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

teaching creative writing resources

“I don’t have any ideas!”

“I can’t think of anything!”

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

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

So what does teaching creative writing effectively look like?

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

7. Create inspiring and original prompts

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

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

student writing prompts for kids

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

6. unpack the prompts together.

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

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

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

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

What happened overnight?

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

Who might “I” be?

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

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

Here students could ask:

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

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

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

5. Warm-up for writing

A quick warm-up activity will:

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

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

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

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

The Story factory in Reading Eggs

4. Start planning

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

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

Here are four ideas for planning:

Graphic organisers

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

Storyboards and illustrations

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

Voice recordings

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

Write a blurb

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

3. Produce rough drafts

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

  • a work in progress.

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

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

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

Reading Eggs Library New Books

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

2. share drafts for peer feedback.

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

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

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

Student rubrics

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

  • use of language.

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

Two positives and a focus area

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

I really liked this character because…

I found this idea interesting because it made me think…

I was a bit confused by…

I wonder why you… Maybe you could… instead.

1. The editing stage

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

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

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

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

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

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

A final word on teaching creative writing

Remember that the best writers write regularly.

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

Need more help supporting your students’ writing?

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

reading-eggs-story-factory-comp-header

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

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How to Teach Creative Writing

Last Updated: January 22, 2024 References

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 15 references cited in this article, which can be found at the bottom of the page. This article has been viewed 116,036 times.

Creative writing is one of the most enjoyable types of writing for students. Not only does it allow students to explore their imaginations, but it helps them to structure their ideas and produce writing that they can be proud of. However, creative writing is a relatively difficult type of writing to teach and offers challenges to both new and seasoned teachers alike. Fortunately, though, with some work of their own, teachers can better develop their own abilities to teach creative writing.

Providing Students with the Fundamentals

Step 1 Introduce the important elements of storytelling.

  • Theme. The theme of a story is its message or the main idea behind it.
  • Setting. The setting of a story is the location or time it takes place in.
  • Plot. The plot is the overall story, narrative, or sequence of events.
  • Characterization. Characterization is how a character or person in a story is explained or presented to the reader.
  • Conflict and dramatic action. Conflict and dramatic action are the main events of focus in the story. These events are often tense or exciting and are used to lure the reader in. [1] X Research source

Step 2 Encourage students to engage the reader.

  • Explain how your students, as writers, can appeal to the humanity of their readers. One great way to do this is to ask them to explore character development. By developing the characters in their story, readers will become invested in the story.
  • Discuss the triggers that engage readers in an effective story. Most great stories start with a problem, which is solved with the resolution, or conclusion of the story. Encourage students to create an engaging problem that will hook the readers in the first few pages of a short story or novel. [2] X Research source

Step 3 Explain the importance of tone and atmosphere.

  • By setting the tone and atmosphere of a story, the author will establish his or her attitude to the subject and the feel of the story.
  • Tone can be positive, neutral, or negative. [3] X Research source
  • Atmosphere can be dark, happy, or neither.
  • Descriptive words like “darkness” or “sunshine” can help set both the tone and atmosphere. [4] X Research source

Step 4 Promote the use of active verbs.

  • Active verbs are used to show action in the story.
  • Active verbs are very often a better alternative to passive voice, as it keeps your writing clear and concise for your readers. [5] X Research source
  • For example, instead of writing “The cat was chased by the dog” your student can write “The dog chased the cat.” [6] X Research source

Guiding Students through the Process

Step 1 Allow students to pick their topic.

  • Tell your students to brainstorm about ideas they are truly interested in.
  • If you must restrict the general topic, make sure that your students have a good amount of wiggle room within the broad topic of the assignment.
  • Never assign specific topics and force students to write. This will undermine the entire process. [7] X Research source

Step 2 Have your students write a flexible outline.

  • Letting your students know that the outline is non-binding. They don’t have to follow it in later steps of the writing process.
  • Telling your students that the parts of their outline should be written very generally.
  • Recommending that your students create several outlines, or outlines that go in different directions (in terms of plot and other elements of storytelling). The more avenues your students explore, the better. [8] X Research source

Step 3 Avoid teaching a story “formula.”

  • Tell students that there is no “right” way to write a story.
  • Let students know that their imaginations should guide their way.
  • Show students examples of famous writing that breaks normal patterns, like the works of E.E. Cummings, William Faulkner, Charles Dickens, and William Shakespeare.
  • Ask students to forget about any expectations they think you have for how a story should be written. [9] X Research source

Step 4 Provide feedback on rough drafts.

  • Gather the first drafts and comment on the student's work. For first drafts, you want to check on the overall structure of the draft, proper word use, punctuation, spelling, and overall cohesion of the piece. [10] X Research source
  • Remind them that great writers usually wrote several drafts before they were happy with their stories.
  • Avoid grading drafts for anything other than completion.

Step 5 Organize editing groups.

  • Let students pair off to edit each others' papers.
  • Have your students join groups of 3 or 4 and ask them to go edit and provide feedback on each member’s story.
  • Provide guidance so students contribute constructively to the group discussion. [11] X Research source

Step 6 Evaluate your students based on their creativity.

  • Reward your students if they are innovative or do something unique and truly creative.
  • Avoid evaluating your students based on a formula.
  • Assess and review your own standards as often as you can. Remember that the point is to encourage your students' creativity. [12] X Research source

Spurring Creativity

Step 1 Inspire students with an appreciation of literature.

  • Teach your students about a variety of writers and genres.
  • Have your students read examples of different genres.
  • Promote a discussion within your class of the importance of studying literature.
  • Ask students to consider the many ways literature improves the world and asks individuals to think about their own lives. [13] X Research source

Step 2 Provide your students with a large number of resources.

  • Make sure your room is stocked with a wide variety of fiction stories.
  • Make sure your room is stocked with plenty of paper for your students to write on.
  • Line up other writing teachers or bring in writers from the community to talk to and encourage your students.

Step 3 Have your students write practice stories based on random photos or pictures you provide.

  • Cut out pictures and photographs from magazines, comic books, and newspapers.
  • Have your students cut out photographs and pictures and contribute them to your bank.
  • Consider having your students randomly draw a given number of photos and pictures and writing a short story based on what they draw.
  • This technique can help students overcome writer's block and inspire students who think that they're "not creative." [14] X Research source

Step 4 Arrange an audience.

  • Pair your students with students from another grade in your school.
  • Allow your students to write stories that younger students in your school would like to read.
  • Pair your students with another student in the class and have them evaluate each others' work. [15] X Research source

Step 5 Create a writing space.

  • If you just have a typical classroom to work with, make sure to put inspirational posters or other pictures on the walls.
  • Open any curtains so students can see outside.
  • If you have the luxury of having an extra classroom or subdividing your own classroom, create a comfortable space with a lot of inspirational visuals.
  • Writing spaces can help break writer's block and inspire students who think that they're "not creative." [16] X Research source

Step 6 Publish your students’ work.

  • Involve students in the printing process.
  • Publication does not have to be expensive or glossy.
  • Copies can be made in the school workroom if possible or each student might provide a copy for the others in the group.
  • A collection of the stories can be bound with a simple stapler or brads.
  • Seek out other opportunities for your students to publish their stories. [17] X Research source

Expert Q&A

Christopher Taylor, PhD

You Might Also Like

Teach Storytelling

  • ↑ https://www.writersonlineworkshops.com/courses/creative-writing-101
  • ↑ https://kobowritinglife.com/2012/10/14/six-tips-for-engaging-readers-within-two-seconds-the-hook-in-fiction-and-memoir/
  • ↑ https://www.dailywritingtips.com/in-writing-tone-is-the-author%E2%80%99s-attitude/
  • ↑ http://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-and-mood/
  • ↑ https://owl.english.purdue.edu/owl/resource/539/02/
  • ↑ https://archive.nwp.org/cs/public/print/resource/922
  • ↑ http://www.alfiekohn.org/article/choices-children/
  • ↑ https://www.writersdigest.com/write-better-fiction/7-steps-to-creating-a-flexible-outline-for-any-story
  • ↑ http://thewritepractice.com/the-formula-to-write-a-novel/
  • ↑ https://student.unsw.edu.au/editing-your-essay
  • ↑ http://orelt.col.org/module/unit/5-promoting-creative-writing
  • ↑ http://education.seattlepi.com/grade-creative-writing-paper-3698.html
  • ↑ http://www.theatlantic.com/education/archive/2016/04/educating-teenagers-emotions-through-literature/476790/
  • ↑ http://www.wrightingwords.com/for-teachers/5-tips-for-teaching-creative-writing/
  • ↑ http://www.nwp.org/cs/public/print/resource/3138

About This Article

Christopher Taylor, PhD

To teach creative writing, start by introducing your students to the core elements of storytelling, like theme, setting, and plot, while reminding them that there’s no formula for combining these elements to create a story. Additionally, explain how important it is to use tone and atmosphere, along with active verbs, to write compelling stories that come alive. When your students have chosen their topics, have them create story outlines before they begin writing. Then, read their rough drafts and provide feedback to keep them on the right path to storytelling success. For tips from our English reviewer on how to spur creativity in your students, read on! Did this summary help you? Yes No

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How to teach ... creative writing

Summer is the perfect time of year for a spot of creative writing. Inspire young imaginations to put pen to paper with our lesson plans and ideas

From birds chirping aloft the trees to sapphire blue lakes sparkling in the sun, the sights and sounds of summer make it the perfect time of year for a spot of creative writing. Getting students to put pen to paper is a good way to spark their imaginations, develop reading and writing skills, and teach about empathy.

To help you and your class get inventive, this week’s how to teach brings you a selection of ideas and resources to inspire the creativity of young wordsmiths.

Primary students

Author Nick Hesketh recommends that before children start writing, you should discuss what makes a good story. He shares this and other advice in his creative writing video series for the Scottish Book Trust . Get students thinking with these “badly written” exemplars , which provide a handy baseline to work from.

Next, capture young imaginations by getting students to think about the story they want to tell. Where is it set? At what time of day? What is the weather like? What can you hear, see, smell or feel? This worksheet by Creative Writing Now will help students get to know their main character, while this plot questionnaire will encourage them think about what is going to happen. Then get your class penning their masterpieces, writing just a few sentences to begin with. Stress that they shouldn’t worry about spelling, instead, just put a wavy line under any words they are unsure of. There are examples of well thought-out sentences here .

Creative writing should be fun, and playing games is good way to help students develop story ideas. Try an alternative word association game in which you think of words that are at odds with each other (such as “boat” and “rock”) instead of words that are connected (such as “boat” and “water”). The aim is to show that good story ideas often involve some sort of tension. We also have instructions for a fun game called The Invisible Book , which involves students coming up with the first three sentences of a story on the spot, which helps them find their writer’s voice.

If ideas aren’t flowing, kickstart things by stepping outside of the classroom and into the playground as suggested in this resource by WordSpace . Give students unusual things to write on, such as the back of an envelope, a leaf, or a rough piece of wallpaper. Or challenge them to write a short story in just 50 words.

A quick way to conjure up story ideas is through pictures. Use prompts such as this image of two boys sitting on the wing of an aeroplane or this one of a dinosaur in the garden , which can work really well. Another tip from writer and teacher Heather Wright is to ask students to start several stories then choose the one they want to finish. This writing checklist will help students evaluate their work when it’s finished.

Secondary students

Challenge secondary students to write a story in just six words or get them to compile a list of objects for an imaginary cabinet of curiosity. These are just some ideas offered by the Writers’ Centre Norwich , a literature development agency based in England’s only UNESCO City of Literature . They have produced an easy-to-use 20-page activity pack for the classroom, which introduces a range of genres and draws on a variety of writing stimuli including photographs and poems.

If students want to get to the heart of a character, ask them to address the audience as their favourite fictitious creations. Writing a monologue is the focus of this key stage 4 resource by the Poetry Society . A second resource encourages students to create a piece of writing based on what they can – and can’t – see out of an imaginary window. The aim is for students to make effective use of descriptive detail as they write short lines of poetry in response to a series of prompts. As a homework task, ask students to repeat the exercise while looking out of a real window.

Students doing creative writing at A-level need to work in a whole range of written forms and genres including creative non-fiction and web content. They should be prepared to share work-in-progress with others, responding to feedback and developing drafting and editing skills. They should also write regularly to deadlines and keep a journal of writing ideas. You’ll find useful advice on approaching the first term of teaching in this guide by AQA . You’ll also find additional ideas to support learning and teaching here .

For those who are eager to take creative writing even further, this resource offers useful information on how to set up a creative writing club.

Finally, remember to encourage young people to read as often and as widely as possible – this is one of the most effective ways to teach creative writing. With this in mind, be sure to set your students off on the Summer Reading Challenge . You’ll find lots of reading and writing activities in this year’s pack .

Follow us on Twitter via @GuardianTeach . Join the Guardian Teacher Network for lesson resources, comment and job opportunities , direct to your inbox.

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Creativity and Innovation in the Writing Classroom

Learn more about how to teach creativity and innovation along with, and as an important part of, traditional writing and research skills.

“You can’t use up creativity. The more you use, the more you have.” —Maya Angelou

Creativity is fundamental to the teaching of writing. Although WR 153 focuses specifically on creativity and innovation, all WR courses ask students to approach their reading, viewing, writing, and research in creative ways. One important approach to creativity is “design thinking,” which emphasizes that creativity is a non-linear, iterative process. Design thinking is based on two foundational assumptions:

  • Everyone can be creative.
  • Creativity can be taught.

The principles of design thinking can be used in any WR course to teach students that creativity is a process of asking questions, using multiple strategies and approaches in answering those questions, taking risks in conceiving and executing original work, developing and refining ideas in response to feedback, and learning from productive failure. The metacognitive aspects of design thinking invite students to think about their own creative processes and identify factors that promote creativity.

Although WR 153 is structured by the steps of the design process (understand, empathize, define, ideate, prototype, test, assess/reflect), all WR courses can benefit from incorporating elements of design thinking and an emphasis on creativity and innovation. Approaching writing instruction in this way can:

  • Increase student engagement by focusing on creative responses to problems that students care about;
  • Give students a sense of agency as a result of greater choice in what to write and how to write about it;
  • Encourage taking intellectual risks and reward productive failure as a means of learning;
  • Help students develop skills that are transferrable to other academic situations and their professional lives; and
  • Enhance students’ personal lives by allowing them to learn about themselves and their own creative potential.

Principles of Design Thinking

Design thinking is a non-linear, iterative approach to creativity that involves between three and seven steps. Although it is based on theories of design practice that go back to the early twentieth century, it has most recently been popularized by the design firm IDEO and the Hasso Plattner Institute of Design at Stanford, commonly known as the d.school. The process involves understanding the issues involved in a design project, empathizing with the audience for an end product, defining the scope of the project, generating ideas for and creating prototypes of the product, testing and assessing those ideas and prototypes, and revisiting the steps of the design process until a final product is created.

The complete set of seven steps can be applied to the writing process in a WR course:

Understand: Students develop a foundation for their work by exploring issues and approaches relevant to the course topic, as well as previous work in the field.

Empathize: Students practice empathy by demonstrating their awareness and understanding of the audience for whom they write or create.

Define: Based on their observations and insights, students articulate a problem or question that will motivate their work over the course of the semester.

Ideate: Students generate new ideas and possible solutions by challenging assumptions and engaging in a variety of creative activities.

Prototype: Students start to create solutions and implement their ideas into written, digital or other forms in order to capture ideas, but also redefine choices.

Test: Students share drafts with others in order to gain feedback and insight into improving final versions.

Assess/Reflect: Students reflect on and evaluate their peers’ and their own processes and final outcomes.

The steps of the design thinking process are not meant to be followed in a rigid way. They should be flexible and customizable to the particular project: students may need to define, ideate, and prototype multiple times and in various modes/genres before they are ready to create a final draft. The skills students gain in going though these steps should be transferrable to other projects and courses.

Learn more about design thinking:

  • “What is Design Thinking and Why Is It So Popular?” by Rikke Friis Dam and Teo Yu Siang provides an overview of design thinking.
  • David Kelly of IDEO explains the history of design thinking in “How to Design Breakthrough Inventions,” an interview with 60 Minutes .
  • “How to Solve Problems Like a Designer,” which includes an interview with Tim Brown of IDEO, explains the basic principles of design thinking.

Understand and Empathize

The first step of the design process asks students to understand not only the course material, but also the resources necessary for their particular project. Since this usually involves additional reading/viewing, the “understand” step is part of the research and information literacy component of WR15X. Assignments that focus on this step may include conducting library or online research, categorizing research material using BEAM/BEAT, and creating annotated bibliographies.

Define, Ideate, and Prototype

Before they begin the process of generating ideas, it is often useful for students to define, at least in a preliminary way, what question or problem their paper/project is addressing. Assignments that help students define their projects may include questionnaires that ask students to state what they intend to work on and why, as well as more formal paper/project proposals.

