later, my dad could no longer care after me so he dropped me off at the orphanage when I was 1 year’s old. For my dad, that was a hard decision. He had to work but he couldn’t leave me at home and there was no one to look after me. After my dad’s wife died, he married Laura. Laura was sitting in front of me, tears in her eyes and on her cheeks. She then told me the saddest news- my dad died of cancer a couple months ago. I started choking back sobs, and then tears. Grandma Laura was the only family I had. She was my stepmother. It has been seven years since that happened and right now I am sitting with tears in my eyes, telling you this. I live with my stepmom and my husband, Jeffrey. Turns out that after that day, I lived with my stepmom for a couple months but then the boy’s mom found out that I was still in this neighborhood. The boy was so happy to hear that, and he told me his name- Jeffrey Jones. We soon joined our friendship together and a couple months later, we were married. Also,he wasn’t 15 years old, like I thought, he was 17. -Written by Nikita Eggons-Jones

Yoyoyo its generikb here and today we are playing roller coaster tycoon

Anyone got ideas for a short story titled as Leornard’s Fatal Oversight. In need of help asap.

Ugh, this is getting do frustrating! I thought to myself as I struggled through the streets. My ankles kept twisting every time I slipped. Heels are so not comfy. I shouldn’t have worn them. As if my struggle wasn’t enough, people were pushing me as they passed me by. I was being shoved left and right amidst the bustling sidewalks of New York. Feeling fed up, I decided to lean onto a nearby store to regain my balance. What an awful idea it was. Unfortunately, I have miscalculated the distance between me and the store and I ended up leaning on thin air. I tried to right my footing before it was too late but I ended up tripping on my own feet. With a loud oomph I slammed into a passerby. Papers went flying around us as we both fell to the ground.

“Oh my gosh! I am so sorry.” I tried to hurriedly stand up but I ended flat on the ground again. “I didn’t mean to! I was just trying to lean on the wall to regain my balance since it’s the first time to wear heels, and oh my god, it is very hard and painful.”

The person nodded quietly and started gathering the papers. I got to my knees and tried to help. “I was supposed to be looking smart for today’s meeting, but I don’t think it’s been working out so well. I bet I look as smart as a baboon’s butt.” I heard the person chuckle but I went on with my rant, “I also bet that I am a total mess; I don’t how will I meet everyone at work this way. Oh man! They sure will give me an earful of criticism!” I didn’t realize I had been holding on to the few papers I collected while he tried to pull them from my grasp. “Oh, I am so sorry, once again,” I said still holding on to the papers while I got up, “I didn’t realize I was holding on to the documents…it’s not like I’ve read them; I’m just guessing they were documents as your suit looks neat and yeah.” I tugged gently on the lapel of the suit and finally raised my eyes to his face. My eyes probably widened as I saw him for the first time. To cut it short, he was hot! Like smoking salmon hot; or more like hot chili pepper that Indians eat hot! Now I’ll give all the details, I know you want them…I would want them if I was listening to one of my friends telling me such a story. Anyways, he stood a good foot or so taller than me. He had light brown hair styled backwards. His angular, defined jaw was covered with a five o’clock shadow. Bright hazel eyes shone with amusement as a slight smile covered his lips. “I don’t usually talk to strangers as much as I do. God! I’m coming off as talkative! I am not usually the talkative type; I seriously don’t know what is wrong with me today. And whoa, you look handsome,” my eyes widened in shock as he raised both eyebrows, “Did I say that out loud? Oh my god, I said that out loud. I didn’t mean to say that…I don’t mean you’re not handsome, because you’re one hell of a man; I just mean…Ugh! Now I’m coming off as a weird man-gazing half-crazed stalker. That is if I’m not fully crazed. I don’t think I’m making any sense…I should probably get going.” I went to turn around when I felt a tug onto something I’m holding to. With a confused look I looked to my hands and found the stack of papers. With a not so faint blush, I handed him the papers, “I’m sorry again.” I threw my hand behind my shoulder pointing in the opposite direction, “I should probably get going,” I said with a sheepish smile. I turned to leave again, but I was stopped…again. He cleared his throat, “I think you’re forgetting something.” “Um…no, I think I’m,” I turned his way to find him holding my bag. I awkwardly stepped to take it and said, “Thanks. I’ll see you around, not that I know where you are…I’ll just get going.” I took my bag and headed off in the opposite direction before I could embarrass myself any further. As I waited for the subway, I recalled what just happened and face palmed. I took the short ride to the office to compose myself. I was in for a surprise once I entered the meeting room, though. The man I bumped into was standing at the head of the table. “Good morning everyone, before starting today’s meeting, I would like to introduce you to the company’s new CEO…” Well, I wasn’t expecting this. I sat rigidly on the chair once we were told to. “Good morning everyone, I am Nathaniel and I am looking forwards to working with everyone on this team,” he said with a smile on his face. “Mr. Nathaniel, I would like you to meet our best employee, Ms. Felicity Brown.”My boss pointed my way and I wish he hadn’t. Nathaniel’s eyes found mine. They were filled with amusement. Oh this was going to be a long day.

And this, kids, is how I met your father.

A great (and family friendly) writing site is http://www.storybird.com

I might write a story about a girl who was born a princess but all her family died on a ship except her aunt and cousin…she gets taken to an orphanage and everyone else thinks she died too and she gets adopted a few Years later she goes to school and everyone is talking about her…one days she finds out that… oh u want to know well I’ll probs write a story about it on wattpad so u can look for it, it will be called…A princess???

Four new members have a look at couch on top of Crestwood center ship

high school graduation sports activitiestrail Softballand therefore Swimmingbeach ball Tennismales adolescent girls info Field HS HS WrestlingCollege Pro Submit ScoresSubmit

WRIGHT TWP. In all perhaps had to be the most significant reorganization matching presented among Luzerne regional 11 institutions zones, Crestwood school panel swore located in four sign ups compared to the ne member, repairing incumbents which are either of them missing in action unique reelection tenders belonging to the primary or elected to get not to research another phase.

wayne Brogna, Stacey Haddix, Kimberly Spath and thus Lauren McCurdy got been sworn appearing in thursday night. The four bought conducted completely considering that the to produce enhancement community. really earning incumbent from a big part that do survived habitual grievance in past times two very long time came anna Hollock Bibla, which will garnered your ex first four year terms the particular snowboard. you become a member of in 2017 because of profitable an exclusive two year sitting.

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following the meeting, Brogna documented can lone even talk to gain themselves even so that he fully Costello ran into finished loads of dubious ballots the actual game board during the last two growth cycles. he explained he’s talked containing Costello together n’ your own questions that can the pup, but admitted no sign ups may possibly well most try out the us president job, if he or she. so which he wasn safe voting for Costello.

barry Boone is unanimously specified as vice chairman, Maureen McGovern came chosen assistant, and after that Brogna been recently branded as treasurer.

all of the reconstituted block have their first finding for normal establishment votes arrange for Dec. 19, Five days right after the contract over curious law firms in order to post proposals on a structured feasibility study, sense my blackboard can have to be able to merit a legal contract.

Four newbies your day Crestwood their school panel accept the promise of health care office at some stage in thurs reorganization talking. right between lead are actually Stacy Haddix, Kimberly Spath, Lauren McCurdy and as a consequence randy Brogna. 17 public speaking.

while prompt wednesday authorities chairman paul Belusko should become aware of if will probably be at center arena this booked careers class a better or at site of the event thus more people beautiful vietnamese women may easily give priority to.

Belusko proclaimed she will be polling an additional four authorities musicians in email’s over the past weekend on recommendation mayor choose George light brown undertaken especially during tuesday night time seeing replace the to and time production for the.

looking to you can keep them respond back to me made by the following thursday, Belusko considered that Friday.

maybe authorities decides to transfer an appointment it provides a week in order to place and with seating rather than a unique fourth area chambers.

was regarded as thinking that it is recently doing open talking long before the performance visit someplace (home buyers and thus local authority or council) may questionthings just to associated with us transfer to the author’s your job session. which unfortunately whatever i thinking about, Belusko claims.

you will most likely plumbing service in sunday night-time show results demonstrations that when local authority or council could not vote on awaiting the law. comments together with inquires are allowed even though council monday date the general public get togethers. timetabled start.

village owner david Gazenski suggested it authorities call on which direction to start.

over council if that they move this approach to a different store, Gazenski alleged.

nearly as Belusko may reaching out to authorities, so too will white because of main receiving area for the mans professional recommendation.

