creative writing for kg2

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Creative Writing Worksheets K-2

• The Parts of a Letter
• Write Your Own Mad Libs ®
• Fill-in Story: The Halloween Party
• Fill-in Halloween Story: A Scary Night
• Fill-in Story: Halloween Carnival
• My Friend Writing Printable
• Life in the Sea
• Favorite Foods
• How to Write a Haiku
• Getting to Know Me
• Teacher's Guide to Cam Jansen Mysteries
• Make Your Own Holiday
• A Note About Witches: Fill-in-the-Blanks
• Writing a Persuasive Letter (Gr. 2)
• Writing a Letter to Persuade (Gr. 1)
• How to Guyku (Poem Template)
• The Main Idea
• A Visit to Outer Space Writing Activity
• An April Fools' Joke-Off
• Saturday Night at the Dinosaur Stomp Activity Kit
• My New Year's Resolutions (K-2)
• Plan a Holiday
• Curious George: An Acrostic Poem
• Take a Train Ride
• Science and Language Arts: Moon Story
• My Curious George Story
• The Sky's the Limit
• If I Had a Gorilla, Then...
• Happy and Sad Frogs
• More Creative Writing Printables, K-2

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25 Fun Kindergarten Writing & Storytelling Prompts (Free Printable!)

To help you get them writing from the get-go.

Most kindergartners are just learning how to put letters and words together, but that doesn’t mean they can’t be writers. What they lack in technical ability, they more than make up for with creativity and imagination. Plus, kindergartners usually have lots to say! Kindergarten writing prompts, often called story starters, help young writers focus on a single topic as they develop writing skills. Topics should be broad enough that every child can easily think of something to write about and interesting enough that they stay engaged. Developing a daily writing routine helps kindergartners develop confidence as they learn to articulate their thoughts in a structured way.

The following writing prompts are designed to spark your kindergartners’ imaginations and get them writing! And they are perfect for in-person or virtual learning.

(Want this entire set in one easy document? Get your free PowerPoint bundle by submitting your email here, so you’ll always have the challenges available!)

1. Tell about your favorite stuffy.

2. Make a list of 3 things you like and 3 things you don’t like.

3. What is your favorite thing to do on a rainy day?

4. I’m really good at …

5. If I could fly …

6. Describe an interesting place you’ve visited.

7. Something I like to do that makes me happy is …

8. Do you prefer to play inside or outside? What do you do there?

9. What is your favorite season and why?

10. The best part of being in kindergarten is …

11. If I were a superhero my superpower would be …

12. When I am 100 years old …

13. When I was a baby …

14. My favorite part of the school day is …

15. Tell about a time you were a good helper.

16. What is one activity you like to do with your family?

17. Tell about your best friend.

18. My mom (or dad) always …

19. My favorite animal is _____ because …

20. Once upon a time …

21. If you made dinner for your family what would you make?

22. What is your favorite color? Name 3 things that are that color.

23. If you had 3 wishes, what would you wish for?

24. What makes you giggle?

25. Tell me about your favorite book.

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100 Free Creative Writing Prompts for Kindergarten

Writing is an essential skill that children learn from an early age. Kindergarten is a crucial time for children as it is their first experience with formal education.

Therefore, it is important to provide them with the right tools and resources to develop their writing skills. One of the best ways to do this is by using writing prompts.

We will explore some 50+ creative writing prompts for kindergarten children.

What are Writing Prompts?

Writing prompts are prompts or cues that inspire children to write.

They are often used in classrooms to encourage children to write creatively and expressively. Writing prompts can be in the form of a picture, a sentence, or a question.

They are designed to spark children’s imaginations and encourage them to write about topics that interest them.

Related: How to Teach a 3 year old to Write?

Why use Writing Prompts in Kindergarten?

Related: 20 Fun Letter N Activities for Preschool

Using writing prompts in kindergarten is an effective way to help children develop their writing skills.

Writing prompts provide children with a starting point for their writing, making it easier for them to get started.

They also encourage children to use their imagination and creativity to write about a variety of topics.

Writing prompts can also help children to:

• Develop their vocabulary
• Improve their sentence structure
• Practice their handwriting
• Express their thoughts and ideas

Related: 20 Delightful Letter O Activities for Preschool

100 Journal Writing Prompts for Kindergarten

• Imagine you are a superhero. What would your superpower be?
• If you could go anywhere in the world, where would you go?
• Write a story about a talking animal.
• If you could design your own robot, what would it do?
• Write a story about a magical fairy who grants wishes.
• What would you do if you found a treasure chest?
• Write a story about a friendly monster.
• If you could be any character from a book, who would you be?
• What would you do if you were the only person on a deserted island?
• Write a story about a time-traveling adventure.
• If you could have any pet in the world, what would it be?
• Write a story about a brave knight who saves a princess.
• What would you do if you had a magic wand?
• Write a story about a magical forest.
• If you could be any animal, what would you be?
• Write a story about a mermaid who lives in the ocean.
• If you could meet any famous person, who would it be?
• Write a story about a lost treasure.
• If you could be any character from a movie, who would you be?
• Write a story about a dinosaur adventure.
• If you could go back in time, what era would you visit?
• Write a story about a talking plant.
• If you could have any job in the world, what would it be?
• Write a story about a day at the circus.
• If you could have any superpower, what would it be?
• Write a story about a magical unicorn.
• If you could invent a new game, what would it be?
• Write a story about a pirate adventure.
• If you could visit any planet, which one would you go to?
• Write a story about a robot who becomes your friend.
• If you could have any food for breakfast, what would it be?
• Write a story about a trip to the moon.
• If you could have any animal as a pet, what would it be?
• Write a story about a fairy tale adventure.
• If you could have any vehicle, what would it be?
• Write a story about a journey through space.
• If you could have any superpower, what would it be and why?
• Write a story about a visit to a magical kingdom.
• If you could have any dessert, what would it be?
• Write a story about a trip to the jungle.
• If you could have any job in the world, what would it be and why?
• Write a story about a visit to a magical castle.
• If you could have any animal as a friend, what would it be and why?
• Write a story about a trip to the desert.
• If you could have any robot as a friend, what would it be and why?
• Write a story about a trip to a haunted house.
• If you could have any dinosaur as a friend, what would it be and why?
• Write a story about a visit to a circus.
• If you could have any magical power, what would it be and why?
• Write a story about a visit to a magical forest.
• Write about your favorite animal.
• Describe your favorite toy and why you love it.
• Draw and write about your family.
• Write a story about going on a magical adventure.
• Describe your favorite food and how it tastes.
• Write about a time you helped someone.
• Imagine you can fly—where would you go?
• Describe your favorite season and what you like to do during that time.
• Write a letter to your best friend.
• Describe a day at the beach.
• Draw and write about a make-believe creature.
• Write about something you are grateful for.
• Describe a fun day at the park.
• Write about your favorite book and why you like it.
• Imagine you are a superhero—what would your superpower be?
• Write about a time you felt proud of yourself.
• Describe your dream vacation.
• Describe your favorite outdoor activity.
• Write about a time you learned something new.
• Imagine you are a teacher—what would you teach your classmates?
• Write about a time you lost a tooth.
• Describe your favorite bedtime routine.
• Write a letter to your favorite character from a book or movie.
• Imagine you can talk to animals—what would you ask them?
• Write about a special day you spent with your family.
• Describe your dream treehouse.
• Write a story about a magical object.
• Imagine you can travel back in time—where would you go and what would you do?
• Write about a time you felt scared and how you overcame it.
• Describe your favorite game to play with friends.
• Write about a time you visited a farm.
• Imagine you are a famous singer—what would your song be about?
• Write a letter to your future self.
• Describe your favorite outdoor adventure.
• Write about a time you made a new friend.
• Imagine you found a treasure chest—what would be inside?
• Write a story about a talking tree.
• Describe your dream birthday party.
• Write about a time you had a picnic with your family.
• Imagine you can invent something amazing—what would it be?
• Write a letter to your favorite animal at the zoo.
• Describe your favorite place to read or relax.
• Write about a time you helped take care of a pet.
• Imagine you are a chef—what would you cook for your friends?
• Write a story about a magical rainbow.
• Describe your favorite color and why you like it.
• Write about a time you went on a nature walk.
• Imagine you are a detective—what mystery would you solve?

