here is a lesson in creative writing

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Kurt Vonnegut’s Greatest Writing Advice

"literature should not disappear up its own asshole," and other craft imperatives.

Today, if you can believe it, makes it ten years since we lost one of the greatest American writers—and, no matter how he tried to deny it, one of the greatest writing teachers. Certainly one of the greatest writing advice list-makers, at any rate. Vonnegut’s many thoughts on writing have been widely shared, taught, studied and adapted (designer Maya Eilam’s infographic-ized version of his “shapes of stories” lecture springs vividly to mind) because his advice tends to be straightforward, generous, and (most importantly) right .

Plus, it’s no-nonsense advice with a little bit of nonsense. Like his books, really. Find some of Vonnegut’s greatest writing advice, plucked from interviews, essays, and elsewhere, below—but first, find some of Vonnegut’s greatest life advice right here: “I tell you, we are here on Earth to fart around, and don’t let anybody tell you different.” Okay, proceed.

On proper punctuation:

Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you’ve been to college. (From A Man Without a Country )

On having other interests:

I think it can be tremendously refreshing if a creator of literature has something on his mind other than the history of literature so far. Literature should not disappear up its own asshole, so to speak. (From “an interview conducted with himself, by himself,” for The Paris Review )

On the value of writing:

If you want to really hurt your parents, and you don’t have the nerve to be gay, the least you can do is go into the arts. I’m not kidding. The arts are not a way to make a living. They are a very human way of making life more bearable. Practicing an art, no matter how well or badly, is a way to make your soul grow, for heaven’s sake. Sing in the shower. Dance to the radio. Tell stories. Write a poem to a friend, even a lousy poem. Do it as well as you possible can. You will get an enormous reward. You will have created something. (From A Man Without a Country )

On the theory of teaching creative writing:

I don’t have the will to teach anymore. I only know the theory… It was stated by Paul Engle—the founder of the Writers Workshop at Iowa. He told me that, if the workshop ever got a building of its own, these words should be inscribed over the entrance: “Don’t take it all so seriously.” (From “an interview conducted with himself, by himself,” for The Paris Review )

I guarantee you that no modern story scheme, even plotlessness, will give a reader genuine satisfaction, unless one of those old-fashioned plots is smuggled in somewhere. I don’t praise plots as accurate representations of life, but as ways to keep readers reading. When I used to teach creative writing, I would tell the students to make their characters want something right away—even if it’s only a glass of water. Characters paralyzed by the meaninglessness of modern life still have to drink water from time to time. One of my students wrote a story about a nun who got a piece of dental floss stuck between her lower left molars, and who couldn’t get it out all day long. I thought that was wonderful. The story dealt with issues a lot more important than dental floss, but what kept readers going was anxiety about when the dental floss would finally be removed. Nobody could read that story without fishing around in his mouth with a finger. Now, there’s an admirable practical joke for you. When you exclude plot, when you exclude anyone’s wanting anything, you exclude the reader, which is a mean-spirited thing to do. You can also exclude the reader by not telling him immediately where the story is taking place, and who the people are [and what they want].

And you can put him to sleep by never having characters confront each other. Students like to say that they stage no confrontations because people avoid confrontations in modern life. “Modern life is so lonely,” they say. This is laziness. It’s the writer’s job to stage confrontations, so the characters will say surprising and revealing things, and educate and entertain us all. If a writer can’t or won’t do that, he should withdraw from the trade. (From “an interview conducted with himself, by himself,” for The Paris Review )

On not selling anything:

I used to teach a writer’s workshop at the University of Iowa back in the 1960s, and I would say at the start of every semester, “The role model for this course is Vincent van Gogh—who sold two paintings to his brother.” (Laughs.) I just sit and wait to see what’s inside me, and that’s the case for writing or for drawing, and then out it comes. There are times when nothing comes. James Brooks, the fine abstract-expressionist, I asked him what painting was like for him, and he said, “I put the first stroke on the canvas and then the canvas has to do half the work.” That’s how serious painters are. They’re waiting for the canvas to do half the work. (Laughs.) Come on. Wake up. (From The Last Interview )

On love in fiction:

So much of what happens in storytelling is mechanical, has to do with the technical problems of how to make a story work. Cowboy stories and policeman stories end in shoot-outs, for example, because shoot-outs are the most reliable mechanisms for making such stories end. There is nothing like death to say what is always such an artificial thing to say: “The end.” I try to keep deep love out of my stories because, once that particular subject comes up, it is almost impossible to talk about anything else. Readers don’t want to hear about anything else. They go gaga about love. If a lover in a story wins his true love, that’s the end of the tale, even if World War III is about to begin, and the sky is black with flying saucers. (From “an interview conducted with himself, by himself,” for The Paris Review )

On a good work schedule:

I get up at 7:30 and work four hours a day. Nine to twelve in the morning, five to six in the evening. Businessmen would achieve better results if they studied human metabolism. No one works well eight hours a day. No one ought to work more than four hours. (From an interview with Robert Taylor in Boston Globe Magazine , 1969)

On “how to write with style,” aka List #1:

1. Find a subject you care about Find a subject you care about and which you in your heart feel others should care about. It is this genuine caring, and not your games with language, which will be the most compelling and seductive element in your style.

I am not urging you to write a novel, by the way—although I would not be sorry if you wrote one, provided you genuinely cared about something. A petition to the mayor about a pothole in front of your house or a love letter to the girl next door will do.

2. Do not ramble, though I won’t ramble on about that.

3. Keep it simple As for your use of language: Remember that two great masters of language, William Shakespeare and James Joyce, wrote sentences which were almost childlike when their subjects were most profound. “To be or not to be?” asks Shakespeare’s Hamlet. The longest word is three letters long. Joyce, when he was frisky, could put together a sentence as intricate and as glittering as a necklace for Cleopatra, but my favorite sentence in his short story “Eveline” is this one: “She was tired.” At that point in the story, no other words could break the heart of a reader as those three words do.