In the IDEO design process, the goal of ideation is to generate a multitude of ideas without rejecting those that may seem impractical or even silly. Ideas can be rejected later, after a sufficient number of ideas have been generated. The most common ideation assignment involves various forms of brainstorming, often in teams. Ideas should be written down in some way, such as on sticky notes or index cards. To encourage divergent thinking in the brainstorming process, consider posting some fundamental principles in the classroom, such as these from IDEO:

  • Defer judgment.
  • Encourage wild ideas.
  • Stay focused on the topic.
  • Build on the ideas of others .

In the IDEO design process, prototypes are models that can be easily revised and even discarded if necessary. Prototypes for writing courses might include outlines, storyboards, slide decks, oral or video presentations, and preliminary drafts. Prototypes should be tested and assessed in some way that allows for reconsideration and revision before students turn in their final products.

Learn more about brainstorming and prototyping:

  • “What is Brainstorming?” by Rikke Friis Dam and Teo Yu Siang provides helpful information and ideas for the ideation step of the design process.
  • This example of “Brainstorming at IDEO” shows one popular way of brainstorming with sticky notes.

Test and Assess/Reflect

The final steps of the design process, testing and assessing/reflecting, are not meant to be the final steps in completing a student’s paper/project. After testing and assessing a prototype, students will likely need to reconsider and revise their papers/projects, which will take them back to earlier steps—they may need to conduct further research, generate additional ideas, or refine their prototypes. The design process is meant to be iterative, with students returning to steps in the process as needed until they have completed a final draft.  

Just as designers test their prototypes, students should test drafts of their papers/projects by sharing them with others. Assignments that focus on this step usually involve workshopping with one or more peers, but testing may also include making an oral or video presentation to the class, meeting with the professor or a writing tutor, or sharing the student’s work with any other reader/viewer capable of providing feedback. Students may also test their papers/projects using techniques such as reverse outlining to assess the strength and clarity of their arguments.

The final step in the design process, assessing the student’s work, may lead back to any earlier step as students come to understand what they still need to work on to complete their papers/projects. This step may also involve the broader metacognitive task of reflecting on the student’s creative process. Assignments that focus on this step may include a variety of reflective exercises, including a final reflection for the course.

A Note on Assessment

“Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.” —Samuel Beckett

Because WR 153 courses can include such a wide range of papers and project, contract grading is recommended. Other WR courses that incorporate creativity and innovation may also wish to use contract grading, either for specific assignments or the course as a whole. More information on contract grading can be found here .

An important component of creativity and innovation is productive failure. We learn to create new things or develop new skills by failing and trying again until we succeed. Productive failure is failure that leads to new knowledge, insight, or innovation. Courses that focus on creativity can encourage productive failure by requiring prototypes that will be reconsidered and revised extensively, asking students to share examples of failure as valuable learning experiences, and assigning reflective work on how students have grown through failure over the course of the semester.

Learn more about productive failure:

Both readings below argue for the importance of productive failure. The Burger article contains specific examples of how to validate and reward productive failure in the classroom.

  • “Next Time, Fail Better” by Paula M. Krebs, The Chronicle of Higher Education , May 11, 2012.

Further Reading

The quickest and easiest way to understand design thinking is to start with videos that explain the concept, where it originated, and how it can be used to address a variety of problems.

  • In “How to Design Breakthrough Inventions,” David Kelly of IDEO and the Stanford d.school talks about design thinking in an interview on 60 Minutes and CBS This Morning .
  • In “How to Solve Problems Like a Designer,” Vox provides a general overview of design thinking, featuring IDEO CEO Tim Brown.

If you would like to deepen your understanding of design thinking, there are a number of websites that address the concept in greater detail.

IDEO is a design and consulting firm that popularized the concept of design thinking. According to IDEO’s website, “Thinking like a designer can transform the way organizations develop products, services, processes, and strategy. This approach, which is known as design thinking, brings together what is desirable from a human point of view with what is technologically feasible and economically viable. It also allows people who aren’t trained as designers to use creative tools to address a vast range of challenges.” The IDEO website has a number of useful resources on design thinking:

  • A definition of design thinking .
  • A brief history of design thinking .

IDEO U, the educational arm of IDEO, has a separate website that contain more information on design thinking as well as additional resources.

  • What is design thinking?
  • Resources related to design thinking .
  • An overview of brainstorming .
  • Resources related to innovation .

The Interactive Design Foundation provides useful information on design thinking on its website. According to “What is Design Thinking and Why Is It So Popular?” by Rikke Friis Dam and Teo Yu Siang, “Design Thinking is an iterative process in which we seek to understand the user, challenge assumptions, and redefine problems in an attempt to identify alternative strategies and solutions that might not be instantly apparent with our initial level of understanding. At the same time, Design Thinking provides a solution-based approach to solving problems. It is a way of thinking and working as well as a collection of hands-on methods.” This article describes the basic concept of design thinking and five basic steps: empathize, define, ideate, prototype, test.

Books on design thinking are generally aimed toward a popular audience. They draw on anecdotal evidence rather than research to support their claims, but they can be valuable resources for understanding how design thinking is applied in a variety of settings, including both corporations and the educational sector. To provide a sense of how design thinking developed over time, these books are listed chronologically:

  • The Art of Innovation by Tom Kelly, Doubleday, 2001.
  • Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown, HarperCollins, 2009, revised and updated 2019.
  • Design Thinking: Understanding How Designers Think and Work by Nigel Cross, Bloomsbury, 2011.
  • Design Thinking: A Guide to Creative Problem Solving for Everyone by Andrew Pressman, Routledge, 2018.
  • The Design Thinking Toolbox: A Guide to Mastering the Most Popular and Valuable Innovation Methods by Michael Lewrick, Patrick Link, and Larry Leifer, Wiley, 2020.

Resources on design thinking in writing pedagogy:

If you would like to focus specifically on how the design thinking process relates to writing pedagogy, there are number of academic articles that address design thinking in the writing classroom as well as the larger issue of creativity as it relates to composition. To provide a sense of how the scholarship on creativity and design thinking in writing pedagogy developed over time, these articles are listed chronologically:

  • “The Cognition of Discovery: Defining a Rhetorical Problem” by Linda Flower and John R. Hayes, College Composition and Communication 31.1 (1980), 21-32.
  • “Process Paradigms in Design and Composition: Affinities and Directions” by Charles Kostelnick, College Composition and Communication 40.3 (1989), 267-81.
  • “Wicked Problems in Design Thinking” by Richard Buchanan, Design Issues 8.2 (1992), 5-21.
  • “Design and the New Rhetoric: Productive Arts in the Philosophy of Culture” by Richard Buchanan. Philosophy & Rhetoric 34 (2001), 183-206.
  • “From Analysis to Design: Visual Communication in the Teaching of Writing” by Diana George, College Composition and Communication 54.1 (2002), 11-39.
  • “Embracing Wicked Problems: The Turn to Design in Composition Studies” by Richard Marback, College Composition and Communication 61.2 (2009), 397-419.
  • “Design as a Unifying Principle: English Departments in a New Media World” by Maureen Goldman, Design Principles and Practices: An International Journal 5.3 (2011), 249-257.
  • “Sustainability as a Design Principle for Composition: Situational Creativity as a Habit of Mind” by Matthew Newcomb, College Composition and Communication 63.4 (2012), 593-615.
  • “Design Thinking: Past, Present, and Possible Futures” by Ulla Johansson-Sköldberg et al., Creativity and Innovation Management 22.2 (2013), 121-146.
  • “Writing in Design Thinking: Deconstructing the Question of Being” by Tassoula Hadjiyanni and Stephanie Zollinger, International Journal of Architectural Research 7.1 (2013), 116-127.
  • Design Thinking and the Wicked Problem of Teaching Writing by Carrie S. Leverenz, Computers and Composition 33 (2014), 1-12.
  • “What Can Design Thinking Offer Writing Studies?” by James P. Purdy, College Composition and Communication 65.4 (2014), 612-641.
  • “Wicked Problems in Technical Communication” by Chad Wickman, Journal of Technical Communication 44 (2014), 23-42.
  • “The UnEssay: Making Room for Creativity in the Composition Classroom” by Patrick Sullivan, College Composition and Communication 67.1 (2015), 6-34.
  • “Design Thinking Via Experiential Learning: Thinking Like an Entrepreneur in Technical Communication Courses” by Jennifer Bay et al . , Programmatic Perspectives 10.1 (2018), 172-200.
  • “Dissensus, Resistance, and Ideology: Design Thinking as a Rhetorical Methodology” by April Greenwood et al., Journal of Business and Technical Communication 33.4 (2019), 400-424.
  • “Using Design Thinking to Teach Creative Problem Solving in Writing Courses” by Scott Wible, College Composition and Communication 71.3 (2020), 399-425.

General resources on creativity:

If you are interested in resources that focus on the larger issue of creativity, one place to start is with videos that define what creativity is and how it can be cultivated, including in an academic setting.

  • Ken Robinson’s “What is Creativity” addresses the general issue of how we can both define and encourage creativity.
  • Elizabeth Gilbert’s “Your Elusive Creative Genius” offers one way to think about creativity and deal with fear of failure.
  • David Kelly’s “How to Build Your Creative Confidence” discusses how we can be more confident in our creativity and build creative confidence in others.

There are a number of books that focus more generally on creativity. Some of these books are theoretical, while some focus practically on how we can become more creative in work and life. The books by Tom and David Kelly, and by Sarah Stein Greenberg, approach creativity from the design thinking paradigm used at the Stanford d.school.

  • Creativity: The Psychology of Discovery and Invention by Mihaly Csikszentmihaly, HarperPerennial, 1996.
  • The Cambridge Handbook of Creativity , edited by James C. Kaufman and Robert J. Sternberg, Cambridge University Press, 2003, revised and updated 2019.
  • The International Handbook of Creativity , edited by James C. Kaufman and Robert J. Sternberg Cambridge University Press, 2006.
  • Developing Creativity in Higher Education: An Imaginative Curriculum , edited by Norman Jackson, Martin Oliver, Malcolm Shaw, and James Wisdom, Routledge, 2006.
  • Creative Confidence: Unleashing the Creative Potential Within Us All by Tom Kelly and David Kelly, HarperCollins, 2013.
  • Habits of the Creative Mind: A Guide to Reading, Writing, and Thinking , by Richard E. Miller and Ann Jurecic, Macmillan, 2015, revised and updated 2020.
  • Creative Acts for Curious People: How to Think, Create, and Lead in Unconventional Ways by Sarah Stein Greenberg, Ten Speed Press, 2021.

The following books are listed separately because they reflect creative practices in specific fields, such as creative writing, the visual arts, and dance. They contain ideas and exercises that are transferrable to writing classes and may be helpful in designing WR courses.

  • The Artist’s Way: A Spiritual Path to Higher Creativity by Julia Cameron, Tarcher/Putnam, 1992, reissued 2002.
  • Bird by Bird: Some Instructions on Writing and Life by Anne Lamott, Anchor Books, 1994.
  • The Creative Habit: Learn It and Use It for Life by Twyla Tharp, Simon & Schuster, 2003.
  • Steal Like an Artist: 10 Things Nobody Told You About Being Creative by Austin Kleon, Workman Publishing Company, 2012.
  • Big Magic: Creative Living Beyond Fear by Elizabeth Gilbert, Riverhead Books, 2015.
  • You Are an Artist: Assignments to Spark Creation by Sarah Urist Green, Penguin, 2020.
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Best Websites for Teaching & Learning Writing

Our favorite free and paid writing resources across the web!

Write animated stories, publish storybooks, and where to get 1,000s of writing prompts.

Writing is one of the most important skills students can learn in school. Writing skills are linked to reading skills and to overall academic achievement. Luckily, there are loads of interesting and engaging websites to help make writing instruction fun. To help you get started, here’s a list of the best writing websites for teaching and learning.

Writing websites Storybird

With 9 million members and 800,000 participating K-12 classrooms, Storybird  is the world’s largest language arts program. With Storybird, students can create short, visual stories on their own or with friends. In addition, this writing curriculum is aligned with Common Core standards and offers over 600 lessons, quizzes, and writing prompts created by seasoned educators and authors.

Cost: Free trial, subscription

Writing A-Z

screenshot of writing website Writing A-z

With thousands of downloadable and projectable resources for writing instruction, as well as a collection of interactive online writing tools, Writing A-Z helps teachers meet the needs of every student at every learning level. In addition, teachers can track students’ progress, making individualized instruction a snap.

Story Jumper

screenshot of writing website StoryJumper

StoryJumper is a free storybook creation site for students in grades 1-8. Students create their own original stories, then add their own artwork or access images from StoryJumper’s library. Kids can write alone, collaborate with classmates or even connect with students around the world. In addition, the site includes teacher guides, writing projects, templates, and more.

Cost: Free, Prices vary for printed books

screenshot of writing website Boomwriter

Features an expansive, curated collection of story-starts created by renowned authors such as Jeff Kinney (Diary of a Wimpy Kid) and Jeff Bruel (Bad Kitty). Students read the first chapter of a story, then write, edit and revise the next chapter themselves online. As a class project, teachers can assign all students the same story starter. Once all the stories are written, students can anonymously read other entries and peer assess and vote for the best version of the story.

Cost: $12.99 per book

Write About

screenshot of writing website WriteAbout

An authentic classroom writing community and publishing platform built by teachers for teachers. Access units and lessons, free choice and creative writing tips, journaling lessons, quick writes, and more for students K-12.

Cost: Free, Premium and Premium Plus versions

Storium.edu

screenshot of writing website Storium

This innovative, collaborative writing game revolves around digital story cards that represent different aspects of storytelling and character development. Along with visual cues, the cards serve as writing prompts, helping students figure out what to write next at each step of the game. Students take turns playing story cards and adding to the story. Paragraph by paragraph, they collaboratively write their own original story simply by playing the game.

screenshot of writing website Elementari

Elementari integrates coding into writing as students create and publish simple interactive and animated digital stories. Using the online platform, students write and code, share, and remix interactive stories using professional illustrations and sounds. Teachers can monitor progress and offer personalized feedback to help students grow as writers.

screenshot of writing website Writable

Access 1000+ writing assignments and prompts organized by collection, genre, or grade level with Writable. Scaffold instruction and motivate your students to become purposeful, proficient writers. Also available: Skills activities, graphic organizers, quick writes, response to reading, and much more

Magnetic Poetry

screenshot of writing website Magnetic Poetry

Just like the fridge magnets we all know and love, this tool offers a selection of words and screen space for students to create their own poetry. They can request more words, start over and even share their poetry electronically. Magnetic Poetry is a perfect choice as a writing station or an option during creative play.

Make Beliefs Comix

screenshot of writing website Make Beliefs Comix

Students of all ages love creating their own worlds through comic strips. MakeBeliefs Comix provides story ideas and comic starters as well as a gallery of comics for inspiration. Students choose from a wide cast of characters with different looks and moods and then write the words and thoughts for them. Also featured on this site: videos, writing tools, lesson plans, a special needs section, and an ideas exchange.

Read, Write, Think

screenshot of writing website Read,Write,Think

Sponsored by the National Council of Teachers of English, this site offers high-quality, standards-aligned education materials for students K-12. Featuring hundreds of lesson plans, calendar resources, printouts, and interactive tools such as story maps, plot diagrams, timelines, and more.

screenshot of writing website PicLits

PicLits is an e-learning website that utilizes photography and keywords to improve students’ literacy skills with an emphasis on interactive, visual learning. Inspired by an image, students create a caption, sentence, story, paragraph, poem, or even a quotation to capture the essence, story, and/or meaning of that image.

screenshot of writing website iWrite

iWrite offers free online creative writing and illustration activities for kids in grades 1-8. In addition, they help writers take advantage of innovative online writing clubs, camps, workshops, and publishing opportunities. iWrite TV offers videos on topics like brainstorming, genre and theme, setting and description. and more.

Grammarly for Education

screenshot of writing website Grammarly

Grammarly helps students polish up their communication skills. A great student writing aid, it allows students to check their writing for typos, commonly confusing words, tricky sentence structure, and more. And Grammarly has hundreds of informative blogs such as H ow to Write a Research Paper, How to Write a Poem, and Grammar Tips.

Cost: Free basic plan, Subscription Education options.

StoryboardThat

screenshot of writing website Storyboard That

StoryboardThat is an easy drag-and-drop creation platform with cross-curricular applications for writers K-12. With over 3,000 lesson plans and activities , teachers can create materials and lessons for their classes which will help students can take ownership of their voice and learning.

Grammar Girl

screenshot of writing website Grammar Girl

One of Writer’s Digest’s 101 best websites, Mignon Fogarty offers “Quick and Dirty Tips” with blogs and videos such as Top Ten Grammar Myths and Can You Start a Sentence with And to help students become the best writers possible.

