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Creative writing character analysis

How to Write a Character Analysis

By definition, a character analysis is the process of evaluating the specific traits of a literary character. This will include consideration of additional elements such as the role they play in the story and the various conflicts they experience.

When analyzing a character, it is crucial to remain critical, ask concise analysis questions, and base your conclusions about each character being analyzed on the three areas mentioned earlier.

Typically, an author will use great detail when describing the outward appearance of the character. As a reader, you are usually capable of deducing the age of the character, their body size, their ethnicity and many other relevant characteristics.

Character analysis like any other written assignment can be completed with the help of experienced academic writers. We have contacted some of them and reviewed their work:

The writer may even reveal specific character traits, being the behaviour, motivation, personality or even relationship habits of the character. Taking the time to clearly analyze these elements will allow you to begin to develop the framework of the character’s inward and outward qualities.

What does character analysis mean

More often than not, experienced writers tend to not directly mention the traits of the characters in their books; it is up to the reader to be mindful in catching these traits as the storyline progresses.

Character analysis means not only picking up on the subtle hints that the author may use to develop their characters, but also reading between the lines and noticing the tiny details that might, at first, seem insignificant.

For example, you might encounter a passage in a book, like the one below, which draws attention to an external personality trait.

As Jessica gazed upon the tiny heart shaped pendant, her pulse quickened and she could barely contain her giddiness as she asked Tyler to fashion it around her neck.

A different example may be a character who has gone through several catastrophic experiences in the storyline, but ends up experiencing a proverbial happy ending. The writer may not have necessarily come outright and states that the character is strong, or brave, or even worthy, but you are able to conclude that a character trait exists simply by analyzing the behaviours of a character in the book.

How to do a character analysis

Analyzing a character, particularly an interesting character, can be fun. It requires a certain degree of investigative theory and a keen desire to understand the ‘personality’ of a person who isn’t really a person, but rather someone else’s creative process. Luckily, for the majority of us, conducting a character analysis doesn’t require a strong knowledge of the human psyche or Freudian theories.

Here are the things to look at when completing a character analysis:

  1. Motivation: What are the underlying reasons for why the character being analysed acts the way they do? Why so they make the choices they make? Do they act impulsively? Do they act ethically?
  2. Actions: How does the character act? How do their actions affect those around them? Are they the type to thwart wrongdoings? Or are they devious and mischievous? Similar to real life, the way that a character acts says a lot about who they are.
  3. What do they say: Does the character appear to have a strong grasp of education? Do they use a lot of slang? Do they use generational phrases? Perhaps they speak as though they are a detective or a cheerleader? Do they say things like ‘the bee’s knees’ or ‘blessed be’? Many books do not have the added advantage of having photos or pictures, so the author must paint the character using words – words have value.
  4. Descriptions: How do those who interact with the character describe them? How does the character describe themselves? These descriptions can be physical, they can be judgemental, even emotional.
  5. Names: Consider a character named “Problem Pete”, or one named “Little Alice”, what sort of imagery does this convey? Do you find yourself making assumptions based on those names? Of course you do, that is exactly what the author wants to happen.

How to write a character study

There are several different types of characters, each playing a small part in one very large puzzle. Characters can be good, characters can be bad, insignificant, or even stereotypical.

Here are the types of characters that you might encounter in your reading.

Type of Character Character Description
Protagonist The protagonist is most typically the main character in the story. The most important trait of the protagonist is that they absolutely MUST do something – they must move the story forward. If a character were to just merely allow things to carry on around them, then they would not be very interesting.
Antagonist The antagonist is the character that everyone loves to hate. They exist to cause conflict for the protagonist. This is where you would explore MOTIVATION.
Major Character A major character will play a large role in the story, and may even be classified under multiple character categories. For example, you could have a protagonist with two close friends, but only one of them is a major character – the other might be a dummy. It is up to you to explore their interactions and figure things out.
Minor Character Just as it sounds, minor characters play smaller roles. They fade in and out of the storyline. They are often stereotypes or static characters.
Dynamic Character A dynamic character will expand and change. Both the protagonist and the antagonist are often found to be dynamic.
Static Character A static character will stay just as they are throughout the entire story. This isn’t to say that they are not worth analyzing, the reason for their lack of change might be what you explore.
Stereotypes Authors often use these types of characters to fill up space. Everyone knows the typical jock, the boring housewife, the geek, so no further explanation is needed.

Character analysis outline

As you continue to analyze the character, you may find that they fit into one, two or maybe even three specific character categories, and that is okay. Your goal is to describe the personality of the character, their role in the story and the value they bring.

  1. Describe the personality of the character. Readers are introduced to the characters in the books they read through the words the characters use, the emotions they experience and the things they do. It is relatively easy to determine the personality of a character based on their outward behaviors.

As the story develops, you will receive small hints about the personality of a character through the things they say, the way they act, how they move, and the mannerisms they have.

Ultimately, you will discover that the character fits into one of the character categories mentioned above.

  1. Explore the role that the character plays. When writing a character analysis, it is also necessary to define the role of that character.

Asides from expressing unique character traits, the character will also fit into a specific role in the story. This will either be a major role, as a key component of the story or a minor role, as a smaller and less significant component of the story.

  1. Outline the growth and development of the character. In order to complete your analysis, you will need to be able to explain how the character matures and changes as the plot progresses.

The majority of characters will go through several changes through the course of story. Pay attention to whether the character becomes stronger, falls apart, enters into new relationships, learns something new about themselves, etc. Note any areas or scenes when these changes occur. You may be alerted to these with cues like “it was then that he realized…” or “suddenly, for the first time in years, she…”

Character analysis essay outline example

Similar to nearly all other types of essay, the character paper will consist of an introduction, a body, and a conclusion.

Introduction: A good introduction is a glue that binds the entire essay together. It makes a statement or asks a question. It alerts the reader of what is to come. You should write a brief description of the character being analysed in order to generate interest.

Body: The body paragraphs should be organized and divided in a way that groups likeminded ideas or information together, but follows the sequence of the key points mentioned in the introduction. The body should address the following:

  1. What are the physical attributes of the character? What do they look like? What is their personality? What is their background?
  2. What conflicts does the character experience? How do they overcome there? If they don’t, why?
  3. What can the reader learn from the character? What are the key takeaways or important lessons?

Conclusion: The conclusion is the part which summarizes your essay. This is where you will have one final opportunity to not only restate your thesis but also highlight the most important traits or findings from your analysis of the character in question. It is in good practice to paraphrase two or three of the points made in the body paragraphs and provide a couple of examples for each. You may choose to use a quote that you feel represents the character, or speculate where they would fit into the ‘real world’.

If it still seems confusing, do not hesitate to refer to the experts in writing a character analysis.

How to Write a Character Analysis Essay

A literary character analysis gives you the opportunity to explore a character in a book and investigate his role in the story. While character analyses follow many conventions of literary essays, including a thesis statement, well-structured paragraphs and a conclusion, they focus on the traits that establish the character’s importance to the story. Crafting a thesis that describes the character and developing your main points with evidence from the text can help you write an essay that illuminates his function in the story for readers.

Craft a Thesis Statement

Exploring the primary traits of the character can help you plan the central focus of your essay. Try isolating these traits by examining the character’s actions, thoughts and dialogue, as well as what other characters think of him. Then, address the significance of these traits through a clear, specific thesis statement. For example, your essay might focus on the character of Tessie from Shirley Jackson’s “The Lottery,” a story about a town that sacrifices one of its citizens each year to ensure a good harvest. A good thesis statement might read, “While Tessie is ultimately chosen by fate as ‘winner’ of the lottery, she sets herself apart as an outsider through her free-spirited nature, the town’s responses to her behavior and her ultimate rejection of the lottery’s rules.”