Simplicity of language is not only reputable, but perhaps even sacred. The Bible opens with a sentence well within the writing skills of a lively fourteen-year-old: “In the beginning God created the heaven and the earth.”

4. Have guts to cut It may be that you, too, are capable of making necklaces for Cleopatra, so to speak. But your eloquence should be the servant of the ideas in your head. Your rule might be this: If a sentence, no matter how excellent, does not illuminate your subject in some new and useful way, scratch it out.

5. Sound like yourself The writing style which is most natural for you is bound to echo the speech you heard when a child. English was Conrad’s third language, and much that seems piquant in his use of English was no doubt colored by his first language, which was Polish. And lucky indeed is the writer who has grown up in Ireland, for the English spoken there is so amusing and musical. I myself grew up in Indianapolis, where common speech sounds like a band saw cutting galvanized tin, and employs a vocabulary as unornamental as a monkey wrench.

In some of the more remote hollows of Appalachia, children still grow up hearing songs and locutions of Elizabethan times. Yes, and many Americans grow up hearing a language other than English, or an English dialect a majority of Americans cannot understand.

All these varieties of speech are beautiful, just as the varieties of butterflies are beautiful. No matter what your first language, you should treasure it all your life. If it happens to not be standard English, and if it shows itself when your write standard English, the result is usually delightful, like a very pretty girl with one eye that is green and one that is blue.

I myself find that I trust my own writing most, and others seem to trust it most, too, when I sound most like a person from Indianapolis, which is what I am. What alternatives do I have? The one most vehemently recommended by teachers has no doubt been pressed on you, as well: to write like cultivated Englishmen of a century or more ago.

6. Say what you mean I used to be exasperated by such teachers, but am no more. I understand now that all those antique essays and stories with which I was to compare my own work were not magnificent for their datedness or foreignness, but for saying precisely what their authors meant them to say. My teachers wished me to write accurately, always selecting the most effective words, and relating the words to one another unambiguously, rigidly, like parts of a machine. The teachers did not want to turn me into an Englishman after all. They hoped that I would become understandable—and therefore understood. And there went my dream of doing with words what Pablo Picasso did with paint or what any number of jazz idols did with music. If I broke all the rules of punctuation, had words mean whatever I wanted them to mean, and strung them together higgledy-piggledy, I would simply not be understood. So you, too, had better avoid Picasso-style or jazz-style writing, if you have something worth saying and wish to be understood.

Readers want our pages to look very much like pages they have seen before. Why? This is because they themselves have a tough job to do, and they need all the help they can get from us.

7. Pity the readers They have to identify thousands of little marks on paper, and make sense of them immediately. They have to read, an art so difficult that most people don’t really master it even after having studied it all through grade school and high school—twelve long years.

So this discussion must finally acknowledge that our stylistic options as writers are neither numerous nor glamorous, since our readers are bound to be such imperfect artists. Our audience requires us to be sympathetic and patient readers, ever willing to simplify and clarify—whereas we would rather soar high above the crowd, singing like nightingales.

That is the bad news. The good news is that we Americans are governed under a unique Constitution, which allows us to write whatever we please without fear of punishment. So the most meaningful aspect of our styles, which is what we choose to write about, is utterly unlimited.

8. For really detailed advice For a discussion of literary style in a narrower sense, in a more technical sense, I recommend to your attention The Elements of Style , by William Strunk, Jr. and E.B. White. E.B. White is, of course, one of the most admirable literary stylists this country has so far produced.

You should realize, too, that no one would care how well or badly Mr. White expressed himself, if he did not have perfectly enchanting things to say. (From “ How to Write With Style, ” published in the Institute of Electrical and Electronics Engineers’ journal Transactions on Professional Communications in 1980.)

On how to write good short stories, aka List #2:

1. Use the time of a total stranger in such a way that he or she will not feel the time was wasted. 2. Give the reader at least one character he or she can root for. 3. Every character should want something, even if it is only a glass of water. 4. Every sentence must do one of two things—reveal character or advance the action. 5. Start as close to the end as possible. 6. Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them—in order that the reader may see what they are made of. 7. Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia. 8. Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.

The greatest American short story writer of my generation was Flannery O’Connor (1925-1964). She broke practically every one of my rules but the first. Great writers tend to do that. (From the preface to Bagombo Snuff Box )

On ignoring rules:

And there, I’ve just used a semi-colon, which at the outset I told you never to use. It is to make a point that I did it. The point is: Rules only take us so far, even good rules. (From A Man Without a Country )

On the shapes of stories:

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10 Kurt Vonnegut Quotes on Creativity

The early Kurt Vonnegut. Image via bookriot

Kurt Vonnegut is one of our many creative heroes. His books are masterpieces that are filled with endless nuggets of genius insights to society, culture, and environmental awareness. Consequently, compiling a list of only ten Kurt Vonnegut quotes was a challenge, but we hope that you find value in our compilation.

These Kurt Vonnegut quotes are a few of our favorites, and are listed in no particular order. Please feel free to add to this list by commenting, below.

10 Perfect Kurt Vonnegut Quotes on Creativity

1. “Nobody will stop you from creating. Do it tonight. Do it tomorrow. That is the way to make your soul grow – whether there is a market for it or not! The kick of creation is the act of creating, not anything that happens afterward. I would tell all of you watching this screen: Before you go to bed, write a four line poem. Make it as good as you can. Don’t show it to anybody. Put it where nobody will find it. And you will discover that you have your reward.”

2. “We are what we pretend to be, so we must be careful about what we pretend to be.”

3. “If you want to really hurt you parents, and you don’t have the nerve to be gay, the least you can do is go into the arts. I’m not kidding. The arts are not a way to make a living. They are a very human way of making life more bearable. Practicing an art, no matter how well or badly, is a way to make your soul grow, for heaven’s sake. Sing in the shower. Dance to the radio. Tell stories. Write a poem to a friend, even a lousy poem. Do it as well as you possible can. You will get an enormous reward. You will have created something.”