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Teach Creative Writing In High School With 10 Fun Activities

Creative writing is a meaningful aspect of literature that mandates you to utilize your expertise, ingenuity, and story to depict a critical message, emotion, or plot. It defies the traditional bounds of other forms of writing and is completely subjective to our preferences and experiences. In creative writing, it’s all about imaginativeness!

Using creative imagination and originality to convey feelings and concepts in a unique way is at the heart of creative writing. Simply stated, it’s about infusing your own ‘flair’ into your writing, moving beyond academic or other technical kinds of literature. 

In this post, we will explore the various activities which would be advantageous for a high schooler who wishes to indulge in creative writing!

What Happens When Creative Writing Is Put To Use?

Creative writing is any form of writing that deviates from traditional professional, investigative journalism, educational, or technological forms of literature. It is typically distinguished by emphasizing narrative craft, character development, literary tropes, or various poetic traditions.

Here are the few ways how high schoolers can benefit from creative writing –

1. Imagination

When you write creatively, you expand your imagination by creating new environments, scenarios, and characters. This way, you are also boosting and stretching your imagination, as well as “thinking out of the box.” This allows you to concentrate your energy on many other things and improve your ability to find fresh ideas and alternatives to problems you’re having. Whether you’re a researcher or a businessman, creative writing will increase your imagination and help you think more creatively, and push the boundaries.

2. Empathy and Communications skills

When you create characters, you’ll be constructing emotions, personalities, behaviors, and world views that are distinct from your own. Writers must conceive personalities, emotions, places, and walks of life outside of their own lives while creating universes with fictional characters and settings.

This can give children a good dose of empathy and understanding for those who aren’t like them, who don’t live where they do or go through the same things they do daily. Writers are better equipped to communicate when they have a greater understanding of other points of view. They can come up with creative ways to explain and debate subjects from multiple perspectives. This ability is crucial in both professional and personal situations. 

3. Clarification of Thoughts 

Creating structures in creative writing allows you to organize your impressions and emotions into a logical procedure. You may express both your thoughts and your sentiments through creative writing. For example, if you’re a marketing executive, you could create a short tale in which your clientele reads your promotional emails. You can guess what they’re up to, where they’re seated, what’s around them, and so on.

This enables you to focus on the language and strategies you employ. Alternatively, if you’re a technical writer writing on a new desktop platform, you could create a creative scenario in which a user encounters a problem. 

4. Broadens Vocabulary and gets a better understanding of reading and writing

You’ll learn a larger vocabulary and a better understanding of the mechanics of reading and writing as you begin to practice writing exercises regularly. Even if you’re writing a budget report, you’ll know when rigid grammar standards work and when they don’t, and you’ll know what will make your writing flow better for your readers. Exploring different ways of expressing yourself when writing creatively allows you to extend your vocabulary.

You’ll notice a change in your use and range of language as you improve your writing over time, which will be useful in any professional route and social scenario. You’ll be able to bend and break the rules when you need to, to utilize your voice and make what you’re writing engaging without coming off as an amateur, dull, or inauthentic once you’ve grasped the fundamentals of writing professionally and creatively.

5. Building Self-Belief 

When you write creatively, you’re actively involved in an activity that allows you to fully develop your voice and point of view without being constrained. You have a better chance to investigate and express your feelings about various issues, opinions, ideas, and characters. And you’ll feel more at ease and secure stating your thoughts and perspectives in other things you write as a result of this.

Writers who don’t write creatively may be concerned about appearing authoritative or trustworthy. They accidentally lose their voice and sound like drones spouting statistics by omitting to include their perspective on the topics they’re writing about. As a result, they miss out on using their distinct voice and presenting themselves as an expert with real-world expertise.

Creative Writing Activities That Will Strengthen Your Writing Skills  

Short spurts of spontaneous writing make up creative writing activities. These writing exercises push a writer to tackle a familiar topic in a new way, ranging from one line to a lengthy tale. Short, spontaneous projects are common in creative writing programs, but any writer should make them a regular practice to extend their abilities and learn new tactics to approach a series of stories.

These activities must be performed for ten minutes at a time, several times a week – by creative writers. They’re designed to help you improve your writing abilities, generate fresh story ideas, and become a better writer.

1. Free Writing

Writing is the first and foremost activity that is going to give your creative writing a boost. Start with a blank page and let your stream of thoughts and emotions flow. Then simply begin writing. Don’t pause to think or alter what you’re expressing. This is known as “free writing.” This writing activity is referred to as “morning pages” by Julia Cameron, the author of ‘The Artist’s Way.’ She recommends that authors do this every day when they first wake up. Stream of consciousness writing can provide some intriguing concepts.

Allow your intellect to take the lead as your fingers type. Or write a letter to your younger self.  Consider a topic you’d like to discuss, such as a noteworthy event, and write it down. Give guidance or convey a message that you wish you had heard as a youngster or a young adult.

2. Modify a Storyline – Read

Most of us like to read. However, just reading won’t really help augment your creative writing skills. While reading bestows insight into the deeper meanings of numerous things, you need a more concrete approach to better your aptitude. To do this, you can modify any storyline. Take an episode from a chapter, if you’re feeling brave—from one of your favorite books and recreate it. Write it from the perspective of a different character. Swap out the main character in this exercise to examine how the story may be conveyed differently.

Take Percy Jackson’s thrilling conclusion, for instance, and rework it with Annabeth as the primary character. Another way to approach this creative activity is to keep the primary character but switch viewpoints. Rewrite a scene in the third person if the writer has told a story in the first person. 

3. Add Creative Writing Prompts or Create Flash Fiction

Use writing prompts, often known as narrative starters, to produce writing ideas. A writing prompt is a sentence or short excerpt that a writer uses to start composing a story on the spot. You can look up writing prompts online, pick a sentence out of a magazine at random, or use a brilliant line from a well-known work as the start of your short scene.

Another thing you can do to accentuate your writing is to create flash fiction. Sit down at your desktop or pick up a pen and paper and write a 500-word story on the spur of the moment. This isn’t the same as just writing whatever comes to mind. With no fixed guidelines, free writing generates a stream of consciousness. All of the basic components of a story arc, such as plot, conflict, and character development, are required in flash fiction, albeit in a shortened form.

4. Create a Fictitious Advertisement

Pick a random word from a nearby book or newspaper and create a fictitious commercial for it. Write one ad in a formal, abbreviated newspaper classified format to require you to pay special attention to your word choice to sell the item. Then write one for an online marketplace that allows for longer, more casual text, such as Craigslist. Describe the item and persuade the reader to purchase it in each one.

5. Engage in Conversations 

Engaging in conversations with your friends/family – or simply communicating can help brush up your writing skills. Talk to your loved ones about their hobbies, career, views on societal issues – any suitable topic for that matter. This helps implement others’ points of view and expands your mental ability. Another useful thing that you can do is – make another person’s tale and create it by implementing your own thoughts. Then talk about it in an impeccable manner. Also, talk in complete sentences. This goes to show your Linguistic intelligence proficiency – and helps augment your creative writing skills.

6. Create Your Own Website/Blog

Start your search for blogging. There are a million writing suggestions out there, but they all boil down to the same thing: write. Blogging is excellent writing practice because it gives you a place to write regularly.

To keep your fingers and mind nimble, write a post every day. Like most bloggers, you’ll want to restrict your subject—perhaps you’ll focus on parenting or start a how-to site where you can tell stories from your point of view.

7. Participate in Debates/Extempores  

Participating in debates, extempores – anchoring for your school function, giving a speech, all of these activities help boost your creative spirit. These group events make you understand what other people are envisioning, which in turn helps you generate new ideas, approaches, and methods. Not only do they improve your articulation and research skills, but they also develop critical thinking and emotional control abilities. All of these promote a better creative writing aptitude.

8. Start a YouTube Channel or Podcast 

Starting a YouTube channel or podcast will definitely level up your creative game. YouTube is a never-ending platform, covering myriads of topics. Choose a particular niche for your channel.

Then do your topic research, create content, manage SEO, approach brands, talk to clients and influencers – do all the good stuff. Communicating with other influencers and creating content will take your creative writing skills to another level. Starting a podcast will have a similar impact. 