References:

• Graham, S., & Perin, D. (2007) . Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
• Troia, G. A., & Graham, S. (2003) . Effective writing instruction across the grades: What every educational consultant should know. Journal of Educational and Psychological Consultation, 14(1), 75-89.
• Teaching writing in kindergarten: A structured approach to daily writing that helps every child become a confident, capable writer. Randee Bergen .

Recommended:

• 20 Fun Sharing Activities for Preschoolers
• 22 Number 3 Activities for Preschoolers
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Sohaib Hasan Shah

Sohaib's journey includes 10+ years of teaching and counseling experience at BCSS School in elementary and middle schools, coupled with a BBA (Hons) with a minor in Educational Psychology from Curtin University (Australia) . In his free time, he cherishes quality moments with his family, reveling in the joys and challenges of parenthood. His three daughters have not only enriched his personal life but also deepened his understanding of the importance of effective education and communication, spurring him to make a meaningful impact in the world of education.

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Kindergarten Writing Worksheets

• Kindergarten
• All subjects

98 Kindergarten Writing Worksheets

A practice sentence

The quick brown fox jumps over the lazy dog. Your child gets practice writing this sentence and coloring in the picture.

A series of events

What did you do today? In this language arts worksheet, your child gets practice looking up words in a dictionary, writing words in alphabetical order, and drawing.

All about me!

My name is… In this writing worksheet, your kids get practice writing their name, age, and address and drawing a self-portrait and a picture of where they live.

This early writing worksheet gives your child practice writing the entire alphabet in lowercase letters.

It's the opposite! In this language arts worksheet, your child gets practice identifying antonyms such as on/off, light/dark, and night/day.

Classroom words

Can you spot the teacher? In this language arts worksheet, your child will find 10 items in the picture of a classroom and write the word next to each one.

In this coloring reading worksheet, your child gets practice reading color words, matching each color word to the correct image, and, of course, coloring!

Connect the animal to its food

In this early writing worksheet, your child will draw straight lines across the page to connect each animal to its dinner.

Connect the animal to its home

In this early writing worksheet, your child will draw straight lines across the page to connect each animal to the right home.

Connect the rhymes: vowel sound a

In this coloring worksheet, your child will identify the pictures of rhyming words that have the same vowel sounds.

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Free Printable Creative Writing Worksheets for Kindergarten

Creative Writing worksheets for Kindergarten Reading & Writing teachers: Discover a collection of free printable resources to inspire young minds and enhance their literacy skills.

Explore Creative Writing Worksheets by Grades

• kindergarten

Explore Other Subject Worksheets for kindergarten

• Social studies
• Social emotional
• Foreign language
• Reading & Writing

Explore printable Creative Writing worksheets for Kindergarten

Creative Writing worksheets for Kindergarten are an essential tool for teachers who aim to foster a love for reading and writing in their young students. These worksheets provide a fun and engaging way for children to practice their writing skills, explore their creativity, and develop a strong foundation in fiction writing. By incorporating various activities such as story starters, picture prompts, and fill-in-the-blank exercises, teachers can help kindergarteners improve their writing abilities while also nurturing their imaginative minds. Furthermore, these worksheets not only focus on writing but also on reading comprehension, ensuring that students are able to understand and interpret the stories they create. In essence, Creative Writing worksheets for Kindergarten are a valuable resource for teachers looking to inspire a lifelong passion for reading and writing in their students.

Quizizz, a popular educational platform, offers a wide range of resources for teachers, including Creative Writing worksheets for Kindergarten. The platform provides an extensive collection of interactive quizzes and games that can be easily integrated into lesson plans, making learning more enjoyable for students. In addition to writing worksheets, Quizizz also offers resources for other subjects such as math, science, and social studies, ensuring that teachers have access to comprehensive materials for all aspects of their curriculum. Furthermore, the platform allows teachers to track student progress and performance, enabling them to identify areas where students may need additional support or practice. Overall, Quizizz is an invaluable tool for educators seeking to enhance their teaching methods and provide engaging, high-quality resources for their kindergarten students.

• Vishal's account
• Preschooler

174 Fun Kindergarten Writing Prompts

How Can Writing Prompts Help Kindergarteners?

40 creative journal prompts for kindergarteners, tips for using kindergarten writing prompts, how to implement writing prompts for kindergarten.

Your kindergartener has just started to read and write! The ability to write is a crucial part of children’s school years and professional life. Therefore, it is essential that your little one starts practicing creative writing from his early formative years.  These formative years will become the solid base of learning throughout his life, and developing strong writing skills from an early age will surely benefit him.

Contrary to general perception, learning how to write creatively doesn’t necessarily mean that a child is preparing to become a writer. As kids progress in their school and life, they will need good writing skills to express their views. Therefore, being able to write well is a skill that is essential and useful for various stages of life and career.

Creative writing also improves and expands vocabulary, comprehension, communication , and imagination. As kindergarteners may not know how to start writing creatively, suggesting fun writing prompts will help them to kick-start their imagination, and get their little fingers moving across pages! So get ready to explore some fun kindergarten writing prompts along with exciting kindergarten journal prompts. 

Writing prompts are helpful as guidelines for children. Kindergarteners have just started reading and writing, so their thinking ability is still not fully developed. They may not be able to think of things to write about by themselves. Hence, they need some narrative writing prompts. As they keep writing as per the prompts, they broaden their thoughts and imagination.

Diverse preschool journal prompts need words for expression, so kids are also able to expand their vocabulary.  Thus, as they start practicing creative writing, their imagination is stimulated, their vocabulary increases, their grammar improves, their writing skills develop, they express themselves more vividly, their retained memory improves, and their oral communication develops. Thus, writing prompts are useful not just to develop their creative writing, but also for their overall development!

Journal prompts are helpful for kindergarteners to assist them in getting into the habit of writing. With the help of creative journal prompts, children can use their imagination to write. These prompts are immensely helpful to give them a starting point to write. So, make full use of writing prompts to inspire young kids to start writing during vacations and spare time!

Popular creative writing prompts for kindergarteners are:

1. Name your favourite movie. Tell us about the movie. 2. Name the colour you like the most. Write about three things in that colour. 3. Write about your best friend. Why is this person your best friend? 4. What do you like to do in school? 5. Write about a dream you had. 6. Write about your favourite animal. Why is it your favourite animal? 7. Write about one thing which you love to do with your family. 8. Write about the things your father has taught you. 9. What is your favorite fairytale? What is it about? 10. If you are asked to make dinner for your parents, what would you make? 11. What will I become when I finish school…? 12. If you could be any animal, what would you be? Why? 13. Do you have any hobbies? Write about a favorite hobby. 14. If you were a superhero, what would be your superpower? 15. If you are given three wishes by a genie, what would you ask for? 16. If you could keep any animal as a pet, which one would you choose? Why? 17. Write about your home. 18. If you could change one thing about your school, what would you change? 19. Write about your favorite indoor game. 20. If you could eat just one thing the whole day, what would you eat? Why? 21. What do you like to do on a rainy day? 22. You are going for a picnic on the moon. Write about it. 23. Write about your best birthday party. What did you do at the party? 24. Which is your favorite season, and why? 25. Tell us about an interesting place you have visited. 26. You are made the teacher of your class. What would you teach? 27. Write about your last picnic with your parents. 28. Did you learn something new during this summer vacation? What was it? How did you learn it? 29. Did you ever have an argument with your best friend? What was the reason for the argument? 30. Were you ever punished by your parents? Why did they punish you? 31. What do you like to do on your holiday? 32. If you could be a movie character, who you would be? Why? 33. Do you like to play outside? What do you play? 34. Do you have grandparents? What do you like to do with them? 35. What is your favorite toy? Tell us about it. 36. If summers changed to winters, what would your day be like? 37. Do you help your parents? What do you do? 38. If you could get anything for your birthday, what would you want? Why? 39. Make a list of three things you like to do with your friends. 40. If you could meet Santa, what would you ask or do?