4. “We are here on Earth to fart around. Don’t let anybody tell you any different.” 

5. “Many people need desperately to receive this message: ‘I feel and think much as you do, care about many of the things you care about, although most people do not care about them. You are not alone.'”

6. “Any reviewer who expresses rage and loathing for a novel is preposterous. He or she is like a person who has put on full armor and attacked a hot fudge sundae.”

7. “Of all the words of mice and men, the saddest are, “It might have been.”

8. “We can fill our heads with anything from aardvarks to zucchinis — at any time of night or day.”

9. “Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you’ve been to college.”

10. “We have to continually be jumping off cliffs and developing our wings on the way down.”

Note: In honor of Mr. Vonnegut, we’ve refrained from using any semicolons in this blog post –at the risk of being poo-pooed by his massive fanbase for using a “transvestite hermaphrodite representing absolutely nothing.” We hope you enjoyed these nearly perfect Kurt Vonnegut quotes on creativity and life.

Tags: Creativity , Kurt Vonnegut , quotes , Vonnegut Quotes

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Kurt Vonnegut on the Shapes of Stories and Why Uncertainty Is the Crucible of Creativity

By maria popova.

Now let me give you a marketing tip. The people who can afford to buy books and magazines and go to the movies don’t like to hear about people who are poor or sick, so start your story up here [indicates top of the G-I axis] . You will see this story over and over again. People love it, and it is not copyrighted. The story is ‘Man in Hole,’ but the story needn’t be about a man or a hole. It’s: somebody gets into trouble, gets out of it again [draws line A] . It is not accidental that the line ends up higher than where it began. This is encouraging to readers.

Though the video ends after Cinderella, in A Man Without a Country Vonnegut goes on to sketch out a fourth plot, that of a typical Kafka story:

Now there’s a Franz Kafka story [begins line D toward bottom of G-I axis] . A young man is rather unattractive and not very personable. He has disagreeable relatives and has had a lot of jobs with no chance of promotion. He doesn’t get paid enough to take his girl dancing or to go to the beer hall to have a beer with a friend. One morning he wakes up, it’s time to go to work again, and he has turned into a cockroach [draws line downward and then infinity symbol]. It’s a pessimistic story.

He then moves on to Hamlet , delivering his signature blend of literary brilliance and existential philosophy:

The question is, does this system I’ve devised help us in the evaluation of literature? Perhaps a real masterpiece cannot be crucified on a cross of this design. How about Hamlet ? It’s a pretty good piece of work I’d say. Is anybody going to argue that it isn’t? I don’t have to draw a new line, because Hamlet’s situation is the same as Cinderella’s, except that the sexes are reversed. His father has just died. He’s despondent. And right away his mother went and married his uncle, who’s a bastard. So Hamlet is going along on the same level as Cinderella when his friend Horatio comes up to him and says, ‘Hamlet, listen, there’s this thing up in the parapet, I think maybe you’d better talk to it. It’s your dad.’ So Hamlet goes up and talks to this, you know, fairly substantial apparition there. And this thing says, ‘I’m your father, I was murdered, you gotta avenge me, it was your uncle did it, here’s how.’ Well, was this good news or bad news? To this day we don’t know if that ghost was really Hamlet’s father. If you have messed around with Ouija boards, you know there are malicious spirits floating around, liable to tell you anything, and you shouldn’t believe them. Madame Blavatsky, who knew more about the spirit world than anybody else, said you are a fool to take any apparition seriously, because they are often malicious and they are frequently the souls of people who were murdered, were suicides, or were terribly cheated in life in one way or another, and they are out for revenge. So we don’t know whether this thing was really Hamlet’s father or if it was good news or bad news. And neither does Hamlet. But he says okay, I got a way to check this out. I’ll hire actors to act out the way the ghost said my father was murdered by my uncle, and I’ll put on this show and see what my uncle makes of it. So he puts on this show. And it’s not like Perry Mason. His uncle doesn’t go crazy and say, ‘I-I-you got me, you got me, I did it, I did it.’ It flops. Neither good news nor bad news. After this flop Hamlet ends up talking with his mother when the drapes move, so he thinks his uncle is back there and he says, ‘All right, I am so sick of being so damn indecisive,’ and he sticks his rapier through the drapery. Well, who falls out? This windbag, Polonius. This Rush Limbaugh. And Shakespeare regards him as a fool and quite disposable. You know, dumb parents think that the advice that Polonius gave to his kids when they were going away was what parents should always tell their kids, and it’s the dumbest possible advice, and Shakespeare even thought it was hilarious. ‘Neither a borrower nor a lender be.’ But what else is life but endless lending and borrowing, give and take? ‘This above all, to thine own self be true.’ Be an egomaniac! Neither good news nor bad news. Hamlet didn’t get arrested. He’s prince. He can kill anybody he wants. So he goes along, and finally he gets in a duel, and he’s killed. Well, did he go to heaven or did he go to hell? Quite a difference. Cinderella or Kafka’s cockroach? I don’t think Shakespeare believed in a heaven or hell any more than I do. And so we don’t know whether it’s good news or bad news. I have just demonstrated to you that Shakespeare was as poor a storyteller as any Arapaho. But there’s a reason we recognize Hamlet as a masterpiece: it’s that Shakespeare told us the truth, and people so rarely tell us the truth in this rise and fall here [indicates blackboard]. The truth is, we know so little about life, we don’t really know what the good news is and what the bad news is. And if I die — God forbid — I would like to go to heaven to ask somebody in charge up there, ‘Hey, what was the good news and what was the bad news?’

In the same section of A Man Without a Country , Vonnegut offers a delightfully dogmatic rule of writing:

First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you’ve been to college.

Complement with Vonnegut’s eight rules for writing stories .