9. Love them? Say it with your words!

We have many festivals, occasions, birthdays, parties, anniversaries and whatnot! You can employ these special days and boost your creative writing skills. You can make a token of love for them – writing about your feelings. You can also make gift cards, birthday cards, dinner menus, and so on. So let’s say, it’s your mother’s birthday, you can write her a token of love, elucidating your feelings and letting her know what all she’s done for you and that you’re grateful. Do this for all your near and dear ones. This not only spreads positivity and love but helps you develop your creative aptitude.

10. The What-if Game

The What-If game is an incredible way to upgrade your creative abilities. You can play this game with your friends, cousins, relatives, or solo. Here, you need to find links to many interesting hypothetical questions. For instance, what if the sun doesn’t rise for a week? What if there’s no oxygen for one minute? Play it with your peeps, or ask these questions to yourself. It can be anything random but concrete. If you don’t know the answers to the questions, look them up on Google. This way, you’re training your mind to learn new concepts all the while enhancing your visualization process. 

We can conclude that creative writing encourages students to think creatively, use their imaginations, imply alternatives, expand their thinking processes, and improve their problem-solving skills. It also allows the child to express themselves and grow their voice. Besides, it enhances reasoning abilities. The principle behind the creative writing concept is that everyone can gain the qualities that are needed to become a successful writer or, rather become good at writing. Creative writing is all about using language in new and innovative ways.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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the road to inspired learning

Eight Free Creative Writing Lessons

February 17, 2012 by Ami 17 Comments

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

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

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

Creative Writing Lessons for a Homeschool Co-op Class

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

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

Creative Writing Lesson Plans

Creative writing lesson one.

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

Grab lesson one here .

Creative Writing Lesson Two

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

Grab lesson two here.

Creative Writing Lesson Three

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

Grab lesson three here.

Creative Writing Lesson Four

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

Grab lesson four here.

Creative Writing Lesson Five

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

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

Grab lesson five here.

Creative Writing Lesson Six

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

Grab lesson six here.

Creative Writing Lesson Seven

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

Grab lesson seven here.

Creative Writing Lesson Eight

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

Grab lesson eight here .

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

Creative Writing Lessons FAQ

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

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

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

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

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

January 7, 2016 at 1:57 pm

Hi Theresa,

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

[…] Creative Writing Class […]

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16 Meaningful Writing Activities that Engage Students

Looking for writing assignments middle and high school students actually enjoy? Yes! You’re in the right place for exploring relevant, integrated, and visually engaging writing activities.

When most teachers announce a new writing activity, students typically reply with moans, groans, or a sudden onset of stomach flu that requires a pass to the nurse's office  right now . Which is your favorite response when you announce your middle or high school students will have the privilege to do some writing in your class? No teacher wants to bore or overwhelm students. Of course, we want to engage them, but writing is….well…an essential skill.

“Maybe essays are an antiquated practice,” someone recently commented in an online community. As I continued to read, I felt my brows furrow, my heart squeeze.

Effective communication in formal settings is extremely important. Students need to be prepared to identify their opinions, support them with solid evidence, identify counterclaims, synthesize ideas, and do it all in both formal and informal contexts.

While it would certainly be the easy thing to do, we can’t just throw essays out like bell bottom pants. Sometimes, students need to develop some grit. Essays? They help them to develop confidence, to think deeply, to take charge of their learning.

Literary analysis responses and argumentative essays are pillars of the secondary ELA curriculum.

Yet, part of the trick to helping students learn to enjoy writing is to build their confidence and stamina with smaller writing assignments that allow for more flexibility. After all, writing should also be a creative buzz that tugs at students’ emotions and provides them with an authentic audience.

Teachers should never feel like they have to sacrifice helping to cultivate a love for writing because of the demanding nature of more formal, academic writing. We really can live in the best of both worlds.

So, what types of writing activities do most middle and high school students actually enjoy? I’ll share my top 5 categories ( and 16 specific activities! ) of writing lessons that make students smile.

1. REAL-WORLD WRITING

Make writing relevant by connecting it to the real world.

WHY DID YOU GIVE ME A ZERO? I TURNED IN MY PAPER TODAY. PUT IN A GRADE PLEASE. MY PARENTS ARE GROUNDING ME. ALSO, WHAT IS THE EXTRA CREDIT?

Totally over rude, unaddressed student emails? I used to be offended, and then it dawned on me: They just don’t know. Students generally aren’t aware of their tone, let alone how to fix it.

So, I made a fun email etiquette unit to help give students a taste of real-world writing. Here’s what Sarah had to say about this lesson:

“Engaging, but more importantly: this resulted in much better emails from my students.”

2. RELEVANT WRITING

Picture this. Energetic lyrics fill the air as students listen, think critically, and analyze them. Or, students snap a photo of a page from an independent reading book, grinning as they annotate it with gifs, text, emojis, and more.

Spotify and Snapchat are extremely popular apps for students. So, let them channel those passions by creating booksnaps to make connections with a text or or playlists to capture the overarching theme of their year .

Moncada validates the power of tapping into social media for engagement with her review:

“Just what I was looking for to get my students fully engaged. In this era of instagram and snapchat, this tool is going to be a great addition to my lessons! Thanks!”

3. GRAMMAR THAT TRANSFERS TO WRITING

Students: When are we ever going to use this?!

You: Now, we are going to use this now. Because…grammar transfers to writing. That’s why we study it!

Grammar is most meaningful when students can both see and apply grammar lessons in their daily writing. A few of my favorite grammar lessons to teach (because they are interactive and provide multiple, scaffolded learning angles) are commas , prepositional phrases , and sentence types .

And, if you want students to go back and apply grammar to writing they’ve already completed, this free grammar in writing game is perfect for revision sessions!

There’s just something rewarding about working your patootie off, knowing you have learned a challenging skill, and then observing the growth as you apply the skill to something that matters.

4. POETRY Visuals

Reading poetry with students allows us to address several standards. For example, we can analyze complex texts, determine theme, evaluate mood and tone, and assess figurative language.

Unfortunately, the fact that we can address standards doesn’t impress students. So, what can we do to help them enjoy writing poetry or writing in response to it?

One way we can lure them in is by incorporating music and color. Think about tone and mood as being symbolic. What if we put them through a musical equalizer? I use a graphic organizer to help them visualize the mood and tone at different points throughout the text. Because of the color and the visual nature of the organizer, students can see how mood and tone change. Next? They write in response. What causes these fluctuations? How do the literary elements work together and influence one another?

Students DO enjoy poetry-related writing assignments. Try texting couplets (great for practicing rhythm and rhyme!), picture-inspired poetry (visuals are the best), and nonfiction-inspired poetry (because bringing a little creativity to informational texts changes everything).

5. VOCABULARY IN WRITING

The source said the health effects are good. [Sigh]

Tired of reading trite sentences? Helping students to bring life to their word choice in writing is inspiring for all. When I teach word choice lessons using class vocabulary, students experience one of the main reasons we study language. Plus, developing an appreciation for words results in a more curious life that connects to reading and writing.

One of my favorite word choice mini lessons involves bell ringers, word walls, and replacing cliches and colloquialisms with more formal, academic vocabulary.

Plus, you can have students use their vocabulary words in a variety of short creative and informative writing assignments that are not overwhelming for students or teachers but that allow for integration of vocabulary study with writing.

I can 100% relate to what this teacher shared after using these vocabulary in writing activities:

“I love how these activities get the students writing, and isn't that the whole purpose of teaching vocabulary…to ultimately get the students to use the words in their writing? Great activities and my students are enjoying using them.”

Out with the moans, groans, frustration, and suddenly urgent trips to the moon or anywhere outside of the classroom. Meaningful and engaging writing assignments include a dash of real-world, relevant writing opportunities, a pinch of skill transfer, and a sprinkling of creative freedom.

Let’s elevate students’ writing experiences while meeting standards. But, don’t forget to balance tough, academic-style writing with some more flexible options that will engage students and keep them thinking outside the box.

RELATED ARTICLES:

20 ways to engage middle and high school students, 3 high-interest writing assignments, 9 writing activities to use with any shakespeare play , spotlight resource:.

Teach students how to integrate all four sentence structures purposefully in writing with these engaging grammar and writing lessons . Perfect for scaffolding!

ABOUT THE AUTHOR

Melissa is the author of Reading and Writing Haven  and a collaborative blogger on Teachwriting.org . 