NaNoWritMo Young Writers Program

screenshot of writing website NaNoWritMo Young Writers Program

NaNoWritMo’s Young Writers Program supports young writers and K-12 educators as they participate in National Novel Writing Month each November and offers smaller writing challenges year-round. Kids can track their word-count goal for the month and draft their novel right on the site. Plus, they can get support from published authors and an international community of fellow novelists.

Power Poetry

screenshot of writing website Power Poetry

The largest online poetry community in the world and a safe, creative, free place for teen poets and teachers. Chock full of resources, there are lesson plans, classroom activity guides, and printable worksheets to help you in the classroom.

Poetry Foundation Teen Section

screenshot of writing website Poetry Foundation

The Poetry Foundation offers a variety of articles, videos and podcasts to help teens in all aspects of poetry. You’ll find tips on understanding and writing poems along with featured poems by famous poets. The Poetry Foundation also has a Children Section as well as a Teacher Section.

Time4Writing

screenshot of writing website Time4Writing

Free writing resources for students K-12 in seven main categories. Each category includes a selection of fun writing games, instructional videos, printable writing worksheets, and other writing tools. This site also offers online courses with writing instruction by certified teachers.

Cost: Free resources, Fees for online courses

What are your favorite writing websites for the classroom? Share in the comments below!

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Best Websites for Teaching & Learning Writing

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  • How to write a story
  • How to write a novel
  • How to write poetry
  • How to write a script
  • How to write a memoir
  • How to write a mystery
  • Creative journaling
  • Publishing advice
  • Story starters
  • Poetry prompts
  • For teachers

How to Teach Writing - Resources for Creative Writing Teachers

Fiction writing course syllabus with lesson plans, fiction writing exercises and worksheets, resources for teaching introductory poetry writing, resources for teaching children.

person holding butterfly, to illustrate page on how to teach writing and resources for creative writing teachers

How to teach writing - general thoughts

  • help students to understand the elements of craft (e.g., story structure, poetic meter, etc.) so that they can recognize them in their reading and consciously experiment with them in their writing.
  • open students' eyes to the options available to them when they write a story or poem (e.g., "showing" instead of "telling", using different kinds of narrators and narrative viewpoints, using different poetic forms).
  • encourage students to become close observers of the world around them and to find creative material in their environments.
  • teach students the value of specificity, of using all five senses to discover details that may not be obvious to the casual observer.
  • help students to separate the processes of writing and editing, to avoid self-criticism while writing their rough drafts to allow ideas to flow freely (for this to work, their teachers also have to avoid criticizing rough drafts!). Teach students to treat self-editing as a separate stage in the writing process.
  • get students reading in the genre they'll be writing; e.g., if they're writing poetry, encourage them to read a lot of poems.
  • help students learn to trust their own perspectives and observations, to believe that they have something interesting to say.
  • teach students not to wait for inspiration, that they can write even when not inspired.
  • get students excited about writing!

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Teaching Creative Writing: Tips for Your High School Class

Teaching Creative Writing: Tips for Your High School Class

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

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

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

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The Importance of Teaching Creative Writing

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cover for It's Lit Teaching Product: Poem Writing Activities

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

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

Cover for It's Lit Teaching Product: Creative Writing Workshops Mini Lessons Bundle

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

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

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

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

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

Cover for It's Lit Teaching Resource: Haiku Poems for High School Creative Writing Activity

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

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

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

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

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

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

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

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

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

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

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

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

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

Cover for It's Lit Teaching Resource: Fairy Tale Retelling Creative Writing Project

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

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

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

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

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

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

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

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

Cover for It's Lit Teaching Resource: Show. Don't Tell Creative Writing Mini Lesson Workshop

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

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

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

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

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

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Teaching Creative Writing Tip #7: Incorporate Mentor Texts

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

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

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

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

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

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

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

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12 ideas for teaching creative writing

Little girl writing

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

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

Creative writing tips for teachers

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

1. Use a workshop-style environment

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

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

2. Show your class how it’s done

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

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

3. Draw up a storyboard

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

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

4. Encourage book reading

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

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

5. Re-write a known story

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

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

6. Show, don’t tell

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

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

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

7. Inspire them with video

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

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

8. Deconstruct characters

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

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

9. Give your pupils freedom

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

10. Use story-starters and prompts

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

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

11. Elaborate with a story generator

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

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

12. Get the children to take creative writing home

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

<a href="https://blog.hope-education.co.uk/author/amber-vaccianna/" target="_self">Amber Vaccianna</a>

Amber Vaccianna

Hope Education writer

Advice & Inspiration | Primary

9 october 2020.

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Are you looking for some LARGE creative writing projects and interesting writing topics that will spark interest and enthusiasm in your students?

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My writing templates are unique in shape, but simple in supplies!

After you have printed out the templates, the only materials that you will need to have in your classroom to complete these writing projects are scissors, glue, tape, and coloring pencils. You will not need to go shopping after school for art supplies and materials to complete these fun creative writing projects.

On this page, you will also find examples and photographs of many of these unique creative writing teaching resources and student projects.

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Many of these journal and creative writing prompt ideas include links to resources that I have created for that specific writing idea.

For many of these ideas, I have also included useful links to other websites that will help you in planning your lesson activities.

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Teaching Resources: 11 Resources for Writing Teachers

11 Resources for writing teachers

Teaching writing has probably never been harder. How do you teach writing to students whose main experience with writing is  text messaging! 

At the same time, writing is more important now than ever. Colleges make life-changing decisions about students' acceptance based on their writing, and employers say good writing is a hard skill to find in the workplace. Writing is a must-have skill.

So how can you teach writing more effectively?

How to Teach Writing

At The Write Practice, we strive to convince our readers why learning to write better is important to them  and their lives, and we do this  before  we ever teach a single concept.

In other words, we talk about the question  why  a lot because we believe that a student who   is convinced what they're learning is important to them will always learn better.

We also believe deeply in  deliberate practice , and that's why at the end of each lesson, we give students a chance to put what they've just learned to use immediately, encouraging them to share their work with other writers to get feedback.

How to practice writing

Teaching Resources for Writing

With that in mind, we've assembled a list of our eleven best resources about writing for students.

1.  Why We Write: Four Reasons . George Orwell wrote that there are four reasons why people write. We've updated his list to encourage new and experienced writers alike to think about what motivates them to write.  Click here to view the article.

2.  Before You Start Writing, Do This First . Crafting a solid premise is an essential part of the writing process, whether you're writing an essay, a one-act play, or a short story. Here, we explain the process of creating a premise for non-fiction and fiction.  Click here to view the article.

3.  10 Effective Tips to Write an Essay . Writing an essay isn't easy, no matter how long you've been writing, but that doesn't mean it can't be fun. In this article, we give all our best advice to write a great essay.  Click here to view the article.

4.  Grammar 101.  Good grammar is important, but does it really matter whether you know what an Oxford comma is or how to use a semi-colon? YES! And we'll having fun learning all the strange rules, too.  Click here to view the article.

5.  Why Your Writing Sounds Weird (And What to Do About It) . Most schools don't teach sentence structure anymore, but the reality is that if your sentences aren't structured correctly, your writing will sound  weird . Here's a fun and authoritative guide to sentence structure.  Click here to view the article.

6.  5 Essentials Elements of a Story. Every story is made up of building blocks: action, dialogue, description, inner monologue, and exposition. In this article, we explain how they fit together.  Click here to view the article.

7.  The Secret to Showing Instead of Telling. “Show, Don't Tell,” is an important rule in storytelling. Here's the secret to explaining it as simply as possible.  Click here to view the article.

8.  How to Become a Better Writer in One Simple Step . This is the single piece of writing advice we give most often. If students can master this, they'll instantly become powerful, captivating writers.  Click here to view the article.

9.  16 Observations About Real Dialogue. Writing good dialogue is hard work. In this article, we give honest observations about realistic dialogue, and then challenge students to a fun and creative exercise.  Click here to view the article.

10.  The Strongest Form of Characterization. Great stories are made up of interesting and unique characters, but how do you create a great characters? This article explains the best form of characterization.   Click here to view the article.

11.  10 Best Writing Prompts . Students love writing prompts, and these are our 10 best! Have fun with them! Click here to view the article.

How to Use These Resources

You're welcome to use these resources in any of the following ways:

  • Print the articles and use them in your classes
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  • Use the exercises at the end of each article for homework projects
  • Allow students to read and critique each others' writing

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11 Ways to Be a Better Creative Writer

teaching creative writing

Colleges teaching creative writing are under scrutiny.

Creative writing remains one of the most in-demand majors among modern students.

While it classes teaching creative writing attract myriads of wannabe writers worldwide, the question arises: Can creative writing be considered an academic discipline?

Thus, some people believe that you must be born an author, as real writers have a natural gift to convey important messages through their writings.

On the contrary, others are sure that those who wish to become an author should be taught the nuances of writers’ work at educational institutions.

It is due to the latter opinion that today’s colleges and universities offer creative writing classes in their curricula.   

Interestingly, such an educational subject can be useful for enthusiastic amateur writers and those who don’t plan to turn their hobbies into lucrative professions.

Related Reading: Do You Know the 11 Best Day Jobs for Writers ?

Even though possessing a degree in this field doesn’t entail getting a profitable job immediately, learning the art of creative writing has its benefits.

In this post, we are teaching creative writing. Are you ready to read creative writing examples?

Be sure to stay until the end of the post to receive resources to improve your own writing. These resources are helpful for every writing topic .

Let’s get started.

Tips for Learning Creative Writing

Writers at SharpEssay believe that trying out various genres strengthens your problem-solving skills and makes you more flexible when communicating. Moreover, any creative activity that requires knowledge and some “inner work” represents a genuinely empowering process. 

How Does One Learn Creative Writing: Useful Ideas

Of course, plenty of educational establishments all over the world provide their attendees with creative writing studies.

Yet, it is crucial to remember that you need to put a lot of effort and time into your development as an author, even when you are not visiting lectures. Despite having professionals guiding you through the jungles of creative writing craft, self-study is of utmost importance.  

Approach Reading As a Writer Would

Perhaps, one of the essential tips on boosting one’s writing abilities regards reading – meaning, a lot of reading.

Most well-known authors agree that reading carefully, taking notes on how a specific writer unveils a story in their book helps significantly.

When savoring a poem or a novel, please pay attention to their structure and stylistic devices used. This way, you will be able to apply them in your own writings later. 

Set Expectations and Define Consequences

Undoubtedly, writing is an act of creation. It means that, sometimes, you may put words down without a specific purpose, just practicing.

Nevertheless, professional writers often say they are working on a piece for which they have distinct thoughts. Intentions represent a smoother (than usual) process.

It is vital for every creator to have a clear idea of why they are writing. Also, they should know what they are writing and what outcomes their literary work will bring. 

Edit with the Larger Picture in Mind

Like any other written work, revising and editing your literary creation should be approached with acute attention.

Indeed, the editing step in the writing process comes only after the first draft is ready when you can replace some words with their more exquisite alternatives.

Nonetheless, reviewing your rough copy and making some corrections to it should also help you have the overall picture of what you have composed.

Thus, you will be able to determine if you achieved the initially defined goal at the end of such a journey. 

Resort to These Writing Prompts to Start Writing 

To enhance your creativity, use the ideas given below to start working on your piece.

Reinterpret a Well-Known Story

Pick a famous fairy tale or a myth that you know very well. Discover a way to retell this story after looking at its events from a different angle.

For instance, you may change the protagonist so that the narrative will also undergo alterations.

Use the new point of view you’ve resorted to practicing to alter the character’s mindset and attitude. See in which way the details of your book change from the viewpoint of this character.

Record and Transcript Conversations

The next tip will come in handy for screenwriters and dramatists since, for the most part, their writings will be represented by dialogues. Hence, you can record yourself chatting with a friend/relative/colleague and then turn it into a script.

Such a practice will endow you with a clear idea of the natural flow of conversation in real life, simultaneously honing your dialogue-writing skills to perfection. 

Capture the Readers’ Senses

Choose a vivid memory of something impressive you have once experienced. While taking down notes on it, focus on using as many sensory details as possible.

Mastery of specific descriptions of sight, sound, taste, touch, and smell will allow your audience to connect more intuitively to the experiences you “talk” about. 

See the Unusual in the Usual 

The prevailing number of famous authors – generally poets – are fantastic visual thinkers. It is because they sharpen their ability to see extraordinary in ordinary things, such as household items.

Observe them closely, dwelling on details and similarities to other objects, creatures, or phenomena. Thus, your camera lens may vaguely resemble an eye that is always watching what is happening around you.

Play Around with Genres

Use an already-published story or one of your own memories to play around with genres a bit.

Try to rewrite a chosen novel or memory in the form of a film script. Hence, you will notice that the information in a screenplay is transmitted differently from a written story. For instance, descriptions of nature recede into the background, giving way to dialogues. 

Write Short Stories about Various Characters

Come up with a short story about a particular character. Show how their usual way of life is suddenly changed due to unforeseen circumstances.

After that, you can work on the character’s development. Give them a somewhat ambiguous choice, prompting the protagonist to make a tough decision.

Importantly, to build a connection with your readers from the beginning, you may provide them with hints. Tell about what decision the protagonist will make eventually.

Such short stories containing particular moral challenges will boost your character development skills. 

Draw Inspiration from a Family Tradition

It’s no secret that every family has its own traditions and peculiar ways of communicating with each other. Hence, when creating a memoir, it is critical to think outside the box.

Ask yourself, “What other people might think of me or my certain behavior?” When it comes to creative writing, it is of paramount importance that the author realizes how they are different. The author differs from their audience and other people in general.

Experts on engineering assignment help services suggest that you can select one of your family traditions. Explain it in great detail to polish your writing skills.

Use “Turning Points” Exercise

Create a short writing piece (less than a thousand words). Making sure that every paragraph opens with a shocking plot twist to capture the attention of your readers.

At the same time, each turning point should occur most naturally, arising from the earlier paragraphs’ information. Thus, if you haven’t previously mention wizards in your piece, the opening of one of the following paragraphs cannot include a sudden outbreak of war in a magical world.

As a result, such a writing practice will help you understand how exactly plot twists help the writer move the narrative forward.

Wrapping Up: Teaching Creative Writing

Authors who write college essays for money , always point out that creative writing requires both innate talent and constant work.

It’s all about writing competence and imagination development. Combine them wisely, and you will succeed in your literary aspirations! 

Today’s contributing author is skilled at teaching creative writing and left us these resources.

Teaching Creative Writing Resources

Resource 1: Remember to use transitional phrases in your writing.

teaching creative writing

Teaching Creative Writing Resource 2: Use Active Voice

teaching creative writing resources

Readers, please share so creative writers learn these teaching creative writing lessons.

I look forward to your views in the comments section. Do you have any tips for teaching creative writing?

This post was contributed and made possible by the support of our readers.

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literacy strategies with a depiction of the same

1. Phonics Instruction

2. graphic organizers, 3. think-pair-share, 4. vocabulary instruction, 5. story mapping, 6. kwl charts (know, want to know, learned), 7. interactive read-alouds, 8. guided reading, 9. writing workshops, 10. literature circles.

Today, literacy is not just about learning to read and write ; it’s a crucial tool that opens doors to a world of knowledge and opportunities. It’s the foundation upon which we build our ability to communicate, understand, and interact with the world around us. It is the cornerstone that supports all other learning.

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But how do we ensure every student learns to read and write, loves the process, and excels in it? This is where literacy strategies for teachers come into play. 

In the modern classroom, literacy strategies are essential for several reasons. They help cater to diverse learning styles , engage students more effectively, and promote a deeper understanding of the material.

These strategies are vital in an era of abundant information and attention spans are challenged. They equip teachers with innovative methods to make reading and writing more interactive and meaningful. 

In this blog, we will talk about some of the best literacy strategies that can make a significant difference in your classroom!

Literacy Strategy Definition

Literacy strategies are various methods and approaches used in teaching reading and writing. These are not just standard teaching practices but innovative, interactive, and tailored techniques designed to improve literacy skills. They include activities like group discussions, interactive games , and creative writing exercises, all part of a broader set of literacy instruction strategies.

The Role of Literacy Strategies in Enhancing Reading and Writing Skills

Teaching literacy strategies enhance students’ reading and writing skills. These strategies help break down complex texts, making them more understandable and relatable for students. They encourage students to think critically about what they read and express their thoughts clearly in writing. Teachers can use literacy strategies to address different learning styles, helping students find their path to literacy success.

15 Best Literacy Strategies for Teachers

Phonics Instruction is fundamental in building foundational reading skills , especially for young learners. This method teaches students the relationships between letters and sounds , helping them decode words. Through phonics, students learn to sound out words, which is crucial for reading fluency and comprehension. Phonics Instruction can be fun and interactive with games, songs, and puzzles , making it an enjoyable learning experience for students.

