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This game puts students in the role of juror on various court cases. Students will learn to weigh evidence impartially in order to reach an impartial verdict.

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Fight for your right... to wear your favorite band shirt?

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Fight for your right... to wear your favorite band shirt?

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In this interactive activity, students will see how legal decisions are made by analyzing multiple sides of an argument. They will help Supreme Court Justices decide whether Ben should have the right to wear his favorite band t-shirt to school or not.

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In this interactive voting simulation, students will learn how to do realistic research in order to evaluate political candidates. Students will see both sides of political issues and use their research to cast their vote in an election. This is a great introduction to real world debates and being an informed citizen.

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Election Day is coming, are you ready to vote? In Cast Your Vote, discover what it takes to become an informed voter - from knowing where you stand on important issues to uncovering what you need to know about candidates.

In Cast Your Vote you can simulate the voting experience and:

Learn about local elections

See political candidates discuss important issues in Town Hall debates

Identify issues that matter to you and rate candidate responses

For students with visual or mobile impairments: This game offers a keyboard navigation mode, as well as a screen reader to supplement the use of sound effects and voiceover. You can access these tools via the dropdown menu in the top left corner of the game screen.

For English and Multilingual Learners: Use the support tool, Spanish translation, voiceover and glossary.

Are you an educator? Check out the Extension Pack with activities and teaching tools to reinforce key game concepts.

Explore all of our free election curriculum and teaching resources at our Election Headquarters.

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Election Day is coming, are you ready to vote? In Cast Your Vote, discover what it takes to become an informed voter - from knowing where you stand on important issues to uncovering what you need to know about candidates.

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Craft a real argument in front of the Supreme Court

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Craft a real argument in front of the Supreme Court

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In this game, students will will role play as lawyers in historic court cases. They must evaluate their arguments, rebuttals, and evidence in order to present the best facts on their side. This activity is a fun way to learn history, as well as practice their argument skills!

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/*-->*/ /*-->*/ /*-->*/ Ever tried to win a disagreement? In Argument Wars, you will try out your persuasive abilities by arguing a real Supreme Court case. The other lawyer is your competition. Whoever uses the strongest arguments wins! Cases include:

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Quandry is an interactive game set in  an futuristic universe. Students are tasked with helping humans on the planet Braxos by helping the citizens problem solve. To make successful decisions, students will analyze different parts of the problem, multiple view points, counter claims, facts and opinions. Students can create a free account or play as a guest to play the game.

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Shape the future of a new society with ethical decision making. Play Quandary, a free educational online game to get kids motivated and excited to learn.

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Flashbacks can become confusing if they aren't carefully explained in a story. "Inkheart" begins with a father talking about old memories with his daughter. A flashback to when these memories originally occurred is obviously meant to continue at the end of this passage.

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Inkheart
by Cornelia Funke
The Chicken House/Scholastic, 2003
Ordering Information: Amazon.com

Excerpt:
"You were just three years old, Meggie," Mo began. "I remember how we celebrated your birthday. We gave you a picture book - you know, the one about the sea serpent with a toothache winding itself around the lighthouse. . ."

Meggie nodded. It was still in her book box - Mo had twice given it a new dress. "We?" she asked.

"Your mother and I . . ." Mo picked some straw off his pants. "I could never pass by a bookshop. The house where we lived was very small - we called it our shoebox, our mouse-hole, we had all sorts of names for it - and that very day I'd bought yet another crate full of books from a second-hand bookseller. Elinor would have liked some of them," he added, glancing at her and smiling. "Capricorn's book was there too."

"You mean it belonged to him?" Meggie looked at Mo in surprise, but he shook his head.

"No, but . . .well, let's take it all in order. Your mother sighed when she saw all those new books and asked where we were going to put them, but then of course she helped me to unpack the crate. I always used to read aloud to her in the evenings -"

"You? You read aloud?"

"Yes, every evening. Your mother enjoyed it. That evening she chose Inkheart. She always did like tales of adventure - stories full of brightness and darkness. She could tell you the names of all King Arthur's knights, and she knew everything about Beowulf and Grendel, the ancient gods and the not-quite-so-ancient heroes. She liked pirate stories, too, but most of all she loved books that had at least a knight or a dragon or a fairy in them. She was always on the dragon's side, by the way. There didn't seem to be any of them in Inkheart, but there was any amount of brightness and darkness, fairies and goblins. Your mother liked goblins as well: hobgoblins, bugaboos, the Fenoderee, the folletti with their butterfly wings, she knew them all. So we gave you a pile of picture books, sat down on the rug beside you, and I began to read."

Meggie leaned her head against Mo's shoulder and stared at the empty wall. She saw herself against its dirty white background as she had looked in old photos: small, with plump legs, very fair hair (it had darkened a little since then), her little fingers turning the pages of big picture books.

"We enjoyed the story," her father went on, "It was exciting, well written, and full of all sorts of amazing creatures. Your mother loved a book to lead her into an unknown land, and the world in to which Inkheart led her was exactly what she liked. Sometimes the story took a very dark turn, and whenever the suspense got too much, your mother put a finger to her lips, and I read more quietly, although we were sure you were too busy with your own books to listen to a sinister story that you wouldn't have understood anyway. I remember it as if it were yesterday. Night had fallen long ago; it was autumn, with drafts coming in through the windows. We had lit a fire - there was no central heating in our shoebox of a house, but it had a stove in every room - and I began reading the seventh chapter. That's when it happened"

Mo stopped. He stared ahead of him as if lost in his own thoughts.

"What?" whispered Meggie. "What happened, Mo?"

Excerpted from Inkheart by Cornelia Funke. Copyright © 2003 by Cornelia Funke. All rights reserved. Excerpted by permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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Inkheart by Cornelia Funke The Chicken House/Scholastic, 2003 Ordering Information: Amazon.com Excerpt: "You were just three years old, Meggie," Mo began. "I remember how we celebrated your birthday. We gave you a picture book - you know, the one about the sea serpent with a toothache winding itself around the lighthouse.

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"Endymion Springs" does an excellent job including all five senses to engage the reader in the story.

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Blake checked his watch-thirty-six minutes-and sighed.Excerpted from

He tried walking backwards now, tapping the books in reverse order, to see if this would help pass the time.
A series of stern-looking portraits glared down at him from the walls. Like magicians, they were dressed in dark capes and had sharp, pointy beards. Elaborate ruffs, like squashed chrysanthemums, burst from their collars. The older men had jaded eyes and tortoise-like skin, but there were also a few pale-faced boys like himself. He glanced at their nameplates: Thomas Sternhold (1587-1608); Jeremiah Wood (1534-1609); Isaac Wilkes (1616-37); Lucius St. Boniface de la Croix (1599-1666). Each man was holding a small book and pointing to a relevant passage with a forefinger, as though reminding future generations to remain studious and well-behaved.

Blake disregarded their frowns of disapproval and continued running his fingers along the books, rapping the spines with the back of his knuckles.

All of a sudden, he stopped.