A middle and high school English teacher for over a decade now turned instructional coach, Melissa is an avid reader and writer, and she loves sharing ideas and collaborating with fellow educators. Melissa use her degrees in English, Curriculum & Instruction, and Reading as well as her Reading Specialist certification to ponder today’s educational issues while developing resources to help teachers, students, and parents make learning more relevant, meaningful, and engaging.

Visit Melissa on Instagram ,  Facebook , or Twitter  for English teacher camaraderie and practical, engaging teaching ideas.

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The Write Your Memoir Course

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The Classic Storytelling Course

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The 100-Day Book Program

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This transformative online program guides aspiring authors to complete a book in 100 days. It provides daily writing inspiration, weekly lessons, and regular check-ins with a book coach. Participants are motivated by a $100 incentive for meeting deadlines and finishing their book​​​​​​​​​​​​.

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Enchanting Copywriting

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Freelance and Feature Writing

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How to choose an adult creative writing class

Looking to build your writing skillset, learn more about your genre, or finally finish that book you’ve been working on? You’re in the right place. That’s why we built this directory of the best creative writing courses.

However, creative writing classes aren’t one size fit all. If you’re planning to join an adult creative writing class in particular, you’ll want to make sure that it matches what you’re seeking to learn about the genre.

So make sure to consider the following questions when you’re researching adult writing courses:

• Who is the instructor? How many years of experience do they have in writing books?
• Is there something in particular you’d like to learn in a writing class for adults? Does this course include it?
• How long is the course, and where is it taught?
• How much does the adult writing course cost? Does it fit into your budget?

More creative writing resources

Whether you’re a new or established author, there are always evergreen resources out there to how to get a headstart on writing books. 

Free online materials

• Creative Writing Prompts (resource)
• Book Title Generator (resource)
• Character Name Generator (resource)
• Plot Generator (resource)
• How to Write a Novel (blog post)
• How to Edit a Book (blog post)

Recommended books

• For writers in the UK:  Writers' & Artists' Yearbook  
• For writers in the US:  Writer’s Market 2020

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50 creative writing prompts for middle school students.

• September 11, 2023
• 11 min read

Table of Contents:

Why creative writing matters, prompts to explore personal experiences, prompts for imagining fantastic worlds, prompts for exploring emotions, prompts to unleash adventure, prompts for humor and laughter, writing prompts for middle school mystery and suspense section, prompts to reflect on the future, prompts for historical time travel, writing prompts for middle school to target sci-fi and futuristic fantasies, writing prompts for middle school to dive into nature, writing prompts for middle school for alternate realities, are these prompts suitable for both classroom and individual use, creative writing.

Press The Play Button On The Audio To Listen Complete Article!

Middle school is a time of exploration, growth, and boundless imagination. It’s a phase where young minds are eager to express themselves, and what better way to channel this energy than through creative writing? This article explores 50 creative writing prompts for middle school students to worlds of wonder, emotion, and adventure. These prompts stimulate their creativity, boost their writing skills, and encourage them to think beyond the ordinary.

Creative writing holds a significance that extends far beyond the confines of a classroom. It is a form of expression that acts like a mirror reflecting human emotions, similar to what is explored in What are the three main purposes for writing? . It is a powerful medium through which individuals can express their innermost thoughts, emotions, and ideas, allowing them to connect with themselves and the world around them on a deeper level. This art form empowers individuals to unleash their imagination and paint vivid landscapes of words, enabling them to communicate in ways that traditional language often falls short of. For middle school students, creative writing is a journey of exploration and growth, much like the journey described in How to write a good story: A complete process . As they engage with a diverse array of writing prompts for middle school, they embark on a path that enriches their vocabulary, refines their grasp of grammar, and teaches them the invaluable skill of structuring their thoughts coherently and effectively. Through crafting narratives and weaving intricate tales, students learn the art of storytelling, a skill crucial in literature and various aspects of life. Whether it’s penning down a compelling essay, delivering a persuasive speech, or even drafting a well-structured email, the ability to organize ideas compellingly is a trait that serves students well throughout their academic and professional journey. However, the benefits of creative writing go well beyond linguistic and organizational services like book writing services . This form of expression acts as a mirror that reflects the complexities of human emotions. As students immerse themselves in crafting characters, settings, and plotlines, they inherently develop a deep sense of empathy. By stepping into the shoes of diverse characters and exploring the world from various perspectives, students cultivate an understanding of different viewpoints, backgrounds, and experiences. This broadens their worldview and nurtures their ability to relate to and connect with people from all walks of life.

• Discovering a Hidden Door

Imagine stumbling upon a mysterious door in your school that no one else has noticed. Where does it lead, and what adventures await on the other side?

• The Day I Traveled Through Time

You wake up one morning to find yourself in a different period. Describe your experiences and the challenges you face in this unfamiliar era.

• My Conversation with a Talking Animal

While wandering in the woods, you encounter an animal that can communicate with you. Write about your unexpected conversation and the wisdom the animal imparts.

• A Mysterious Message in a Bottle

You discover a message in a bottle washed up on the shore. What does the message say, and how does it change your life?

• Life on a Floating Island

Describe a world where entire civilizations exist on floating islands in the sky. What are the unique challenges and wonders of this airborne realm?

• Journey to the Center of a Candy Planet

You embark on a journey to the core of a planet made entirely of candy. Detail your adventures as you traverse the sugary landscapes.

• The Robot’s Secret Rebellion

In a futuristic city, robots have secretly started rebelling against their human creators. Explore the events leading up to this uprising and the consequences that follow.

• When Magic Came to the Modern World

Magic suddenly becomes real in the present day. How does society change, and how do you adapt to this new magical reality?

• The Joy of Finding a Lost Toy

Revisit a childhood memory of losing a cherished toy and the overwhelming happiness of eventually finding it.

• A Moment of Overcoming Fear

Write about when you faced a fear head-on and emerged stronger and braver on the other side.

• The Bittersweet Farewell

Explore the emotions surrounding a farewell to a close friend moving away. How do you cope with the mixture of joy and sadness?

• An Unexpected Act of Kindness

Describe an instance where a stranger’s small act of kindness profoundly impacts your life and perspective.

• Quest for the Enchanted Crown

Embark on a quest to retrieve a stolen enchanted crown from a treacherous dragon’s lair. Chronicle your epic adventure and the challenges you must overcome.

• Lost in a Haunted Forest

You find yourself lost in a mysterious and haunted forest. Describe your eerie surroundings and the spine-chilling encounters you experience.

• Exploring an Abandoned Space Station

Write about your exploration of a deserted space station, uncovering its secrets and unraveling the mysteries of its past.

• Time-Traveling to Historical Events

Where and when would you go if you could time-travel to any historical event? Describe your experiences and the impact they have on your perspective.

• The Day I Turned into a Vegetable

Imagine waking up one day to find yourself transformed into a vegetable. How do you communicate, and what hilarious misadventures ensue?

• Conversations Between My Pets

Write a humorous dialogue between your pets discussing their daily lives, adventures, and their peculiar perspectives on the world.

• When My Room Became a Miniature Zoo

Describe a scenario where your room suddenly becomes a mini-zoo filled with various animals. How do you manage this unexpected turn of events?

• The Misadventures of Super Socks

Create a quirky superhero story where a pair of socks gains extraordinary powers and embarks on comical crime-fighting escapades.

• The Puzzle of the Whispering Walls

Detail a suspenseful investigation into the strange phenomenon of walls that whisper cryptic messages, leading to an unexpected revelation.

• Footprints in the Forbidden Attic

You discover mysterious footprints leading to the forbidden attic in your house. Write about your daring exploration and the secrets you uncover.

• The Disappearance of the Midnight Carnival

Describe the mysterious disappearance of a beloved carnival that only operates at midnight. What clues do you follow to solve the enigma?

• The Secret Diary of a Famous Explorer

You stumble upon the secret diary of a renowned explorer. Unveil the adventures chronicled within its pages and the hidden truths it holds.

• A Glimpse into Life as an Adult

Imagine yourself as an adult and write about a day in your future life. How have your goals, priorities, and perspectives evolved?

• Inventing a Revolutionary Gadget

Design a revolutionary gadget that changes the world. Describe its features, benefits, and the impact it has on society.

• My First Day on Another Planet

Transport yourself to an alien planet and narrate your experiences on the first day of your interstellar adventure.