Help Readers Relate

Your essay’s introduction should not only present your thesis statement, but also hook readers’ interest by summarizing the essay’s topic. Illustrate how the traits of the character are relevant to their lives, either by explaining how these characteristics manifest themselves in society or what the story as a whole reveals about human nature. For an essay on “The Lottery,” for instance, you might talk about how Tessie’s character embodies people’s tendency to victimize and scapegoat someone who is different from them. This would provide a good lead-in for your thesis about how Tessie sets herself apart from the rest of the town even before she becomes the lottery’s sacrifice.

Illustrate Character with Evidence

As you explore each character trait in your thesis, the body paragraphs should elaborate on how these characteristics function in the story. Your topic sentence should clearly define the trait you’ll discuss in that paragraph; in the “Lottery” essay, for example, a paragraph might begin, “From the time she arrives at the lottery, Tessie’s free spirit identifies her as an outcast from the town.” As evidence, you can describe Tessie’s entrance, when she arrives late to the lottery and interrupts the proceedings by talking about her chores and excitement about the event, and then contrast this with the other townsfolks’ serious demeanor. Use quotations from the story to provide textual evidence for your observations.

Conclude with a Character Summary

Ultimately, you should wrap up your character analysis in a way that does more than just reiterate the points you’ve made in your body paragraphs. The writing center at Tidewater Community College suggests using your conclusion to create unity in your essay by tying it back to the character traits described in your thesis and introduction. For instance, your essay on “The Lottery” might conclude by revisiting the idea of how groups tend to respond to people who don’t share their beliefs, and how Tessie’s death reveals the consequences that often come with taking a stand against the majority.

Kori Morgan holds a Bachelor of Arts in professional writing and a Master of Fine Arts in creative writing and has been crafting online and print educational materials since 2006. She taught creative writing and composition at West Virginia University and the University of Akron and her fiction, poetry and essays have appeared in numerous literary journals.

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Creative writing low residency mfa

Creative Writing

The deadline to apply to the fall 2022 Master of Fine Arts in Creative Writing cohort is June 1, 2022.

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“Anxious Attachments” by core faculty member Beth Alvarado is a 2020 Oregon Book Award Winner.

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We are #4 on the Best College Reviews list of Top 20 Master’s in Creative Writing Online for 2021.

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Our faculty members create an individualized program of study for each student mentee.

Low-Residency Master of Fine Arts in Creative Writing Program Philosophy

What’s unique about OSU-Cascades’ ecological approach to the craft of writing is its investment in the whole writer. The geographies — social, spiritual, physical, aesthetic, political — each writer negotiates to get to the page are as various as the texts that give each one of us a purchase on this art. Together in the MFA in Creative Writing program we teach ourselves to work — at least some of the time — outside our comfort zones. By cultivating a passion for what’s difficult about this art, as well the courage to celebrate our own and each other’s adventures in self-expression, we tend the practical skills and whimsical experiments that grow writers with healthy writing lives.

Program Details

This two-year program is divided between intensive ten-day residencies at OSU-Cascades in Bend, and term-length individual mentorships you complete long distance from home. Supported by faculty mentors, you will master the techniques of craft in your genre, develop a sustainable writing praxis, practice what it means to be a literary citizen, and learn about what’s really exciting in contemporary literature. You conclude the program with a thesis, a creative piece of publishable quality and literary merit.

Genres

MFA students select a genre, but write and study across genres to deepen their craft and understanding. Students may also write cross- or hybrid-genre theses.

  • Fiction
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  • Creative Non-Fiction

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OSU Corvallis Partnership

The MFA in Creative Writing at OSU in Corvallis has a long tradition of excellence. Recognizing the need to bring an outstanding education to students with different life stories, faculty on both campuses partnered to bring a low-residency MFA in Creative Writing to Central Oregon in 2013. Here in the OSU-Cascades low-residency MFA, we continue that tradition of excellence, growing creative writers with exemplary publication records, and a passion for loving this world, through art.

Master of Fine Arts – MFA in Writing

At Spalding’s affordable, nationally distinguished low residency MFA in Writing, we’ve put 20 years of thought and care into our program design, from the size and diversity of our faculty to the timing of our residencies during months when travel is easier. Students focus on their own area of concentration while still exploring across genres, examining the interrelatedness of the arts, and investigating aspects of professional writing. In short, we’re committed to providing excellent graduate instruction in a compassionate, noncompetitive, supportive community.

In Louisville, students engage with the downtown arts scene, stay in the four-star Brown Hotel, and study on our green campus with publishing, prize-winning faculty. At our summer residencies abroad, we take our curriculum across borders to add an element of global cultural and literary exploration. Whether you choose to study in the States or abroad (or both!), you’ll gain invaluable editorial experience with our online literary magazine, Good River Review. And you’ll develop a close-knit literary community and writing habits that will serve you for life.

“I have SUCH fond memories of my time at Spalding. The faculty was smart and engaged. The students were diverse and eager — and thoughtful. The conversations we had made me remember again why I do the work I do. The vibe was like family. I felt SO at home there, I have to say. All these years later, it really stays with me.”

—Jacqueline Woodson, author of Brown Girl Dreaming, winner of the National Book Award, Newbery Honor Medal, and Coretta Scott King Award

We hope you’ll tour our website to learn why our low-residency approach is the best way to study writing. Read about the Spalding MFA program’s unmatched flexibility, both in scheduling your weekly workload and charting your own course of study—with options including translation, a teaching seminar, a book-length manuscript workshop, and a professional writing project. Discover what our residencies offer (including optional summer residencies with travel abroad). Learn how prolific you’ll be during one-on-one mentored independent study courses—few programs can match us in the volume of writing you’ll produce and expert feedback you’ll receive from your faculty mentors.

We invite you to explore our program, meet alumni and learn why Spalding is the choice for serious writers. Then, we invite you to apply. (Our admission requirements tell you how.) Application deadlines are February 1 for spring and summer semesters and August 1 for the fall semester.

Our four-semester degree culminates with a creative thesis and graduation residency. You can read about recent visiting writers and alumni successes as you explore your concentration.

Concentrations

Features

We’re proud to be named a top 10 low residency MFA program by Poets & Writers.

We accept transfer credit from other MFA programs.

Students with a published book or produced script may apply for acceleration.

Application deadlines are February 1 for spring and summer semesters, August 1 for fall semester.

We welcome veterans.

MFA alumni have garnered top national honors while publishing and producing more than 500 books, plays and films.

We’re the flagship program of the Naslund-Mann Graduate School of Writing at Spalding University, which also includes Master of Arts in Writing and a one-semester Graduate Certificate in Writing program. The MAW offers tracks in creative writing and professional writing and editing; both the MAW and the Certificate offer the option to matriculate into the MFA program.

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Creative writing language lesson

Creative Writing Activities and Lessons: 10 Writing Lessons

A great writing curriculum allows students to write and learn in a variety of ways. That’s why this Writing Essentials Bundle combines critical writing units, daily writing prompts, targeted writing mini-lessons, and creative writing activities. You’ll find ready-to-teach lessons that will not only

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Creative Writing Activities: 10 Lesson BUNDLE!

This bundle is filled with 10 creative writing lessons that provide lively and interesting ways for students to write in your classroom. Each lesson encourages students to play with language and subjects to produce completely unique and original writing. Hands-down, these lessons are the BEST way to help students discover the joy in writing!

Each creative writing lesson is designed to:

• Encourage creativity and new thinking

• Help students discover how literature and writing works

• Provide opportunities for self expression

• Tap into students’ imagination

• Build a community of writers

• Encourage students to have FUN!

Lessons can be used in succession as a part of a creative writing unit or as stand-alone lessons. They’re perfect for mental-shifts after large assessments, fun and detailed substitute lessons, or in conjunction with literature. Really, they’re just plain adaptable and fun!