— Published November 26, 2012 — https://www.themarginalian.org/2012/11/26/kurt-vonnegut-on-the-shapes-of-stories/ —

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Kurt Vonnegut on Creative Writing

Kurt Vonnegut, Jr., one of American literature’s foremost satirists, published 14 novels between 1952 and 1997, including his most famous work, Slaughterhouse-Five . In his introduction to Bagombo Snuff Box , a collection of his early short fiction, he offered aspiring writers what he described as “Creative Writing 101” in the form of eight rules. Here they are:

• Use the time of a total stranger in such a way that he or she will not feel the time was wasted.
• Give the reader at least one character he or she can root for.
• Every character should want something, even if it is only a glass of water.
• Every sentence must do one of two things – reveal character or advance the action.
• Start as close to the end as possible.
• Be a sadist. No matter how sweet and innocent your leading characters, make awful things happen to them – in order that the reader may see what they are made of.
• Write to please just one person. If you open a window and make love to the world, so to speak, your story will get pneumonia.
• Give your readers as much information as possible as soon as possible. To heck with suspense. Readers should have such complete understanding of what is going on, where and why, that they could finish the story themselves, should cockroaches eat the last few pages.

But such rules, as Vonnegut acknowledges, can and should be broken – just ask Agatha Christie! “The greatest American short story writer of my generation,” he concludes, “was Flannery O’Connor (1925-1964). She broke practically every one of my rules but the first. Great writers tend to do that.”

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A Man Without a Country - Chapter 3, "Here is a Lesson in Creative Writing" Summary & Analysis

Chapter 3, "Here is a Lesson in Creative Writing" Summary

Vonnegut begins this chapter in his conventional humorous form, giving good advice on why one should never use semi-colons in writing. He calls them, "transvestite hermaphrodites representing absolutely nothing." This is the first simple lesson before a sidebar of advice describing going into arts as the perfect way to disappoint your parents. After a humorous paragraph on this matter, which also describes why it is a good idea to go into the arts anyway, he continues to describe a more structured possible study of literature.

Vonnegut introduces the idea of bell curves from his science degrees. By using bell curves, he describes some of the most basic story-telling structures, the basic themes that make up all stories, and shows how they look on his graphs. The first...

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Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you've been to college. — Kurt Vonnegut A Man Without a Country

Other Quotes by "Kurt Vonnegut"

I speak gibberish to the civilized world and it replies in kind. — Kurt Vonnegut

Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you've been to college. And I realize some of you may be having trouble deciding whether I am kidding or not. So from now on I will tell you when I'm kidding. For instance, join the National Guard or the Marines and teach democracy. I'm kidding. We are about to be attacked by Al Qaeda. Wave flags if you have them. That always seems to scare them away. I'm kidding. If you want to really hurt your parents, and you don't have the nerve to be gay, the least you can do is go into the arts. I'm not kidding. The arts are not a way to make a living. They are a very human way of making life more bearable. Practicing an art, no matter how well or badly, is a way to make your soul grow, for heaven's sake. Sing in the shower. Dance to the radio. Tell stories. Write a poem to a friend, even a lousy poem. Do it as well as you possibly can. You will get an enormous reward. You will have created something. — Kurt Vonnegut A Man Without a Country

And on the subject of burning books: I want to congratulate librarians, not famous for their physical strength or their powerful political connections or their great wealth, who, all over this country, have staunchly resisted anti-democratic bullies who have tried to remove certain books from their shelves, and have refused to reveal to thought police the names of persons who have checked out those titles. So the America I loved still exists, if not in the White House or the Supreme Court or the Senate or the House of Representatives or the media. The America I love still exists at the front desks of our public libraries. — Kurt Vonnegut A Man Without a Country

I really wonder what gives us the right to wreck this poor planet of ours. — Kurt Vonnegut

I asked myself about the present: how wide it was, how deep it was, how much was mine to keep. — Kurt Vonnegut

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“Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you've been to college.” ― A Man Without a Country”

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Musings on Literature, Cinema, and Other Elitist Fare

Feeding the frenzy of the inner Pauline Kael or James Wood in all of us. Feel free to add to or disagree with my opinions, not that it matters.

Monday, November 8, 2010

Kurt vonnegut: here is a lesson in creative writing.

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Do Semicolons Make You Pretentious?

Photo illustration by Slate . Graduation cap by iStock.

In Kurt Vonnegut’s 2005 essay collection A Man Without a Country, he includes the following message on punctuation:

Here is a lesson in creative writing.

First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you’ve been to college.

Does Vonnegut actually hate semicolons? If we count all the punctuation marks in all his books, does he use them less than other authors?

Within the context of his essay, it’s unclear how serious Vonnegut is. Besides the fact that his attention-grabbing “transvestite hermaphrodite” insult does not hold up well in 2017, he also follows up  “Do not use semicolons” with the following:

And I realize some of you may be having trouble deciding whether I am kidding or not. So from now on I will tell you when I’m kidding.

For instance, join the National Guard or the Marines and teach democracy. I’m kidding.

We are about to be attacked by Al Qaeda. Wave flags if you have them. That always seems to scare them away. I’m kidding.

So is Vonnegut kidding about semicolons, too?

I believe that, on the whole, Vonnegut is serious in his distaste for semicolons. It fits with his general advice to write in a simple manner. But more importantly, Vonnegut’s antipathy for semicolons is easy to see in the data. His actions speak louder than words, even if in this case by “actions” I mean “words in his novels” and by “words” I mean “advice.” In my book Nabokov’s Favorite Word Is Mauve , I argue we can often learn about the most-read authors in a new way simply by taking an objective approach.

Vonnegut averages less than 30 semicolons per novel. That’s about one every 10 pages. To be precise, for every 100,000 words Vonnegut writes, he used 41 semicolons.

There are a handful of authors who use fewer semicolons than Vonnegut does. R.L. Stine’s Goosebumps , the classic horror series for children, has one semicolon per every 200,000 words. E.L. James used semicolons in her Fifty Shades trilogy less often than Vonnegut did in his books. And though Cormac McCarthy used 42 semicolons in his first book, The Orchard Keeper , he has used just a single semicolon in his nine novels since.