You can begin here:

Card Image

Graphic organizers are powerful visual tools that aid in better comprehension and organization of information. As part of literacy practices examples, they help students visually map out ideas and relationships between concepts. This can include charts, diagrams, or concept maps. Using graphic organizers, teachers can help students structure their thoughts, making complex ideas more accessible and understandable. It’s an effective way to break down reading materials or organize writing drafts visually.

Think Pair Share worksheet

Think-Pair-Share is an essential literacy strategy that fosters collaborative learning. In this activity, students first think about a question or topic individually, then pair up with a classmate to discuss their thoughts, and finally share their ideas with the larger group. This strategy encourages active participation and communication, allowing students to learn from each other. It’s a simple yet powerful way to engage students in critical thinking and discussion.

Vocabulary Instruction is crucial in expanding language comprehension. This strategy involves teaching students new words and phrases in terms of their definitions, context, and usage. Effective vocabulary instruction can include word mapping , sentence creation , and word games. By enriching students’ vocabulary , teachers equip them with the tools to understand and articulate ideas more effectively, enhancing their overall literacy.

Card Image

Story Mapping is a technique where students break down the narrative elements of a story, such as characters, setting, plot, and conflict. This strategy helps in enhancing comprehension and analytical skills. By visually organizing the elements of a story, students can better understand the structure and themes of the text. It’s an engaging way to dissect stories and can be done individually or as a group activity .

A KWL chart

KWL Charts are an effective tool for structuring learning objectives. This strategy involves creating a chart with three columns: What students already Know, What they Want to know, and What they have Learned. This approach helps activate prior knowledge, set learning goals , and reflect on new information. It’s a great way to engage students in the learning process from start to finish, making them active participants in their education. KWL Charts can be used across various subjects, making them versatile and essential in the classroom.

Kids in a classroom

Interactive read-alouds are a cornerstone among literacy instructional strategies. In this activity, the teacher reads a story aloud, using expressive tones and gestures to bring the story to life. This method engages students in dynamic storytelling , sparking their imagination and interest. It’s an essential literacy strategy that enhances listening skills, vocabulary, and comprehension. Teachers can pause to ask questions, encouraging students to think and predict, making it an interactive and inclusive learning experience.

kids in guided reading session

Guided Reading is a tailored approach that addresses the diverse reading levels within a classroom. In this strategy, teachers work with small groups of students, providing focused reading instruction at their specific level of development. This allows for more personalized attention and support, helping students progress at their own pace. Guided Reading improves reading skills and boosts confidence as students feel more capable and supported in their learning journey.

Kids in a writing workshop

Writing Workshops are a dynamic way to foster creative expression among students. These workshops provide a platform for students to write , share, and receive feedback on their work. It’s an interactive process where students learn to develop their writing style, voice, and technique. Writing Workshops encourage creativity, critical thinking, and peer collaboration, making them a vital part of literacy development.

Depiction of collaborative learning

Literature Circles are a collaborative and student-centered approach to reading and discussing books. In these circles, small groups of students choose and read a book together, then meet to discuss it, often taking on different roles like discussion leader or summarizer. This strategy promotes discussion, critical thinking, and a deeper understanding of literature. It’s an engaging way for students to explore texts and share their perspectives, enhancing their analytical and communication skills.

11. Scaffolding

Scaffolding technique

Scaffolding is a teaching method that provides students with step-by-step guidance to help them better understand new concepts. This approach breaks down learning into manageable chunks, gradually moving students towards stronger comprehension and greater independence. Scaffolding can include techniques like asking leading questions, providing examples, or offering partial solutions. It’s especially effective in building confidence and skill in students, as they feel supported throughout their learning journey.

12. Word Walls

A word board

Word Walls are a visual and interactive way to display vocabulary in the classroom . As one of the essential literacy strategy examples, they help students learn new words and reinforce their spelling and meaning. Teachers can add words related to current lessons or themes, encouraging students to use and explore these words in their writing and speaking. Word Walls are educational and serve as a reference tool that students can continually interact with.

13. Reader’s Theater

Kids in a readers theatre

Reader’s Theater is an engaging literacy activity that combines reading and performance. In this strategy, students read scripts aloud, focusing on expression rather than memorization or props. This method helps improve reading fluency, comprehension, and confidence as students practice reading with emotion and emphasis. Reader’s Theater is also a fun way to bring literature to life and encourage a love for reading and storytelling.

14. Dramatization of Text

Kids dramatizing text

Dramatization of Text involves bringing stories and texts to life through acting and role-play. This strategy allows students to interpret and enact narratives, deepening their understanding of the characters, plot, and themes. It’s an interactive way to engage students with literature, encouraging them to explore texts creatively and collaboratively. Dramatization can enhance comprehension, empathy, and public speaking skills.

15. Inquiry-Based Learning

Inquiry based learning wallpaper

Inquiry-Based Learning is a student-centered approach that promotes curiosity-driven research and exploration. In this method, learning starts with questions, problems, or scenarios, rather than simply presenting facts. Students are encouraged to investigate topics, ask questions , and discover answers through research and discussion. This strategy fosters critical thinking, problem-solving skills, and a love for learning .

In conclusion, these literacy strategies for teachers offer a diverse and dynamic toolkit for teachers to enhance reading, writing, and comprehension skills in their classrooms. By incorporating these methods, educators can create a more engaging, inclusive, and effective learning environment , paving the way for students to become confident and proficient learners.

Frequently Asked Questions (FAQs)

What are the key benefits of using literacy strategies in the classroom.

Literacy strategies enhance classroom engagement, improve comprehension, and foster critical thinking skills. They make learning more interactive and meaningful, helping students to connect with the material more deeply.

How can teachers effectively integrate literacy strategies into existing curricula?

Teachers can integrate literacy strategies by aligning them with current lesson objectives, using them as complementary tools for existing content. Start small, incorporating strategies gradually, and tailor them to fit the lesson’s context.

Are these literacy strategies suitable for all age groups?

Yes, these strategies can be adapted for different age groups and learning levels. The key is to modify the complexity and delivery of the strategy to suit the developmental stage and abilities of the students.

How do digital literacy strategies for teachers differ from traditional ones?

Digital literacy strategies incorporate technology, focusing on skills like navigating online information, digital communication, and critical evaluation of online content, which are essential in the digital age.

Can literacy strategies be used in subjects other than language arts?

Absolutely, literacy strategies can be applied cross-curricularly. For example, graphic organizers can be used in science for hypothesis mapping, or story mapping can be used in history to outline events.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Help Students With Their Writing. 4 Educators Share Their Secrets

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Teaching students to write is no easy feat, and it’s a topic that has often been discussed on this blog.

It’s also a challenge that can’t have too much discussion!

Today, four educators share their most effective writing lessons.

‘Three Practices That Create Confident Writers’

Penny Kittle teaches first-year writers at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years and is the author of nine books, including Micro Mentor Texts (Scholastic). She is the founder and president of the Book Love Foundation, which annually grants classroom libraries to teachers throughout North America:

I write almost every day. Like anything I want to do well, I practice. Today, I wrote about the wild dancing, joyful energy, and precious time I spent with my daughter at a Taylor Swift concert. Then I circled back to notes on Larry’s question about teaching writers. I wrote badly, trying to find a through line. I followed detours and crossed out bad ideas. I stopped to think. I tried again. I lost faith in my words. I will get there , I told myself. I trust my process.

I haven’t always written this easily or this much. I wouldn’t say I’m a “natural” writer because I don’t believe they exist. Writing is work. When I entered college, I received a C-minus on my first paper. I was stunned. I had never worked at writing: I was a “first drafter,” an “only drafter.” And truthfully, I didn’t know how or what to practice. I was assigned writing in high school and I completed it. I rarely received feedback. I didn’t get better. I didn’t learn to think like a writer; I thought like a student.

I’ve now spent 40 years studying writing and teaching writers in kindergarten, elementary school, middle school, and high school, as well as teachers earning graduate degrees. Despite their age, writers in school share one remarkably similar trait: a lack of confidence. Confidence is a brilliant and fiery light; it draws your eyes, your heart, and your mind. But in fact, it is as rare as the Northern Lights. I feel its absence every fall in my composition courses.

We can change that.

Confidence blooms in classrooms focused on the growth of writers.

This happens in classrooms where the teacher relies less on lessons and more on a handful of practices. Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice “writing-like” activities: restrictive templates for assignments, with detailed criteria focused on rules. Those activities handcuff writers. If you tell me what to do and how to do it, I will focus on either completing the task or avoiding it. That kind of writing work doesn’t require much thinking; it is merely labor.

Practice creating, on the other hand, is harder, but it is how we develop the important ability to let our ideas come and then shaping them into cohesive arguments, stories, poems, and observations. We have misunderstood the power of writing to create thinking. Likewise, we have misunderstood the limitations of narrow tasks. So, here are my best instructional practices that lead to confidence and growth in writers.

1. Writing Notebooks and Daily Revision. Writers need time to write. Think of it as a habit we begin to engage in with little effort, like serving a tennis ball from the baseline or dribbling a basketball or sewing buttonholes. Writers need daily time to whirl words, to spin ideas, to follow images that blink inside them as they move their pen across the page. In my classroom, writing time most often follows engagement with a poem.

Likewise, writers need guidance in rereading their first drafts of messy thinking. I’ve seen teachers open their notebooks and invite students to watch them shape sentences. They demonstrate how small revisions increase clarity and rhythm. Their students watch them find a focus and maintain it. Teachers show the effort and the joy of writing well.

Here’s an example: We listen to a beautiful poem such as “Montauk” by Sarah Kay, her tribute to growing up. Students write freely from lines or images that spring to them as they listen. I write in my notebook as students write in theirs for 4-5 minutes. Then I read my entry aloud, circling subjects and detours ( I don’t know why I wrote so much about my dog, but maybe I have more to say about this … ). I model how to find a focus. I invite students to do the same.

2. Writers Study Writing . Writers imitate structures, approaches, and ways of reaching readers. They read like writers to find possibilities: Look what the writer did here and here . A template essay can be an effective tool to write for a test, but thankfully, that is a very small and insignificant part of the whole of writing for any of us. Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own.

3. Writers Have Conversations as They Work . When writers practice the skills and embrace the challenges of writing in community, it expands possibilities. Every line read from a notebook carries the mark of a particular writer: the passion, the voice, the experiences, and the vulnerability of each individual. That kind of sharing drives process talk ( How did you think to write about that? Who do you imagine you are speaking to? ), which showcases the endless variation in writers and leads to “writerly thinking.” It shifts conversations from “right and wrong” to “how and why.”

Long ago, at a local elementary school, in a workshop for teachers, I watched Don Graves list on the chalkboard subjects he was considering writing about. He read over his list and chose one. From there, he wrote several sentences, talking aloud about the decisions he was making as a writer. Then he turned to accept and answer questions.

“Why do this?” someone asked.

“Because you are the most important writer in the room,” Don said. “You are showing students why anyone would write when they don’t have to.” He paused, then added, “If not you, who?”

confidenceblooms

Developing ‘Student Voice’

A former independent school English teacher and administrator, Stephanie Farley is a writer and educational consultant working with teachers and schools on issues of curriculum, assessment, instruction, SEL, and building relationships. Her book, Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is available from Routledge Eye on Education:

Teaching writing is my favorite part of being a teacher. It’s incredibly fun to talk about books with kids, but for me, it’s even more fun to witness students’ skills and confidence grow as they figure out how to use written language to communicate what they mean.

A lesson I used to like doing was in “voice.” My 8th graders had a hard time understanding what I meant when I asked them to consider “voice” in their writing. The best illustration I came up with was playing Taylor Swift’s song “Blank Space” for students. Some students groaned while others clapped. (Doesn’t this always happen when we play music for students? There’s no song that makes everyone happy!) But when they settled down, I encouraged them to listen to the style: the arrangement, her voice as she sang, the dominant instruments.

Then, I played a cover of “Blank Space” by Ryan Adams. Eyes rolled as the song unfurled through the speakers, but again I reminded students to listen to the arrangement, voice, and instruments. After about 60 seconds of the Adams version, heads nodded in understanding. When the music ended and I asked students to explain voice to me, they said it’s “making something your own … like your own style.” Yes!

The next step was applying this new understanding to their own writing. Students selected a favorite sentence from the books they were reading, then tried to write it in their own voice. We did this a few times, until everyone had competently translated Kwame Alexander into “Rosa-style” or Kelly Link into “Michael-style.” Finally, when it was time for students to write their own longer works—stories, personal essays, or narratives—they intentionally used the words and sentence patterns they had identified as their own voice.

I’m happy to report this method worked! In fact, it was highly effective. Students’ papers were more idiosyncratic, nuanced, and creative. The only change to this lesson I’d make now is trying to find a more zeitgeist-y song with the hope that the groans at the beginning die down a little faster.

itsfun

Teaching ELLs

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County school district in Kentucky and the president of KYTESOL. She is also an adjunct professor at the University of Louisville, Indiana University Southeast, and Bellarmine University. She is a co-creator of the ELL2.0 site that offers free resources for teachers of English learners:

Reflecting on my experience of teaching writing to English learners, I have come to realize that writing can be daunting, especially when students are asked to write in English, a language they are learning to master. The most successful writing lessons I have taught were those that transformed the process into an enjoyable experience, fostering a sense of accomplishment and pride in my students.

To achieve this, I prioritized the establishment of a supportive learning environment. At the beginning of each school year, I set norms that emphasized the importance of writing for everyone, including myself as their teacher. I encouraged students to write in English and their native language and I wrote alongside my English learners to demonstrate that writing is a journey that requires hard work and dedication, regardless of age or previous writing experiences. By witnessing my own struggles, my students felt encouraged to persevere.

My English learners understood that errors were expected and that they were valuable opportunities for growth and improvement. This created a comfortable atmosphere where students felt more confident taking risks and experimenting with their writing. Rather than being discouraged by mistakes, they viewed them as steppingstones toward progress.

In my most effective writing lessons, I provided scaffolds such as sentence stems, sentence frames, and word banks. I also encouraged my students to use translation tools to help generate ideas on paper. These scaffolds empowered English learners to independently tackle more challenging writing assignments and nurtured their confidence in completing writing tasks. During writers’ circles, we discussed the hard work invested in each writing piece, shared our work, and celebrated each other’s success.

Furthermore, my most successful writing lessons integrated reading and writing. I taught my students to read like writers and utilized mentor texts to emulate the craft of established authors, which they could later apply to their own writing. Mentor texts, such as picture books, short stories, or articles, helped my students observe how professional writers use dialogue, sentence structure, and descriptive language to enhance their pieces.

Instead of overwhelming students with information, I broke down writing into meaningful segments and taught through mini lessons. For example, we analyzed the beginnings of various stories to examine story leads. Then, collaboratively, my students and I created several leads together. When they were ready, I encouraged them to craft their own leads and select the most appropriate one for their writing piece.

Ultimately, my most effective lessons were those in which I witnessed the joyful smiles on my English learners’ faces as they engaged with pages filled with written or typed words. It is during those moments that I knew my writers were creating and genuinely enjoying their work.

To access a self-checklist that students and EL teachers can use when teaching or creating a writing piece in English, you can visit the infographic at bit.ly/ABC_of_Writing .

iprovided

‘Model Texts’

Anastasia M. Martinez is an English-language-development and AVID Excel teacher in Pittsburg, Calif.:

As a second-language learner, writing in English had not always been my suit. It was not until graduate school that I immersed myself in a vast array of journals, articles, and other academic works, which ultimately helped me find my academic voice and develop my writing style. Now, working as an ESL teacher with a diverse group of middle school multilingual learners, I always provide a model text relevant to a topic or prompt we are exploring.

When students have a model text, it gives them a starting point for their own writing and presents writing as less scary, where they get stuck on the first sentence and do not know how to start.

At the start of the lesson, prior to using a model text, I create a “do now” activity that guides my students’ attention to the topic and creates a relevant context for the text. After students share their ideas with a partner and then the class, we transition to our lesson objectives, and I introduce the model text. We first use prereading strategies to analyze the text, and students share what they notice based on the title, images, and a number of paragraphs. Then, depending on the students’ proficiency level, I read the text to the class, or students read the text as partners, thinking about what the text was mostly about.

After students read and share their ideas with partners and then the whole class, we transition to deconstructing the text. These multiple reengagements with the text help students become more familiar with it, as well as help students build reading fluency.

When deconstructing the model text, I guide my students through each paragraph and sentence. During that time, students orally share their ideas determining the meaning of specific paragraphs or sentences, which we later annotate in the model text using different colored highlighters or pens. Color coding helps visually guide students through similar parts of the model text. For instance, if we highlight evidence in paragraph 2 in one color, we also highlight evidence in the same color in the following paragraph. It helps students see the similarities between the paragraphs and discover the skeleton of the writing. Additionally, color coding helps students during their writing process and revision. Students can check if they used all parts of the writing based on the colors.