CCSS: W.3, W.4, W.5, W.10, L.1, L.2, L.3, L.5,

Included in this bundle:

– Story Rolling Set 1

– Story Rolling Set 2

Looking for other writing units? Then, check out…

  • Poetry Writing Unit (11 Days)
  • Writing Unit BUNDLE! – Persuasive, Descriptive and Myth Writing Units
  • Myth Writing Unit

Have you seen these Creative Writing Videos?

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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.

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.”

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.

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.

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.

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.

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Written expression thesis

The Impact of Word Processing on the Written Expression of Students with Learning Disabilities in the Area of Written Expression

The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The 75 students who participated in the study represented three groups–students … continued below

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  • Hresko, Wayne P. Major Professor

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  • Hildreth, Bertina

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  • Level:Doctoral
  • Grantor:University of North Texas
  • Name:Doctor of Philosophy
  • Department:Department of Applied Technology and Cognition
  • Discipline:Special Education

Description

The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The 75 students who participated in the study represented three groups–students with learning disabilities identified in the area of written expression (LD-W), students with learning disabilities identified in an area other than written expression (LD-O), and general education students (NA). Each student completed four writing samples: (a) descriptive – handwritten, (b) informative – handwritten, (c) descriptive – word processed, and (d) informative – word processed. The writing samples were scored according to the TOWL-3 on the three Spontaneous Composite subtests (e.g., Contextual Conventions, Contextual Language, and Story Construction). In addition, Word Perfect 6.1- Grammatik was used to determine the number of syllables, words, and sentences in each writing sample. A multivariate analysis of variance (MANOVA) was used in the analysis in conjunction with univariate F-Tests and Tukey’s Honestly Significant Difference (HSD) test. General education students scored consistently higher than LD-W on all subtests even when handwriting and word processing were considered. They also generated more syllables, words, and sentences than students with learning disabilities. In addition, all students scored higher on subtests when writing descriptive samples rather than writing informative samples. No practically significant results were determined for the effect of word processing. Therefore, word processing alone does not have an impact on students’ quality of writing. It is simply a tool in the writing process. These results do not suggest that schools disregard the use of technology. Rather, teachers must continue to use word processors during writing instruction but should focus on providing good writing instruction.

Thesis and Purpose Statements

In the first stages of writing, thesis or purpose statements are usually rough or ill-formed and are useful primarily as planning tools.

A thesis statement or purpose statement will emerge as you think and write about a topic. The statement can be restricted or clarified and eventually worked into an introduction.

As you revise your paper, try to phrase your thesis or purpose statement in a precise way so that it matches the content and organization of your paper.

Thesis statements

A thesis statement is a sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic.

Good: X has made a significant impact on the teenage population due to its . . .
Bad: In this paper, I will discuss X.

A thesis statement makes a promise to the reader about the scope, purpose, and direction of the paper. It summarizes the conclusions that the writer has reached about the topic.

A thesis statement is generally located near the end of the introduction. Sometimes in a long paper, the thesis will be expressed in several sentences or an entire paragraph.

A thesis statement is focused and specific enough to be proven within the boundaries of the paper. Key words (nouns and verbs) should be specific, accurate, and indicative of the range of research, thrust of the argument or analysis, and the organization of supporting information.

Purpose statements

A purpose statement announces the purpose, scope, and direction of the paper. It tells the reader what to expect in a paper and what the specific focus will be.

Common beginnings include:

“This paper examines . . .,” “The aim of this paper is to . . .,” and “The purpose of this essay is to . . .”

A purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn.

A purpose statement usually appears toward the end of the introduction. The purpose statement may be expressed in several sentences or even an entire paragraph.

A purpose statement is specific enough to satisfy the requirements of the assignment. Purpose statements are common in research papers in some academic disciplines, while in other disciplines they are considered too blunt or direct. If you are unsure about using a purpose statement, ask your instructor.

This paper will examine the ecological destruction of the Sahel preceding the drought and the causes of this disintegration of the land. The focus will be on the economic, political, and social relationships which brought about the environmental problems in the Sahel.

Sample purpose and thesis statements

The following example combines a purpose statement and a thesis statement (bold).

The goal of this paper is to examine the effects of Chile’s agrarian reform on the lives of rural peasants. The nature of the topic dictates the use of both a chronological and a comparative analysis of peasant lives at various points during the reform period. . . The Chilean reform example provides evidence that land distribution is an essential component of both the improvement of peasant conditions and the development of a democratic society. More extensive and enduring reforms would likely have allowed Chile the opportunity to further expand these horizons.

For more tips about writing thesis statements, take a look at our new handout on Developing a Thesis Statement.

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De anza creative writing

2016-17 EPIC Community College Fellows

Anne Argyriou has taught Reading at De Anza College since 2000. She holds a Certificate in the Teaching of Post Secondary Reading and an M.A. in English Composition from San Francisco State University. She earned an MPhil in Psychology and Education from the University of Cambridge.

Project: Reading the World in California

How can we encourage our students to read more? How can we make reading relevant to their own lives? And how can we find out what our students think about when they read something? These questions inspired my EPIC project. Students in my reading classes compared high schools here in the United States to Finland, Poland, and Korea. We then used the Lacuna annotation platform to start conversations between ourselves and the text. Students were able to dive deeply into the text, and I got a sense of what they were thinking about.

Patricia Gibbs Stayte

Professor of Sociology, Foothill College

Born and raised in Canada, Patricia Gibbs Stayte started her post secondary education at Vancouver Community College and holds Bachelors and Masters degrees from the University of British Columbia and the University of Alberta, and an M.A. and Ph.D. in Sociology from the University of Hawai’i at Manoa. She is a professor of Sociology and chair of the Sociology program at Foothill College. Her interests lie in the race, class and gendered dynamics of everyday life. Patricia enjoys helping students see individual actions in social context, develop an awareness of social justice issues and a Sociological Imagination, or the ability to make connections between personal life and public issues, and then act on the basis of that knowledge.

Project: Global Studies Programs Around the World: Including Post Secondary Programs in the Field

Do you recall the fable of the blind man and the elephant where each describes only a part of the whole? Well we have a similar situation with global studies curriculum. My Stanford EPIC research focused on the global global studies scene, and including community colleges in that, to create a kind of global imaginary. To do this, I connected with a founder of the field of global studies, I created a database of global studies programs around the world, and I surveyed representatives of each of those programs.

Judith Hunt

Associate Professor, College of San Mateo

Judith Hunt is an Associate Professor at the College of San Mateo and teaches course in U.S. history and European history. Before relocating to California in 2015, she was a faculty member at Loyola University New Orleans and served as the Associate Dean of the College of Arts and Sciences. Judith received her Ph.D. from the University of Florida. She is currently working on project to develop a new course in Modern World History.

Project: From Western Wanderings to Global Migrations – Re-imagining an Interconnected Past

What do the following people have in common: a Chinese miner, a Basque sheepherder, an Italian vitner, a Portuguese fisherman, and a Mexican rancher? They each represent nineteenth century global migrations to California. Collectively, their histories represent a storied past that is alive in our classrooms today. Their descendents are California students, and they, like their nineteenth century predecessors, live and learn in transnational spaces with new migrants from all over the world. In an effort to capture this twentieth century diversity I’m developing a thematically driven world history course to complement or replace the Western Civilizations course.

Carrie Hunter

Adjunct Professor, Foothill College

Carrie Hunter is an adjunct professor at Foothill College. She has an M.A. in English with Concentration in TESOL (Teaching English to Speakers of Other Languages) and an M.F.A. in Poetics. This winter she used her EPIC fellowship to teach an English as a Second Language (ESL) pre-transfer level composition course focusing on exploring the benefits and drawbacks to teaching international texts to international students.