Outside of a few exceptions, most comparable authors use semicolons at double, quadruple, or even octuple the rate as Vonnegut. Below is an (arbitrary) sampling of 25 authors. Some are modern, and some are old. Some are literary, and some are mass-market. The majority of writers have shown through their own writing they disagree with the boldness of Vonnegut’s opinion.

Getty Images

You probably notice the older authors I’ve selected use far more than modern authors. Google Books Ngram Viewer, which includes novels, nonfiction, and even scientific literature, hows that semicolon use has dropped by about 70 percent from 1800 to 2000. The change over time may explain the discrepancy between Vonnegut and Twain, but it doesn’t explain the gap between Vonnegut and his more modern peers.

When comparing recent authors in the graph above, there appears to be a gap. Authors revered for being literary (or ones that others call pretentious) have high semicolon use. Salman Rushdie, John Updike, and Donna Tartt all use over 300 semicolons per 100,000 words. Authors who are hugely popular with the masses (or ones that others call mass-market drivel) have low semicolon use. E.L. James, David Baldacci, and James Patterson all use under 75 semicolons per 100,000 words.

Vonnegut claimed that all semicolons accomplish is show the author “has been to college.” How much more popular, if at all, is semicolon use in literary writing compared to writing for the masses?

For the purposes of this article, I decided to take a quick approach that is slightly less anecdotal than just glossing over the authors above. I created two samples. The first was all 36 Pulitzer Prize winners published between 1980 and 2016. (This is 36 books instead of 37 because there was no winner in 2012.) I then looked at the Publisher’s Weekly best-selling novel of the year from 1980 to 2016. (This too was 36 books as I removed Diary of a Wimpy Kid since its only intended audience is young children.)

These are small samples, with some repeat authors, but the results are still clear. The Pulitzer Prize–winning books use a median of 129 semicolons per 100,000 words. The best-selling novels use a median of 86 semicolons per 100,000 words.

The 50 percent difference between the two samples may not be surprising, but I think they echo Vonnegut’s point. The most accessible writers often do not use many semicolons. If you are writing with simple sentence structure, you don’t need them.

While semicolons are more present in the Pulitzer winners on the whole, it’s not a necessary condition to have them to appeal to literary circles. Some writers, like Larry McMurtry, whose Pulitzer Prize–winning Lonesome Dove had almost 650 semicolons per 100,000 words, choose to use them often; others, like Cormac McCarthy, who won a Pulitzer for The Road without using a single semicolon, choose to follow Vonnegut’s advice and avoid them.

Week One Creative Writing Lesson Plans: Expert Guide

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

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10 Essential Lessons You’ll Learn in a Creative Writing Workshop

by Melissa Donovan | Jul 11, 2023 | Creative Writing | 9 comments

What can you learn in a creative writing workshop?

When I look back over all my years of formal education, from preschool through college, only a few classes stand out as truly educational in a life-changing way.

In sixth grade, we did a section on space, which fascinated me. I retained a lot of what I learned. Later, I took astronomy and learned even more about the universe. A class on women writers exposed me to a whole world of literature I didn’t know existed. And two writing workshops (poetry and creative writing) put me on the path to becoming a professional writer.

The main difference between a regular class and a workshop is that a workshop is interactive. You work together with your fellow students, critiquing each other’s work, asking questions, and exchanging insights. Whatever you can learn from a single instructor is multiplied by all the knowledge and wisdom you gain by sharing ideas with a roomful of your peers.

What You Can Learn from a Creative Writing Workshop

I only took one creative writing workshop, and I’m sure they are not all equal. At an accredited school, you can usually sit in on the first couple of sessions to see if a class or workshop is right for you before you commit. If you find a good workshop, you’ll reap the benefits:

1. Discover yourself and your path. One day, while sitting in creative writing workshop, I was overcome by the strangest sensation. The best way I can describe it is that I felt like I was exactly where I was supposed to be. It was the moment I knew without a doubt that I would be a writer.

2. Find out what your writing strengths are. The best part about receiving critiques from your peers is that they tell you what you’re doing right, which is reassuring. When you know that your writing skills have a solid foundation, it’s easier to accept that you still have work to do.

3. Accept the weaknesses in your writing. No matter how good your writing is now, there are things you can do to improve it. When ten of your classmates agree that certain elements in your prose need touching up or that you need to hit the grammar books, all you can do is accept it and dig your heels in.

4. Learn to handle critiques of your work. The first few critiques might be a bit rough, but once you see how all the suggestions make your writing better, you’ll start looking forward to them. You’ll learn how to separate yourself from your work, and you’ll be able to not only handle but actually embrace (and look forward to) critiques. This will also prepare you for real-world critics and their reviews.

5. Help others improve their work. When other writers put your suggestions into action or express appreciation for your recommendations and then tell you that your feedback helped them improve their writing, it feels good, especially when the arrangement is reciprocal.

6. Meet people who share your passion. There’s nothing like sitting in a room surrounded by people who are just as excited about writing as you are. It’s not only inspiring, it’s comforting. Plus, it’s a great opportunity to meet like-minded people, some of whom may become lifelong friends, writing partners, or your future writing group.

7. Improve your writing. This, of course, is the main reason most people take a creative writing workshop. The ultimate goal is to become a better writer , and a workshop will definitely do the trick. You’ll also put a lot more effort into everything you write because you know it will be scrutinized, and this builds excellent writing habits .

8. Adopt new writing techniques. Between the instructor and your peers, you’ll discover all kinds of interesting new writing tools and techniques, often simply through the course of discussion as well as through observing everyone’s work.

9. Get access to a mentor. The person running the workshop should be knowledgeable and experienced in the world of writing. Maybe the instructor is a published author, or maybe it’s someone who’s worked as an agent, editor, or publisher. This access to a mentor is priceless. Take advantage of it!

10. Gain experience and get a lot of creative writing practice. This is one of the most valuable benefits of a creative writing workshop. When writers work on their own, they tend to procrastinate, get distracted, and generally don’t finish most of the projects they start. But in a workshop, you’re forced to get it done. This gives you lots of great experience and practice, and it also builds good writing habits.