Furthermore, one of the essential pieces during deconstructing model texts that I draw my students’ attention to is transition words and “big words,” or academic vocabulary. We usually box them in the text, and I question students about why the author used a particular word in the text. Later, when students do their own writing, they can integrate new vocabulary and transition words, which enhances their vocabulary and language skills.

As the next step, I invite students to co-create a similar piece of writing with a partner or independently using our model text as their guide. Later, our model text serves as a checklist for individual and partner revisions, which students could use to give each other feedback.

Model texts are an essential part of the writing process in any content-area class. As educators, we should embrace the importance of model texts, as they provide a solid foundation upon which students can develop their unique writing skills, tone, and voice.

modeltexts

Thanks to Penny, Stephanie, Irina, and Anastasia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Open for applications: 2024-25 Instructional Enhancement Grant Program

By Hub staff report

Would your students benefit from an animation or simulation to help them understand a challenging concept in your course? Are you thinking about new digital resources to help you assess your students' learning? Would you just like to encourage more original thinking about your course content?

Applications are now open for the 2024–25 Instructional Enhancement Grant Program, a grant initiative administered by the Center for Teaching Excellence and Innovation (CTEI). The program is intended to encourage faculty to develop creative uses of digital technologies to enhance teaching and learning at Hopkins by partnering with student fellows.

Full details are available in the "Program Guidelines" document through the Instructional Enhancement Grant Program website .

Instructional Enhancement Grant Program (formerly the Technology Fellowship Grant)

What: Mini-grant program that enables faculty/student teams to develop teaching resources for undergraduate courses.

Who: Full-time faculty courses with significant full-time undergraduate enrollment. Student fellows can be full-time undergraduate or graduate students.

How: To submit applications, visit the Instructional Enhancement Grant Program Application Form. You will need to use your JHED login and password (please use your [email protected], not jhu.edu).

When: Applications are accepted through Sunday, March 31, @ 5 p.m.

Awards: Grant amount = up to $5,000 per faculty-student team: Students can earn up to $4,000 at an hourly rate. Faculty earn a $1,000 stipend at the conclusion of the project. Awards will be announced mid-April. Funding will become available May 2024 and will end in April 2025.

Contact: Yvonne Moore-Jones, program coordinator, at ymoorej@jhu.edu or 410-516-7181

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AQA GCSE English Language Paper 1 Possession A.S Byatt Creative reading & writing Q1-5 Grade 9

AQA GCSE English Language Paper 1 Possession A.S Byatt Creative reading & writing Q1-5 Grade 9

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

SLK GCSE English Shop

Last updated

16 February 2024

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Full lesson on Paper 1 Posession by A.S Byatt looking at the AQA November 2023 paper with grade 9 model answers for the reading and writing sections. Achieve a grade 9 jam packed with plenaries, AfL, TLA activities and tasks.

47 slides of a breakdown of the reading and writing sections, with grade 9 model answers and top tips to achieve a grade 9. Lesson focuses on exploding and developing inference. Starter task, discussion activity, build up tasks highlighting and analysing text to draw out inference, review and self assessment looking at EBI and WWW with a self assessment exit card activity.

Lesson objectives: • Consider the significance and power of books and words • Define the word possession and build a bank of synonyms • Deliberate how colour symbolism can foreshadow events to come • Analyse a section from Possession by A.S. Byatt for Paper 1 • Identify and discuss the difference between language and structural techniques • Focus specifically on questions 2 to 4 in terms of developing detail and inference • Explode and develop interpretations for Q2 language analysis • Construct a flow chart for Q3 structure applying in structure cards • Develop and explain interpretation and impressions in Q4 • Review grade 9 model answers for Q1-4 looking at exploding inference using PEEL • Create a word bank and plan in preparation for the Q5 writing task • Read and review a piece of grade 9 descriptive writing • Complete the Q5 writing task applying AFORESTRIP and punctuation variety • Review your writing task, highlighting techniques • Complete self-assessment exit card

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mla format 9th edition essay

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

MLA 9th Edition Changes

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Welcome to the Purdue OWL

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

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

MLA Ninth Edition: What's New and Different

Note:  This page reflects the latest version of the MLA Handbook (i.e., MLA 9), which released in April 2021. The equivalent resource for the older MLA 8   can be found here .

The Modern Language Association (MLA) updated its style manual in April 2021. The MLA Handbook is a living document hoping to meet the ever-changing needs of writers while creating uniform standards for documentation. By updating and clarifying these standards, MLA seeks to build trust in the information and ideas we share. By helping us express our ideas in a standard way in which varieties of readers can understand where we found our information and how we chose to express our own ideas, MLA hopes in an age of mistrust of information, we can use their standards to legitimize our writings. However, MLA continues to emphasize that these guidelines are simply that: guidelines. Specific circumstances, such as class formatting instructions, project demands, and additional relevant information, may give cause for appropriate deviation, something the MLA encourages.  

This 9th edition focuses on clarification, guidance, and expansion on MLA 8, an edition that featured extensive changes. The use of core elements for Works Cited was designed to be more user-friendly, with built-in flexibility that allows writers to cite their sources in ways that works best for their specific projects. MLA 9, however, provides more guidance and focus for those seeking it after the last update, especially warranted with emerging sources, digital and otherwise. While retaining the overhauled system of core elements for documentation of MLA 8, MLA 9 responds to feedback asking for clarification and expansion on the meaning of each category (1. Author, 2. Title of Source, 3. Title of Container, 4. Contributor, 5. Version, 6. Number, 7. Publisher, 8. Publication Date, 9. Location) in different contexts of documentation. 

  Major Changes in the 9th Edition

While the rest of this overview will go into more detail regarding individual changes in this edition, the major changes are as follows:

  • More guidance on how to use MLA core elements to create a Works Cited list by explaining the definition of each element in different types of documents (it will not always be literal), where to find each element, and how to style it. The MLA 9 was designed so that the core element strategy will become even more accessible through more examples and explanations, such as how to use notes, websites, interviews, and YouTube videos. 
  • A deeper dive into in-text citations, a category many users expressed struggles with.
  • Reintroduction of MLA guidance on research papers, absent in MLA 8, with expanded instructions.
  • A new chapter on inclusive language.
  • Expanded guidelines on grammar mechanics.

Research Projects

After a brief, 1-edition reprieve, MLA 9 has reintroduced their guidelines for formatting a research paper. General formatting guidance has remained consistent from MLA 7 while this edition expands upon table, illustration, and list formatting. 

Grammar and Mechanics

Updates have been provided on spelling, punctuation, capitalization, and use of italics in prose. MLA 9 confirms that various spellings are acceptable but must be used consistently, except in quotations from another text. It also provides guidance on using plurals correctly. It provides in-depth examples of the correct and incorrect uses of commas, colons, dashes and parentheses, hyphens, apostrophes, and slashes. The chapter also asserts the use of italics for emphasis, word references, letters referred to as letters, and foreign words. Finally, MLA provides extensive examples of how to correctly format names of persons, organizations or groups, titles of works, and numbers into your writing. 

  • Inclusive Language

This new chapter on inclusive language recommends focusing on relevance, precision, respectfulness, thoughtfulness, and awareness of exclusionary pronouns, judgement, and offensive terms. Through these general principles, writers are encouraged to think critically about their language, contexts, and audiences. 

Plagiarism Guidance

This section focuses on recognizing and avoiding plagiarism through quoting, paraphrasing, and identifying when documentation is optional. It expands beyond common knowledge as a reason for omitting documentation and introduces passing mentions, allusions, and epigraphs. 

Works Cited Page

Works Cited guidance is one of the most widely-used elements of the MLA Handbook. Appropriately, this section features the most updates, responsive to users seeking more guidance, details, and examples on the aforementioned MLA 8 overhaul that introduced the core element template. Consequently, each element is defined, including the range of situations it applies to. There is also guidance on how to find information, such as “publication” in a variety of sources. Finally, more advice is given on how to style details of these elements in a Works Cited. 

Added Guidance on Core Template Elements

  • Author : how to cite pseudonyms, name changes, and stage names; how to cite works by the same author published under different names; and how to style the names of authors of government publications.
  • Title of source : how to provide a description instead of a title; how to effectively and appropriately shorten a title; how to list titled and untitled front and back information, such as introduction, foreword, and afterword; and how to use mechanics to correctly style titles of various sources including website containers, apps, and databases. 
  • Contributor (formerly “Other Contributors”) : how to distinguish between key and other contributors; and how to document a source with multiple, same-role contributors. 
  • Versions : how to identify the “version” in various types of works including e-books.
  • Number : how to find “number” in various works such as books, print journals, database articles, PDF journal articles, television shows, and podcasts; how to style numbers through form (spelled out, numerals, numbers) and mechanics within the Works Cited page.
  • Publisher : how to identify what constitutes a publisher; how to list governmental agencies and nongovernmental organizations; and how to abbreviate publishers’ names.
  • Publication Date : how to identify what constitutes non-traditional date types, such as personal letters, revisions of online works, attendance of live events, and the label “forthcoming” for works yet to be published; dictates to lowercase season with publication date, for example, fall, 2021. 
  • Location : how to find location in print, online, unique works viewed or heard firsthand, and physical media other than print works; it also makes URLs optional.
  • Supplemental Elements

Beyond the core elements are supplemental elements, previously titled “Optional Elements.” The change in name reflects the fact that different circumstances will dictate whether or not these elements are necessary for readers. 

  • In-Text Citations

While the guidance regarding in-text citation has not changed, the MLA 9’s adjusted approach seeks to reduce the confusion about in-text citations. This chapter explains the need for unambiguous, consistent references to the Works Cited. It also expands on how to style parenthetical citations with quotation marks. A new section, “When Author and Title are not Enough,” helps users navigate works when an author has more than one work of the same title. Finally, expanded guidance on subheads, multiple works, referencing items such as symbols or figure numbers, and quoting the same passage multiple times has been added. 

This new section explains when and how to use notes to provide commentary or additional information. It also explains where and how to place notes in text. 

  • Annotated Bibliographies

A section has been added that offers guidance for annotated bibliographies. Annotations are succinct descriptions and/or evaluations of a source. Sources should be styled no differently from a list of works cited. However, annotations should be appended at the end of an entry, with one-inch indentations from where the entry begins. Annotations may be written as concise phrases or complete sentences and typically do not exceed one paragraph.

This update includes fewer large overhauls to the methods of MLA 8. MLA 9 instead focuses on providing specificities and examples to each element. This version continues giving writers freedom to judge the appropriate information needed for their specific projects while adding more guidance for readers looking for it. Through MLA 9, users will better understand the following:

  • What the core elements look like in different types of works, both traditional and nontraditional.
  • How to use in-text citations effectively.
  • How to be conscious of the effect on various audiences of gender-specific terms, stereotyped language, people-first language, pronouns, and capitalization.
  • What does and does not constitute plagiarism.
  • How to format a research paper.
  • How to correctly use grammar mechanics.
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MLA 9th Edition

  • Paper Templates & Examples

Sample papers

  • MLA 9th edition sample papers The SCC Library & Academic Support Center teach students to follow 9th edition student formatting rules, unless the instructor states otherwise.

Paper Template

  • Student Paper Template, MLA 9 (PDF) Download this template before you begin writing to make sure your paper is formatted correctly in MLA 9th edition format.
  • Last Updated: Nov 9, 2023 3:35 PM
  • URL: https://library.surry.edu/MLAstyle

TAFT COLLEGE

MLA Style Guide, 9th Edition: Formatting Your MLA Paper

  • Works Cited entries: What to Include
  • Title of source
  • Title of container
  • Other contributors
  • Publication date
  • Optional Elements
  • Book with Personal Author(s)
  • Book with Editor(s)
  • Book with Organization as Author
  • Parts of Books
  • Government Publication
  • Journal Article
  • Magazine Article
  • Multivolume Works
  • Newspaper Article
  • Other Formats
  • Websites, Social Media, and Email
  • Works Cited Practice
  • About In-text Citations
  • In-text Examples
  • How to Paraphrase and Quote
  • Formatting Your MLA Paper
  • Formatting Your Works Cited List
  • MLA Annotated Bibliography

MLA recommends using 12-point Times New Roman font or another readable typeface (e.g. serif ).

Use double-spacing throughout the entire paper.

Leave 1 inch margins on the top, bottom, and each side.

Indent the first line of each paragraph half an inch from the left margin.

Quotes longer than 4 lines should be written as a block of text a half an inch from the left margin.

Heading and Title

An MLA research paper does not need a title page, but your instructor may require one. If no instructions are given, follow the MLA guidelines below:

Type the following one inch from the top of the first page, flush with the left margin (double spacing throughout).

Your Instructor's Name

Course Number or Name

Center the title on the next line. Follow the rules for capitalization. Do not italicize, underline, or bold the title. An exception is when your title includes a title.  Example:  The Attitude toward Violence in A Clockwork Orange

Indent the next line and begin typing your text.

Include your last name and page numbers in the upper right-hand corner of every page. The page numbers will be one-half inch from the top and flush with the right margin. If your instructor prefers no page number on the first page, begin numbering from 2 on the second page.

Formatting first page MLA MS Word using a MAC

Formatting first page mla goggle.dox, formatting first page mla ms word using pc, mla format setup in word 2013.

The links below provide step by step instructions on setting up your paper using MLA Style guidelines.

  • Formatting Your Paper using MS Word - PC
  • Formatting Your Paper using MS Word - MAC

Sample MLA Paper

  • MLA Research Paper Template Properly formatted MLA Style research paper. Download and save to your computer so that you will always have the correct format for writing.

MLA 8th Edition Paper Formatting

There are three sample papers available in the MLA Style Center. Check them out to see the correct formatting.

  • << Previous: How to Paraphrase and Quote
  • Next: Formatting Your Works Cited List >>
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Students: Submit an essay to Writing with MLA Style for a chance to be published by the MLA!

What’s New on MLA Handbook Plus ?

What is mla handbook plus .

MLA Handbook Plus is a new, subscription-based digital product providing online access to the ninth edition of the MLA Handbook. To learn more about MLA Handbook… Read More

What’s New in the Ninth Edition of the MLA Handbook (Spring 2021)

Published in April 2021, the ninth edition of the MLA Handbook works as both a textbook and a reference guide. You can order a copy… Read More

MLA Guide to Digital Literacy , 2nd Edition: An Interview with the Author

by Ellen C. Carillo

Ellen C. Carillo talks to the MLA about the MLA Guide to Digital Literacy , second edition. Read More

Getting to the Bottom of Principle and Principal

by Michael Simon

Learn the difference between principle and principal . Read More

Teaching Resources

A Century of Queer Korean Fiction : An Interview with Samuel Perry

Toward Educational Justice: An Interview with the Editors of Teaching Literature and Writing in Prisons

Henrique Maximiano Coelho Neto’s Sphinx: A Neo-Gothic Novel from Brazil : An Interview with M. Elizabeth Ginway

A Reflection on Disability Studies: Enabling the Humanities on Its Twentieth Anniversary

Teaching Claire de Duras’s Ourika

Teaching Nineteenth-Century Activist Rhetorics Today: An Interview

How and Why to Teach Late-Twentieth-Century Mexicana and Chicana Writers: An Interview

Advice from the Editors

Does It Really Go without Saying? On Needless Phrases

Giving Thanks

Citation Generators and MLA Style

On Witches and Which es: A Guide to Restrictive and Nonrestrictive Clauses

Using an Endnote to Provide Bibliographic Information

The Limits of Fidelity: What to Reproduce (and What Not to Reproduce) in a Quotation

Pointing Out Reasons with As , Since , For , and Because

  • Ask the MLA

How do i alter a quotation using square brackets if the quotation already contains bracketed words.

If a quotation already contains bracketed text, avoid adding your own bracketed text, since multiple sets of brackets may be confusing for the reader. However,… Read More

How do I cite a commentator’s handwritten notes on a work?

Cite a commentator’s handwritten notes by citing the unique copy of the work where they appear. Often, that unique copy will be an object in… Read More

Should I reproduce a quotation in all caps in my essay?

In general, yes, you should reproduce quotations as they appear in the source. If a quotation appears in all caps in your source, most of… Read More

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MLA Format Guide - 9th edition

  • Essay Formatting

How to Create a Header

  • To add your header, either double-click in the top inch of the page or select the "Insert" tab in Microsoft Word, navigate to the "Header & Footer" section, select "Header," and click the first option titled "Blank."
  • When editing your header, navigate to the "Design" tab and check the box beside "Different First Page" as every heading after your first page should only include the page number. 
  • Still in the design tab under the "Header & Footer" section, select "Page Number." In the drop-down box, select the first option, labeled "Top of Page," then select the third option labeled "Plain Number 3." Add your last name in front of the page number, and change the font settings to match that of the rest of your paper.
  • On the next line, set the text alignment to align your text to the left side of the page (under the "Paragraph" section of the "Home" tab) and on four different lines type your first and last name, your instructor's name, the course the assignment is for, and the date in the format DD Month YYYY.
  • On the next line, center the text (under the "Paragraph" section of the "Home" tab) and type the title of your paper.