Project: Teaching International Texts to International Students

Have you ever wondered whether teaching American subject matter and culture is the best way to teach students who are learning English as a second language? I noticed, while reading some reflective journals, responding to a reading that happened to mention China’s Great Leap Forward, that so many of the Chinese students’ writing was more fluid, focused, and confident. My project utilizes international texts to try to engage my students through aspects of their own cultures.

Clara Lam

Professor of ESL, De Anza College

Clara Lam is a full-time professor in the ESL (English As a Second Language) Department at De Anza College, where she has taught for 22 years. As an ESL teacher, Clara believes in incorporating and honoring the cultural and world knowledge of her students as they learn critical thinking and language skills in her classroom. Clara received her ED. D in Language Education from the University of Georgia. She also earned an MFA in Creative Writing from San Jose State University.

Project: Cultivating Global Perspectives in Advanced ESL Classes

In your classes, where are your students from? Are they from Asia, Latin America, the Middle East, or other parts of the world? If yes, have you used books that tell stories of their country’s landscape, people, traditions or struggles? In my project this year, I have internationalized the curriculum, to bring my students back to the world they are from, and learn about it in the process. There are many ways to internationalize the curriculum; what I have done is to use texts relating to cultures and places beyond the United States, such as Haiti, Peru, and South Africa.

Danni Redding Lapuz

International Education Program Manager, College of San Mateo

Danni Redding Lapuz serves as the International Education Program Manager at the College of San Mateo and as adjunct faculty in the Music Department at Cañada College. She attended Orange Coast Community College and earned a B.A. in Music from UC Irvine. After traveling and working abroad in over 40 countries, she earned an M.A. in Ethnomusicology from the University of Hawai’i at Manoa, specializing in Indonesian Gamelan and Southeast Asian Studies, conducting her graduate research in Indonesia. Through the EPIC fellowship, Danni created the Global Speaker Series at CSM, integrating global presentations in five thematic areas into the campus curriculum through a multi-disciplinary faculty collaboration.

Project: The Global Speaker Series

Our planet and life as we know it are in crisis, but how do we take on massive topics, like global warming, food security, and cultural hegemony, and make them meaningful and relevant for community college students? As an EPIC fellow, I developed the global speaker series to bring specialists from a variety of fields to our campus to share what they are doing, and the global impact of that work with our students and campus community. The program is developed around 5 themes, and these were created in conversation with a multidisciplinary group of faculty on our campus. Those faculty adopted the global speaker series into their course curriculum, so it is an integrated part of what students are learning at our college. My hope is that students will gain cultural competancy and a greater understanding and awareness of global issues. Ultimately preparing them to address the problems that we face in our world.

Anthony Santa Ana

Instructor, De Anza College

Anthony Santa Ana is a part time instructor in Asian American Studies and the Program Coordinator for the Office of Equity, Social Justice, & Multicultural Education at De Anza College. He has A.A. in Liberal Arts from De Anza Community College, a B.A. in Speech Communication w/emphasis in Intercultural Communication & minor in Asian American Studies, from San Jose State University, a M.A. in Education & BCLAD Multiple Subject Teaching Credential from the University of San Francisco and is a Ed.D student in International/Multicultural Education from the University of San Francisco. Anthony’s EPIC fellowship project is the creation of two indigenous teach ins in collaboration with multidisciplinary instructors to expose De Anza students to the knowledge, wisdom, culture and epistemology of indigenous peoples.

Project: Decolonizing the Curriculum Through Indigenous Teach-ins

Human rights, especially indigenous rights, have been a strong interest of mine due to the current state of our world, and I’m looking for solutions of sustainability for our holistic health and mother earth. In spring quarter of 2017 at DeAnza college, we will have two indigenous teach-ins. The first teach-in will feature instructors from the Anthropology, Sociology, Intercultural Studies Department and the Counseling Division will share their content expertise about this topic. Throughout the quarter, students will be able to learn more about this topic, and be able to present through different forms of dance, poetry, song and presentations to share at the second indigenous teach-in. So many have said, if we want to know where we are going, we should be able to learn from the past. As indigenous communities have resiliently survived and thrives for hundreds if not thousands of years, we can learn from their wisdom about the sustainability of our mother earth.

Monika Thomas

Professor of Economics, De Anza College

Monika Thomas is currently a full time Professor of Economics at De Anza College, where she has taught since 2010. Before teaching at De Anza College, she taught at UCSC and SJSU. She is a Ph.D. Candidate and earned an M.A. in International Economics from UCSC. For the EPIC Fellowship, she viewed environmental economics through an international lens: She developed central themes that transcend national boundaries, integrated economic and environmental justice issues into the curriculum, and cultivated student engagement.

Project: Integrating Transnational Perspectives into Economics Courses

How does one design a course on environmental economics so that it includes more international perspectives? Environmental economics combines the aspects of economic growth with sustainability. For example, providing incentives for fisheries not to over harvest their stock of fish. I created the course “Environmental Economics” that was not offered in our district, and I consider essential. I developed central themes, which show students how the topics of environmental economics are interconnected, interdependent, interdisciplinary, and at the same time transcend national and cultural boundaries. For example, we explore how different countries address their environmental challenges to achieve their food security.

Susan Thomas

Instructor, De Anza College

Susan Thomas is particularly interested in cultural issues having lived, worked, volunteered and taught abroad, most significantly in Japan and Uganda. She is also a business owner and Professional Development Trainer with over 25 years of training expertise in the areas of leadership, self-awareness and motivation, stress management, conflict resolution, and group dynamics. She holds a Master’s Degree in Counseling Psychology from Northwestern University, a dual Bachelor’s Degree in Psychology and Sociology from the University of California, Santa Barbara and is currently teaching Psychology at De Anza College.

Project: Exploring and Informing Students’ Cultural Sense of Self

Are you more likely to challenge an authority figure, when you believe they’ve made a mistake? Or would you keep it to yourself, and wait to see what happens? How is your problem solving or decision making influenced by culture, in this ever globalizing world? These are questions that I ask my students to ponder during the social behavior unit of general psychology. Each of us has a unique perspective and style when it comes to interacting with our world and the people in it. This perspective is influenced by our upbringing, our caregivers, our peer groups, any chosen religion, various experiences, and importantly, our culture. I engaged students in a multistep activity and discussion to look at their unique sense of self, and how that influences their response to authority, conformity, conflict, and other big social psychological concepts.

Laura Woltag

Adjunct Professor, College of San Mateo and Berkeley City College

Laura Woltag is an adjunct professor at the College of San Mateo and Berkeley City College, where she enjoys reading, writing and thinking about literature and social justice issues alongside her students. Laura has an M.A. in English Composition and an M.F.A. in Poetry, both from San Francisco State University, and she is an active writer. For her EPIC fellowship, Laura designed an international poetry unit for her Literature and Critical Thinking class.

Project: Writers at Risk: An International Poetry Unit

Every semester, I encounter at least one student who tells me “I am not a poetry person. I do not understand poetry.” My quest as an educator is to help my students see that meanings aren’t buried within poems, rather, they can use poems to create meaning. During my EPIC fellowship, I created a unit called “Writers at Risk.” This international poetry unit features five poets who face censorship or exile due to an interpretation of their poetry. We read and discussed the poetry using the Lacuna platform.