Thinking About Taking a Creative Writing Workshop?

I definitely recommend taking a creative writing workshop if you can find a good one that suits your schedule, budget, and writing needs. If you’ve already taken a creative writing workshop or class, share your experiences by leaving a comment. Did you learn or gain anything? Would you do it again?

You have spoken along these lines before, Melissa, and this entry is, as all your posts, fascinating and carries a great deal of sense. However, and I know I am repeating myself, I am quite unable to allow others to trample over my work, however poor it is and however noble their (expressed) motives.

I cannot help but think of the vast number of ‘real’ writers, men and women who would not have entertained the thought that writing could be learned, like arithmetic, in a classroom.

I am a poor writer and have come to accept the fact I shall always be a poor writer; it is my belief that some things – like arithmetic – can be ‘brought to heel’ by sheer hatd work, while others, like music, painting and writing, will remain ever beyond the reach of some.

Further, I have seen very promising young tennis players taken up by organisations such as the LTA and coached, every shred of flair and originality brutally ‘ironed out’ of them, and my fear is that, for many of us, attending a writer’s workshop would be a similarly dulling experience.

I also realise, however, that there are those of a temperament to survive – and evn thrive in such conditions. Sadly, I am not one of them.

Again, my thanks for a fascinating and informative blog and may it go on to even greater success, but I think you should make it clear that not everyone who has pretensions of being a writer will see their dream come true.

I believe anyone can become a writer. It starts with believing in yourself. I would add that successful authors demonstrate a range of writing skills. Even a “poor writer” (which you are not) can eke out a career in writing. I’ve seen it done. The only way to be sure you will never succeed is to never try.

Writing can be intended for a wide audience but it’s reason for being is that the writer cannot bear not to write. Whether you are a Eudora Welty, basking in prayers se or an Ethel Jackson whose writing fills notebooks only she has seen, your work has much value

Our local university has leisure learning classes that are workshops. We not only get feedback on our work, but we also learn how to workshop a piece, looking parts of the writing process with a discerning eye. The instructors keep the focus on the work, not the author. It’s so helpful for all the reasons you mentioned, but also to learn how to look constructively at my own work before anyone else ever reads it. Being inspired by fellow writers talking about writing is my favorite part. I’m sorry that opsimath feels that way. Whose to say what’s poor writing or good writing? Of course, some is obvious, and the above comment isn’t bad writing. I found it to be well-crafted and conveyed what the author intended. Not everybody is Stephen King or F.Scott Fitzgerald, and there are some who would argue even they aren’t good writers. I had the fear that I would lose myself in critique, but even in that it’s a good exercise. One of my best lessons is that no matter what others said, it’s still my writing. I can choose to take their advice or not. Workshops are only helpful when the focus is on the work, though. It’s a criitique, not a criticism. I’ve been in bad ones and they can hurt more than help. I got out of them quick.

Yes! Everything you said is spot-on. Your experiences in workshop give all of us reason to feel optimistic about finding good writing workshops and the benefits that we’ll gain from them. Thanks so much for sharing your experience. I hope it inspires others to take the plunge and try workshopping for themselves.

You have talked thusly some time recently, Melissa, and this section is, as every one of your posts, interesting and conveys a lot of sense. On the other hand, and I know I am rehashing myself, I am very not able to permit others to trample over my work, however poor it is and however honorable their (communicated) thought processes.

I really want to think about the incomprehensible number of “genuine” essayists, men and ladies who might not have entertained the prospect that written work could be learned, similar to math, in a classroom.

I am a poor essayist and now acknowledge the actuality I should dependably be a poor author; it is my conviction that a few things – like math – can be ‘conveyed to heel’ by sheer hatd work, while others, similar to music, painting and composing, will remain ever past the compass of some.

Further, I have seen extremely encouraging youthful tennis players taken up by associations, for example, the LTA and instructed, each shred of energy and innovation mercilessly ‘resolved’ of them, and my trepidation is that, for a significant number of us, going to an author’s workshop would be an also dulling knowle

Hi Shamit. Receiving feedback and critiques is not the same as people trampling all over your work. A good critique is designed to make your writing better. If you want to be a better writer, you can certainly work toward that. It’s your choice. There are people who have a natural talent for writing. However, great writing requires a lot of different skills (grammar, storytelling, word-craft, etc.). Even the most talented writers will find some area of the craft where they need to learn skills they don’t possess. The idea that writing can’t be learned is simply not true, as evidenced by thousands upon thousands of people who worked hard to learn the craft and then became successful. The myth that talent is a requirement is an unfortunate one.

A writer is someone who writes. However, the object of writing is not necessarily to get published or make a living by writing. Read, for example, the notebooks of Thomas Edison. One of the best writers I knew was my grandmother, who maintained weekly correspondence with seven high school girlfriends for over 50 years.

That’s true, Ann. People write for many reasons and not only for professional purposes.

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Eight Free Creative Writing Lessons

February 17, 2012 by Ami 17 Comments

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

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

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

Creative Writing Lessons for a Homeschool Co-op Class

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

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

Creative Writing Lesson Plans

Creative writing lesson one.

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

Grab lesson one here .

Creative Writing Lesson Two

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

Grab lesson two here.

Creative Writing Lesson Three

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

Grab lesson three here.

Creative Writing Lesson Four

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

Grab lesson four here.

Creative Writing Lesson Five

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

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

Grab lesson five here.

Creative Writing Lesson Six

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

Grab lesson six here.

Creative Writing Lesson Seven

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

Grab lesson seven here.

Creative Writing Lesson Eight

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

Grab lesson eight here .

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

Creative Writing Lessons FAQ

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

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

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

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

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

January 7, 2016 at 1:57 pm

Hi Theresa,

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

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Creative Writing Skills: 6 Lessons You Need To Teach Today

So, you’re going to teach Creative Writing. Congratulations! Now comes the hard part–what exactly does that mean? What should you be teaching? What skills should your students be learning? In this post, I’m going to share some essential Creative Writing skills you should be teaching in your high school Creative Writing class. 