One of the volumes had struck him back! Like a cat, it had taken a playful swipe at his fingers and ducked back into hiding. He whisked his hand away, as though stung.
He looked at his fingers, but couldn't see anything unusual. They were smeared with dust, but there was no obvious mark or injury on his skin. Then he looked at the books to see which one had leaped out at him, but they all seemed pretty ordinary, too. Just row upon row of crumbly old volumes, like toy soldiers in leather uniforms standing to attention-except that one of them had tried to force its way into his hand.

He sucked on his finger thoughtfully. A thin trail of blood, like a paper cut, was forming where the book had nicked his knuckle.

All around him the library was sleeping in the hot, still afternoon. Shafts of sunlight hung in the air like dusty curtains and a clock ticked somewhere in the distance, a ponderous sound that seemed to slow down time. Small footsteps crept along the floorboards above. That was probably his sister, Duck, investigating upstairs. But no one else was around.
Only Mephistopheles, the college cat, a sinewy black shadow with claws as sharp as pins, was sunbathing on a strip of carpet near the window and he only cared about one thing: himself.
As far as Blake could tell, he was entirely alone. Apart, that is, from whatever was lurking on the shelf.

Endymion Spring by Matthew Skelton. Copyright © 2006 by Matthew Skelton. All rights reserved. Excerpted by permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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Blake checked his watch-thirty-six minutes-and sighed.Excerpted from He tried walking backwards now, tapping the books in reverse order, to see if this would help pass the time. A series of stern-looking portraits glared down at him from the walls. Like magicians, they were dressed in dark capes and had sharp, pointy beards.

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This passage from "Eragon" is important for two reasons:
1. It was written by a teenager
2. It hooks the reader without giving too much information away in the very beginning.
Sometimes authors give too much information in the opening of a story. This example shows how letting your reader slowly learn more about the characters, setting and plot can actually be a good thing.

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The Council of Elders

Is it? He looked down and leaned on his hands, compressing the mattress. It's terrible . . . Murtagh and Ajihad . . . Why didn't sentries in the tunnels warn us of the Urgals? They shouldn't have been able to trail Ajihad's group without being noticed. . . . Arya was right, it doesn't make sense.

We may never know the truth, said Saphira gently. She stood, wings brushing the ceiling. You need to eat, then we must discover what the Varden are planning. We can't waste time; a new leader could be chosen within hours.

Eragon agreed, thinking of how they had left everyone yesterday: Orik rushing off to give King Hrothgar the tidings, Jörmundur taking Ajihad's body to a place where it would rest until the funeral, and Arya, who stood alone and watched the goings-on.

Eragon rose and strapped on Zar'roc and his bow, then bent and lifted Snowfire's saddle. A line of pain sheared through his torso, driving him to the floor, where he writhed, scrabbling at his back. It felt like he was being sawed in half. Saphira growled as the ripping sensation reached her. She tried to soothe him with her own mind but was unable to alleviate his suffering. Her tail instinctually lifted, as if to fight.

It was worse this time, he said, staggering upright. She let him lean against her as he wiped away the sweat with a rag, then he tentatively stepped for the door.

Together they made their way through Tronjheim, toward the nearest kitchen. In the corridors and hallways, people stopped and bowed to them, murmuring, "Argetlam," or "Shadeslayer." Even dwarves made the motions, though not as often. Eragon was struck by the somber, haunted expressions of the humans and the dark clothing they wore to display their sadness. Many women dressed entirely in black, lace veils covering their faces.

A person easily manipulated. He closed his eyes and leaned back. It could be anyone in Farthen Dûr, anyone at all.

Excerpted from Eldest by Christopher Paolini. Copyright © 2004 by Christopher Paolini. All rights reserved. Excerpted by permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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The Council of Elders Is it? He looked down and leaned on his hands, compressing the mattress. It's terrible . . . Murtagh and Ajihad . . . Why didn't sentries in the tunnels warn us of the Urgals? They shouldn't have been able to trail Ajihad's group without being noticed.

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The first chapter of "Coraline" gives the reader dozens of tiny tidbits that will become very important later in the story. Fans of the movie can probably spot several of the foreshadowed details. Neil Gaiman is an expert of the "Chekov's Gun" rule for foreshadowing.

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Fairy Tales are more than true: not because they tell us that dragons exist, but because they tell us that dragons can be beaten

-- G.K. Chesterton.

Chapter One

Coraline discovered the door a little while after they moved into the house.

It was a very old house -- it had an attic under the roof and a cellar under the ground and an overgrown garden with huge old trees in it.

Coraline's family didn't own all of the house, it was too big for that. Instead they owned part of it.

There were other people who lived in the old house.

Miss Spink and Miss Forcible lived in the flat below Coraline's, on the ground floor. They were both old and round, and they lived in their flat with a number of ageing highland terriers who had names like Hamish and Andrew and Jock. Once upon a time Miss Spink and Miss Forcible had been actresses, as Miss Spink told Coraline the first time she met her.

"You see, Caroline," Miss Spink said, getting Coraline's name wrong, "Both myself and Miss Forcible were famous actresses, in our time. We trod the boards, luvvy. Oh, don't let Hamish eat the fruit cake, or he'll be up all night with his tummy."

"It's Coraline. Not Caroline. Coraline," said Coraline.

In the flat above Coraline's, under the roof, was a crazy old man with a big moustache. He told Coraline that he was training a mouse circus. He wouldn't let anyone see it.

"One day, little Caroline, when they are all ready, everyone in the whole world will see the wonders of my mouse circus. You ask me why you cannot see it now. Is that what you asked me?"

"No," said Coraline quietly, "I asked you not to call me Caroline. It's Coraline."

"The reason you cannot see the Mouse Circus," said the man upstairs, "is that the mice are not yet ready and rehearsed. Also, they refuse to play the songs I have written for them. All the songs I have written for the mice to play go oompah oompah. But the white mice will only play toodle oodle, like that. I am thinking of trying them on different types of cheese."

Coraline didn't think there really was a mouse circus. She thought the old man was probably making it up.

The day after they moved in, Coraline went exploring.

She explored the garden. It was a big garden: at the very back was an old tennis court, but no-one in the house played tennis and the fence around the court had holes in it and the net had mostly rotted away; there was an old rose garden, filled with stunted, flyblown rose-bushes; there was a rockery that was all rocks; there was a fairy ring, made of squidgy brown toadstools which smelled dreadful if you accidentally trod on them.

There was also a well. Miss Spink and Miss Forcible made a point of telling Coraline how dangerous the well was, on the first day Coraline's family moved in, and warned her to be sure she kept away from it. So Coraline set off to explore for it, so that she knew where it was, to keep away from it properly.

She found it on the third day, in an overgrown meadow beside the tennis court, behind a clump of trees -- a low brick circle almost hidden in the high grass. The well had been covered up by wooden boards, to stop anyone falling in. There was a small knot-hole in one of the boards, and Coraline spent an afternoon dropping pebbles and acorns through the hole, and waiting, and counting, until she heard the plop as they hit the water, far below.

Coraline also explored for animals. She found a hedgehog, and a snake-skin (but no snake), and a rock that looked just like a frog, and a toad that looked just like a rock.

There was also a haughty black cat, who would sit on walls and tree stumps, and watch her; but would slip away if ever she went over to try to play with it.

That was how she spent her first two weeks in the house -- exploring the garden and the grounds.