• The World After Solving Pollution

Describe a world where pollution has been successfully eliminated. How does this achievement reshape the environment, society, and daily life?

• Prompts for Exploring Friendship

Write about a strong and unbreakable bond between two friends. What challenges have they overcome together, and how has their friendship evolved?

• Adventures of the Dynamic Duo

Create a story about a dynamic duo who embark on thrilling adventures together. What makes their partnership special, and how do they complement each other?

• A Magical Friend from a Book

Imagine a character from a book coming to life and becoming your friend. Describe your magical friendship and the escapades you share.

• Messages in a Bottle Between Pen Pals

Two pen pals communicate through messages sent in bottles across a vast ocean. Write about their unique form of friendship and the stories they share.

• An Interview with a Renaissance Artist

Travel back in time to interview a famous Renaissance artist. Explore their inspirations, struggles, and the impact of their art on the world.

• Surviving the Titanic Disaster

Imagine being a passenger on the Titanic and surviving the tragic sinking. Chronicle your experiences and the lessons you learn from the ordeal.

• Ancient Egypt: Through the Eyes of a Pharaoh

Experience life as an ancient Egyptian pharaoh. Describe the grandeur of your rule, interactions with subjects, and leadership challenges.

• Encountering Dinosaurs in Prehistoric Times

Describe an adventurous journey to prehistoric times, where you encounter dinosaurs and experience the wonders and dangers of the ancient world.

• When Robots Ruled the World

Envision a world where robots have taken over as rulers. Detail the consequences of this robotic regime and the struggles of human resistance.

• Galactic Explorers on a New Frontier

Join a group of galactic explorers as they venture into uncharted space territories. Describe their discoveries, encounters, and the mysteries they unravel.

• The Day I Met an Alien from Mars

Write about the day you encounter a friendly alien from Mars. How do you communicate, and what do you learn from each other?

• Earth 3000: A Utopian Dream or Dystopian Reality?

Transport yourself to the year 3000 and describe the state of the Earth. Is it a romantic paradise or a dystopian nightmare? What led to this outcome?

• Conversations with Forest Creatures

Imagine having conversations with animals in a magical forest. Write about the wisdom they share and the adventures you embark on together.

• My Adventure in the Enchanted Rainforest

Describe your thrilling adventure through an enchanted rainforest with mystical creatures and hidden secrets.

• The Underwater Discovery: Mermaid’s Tale

You discover a hidden underwater world inhabited by mermaids. Chronicle your underwater journey and the interactions you have with these mythical beings.

• Exploring a World Inside a Dewdrop

Write about a micro-adventure inside a dewdrop, where you encounter miniature worlds and experience nature from a new perspective.

• Stepping into a Mirror Universe

Describe an experience where you step into an alternate reality through a mirror. How is this world different from yours, and what challenges do you face?

• The Butterfly Effect: Changing a Single Moment

Explore the butterfly effect concept by narrating a story where changing a single moment in the past has a cascading impact on the present and future.

• My Life as a Fictional Character

Imagine living the life of a fictional character from your favorite book. Describe your experiences as you navigate their world and story.

• When Dreams Became Our Reality

Write about a world where dreams have the power to shape reality. How do people use their dreams to create their lives, and what challenges arise?

• The Ethereal Library

Imagine a mystical library that holds books containing the stories of every possible life you could have lived. Write about a person who stumbles upon this library and can read the book of their alternate life stories.

• The Reality Architect

In a future society, some specialized architects design alternate realities for individuals seeking escape from their own lives. Write about a reality architect and their journey to create the perfect alternate world for a client.

• The Convergence Point

Describe a world where all alternate realities converge at a single point in time. People from different realities can meet and interact for a brief period. Write about the challenges and opportunities that arise during this unique convergence.

The suitability of writing prompts for middle school for classroom and individual use depends on their content and complexity. Prompts encouraging critical thinking, creative expression, and thoughtful discussion can work well in both settings. However, there are a few considerations to keep in mind:

• Ensure that the prompts are clear and easily understandable by individuals and a group of students. Avoid overly complex language or concepts that might be confusing.
• Writing prompts for middle school allow various interpretations, and responses can engage individual learners and groups. This flexibility encourages students to express their unique perspectives.
• Choose interesting and relevant writing prompts for middle school to the target audience, whether in a classroom full of students or individuals working independently. Engaging prompts are more likely to spark enthusiasm and thoughtful responses.
• Prompts that invite discussion and debate can lead to rich and meaningful conversations for classroom use. These prompts should be open-ended and encourage diverse viewpoints.

Middle school is critical for nurturing creativity, similar to the journey detailed in How to launch a book: The ultimate guide for authors , young students’ creativity, and honing writing skills. These 50 creative writing prompts for middle school offer many opportunities to explore diverse themes, emotions, and scenarios while refining their writing abilities. Whether they’re crafting tales of time travel, exploring futuristic realms, or delving into the mysteries of the past, these prompts will ignite the imagination and open new avenues of self-expression for budding writers.

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Creative Writing Unit for High School Students

My creative writing unit for high school students allows for adaptations and for fun! With plenty of creative writing activities, you’ll have flexibility. 

If you are looking for a creative writing unit, I have ideas for you. When I taught middle school, I sprinkled such activities throughout the school year. As a high school teacher, though, I taught an entire creative writing course. With no textbook and very little established activities, I largely worked from a blank slate.

Which. . . turned out well. I love teaching creative writing!

ELA Specific Classes

Older students often can choose electives for their ELA classes, and Creative Writing is a popular class. I’ve condensed my ideas into one post, so I organized the ideas by creative nonfiction and fiction writing and added pictures to organize this information for you.

EDIT: This post about my creative writing unit for high school writers has exploded and is about three times as long as a normal blog post. If you’d like to skip around to get inspiration for teaching creative writing, you can use the pictures and headings as guidance.

ANOTHER NOTE: I attempted to outline the days I spend on each topic, but several factors went into my estimates. First, each class differs in what they enjoy and what they dislike. If a class dislikes a specific topic, we will wrap it up and move on. If a class has fun with an assignment or needs more time to work, the days might vary.

What are the key elements of a creative writing unit?

Key elements of a creative writing unit include introducing different writing genres, teaching basic writing techniques, encouraging imagination and creativity, providing writing prompts and exercises, offering constructive feedback and revision opportunities, and fostering a supportive writing community.

How can we organize such activities?

Starting with creative nonfiction has worked for my classes, small pieces like paragraphs. I believe the success is because young writers can write what they know about. Then we can switch to fiction for the second quarter. Again, the days spent on each assignment varies, and I honestly do not stress about creative nonfiction being nine weeks and fiction being nine weeks.

All of the material listed below is in my newly updated Creative Writing Bundle . The pieces are sold separately, but that creative writing unit includes bonus material and a discount.

Ok, settle in! Here are my ideas about teaching creative writing with high school students.

First Week of School for a Creative Writing Unit

The first day of school , we complete activities that build awareness into the classroom environment about “creativity.” Do not shy away from setting a foundation of support and understanding as you engage with young writers. During my first creative writing classes, I neglected to spend time establishing expectations and community. The following semester, the time invested early paid off with engaged students later.

Those first days, we also discuss:

• Published vs. private writing. I tell writers they may share whatever they like with me and the class. As a community of writers, we will share with each other. Most of our writing will be public, but some will be private.
• A community of writers. Writing and sharing ideas requires maturity and acceptance. Not everyone will agree is largely my motto (about negotiables, not human rights), and I stress with students that they may read and provide feedback with topics in which they do not agree.
• Routines. Writers write. That sentence might sound silly, but some people believe that humans are born with a skill to write or they are not. Writing well takes practice. The practice can be short and unconnected to a larger product. I typically begin each week with a quick writing prompt , and we share our responses, which of course, builds that community of writers.

Whatever you are teaching—a creative writing unit or a creative writing class—spend some time establishing your expectations and goals with your students. Laying a foundation is never a waste of time! In fact, I believe so much in the power of the first week of a creative writing class that I have a blog post devoted to the concept.

Time: 2-3 days

First weeks: creative nonfiction

Creative nonfiction seems to be the genre of our time. Memoirs, essays, and hermit-crab essays flood bookstores and journals.

When students read captions on social media, profiles of their favorite artists, or long Threads, they are reading creative nonfiction. Not only should students be able to dissect this form of writing, but they should also be able to write in our society’s preferred genre.