If you’re looking for more tips to teach Creative Writing, check out this post . And if you need help planning the Creative Writing semester, this post should help . 

(Looking to skip the planning entirely? Grab all of my Creative Writing skills lessons right here! )

Creative Writing Skills #1: Show. Don’t Tell.

The advice to “show, don’t tell” is some of the oldest and most consistent advice given to young writers. And it’s for a good reason–they really struggle with it!

About half of my students come into Creative Writing with these big elaborate stories they want to tell. But when they actually get into writing, their stories feel more like a list of events that happened. 

I’ve seen months of plot happen in just a paragraph of my students’ writing. Students need to learn to slow down and create an experience for their readers. It’s how a story unfolds, after all, that makes it worthwhile–not the events themselves. 

Tips for Teaching “Show. Don’t Tell”

Like all creative writing skills, you’ll want to show your students some really good mentor texts first . Find some excerpts from books with really juicy descriptions. Share these with your students. 

After they have some examples, give students time to try “telling” an event, description, or emotion instead of “showing” it. 

I do this by giving each student a “telling sentence” and asking them to turn it into a “showing” paragraph. A student might get a sentence that says something like, “Billy felt angry.” Then, they’ll have to write a whole paragraph that implies Billy is angry without actually saying it bluntly. 

If you want to save yourself some time (and the mental anguish of brainstorming a bunch of bland sentences), you can get my “Show. Don’t Tell” Mini-Lesson right here. It includes a slideshow, student worksheets, and those telling sentences.  

Engage your students in more creative writing!

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Creative Writing Skills #2: Precise and Concise Language Choice

Now that your students are learning to slow down and offer descriptions in their writing, it’s time to help them focus on their word choice. 

Diction is immensely important to a writer–especially when storytelling gets more advanced. A lot of our students want to write down the first words that come to their minds and then “be done.” 

But we know great writing doesn’t happen like that. We have to teach our students to find the best word, not the first word–without abusing a thesaurus. 

Tips for Teaching Better Word Choice

First, you’ll want to show your students some examples of really great concise and precise word choice. You’ll also want to show some not-so-great examples. The comparison should be eye-opening for your students. 

Now, the best way to become more precise in your diction is to improve your vocabulary. We probably can’t make great strides in improving our students’ vocabulary in just a quarter or semester of Creative Writing. 

But we can show them how to improve some of the most commonly used vague language . One great example of this is the word “got.” 

It’s pretty rare that “got” is the best verb for a situation, but we–and our students–use it all the time. If we can teach students that “got” is a red flag for vague language, that’s a huge step!

We can also teach our students to avoid filler words. 

If you need help putting this all together in a lesson, I have a no-prep Precise and Concise Langauge Mini-Lesson right here for you . Included is a slideshow, students worksheets, and a reference handout for students they can use every day. 

Creative Writing Skills #3: Dialogue

Your students are starting to put words on a page and–hey–they’re not bad!

But at some point, your students are going to have their characters talk to each other. And this can be when stories get really, really bad. 

Early on in your Creative Writing class, encourage your students to start listening to the way others speak. Where do they pause? What slang do they use? When do they use complete sentences and when don’t they? You can even ask students to jot down conversations they overhear.

A great writer has an ear for dialogue, and this skill begins when students become aware of speech around them. Encouraging them to eavesdrop will help them write realistic dialogue later.  Just remind them to be respectful. Eavesdropping in the cafeteria is one thing. Listening outside someone’s bedroom door is another.

Our students not only struggle with mimicking real, authentic speech, but they also struggle with punctuating it. Depending on the skill level of your students, you may have to pick your battles here. Cheesy speech might be worth ignoring if there’s no quotation mark in sight. 

Tips for Teaching Dialogue Writing

First, and foremost, I like to cover punctuating dialogue first. For one reason, it’s because punctuating dialogue is either right or wrong. It’s easier to learn something that is objective. 

For another reason, I, personally, can’t stand reading poorly punctuated dialogue. My English teacher’s eyes just can’t see past it. 

Only once the quotation marks, commas, and periods are at least close to the right spot do I focus on trying to improve the content of students’ dialogue. 

Students’ dialogue writing is only going to get better through practice and observing real-life speech. However, you can give them some tips for writing dialogue better. 

For example, remind your students not to have characters talk too much . I’ve seen stories with pages and pages of dialogue. Each character’s every little “hi,” “‘sup?” and “‘nothin’ much” gets recorded. Let your students know they can skip anything that doesn’t add value to the story. 

If you need help planning this lesson, I have a done-for-you Dialogue Mini-lesson right here. It includes a slideshow lesson, worksheets for focusing on both punctuation and craft, and a writing exercise. Get it here. 

Creative Writing Skills #4: Mood

If you can only teach your students the above Creative Writing skills, you will no doubt improve their writing tremendously. But if you want to take your students’ writing up a notch, encourage them to think about the mood in their poetry and stories.  

Students will no doubt have heard this literary term from their regular English classes, but it’s always worth reviewing first. Plus, they’ve probably read for mood, but creating it is a totally different game. 

Tips for Teaching Mood

There are so many ways you can teach your students to create mood. It’s a pretty fun topic!

You might want to begin with some brainstorming. Like, what kind of mood might a horror story have? A comedy? You want students to understand why, as a writer, mastering mood is important to them. 

Then, like always, you’ll want to share some solid mentor texts. I love horror stories for showcasing well-written mood, but love poems are also good for this. 

Whenever possible in Creative Writing, I like to mix up the media, so I have students first analyze the mood of various classic paintings. As an English teacher, it tickles me to show students that these literary terms apply to art of all kind. Film clips would work really well, too. 

Then, challenge students to write a scene and evoke a specific mood. You could randomly assign the mood or let students pick. 

In my Mood Mini-Lesson , I have students analyze the mood in painting first. Then, I have them choose a card. Each card has a different mood written on it. Then, students must describe a setting that evokes that mood. You can get this mood lesson for yourself here.  