Her mother made her come back inside for dinner, and for lunch; and Coraline had to make sure she dressed up warm before she went out, for it was a very cold summer that year; but go out she did, exploring, every day until the day it rained, when Coraline had to stay inside.

"What should I do?" asked Coraline.

"Read a book," said her mother. "Watch a video. Play with your toys. Go and pester Miss Spink or Miss Forcible, or the crazy old man upstairs."

"No," said Coraline. "I don't want to do those things. I want to explore."

"I don't really mind what you do," said Coraline's mother, "as long as you don't make a mess."

Coraline went over to the window and watched the rain come down. It wasn't the kind of rain you could go out in, it was the other kind, the kind that threw itself down from the sky and splashed where it landed. It was rain that meant business, and currently its business was turning the garden into a muddy, wet soup.

Coraline had watched all the videos. She was bored with her toys, and she'd read all her books.

She turned on the television. She went from channel to channel to channel, but there was nothing on but men in suits talking about the stock market, and schools programmes. Eventually, she found something to watch: it was the last half of a natural history programme about something called protective coloration. She watched animals, birds and insects which disguised themselves as leaves or twigs or other animals to escape from things that could hurt them. She enjoyed it, but it ended too soon, and was followed by a programme about a cake factory.

It was time to talk to her father.

Coraline's father was home. Both of her parents worked, doing things on computers, which meant that they were home a lot of the time. Each of them had their own study...

Excerpted from Coraline by Neil Gaiman. Copyright © 2002 by Neil Gaiman. All rights reserved. Excerpted by permission of HarperCollins. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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Fairy Tales are more than true: not because they tell us that dragons exist, but because they tell us that dragons can be beaten -- G.K. Chesterton. Coraline discovered the door a little while after they moved into the house.

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The excerpt from "The Book Thief" is a great example of unique voice and = varying sentence length to create an effect on the reader.

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DEATH AND CHOCOLATE

First the colors. Then the humans. That's usually how I see things. Or at least, how I try.

***HERE IS A SMALL FACT ***

You are going to die.

I am in all truthfulness attempting to be cheerful about this whole topic, though most people find themselves hindered in believing me, no matter my protestations. Please, trust me. I most definitely can be cheerful. I can be amiable. Agreeable. Affable. And that's only the A's. Just don't ask me to be nice. Nice has nothing to do with me.

***Reaction to the *** AFOREMENTIONED fact Does this worry you? I urge you-don't be afraid. I'm nothing if not fair.

-Of course, an introduction.

A beginning.

Where are my manners?

I could introduce myself properly, but it's not really necessary. You will know me well enough and soon enough, depending on a diverse range of variables. It suffices to say that at some point in time, I will be standing over you, as genially as possible. Your soul will be in my arms. A color will be perched on my shoulder. I will carry you gently away.

At that moment, you will be lying there (I rarely find people standing up). You will be caked in your own body. There might be a discovery; a scream will dribble down the air. The only sound I'll hear after that will be my own breathing, and the sound of the smell, of my footsteps.

The question is, what color will everything be at that moment when I come for you? What will the sky be saying?

Personally, I like a chocolate-colored sky. Dark, dark chocolate. People say it suits me. I do, however, try to enjoy every color I see-the whole spectrum. A billion or so flavors, none of them quite the same, and a sky to slowly suck on. It takes the edge off the stress. It helps me relax.

***A SMALL THEORY ***

People observe the colors of a day only at its beginnings and ends, but to me it's quite clear that a day merges through a multitude of shades and intonations, with each passing moment.

A single hour can consist of thousands of different colors.

Waxy yellows, cloud-spat blues. Murky darknesses. In my line of work, I make it a point to notice them.

As I've been alluding to, my one saving grace is distraction. It keeps me sane. It helps me cope, considering the length of time I've been performing this job. The trouble is, who could ever replace me? Who could step in while I take a break in your stock-standard resort-style vacation destination, whether it be tropical or of the ski trip variety? The answer, of course, is nobody, which has prompted me to make a conscious, deliberate decision-to make distraction my vacation. Needless to say, I vacation in increments. In colors. Still, it's possible that you might be asking, why does he even need a vacation? What does he need distraction from?

Which brings me to my next point.

It's the leftover humans.

The survivors.

They're the ones I can't stand to look at, although on many occasions I still fail. I deliberately seek out the colors to keep my mind off them, but now and then, I witness the ones who are left behind, crumbling among the jigsaw puzzle of realization, despair, and surprise. They have punctured hearts. They have beaten lungs. Which in turn brings me to the subject I am telling you about tonight, or today, or whatever the hour and color. It's the story of one of those perpetual survivors-an expert at being left behind.

It's just a small story really, about, among other things:

* A girl

* Some words

* An accordionist

* Some fanatical Germans

* A Jewish fist fighter

* And quite a lot of thievery

I saw the book thief three times.

BESIDE THE RAILWAY LINE

First up is something white. Of the blinding kind. Some of you are most likely thinking that white is not really a color and all of that tired sort of nonsense. Well, I'm here to tell you that it is. White is without question a color, and personally, I don't think you want to argue with me.

***A REASSURING ANNOUNCEMENT ***

Please, be calm, despite that previous threat. I am all bluster- I am not violent. I am not malicious. I am a result. Yes, it was white.

It felt as though the whole globe was dressed in snow. Like it had pulled it on, the way you pull on a sweater. Next to the train line, footprints were sunken to their shins. Trees wore blankets of ice.

As you might expect, someone had died.

They couldn't just leave him on the ground. For now, it wasn't such a problem, but very soon, the track ahead would be cleared and the train would need to move on.

There were two guards.

There was one mother and her daughter.

One corpse.

The mother, the girl, and the corpse remained stubborn and silent.

"Well, what else do you want me to do?"

The guards were tall and short. The tall one always spoke first, though he was not in charge. He looked at the smaller, rounder one. The one with the juicy red face.

"Well," was the response, "we can't just leave them like this, can we?"

The tall one was losing patience. "Why not?"

And the smaller one damn near exploded. He looked up at the tall one's chin and cried, "Spinnst du! Are you stupid?!" The abhorrence on his cheeks was growing thicker by the moment. His skin widened. "Come on," he said, traipsing over the snow. "We'll carry all three of them back on if we have to. We'll notify the next stop." As for me, I had already made the most elementary of mistakes. I can't explain to you the severity of my self-disappointment. Originally, I'd done everything right: I studied the blinding, white-snow sky who stood at the window of the moving train. I practically inhaled it, but still, I wavered. I buckled-I became interested. In the girl. Curiosity got the better of me, and I resigned myself to stay as long as my schedule allowed, and I watched. Twenty-three minutes later, when the train was stopped, I climbed out with them.

A small soul was in my arms.

I stood a little to the right.

The dynamic train guard duo made their way back to the mother, the girl, and the small male corpse. I clearly remember that my breath was loud that day. I'm surprised the guards didn't notice me as they walked by. The world was sagging now, under the weight of all that snow.

Perhaps ten meters to my left, the pale, empty-stomached girl was standing, frost-stricken.

Her mouth jittered.

Her cold arms were folded.