De anza creative writing

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De Anza Creative Writers – Home

An Introduction to the important elements of worldbuilding. You are in a room with maps all over the walls and tables. You shove some papers aside to get to the bottom of a shelf with an enormous blank sheet of paper. You triumphantly pull it out and grab a pen, then clear a space on…

Creating Characters

Stuck. With your pen, you scrawl a giant X over your most recent draft in frustration. Why is creating a character, a whole person, so difficult? You drop your pen with a clatter and rest your chin on your hand, trying to think. Then you remember, in this place there is a gallery, and in…

Introducing DACW

Hello there fellow writers, welcome to the blog of De Anza Creative Writers (DACW)! You must have been searching for creative writing help? Let confetti be tossed into the air, for you’ve found a new source. A quick tour is in order: On our blog, you will find writing tips for novels, short stories, and…

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Creative writing activities for 2nd grade

2nd grade creative writing activities

Create an Alien Friend Creative Writing Activity — [2nd, 3rd, 4th Grade]

Use this download for a fun creative writing activity about aliens! Students will use their imagination to create an alien and use the graphic organizers to create ideas before writing!This download includes:→ Guided Instructions (to draw an alien!)→ “My Alien Friend” Drawing Page→ “Alien Description” Graphic Organizer→ “All About My Alien Friend” Graphic Organizer→ “My Alien Friend” Pre-writing→ “My Alien Friend” Writing paper (2 styles!)♥ Connect with me! ♥CLICK HERE to become a follower of my

Create a Sea Creature Creative Writing Activity — [2nd, 3rd, 4th Grade]

Use this download for a fun creative writing activity about sea creatures! Students will use their imagination to create a sea creature and use the graphic organizers to create ideas before writing!This download includes:→ Guided Instructions (to draw a sea creature!)→ “My Sea Creature” Drawing Page→ “Sea Creature Description” Graphic Organizer→ “All About My Sea Creature” Graphic Organizer→ “My Sea Creature” Pre-writing→ “My Sea Creature” Writing paper (2 styles!) ♥ Connect with me! ♥CLICK HERE

lined paper printable – 2nd grade creative writing activities lined paper

Awesome, lined paper printable – 2nd grade creative writing activities lined paper. This primary writing paper with picture box borders, are the best kindergartens primary writing paper for kids to fashion out their height and straight line of their letters and also improve their handwriting skills. This 2nd grade creative writing activities lined paper has a beautiful flowers borders . With this lined paper printable, kids can now improve their hand motor skills, writing skills spellings and

CREATIVE SQUIGGLE PROMPT PICTURE STORY WRITING FUN MORNING WORK K 2ND 3RD GRADE

CREATIVE SQUIGGLE PROMPT PICTURE DRAWING AND STORY WRITING ACTIVITY If you are looking for fun activities to spark your students’ creativity and imagination, you have come to the right place. This resource includes 100 no-prep templates which come in 8 differentiated versions. The sheets contain a squiggle or a shape so that students can continue the drawing to create something new!Younger students can use the template without writing and older ones can use one of the other templates provided

HMH Into Reading Second Grade Supplement Module Two | Distance Learning

  • PDF
  • Google Apps™

Did your school just adopt the new HMH Into Reading (Houghton Mifflin) program? This resource includes all you need to supplement your new program. The activities in this resource easily allow you to differentiate for the needs of the learners in your classroom. These activities for Into Reading Module 2 are perfect for whole class instruction, small group instruction, center work, and remediation. This unit can now be used digitally! There is a link on page 2 of the PDF that allows a copy to be

1st & 2nd Grade Social Studies CURRICULUM- (12 Units & SS Journal Bundle)

This 297-page First and Second Grade Social Studies Bundle includes 12 comprehensive units, an interactive Social Studies Journal, and a complete set of foldables that are engaging and rigorous for your students! The units cover all main first and second grade Social Studies concepts and are complete with reading comprehensions, graphic organizers, writing activities, student booklets, colorful signs and so much more! The Social Studies Journal and Foldable Set were recently added to this BUN

End of Year Writing Activity – 2nd Grade – (Print and Digital)

  • PDF
  • Google Apps™

This is a meaningful, creative writing activity for the end of the year! Students use all those writing skills they learned throughout the year to write about how they feel about the end of the year, their favorite memories, and advice for next year’s students. WHAT’S INSIDE? Watch the video preview to see the final product!Page 1: “Second Grade Comes to an End” headline Page 2: “Extra! Extra! Read All About My Second Grade Memories”Page 3: “Student Gives Advice to Upcoming Second Graders”Page 4

Early Finisher or GATE Reading Enrichment Activities – K 1st 2nd Grade

  • Zip
  • Google Apps™
  • Internet Activities

Looking for engaging Choice Board activities that will boost creative writing, vocabulary, spelling, grammar and reading comprehension skills and more? Then this resource is for you! Your students will love these enrichment activities and will be asking for more! This enrichment pack contains 24 engaging activities that can be reused and customized to fit your classroom needs. Some activities are provided with multiple variations: Letter Scramble (spelling/vocabulary)Tricky Words (creative writ

Poetry Unit: Poetry Writing, Lessons, Student Poetry Pages, and More

Make teaching poetry fun with these engaging, step-by-step poetry lessons! This set includes low-prep lessons that are perfect for exploring the elements of poetry and diving into writing poems. Quick and easy setup plus clear student directions make these lessons perfect for your poetry unit! Help your students navigate through 7 forms of poetry on their own with step-by-step directions after teaching the elements of poetry with the provided instructional slides. Students will love diving into

December/Christmas NO PREP Print and Digital Math & ELA Worksheets/Activities

  • Google Apps™

Are you looking for a fun way to cover several second-grade concepts throughout the month of December? This bundle comes with both digital and printable activities for the month of December! Christmas, Kwanzaa, Hanukah, Gingerbread Men, it’s all here! These activities cover a wide variety of standards for second grade such as main idea, creative writing, adding money, two-digit addition, letter writing, time, and much more! Perfect for distance learning as all you need to do is either print or

2nd Grade NGSS COMPLETE YEAR STEM Unit ! Earth, Life & Physical Science!!

This is a full YEARS’ Comprehensive STEM curriculum unit that covers ALL of your 2nd Grade Next Generation Science Standards (NGSS). In this bundle we’ve included the COMPLETE Earth, Physical and Life Science Units from our store. These units are PACKED with engaging investigations and activities, engineering design challenges, technology integration, math application and integrated literacy lessons! (CCSS). With step-by-step instructions and easy to follow plans, you’ll be able to bring engagi

2nd Grade Sub Plans: October Emergency Substitute Plans & Activities

Too much candy this Halloween season? The last thing you want to be doing is worrying about planning for a sub, but we all know that having a substitute teacher can often be more work than actually coming in…even when you’re sick! The goal of this sub plan pack is to alleviate some of the stress of missing a day of work by giving you ready-to-use, engaging lesson plans that don’t require hours of preparation. If you are like me, having a sub meant hours of planning while feeling completely miser

TEXAS 1ST & 2ND GRADE SOCIAL STUDIES BUNDLE (16 Resources in One!)

This 349-page TEXAS First Grade Social Studies Bundle includes comprehensive units PLUS an Interactive SS Journal and a set of FOLDABLES that are interactive, engaging, and rigorous for your students! The units cover all main TEXAS first grade Social Studies concepts and are complete with reading comprehensions, graphic organizers, writing activities, student booklets, colorful signs and so much more!Buy them together and SAVE! ADDITIONAL LICENSES CAN BE PURCHASED WITH DISCOUNT! One license per

Writing Paper Creative Writing First Grade, Second Grade, Third Grade

Writing Paper Creative Writing First Grade, Second Grade, Third Grade 75 pages of writing reproducibles for your 1st grade, 2nd grade or 3rd grade class. Each reproducible has word bank support and an engaging picture to stimulate the young imagination. First, second, and third grade. Description: 75 pages of stationary designed to stimulate your students’ imaginations. In this set are 75 different designs of stationary. Each stationary design has a word bank to support student writing. Stati

Indigenous Peoples Day Activity: Paper Craft and Creative Writing

This Indigenous People Craft Activity AND Creative Writing Project is an alternative way to celebrate Columbus Day with your students and get them crafting and writing about Native Americans. If your district/city/state does not recognize Columbus Day and instead celebrates Indigenous Peoples Day, this is the perfect activity. Simply print and craft with templates ready to copy on colored paper. No tracing needed, which will save you hours of time. Your students will cut and glue their indigenou