Below, I’ve outlined creative nonfiction activities that work with teenagers.

Nonfiction Narrative Writing

Writing narratives (and meeting those standards) are trickier with older students. As a teacher, I struggle: Students will often tell me deep, meaningful, and personal parts of their lives, and I am supposed to grade those writings!

When students write a narrative , I address this situation immediately. Share with writers that their narrative ideas are strong (I believe that to be the truth!), and that in no way are we grading their ideas. Rather, we want their excellent narratives to be communicated in the best light; therefore, we will provide guidance about the structures of narrative writing.

The topic for a nonfiction narrative varies. Often, students write about themselves as learners or as community members. Framing students in a positive way allows them to explore their strengths in life and to build confidence as writers.

Time: 7-9 days

Object Essay

An object essay might sound like a “blah” type of assignment, but the simplicity allows students to push past their normal experiences. An object essay is simple, so they can experiment with their writing.

What object? I have assigned this essay several ways. For instance, I have brought in a very plain object (like a rock) and had students explain it. I like this approach because students can work together to discover the best descriptions.

Another way, my preferred way, is to allow students to choose the object. Students write about a coffee cup, water bottle, car keys, or bus pass. When students choose, the essays are richer with meaning.

Neither approach disappoints me, though! With a plain object, students must stretch themselves to be creative. Judge what your class needs and get students writing!

Time: 3-4 days

How-to Paper

No, not a “how to make a peanut butter and jelly sandwich” paper. A fun and meaningful how-to paper can encourage classes as they see themselves as experts.

What I like about a how-to paper is students get to be the expert in their paper. Finding a used vehicle to buy? Shopping for a formal event? Saving money? Cleaning a closet? Selling at consignment stores? Each writer has an area in which they shine, and a how-to paper allows them to share their knowledge with others. They write about “behind the scenes” or little known secrets.

Of all the creative writing activities, I assign the how-to paper early. It builds confidence in young writers.

Time: 5 days

Sell this Apple

Why an apple? When I wanted students to creatively sell something, I searched for something they could all have in common but sell in different ways. I wanted classes to have one object but to witness the multiple approaches for advertising. Apples (which I could also afford to bring to class) fit nicely.

What do students sell when they “sell an apple”?

• Dips for apples.
• Apples for preschool snacks.
• Charcuterie apple boards.
• Apple crisp.
• Red and green apple rainbows.

Basically, students can create a marketing plan for multiple age groups and other demographics. For instance, they can write a blog post about safety in cutting pieces for young children (and complete some research in the process). They can then “promote” a local apple orchard or fruit stand.

Another advertisement is an apple pie recipe for a Thanksgiving brochure for a supermarket.

When I gave students something simple, like an apple, they ran with the idea. Then, we can share our ideas for selling apples.

A profile is difficult to write, so this assignment is normally my last assignment of the quarter. Before we switch to writing fiction, we apply all our concepts learned to writing a profile.

Profiles are more than summaries of the person. Writers must take an angle and articulate the person’s traits utilizing Showing vs. Telling. Of all creative writing assignments, the profile, might be the most difficult. I place it in the middle of the semester so that writers understand our goals in class but are not tired from the end of the semester.

Time: 10-12 days

Final weeks: fiction

Fantasy, historical fiction, mystery, romance: Students consume a variety of fiction via books, movies, and shows. Fictional creative writing activities invite young writers into worlds they already consume.

Below, I’ve outlined some that work with teenagers.

Alternative Point-of-View

Grab some googly eyes or some construction paper and send students loose. (A few guidelines help. Should students remove the googly eyes from the principal’s office door?) Have them adhere the eyes to an inanimate object to make a “being” who learns a lesson. They should snap a picture and write a quick story about the learned lesson.

What type of lesson? Perhaps an apple with a bruise learns that it still has value and is loved with blemishes. Maybe a fire extinguisher realizes that its purpose is important even if it isn’t fancy.

Honestly, the creativity with the googly eyes adhered to inanimate objects is so simple, but it always is my favorite event of the semester. I officially call it the “ alternative point-of-view ” activity, but “googly eyes” is how my writers remember it.

Time: 2 days

Create a Superhero with a Template

A superhero does not need to wear a cape or fancy shoes. Rather, in this creative writing activity, students build a superhero from a normal individual. When I created the activity, I envisioned students writing about a librarian or volunteer, but students often write about a grandparent (adorable).

Since students enjoy graphic novels, I wanted students to experience making a graphic novel. The colorful sheets allow students to add their ideas and words to pages that fit their messages.

After students create a comic book, they will also write a brief marketing campaign for a target audience. Learning about who would buy their graphic novel typically leads them to parents and librarians which should lead students to discover the importance of reading. The advertising campaign additionally serves as a reflective component for the initial activity.

Product Review

Product reviews and question/answer sections are a genre all their own. SO! Have students write reviews and questions/answers for goofy products . Students will find a product and write several reviews and questions/answers.

This quick activity lends itself to extension activities. Once, a teacher emailed me and said her school bought some of the goofy products for a sort of “sharing” day with the school. Since students have access to pictures of the item, you can make a “catalog” for the class out of a Canva presentation and share it with them and your colleagues.

Here are a few examples:

• Banana slicer .
• Horse head .
• Wolf shirt.

Aside from the alternative point-of-view activity, the product reviews remain my personal favorite part of a creative writing unit. Writers find random products and write goofy workups that they share with the class.

Time: 3 days

Character Creation

Creating a well-rounded and interesting character requires prep work. The brainstorming part of the writing process, the pre-writing? We spend lots of time in that area as we create fleshed out characters.

I like to start with a multiple-choice activity. We begin my imagining the main character. Next, students take a “quiz” as the character. How does the character eat? What sort of movies does the character enjoy? hate? After the multiple-choice activity, they can derive what those pieces explain about their characters. Finally, they can begin to brainstorm how those pieces will develop in their story.

Flash Fiction

Flash fiction is a simple, short story. Writers might cheer when they hear I expect a 300-word story, but often, they discover it is a challenging assignment from class. A large part of a creative writing unit is giving students a variety of lengths so they can practice their skills under different circumstances.

Historical Fiction

Historical fiction is a popular genre, and classes are familiar with many popular historical fiction books. I find it helpful to have several books displayed to inspire students. Additionally, I read from the books to demonstrate dialogue, pacing, theme, and more.

Since my historical fiction activity takes at least two weeks to accomplish, we work on that tough standard for narrative writing. To that end, these activities target the hardest components:

• Pacing within a narrative.
• Developing a theme .
• Building imagery .
• Creating external conflicts in a story.
• Establishing a setting .

First, I used pictures to inspire students, to get them brainstorming. Second, I created those activities to solve a problem that all writers (no matter the age!) have: Telling vs. Showing. I found that my writers would add dialogue that was heavy on explanation, too “world building” for their narrative. The story sounded forced, so I took a step back with them and introduced mini-activities for practicing those skills.

Third, the above creative writing activities can EASILY be assignments independently for short and fun assignments. I teach them with historical fiction because that activity is at the end of the semester when my expectations are higher, and because students enjoy writing historical fiction so they are invested.

But! You can easily add them to another narrative activity.

Time: 10-12 days 

A clean tabloid! Tabloids are largely replaced by online social sharing creators, so they are fun to review with students. Students might not be familiar with tabloids at the grocery store checkout, but they are familiar with catchy headlines. They will be completely ready to write a tabloid !

To ensure a clean tabloid, I ask students to write about a children’s show, something scandalous happening from a cartoon. The results are hysterical.

Time: 4 days

Children’s Book

I have two introductory activities for the children’s book. One, students answer questions about a mentor text (another children’s book). Two, students evaluate the language of a specific book to start them in their brainstorming.

My students write their children’s book as a final activity in class as it requires all the elements of creative writing. When a school requires me to give a final exam, students write a reflection piece on their children’s books. If you are looking for a finale for your creative writing unit, a children’s book is a satisfying ending as students have a memorable piece.

Time 10-12 weeks

Final note on creative writing activities and bundle

I intended for this post to inspire you and give you ideas for teaching either a creative writing unit or a creative writing class in ELA. My first time through teaching creative writing, I worried that my lessons would flop and that students would not find their groove with me. I found success, but with modifications, I formed a cohesive semester.