Tears were frozen to the book thief's face. . . . Excerpted from

The Book Thief by Markus Zusak. Copyright © 2006 by Markus Zusak. All rights reserved. Excerpted by permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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DEATH AND CHOCOLATE First the colors. Then the humans. That's usually how I see things. Or at least, how I try. ***HERE IS A SMALL FACT *** You are going to die. I am in all truthfulness attempting to be cheerful about this whole topic, though most people find themselves hindered in believing me, no matter my protestations.

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"Black Water," from the Pendragon series, is an excellent example of descriptive writing filled with precise details, figurative language and specific word choice.

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What I saw made me catch my breath. I instantly knew that I wouldnt have any trouble finding the gate again. Thats because looming up in front of me was the hugest tree I had ever seen. Im not talking big, I mean immense. Colossal. Impossible. The trunk at the base must have been thirty yards across. Did you ever see a picture of those trees in California that have a tunnel cut through the base you could drive a car through? Well if there were a tunnel cut into the base of this tree, you could drive four eighteen wheelers through, side by side, and still have room for a couple of Hummers. It was like a skyscraper covered with bark. Looking up, the branches didnt even begin for about fifty yards up. Then the tree spread out into a canopy that could shade Yankee Stadium. I dont know why, but being next to giant things like that makes my palms sweat, and they were definitely sweating. Thats how awesome it was. Excerpted from

I looked to the base of the tree and saw the small opening that I had crawled out of. It was so small compared to this monster tree that if I didnt know it was there, Id have missed it. Sure enough, carved in the bark just above the opening was the star symbol that marked it as a gate to the flume. Unbelievable. Now the hanging vines in the cavern below made sense. They were the root system of this immense tree. I walked along the base, running my hand across the rough bark. You could live in this tree.with all of your friends and their families, and still have room for a Keebler cookie factory. I took a step back, looked up, and laughed. The impossible kept proving itself to be possible. What was I going to see next?

The answer came quickly, and it wasnt a good one.

I felt something hit the back of my leg. I looked down and instantly wished I hadnt because lying on the ground next to my leg, was an arm. A bloody, human arm. I quickly looked up to the direction it came from, and felt like the wind was knocked out of me. If the big tree hadnt been there to catch me, I would have fallen back on my butt.

Standing ten yards away from me was a beast. It was like nothing I had ever seen before. The first thing I thought of wasdinosaur. It stood upright on two legs, with a long, thick tail that whipped back and forth angrily. It looked to be around seven feet tall, with powerful arms and hands that were three-finger talons. Same with its feet. Its entire body was bright green, like a lizard, with scales covering it. But what I couldnt take my eyes off of, was its head. It was reptilian with a snout-like nose. It had bright green hair that swept back from its forehead and fell halfway down its back. But most hideous, was its mouth. It looked like a shark-mouth, with multiple rows of sharp teeth that were all about tearing flesh.

And thats exactly what it was doing, because clasped in its jaws was another human arm. Blood ran into the beasts mouth and down its chin. If I werent so scared, I would have gotten sick. We held eye contact. I could feel this monster sizing me up. Its eyes were red, and angry. Without looking away, it closed its jaws, crunching the arm like a dry twig. The sound made my stomach turn. The monster flipped out a green tongue and sucked the shattered arm into its mouth. One gulp later, the arm was gone. Swallowed. Bone and all. Gross. It turned back to me as its mouth twisted into a bloody grin.

I was next on the menu.

Welcome to Eelong.

Black Water by D.J. MacHale. Copyright © 2004 by D.J. MacHale. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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What I saw made me catch my breath. I instantly knew that I wouldnt have any trouble finding the gate again. Thats because looming up in front of me was the hugest tree I had ever seen. Im not talking big, I mean immense. Colossal. Impossible.

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This excerpt from "Beyond the Deep Woods" is a great example of showing character emotions

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Beyond the Deepwoods
by Paul Stewart, Illustrated by Chris Riddell
David Fickling Books, 2004
Ordering Information: Amazon.com

The Snatchwood Cabin
Twig sat on the floor between his mother's knees, and curled his toes in the thick fleece of the tilder rug. It was cold and draughty in the cabin. Twig leaned forwards and opened the door of the stove.

'I want to tell you the story of how you got your name,' his mother said.
'But I know that story, Mother-Mine,' Twig protested.

Spelda sighed. Twig felt her warm breath on the back of his neck, and smelled the pickled tripweed she had eaten for lunch. He wrinkled his nose. Like so much of the food which the woodtrolls relished, Twig found tripweed disgusting, particularly pickled. It was slimy and smelled of rotten eggs.

'This time it will be a little different,' he heard his mother saying. 'This time I will finish the tale.'

Twig frowned. 'I thought I'd already heard the ending.'

Spelda tousled her son's thick black hair. He's grown so fast, she thought, and wiped a tear from the end of her rubbery button-nose. 'A tale can have many endings,' she said sadly, and watched the purple light from the fire gleaming on Twig's high cheekbones and sharp chin. 'From the moment you were born,' she began, as she always began, 'you were different . . .'

Twig nodded. It had been painful, so painful, being different when he was growing up. Yet it amused him now to think of his parents' surprise when he had appeared: dark, green-eyed, smooth-skinned, and already with unusually long legs for a woodtroll. He stared into the fire.

The lufwood was burning very well. Purple flames blazed all round the stubby logs as they bumped and tumbled around inside the stove.
The woodtrolls had many types of wood to choose from and each had its own special properties. Scentwood, for instance, burned with a fragrance that sent those who breathed it drifting into a dream-filled sleep, while wood from the silvery-turquoise lullabee tree sang as the flames lapped at its bark - strange mournful songs, they were, and not at all to everyone's taste. And then there was the bloodoak, complete with its parasitic sidekick, a barbed creeper known as tarry vine.

Obtaining bloodoak wood was hazardous. Any woodtroll who did not know his woodlore was liable to end up satisfying the tree's love of flesh - for the bloodoak and the tarry vine were two of the greatest dangers in the dark and perilous Deepwoods.

Certainly the wood of the bloodoak gave off a lot of heat, and it neither smelled nor sang, but the way it wailed and screamed as it burned put off all but a few. No, among the woodtrolls, lufwood was by far the most popular. It burned well and they found its purple glow restful.

Twig yawned as Spelda continued her story. Her voice was high-pitched but guttural; it seemed to gurgle in the back of her throat.

'At four months you were already walking upright,' she was saying, and Twig heard the pride in his mother's words. Most woodtroll children remained down on their knuckles until they were at least eighteen months old.

'But . . .' Twig whispered softly. Drawn back inside the story despite himself, he was already anticipating the next part. It was time for the 'but'. Every time it arrived Twig would shudder and hold his breath.

'But,' she said, 'although you were so ahead of the others physically, you would not speak. Three years old you were, and not a single word!' She shifted round in her chair. 'And I don't have to tell you how serious that can be!'

Once again his mother sighed. Once again Twig screwed up his face in disgust. Something Taghair had once said came back to him: 'Your nose knows where you belong.' Twig had taken it to mean that he would always recognize the unique smell of his own home. But what if he was wrong? What if the wise old oakelf had been saying - in his usual roundabout way - that because his nose didn't like what it smelled, this was not his home?

Twig swallowed guiltily. This was something he had wished so often as he'd lain in his bunk after yet another day of being teased and taunted and bullied.