Popular Creative Writing Prompts

Family and home writing prompts.

1. Imagine your family is going on a camping trip! Describe what you will pack, where you will go, and what kind of fun activities you will do together. 2. Your family is hosting a big party at home! What kind of decorations will you put up? What games will you play? What kind of food will you serve? 3. Your family is getting a new pet! What kind of pet do you want and why? What will you name your new furry friend? 4. Your family is redecorating your home! What colours and themes do you want to use? What kind of furniture will you buy? 5. Your family is going on a road trip! Where will you go and what kind of car games will you play? Who gets to control the music? 6. Your family is having a movie night at home! What movie will you watch and what snacks will you eat? Will you build a fort or snuggle up on the couch? 7. Your family is having a bake-off! What kind of dessert will you make? Will you work alone or team up with someone? 8. Your family is creating a garden! What kind of plants and flowers will you grow? Will you make a scarecrow to protect your garden? 9. Your family is building a treehouse! What kind of tree will you use and what kind of cool features will your treehouse have? 10. Your family is having a game night! What kind of games will you play and who will win? Will you have prizes for the winners?

Hobbies, Likes And Interests Writing Prompts

1. What is your favorite hobby and why do you enjoy it? Write a short story or draw a picture of yourself doing your hobby. 2. Imagine you could have any superpower related to your hobby! What would it be and how would you use it? 3. If you could meet any famous person who shares your hobby or interest, who would it be and what would you ask them? 4. What is the most challenging thing about your hobby or interest? How do you overcome that challenge? 5. Create a fun quiz about your hobby or interest, and challenge your family or friends to take it! 6. Write a poem or song about your favorite hobby or interest. Bonus points if you can perform it for someone! 7. If your hobby or interest was a creature, what would it look like? Draw a picture or describe it in words. 8. Make a list of all the things you’ve learned or accomplished through your hobby or interest. What are you most proud of? 9. Imagine you could travel anywhere in the world to practice your hobby or interest. Where would you go and why? 10. Create a video tutorial or demo of your hobby or interest to share with others. You never know who you might inspire!

Seasonal And Holiday Writing Prompts

1. If you could design your own holiday, what would it be called and what traditions would you create for it? 2. Imagine you wake up one morning and it’s already the first day of winter! Describe what you see outside and what fun activities you’ll do in the snow. 3. Write a letter to Santa Claus, telling him what you want for Christmas and why you deserve it. Don’t forget to leave him some milk and cookies! 4. Imagine you could travel to any country to celebrate a holiday. Where would you go and why? 5. If you could create your own Halloween costume, what would it be and why? 6. Write a short story or draw a picture of your favorite Thanksgiving memory. What are you thankful for this year? 7. If you could have a New Year’s resolution for the whole world, what would it be and why? 8. Imagine you’re stuck at home on a rainy spring day. What kind of indoor activities will you do to pass the time? 9. Create a fun recipe for a summertime treat, like a smoothie or popsicle! What ingredients will you use and how will you make it? 10. If you could celebrate your birthday in any season, which one would you choose and why? What kind of party would you have?\

‘Would You’ Writing Prompts

1. Would you rather live on a spaceship or on a deserted island? Why? 2. If you could have any animal as a pet, would you choose a dragon or a unicorn? Why? 3. Would you rather have the power of flight or the power of invisibility? What would you do with your power? 4. If you could travel back in time, would you visit the dinosaurs or the ancient Egyptians? Why? 5. Would you rather have the ability to speak every language in the world or have the power to talk to animals? Why? 6. If you could be any character from a book or movie, who would you be and why? 7. Would you rather have a magic wand or a lightsaber? What kind of spells or tricks would you perform with your wand? 8. If you could eat only one type of food for the rest of your life, would you choose pizza or ice cream? Why? 9. Would you rather be able to breathe underwater or have the ability to fly underwater like a mermaid or a fish? Why? 10. If you could switch places with any person for a day, who would you choose and why? What would you do in their shoes?

‘If I’ Writing Prompts

1. If I could be any animal for a day, I would choose to be a ________ because… 2. If I could go on a trip anywhere in the world, I would go to ________ because… 3. If I could have any job in the world, I would be a ________ because… 4. If I could have any superpower, I would choose ________ because… 5. If I could have any three wishes granted, I would wish for ________ because… 6. If I could change one thing about the world, I would change ________ because… 7. If I could live in any time period, I would choose to live during ________ because… 8. If I could be any character from a book or movie, I would be ________ because… 9. If I could have any talent, I would choose to be able to ________ because… 10. If I could have any pet, I would choose to have a ________ because…

Writing Prompt About Zoo And Adventure

1. Imagine you woke up one morning and found a zoo in your backyard! What animals would you like to see there and what adventures would you have? 2. If you could be any animal in the zoo for a day, which one would you choose and why? What would you do during your day as that animal? 3. Write a story about a group of animals who go on a wild adventure outside of their zoo enclosure. What obstacles do they face and how do they overcome them? 4. Create your own imaginary animal and write a story about it exploring a zoo. What would your animal look like and what special abilities would it have? 5. If you could visit any zoo in the world, which one would you choose and why? What animals would you be most excited to see? 6. Write a letter to a zookeeper, asking them questions about their job and the animals they care for. What would you like to know about the zoo? 7. Imagine you were given the task of designing a brand new exhibit at the zoo. What kind of animals would you feature and what would the exhibit look like? 8. Write a story about a group of friends who sneak into the zoo at night and have an adventure with the animals. What do they discover and how do they get out before getting caught? 9. If you could adopt any zoo animal as a pet, which one would you choose and why? How would you take care of it? 10. Imagine you were a zookeeper for a day. What animals would you take care of and what tasks would you need to complete?

Writing Prompt About Birthday And Friends

1. It’s your birthday and your friends have planned a surprise party for you! Write about what happens when you arrive and how you feel. 2. Write a story about a group of friends who plan the perfect birthday celebration for their friend. What do they do and how do they make it special? 3. If you could have any kind of birthday party, what would it be and why? Who would you invite and what activities would you do? 4. Write about a time when you gave a friend a really special birthday gift. What was it and how did they react? 5. Imagine you are throwing a surprise party for your best friend. What kind of decorations, food, and activities would you plan to make it the best birthday ever? 6. Write a story about a friend who forgets your birthday. How do you feel and what do they do to make it up to you? 7. If you could celebrate your birthday in any country or city in the world, where would you go and why? What would you do there? 8. Write a letter to a friend, thanking them for being there for you on your birthday. What did they do that made the day special? 9. If you could have any celebrity come to your birthday party, who would it be and why? What would you do with them at the party? 10. Imagine you are the birthday party planner for your friend’s party. What kind of theme would you choose and what activities would you plan to make it unforgettable?

Writing Prompts About Growing Things

1. Imagine you had a magical garden where anything you planted would grow instantly! What would you plant and why? 2. Write a story about a tiny seed that grows into a giant plant. What adventures does it have as it grows and what obstacles does it face? 3. If you could have any kind of plant in your bedroom, which one would you choose and why? What would it look like and how would you take care of it? 4. Write about a time when you helped someone grow a plant, whether it was a friend, family member, or even a stranger. What did you do to help and how did it feel to see the plant grow? 5. Imagine you could talk to plants and they could talk back to you! What would you ask them and what do you think they would say in response?