US Facts & Symbols 1st/2nd/3rd Grade- 2 Weeks of Activities & Colorful Signs

This 25-page ELA/SS packet is all you need to teach the basics on U.S. facts and symbols. All symbols come with student-friendly informational text, illustration, and an interactive, student-centered writing activity. This packet can be printed as a student packet and can last for 2 weeks-worth of instruction. In addition, it also comes with colorful signs of the symbols for easy classroom display and are very helpful in whole-group discussions. Most importantly, writing activities are both en

Endless Paper Craft Activity and Creative Writing Mega Bundle

This Mega, Endless Paper Craft Activity AND Creative Writing Bundle has everything you need for year-long print and go crafts and year long writing prompts to match each craft. Simply print and craft with templates ready to copy on colored paper. No tracing needed which will save you hours of time. Your students will cut and glue their paper crafts and will then have 3 creative writing or expository writing prompts that match each paper craft activity.Each kindergarten craft / first grade craft

Reading, Writing, Word Work Station Activities for October

Graphic organizers, writing prompts, writing journals, and spelling word work activities for your literacy block stations. Graphic organizers for Read to self, read to someone, and listen to reading provide accountability and motivation.Themed choice menus, daily 5 I can posters (in color and black and white), graphic organizers, writing prompts, writing journal, and word wall. Also includes 8 long vowel/silent e word work activities. ***INCLUDES A FULL YEAR OF PRINTABLE SPELLING LISTS.*** 38

2nd Grade Earth Science COMPLETE NGSS STEM Curriculum Unit! (2-ESS2)

This integrated 2nd grade STEM curriculum not only covers all of the NGSS earth science and engineering for 2nd grade but also has built in technology integration options, math application opportunities, and an integrated literacy component in EVERY lesson. Throughout this unit students will be actively engaged in fun, interactive, hands-on, inquiry based learning through student led activities. These lessons were created and compiled through a backwards design format where the NGSS and CCSS lit

2nd Grade Sub Plans: November Emergency Substitute Plans & Activities

Too much turkey left you with Thanksgiving tummy troubles? The last thing you want to be doing is worrying about planning for a sub, but we all know that having a substitute teacher can often be more work than actually coming in…even when you’re sick! The goal of this sub plan pack is to alleviate some of the stress of missing a day of work by giving you ready-to-use, engaging lesson plans that don’t require hours of preparation. If you are like me, having a sub meant hours of planning while fee

2nd Grade Writing Prompts for a Year

You are Saving 30% by Purchasing This Year Long Writing Bundle!• 2nd Grade Opinion Writing Prompts• 2nd Grade Science Writing Prompts• 2nd Grade Social Studies Writing Prompts• 2nd Grade Letter Writing Prompts• 2nd Grade Fun Friday ActivitiesWith this bundle of over 300 activities, you get an ENTIRE YEAR of 2nd grade Writing Prompts. Writing is an important focus in 2nd grade, and this resource provides over 300 print-and-go prompts to enforce these skills in a variety of ways. These activities

Sunflower Craft Paper Activity and Creative Writing

This Sunflower Craft Activity AND Creative Writing Project is a perfect way to celebrate fall activities with your students and get them crafting and writing.Simply print and craft with templates ready to copy on colored paper. No tracing needed, which will save you hours of time. Your students will cut and glue their sunflower Craftivity paper craft and will then have 3 creative writing or expository writing prompts that match the paper craft activity.This fall writing activity also comes with

Penguins, Polar Bears, & More! Writing and Literacy Activities

This unit is loaded with writing and literacy activities for your winter study of penguins, polar bears, and more cold weather animals! As usual, these activities require minimal prep – just print out and copy! This unit addresses many Common Core standards for first and second grade. Skills Covered: *Writing (informative, creative, opinion, response to literature, poetry) *Nouns *Proper Nouns *Verbs *Adjectives *Conjunctions *Using commas to separate words in a list *Character Traits *Alphabet

Narrative Story Writing Unit & Activities | Three Little Pigs Creative Writing

Narrative Creative Story Writing Unit of Work – Modeled, Shared and Independent writing structured around the fairy tale ‘The Three Little Pigs’. The Gradual Release of Responsibility Model applied to the design and planning of unit This unit includes teacher notes and is adaptable to a range of ability or outcomes being targeted in your classroom. 58 pages included.Common Core Aligned – I have included a range of printable worksheets to allow for adaptability to meet Kindergarten Common Co

Free Writing Worksheets for 2nd Grade Students

Our free, printable 2nd-grade writing worksheets help students develop a solid foundation for their writing skills. These worksheets prompt creative ideas and guide your students to transform their ideas into a simple storyline. We offer writing practices that will help students add detail to their writing with the use of adjectives and adverbs. Writing checklists are also available to make story editing and revising a breeze for your second-graders. Browse through our collection of resources below. Feel free to download and print all of the 2nd-grade worksheets you need

PARTS OF A BOOK

2-3: WORD LISTS

2-3: MAIN IDEA

2-3: BRAINSTORMING

2-3: OPINION WRITING

2-3: WRITING A CONCLUSION

2-3: WRITING STARTERS

2-3: INFORMATIVE WRITING

2-3: WRITING CHECKLIST

Narrative or creative writing is not a skill you can teach overnight. Practice and exposure, as well as a bit of inspiration, are necessary for young writers to get excited about learning this creative craft. Our worksheets are aligned with educational standards in the U.S. Not only do our writing resources help students get inspired, but these worksheets also put them a step closer to achieving their writing goals.

Whether you want your students to practice specific skills or stimulate their creative writing ideas, our worksheets are here to help.

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Traduction i am doing my homework

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Translation of “I’m doing my homework” in Italian

When I’m doing my homework, sometimes she stands behind me and sighs, ‘Learning is important, learning is good.

Quando faccio i lavori di casa talvolta la sento sospirare alle mie spalle e commentare in questo modo: È importante imparare, è bene imparare.

Examples are used only to help you translate the word or expression searched in various contexts. They are not selected or validated by us and can contain inappropriate terms or ideas. Please report examples to be edited or not to be displayed. Rude or colloquial translations are usually marked in red or orange.

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Courses

Please click on a course title to view the course description and schedules.

Crash courses on specific genres, mediums, or formats

Courses on the basic aspects of storywriting; applicable to all genres, mediums, and formats

The four consecutive Storywriting Basics Courses may be taken as a 28-day intensive program, the Storywriting Basics Bootcamp .

Advanced courses that help students master skills specific to the stages of writing: brainstorming, pre-writing, writing, and rewriting

The four consecutive Skills Series Courses may be taken as a 28-day intensive program, the Storywriting Skills Bootcamp .

WRITE NOW.

We’re a writing school that welcomes anyone who wants to learn how to write stories—no magical talent, prior training, or writing experience required.

Award-winning playwright and author, Dr. Joem Antonio , conducts an in-person writing workshop. Dr. Antonio is the creator of Storywriting School’s courses.

We’ll teach you how to build stories in steps and stages that you’ll be able to replicate outside of class.

What better way to learn writing than by, you guessed it, writing! Our classes include lectures, but you’ll be doing writing exercises for the most part.

Each course has specific target outputs or skills that you’ll attain after having done all the required exercises.

Please refer to the course description for the learning outcomes of each course.

Crash courses on specific genres, mediums, or formats

April 16-22, 2022

April 16-22, 2022

April 23-29, 2022

April 23-29, 2022

April 30-May 6, 2022

April 30-May 6, 2022

Courses on the basic aspects of storywriting; applicable to all genres, mediums, and formats

May 28-June 3, 2022

These four consecutive courses may be taken as a 28-day intensive program, the Storywriting Basics Bootcamp .