Through the window, the sun was sinking lower in the dappled sky. The zigzag silhouettes of the Deepwood pines were glinting like frozen bolts of lightning. Twig knew there would be snow before his father returned that night.

He thought of Tuntum, out there in the Deepwoods far beyond the anchor tree. Perhaps at that very moment he was sinking his axe into the trunk of a bloodoak. Twig shuddered. His father's felling tales had filled him with deep horror on many a howling night. Although he was a master carver, Tuntum Snatchwood earned most of his money from the illicit repair of the sky pirates' ships. This meant using buoyant wood - and the most buoyant wood of all was bloodoak.

Twig was uncertain of his father's feelings towards him. Whenever Twig returned to the cabin with a bloodied nose or blacked eyes or clothes covered in slung mud, he wanted his father to wrap him up in his arms and soothe the pain away. Instead, Tuntum would give him advice and make demands.

'Bloody their noses,' he said once. 'Black their eyes. And throw not mud but dung! Show them what you're made of.'

Later, when his mother was smoothing hyleberry salve onto his bruises, she would explain that Tuntum was only concerned to prepare him for the harshness of the world outside. But Twig was unconvinced. It was not concern he had seen in Tuntum's eyes but contempt.

Twig absent-mindedly wound a strand of his long, dark hair round and round his finger as Spelda went on with her story.

Excerpted from Beyond the Deepwoods by Paul Stewart. Copyright © 2004 by Paul Stewart. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

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Beyond the Deepwoods by Paul Stewart, Illustrated by Chris Riddell David Fickling Books, 2004 Ordering Information: Amazon.com The Snatchwood Cabin Twig sat on the floor between his mother's knees, and curled his toes in the thick fleece of the tilder rug. It was cold and draughty in the cabin.

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Not sure how to start your story? Check out these classic openers to get you inspired

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21 of the Best Opening Lines in Children's Books - We Are Teachers

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The very first sentence of a story can be extremely powerful. It can stick with you for days, weeks, even years. As you teach writing and journaling in your own classroom, we pulled together some of the most memorable, fun, creative, and best opening lines books for children and teens have to offer.

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See how these three classic stories create the feeling you get at the end of summer

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There are few seasons that elicit quite so much lyricism from children's writers as late summer, when the days are just beginning to shorten. Maybe it's a symbolism thing: The end of summer means the end of childhood and innocence, so late summer leaves you right on the bittersweet precipice.

As another summer comes to an unofficial close, here are three passages that capture the warmth and melancholy of this time of year.

The first week of August hangs at the very top of the summer, the top of the live-long year, like the highest seat of a Ferris wheel when it pauses in its turning. The weeks that come before are only a climb from balmy spring, and those that follow a drop to the chill of autumn, but the first week of August is motionless, and hot. It is curiously silent, too, with blank white dawns and glaring noons, and sunsets smeared with too much color. Often at night there is lightning, but it quivers all alone. There is no thunder, no relieving rain. These are strange and breathless days, the dog days, when people are led to do things they are sure to be sorry for after.

Laura sat in the grass to watch [Pa] go once around. The heat there smelled as good as an oven when bread is baking. The little brown-and-yellow striped gophers were hurrying again, all about her. Tiny birds fluttered and flew to cling to bending grass-stems, balancing lightly. A striped garter snake came flowing and curving through the forest of grass. Sitting hunched with her chin on her knees, Laura felt as big as a mountain when the snake curved up its head and stared at the high wall of her calico skirt.

Its round eyes were shining like beads, and its tongue was flickering so fast that it looked like a tiny jet of steam. The whole bright-striped snake had a gentle look. Laura knew that garter snakes will not harm anyone, and they are good to have on a farm because they eat the insects that spoil crops.

It stretched its neck low again and, making a perfectly square turn in itself because it could not climb over Laura, it went flowing around her and away in the grass.

The crickets sang in the grasses. They sang the song of summer's ending, a sad monotonous song. "Summer is over and gone, over and gone, over and gone. Summer is dying, dying." A little maple tree heard the cricket song and turned bright red with anxiety.

The crickets felt it was their duty to warn everybody that summertime cannot last forever. Even on the most beautiful days in the whole year - the days when summer is changing into fall the crickets spread the rumor of sadness and change.

Everybody heard the song of the crickets. Avery and Fern Arable heard it as they walked the dusty road. They knew that school would soon begin again. The young geese heard it and knew that they would never be little goslings again. Charlotte heard it and knew that she hadn't much time left. Mrs. Zuckerman, at work in the kitchen, heard the crickets, and a sadness came over her, too. "Another summer gone," she sighed. Lurvy, at work building a crate for Wilbur, heard the song and knew it was time to dig potatoes.

"Summer is over and gone," repeated the crickets. "How many nights till frost?" sang the crickets. "Good-bye, summer, good-bye, good-bye!"

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3 passages from children's books that capture the warmth and melancholy of the end of summer

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There are few seasons that elicit quite so much lyricism from children's writers as late summer, when the days are just beginning to shorten. Maybe it's a symbolism thing: The end of summer means the end of childhood and innocence, so late summer leaves you right on the bittersweet precipice.

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Here's a great description of the breeze and the picking up of the wind.

"One day the breeze became a strong gust and the gust became a gale. The letters clung to the leaves with all their might - but some were blown away, and the others were very frightened. When the storm had passed, they huddled together in fear, deep in the foliage of the lower branches."

Note the words breeze, gust, gale, and clung. Try one of those on for size in your writing!
What are Story Snippets?

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Here's a great description of the breeze and the picking up of the wind. "One day the breeze became a strong gust and the gust became a gale. The letters clung to the leaves with all their might - but some were blown away, and the others were very frightened.

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In The Tale of Despereaux, the story of a heroic mouse, author Kate DiCamillo creatively captures the way sun shines into a room.

"The April sun, weak but determined, shone through a castle window and from there squeezed itself through a small hole in the wall and placed one golden finger on the little mouse" (pp.12-13.)

I love the imagery of a "golden finger."

By the way, if you figure out to "catch" sunshine, let us know. It'd be nice to save up a collection on the shelf and take out some on a grey and rainy day.

What are Story Snippets?

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Story Snippet: Sunshine {The Tale of Despereaux}

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In The Tale of Despereaux, the story of a heroic mouse, author Kate DiCamillo creatively captures the way sun shines into a room. "The April sun, weak but determined, shone through a castle window and from there squeezed itself through a small hole in the wall and placed one golden finger on the little mouse" (pp.12-13.)

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Here is a scene from The Book Thief in which author Markus Zusak uses flood/water to portray deep fear and despair.

She [Liesel] would wake up swimming in her bed, screaming, and drowning in the flood of sheets. On the other side of the room, the bed that was meant for her brother floated boat like in the darkness. Slowly, with the arrival of consciousness, it sank, seemingly into the floor" (36).

What are StorySnippets?

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Here is a scene from The Book Thief in which author Markus Zusak uses flood/water to portray deep fear and despair. She [Liesel] would wake up swimming in her bed, screaming, and drowning in the flood of sheets. On the other side of the room, the bed that was meant for her brother floated boat like in the darkness.