Writing Prompt About Friends

• Write a story about a new friend you made and the adventures you have together. What makes them a great friend and what do you like to do with them?
• Imagine you had a superhero friend who could help you with anything. What powers would they have and how would they help you out in different situations?
• Write about a time when you and your friends went on a fun outing, like a trip to the beach or a picnic in the park. What did you do and what made it so special?
• If you could have any kind of animal as a friend, which one would you choose and why? What would you do together and how would you take care of them?
• Write a letter to a friend you haven’t seen in a while, telling them all about what you’ve been up to and asking about what’s new with them. What do you miss about them and what are you looking forward to doing together when you see them next?

‘Have You Ever’ Writing Prompts

• Have you ever tried a food that you thought you wouldn’t like, but ended up loving it? What was it and why did you think you wouldn’t like it?
• Have you ever had a dream that felt so real, it was hard to tell if it actually happened or not? What was the dream about and how did you feel when you woke up?
• Have you ever tried to do something that you thought was too hard, but ended up succeeding? What was it and how did you feel afterwards?
• Have you ever had a really embarrassing moment in front of your friends or family? What happened and how did you react? Did you laugh it off or feel embarrassed?

Writing Prompts About Reading Books

• Imagine you could enter the world of your favourite book and meet the characters. Which book would you choose and who would you want to meet? What adventures would you have with them?
• Write a book review of a book you recently read. What did you like about it and why would you recommend it to others?
• If you could have any superpower that would help you with reading, what would it be and why? Would you want to read faster, remember everything you read, or something else?
• Write a story about a character who loves to read and gets transported into a book. What happens to them and how do they get back to the real world?
• Imagine you could write your own book. What kind of story would it be and who would be the main character? What would happen in the story and why would people love reading it?

Writing Prompts About Space

• Imagine you could travel to any planet in the solar system. Which planet would you choose and why? What would you want to see and explore there?
• Write a story about an alien who comes to Earth for the first time. What do they see and experience, and how do they react to the things they encounter?
• If you could design your own spaceship, what features would it have and where would you go in it? What adventures would you have and who would you take with you?
• Write about a time when you looked up at the stars and felt small compared to the vastness of space. What did you think about and how did it make you feel?
• Imagine you could be any character from a space movie or TV show. Who would you choose and why? What do you like about that character and what adventures would you have in their universe?

1. Take your time

It’s important to take your time and think about what you want to write before you start. Spend a few minutes brainstorming ideas and making a plan.

2. Use your imagination

Don’t be afraid to use your imagination and come up with creative ideas. Think outside the box and have fun with it!

3. Ask for help

If you’re feeling stuck or don’t know how to start, ask your teacher or a parent for help. They can give you ideas and help you get started.

4. Practice, practice, practice

The more you practice writing, the better you’ll get at it. Try writing a little bit every day and challenge yourself to try new things.

1. Choose age-appropriate prompts

When selecting writing prompts for kindergarten students, make sure they are age-appropriate and match their writing level. Look for prompts that are simple and easy to understand.

2. Make it fun

Writing should be enjoyable, so make sure to choose prompts that are engaging and interesting. Use colourful pictures or props to spark their imagination and get them excited to write.

3. Provide support 

Kindergarten students may need extra support and guidance when completing writing prompts. Offer help when needed, give clear instructions, and provide examples to help them understand what is expected.

Creative writing prompts are a great way to encourage kindergarteners to practice creative writing. The writing prompts function as an instructional guide for the kids to write a story. Using the advantage given by writing prompts, they can capture their imagination in their words, and delve into their creative side. Therefore, use some or all of these fun writing prompts for your kindergartener, and help him enhance his writing skills!

Creative Writing Prompts Ideas for Children Tips to Improve the Writing Speed of a Child Benefits of Journaling for Children

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• Kindergarten Writing Worksheets

Learning to Write the Alphabet

Dive into our comprehensive collection of engaging and interactive writing worksheets for kindergarten learners. These thoughtfully designed resources cover the entire alphabet, including lowercase and uppercase cursive tracing as well as print letters. With ample space for practice within designated lines, these worksheets promote consistency in letter size, spacing, and slant, enhancing handwriting skills and fine motor development. Ideal for students, educators, homeschoolers, and anyone interested in refining their cursive and print writing skills.

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Our writing worksheets are designed to be convenient for educators and families. We offer three options to access our free worksheets. You can download the PDF file, print it from your browser, or use the online version of our kindergarten worksheets. These options allow you to save, print, or complete our worksheets directly on our website. By providing these flexible options, we aim to make learning writing accessible, convenient, and engaging for teachers, parents, and kids.

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KG2 Writing

Illustration study and launching writers workshop, unit sketch.

This is our first writing unit of KG2. Students learn to create detailed illustrations using shapes that include illustrations elements such as movement, feelings, and perspective. Students are introduced to using speech and thought bubbles to enhance their writing. Students develop skills to work with a writing partner to improve their own writing.

Enduring Understandings:

Students will understand that...

Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology.

Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.

Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.

Students will be able to...

listen to ideas their teachers and peers have about their writing.

add details that will help the reader understand their writing.

listen to comments of others and share their own ideas.

follow agreed upon rules for discussion.

Where do authors get ideas?

Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language.

use question words correctly when writing or speaking.

write the letter or letters for consonant and vowel sounds.

spell words by matching sounds to letters.

Authors as Mentors

Students are exposed to a variety of texts by specific authors. They learn to identify author strategies and style. When engaging in writing conferences, students are asked: What have your tried in your writing that you have learned from [author]?

Writing should be purposely focused, detailed, organized and sequenced in a way that clearly communicates the ideas to the reader.

tell a story about something that happened.

tell what happened first, next, and last.

capitalize the first word in a sentence.

capitalize the pronoun I in a sentence.

recognize the common sounds made by letters.

Small Moments

Growing as Small Moment Writers begins with immersing students in text that illustrates the type of writing we hope students will emulate. These exemplar texts should teach students that small moments are focused, true stories that have specific details and are written in a sequential order. During this immersion phase, students will be generating and collecting story ideas for their own writing.

Students will use what they have learned about planning their writing to help them create small moment stories. Through rehearsing and drafting, students will begin to zoom into one tiny moment and stretch the small moment across many pages. They will recall and record their reactions to small moments and name their feelings. They begin to include lots of interesting details. They will learn that writers can tell their story again and again; each time putting in more dialogue via speech bubbles, actions, thoughts, and/or feelings. This will help make a piece more like a story and less like a summary.

Students will examine the readability of their small moment stories. Emphasis will be placed on writing sentences that match their pictures, writing known words quickly, writing new words based on known words, hearing and recording sounds in sequence, and using spacing between words.

The unit ends with the students fine tuning, publishing, and sharing their best small moment stories. A celebration of student growth and recognition of their growing knowledge for writing culminates this unit.

Effective research presents an answer to a question demonstrates understanding of the inquiry, and properly cites information from multiple sources.

can answer questions using information recalled or gathered

use common nouns and verbs correctly when writing or speaking.

share ideas and respond to questions using complete sentences.

How To Books

In this unit, Kindergarten students now become teachers using writing to teach others. Specifically, they write to teach others how to do something. This type of procedural writing relates to all they do across the day. Students begin seeing How-To texts everywhere: game board directions, recipes, and inside Lego boxes. The world is full procedural writing and kindergarten students can learn by studying them.

Procedural writing requires writers to write explicitly, clearly, and sequentially to teach others how to accomplish a task. Procedural writers need to anticipate what their audience will need to know. To write a How-to book, a kindergarten student recalls a procedure, starting at the beginning and proceeding in a step-by-step and precise manner to the end.