An example of an MLA formatted header is included below.

"example of an MLA formatted header"

How to Create a Works Cited Page

You can create your Works Cited page before, during, or after you write your essay. If you do not create it before, be sure to document the sources you used, including any website links, so you can go back and create your citations later. Citation format will be discussed in a later section, but this section will detail how to create a Works Cited Page.

  • At the end of your essay, insert a page break (found under the "Insert" tab) and center the words "Works Cited" at the top of your page (not in the header). If there is only one source being cited, type "Work Cited".
  • Insert your citations in alphabetical order in the subsequent lines. Make sure they are left aligned.
  • If your citation is more than one line, apply the hanging indent feature to everything after the first line for each individual entry. You can do this by selecting the second line of the entry, navigating to the "Home" tab in Microsoft Word, selecting the arrow at the bottom right in the "Paragraph" section to open up the "Paragraph Settings" box, and under the "Indentation" section, select the drop-down box labeled "Special," and choose "Hanging". This will move everything but the first line of your citation slightly to the right.

"example Works Cited page"

Other essay formatting notes

When formatting your essay, there are a few things to keep in mind:

  • Use the correct font as listed under the "Home" tab of this guide. Double-space your text, use 12 pt font, and use a legible font style, such as Times New Roman, Ariel, Calibri, etc., ensuring that the regular and italic font styles are distinct.
  • After the first page, only include your last name and the page number in the top right corner of the header.
  • Change the paragraph options to remove space before and after all paragraphs. Select the entire essay (you can use the Ctrl + A feature), and in the "Paragraph" section of the "Home" tab, select the drop-down arrow where you can adjust the line spacing and make sure both selections at the bottom of the drop-down box read "Add Space Before Paragraph" and "Add Space After Paragraph". If they say "Remove Space Before Paragraph" and/or "Remove Space After Paragraph," click to remove the space.
  • On the last page, include a Works Cited page with your citations listed in alphabetical order.
  • Last Updated: Oct 13, 2023 9:40 AM
  • URL: https://uaccm.libguides.com/what_is_MLA_style

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MLA 9th Edition Style Guide: Formatting your Paper

  • Generic Section Labels
  • Publisher Abbreviations
  • Formatting your Paper
  • Annotated Bibliography
  • Social Media
  • Audiovisual
  • Personal Communication
  • Dissertation/Thesis
  • News Publication
  • Classroom Material
  • Conference Proceedings and Papers
  • Footnotes and Endnotes
  • Tables and Figures
  • Useful Links

Below you will find guidelines to help you format your paper in MLA style. Although these guidelines are widely used in educational settings, it is always advised to follow the specific instructions given by your professor. More detailed information is available on the MLA Handbook Plus website, specifically the section Introduction to Formatting your Research Project

Text formatting

For all of the following instructions, always make sure to be consistent throughout your paper

Font - use a readable font or typeface (Examples: Arial or Times New Roman ) . The idea is to make your text clearly distinguishable from italics .

Size - choose between 11 and 13 points

Line Spacing - double-space your entire paper (header, quotations, notes, works cited list). Leave one space after the period of each sentence.

Indentation - first line of each paragraph should be .5 inches from left margin. Block quotations are .5 inches as well.

  • 1 inch on all sides
  • your professor's name
  • your course name
  • date (day month year)

mla format 9th edition essay

  • do  not use "justify"

 Check out the sample paper below for more details.

  • Sample First Page Find the entire paper and more examples on the MLA Style Center page

The running head includes your last name and page number. This will appear on the top, right side of all the pages of your paper. More details from the MLA Handbook Plus are available here:

mla format 9th edition essay

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Generate accurate MLA citations for free

  • Knowledge Base

Student's Guide to MLA Style (2021) | Citation & Format

MLA 9th edition manual

To cite sources in MLA style, you need

  • In-text citations that give the author’s last name and a page number.
  • A list of Works Cited that gives full details of every source.

Make sure your paper also adheres to MLA format : one-inch margins, double spacing, and indented paragraphs, with an MLA style heading on the first page.

You can create citations automatically with our free MLA Citation Generator . Enter a URL, DOI , or ISBN, and the generator will retrieve the necessary information.

Table of contents

Mla works cited list, the nine core elements of mla citations, mla in-text citations, free lecture slides, frequently asked questions about mla style.

The Works Cited list is where you give full details of all sources you have cited in the text. Other citation styles sometimes call this the “reference list” or “bibliography.” An annotated bibliography is slightly different.

Author . “Source Title.” Container Title , Other contributors , Version , Number , Publisher , Publication date , Location .

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Begin each source entry with the name of the author(s) or creator(s). The name of the first author is always inverted (Last name, First name).

When a source has two authors, the second author’s name is shown in the normal order (First name Last name).

For sources with three or more authors, state only the first author’s name, followed by “ et al. ”

The author of a source is not necessarily a person; it can also be an organization. If so, simply use the name of the organization.

However, if the organization is both the author and publisher , start with the title of the source instead.

MLA author element

Always include the full title of the source, including subtitles (separated by a colon and space).

Use title case —capitalize all words apart from conjunctions , prepositions , and articles . If there is no title, give a short description of the source, with normal sentence case capitalization.

The styling of the title depends on the type of source:

  • Italics when the source is self-contained (e.g. a whole book, movie or website).
  • Quotation marks when the source is part of a larger whole (e.g. a chapter of a book , a page on a website, or an article in a journal).
  • No styling  when describing a source without a title.

3. Container

A container is the larger work that the source you’re citing appears in. For example, a chapter is part of a book, a page is part of a website, and an article is part of a journal.

If the source you’re citing is a self-contained whole (e.g. a whole book), leave out this element.

The container title is always italicized.

Elements 3 (container title) to 9 (location) all provide information about the container.

Sources with two containers

A source can also have two containers. If you watched an episode of a TV show on Netflix, the show title is the first container and Netflix is the second container. If you accessed a journal article through the database JSTOR, the journal name is the first container and JSTOR is the second container.

In most cases, only the title and location (often the URL or DOI ) of the second container are included in the source entry. This is because databases like JSTOR don’t have relevant contributors, versions, publishers, or publication dates.

  • Datta, Hannes, et al. “The Challenge of Retaining Customers Acquired with Free Trials”. Journal of Marketing Research , vol. 52, no. 2, Apr. 2015, pp. 217–234. JSTOR , www.jstor.org/stable/43832354.

Pay attention to the punctuation. The author and source title elements each end with a period. Elements within a container are separated by commas, and a period is used to close the container.

4. Other contributors

Contributors are added right after the container title and always end with a comma. Use a description like “translated by,” “directed by,” or “illustrated by” to indicate the role of the contributor. For example:

  • Latour, Bruno. Politics of Nature: How to Bring the Sciences into Democracy . Translated by Catherine Porter, Harvard UP, 2004.

When a source has three or more contributors with the same role, include the name of the first contributor followed by “et al.”

If there are no other relevant contributors, leave out this element.

When there is more than one version of a source, you should include the version you used. For example, a second-edition book , an expanded version of a collection, or a director’s cut of a movie would require the version to be included:

  • Porter, Michael E. Competitive Strategy: Techniques for Analyzing Industries and Competitors . 2nd ed. , Simon and Schuster, 1998.
  • Columbus, Chris, director. Harry Potter and the Chamber of Secrets . director’s cut, Warner Bros., 2002.

Sources such as journal articles (“vol. 18”), magazines (“no. 25”) and TV shows (“season 3, episode 5”) are often numbered. If your source has numbered parts, include this in the source entry:

  • Wieseke, Jan, et al. “Willing to Pay More, Eager to Pay Less: The Role of Customer Loyalty in Price Negotiations.” Journal of Marketing , vol. 68, no. 6, 2014, pp. 17–37.

It is also possible for a source to have an edition, volume, and number. Just separate them using commas.

7. Publisher

Book and movie citations always include the publisher element. The publisher is the company responsible for producing and distributing the source—usually a book publisher (e.g. Macmillan or Oxford UP ) or a movie production company (e.g. Paramount Pictures or Warner Bros ).

Note that “University Press” is abbreviated to “UP” in a Works Cited entry. For example, the University of Minnesota Press becomes “U of Minnesota P”; Oxford University Press becomes “Oxford UP.”

When not to add a publisher Sometimes the publisher is already included elsewhere in the source entry, such as in the container title or author element. For example, the publisher of a website is often the same as the website name. In this case, omit the publisher element.

You generally don’t need to include a publisher for the following source types:

  • Newspapers and magazines
  • Platforms like YouTube, Netflix, or JSTOR

8. Publication date

When available, always include the publication year . If you also know the month, day, or even time of publication, you can include this if it helps the reader to locate the source. Date ranges are also possible. For example:

  • 25 Jan. 2019
  • 14 Aug. 2017, 4:45 p.m.
  • Jan. 2017–Apr. 2018

Multiple publication dates If there is more than one publication date, use the one that is most relevant to your research and take the date of the edition that you have used.

No date When a source does not state a publication date, add the date on which you accessed the information. For example: Accessed 22 Sep. 2018 .

9. Location

What you include in the location element depends on the type of source you are citing:

  • Book chapter : Page range of the chapter (e.g. pp. 164–180. )
  • Web page : URL, without “https://” (e.g. www.scribbr.com/mla-style/quick-guide/. )
  • Journal article : DOI , with “https://”—or stable URL, without: (e.g. https://doi.org/10.1080/02626667.2018.1560449. or www.jstor.org/stable/43832354. )
  • Physical object or live event : Name of the location and city (e.g. Moscone Center, San Francisco. or The Museum of Modern Art, New York. )

MLA in-text citations are brief references in the body of your document which direct your reader to the full reference in the Works Cited list. You must include an in-text citation whenever you quote or paraphrase  a source.

A standard MLA in-text citation includes the author’s last name and a page number in parentheses. The page number refers to the exact location of the quote or information that you are citing:

  • 66% of voters disagree with the policy (Smith 13) .

If the author is already named in the sentence, you only need to include the page number in parentheses:

  • According to Smith , 66% of voters disagree with the policy (13) .

Multiple authors

For a source with two authors, include the last names of both authors. If a source has three or more authors, only include the last name of the first author, followed by “et al.” if in parentheses or “and colleagues” if in the text.

  • Smith and Morrison claim that “MLA is the second most popular citation style” (17) .
  • According to Reynolds and colleagues , social and demographic circumstances still have a major effect on job prospects (17–19) .

If a source does not state a specific author, the in-text citation should match the first word(s) of the Works Cited entry, whether that’s an organization name or the source title.

Format titles the same as they appear in the Works Cited, with italics or quotation marks. Use the full title if mentioned in the text itself, but an abbreviated title if included in parentheses.

  • The article “New Ways to Slow Down Global Warming” claims that . . . (4).
  • Reducing carbon emissions slows down climate change (“New Ways” 4) .

No page number

If a source has no page numbers, but is divided into numbered sections (e.g. chapters or numbered paragraphs), use these instead:

  • Morrison has shown that there is a great need for . . . (par. 38) .
  • Reynolds devotes a chapter to the rise of poverty in some states in the US (ch. 6) .

For audiovisual sources (such as YouTube videos ), use a timestamp:

  • In his recent video, Smith argues that climate change should be the main political priority of all governments today (03:15–05:21) .

If there is no numbering system in the original source, include only the author’s name in your citation.

Are you a teacher or professor looking to introduce your students to MLA style? Download our free introductory lecture slides, available for Google Slides and Microsoft PowerPoint.

Open Google Slides Download PowerPoint

MLA Style  is the second most used citation style (after APA ). It is mainly used by students and researchers in humanities fields such as literature, languages, and philosophy.

The MLA Handbook is currently in its 9th edition , published in 2021.

This quick guide to MLA style  explains the latest guidelines for citing sources and formatting papers according to MLA.

A standard MLA Works Cited entry  is structured as follows:

Only include information that is available for and relevant to your source.

The fastest and most accurate way to create MLA citations is by using Scribbr’s MLA Citation Generator .

Search by book title, page URL, or journal DOI to automatically generate flawless citations, or cite manually using the simple citation forms.

If information about your source is not available, you can either leave it out of the MLA citation or replace it with something else, depending on the type of information.

  • No author : Start with the source title.
  • No title : Provide a description of the source.
  • No date : Provide an access date for online sources; omit for other sources.

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MLA 9th Edition Formatting

A Simple, Step-by-Step Guide + Free Template

By: Derek Jansen (MBA) | Reviewer: Eunice Rautenbach (DTech) | July 2023

Formatting your paper in MLA style can feel like a pretty daunting task . In this post, we’ll show you exactly how to set up your paper for MLA (9th edition), as quickly and easily as possible. We’ll also share our popular free MLA template , to help you fast-track your writing.

Overview: MLA 9th Edition Formatting

  • Structure and layout
  • General page setup
  • The opening section
  • The main body
  • Works cited (reference list)
  • Free MLA 9 template

MLA Structure and Layout

Let’s start by looking at the overall structure of a typical student paper formatted for MLA 9th edition, before diving into the details of each section. For the most part, MLA papers follow a standardised structure, consisting of the following parts:

The opening section : While MLA doesn’t require a dedicated title page (unlike APA ), it does require an opening section that details some important information about yourself, your university and the paper itself.

The main body : The main body begins directly after the opening section on the first page. This is the “heart” of your paper and there are a very specific requirements regarding how you present and format this content.

The appendix (or appendices):  While using an appendix in a student paper is relatively uncommon, you’ll place this section directly after the main body section, if required by your university.

The “Works Cited” list : This section is equivalent to what we’d usually call a references page and it’s where you’ll detail all the reference information corresponding to the in-text citations in the main body of your paper.

These four sections form the standard structure and order of a student paper using MLA 9th edition. As we mentioned, not all sections are always required , so be sure to double check what your university expects from you before submitting. Also, it’s always a good idea to ask your university if they have any  style requirements in addition to the standard MLA specification.

Now that we’ve got a big-picture view of the typical paper structure, let’s look at the specific formatting requirements for each of these sections.

Generic Page Setup

Before you jump into writing up your paper, you’ll first need to set up your document to align with MLA’s generic page requirements. Alternatively, you can download our MLA paper template (which comes fully preformatted).

MLA 9th edition requires a 1-inch margin on all sides , for all pages. That said, if you’re writing a dissertation, thesis or any document that will ultimately be printed and bound, your university will likely require a larger left margin to accommodate for physical binding.

Fonts & sizing

MLA does not require that you use any specific font, but we do recommend sticking to the tried and tested , well-accepted fonts. For example, you might consider using one of the following:

  • Sans serif fonts : Calibri (11), Arial (11), or Lucida Sans Unicode (10)
  • Serif fonts : Times New Roman (12), Georgia (11), or Computer Modern (10)

Whichever font you opt for, be sure to use it consistently throughout your paper . Don’t chop and change, or use different fonts for different parts of the document (e.g., different fonts for the body text and the headings). Also, keep in mind that while MLA does not have a specific font requirement, your university may have its own preference or requirement. So, be sure to check with them beforehand regarding any additional specifications they may have.

In general, all text throughout your document needs to be left-aligned and should not be justified (i.e., leave an uneven right edge). You might consider using a different alignment for section headings, but in general, it’s best to keep things simple .

Line spacing

MLA 9th edition requires double line spacing throughout the document . There should also be no extra space before and after paragraphs . This applies to all sections of the paper, including the “Works Cited” page (more on this later).

Page header

Last but not least, you’ll need to set up a running header for your document. This should contain your last name, followed by the page number. Both of these should be positioned in the top right corner of all pages (even the first page). On a related note, there’s no need for you to include any footer content unless your university specifically requests it.

Now that we’ve looked at the generic formatting considerations, let’s dive into the specific requirements for each section of your paper.

The Opening Section

While MLA-formatted papers typically don’t require a title page, there are very specific requirements regarding the opening section of the first page .

Here’s how you can set your first page up for MLA 9th edition.

  • On the first line, write your full name (flush left)
  • On a new line, write your professor or instructor’s full name
  • On a new line, write the course code and course name
  • On a new line, write the full date spelt out (e.g., 15 June 2023)
  • On a new line, write the full title of your paper , centre-aligned and using title case (consider using a title case converter if you’re not familiar with this)
  • On a new line, begin your body content

All of the above should be in plain, unformatted font – in other words, you don’t need to apply any boldfacing, underlining , etc. That said, you should use italics whenever you’re writing out the titles of other works (for example, titles of books or articles).

To make it all a little more tangible, below is an example of a first page formatted according to the MLA specifications that we just covered.

An example of the opening section of a paper formatted for MLA 9

The Main Body

While the formatting requirements for the body section are relatively light for MLA (at least when compared to APA ), there are still quite a few important things to pay attention to. Here’s what you need to know to get started.