Creative Writing Skills #5: Tone

Well, if you’re going to teach mood, then tone is the likely next skill, right?

Teaching tone and mood is important because their differences are subtle, but important. Until students study tone, they might mistake it for mood and mix the two together. 

I never expect my students to master tone. It’s difficult and something that even professional writers polish over the course of many drafts. But it doesn’t hurt to get students thinking about the impact of their word choice. 

Don’t forget to remind students of the importance of choosing those precise and concise words. With tone, it’s truly what makes a difference. 

Tips for Teaching Tone

After defining tone and showing great examples of it to your students, give them some space to practice identifying it.  

I like to cover informal and formal tones–not just emotional tones. Identifying whether a piece of writing is formal or informal is a great first step for students. It’s a little easier but an important skill and might give your students a bit of confidence in their tone-identifying skills. 

Once they know what tone looks like, they can try to create it themselves.  

The activity I do involves having students write a short scene.

I randomly give my students a tone to use. I also randomly give them a situation. So, a student may have to describe “eating lunch in the cafeteria” with a “romantic” tone. The results can be pretty entertaining!

If that sounds like a lesson you’d like, you can get my Tone Mini-Lesson right here . Includes are a slideshow, students worksheets, and the slips for tones and situations.

And, if you’re teaching mood and tone, I have a FREE Mood and Tone Handout right here!

Creative Writing Skills #6: Voice

I put voice last in this blog post, but it could just as easily have been first. Voice is difficult to define for students, but it’s something they should be working on crafting throughout your whole Creative Writing class. 

Even if your students never quite master their literary voice (who does?), it’s a good skill to discuss with them. If students understand the concept of literary voice, it will make them better writers and more analytical readers. 

Tips for Teaching Literary Voice

You’ll first have to define voice for your students. This can be challenging. It might be easier to focus on a few aspects of voice–like diction or syntax–in order to explain the concept. 

Discuss with students their favorite authors. What does their “voice” sound like? What about the authors you’ve read and studied together?

Give students examples of strong voice to examine (the stronger the better). Have them discuss the techniques and style of each mentor text. 

To drive this home, I do a fun activity with my students. I take three very different poems by authors with very different voices. Then, I cut them up, line by line, and mix the three poems together. My students are then tasked with putting the poems back together!

To do this successfully, they’ll have to look for styles that match. Rhyming may be part of one author’s voice, but not another. One author may create a dark mood while another uses humor consistently. It’s a great way to drive home how voice can be an author’s calling card. 

This activity and some additional practice are included in my Voice Mini-lesson . Also included is a slideshow to introduce the concept. You can save yourself some time and get the lesson here. 

These are some skills that I think are essential for any Creative Writing class. There’s no one right way to teach any of these skills, and teaching from multiple angles is best. 

Whenever possible, I like to make my Creative Writing lessons hands-on. Even the most die-hard students get sick of writing every minute of every class. 

If you, too, would like some hands-on lessons and short activities that cover these essential skills, check out my Creative Writing Workshops Bundle . Each lesson includes everything you need to teach, model, and help your students master these skills one at a time. 

6 Creative Lessons to Inspire Secondary Writers

Looking for outside-the-box ELA teaching ideas? This roundup from TeachWriting.org has valuable ideas for everyone, covering everything from differentiation ideas…to engaging mini lessons…to maker spaces…and more!

Let’s dive into the ideas linked below to find inspiration you can use to engage middle and high school students. Here are six different posts containing creative lessons, resources, and activities to inspire secondary writers.

PICTURE-INSPIRED POETRY

Read about THIRTEEN ways Reading and Writing Haven uses pictures to inspire students to write poetry . Heading into a literary analysis, poetry, or creative writing unit? These ideas will be especially useful!

Ready to dive into poetry analysis and written response? Add some zest to your typical lesson plan with this visual one pager that scaffolds students analysis of key poem or song elements.

Scaffolded poetry analysis one pager from Reading and Writing Haven

SUSPENSE WRITING

In this post, Teach BeTween the Lines shares FOUR mini-lessons for teaching suspense writing , including character analysis, sensory images, literary devices, and more.

Dive into a spooky-type short story and character analysis with “The Most Dangerous Game.”

“Most Dangerous Game” Character Analysis Workbook from Teach BeTween the Lines

MAKER SPACE

This creative lesson to inspire secondary writers is a newer approach . Turn your writer’s workshop into a maker space with these unique ideas from Spark Creativity.

It’s true! Creative writing doesn’t have to be intimidating. Engage students with this short story maker assignment .

Short Story Maker Space Assignment from Spark Creativity

REFLECTION ACTIVITY

Bespoke ELA’s post is all about the recursive nature of writing. It goes all directions: forward, backward, and sideways. Support secondary writers by teaching them to be reflective throughout the process.

Use these FREE task cards by Bespoke ELA at the end of a Writer’s Workshop to emphasize that an essay can be edited and revised at any time. Communicate to students that writing is a continual, recursive process, not linear.

Writing Workshop Wrap-Up Task Cards from Bespoke ELA

CREATIVE WRITING

Teaching a creative writing unit or class? In this post , Language Arts Classroom writes about THREE creative writing assignments you can use with students; how-to articles, children’s books, and movie scripts.

And! Help students organize their writing with a creative angle: cookies! These graphic organizers will help students with brainstorming, narrowing ideas, and more.

Cookie Organization Graphic Organizers by Language Arts Classroom

WRITING MINI LESSONS

One of the most popular ways to incorporate lessons that inspire secondary writers is writing workshop. The problem? Without training, it’s hard to figure out how to get started.

Amanda Write Now’s post covers various angles to consider when setting up a writing workshop. Specifically, this article features “how-tos” for FIVE of her favorite workshop mini lessons .

Writing Workshop Launch Lessons from Amanda Write Now

related posts:

Are instagram captions a teaching genre, 5 creative reading response activities, 10 unique and creative reflection techniques.