There are four main parts to this unit. The first part is the launch of the unit and it encourages writing or reading lots and lots of little procedural books. The second part of the unit emphasizes the importance of writing in such a way that readers can read the writing. The third part of the unit turns to lifting the level of student writing to create more elaborate and clear text with the deeper use of mentor text. Finally, the unit ends with students revising their text more extensively to prepare for publication.

Writing should be purposely focussed, detailed, organized and sequenced in a way that clearly communicates the ideas to the reader.

select a topic and information to share

work with a teacher and others to learn about digital tools that produce and publish writing.

identify key information presented in different formats

ask questions bout key details of information presented multiple ways

answer questions about key details of information presented in multiple ways

ask for clarification if they don't understand something

ask and answer questions that help me get information of make something clear

print uppercase and lowercase letters

use common prepositions correctly when writing or speaking

Reflection and Opinion Writing

In this unit we teach children how to channel their natural abilities of persuasion into letters designed to state an opinion about a book they know. Letter writing begins with the students believing they have something to share with someone and also that people are interested in hearing other points of view. We begin by telling children that what they have to say is important and that their words make a difference.

Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.

Effective research presents an answer to a question, demonstrates understanding of the inquiry and properly cites information from multiple sources.

Comprehension is enhanced through a collaborative process of sharing and evaluation ideas.

Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience vie the use of visual displays technology, and the appropriate use of language.

Effective communication of ideas when speaking or writing relies on the appropriate use fo the conventions of language.

research a topic with others.

work with others to write about a researched topic.

listen to the comments of others and share my own ideas.

speak in a voice that others can hear and understand.

share my thoughts, feelings and ideas clearly when I speak.

make the correct plural noun when writing or speaking by adding -s or -es.

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
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• Proportions
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Punctuation

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Early Writing

Writing worksheets for preschool and kindergarten.

These worksheets provide practice in tracing and writing sentences as well as concepts such as capitalization, punctuation and the use of prepositions. Various types of writing prompts are also provided.

Simple sentences

Tracing, writing and unscrambling simple sentences.

Capital letters

Capitalize the first word of sentences and proper nouns.

Periods, question marks and exclamation marks.

Prepositions

Basic prepositions (above, below, beside ....).

Draw and write

Prompts for drawings and short stories.

Writing prompts

Writing prompts including labelling, explanatory and narrative writing.

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Creative Writing Tasks for KS2 Students

Subject: Creative writing

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

7 March 2016

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Books | Jami Attenberg on her book ‘1000 Words: A…

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Books | jami attenberg on her book ‘1000 words: a writer’s guide to staying creative, focused, and productive all year round’.

Writing this sentence was hard.

There were so many other things I could have gone with. That set of words seemed right at the time, roughly 90 seconds ago. Now I’m not so sure. Joan Didion once said that writing the first sentence of anything is difficult but by the time you’ve written two, you’re committed and should just keep plowing ahead. The problem is, self-doubt is part of the process. If you began January certain this would be the year you finally wrote a book, and now it’s late March and you’re still frozen in fear, you understand. You need motivation. You need someone like Jami Attenberg, of Buffalo Grove, in your head. She has this new book, “1000 Words: A Writer’s Guide to Staying Creative, Focused and Productive All Year Round,” which is sort of the advice book equivalent of that friend who cheers beside a marathon route, tossing out enthusiasm and Gatorade.

It’s intended that way, Attenberg told me. She imagines people leaving her book on their desks and, whenever they can’t get started, reaching for words of unabashed support.

Better her than me.

I hate writing. I mean, I do it for a living, and I love it much of the time; there are those days when it brings a buoyant flush of confidence. But I also hate writing much of the time, too. Because it never gets easier. I once assumed it would. Years ago, when I was in college, on a whim, eager for advice, I called Roger Ebert at the Sun-Times and he answered his phone and I asked him how he was able to write so much, and he said he had a deadline right now and he didn’t have time to talk — which itself was an answer.

Writing advice arrives in many forms. The diaries of famous authors are windows into the struggle. Biographies, too. Chicago’s popular StoryStudio offers classes that guide you through finishing a book in one year. Rebecca Makkai, the acclaimed Chicago-based novelist, is its artistic director. During one of the many pitstops in Attenberg’s book, Makkai notes that her own first book took 10 years to finish, partly because she had children, and partly because she lost faith in what she was writing. Which is less than comforting. There are also classics on writing, full of practical advice both comforting and harrowing — Stephen King’s “On Writing,” William Zinsser’s “On Writing Well,” Anne Lamott’s “Bird by Bird.”

Attenberg, though, has never read a book of writing advice. When she began this one, she imagined she was writing something motivational and repetitive, like the self-help book she once read to stop smoking. Sometimes you need encouragement. So six years ago, Attenberg was sitting with a writer friend, talking about the difficulty of staying motivated. They decided to put themselves through a self-invented two-week boot camp of sorts. The goal was to write 1,000 words a day. After two weeks they’d have 50 pages of a book. Attenberg went online, tweeted about the project and soon, hundreds of strangers were joining them, committed to finishing 1,000 words every day for two weeks. Understand: At this point in her career, Attenberg had already written six books, including the bestselling novel “The Middlesteins.” She still needed motivation.

That’s how awful writing is.

Yet — get this — she loves writing.

“It’s fun,” she said. “I always felt this way. When you don’t have a lot of friends as a kid, it’s a way of making them. In Illinois, growing up, I was a nerdy bookworm. It felt natural to create playgrounds in my head. I’m 52 now and it’s still the most joyful thing — a great way to know yourself. I am writing books I want to read. I don’t hate writing like you say.”

In my defense: The euphoria you get from writing something you can stand is fleeting. James Baldwin, who said many smart things about so many things, has one of the smartest lines ever about the pain of writing: “Beyond talent lie all the usual words: discipline, love, luck, but most of all, endurance.” He said the most important thing for a writer starting out is having someone who reads their work and says, “The effort is real.”

But how do you start?

Arthur Miller skipped spring break at the University of Michigan to write a play in six days. Norman Mailer flexed his skills by writing sci-fi that starred a shameless stand-in for Buck Rogers. Eudora Welty would dive right in, knocking out terrible first lines such as: “Monsieur Boule inserted a delicate dagger in Mademoiselle’s left side and departed with a poised immediacy.”

Attenberg was editor of the school newspaper at Buffalo Grove High School and a member of an after-school creative writing workshop. And like any writer at any age who is worth their stuff, she read constantly. (“I don’t know how far you can go if you don’t.”) She created story-filled zines and released them, one by one. These became her first book, a story collection. “I didn’t realize I was writing a book for a while there. I was just writing about dark visions of modern romance and putting them out, then a friend said I should do a book. But I struggled with what it meant to be a writer, and finding time to be one. Learning (story) structure was hard. I’m character driven and would happily have characters chit-chat. I struggled figuring out how to ‘make things happen.’

“The thing is, to start, you don’t go out Friday night. Write at lunch. Bring a notebook on public transportation. This writer, Deesha Philyaw, said be prepared to disappoint people. She meant her family. You carve from your life to support your creative self.”

And what if you suspect your idea is dumb?

Take heart. Dostoevsky said, “There is no subject so old that something new cannot be said about it.” When beginning a new book, John le Carré would remind himself: “‘The cat sat on a mat’ is not the first line… But ‘The cat sat on the dog’s mat’ could work.”

Attenberg knows she has something if she wants to go back to something she wrote. If she is hearing her characters days later, that’s a positive sign. “Usually, I will start to see scenes in the future. So I will write towards those scenes. I will see an ending and write towards it. But the ending is never the real ending, and it becomes a north star. I also have friends and editors who are great advisors, but you should never write towards a marketplace. It always changes. Write the thing you love and it’ll come across to others.

“I also don’t keep a list of ideas. I keep a list of titles. There’s always an idea in a great title. I keep tons of notebooks but I rarely go back to them. For new ideas, I might go to a mall and eavesdrop. You probably won’t find a great story on Twitter, but I do look at vintage clothing on Etsy. You imagine: Who might have owned this clothing? It’s a start.”