Each of your paragraphs needs to start on a new line , and the first sentence of each paragraph requires a half-inch indent (while the rest of the paragraph is flush left aligned). Note that each paragraph simply starts on a new line and doesn’t require an additional blank line.

MLA 9th edition is fairly flexible in terms of heading formatting. There is no specified formatting, so you can decide what works best for you. However, there are still a few basic rules you need to follow:

  • All your headings should be written in title case – never use all caps
  • There should be no period following a heading
  • Each heading level needs to be uniquely formatted and easily distinguishable from other levels (for example, a distinct difference in terms of boldfacing, underlining or italicisation)
  • You can have as many heading levels as you need, but each level must have at least two instances

Abbreviations

When using abbreviations, you’ll need to make sure that you’re using the MLA version of the abbreviation . Below we’ve listed a few common ones you should be aware of:

  • Appendix: app.
  • Circa: c. or ca.
  • Chapter: ch.
  • Column: col.
  • Definition: def.
  • Department: dept.
  • Example: e.g.
  • Edition: ed.
  • Figure: fig.
  • Foreword: fwd.
  • That is: i.e.
  • Journal: jour.
  • Library: lib.
  • Manuscript(s): MS
  • Number: no.
  • Quoted in: qtd. in
  • Revised: rev.
  • Section: sec. or sect.
  • Series: ser.
  • Translation: trans.
  • Version: vers.
  • Variant: var.
  • Volume: vol.

If you’re interested, you can find a more comprehensive list here . Alternatively, if you have access to the MLA 9th edition handbook, you can find the full list in the first appendix.

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In-text citations

MLA 9 has a very specific set of requirements regarding how to cite your sources within the body of your paper. Here are some of the most important things to help you get started with MLA citations.

Author-page number system: in-text citations consist of (at a minimum) the lead author’s last name, followed by the page number of the paragraph you are citing. There is no comma between the two components (only a space).

Types of citations: MLA allows two types of in-text citations: parenthetical and narrative . Parenthetical citations feature the author and page number in parentheses (brackets) at the end of the respective sentence. Here’s an example:

MLA 9th edition is easy to grasp if you visit the Grad Coach blog (Jansen 13).

Narrative citations, on the other hand, weave the author’s name into the flow of the sentence and then present the publication date in parentheses at the end of the sentence. Here’s an example:

Jansen states that MLA 9th edition is easy for students to grasp if they visit the Grad Coach blog (13).

In general, it’s a good idea to utilise a mix of both in your writing. Narrative citations are particularly useful when you want to highlight or contrast authors or their viewpoints, while parenthetical citations are useful when you want to strengthen your own academic voice. In other words, both formats have their respective strengths and weaknesses, so try to use citation format strategically in your writing.

Quotations: when quoting text verbatim from a source, there is no need to do anything differently in terms of the citation itself, but do remember to wrap the verbatim text in quotation marks. Here’s an example:

Jansen proposes that MLA 9th edition is “easy to grasp if you visit the Grad Coach blog” (13).

Multiple authors: when citing resources that were authored by three or more people, you only need to list the lead author, followed by “et al.”. Here’s an example:

MLA 9th edition is easy to grasp if you visit the Grad Coach blog (Jansen et al. 13).

 Below are a few more examples from our free MLA template .

Example of MLA in-text citations

Please keep in mind that this is not an exhaustive list of all the MLA 9th edition citation-related requirements – just a shortlist of the most commonly relevant ones. If you’d like to learn more, consult the MLA handbook .

The Works Cited (Reference List)

The final section that you’ll need to pay close attention to is the “Works Cited” page, which should contain a list of reference information for all the sources cited in the body of the paper. Again, MLA has a quite a meaty set of specifications regarding the content and formatting of this list, but we’ll cover the basics here to get your started on the right foot. 

Basic setup

Your reference list needs to start on a new page and should be titled “Works Cited”. The title should be unformatted and centred . The reference list should then start on the next line. As with the rest of your document, you should use double line spacing throughout.

When it comes to the reference list itself, you’ll need to keep the following in mind:

  • All the sources that you cited in the body of your document should feature in the reference list. Make sure that every citation is accounted for .
  • The references should be ordered alphabetically , according to the lead author’s last name .
  • The exact information required within each entry depends on the type of content being referenced (e.g., a journal article, web page, etc.)
  • Components that may need to feature (other than the author) include the title of the source, the title of the container, other contributors, the article version or number, the publisher, the publication date, and the location.
  • All references should be left-aligned and should use a hanging indent – i.e., the second line of any given reference (if it has one) should be indented a half inch.

We have to stress that these are just the basics. MLA 9th edition requires that your references be structured and formatted in a very specific way , depending on the type of resource. If you plan to draft your reference list manually, it’s important to consult your university’s style guide or the MLA manual itself. This leads us to our next point…

In general, it’s a bad idea to write your reference list manually . Given the incredibly high level of intricacy involved, it’s highly likely that you’ll make mistakes if you try to craft this section yourself. A better solution is to use (free) reference management software such as Mendeley or Zotero . Either of these will take care of the formatting and content for you, and they’ll do a much more accurate job of it too. 

If you’re not familiar with any sort of reference management software, be sure to check out our easy-to-follow Mendeley explainer video below.

Wrapping Up

In this post, we’ve provided a primer covering how to format your paper according to MLA 9th edition. To recap, we’ve looked at the following:

  • The structure and layout
  • The general page setup
  • The “Works Cited” page (reference list)

Remember to always check your university’s style guide to familiarise yourself with any additional requirements they may. Also, if your university has specified anything that contrasts what we’ve discussed here, please do follow their guidance . 

If you need any help formatting your paper for MLA 9, take a look at our “done for you” language editing and proofreading service . Simply send us your document and we’ll take care of all the MLA formatting intracies on your behalf. 

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MLA Style Guide, 8th & 9th Editions: Formatting Your MLA Paper

  • Contributors
  • Citing Poetry
  • MLA 9th Edition Quick Guide
  • Submit Your Paper for MLA Style Review

Line Spacing & Margins

Sample papers from mla.

There are sample papers available in the MLA Style Center. Check them out to see the correct formatting.

Styling Headings and Subheadings

According to the MLA Style Center website, writers should avoid using headings in shorter papers. If you are writing a longer research paper, you may want to include headings and subheadings to help organize the sections of your paper. Advice from the MLA Style Center :

"Levels

The paper or chapter title is the first level of heading, and it must be the most prominent.

Headings should be styled in descending order of prominence. After the first level, the other headings are subheadings—that is, they are subordinate. Font styling and size are used to signal prominence. In general, a boldface, larger font indicates prominence; a smaller font, italics, and lack of bold can be used to signal subordination. For readability, don’t go overboard: avoid using all capital letters for headings (in some cases, small capitals may be acceptable):

Heading Level 1

Heading Level 2

Heading Level 3

Note that word-processing software often has built-in heading styles.

Consistency

Consistency in the styling of headings and subheadings is key to signaling to readers the structure of a research project. That is, each level 1 heading should appear in the same style and size, as should each level 2 heading, and so on. Generally, avoid numbers and letters to designate heads unless you are working in a discipline where doing so is conventional. Note that a heading labeled “1” requires a subsequent heading labeled “2,” and a heading labeled “a” requires a subsequent heading labeled “b.” 

In a project that is not professionally designed and published, headings should be flush with the left margin, to avoid confusion with block quotations. (The exception is the paper or chapter title, which is centered in MLA style.)

For readability, it is helpful to include a line space above and below a heading, as shown in this post.

No internal heading level should have only one instance. For example, if you have one level 1 heading, you need to have a second level 1 heading. (The exceptions are the paper or chapter title and the headings for notes and the list of works cited.) You should also generally have text under each heading.

Capitalization

Capitalize headings like the titles of works, as explained in section 1.2 of the MLA Handbook.

The shorter, the better."

Modern Language Association. "How Do I Style Headings and Subheadings in a Research Paper?" MLA Style Center., 13 December 2018,  style.mla.org/styling-headings-and-subheadings .

MLA Style Paper Template

  • MLA 9th Edition Paper Template This template was created and saved as a Word template for Microsoft Word 2016. The process for saving and using the template is the same for the instructions given above for 2013.

You can save a personal template in Microsoft Word (IRSC students, download Office for free, see a librarian if you need help). Above is a template you can use every time you need to set-up a research paper using MLA style format. Simply open the template and type your own information every time you need to write an MLA style paper. Microsoft Word will allow you to save personal templates. Once you have the template opened in Word

Click "Save as"

Give the file a name

Under "Save as type", select Word Template

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Then when you open Word, you will be able to choose a template rather than a blank document. You might have to select Personal to find your template.

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How to Use the MLA Style Template

Formatting Group Project Papers

For a research paper written collaboratively by several students, such as for a group project, create a title page instead of listing all authors in the header on page 1 of the essay. On the title page, list each student's full name, placing one name on each double-spaced line. After the final student name, enter the professor's name. After the professor's name, give the course name. The last line of the heading will be the date in 5 August 2021 format. Press Enter a few times to move down the page then give the paper title, centered.

MLA 9th Group Research Project Title Page Example

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Citation Styles: MLA: Modern Language Association (9th edition)

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Citation Help

The mla style, mla: modern language association.

MLA style for documentation is widely used in the  humanities , especially in writing on language and literature. For questions about the MLA Style, please continue exploring this guide or visit the following webpages:

From the MLA Website:

  • What is MLA Style?
  • This webpage will help answer any question you have about MLA Style. It covers paper formatting, in-text citations, and provides examples for Works Cited pages and unique example of in-text citations.
  • This is MLA's Frequently Asked Questions (FAQ) page! Check here to see if they answer your specific question.

Digital Guides

Below are PDF versions of the citation handouts we keep at the Information Desk:

  • MLA In-Text Citation Guide, 9th ed.
  • MLA Reference Guide, 9th ed.

Purdue OWL is a great website for getting help on MLA 9th edition citations. You can access their " MLA Formatting and Style Guide " to find help with citations for all types of resources.

mla format 9th edition essay

MLA Handbook 9th Edition

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MLA Sample Paper

Unsure how to format your paper in MLA Style?

The following sample paper will help you! Click the PDF link below.

MLA Sample Paper

  • MLA 9th Edition Sample Paper This sample paper is provided by the official MLA webpage. When Purdue OWL updates their MLA guide, we will post their sample paper with explanations.
  • MLA Format Template

Introduction to MLA Citation Style

This series of videos and tutorials will help you learn about the importance of citing sources and how to cite a variety of sources using MLA style.

  • Plagiarism (Video 3:32)
  • Why Citations Matter (Tutorial)
  • Paraphrasing, Quoting, and Summarizing (Tutorial)
  • MLA 9th Edition Citation Style (Video 1:54)
  • MLA 9th Edition Citation Style (Tutorial)

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MLA Format 9th Edition: Formatting the Paper

  • Basic Elements of the MLA Citation
  • Formatting the Paper
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Rules for Formatting the Paper

Unless you are told otherwise by your instructor, format your paper according to the following MLA Style rules:

  • Double-spaced text
  • No extra space between paragraphs
  • 12 point Times New Roman font
  • 1" margins top, bottom, left, right
  • Indent first line of each paragraph by 1/2"

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Video on MLA Format

More Detail on Formatting

  • MLA Paper Formatting More detailed formatting information from MLA can be found here.

Sample Papers

  • MLA Sample Papers

Microsoft Word Settings for Formatting the Paper

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Setting Up Software for MLA, Word 2003 through Word 365

Knowing proper MLA formatting for your paper is one thing; knowing how to get your version of software to comply is another. Check this link for tips, since the settings vary depending upon the Word version you are using. (from academictips.org)

Google Docs Template for Formatting the Paper

Using a Google Template:

Google Docs template

  • In the newly opened window, you will see many professional templates.
  • Scroll all the way down
  • Under the Education category, click on the template that says “ Report MLA ”
  • The template will be copied to your Google Drive and you are ready to type your essay.
  • Ignore the formatting of the Works Cited page, because it is not using the updated 8 th edition of MLA.

from academictips.org

Video: Setting up Hanging Indent in Google Doc

Formatting Other Software for MLA

  • MLA Format for Other Software Not using MS Word or Google Docs? Check here for instructions on how to set up MLA format in OpenOffice, LibreOffice, Pages in Mac OS X, NeoOffice, Nisus Writer Pro, Corel WordPerfect, or AbiWord.
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MLA Handbook. 9th ed. (Print resource)

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MLA Handbook. 9th ed.

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Available in the main collection and in Reference.

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MLA Resources from the MLA Style Center

The links in the MLA Style Center reflect MLA Style 9th Edition. 

  • MLA Handbook 9th Edition 1.0: Introduction to Formatting Your Research Project The following guidelines have been widely adopted by instructors and educational institutions to standardize manuscript formatting, making it easier for instructors to evaluate papers and theses and for writers to focus on making decisions about their research, ideas, and prose. more... less... Although these guidelines follow common conventions, acceptable variations exist. Follow the directions of your instructor, school, or publisher if you are asked to use different formatting guidelines. You should also be responsive to the specific demands of your project, which may have unique needs that require you to use a formatting style not described...
  • Ask the MLA Search Our List of Frequently Asked Questions

MLA Style via Purdue OWL

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The links in Purdue OWL reflect MLA Style 9th Edition. 

  • Citation Style Chart via Purdue OWL:
  • MLA Works Cited - Citations by Format Entries in the works-cited list are created using the MLA template of core elements—facts common to most sources, like author, title, and publication date.
  • MLA Works Cited: Electronic Sources (Web Publications) Websites, pages on websites, eBooks, images, eArticles, social media...
  • MLA Works Cited: Other Common Sources Interviews; speeches, lectures, or presentations; panel discussions; painting, sculpture, or photograph; conference proceedings, song or album; film or movie; podcasts; digital files
  • MLA Works Cited Page: Books in Print
  • MLA Works Cited Page: Periodicals in Print (Journals, Magazines & Newspapers)
  • MLA In-Text Citations: The Basics
  • MLA Style Sample Paper
  • MLA Style Sample Works Cited
  • MLA 9th PowerPoint Presentation

MLA Style 9th Annotated Bibliography via Purdue Owl

The links in Purdue OWL reflect MLA Style 9th Edition.

  • Annotated Bibliographies Definitions and format
  • Annotated Bibliography Breakdown How to...
  • Annotated Bibliography Samples Sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment...

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  • Free Tools for Students
  • MLA Citation Generator

Free MLA Citation Generator

Generate accurate citations in MLA format automatically, with MyBib!

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😕 What is an MLA Citation Generator?

An MLA citation generator is a software tool designed to automatically create academic citations in the Modern Language Association (MLA) citation format. The generator will take information such as document titles, author, and URLs as in input, and output fully formatted citations that can be inserted into the Works Cited page of an MLA-compliant academic paper.

The citations on a Works Cited page show the external sources that were used to write the main body of the academic paper, either directly as references and quotes, or indirectly as ideas.

👩‍🎓 Who uses an MLA Citation Generator?

MLA style is most often used by middle school and high school students in preparation for transition to college and further education. Ironically, MLA style is not actually used all that often beyond middle and high school, with APA (American Psychological Association) style being the favored style at colleges across the country.

It is also important at this level to learn why it's critical to cite sources, not just how to cite them.

🙌 Why should I use a Citation Generator?

Writing citations manually is time consuming and error prone. Automating this process with a citation generator is easy, straightforward, and gives accurate results. It's also easier to keep citations organized and in the correct order.

The Works Cited page contributes to the overall grade of a paper, so it is important to produce accurately formatted citations that follow the guidelines in the official MLA Handbook .

⚙️ How do I use MyBib's MLA Citation Generator?

It's super easy to create MLA style citations with our MLA Citation Generator. Scroll back up to the generator at the top of the page and select the type of source you're citing. Books, journal articles, and webpages are all examples of the types of sources our generator can cite automatically. Then either search for the source, or enter the details manually in the citation form.

The generator will produce a formatted MLA citation that can be copied and pasted directly into your document, or saved to MyBib as part of your overall Works Cited page (which can be downloaded fully later!).

MyBib supports the following for MLA style:

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Online Citation Manuals

  • AP Stylebook (Associated Press) This link opens in a new window Features the updated version of the Associated Press (AP) Stylebook and Briefing on Media Law used by journalists. The stylebook provides grammar, punctuation, usage, and journalistic writing guidelines. The online version includes Topical Guides, Ask the Editor, and the AP Blog. NOTE: Permits only ten simultaneous users. Please log off when finished.
  • Chicago Manual of Style Online (The University of Chicago) This link opens in a new window Features formatting and documentation rules for the 16th (2010) and 17th (2017) editions of the Chicago Manual of Style. This site includes the Citation Quick Guide, Chicago Style Q & A, and related resources.
  • MLA Handbook Plus (Modern Language Association) (VALE) This link opens in a new window Provides access to the online version of the 9th edition of the MLA Handbook. The site includes practice exercises, tutorials, and the MLA Guide to Undergraduate Research in Literature and MLA Guide to Digital Literacy .