The first time through, I did not frontload information and expectations. (Spending time at the start of class is my biggest message! Please establish groundwork with students!) I also did not provide concrete enough guidelines so students understood the differences between the assignments. After a few semesters, I developed my creative writing unit . With a variety of activities and an appropriate amount of structure, I found success, and I hope you do too.

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creative writing creative writing activities

18 Creative writing exercises

A selection of fun creative writing exercises that can be completed solo, or with a group. The exercises are designed to inspire you to come up with story ideas and learn specific writing techniques.

Writing Retreat in South France

I run a  Creative Writing Meetup  for adults and teens in Montpellier or online every week. We start with a 5 to 20 minute exercise, followed by an hour and a half of silent writing, during which each participant focuses on their own project. Every exercise listed below has been run with the group and had any kinks ironed out.  Where the exercises specify a number of people, if you have a larger group, simply split everyone up into smaller groups as appropriate.

The solo exercises are ideal to help stimulate your mind before working on a larger project, to overcome writer’s block, or as stand-alone prompts in their own right. If a solo exercise inspires you and you wish to use it with a larger group, give every member ten minutes to complete the exercise, then ask anyone who wishes to share their work to do so in groups of 3 or 4 afterwards.

Looking for something more to fire your imagination? Check out these writing games and  creative writing prompts for adults

A note on running exercises remotely

While you can enjoy the exercises solo, they are also designed for online writing groups using Zoom, WhatsApp, or Discord.

If you're running a group and follow a ' Shut Up and Write ' structure, I recommend connecting on WhatsApp (for example) first, doing the exercise together, sharing writing samples as needed. Next, write in silence for an hour and a half on your own projects, before reconnecting for a brief informal chat at the end. This works great with small remote groups and is a way to learn new techniques, gain online support, and have a productive session.

If you have a larger online group, it's worth looking into Zoom, as this has a feature called  Breakout Rooms . Breakout Rooms let you split different writers into separate rooms, which is great for group activities. The free version of Zoom has a 40 minute limit, which can be restrictive, but Zoom Pro is well worth it if you're going to use it on a regular basis. In my experience, Zoom has a better connection than Facebook chat or WhatsApp.

Focus on faces

Solo exercise.

One challenge writers face is describing a character. A common mistake is to focus too much on the physical features, e.g. "She had brown eyes, curly brown hair and was five foot six inches tall."

The problem with this is it doesn't reveal anything about the character's personality, or the relationship between your protagonist and the character. Your reader is therefore likely to quickly forget what someone looks like.  When describing characters, it's therefore best to:

Here are three examples of character descriptions that leave no doubt how the protagonist feels.

“If girls could spit venom, it'd be through their eyes.” S.D. Lawendowski,  Snapped

"And Ronan was everything that was left: molten eyes and a smile made for war." Maggie Stiefvater,  The Dream Thieves

"His mouth was such a post office of a mouth that he had a mechanical appearance of smiling." Charles Dickens

Spend 5 minutes writing a character introduction that is animated, uses metaphors or similes and involves your protagonist.

If working with a group, then form small groups of 3 or 4 and share your description with the rest of the group.

• Animate them - it's rare that someone's sitting for a portrait when your protagonist first meets them and whether they're talking or walking, it's likely that they're moving in some way.
• Use metaphors or similes  - comparing physical features to emotionally charged items conjures both an image and a sense of who someone is.
• Involve your protagonist  - if your protagonist is interacting with a character, make it personal.  How does your protagonist view this person?  Incorporate the description as part of the description.
• Only give information your protagonist knows  - they may know if someone is an adult, or a teenager, but they won't know that someone is 37 years old, for example.

Onomatopeai, rhyme and alliteration

Today's session is all about sound.

Several authors recommend reading your writing out loud after you've written it to be sure it sounds natural.   Philip Pullman  even goes as far as to say:

"When I’m writing, I’m more conscious of the sound, actually, than the meaning. I know what the rhythm of the sentence is going to be before I know what the words are going to be in it."

For today's exercise, choose the name of a song and write for 10 minutes as if that's the title for a short story. Focus on how your writing sounds and aim to include at least one onomatopoeia, rhyme or alliteration.  At the end of the 10 minutes, read it out loud to yourself, or to the group.

Alliterations

An alliteration example from Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”

The fair breeze blew, the white foam flew, The furrow followed free; We were the first that ever burst Into that silent sea.

Onomatopoeias

Buzz, woof, quack, baa, crash, purr, beep, belch,...

A question or two

Small or large groups

The standard format in our group is a short writing exercise followed by an hour and a half of silent writing on our projects.

At one point I felt like we'd done a lot of small group exercises, and wanted to gain an insight into what everyone was working on, so we did the following exercise instead:

Go round the table and ask everyone to briefly talk about their writing.  Each person then asks one or two yes/no questions.

Everyone responds either by raising their hand for 'yes' or shaking their heads for 'no'. You can also leap up and down to indicate a very strong 'yes'.

Questions can be about anything, and you can use them either to help guide your writing or to help find other people in the group who have similar interests.

Here are some random examples you might ask:

This works best when you give participants some advance notice, so they have time to think of a question.

• I want to write a romance novel and am considering setting it in Paris, a traditional romantic setting, or Liverpool which is a less obvious setting. Who thinks Liverpool would be best?
• I need to know more about the life of a farmer. Has anyone got farming experience who I can interview in exchange for a drink?
• My character gets fired and that night goes back to his office and steals 35 computers. Does that sound realistic as the premise of a story?

How to hint at romantic feelings

Write a scene with two people in a group, where you hint that one is romantically interested in the other, but the feelings aren’t reciprocated.

The goal of this exercise is to practice subtlety. Imagine you are setting a scene for the future where the characters feelings will become more important. Choose a situation like a work conference, meeting with a group of friends, etc. How do you indicate how the characters feel without them saying it in words?

Some tips for hinting at romantic feelings:

• Make the characters nervous and shy.
• Your protagonist leans forward.
• Asks deeper questions and listens intently.
• Finds ways to be close together.
• Mirrors their gestures.
• Gives lots of compliments.
• Makes eye contact, then looks away.
• Other people seem invisible to your protagonist.

A novel idea

Take it in turns to tell everyone else about a current project you’re working on (a book, screenplay, short story, etc.)

The other writers then brainstorm ideas for related stories you could write, or directions your project could take.  There are no right or wrong suggestions and the intention is to focus on big concepts, not little details.

This whole exercise takes around 15 minutes.

Creative writing prompts

Exercise for groups of 3-5

If you're in larger group, split up into groups of 3 or 4 people.

Everyone writes the first line of a story in the Zoom chat, or on paper. Other people can then choose this line as a writing prompt.

For this exercise:

Once everyone's written a prompt, each author chooses a prompt (preferably someone eles's, but it can be your own if you feel really inspired by it.)  Then write for 10 minutes using this prompt. See if you can reveal who the protagonist is, what their motivation is (it can be a small motivation for a particular scene, it doesn't have to be a huge life goal), and introduce at least one new character.

Take turns reading out your stories to each other.

• Say who the protagonist is.
• Reveal their motivation.
• Introduce any other characters
• Write in the first person.
• Have the protagonist interacting with an object or something in nature.
• The challenge is to create intrigue that makes the reader want to know more with just a single line.

Alternative Christmas Story

Every Christmas adults tell kids stories about Santa Claus. In this exercise you write a Christmas story from an alternative dimension.

What if every Christmas Santa didn't fly around the world delivering presents on his sleigh pulled by reindeer? What if gnomes or aliens delivered the presents? Or perhaps it was the gnomes who are trying to emulate the humans? Or some other Christmas tradition entirely that we humans have never heard of!

Group writing exercise

If you're working with a group, give everyone a couple of minutes to write two possible themes for the new Christmas story. Each theme should be 5 words or less.

Shuffle the paper and distribute them at random. If you're working online, everyone types the themes into the Zoom or group chat. Each writer then spends 10 minutes writing a short story for children based on one of the two themes, or their own theme if they really want to.

If working alone, choose your own theme and spend 15 minutes writing a short story on it. See if you can create the magic of Christmas from another world!

Murder Mystery Mind Map

In a murder mystery story or courtroom drama, there's often conflicting information and lots of links between characters. A mind map is an ideal way to illustrate how everything ties together.

Split into groups of 3 or 4 people each and place a blank piece of A3 paper (double the size of A4) in the middle of each group. Discuss between you who the victim is and write their name in the middle of the piece of paper. Then brainstorm information about the murder, for example:

Feel free to expand out from any of these, e.g. to include more information on the different characters involved.