Terrific, now how do I stay focused?

Silence is helpful, but, you know, a lot of silence becomes distractingly surreal.

Attenberg listens to music, “but only sung in a foreign tongue or all instrumental.” I can’t write if there are lyrics at all in a piece of background music. Brian Eno’s dreamy soundscapes, such as the perfectly titled “Ambient 1: Music For Airports,” are ideal.

“Good one,” Attenberg said. “Movie soundtracks, too.”

Maya Angelou would rent a hotel room for a few months and leave her home at 6 a.m. every day and write on the hotel bed until 1:30 p.m. or so, then return the next day. Tennessee Williams would wake up before dawn and write with a glass of wine.

Yeah, but that sounds like people with money and time to stay focused.

I asked Attenberg how she figured out how to make money and stay a writer.

“I don’t know if I did,” she said.

Dear reader, if you still have dreams of being a writer but have a weak constitution for humility and struggle, stop reading here. Attenberg worked some in advertising, she was a temp, she would take off more time than allowed. “I went broke a bunch of times. For the first books, I was basically going back and forth between writing and another job. My family worried about me, but they also thought I made these decisions myself. I’d decided to focus on writing even if I didn’t become a bestseller. My fourth book was my breakthrough (“The Middlesteins”), but right before, I had no money in a bank, I had a lot of credit card debt, I didn’t have another career to go into and I had just been dropped by my publisher. Also, I was now 40 and couch surfing for long periods of time.”

For many, sleeping on couches at 40 would be a hard out.

Entire finished novels were scrapped. Advice from agents was left unheeded. None of this is remarkable or unusual for this profession. “Yet all along, I was making decisions to get me to this place,” she said. All of it — good, bad, soul-crushing — was part of becoming a writer. “It didn’t feel like a waste,” she said about the junked books, though the words sounded broader. “Sometimes you do something to get you to somewhere else. You go through the bad to get you to next thing. It’s all part of a bigger picture.”

Now start writing.

[email protected]

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Creative writing worksheets for kg2

Creative writing worksheets printable, creative writing worksheets esl, creative writing worksheets with word bank.

• Post published: March 26, 2024

WRAC Faculty and Graduate Students Collaborate to Teach Undergraduate Writing Courses

Before enrolling in a writing course at MSU, undergraduates might view writing as a solitary act: performed alone by a creative professional, or as a one-way conversation between an author and invisible readers. But across the Department of Writing, Rhetoric, and Cultures (WRAC), faculty invite their students to challenge these traditional notions. 

In both graduate and undergraduate settings, WRAC courses push beyond one-dimensional conceptions of writing in favor of collaboration and community-building. Whether they’re pursuing a Minor in Writing (MiW), a Professional and Public Writing (P2W) degree, or simply fulfilling a writing requirement, students from all majors have the opportunity to develop their definitions of writing and apply them to their professional aspirations. 

In the spirit of collaboration, Assistant Professors Dr. Margaret Morris and Dr. Bree Straayer teamed up with Ethan Voss and Mary Murdock , both graduate students in the Master of Arts (MA) in Rhetoric and Writing program , to teach two P2W courses this spring semester: 

• Writing in Corporate Contexts (WRA 333), taught by Dr. Morris and Voss
• Writing in the Public Interest (WRA 331), taught by Dr. Straayer and Murdock

These graduate-faculty partnerships enrich the experiences of undergraduates and the learning outcomes of all involved. 

WRA 333: Writing in Corporate Contexts

In WRA 333, Dr. Morris and Voss invite students to read, analyze, and produce the kinds of writing that function as “glue” in corporate communications: from public-facing messages and crisis response to business emails and even group chats. 

Through a series of four projects, students reflect on prior experiences and apply their unique knowledge sets to their future roles, professional contexts, and responsibilities. Together, Dr. Morris and Voss engage students in a mixture of audience analysis, writing production, and presentations, with a continual emphasis on professionalism and corporate leadership.

Dr. Morris frames conversations about corporate work with Dare to Lead , written by researcher, professor, and storyteller Brené Brown . After reading Brown’s book, students are asked to present core concepts from the text and articulate their strengths and opportunities for leadership development. Through this work, “students begin to take on their own markers of leadership, and hopefully begin to understand that leadership – and writing – isn’t about being perfect, but rather vulnerable and self-correcting,” Dr. Morris said. 

These aims are reinforced by the students’ final two projects, which ask them to create plans for success as future leaders and writers in corporate environments. Each student reflects on the course in a letter, in which they articulate their intentions as young writers entering a fast-changing workforce.

A Partnership Built on Past Experiences

Dr. Morris brings real-world corporate experience and over twenty years of teaching experience to her classroom. This is her second time teaching WRA 333 as well as collaborating with Voss; last fall, the duo co-taught WRA 370, an introductory course in grammar and editing.

As an undergraduate at the University of Minnesota, Voss’ two favorite courses were “Technical and Professional Writing” and “Editing, Critique, and Style.” In addition to sharing relevant knowledge from his undergraduate years, Voss offers his perspectives as a young adult and current student to connect with undergraduates in WRA 331, many of whom are seniors. 

“I was in their position not too long ago, so I’m often asking: ‘How can we prepare these students to launch into the next phase of life?’” Voss said. 

As a former writer in a corporate setting, Dr. Morris also understands the particular nature of corporate environments that many of her students will enter after graduating this spring. 

“When students get to the workplace, they’re going to be writing a lot,” Dr. Morris said. “In a corporate setting, you have to be in good relationships with people across the organization, so you can gather the information you need and write it up in a way that meets the needs and expectations of your audience.”

In anticipation of these demands, Dr. Morris and Voss ask their students to write across different modes of writing while attending closely to their audiences, which involves analysis and research to better understand the needs of hypothetical readers. In the classroom, peers function as readers and supporters, so Dr. Morris and Voss strive to foster a communal space where students feel comfortable sharing, brainstorming, and writing together. 

“One of my primary aims as a P2W Professor is to create a small community in every classroom where people really know each other, their strengths and weaknesses, and trust in the process of sharing their writing,” Dr. Morris said. 

Intentional community-building is especially vital in classrooms with varied academic interests. In WRA 333 alone, represented majors include Neuroscience, Textile and Apparel, Japanese, Communications, Political Science and Theory, and Experience Architecture. Students often enroll in P2W courses like WRA 333 to fulfill requirements for the MiW or complete a writing elective, so P2W faculty – and teaching assistants like Voss – work with students from diverse backgrounds.

By getting to know these students “on a more granular level,” Dr. Morris said, she can tailor their activities and teams to align with their educational goals and personal needs. “Every class, we check in and try to be honest with each other. We share a lot of laughter, and then we forge forward.”

Co-Teaching = Co-Learning

Collaborating with Voss – who will complete his MA in Rhetoric and Writing this spring and begin a Ph.D. program next fall – “lets me perceive new ways to come into the classroom and infuse it with life and knowledge,” Dr. Morris reflected. She attributes the success of their collaboration to shared pedagogical values, enthusiasm, and overall “synergy.” 

“Ethan and I have complementary values of building community, listening to students, and centering students in our pedagogy,” Dr. Morris described. She contends that the students in WRA 333 also benefit from their collaboration, as they get to work with both a long-time professor and former corporate professional and a younger educator with newer theory and praxis. 

Both Dr. Morris and Voss bring their enthusiasm for relationship-building via writing, as well as their shared belief in the value of pedagogical partnerships in higher education. “In teaching settings, there’s so much value in observation, but even more in the process of actively engaging your ideas and putting them into practice,” Dr. Morris said. “Most of the time, students are so eager to learn that they’re forgiving about your learning process as a teacher.” It can take years to develop one’s “teacherly identity,” Dr. Morris noted – and she’s still doing it alongside Voss. 