Citation Style Web Sites

The following Websites provide formatting and documentation rules for various citation styles.

  • APA Formatting and Style Guide (6th Edition): The OWL at Purdue
  • APA Formatting and Style Guide (7th Edition): The OWL at Purdue
  • APA Style (6th Edition): Frequently Asked Questions
  • APA Style (7th Edition): Style and Grammar Guidelines
  • APA Style Blog
  • Associated Press Stylebook: Ask the Editor
  • Chicago Manual of Style 17th Edition: The OWL at Purdue
  • Chicago Manual of Style Online
  • Citing Medicine: The NLM Style Guide for Authors, Editors, and Publishers
  • Formatting in Sociology (ASA Style): The OWL at Purdue
  • MLA Formatting and Style Guide: The OWL at Purdue
  • MLA Style Center: Writing Resources from the Modern Language Association of America
  • Resources for Documenting Sources in the Disciplines: The OWL at Purdue
  • Scientific Style and Format Online, 8th Edition
  • Turabian Manual for Writers of Research Papers, Theses, and Dissertations

Citation Style Brochures

The following brochure provides information regarding documenting sources in various citation styles, including APA, MLA, Chicago style, and more. 

  • Resources for Documenting Sources: Citation Style Websites and Manuals

Citation Style Guides Gallery

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American sociological association style guide.

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Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers (Council of Science Editors)

Academic integrity at kean university.

Kean University's Academic Integrity Policy explains the importance placed on intellectual honesty, personal ethics and values for all members of the Kean academic community.

Plagiarism is one type of academic integrity violation, and it has very serious consequences. In order to avoid committing plagiarism, the work presented by an individual must truly represent the work of that person, and such work must acknowledge the source of any words, ideas, data, images, music, etc. that have been incorporated into a paper, presentation, Web site, multimedia project, and so on. 

Citations to the original source material must accompany word-for-word quotes enclosed in quotation marks, block quotations, and paraphrased material (ideas that you have put into your own words).

While you gather source material for your research projects, make sure that you keep track of the information you will need in order to acknowledge your sources.

EndNote Online

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EndNote Online will help you to organize your source information and then to create bibliographies in your required citation styles (such as APA or MLA).

Find out more about EndNote Online, including how to sign up for your own free account

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Formatting your paper, headings organize your paper (2.27), video tutorials, reference list format (9.43).

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What is APA Style?

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APA style was created by social and behavioral scientists to standardize scientific writing. APA style is most often used in:

  • psychology,
  • social sciences (sociology, business), and

If you're taking courses in any of these areas, be prepared to use APA style.

For in-depth guidance on using this citation style, refer to Publication Manual of the American Psychological Association , 7th ed. We have several copies available at the MJC Library at the call number  BF 76.7 .P83 2020 .

APA Style, 7th ed.

In October 2019, the American Psychological Association made radical changes its style, especially with regard to the format and citation rules for students writing academic papers. Use this guide to learn how to format and cite your papers using APA Style, 7th edition.

You can start by viewing the  video tutorial .

For help on all aspects of formatting your paper in APA Style, see   The Essentials  page on the APA Style website.

  • sans serif fonts such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode, or
  • serif fonts such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Computer Modern (the default font for LaTeX)
  • There are exceptions for the  title page ,  tables ,  figures ,  footnotes , and  displayed equations .
  • Margins :  Use 1-in. margins on every side of the page.
  • Align the text of an APA Style  paper to the left margin . Leave the right margin uneven, or “ragged.”
  • Do not use full justification for student papers.
  • Do not insert hyphens (manual breaks) in words at the end of line. However, it is acceptable if your word-processing program automatically inserts breaks in long hyperlinks (such as in a DOI or URL in a reference list entry).
  • Indent the first line of each paragraph of text 0.5 in . from the left margin. Use the tab key or the automatic paragraph-formatting function of your word-processing program to achieve the indentation (the default setting is likely already 0.5 in.). Do not use the space bar to create indentation. 
  • There are exceptions for the  title page ,  section labels ,  abstract ,  block quotations ,  headings ,  tables and figures ,  reference list , and  appendices .

Paper Elements

Student papers generally include, at a minimum: 

  • Title Page (2.3)
  • Text (2.11)
  • References  (2.12)

Student papers may include additional elements such as tables and figures depending on the assignment. So, please check with your teacher!

Student papers generally  DO NOT  include the following unless your teacher specifically requests it:

  • Running head
  • Author note

For complete information on the  order of pages , see the APA Style website.

Number your pages consecutively starting with page 1. Each section begins on a new page. Put the pages in the following order:

  • Page 1: Title page
  • Page 2: Abstract (if your teacher requires an abstract)
  • Page 3: Text 
  • References begin on a new page after the last page of text
  • Footnotes begin on a new page after the references (if your teacher requires footnotes)
  • Tables begin each on a new page after the footnotes (if your teacher requires tables) 
  • Figures begin on a new page after the tables (if your teacher requires figures)
  • Appendices begin on a new page after the tables and/or figures (if your teacher requires appendices)

Sample Papers With Built-In Instructions

To see what your paper should look like, check out these sample papers with built-in instructions.

APA Style uses five (5) levels of headings to help you organize your paper and allow your audience to identify its key points easily. Levels of headings establish the hierarchy of your sections just like you did in your paper outline.

APA tells us to use "only the number of headings necessary to differentiate distinct section in your paper." Therefore, the number of heading levels you create depends on the length and complexity of your paper.

See the chart below for instructions on formatting your headings:

Levels of Headings

Use Word to Format Your Paper:

Use Google Docs to Format Your Paper:

Placement:  The reference list  appears at the end of the paper, on its own page(s). If your research paper ends on page 8, your References begin on page 9.

Heading:  Place the section label References  in bold at the top of the page, centered.

Arrangement:  Alphabetize entries by author's last name. If source has no named author, alphabetize by the title, ignoring A, An, or The. (9.44-9.48)

Spacing:  Like the rest of the APA paper, the reference list is double-spaced throughout. Be sure NOT to add extra spaces between citations.

Indentation:  To make citations easier to scan, add a  hanging indent  of 0.5 in. to any citation that runs more than one line. Use the paragraph-formatting function of your word processing program to create your hanging indent.  

See Sample References Page (from APA Sample Student Paper):

Sample References page

Elements of Reference List Entries: (Chapter 9)

Where to find reference information for a journal article

References generally have four elements, each of which has a corresponding question for you to answer:

  • Author:   Who is responsible for this work? (9.7-9.12)
  • Date:   When was this work published? (9.13-9.17)
  • Title:   What is this work called? (9.18-9.22)
  • Source:   Where can I retrieve this work? (9.23-9.37)

By using these four elements and answering these four questions, you should be able to create a citation for any type of source.

For complete information on all of these elements, checkout the APA Style website.

This infographic shows the first page of a journal article. The locations of the reference elements are highlighted with different colors and callouts, and the same colors are used in the reference list entry to show how the entry corresponds to the source.

To create your references, you'll simple look for these elements in your source and put them together in your reference list entry.

American Psychological Association.  Example of where to find reference information for a journal article  [Infographic]. APA Style Center. https://apastyle.apa.org/style-grammar-guidelines/references/basic-principles

Below you'll find two printable handouts showing APA citation examples. The first is an abbreviated list created by MJC Librarians. The second, which is more comprehensive, is from the APA Style website. Feel free to print these for your convenience or use the links to reference examples below:

  • APA Citation Examples Created by MJC Librarians for you.
  • Common References Examples (APA Handout) Printable handout from the American Psychological Association.
  • APA Style Quick Reference Guide See how to format three typical types of references.
  • Edited Book Chapter
  • Webpage on a Website

Classroom or Intranet Sources

  • Classroom Course Pack Materials
  • How to cite ChatGPT
  • Dictionary Entry
  • Government Report
  • Legal References (Laws & Cases)
  • TED Talk References
  • Religious Works
  • Open Educational Resources (OER)
  • Archival Documents and Collections

You can view the entire Reference Examples website below and view a helpful guide to finding useful APA style topics easily:

  • APA Style: Reference Examples
  • Navigating the not-so-hidden treasures of the APA Style website
  • Missing Reference Information

Sometimes you won't be able to find all the elements required for your reference. In that case, see the  instructions in Table 9.1 of the APA style manual in section 9.4 or the APA Style website below:

  • Direct Quotation of Material Without Page Numbers

The DOI or URL is the final component of a reference list entry. Because so much scholarship is available and/or retrieved online, most reference list entries end with either a DOI or a URL.

  • A  DOI  is a unique alphanumeric string that identifies content and provides a persistent link to its location on the internet. DOIs can be found in database records and the reference lists of published works.
  • A  URL  specifies the location of digital information on the internet and can be found in the address bar of your internet browser. URLs in references should link directly to the cited work when possible.

When to Include DOIs and URLs:

  • Include a DOI for all works that have a DOI, regardless of whether you used the online version or the print version.
  • If an online work has both a DOI and a URL, include only the DOI.
  • For works without DOIs from websites (not including academic research databases), provide a URL in the reference (as long as the URL will work for readers).
  • For works without DOIs from most academic research databases, do not include a URL or database information in the reference because these works are widely available. The reference should be the same as the reference for a print version of the work.
  • For works from databases that publish original, proprietary material available only in that database (such as the UpToDate database) or for works of limited circulation in databases (such as monographs in the ERIC database), include the name of the database or archive and the URL of the work. If the URL requires a login or is session-specific (meaning it will not resolve for readers), provide the URL of the database or archive home page or login page instead of the URL for the work. (See APA Section 9.30 for more information). 
  • If the URL is no longer working or no longer provides readers access to the content you intend to cite, try to find an archived version using the Internet Archive , then use the archived URL. If there is no archived URL, do not use that resource.

Format of DOIs and URLs:

Your DOI should look like this: 

https://doi.org/10.1037/a0040251

Follow these guidelines from the APA Style website.

APA Style uses the  author–date citation system , in which a brief in-text citation points your reader to the full reference list entry at the end of your paper. The in-text citation appears within the body of the paper and briefly identifies the cited work by its author and date of publication. This method enables your reader to locate the corresponding entry in the alphabetical reference list at the end of your paper.

Each work you cite  must  appear in the reference list, and each work in the reference list must be cited in the text (or in a table, figure, footnote, or appendix) except for the following (See APA, 8.4):

  • Personal communications (8.9)
  • General mentions of entire websites, whole periodicals (8.22), and common software and apps (10.10) in the text do not require a citation or reference list entry.
  • The source of an epigraph does not usually appear in the reference list (8.35)
  • Quotations from your research participants do not need citations or reference list entries (8.36)
  • References included in a statistical meta-analysis, which are marked with an asterisk in the reference list, may be cited in the text (or not) at the author’s discretion. This exception is relevant only to authors who are conducting a meta-analysis (9.52).

Formatting Your In-Text Citations

Parenthetical and Narrative Citations: ( See APA Section  8.11)

In APA style you use the author-date citation system for citing references within your paper. You incorporate these references using either a  parenthetical   or a  narrative  style.

Parenthetical Citations

  • In parenthetical citations, the author name and publication date appear in parentheses, separated by a comma. (Jones, 2018)
  • A parenthetical citation can appear within or at the end of a sentence.
  • When the parenthetical citation is at the end of the sentence, put the period or other end punctuation after the closing parenthesis.
  • If there is no author, use the first few words of the reference list entry, usually the "Title" of the source: ("Autism," 2008) See APA 8.14
  • When quoting, always provide the author, year, and specific page citation or paragraph number for nonpaginated materials in the text (Santa Barbara, 2010, p. 243).  See APA 8.13
  • For most citations, the parenthetical reference is placed BEFORE the punctuation: Magnesium can be effective in treating PMS (Haggerty, 2012).

Narrative Citations 

In narrative citations, the author name or title of your source appears within your text and the publication date appears in parentheses immediately after the author name. 

  • Santa Barbara (2010) noted a decline in the approval of disciplinary spanking of 26 percentage points from 1968 to 1994.

In-Text Citation Checklist

  • In-Text Citation Checklist Use this useful checklist from the American Psychological Association to ensure that you've created your in-text citations correctly.

In-Text Citations for Specific Types of Sources

Quotations from Research Participants

Personal Communications

Secondary Sources  

Use NoodleTools to Cite Your Sources  

NoodleTools can help you create your references and your in-text citations.

  • NoodleTools Express No sign in required . When you need one or two quick citations in MLA, APA, or Chicago style, simply generate them in NoodleTools Express then copy and paste what you need into your document. Note: Citations are not saved and cannot be exported to a word processor using NoodleTools Express.
  • NoodleTools (Login Full Database) This link opens in a new window Create and organize your research notes, share and collaborate on research projects, compose and error check citations, and complete your list of works cited in MLA, APA, or Chicago style using the full version of NoodleTools. You'll need to Create a Personal ID and password the first time you use NoodleTools.

See How to Use NoodleTools Express to Create a Citation in APA Format

Additional NoodleTools Help

  • NoodleTools Help Desk Look up questions and answers on the NoodleTools Web site
  • << Previous: MLA Style (8th/9th ed.)
  • Next: Chicago Style >>
  • Last Updated: Nov 21, 2023 12:56 PM
  • URL: https://libguides.mjc.edu/citeyoursources

Except where otherwise noted, this work is licensed under CC BY-SA 4.0 and CC BY-NC 4.0 Licenses .

mla format 9th edition essay

Reintroduction of MLA guidance on research papers, absent in MLA 8, with expanded instructions. A new chapter on inclusive language. Expanded guidelines on grammar mechanics. Research Projects. After a brief, 1-edition reprieve, MLA 9 has reintroduced their guidelines for formatting a research paper.

MLA 9th edition sample papers. The SCC Library & Academic Support Center teach students to follow 9th edition student formatting rules, unless the instructor states otherwise. Paper Template Student Paper Template, MLA 9 (PDF) Download this template before you begin writing to make sure your paper is formatted correctly in MLA 9th edition ...

MLA recommends using 12-point Times New Roman font or another readable typeface (e.g. serif). Use double-spacing throughout the entire paper. Leave 1 inch margins on the top, bottom, and each side. Indent the first line of each paragraph half an inch from the left margin. Quotes longer than 4 lines should be written as a block of text a half an ...

This quick guide will help you set up your MLA format paper in no time. Start by applying these MLA format guidelines to your document: Times New Roman 12. 1″ page margins. Double line spacing. ½" indent for new paragraphs. Title case capitalization for headings. Download Word template Open Google Docs template.

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When formatting your essay, there are a few things to keep in mind: Use the correct font as listed under the "Home" tab of this guide. Double-space your text, use 12 pt font, and use a legible font style, such as Times New Roman, Ariel, Calibri, etc., ensuring that the regular and italic font styles are distinct.

For all of the following instructions, always make sure to be consistent throughout your paper. Font - use a readable font or typeface (Examples: Arial or Times New Roman).The idea is to make your text clearly distinguishable from italics.. Size - choose between 11 and 13 points. Line Spacing - double-space your entire paper (header, quotations, notes, works cited list).

Revised on May 19, 2022. An MLA in-text citation provides the author's last name and a page number in parentheses. If a source has two authors, name both. If a source has more than two authors, name only the first author, followed by " et al. ". If the part you're citing spans multiple pages, include the full page range.

Guide to Style (9th ed.) The latest edition of the MLA Handbook closely follows the previous edition but it expands and improves the explanation of how to use MLA style and includes more guidelines and examples for citing print and online resources. This guide describes the format recommended by the MLA for preparing a research paper.

This guide follows the 9th edition (the most recent) of the MLA Handbook, published by the Modern Language Association in 2021. To cite sources in MLA style, you need. In-text citations that give the author's last name and a page number. A list of Works Cited that gives full details of every source. Make sure your paper also adheres to MLA ...

Here's how you can set your first page up for MLA 9th edition. On the first line, write your full name (flush left) On a new line, write your professor or instructor's full name. On a new line, write the course code and course name. On a new line, write the full date spelt out (e.g., 15 June 2023)

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After the title begin the text of your paper, making sure it is left-aligned and that the first line is indented. Note on group papers: If you are writing a group paper, MLA suggests creating a separate title page at the beginning of your paper with the same information listed above.

MLA Handbook by The Modern Language Association of America Relied on by generations of writers, the MLA Handbookis published by the Modern Language Association and is the only official, authorized book on MLA style. The new, ninth edition builds on the MLA's unique approach to documenting sources using a template of core elements--facts, common to most sources, like author, title, and ...

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MLA 9th edition formatting basics. Before we move to the specifics of the MLA paper format, there are some basic rules you should follow throughout your academic paper. Here are the basics of paper formatting under MLA 9: Use standard-size (8 ½ " x 11") paper across your document. Maintain a one-inch margin on all sides.

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