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In A Wrinkle in Time, Madeleine L'Engle strings together a series of words (in bold) that connote a sense of comfort and calmness:

Meg knelt down at her mother's feet. The warmth and light of the kitchen had relaxed her so that her attic fears were gone. The cocoa steamed fragrantly in the saucepan; geraniums bloomed on the window sills and there was a bouquet of tiny yellow chrysanthemums in the center of the table. The curtains, with a blue and green geometrical pattern, were drawn, and seemed to reflect their cheerfulness throughout the room. The furnace purred like a great, sleepy animal; the lights glowed with steady radiance; outside, alone in the dark, the wind still battered against the house, but the angry power that had frightened Meg while she was alone in the attic was subdued by the familiar comfort of the kitchen."

What are Story Snippets?

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In A Wrinkle in Time, Madeleine L'Engle strings together a series of words (in bold) that connote a sense of comfort and calmness: Meg knelt down at her mother's feet. The warmth and light of the kitchen had relaxed her so that her attic fears were gone.

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Other than waiting for a holiday or birthday, waiting for the chill of winter to melt into the softness of spring is the perfect subject for anticipation. Some days it seems that green will never come.

I love how author Julie Fogliano captures the seemingly slow coming of spring as a "greenish hum." Often we think of the fresh new sights of spring - the buds, the baby animals, the rain - but this descriptive invites our hearing sense to experience that feeling of longing for something; in this case, the change in seasons.

"and the brown, still brown, has a greenish hum that you can can only hear if you put your ear to the ground and close your eyes"

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Story Snippet: Anticipation {And Then It's Spring}

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Other than waiting for a holiday or birthday, waiting for the chill of winter to melt into the softness of spring is the perfect subject for anticipation. Some days it seems that green will never come. I love how author Julie Fogliano captures the seemingly slow coming of spring as a "greenish hum."

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Find out what these famous writers think about the written word

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Values: perseverance,
Topics: education, leadership,
Subjects: Business, English, History, Language Arts, Social Studies,
Age Ranges: 12+, 18+, 8+,

"After nourishment, shelter and companionship, stories are the thing we need most in the world." - Phillip Pullman

You may not yet believe it, but writing and storytelling have the power to change your life and the lives of others. Your writing skills will impact what college you go to, what career you pursue and how much of an impact you can have on the world.

Writing and storytelling are not easy. They take effort, time, practice and the courage to begin. They provide a way to express what you love and what excites you. They are a way to escape and create the world the way you would like it be.

The sooner you understand the power of writing and storytelling and building these skills, the better you will be. Check out these inspiring writing quotes and then take action with our resources below:

"No tears in the writer, no tears in the reader. No surprise in the writer, no surprise in the reader." - Robert Frost

"Be yourself. Above all, let who you are, what you are, what you believe, shine through every sentence you write, every piece you finish." - John Jakes

"All that I hope to say in books, all that I ever hope to say, is that I love the world." - E.B. White

"If there's a book that you want to read, but it hasn't been written yet, then you must write it." - Toni Morrison

"I can shake off everything as I write; my sorrows disappear, my courage is reborn." - Anne Frank

"You don't write because you want to say something, you write because you have something to say." - F. Scott Fitzgeral

"So the writer who breeds more words than he needs, is making a chore for the reader who reads." - Dr. Seuss

"I kept always two books in my pocket, one to read, one to write in." - Robert Louis Stevenson

"My aim is to put down on paper what I see and what I feel in the best and simplest way." - Ernest Hemingway

"The most valuable of all talents is that of never using two words when one will do." - Thomas Jefferson

"Fill your paper with the breathings of your heart." - William Wadsworth

"Almost all good writing begins with terrible first efforts. You need to start somewhere." - Anne Lamott

"All I need is a sheet of paper and something to write with, and then I can turn the world upside down." - Friedrich Nietzsche

"Easy reading is hard writing." - Nathaniel Hawthorne

"I love writing. I love the swirl and swing of words as they tangle with human emotions." - James A. Michener

"Write the kind of story you would like to read. People will give you all sorts of advice about writing, but if you are not writing something you like, no one else will like it either." - Meg Cabot

"The true alchemists do not change lead into gold; they change the world into words." - William H. Gass

"After nourishment, shelter and companionship, stories are the thing we need most in the world." - Phillip Pullman

"Start writing, no matter what. The water does not flow until the faucet is turned on." - Louis L'Amour

"The scariest moment is always just before you start." - Stephen Kind

"If you want to be a writer, you must do two things above all others: read a lot and write a lot." - Stephen King

"You can make anything by writing." - C.S. Lewis

"I write to give myself strength. I write to be the characters that I am not. I write to explore all the things I'm afraid of. " - Joss Whedon

"You can't wait for inspiration. You have to go after it with a club." - Jack London

"The most difficult thing about writing; is writing the first line." Amit Kalantri

"There is nothing to writing. All you do is sit down at a typewriter and bleed." - Ernest Hemingway

Topics for Discussion:

What is your favorite writing quote above? Why?

How do you think writing can change the world for the better?

Do you think writing and storytelling could impact your future? How so?

What is the most exciting and fun thing to you about writing? What is the scariest or hardest thing about it?

Take Action:

Additional Resources:

Check out these videos on the importance and impact of writing:

Teacher Features:

Here is a link to a Critical Reading Skills worksheet that you can use for elementary school students.

Here is a link to a Critical Reading Skills worksheet that you can use for middle school students.

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Great Quotes for Kids About Writing and Storytelling

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"After nourishment, shelter and companionship, stories are the thing we need most in the world." - Phillip Pullman You may not yet believe it, but writing and storytelling have the power to change your life and the lives of others....

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Learn from the best by browsing these classic kids literature quotes

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Children's books are a fascinating blend of simplicity and life lessons. They're like security blankets - all warm and fuzzy on the outside, but deeply symbolic on the inside. They can be funny, touching, deep, dark, poignant, or charming, but in the end, they're just the books we love. That's why they so often stay with us well into adulthood.

For me, the best part of a children's book are the memorable quotes that encapsulate an entire book in a sentence or two. No one will ever agree on the "best" quotes, but I've shared some of my favorites below and encourage you to add your own. There's always room for more!

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The 19 Best Children's Book Quotes | Brightly

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Children's books are a fascinating blend of simplicity and life lessons. They're like security blankets - all warm and fuzzy on the outside, but deeply symbolic on the inside. They can be funny, touching, deep, dark, poignant, or charming, but in the end, they're just the books we love.

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and get rid of some goblins to save the day

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You are here:

Goblins left in this room:

START

Joey is good at taking tests, but does not write papers very well. He does a lot of research, decides to rely heavily on quotations and does an exemplary job of citing his sources. Is this plagiarism?

AWhile not dishonest, an important part of writing papers is demonstrating the ability to synthesize and create new information.

BNo, he cited all information properly

Incorrect! Overusing quotations is not good writing even when cited properly.

Incorrect! A parenthetical and works cited reference are needed.

Greg uses information from his geology lab workbook in his lab report. Does he need to cite it?

Incorrect! Even lab manuals and workbooks need to be cited.

Paraphrasing involves re-writing a statement in your own words. Try again.