Advanced courses that help students master skills specific to the stages of writing: brainstorming, pre-writing, writing, and rewriting

May 28-June 3, 2022

These four consecutive courses may be taken as a 28-day intensive program, the Storywriting Skills Bootcamp .

When you join your course’s Google Classroom, you’ll have access to all the coursework (text lectures and writing exercises) which you’ll accomplish at your own pace. Within the seven-day class duration, you’ll be able to submit your writing exercises to your assigned writing coach, who will give feedback on your work as necessary. You may also post questions if you’re confused about any of the concepts taught in the course. If you successfully accomplish and submit all the writing exercises within seven days, you’ll receive your digital certificate the following week, as well as a digital freebie.

To guide you better, your coach will also offer you a one-on-one coaching call, where he/she will try to understand your goals and circumstances. While this call is optional, we encourage you to avail of it so that we can tailor-fit the online course experience to your needs.

After the end of the seven days, we’ll collect questions that the class may have for our course creator, Dr. Joem Antonio. He’ll answer your questions through a vlog.

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Creative writing for second grade

2nd Grade Writing Prompts

46 2nd Grade Writing Prompts + Free Writing Prompts PDF — A lovely reader named Trina left a comment on one of our posts titled 49 Elementary Writing Ideas and Story Starters for Kids. In her comment, she contributed 46 unique and fabulous journal prompts and writing ideas and I just had to share them with you.

Are your second graders writing or journaling on a regular basis? I hope so – because after having them practice daily writing for just a couple weeks, you’ll notice an improvement in your students’ writing skill development. You may also notice an improvement in their ability to present clear, cohesive reasoning for their beliefs.

So go ahead and use these writing prompts for second-grade students as a fun way to get your class interested in daily writing and to help them develop their language skills. Also, as an added bonus, at the bottom of this post, there’s a listing of resources to other writing prompt articles organized by grade. Be sure to check them out and share these fabulous resources with your friends, colleagues, and co-workers.

Alright… without any further delay, here is Trina’s fabulous listing of forty-six fabulous 2nd-grade writing prompts!

46 Journal Prompts and Writing Ideas for Second Graders

  1. What’s the most important thing you would like to do this summer?
  2. Go for a walk. Write a sentence about the walk you went on.
  3. Write about a trick you would like to play on your mom.
  4. What is your favorite thing to do when you play outside?
  5. What is your favorite thing to do when you play inside?
  6. Tell about what you will be when you grow up.
  7. Write about what you would like to do for your next birthday.
  8. If you could go on a vacation anywhere in the world, where would you go?
  9. Make a list of groceries that you think mom or dad should buy for you from the store.
  10. Tell about an animal you would like to have for a pet.
  11. What would you do if there was a dragon stuck under your bed?
  12. What is the funniest thing that you have ever seen?
  13. What did you do today?
  14. What is something you would like to learn more about?
  15. What kind of pet do you think a teacher should get for their classroom?
  16. What is the best movie you have ever seen?
  17. Tell about your most favorite book.
  18. Tell about your favorite holiday. Tell why it is your favorite.
  19. Tell about your favorite restaurant. Tell why it is your favorite.
  20. Write a poem about what you think second grade will be like.
  21. Do you think you will get married?? Write about what you think it will be like.
  22. What is something you love about yourself?
  23. If you could change anything about yourself, what would it be?
  24. Make a list of the things you are most thankful for in your life.
  25. Which season do you like the most?? Why??
  26. Which season do you like the least, why.
  27. You just won $1,000,000. What are you going to do first?
  28. Tell about a time when you were kind to someone.
  29. Tell about your favorite song.
  30. Write a story about the mysterious zizzybaloobuh that you just found in your bathtub.
  31. What is something that makes you ANGRY.
  32. Tell about your favorite sport.
  33. Tell about the last time you cried.
  34. What are you scared of?
  35. You found a magic wand! What would you do with it?
  36. Tell about your favorite food and why it is so good.
  37. Have a family member write something about you today.
  38. What would happen to you if you never went to school?
  39. In second grade, I want to learn about…
  40. My favorite animal is a….
  41. This is a list of things I like to do when I can’t watch television or play video games.
  42. What would you like to say to President Obama?
  43. What is something you are really good at doing or creating?
  44. What should you do if there is a bully on your bus?
  45. When I’m 100 years old…
  46. If a cat could talk, what would they say?

As promised, here is that list of writing prompts organized by grade level —

BONUS 15 Fun Daily 2nd Grade Writing Prompts

  1. If you had to eat one food for the rest of your life, what would you choose?
  2. Do your birthday wishes come true?
  3. Write about something that annoys you. Why didn’t you like it?
  4. If you could be a movie star, what movie would you be in?
  5. What is your favorite kind of music? Why?
  6. If you could have any home in the world, what would you choose? Why?
  7. Would you rather live on a farm or in a city? Why?
  8. Do you get scared in the dark? Why or why not?
  9. Describe yourself in four words. Why did you pick these words?
  10. Write a story about a puppy with a very special superpower.
  11. Write about a time you were embarrassed? How did you feel?
  12. If you could create a new holiday, what would it be?
  13. What do you do when you have a fight with a friend?
  14. What is your favorite thing about yourself?
  15. What’s your favorite subject? Why?

Gearing up for summer? Here are some great Summer Writing Prompts for 2nd Grade!

Until next time, write on…

If you enjoyed these Second Grade Writing Prompts,
please share them on Facebook, Twitter, and/or Pinterest.
I appreciate it!

Sincerely,
Jill
journalbuddies.com
creator and curator

101 2nd grade writing prompts

The list of 2nd grade writing prompts here are aimed to encourage children to express their feelings.

Writing and journaling are creative ways to help children talk about their thoughts and reflect on their emotions.

The 2nd grade writing prompts can be used in the classroom or even at home. Instead of asking your child “how was school?”, you can use the prompts to ask specific questions to know exactly what happened during their day.

The writing prompts will tap into their imagination and get them to think about things they like and dislike.

Also, second grade writing prompts are a great way to encourage young children to learn to write and spell while doing something fun.

We made these writing prompts to be fun, to keep children engaged in the activity.

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Goldsmiths university phd creative writing

Goldsmiths university phd creative writing

MPhil/PhD Creative Writing Goldsmiths, University of London

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Sep 2022Jan 2023

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Creative Writing at Goldsmiths

Creative Writing at Goldsmiths includes novelists, memoirists, essayists, poets and short-story writers; our staff has diverse research interests, but our common aim is explore the possibilities of form and voice in creative practice.

Programmes

Our own craftsmanship animates the principles of our writing workshops: what we practice, we teach; what we teach, we practise. The Writers’ Centre at Goldsmiths is the public heart of what we do. This forum is where contemporary writers talk about the things we never tire of discussing in research supervisions and workshops: language, reading, and practice. Our creative writers write in different forms and follow their own research interests, whether they are writing novels about art history, essays on uncertainty or poetry in dialect. Thus, we teach and supervise a wide breadth of different types of writing at Undergraduate and Postgraduate level.

People

Dr Ros Barber

Ros Barber is a novelist, poet, and scholar. Her debut novel The Marlowe Papers (2012) was winner of the Desmond Elliott Prize, joint winner of the Author’s Club Best First Novel Award and long-listed for the Women’s Fiction (formerly the Orange) Prize. Her second novel, Devotion (2015), was shortlisted for the Encore Award. You can hear her talk about it here on BBC Radio 4’s Woman’s Hour. Dr Barber’s academic research into Early Modern literary biography falls into two main areas: Christopher Marlowe and his social circles, and the Shakespeare authorship question. Twice winner of the Calvin & Rose G Hoffman Prize for a distinguished publication on Christopher Marlowe (2011, 2014), she regularly is an acknowledged expert on Marlowe in the UK, and delivered the Marlowe Society’s inaugural Annual Christopher Marlowe Lecture in 2015. Director of Research at the Shakespearean Authorship Trust, Dr Barber is author of the only neutral compendium of Shakespeare authorship information, Shakespeare: The Evidence. Her five Creative Writing PhD students are working on a Second World War novel focused on internment; a Korean-Canadian novel about multi-generational war trauma; a young adult novel about child smuggling; literary fiction focused on Caribbean sex tourism; and a fictional biography of Roget, the inventor of the thesaurus.