Preparing Students for Future Work – and Future Writing

The impending job search can feel daunting for many students, so Voss and Dr. Morris take measures to ground their class in the present moment with supportive check-ins and a “Dumb Question of the Day” – usually supplied by Voss – that imbue the classroom with honesty and a therapeutic dose of humor. 

These pedagogical moves support the professional and personal success of undergraduates, as well as Voss’ personal journey as a graduate student. After completing his Ph.D., Voss sees himself teaching in a First-Year Writing Program and eventually working as a Director. From there, he plans to eventually transition into other leadership roles, but always circling back to his original love for higher education, classroom community, and the students who define this work.

In this specific course and across his pedagogy, Voss views the classroom as a space to gather and “foster the development of genuinely good people: ones who can leave as leaders and understand the importance of engaging with other people, exactly as they are.” 

“Regardless of whether they go into a corporate setting or somewhere else, we want students to make genuine changes in the spaces they enter,” Voss said. 

Voss and Dr. Morris recently submitted a presentation proposal to talk about their co-teaching experience at the Spring 2024 Teaching and Learning Conference , hosted by the Center for Teaching and Learning Innovation. They look forward to completing the semester together and sharing about their collaboration with a larger community of teachers, researchers, and writers.

WRA 331: Writing in the Public Interest

Across the hall, Murdock and Dr. Straayer teach undergraduates about nonprofit writing in WRA 331. While acknowledging their roles as teachers first, they also wear “the hats of clients, such that students are creating deliverables that would be used in a nonprofit communications strategy or a real community,” Murdock reflected. 

Dr. Straayer offered a similar sentiment. “As a class, we’re really invested in understanding what reading and writing look like in community spaces, and not just in higher education.” 

In keeping with this community-centric vision, Dr. Straayer and Murdock incorporate a mixture of projects and learning modalities into WRA 331. Across assignments, they emphasize hands-on creation and thinking about the complexities of writing for nonprofit organizations, especially compared to corporate settings. 

The course is structured around five assignments, beginning with an introductory project that asks students to analyze and adjust an example of nonprofit communication with significant room for improvement. Students get a chance to play with design in a low-stakes environment, familiarize themselves with writing in the nonprofit sphere, and “make constructive changes and see what challenges arise in the process,” Dr. Straayer described. Students find that while “it’s easy to critique a writing sample, it’s much harder to make it ‘right,’” she said.  

This foundational assignment prepares students for the remaining four projects, which collectively ask them to consider the role of audience, storytelling, and personal values when communicating on behalf of a nonprofit organization. The course simulates the challenges and affordances of writing for nonprofits, whether on a freelance or in-house basis: through case studies, rhetorical analysis of common documents, project management, and ongoing reflection. 

In the students’ third project, which explores the role of storytelling in the nonprofit world, Dr. Straayer asks students to consider the ethics of communicating other people’s stories. “We consider what it looks like to give others agency in the composition practice – because in the nonprofit world, so much of writing is storytelling,” Dr. Straayer said. In this specific project but also throughout the course, Dr. Straayer and Murdock focus on preparing students to enter a nonprofit setting with care and intention. 

“We want to prepare students to listen and understand their own positionality and lens through which they view the world, so when they’re working with communities, they understand how to work with a certain kind of sensitivity and thinking,” Dr. Straayer described. “When we tell stories in nonprofit spaces, we want to honor the people we’re working with and show them in the fullness of who they really are, and ensure that we’re not just shedding one light.”

Replicating Community Work in the Writing Classroom

Prior to teaching in WRAC, Dr. Straayer worked for three years at the Literacy Center of West Michigan and oversaw their program for parents learning English. As a graduate student at MSU, Dr. Straayer worked with English Language Learners at Bethany Christian Services; and during the summers, she taught at Grand Rapids Community College as an English Fast Track Instructor. These highly immersive experiences – centered around one-on-one relationships – continue to inform Dr. Straayer’s teaching philosophy in WRA 331.

Dr. Straayer also has ample experience mentoring younger professionals like Murdock, who originally got involved in WRA 331 to fulfill the internship requirement for her MA concentration in Professional Writing and Technical Communication. On a more personal level, Murdock views this internship as an opportunity to expand the definition of teaching, particularly as it relates to her professional interests in nonprofit work.

“Teaching happens everywhere,” Murdock said. “Even though I’m not currently interested in classroom teaching as a career, I find that teaching happens across professional spaces and roles: in nonprofit leadership, project management, even user experience and design work.”

Murdock incorporates various pedagogical tools and experiences from her work in the Cube – a publishing and user experience research center in WRAC – to give undergraduates in WRA 331 an experience she called “workplace-light.” 

“When you’re presenting something to a client, explaining ‘here’s what we did, and here’s why,’ or running workshops to get feedback on a prototype – these conversations are pedagogical in a lot of ways,” she said. 

Collaboration, Community, and Cross-Cultural Communication

This Spring semester, the majority of students in WRA 331 are non-writing majors, ranging from Studio Art to Political Science. The course bridges a range of learners and experiences, enhancing the relevance of collaboration and cross-cultural understanding in the classroom. 

Outside the classroom, Dr. Straayer and Murdock collaborate regularly to plan for their next class and reflect on the last. “We’re both learning to teach this class for the first time,” Murdock explained. “It’s been really cool to bring my knowledge and experiences to this setting and see students practice project management, especially since undergraduates don’t usually get asked to take on these roles in their classes.”

As she looks forward to graduating in the spring, Murdock is actively applying to communications roles in mission-driven organizations. Reflecting on her development as a writer and professional, she loves helping undergraduates recognize and honor their passions, interests, and abilities. “A lot of this co-teaching experience has involved confidence-building: helping students recognize their own affinities and leverage them for class projects,” Murdock said. 

Dr. Straayer plays a parallel supportive role for Murdock and other young professionals. As a former graduate student, Dr. Straayer was recognized for her mentorship of new teaching assistants ; and now, as a working teacher, she maintains her commitment to advising new educators. “I want to help them develop curriculum, see their strengths as teachers, and ultimately lean into what they’re good at and not try to be something they’re not in the classroom,” she shared. 

Figuring out “your window into pedagogy” takes time, Dr. Straayer said, but these semester-long collaborations give graduate students like Murdock and Voss the time, space, and community to explore their pedagogical values – and, perhaps most challengingly, how to translate them into structured classroom activities. “How do you funnel all of your teaching values into one moment?” Dr. Straayer mused. “It’s a tough question.”

Dr. Straayer makes time at the end of each day to sit with this question, reflect on what went well in the classroom, and consider which areas might call for revision or more structured collaboration with Murdock or other teachers in the department. “It’s so fun and helpful working with Mary, getting to know the students, seeing their energy, and hearing their discussions,” Dr. Straayer said. 

In both WRA 331 and WRA 333, the lines between teacher, learner, and writer are productively blurry – and in these collaborative communities, moments of teaching and learning are always unfolding. 

For more information about the MiW, P2W major, and the graduate program in Rhetoric and Writing, please visit the WRAC website . 

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Informal Creative Writing for Adults

Upcoming dates

• Monday, April 8, 2024, 4 - 5 PM
• Monday, April 15, 2024, 4 - 5 PM
• Monday, April 22, 2024, 4 - 5 PM
• Monday, April 29, 2024, 4 - 5 PM

This is an informal  creative writing workshop for adults . Writing prompts will be provided at the beginning of the 1 hour program to help your ideas to flow. But you may start writing with your own prompt or own creative idea(s). This will be a space for all writing levels to come together to peacefully write and share ideas, ask for feedback, etc. Writing materials will be provided. Please be aware this is not an instructional program. Please view flyer for more information. Thank you.

• Audience: Adults, 50+

Writing Studio

Wed. 4/10 – undergraduate creative writing symposium and arts showcase – full event schedule and presenter program now available online.