Mary wrote a paper in freshman composition which she could now use in her sophomore-level sociology course. She should...

Use it but change a few words

Not use it because it was already turned in for credit

Discuss its use with the professor

Use it because she's the original author

You should always talk to your professor before reusing a paper, or simply don't reuse it. Try again.

How can Sheila use information from an uncopyrighted Internet source such as Wikipedia

not copyrighted, can use any way she wants

She can quote or paraphrase online sources, but must always cite the source. Try again.

Hmmm, it's dark in here!

You must always cite someone else's ideas, words, images, and other intellectual creations. Try again.

What are the penalties when/if you get caught plagiarizing your work?

could get expelled from school

must pay fine to the college

unpleasant chat w/ prof or dean

library privileges revoked

You can fail the assignment or class and will likely have an uncomfortable conversation with your professor. On your second offense, you could get kicked out of school. Lycoming does not fine students for plagiarism or revoke library privileges. Try again.

He must give an in-text citation and include the work in his bibliography. Try again.

The following text is part of an example research paper. Click on the text that tells you where the writer got his or her information from.

The recent literature on plagiarism is plentiful, but incomplete. The issue is very complex, and it is difficult to find a standard definition of plagiarism among faculty and administrators, let alone one that is understood by students. Most cases of plagiarism appear to be "accidental," stemming not from a deceive, but from an honest ignorance or confusion (Maurer, 2006). Students have a good reason to be confused...

The citation looks like this: (Maurer 2006). Try again.

Asking for help is always the best way to be sure. Try again.

"John is a particularly heartbreaking character, full of bluster as he tries to make sense of his abandonment by his abusive father and his well-meaning but immature mother."
Which of the following are acceptable ways to use this text in your paper?

AJohn is a very heartbreaking character, full of emotion as he tries to understand his abandonment by his father (Hynes, 2006).

BJohn's weakness is demonstrated by his obsession with the poor treatment from his father and mother (Hynes, 2006).

The first example is too close to the original and would be considered plagiarism.

Patrick took a paper he wrote for his his Education class and handed in the same paper for his Psychology class. This is considered plagiarism.

Not knowing the rules about plagiarism excuses Penny from the consequences if and when she is caught plagiarizing.

Julie states in her essay that carrots contain Vitamin A. She does not need to cite this information because it is common knowledge.

What is "patch writing"?

APiecing together copied words from several papers into a paper of your own

BPutting parenthetical citations into your paper, i.e. (Williams,34).

CWriting a paper with parenthetical citations, but no works cited page.

If Watson takes a direct quote from his research, he should...

CPut quotation marks around the words taken

Credits

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Plagiarism Game - Snowden Library | Lycoming College

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Plagiarism goblins who want to destroy academic integrity have taken over! You are the only person who can destroy the goblins & restore order.

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Writing with Sharon Watson-Easy-to-use Homeschool Writing and Literature Curriculum

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MIDDLE SCHOOL PROMPTS
You want to avoid plagiarism in your writing.

Plagiarism is using someone else's quotation, facts, statement, idea, or story without giving them credit.

So, how do you let your readers know that you borrowed the quotation, fact, and so on?

You cite your source by using an in-text citation. This simply means you are giving credit to someone for their information.

An in-text citation comes in tremendously handy when you are writing an essay that does not include footnotes, a bibliography, or a works cited page.

This is a tutorial on how to easily create in-text citations. Robin Hood may be involved.

Here we go . . .

Example of in-text citations

Reporters and many other writers don't use a bibliography. They have to include their sources in the body of their articles. Here's a silly example of someone writing about pickles. Notice how the writer cites his source with this in-text citation (underlined here for instructional purposes only):

Dill pickles are much more popular than sweet pickles. In fact, according to www.welovepickles.com , pickle lovers buy four times more dill pickles than sweet.

The words according to announce that a fact or a quotation is coming next. The Website tells the readers where to look for that original information and where the writer got the information. [Note: As many times as I've tried to get rid of the hyperlink in www.welovepickles.com, my site keeps putting it back on. You will get rid of the hyperlink in your papers by right-clicking on the hyperlink and selecting "Remove Hyperlink."]

Here's another example of how to include your source without a bibliography:

Police aren't the only people who can arrest someone who is breaking the law. Dr. Sassafras of the Department of Natural Resources explains that any law enforcement conservation officer has the authority to arrest someone who is hunting without a license, catching more than the legal limit of fish, or speeding.

In this case, the writer told the readers who the information came from and where the person works. It is important to include both the person's name (Dr. Sassafras) and his credentials or personal identification (of the Department of Natural Resources) so the readers will know that this information is believable.

Below is almost the same paragraph. However, the writer is quoting Dr. Sassafras instead of paraphrasing him:

Police aren't the only people who can arrest someone who is breaking the law. Dr. Sassafras of the Department of Natural Resources points out, "When people hunt without a license, go over their legal limit of fish, or speed, a law enforcement conservation officer can arrest them. He or she has full police powers."

The writer still includes the source's name (Dr. Sassafras) and where he works (of the Department of Natural Resources). But this time he uses quotation marks to indicate that he is not paraphrasing but quoting him.

Signal phrases

In-text citations use signal phrases such as according to and Dr. So-and-so says. Signal phrases signal to the reader that a fact or quotation is coming up and that it is not yours.

Credentials

In addition to signal phrases, you'll include the source's credentials. That way, people can trust the source better. For instance, "Dr. Sassafras" means nothing to readers. They don't know who he is. But when we add "of the Department of Natural Resources," people know they can trust the source. He's someone who knows.

Robin Hood and in-text citations

Below are a few other signal phrases you can use to cite your sources, according to the Modern Language Association. Notice that most of the verbs are either in the present tense ("Robin Hood suggests that...") or present perfect tense ("Robin Hood has suggested that..."), even if the person is long dead.

If you were writing a report on Robin Hood, your in-text citations might look like the ones below. I've made the citations bold so you can catch them. Yours will be in a normal font:

* * * * "Many times, the money we steal from the lords and ladies ends up in the wrong pockets. God, help us," * * "I don't know where I'd be today," * Robin Hood, author of How I Take from the Rich and Give to the Poor, points out that he was doing the shire a favor.
Robin Hood's mortal enemy, the Sheriff of Nottingham, observes in his reports of the day, "He is nothing but a thieving, Saxon scoundrel."
Little John, Robin Hood's large sidekick, insists that the Merry Men had nothing but good in their hearts, despite what others might have said.
acknowledges Friar Tuck, a friend of Robin Hood's, in his personal journals.
As one who lived under Robin Hood's protection for many years, Maid Marian believed that Robin Hood could do no wrong.
admits Bessie Essex, a poor milkmaid of that time, "without the help of Robin Hood."
Robin Hood's fan club, found at www.robinhoodisourman.org, claims that rumors of violence are false.

Get the idea? Notice the Website address in the last example. You'll put the address of the main page in, not the whole address. So, instead of http://www.robinhoodisourman.org/join-the-club/, you'll only use www.robinhoodisourman.org.

Remember to turn off your hyperlink by right clicking on the Website address. Then left click on "hyperlink" or "remove hyperlink." That way, the address won't be blue in your article.

Now it's your turn: Complete the exercise below. Click here to download a PDF of the exercise.