Maura Dooley

Maura Dooley’s most recent collection of poetry is The Silvering (2016). She has edited anthologies including The Honey Gatherers: Love Poems and How Novelists Work. She was Poet-in-Residence at the Jane Austen House Museum, Chawton in 2015. Her poems from the residency are published as a pamphlet: A Quire of Paper and she also commissioned and edited a sister-pamphlet, All My Important Nothings, in which other contemporary poets respond to the work of Jane Austen. In 2014 she published, with Elhum Shakerifa, a pamphlet of versions of work by the exiled Iranian poet Azita Ghahreman. She has twice been short-listed for the TS Eliot Award and twice for the Forward Single Poem Award. tIn 20016 she waas awarded the Society of Authors’ Cholmondeley Prize for her body of work and contribution to poetry. Her poem ‘Still Life with Sea Pinks’ was read in a recording made by the actor James Franco for the United Nations conference on climate change. She is a Fellow of the Royal Society of Literature. Her key research interests encompass contemporary poetry, collaboration, the short story and writing for the young adult. Since working for the Arvon Foundation under the chairmanship of Ted Hughes, she has continued to work closely with new and developing writers and has directed the MA programme in Creative and Life Writing from its inception in 2000. Amongst her current PhD students, three are working on collections of poems, and others on a Young Adult novel, a collection of short stories and a memoir.

Stephen Knight

Stephen Knight’s research interests are contemporary poetry, life writing and fiction (particularly fiction with an element of life writing). He has published several collections of poetry, including work in the phoneticised accent of his hometown, Swansea. His novel, Mr Schnitzel (the 2001 Arts Council of Wales Book of the Year) blends fiction with autobiography. At Goldsmiths, he has supervised six Creative Writing PhDs to completion, including work which has gone on to be shortlisted for the Costa Poetry Prize, longlisted for the Baileys Women Prize for Fiction, and to win the Desmond Elliott Prize. He currently supervises five PhDs in fiction and poetry, including a new translation of the Epic of Gilgamesh.

Adam Mars Jones

Adam Mars Jones’ major research project is the semi-infinite novel series Pilcrow, whose first volume appeared in 2008, the second (Cedilla) in 2011. He has side interests in life writing (Kid Gloves, published 2015) and film (Noriko Smiling, 2011). Students supervised are working on narratives about (for instance) the art scene in the 1990s and thereafter, starting with the YBA generation which is so much a part of Goldsmiths’ past; about cloud photography in Malta; and about the severed putrid leg of Carol Ann Duffy being conveyed across the kingdom after she is hung, drawn and quartered for writing insufficiently sycophantic poetry about the royal family. This last project has been reconfigured as a dramatic piece, staged at the Writers’ Centre in Norwich. The Poet Laureate has given her (slightly dismayed) approval. The prop leg is horribly convincing.

Prof. Blake Morrison

Blake Morrison’s research interests include contemporary poetry, contemporary fiction, life writing, journalism, film and theatre adaptations and libretti. His books include two memoirs, three novels, a study of the Bulger case and several collections of poetry, most recently Shingle Street (2015). He has supervised a number of creative writing projects that later became published books, including those by Bernardine Evaristo, Anthony Joseph, Virginia Peters and Wendy Jones. His current PhD students are undertaking work in a variety of genres, including travel/nature writing, memoir and fiction.

Francis Spufford

Francis Spufford’s research interests tend to be dictated by the needs of the book he is working on. In the past they have included Soviet economic planning and cybernetics (for Red Plenty (2010)) and Christian apologetics considered as a narrative genre (for Unapologetic (2012)). His newest book, Golden Hill, draws in the political history of colonial America, the structure of the 18th century novel, and early modern finance, and it won the Costa First Novel Award 2016. He is at present thinking about V2 rockets, 1970s recording technology, and Millwall Football Club. He was chair of judges for the Goldsmiths Prize in 2014, and has been a Fellow of the Royal Society of Literature since 2007. His six PhD students in creative writing are working on four novels and two memoirs, ranging in subject matter from a decaying manor house in Dorset to a Young Adult dystopia by way of Katharine Mansfield’s last days and Ireland conceived as multiple splinters of the multiverse.

Dr Jack Underwood

Jack Underwood’s research interests are contemporary poetry and the field of creative writing studies. His first collection, Happiness, was published by Faber in 2015, following his debut pamphlet, published in 2009 as part of the Faber New Poets series. A poetry critic, he has written reviews and essays for Poetry London, Poetry Review, and Five Dials; he is also writing a non-fiction work, Not Even This, about poetic knowledge forms and uncertainty. He currently supervises six creative writing and literature PhD candidates, in subjects ranging from post-internet and found poetry, to fragmentation in the novel form.

Ardashir Vakil

Ardashir Vakil is a novelist and short story writer who has published two award-winning novels. Beach Boy (Penguin, 1998) won a Betty Trask Award and was Shortlisted for the Whitbread First Novel Prize, while One Day (Penguin, 2003) was shortlisted for the Encore Award. Three recent stories, ‘Darius and Xerxes’ (2012), ‘Impromptu’ (2013), and ‘Last Time’ (2014), have been presented annually at New Imago Forum in Oxford, and two of the stories can be read on the journal’s archive. He is currently halfway through a new novel that deals with the lives of characters from the Parsi community of Bombay. Ardashir supervises four PhD students: one is working on a Life/Travel Writing account of a year spent in the Philippines, two are writing novels set in contemporary London and one is working on a historical novel set at the time of the Norman Conquest.

Dr Erica Wagner

Erica Wagner joined the Goldsmiths faculty in autumn 2016, having worked as a guest tutor on the MA programme for two terms in in 2015 and 2016. Her research depends on what she is writing: for the past years Chief Engineer, her biography of Washington Roebling, builder of the Brooklyn Bridge (Bloomsbury, June 2017), has meant acquiring an understanding of bridge engineering, the American Civil War, and 19th-century American politics, among other things. But her interests are varied: she is now embarking on a book about T. S. Eliot and his friendship with Mary Trevelyan, a project due to be completed in the next two years and published by Faber & Faber. She was born in New York City and is the author of Gravity: Stories, Ariel’s Gift: Ted Hughes, Sylvia Plath and the Story of Birthday Letters and Seizure, a novel; she is the editor of First Light: A Celebration of Alan Garner. Twice a judge of the Man Booker Prize, she was literary editor of The Times for 17 years and is now contributing literary editor for Harper’s Bazaar, a contributing writer for the New Statesman. She was the recipient of the Eccles British Library Writer’s Award in 2014.

MPhil/PhD Creative Writing

The inter-relationship between theory, scholarship and the creative process is a key to the Goldsmiths MPhil/PhD in Creative Writing.

Programme content

You’ll be expected to combine your own creative writing – whether poetry, fiction or life writing – with research into the genre or area of literature in which you are working, to gain insight into its history and development, and to engage with relevant contemporary debates.

This might be genre in the more traditional sense, for example satire, fictional autobiography, verse drama, or particular traditions to which you feel your work relates, for example projective verse, postmodernist fiction, or Caribbean poetics.

This element of the PhD – the critical commentary – will constitute around 30% of the final work; the major part – 70% – will be a creative work of publishable standard: a novel, memoir, book of poems or collection of stories, for example.

Assessment is by thesis and viva voce.

North American applicants especially should note that the British system does not include preparatory taught classes or examinations as part of the MPhil/PhD programme, except for an initial course in research methods.