Posted by Writing Studio and Tutoring Services on Tuesday, March 26, 2024 in All Events , Calendar , News , News & Events , UWSymposium .

We are excited to announce that the  full event schedule and presenter program is now available online for the Writing Studio’s quickly approaching 3rd Annual Undergraduate Creative Writing Symposium and Arts Showcase on Wednesday, April 10, co-hosted by the Writing Studio and Office of Experiential Learning and Immersion Vanderbilt.

2024 UCWS Schedule at a Glance

When:  Wednesday, April 10, 3:00-6:00 PM |  Where:  Alumni Hall, 2nd Floor

• 3:00-3:15:  Welcome and Opening Remarks
• 3:15-4:10:   Spotlight Panel (fiction, nonfiction, and poetry)
• 4:15-5:00:   Session 1 – Panel A (fiction) and Panel B (nonfiction)
• 5:15-6:00:   Session 2 – Panel C (poetry)

For more information, visit the full 2024 UCWS web-based program .

From 3:00-6:00 pm. all attendees are encouraged to make time to peruse the adjoining Vanderbilt Undergraduate Arts Showcase.

The 2024 UCWS kicks off in Alumni Hall with Opening Remarks at 3:00 p.m., followed by student presentation panels begin at 3:15 p.m, 4:15 p.m., and 5:15 p.m., during which our featured student authors will share and reflect on their poetry, fiction, non-fiction, and more.

Visit the  2024 Undergraduate Writing Creative Symposium web-based program page to see who is presenting where and when and read short bios our presenters as well as abstracts of their featured creative pieces.

This year’s theme, “Finding Our Voices, Entering into Dialogue,” spotlights students’ emergent voices as they dare to grow as writers, exploring, experimenting, and answering the call to join a wider dialogue through earnest engagement with the words and views of others.

The Writing Studio thanks our symposium co-sponsors: The Martha Rivers Ingram Commons and the Vanderbilt Libraries.

Please contact us at  [email protected] .

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Publications, unlocking your creative potential with ai: an ethical guide for college students.

You live in the Age of AI. Accept it. Artificial Intelligence (AI) isn't just a buzzword — it's a tool at your fingertips, ready to propel your creativity into new dimensions. As college students, you're at the forefront of this exciting frontier, where AI can serve as a muse, a mentor, and a collaborator. But, to steal from Stan Lee, “with great power comes great responsibility.” AI adds new capabilities all the time. Just last month, OpenAi announced the ability to create high-quality, professional-level video from text prompts. If not now, very soon every one of you will use these tools in your daily life, and it is imperative that you understand how to do so ethically. I suggest starting with one of the most exciting uses for AI - to inspire your creativity. Here’s how you can ethically harness AI to ignite your creativity, both within the hallowed halls of academia and beyond.

Understanding the Ethical Use of AI

Before we jump into the creative uses of AI, let's set the stage for what constitutes ethical usage. Ethically using AI means respecting copyright laws, giving credit where it’s due, and ensuring that the AI’s actions align with your personal, institutional, and societal values and norms. It's about using AI to enhance human capabilities, not replace them, and ensuring that AI's application doesn't harm individuals or communities. Remember, AI does not and cannot replace the human element of our work or absolve us of responsibility for the work we create using it. Enough of the preaching, here are some fun uses of Ai to spark your creativity.

AI as Your Creative Assistant

Writing and literature:.

AI-Powered Brainstorming : Use AI writing assistants to overcome writer's block or jumpstart a writing project. Input your theme or topic, and let the AI generate ideas, prompts, or even storylines. Remember, these suggestions are starting points — the real creative work is in how you expand and build on them.

Example : I was playing with ChatGPT and exploring different authorial voices (“pretend you are” prompts) and got to a point where I was mashing together Cormac McCarthy and T.S. Eliot and asked ChatGPT to tell me a story about how the world ends with both a bang and a whimper. Here’s the link to a similar outline that could be used as a prompt for a pretty interesting story .

Language Learning : Harness AI language tools to learn new languages, broadening your cultural horizon and literary understanding, thus enriching your writing with diverse perspectives.

Example : While this may not seem “creative” at the surface level, learning a new language and about the cultures that speak that language is an amazing gateway to understanding new ideas, new perspectives and expanding your own creative horizons. Here is what ChatGPT proposes as a starting place .

Art and Design:

Design Exploration : AI can quickly generate design alternatives – from graphic art to architectural models. Use these as inspiration to develop your unique creations. Creative Collaboration : Engage with AI art programs that evolve your input in unexpected ways, merging AI's computational power with your artistic vision.

Example : I was bored one day so I began feeding lines of my favorite poems into one of the AI image generators. Here are some lines from Robert Browning’s Childe Roland with accompanying Ai images. This was a nice way to bring the poem to life and give me a different perspective on it.

My first thought was, he lied in every word, That hoary cripple, with malicious eye Askance to watch the working of his lie On mine, and mouth scarce able to afford Suppression of the glee, that pursed and scored Its edge, at one more victim gained thereby.

There they stood, ranged along the hill-sides, met To view the last of me, a living frame For one more picture! in a sheet of flame I saw them and I knew them all. And yet Dauntless the slug-horn to my lips I set, And blew. "Childe Roland to the Dark Tower came."

Music and Audio:

Composition Aids : Experiment with AI that suggests chord progressions, melodies, or beats based on the mood or genre you're exploring. Use these ideas as the foundation for your musical composition.

Example : I am not a musician or composer, so make of this what you will. Prompt: “Write a new musical composition suggesting cord progressions and melodies and beats based on the collaborative work of David Bowie and Brian Eno .”

Example 2: “Write the lyrics to accompany the song just outlined.”

Research and Academia:

Idea Generation : Use AI to explore research topics, summaries, or literature reviews. AI can help you identify gaps in current research, which you can aim to fill with your work. Data Analysis : Implement AI tools for complex data analysis, allowing you to focus on interpreting the results and crafting innovative solutions to research problems.

Example : I’m taking this example outside the realm of my own scholarship (technological literacy) to a more personal example of one of my other interests – horror literature. I mentioned a play session earlier when I was having ChatGPT act like famous people. One of those was my favorite author, Stephen King. I’m an avid “Constant Reader” and have recently been going back through King’s entire catalogue accompanied by the Loser’s Club . When I recently got to Pet Sematary, I started to think about a particular idea related to the story that moves it into an area even darker and more ominous than the book already is. That conversation prompted me to start thinking about all of the other ambiguities in King’s work that provide different interpretations of the stories if read through another lens. This led to me outlining my own podcast, Kinspiracy Theories, pursuing these darker interpretations of some of Kings work. Stay tuned for the first episode talking about Pet Sematary later this year.

The Creative Ethos of AI Usage

While AI can open doors to new creative realms, ethical use is paramount. Here are some tips for making sure you are using these tools in ways that enhance your capabilities while also remaining true to the spirit of integrity that defines academia.

• Attribution : Always credit the AI tools and platforms you use. Transparency about the role of AI in your creative process is crucial.
• Originality : AI should support your original work, not replace it. Use AI-generated ideas as a springboard for your creativity, not the final product.
• Privacy : Be mindful of privacy concerns. When using AI that learns from user input, ensure that no sensitive personal data is shared.
• Bias Awareness : Understand that AI models can have built-in biases. Strive to recognize these biases and avoid perpetuating them in your creative work.
• Legal and Academic Standards : Adhere to legal and academic standards, especially regarding plagiarism. AI can help you learn and explore, but your submissions should always be your own work.

AI is like a new color on the palette of your creativity — one that can bring depth and vibrancy to your canvas. As you navigate your intellectual journey, let AI be the wind beneath your creative wings, pushing you towards innovation and exploration. But remember, you are steering the boat!

• Instructional Design and Delivery IDD

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