The idea is that  everyone writes at the same time!   Obviously, you can discuss ideas, but anyone can dive in and write their ideas on the mind map.

• Who was the victim? (job, appearance, hobbies, etc.)
• Who did the victim know?
• What were their possible motivations?
• What was the murder weapon?
• What locations are significant to the plot?

New Year’s resolutions for a fictional character

If you’re writing a piece of fiction, ask yourself how your protagonist would react to an everyday situation. This can help you to gain a deeper insight into who they are.

One way to do this is to imagine what their New Year’s resolutions would be.

If completing this exercise with a group, limit it to 3 to 5 resolutions per person. If some participants are historical fiction or non-fiction writers, they instead pick a celebrity and either write what their resolutions  will  be, or what their resolutions  should  be, their choice.

Verb Noun Fiction Exercise (Inspired by Stephen King)

Stephen King said, "I believe the road to hell is paved with adverbs, and I will shout it from the rooftops."

He also said, "Take any noun, put it with any verb, and you have a sentence. It never fails. Rocks explode. Jane transmits. Mountains float. These are all perfect sentences. Many such thoughts make little rational sense, but even the stranger ones (Plums deify!) have a kind of poetic weight that’s nice."

In this fiction writing exercise, start by brainstorming (either individually or collectively) seven verbs on seven different pieces of paper. Put those aside for later. Now brainstorm seven nouns. Randomly match the nouns and verbs so you have seven pairs. Choose a pair and write a piece of fiction for ten minutes. Avoid using any adverbs.

It’s the end of the world

It’s the end of the world!  For 5 minutes either:

If working as a team, then after the 5 minutes is up each writer reads their description out to the other participants.

• Describe how the world’s going to end, creating evocative images using similes or metaphors as you wish and tell the story from a global perspective, or
• Describe how you spend your final day before the world is destroyed.  Combine emotion and action to engage the reader.

7 Editing Exercises

For use after your first draft

I’ve listened to a lot of masterclasses on writing by successful authors and they all say variants of your first draft won’t be good and that’s fine. Terry Pratchett and Neil Gaiman summarise it the best:

“The first draft is just you telling yourself the story.”  

Terry Pratchett

“For me, it’s always been a process of trying to convince myself that what I’m doing in a first draft isn’t important. One way you get through the wall is by convincing yourself that it doesn’t matter. No one is ever going to see your first draft. Nobody cares about your first draft. And that’s the thing that you may be agonising over, but honestly, whatever you’re doing can be fixed… For now, just get the words out. Get the story down however you can get it down, then fix it.”

Neil Gaiman

Once you’ve written your first draft, it will need editing to develop the plot, enhance the characters, and improve each scene in a myriad of ways – small and large. These seven creative editing exercises are designed to help with this stage of the process.

The First Sentence

Read the first paragraph of the novel, in particular the first sentence. Does it launch the reader straight into the action? According to  On Writing and Worldbuilding  by Timothy Hickson,  “The most persuasive opening lines are succinct, and not superfluous. To do this, it is often effective to limit it to a single central idea… This does not need to be the most important element, but it should be a central element that is interesting.” Ask yourself what element your opening sentence encapsulates and whether it’s the best one to capture your readers’ attention.

Consistency

Consistency is crucial in creative writing, whether it’s in relation to location, objects, or people.

It’s also crucial for personality, emotions and motivation.

Look at scenes where your protagonist makes an important decision. Are their motivations clear? Do any scenes force them to choose between two conflicting morals? If so, do you explore this? Do their emotions fit with what’s happened in previous scenes?

As you edit your manuscript, keep the characters’ personality, emotions and motivation in mind. If their behaviour is inconsistent, either edit it for consistency, or have someone comment on their strange behaviour or be surprised by it. Inconsistent behaviour can reveal that a character is keeping a secret, or is under stress, so characters don’t always need to be consistent. But when they’re not, there has to be a reason.  

Show Don’t Tell One

This exercise is the first in  The Emotional Craft of Fiction  by Donald Maass. It’s a writing guide with a plethora of editing exercises designed to help you reenergize your writing by thinking of what your character is feeling, and giving you the tools to make your reader feel something.  

• Select a moment in your story when your protagonist is moved, unsettled, or disturbed… Write down all the emotions inherent in this moment, both obvious and hidden.
• Next, considering what he is feeling, write down how your protagonist can act out. What is the biggest thing your protagonist can do? What would be explosive, out of bounds, or offensive? What would be symbolic? … Go sideways, underneath, or ahead. How can your protagonist show us a feeling we don’t expect to see?
• Finally, go back and delete all the emotions you wrote down at the beginning of this exercise. Let actions and spoken words do the work. Do they feel too big, dangerous, or over-the-top? Use them anyway. Others will tell you if you’ve gone too far, but more likely, you haven’t gone far enough.

Show Don’t Tell Two

Search for the following words in your book:

Whenever these words occur, ask yourself if you can demonstrate how your characters feel, rather than simply stating it. For each occasion, can you use physiological descriptors (a racing heart), actions (taking a step backwards) or dialogue to express what’s just happened instead? Will this enhance the scene and engage the reader more?

After The Action

Find a scene where your characters disagree – in particular a scene where your protagonist argues with friends or allies. What happens next?

It can be tempting to wrap up the action with a quick resolution. But what if a resentment lingers and mistrust builds? This creates a more interesting story arc and means a resolution can occur later, giving the character development a real dynamic.

Review how you resolve the action and see if you can stretch out the emotions for a more satisfying read.

Eliminating the Fluff

Ensure that the words used don’t detract from the enormity of the events your character is going through. Can you delete words like, “Quite”, “Little”, or “Rather”? 

Of “Very” Florence King once wrote: “ 'Very' is the most useless word in the English language and can always come out. More than useless, it is treacherous because it invariably weakens what it is intended to strengthen .” Delete it, or replace the word after it with a stronger word, which makes “Very” redundant.

“That,” is another common word used in creative writing which can often be deleted. Read a sentence as is, then reread it as if you deleted, “That”. If the meaning is the same, delete it.

Chapter Endings

When talking about chapter endings, James Patterson said,  “At the end, something has to propel you into the next chapter.”

Read how each of your chapters finish and ask yourself does it either:

• End on a cliff hanger? (R.L. Stine likes to finish every chapter in this method).
• End on a natural pause (for example, you’re changing point of view or location).

Review how you wrap up each of your chapters. Do you end at the best point in your story? Can you add anticipation to cliff hangers? Will you leave your readers wanting more?

How to run the writing exercises

The editing exercises are designed to be completed individually.

With the others, I've always run them as part of a creative writing group, where there's no teacher and we're all equal participants, therefore I keep any 'teaching' aspect to a minimum, preferring them to be prompts to generate ideas before everyone settles down to do the silent writing. We've recently gone online and if you run a group yourself, whether online or in person, you're welcome to use these exercises for free!

The times given are suggestions only and I normally get a feel for how everyone's doing when time's up and if it's obvious that everyone's still in the middle of a discussion, then I give them longer.  Where one group's in the middle of a discussion, but everyone else has finished, I sometimes have a 'soft start' to the silent writing, and say, "We're about to start the hour and a half of silent writing now, but if you're in the middle of a discussion, feel free to finish it first".

This way everyone gets to complete the discussion, but no-one's waiting for ages.  It's also important to emphasise that there's no wrong answers when being creative.

Still looking for more? Check out our:

Writing games for adults

Creative writing prompts  and our dedicated

Sci-Fi and Fantasy creative writing prompts

If you've enjoyed these creative writing exercises, please share them on social media, or link to them from your blog.

Creative writing games

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Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10:00 – 10:50 in Yeager Hall Addition 231

S11: MWF at 12:00 – 12:50 in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes, and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11:00 a.m. - 12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender, and Sexuality Studies

TuTh 11:00 a.m.-12:15 p.m.

As an introduction to Women, Gender, and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality, and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1:00-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction, and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

TuTh 12:30-1:45 p.m.

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8:00-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11:00-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick, and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2:00-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3:00-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3:00-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50 th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound, and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

Tu Th 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films, and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will includeTheories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction, engl 592.s01: the vietnam war in literature and film, engl 704.s01 introduction to graduate studies.

Thursdays 3:00-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.