Directions: Below are four sources and their information. Use each source, along with the information, to form four complete sentences, one for each source. Include an in-text citation in each sentence. There is more than one right way to make these into sentences with signal phrases and in-text citations. Choose your own verbs and how you'll put the sentences together.

Source #1: Mark Twain

Credential: author of Roughing It

Quotation: "I was young and ignorant, and I envied my brother."

Source #2: http://www.canalmuseum.com/

Credential: an informative Internet site for the Panama Canal

Quotation: "A ship traveling from New York to San Francisco can save 7,872 miles using the Panama Canal instead of going around South America."

Source #3: C. S. Lewis

Credential: author of The Lion, the Witch, and the Wardrobe

Fact: has credited the creation of the faun Mr. Tumnus to a dream he had in his teens

Source #4: Maritza Ruiz

Credential: 13-year-old earthquake survivor

Quotation: "The ground was rolling under my feet. I felt like I was on a boat."

Possible answers to the exercise:

1. Mark Twain admitted in Roughing It, "I was young and ignorant, and I envied my brother."

2. According to www.canalmuseum.com, a great Internet site for the Panama Canal, "A ship traveling from New York to San Francisco can save 7,872 miles using the Panama Canal instead of going around South America."

3. C. S. Lewis, author of The Lion, the Witch, and the Wardrobe, said that he created the faun Mr. Tumnus from a dream he had in his teens.

4. The 13-year-old earthquake survivor Maritza Ruiz said, "The ground was rolling under my feet. I felt like I was on a boat."

Here's more information on how to avoid plagiarism.
This tutorial is taken from a lesson in .

Click here for a tutorial on in-text citations for high school students.
Copyright © 2006-2015 by Sharon Watson
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Help your struggling writers-and you!-by identifying five hurdles to writing. Then learn practical actions you can take against those hurdles.

This article by me in The Old Schoolhouse magazine is also loaded with links to other helpful posts that will give you and your writers some welcome relief.

Click here to drain some of the tension from your writing class

Frustrated that your students don't finish an essay or don't know the steps to complete one? Worry no more! Click here for my latest article in The Informer about a super-practical writing schedule you WILL use!

Want daily writing prompts to tempt reluctant writers and delight eager ones? Find out more about Sharon's daily writing prompts posted on SchoolhouseTeachers.com under "Dailies" or .

Get your middle school student ready for high school with this popular writing curriculum from Writing with Sharon Watson, published by Apologia! Featured in Cathy Duffy's 102 Top Picks for Homeschool Curriculum, Jump In will prepare and even amuse your students as they learn the fundamentals of effective essay writing and storytelling.

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In-text Citations for Middle School Students

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MIDDLE SCHOOL PROMPTS You want to avoid plagiarism in your writing. Plagiarism is using someone else's quotation, facts, statement, idea, or story without giving them credit. So, how do you let your readers know that you borrowed the quotation, fact, and so on? You cite your source by using an in-text citation.

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Check out this article for a quick refresher

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The main rule about using quotation marks is to always (but only) use them to indicate the exact words of your source. Students sometimes put quotes around their paraphrase (rewording) of the original source or forget to put quotation marks around a cited passage. Even if it's a short quotation, give credit where it's due.

Punctuation Before Quotation Marks

If it's a short quote and you introduce the speaker, use a comma before the opening quotes.

1. Wrong: Chicken Little said "The sky is falling."

2. Right: Chicken Little said, "The sky is falling."

If you've just written a complete sentence and your quote explains, illustrates, or proves the idea, use a colon. A colon should also be used for quotations longer than one sentence and for indented block quotes (always four un-indented lines or longer). Block quotes have no quotation marks and the parenthetical citation falls outside both the block quote and the period at the end of the quote.

Example 1: Vince Lombardi always had a way to rationalize his failures: "We didn't lose the game; we just ran out of time."

Example 2: Woody Allen joked: "It seemed the world was divided into good and bad people. The good ones slept better... while the bad ones seemed to enjoy the waking hours much more."

Example 3: Jack Kerouac often mixed prose and poetry together, resulting in a style that was informal but exciting:

I shambled after them as I've been doing all my life after people who interest me, because the only people for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same time, the ones who never yawn or say a commonplace thing, but burn, burn, burn like fabulous yellow roman candles exploding like spiders across the stars and in the middle you see the blue centerlight pop and everybody goes 'Awww!'

Punctuation At The End of Quotation Marks

Periods and commas go inside quotation marks. This seems a little counter-intuitive. We're always told we should quote exactly, and now here we are putting commas and periods all over the place. That's why the British always print commas and periods outside the quotation marks, but unless you're planning on sending your essay overseas, you ought to follow our rules.

Wrong: Shakespeare explains that foolery "doth walk about the orb like the sun-it shines everywhere". This puts the ending in the writer's quote not Shakespeare's.

Right: Shakespeare explains that foolery "doth walk about the orb like the sun-it shines everywhere."

Wrong: Shakespeare says that the fool "doth walk about the orb like the sun", "doth think he is wise, but the wise man knows himself to be a fool", and that it is better to have "a witty fool than a foolish wit."

Right: Shakespeare says that the fool "doth walk about the orb like the sun," "doth think he is wise, but the wise man knows himself to be a fool," and that it is better to have "a witty fool than a foolish wit."

Semicolons and colons go outside quotation marks.

I know, I know, I just gave you a whole spiel about putting punctuation inside the quotation marks. The rules are weird. You just have to memorize them. I remember this rule by thinking that colons and semicolons join two thoughts together. If they were inside the quotation mark, then the speaker being quoted would be doing that work. When you put them outside the quotation marks, you're showing that the mental connection is all yours.

Wrong: Groucho Marx once remarked that "A clown is like aspirin, only he works twice as fast;" modern doctors still prefer to recommend aspirin for your heart.

Right: Groucho Marx once remarked that "A clown is like aspirin, only he works twice as fast"; aspirin still might be better for your heart.

Wrong: Groucho Marx once remarked that "A clown is like aspirin:" he can make your headache go away.

Right: Groucho Marx once remarked that "A clown is like aspirin": he can make your headache go away.

Question marks and exclamation points also go outside quotation marks unless they are part of the original quote.

This mostly comes up when you are writing or quoting dialogue.

Did he really say, "I'm going to shoot her"?

Is much different from:

Did he really say, "I'm going to shoot her?"

In the first example, the speaker is questioning the validity of the statement. In the second example, the speaker is quoting someone who is questioning his future attempted murder.

This shows the excitement of the speaker doing the quoting.

This reflects the excitement of the woman being quoted.

Whew! That's enough about quotation marks. Take me back to Punctuation.

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The main rule about using quotation marks is to always (but only) use them to indicate the exact words of your source. Students sometimes put quotes around their paraphrase (rewording) of the original source or forget to put quotation marks around a cited passage. Even if it's a short quotation, give credit where it's due.

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After reading through the lesson, open a word document and try paraphrasing the article at the end. Make sure to identify key words and main ideas

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Learn about paraphrasing as you read an interactive about Perry Fraze, who lives in Wordville

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The best proofreader online

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Make your writing mistake-free by checking for grammar, spelling, punctuation, and more.

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It's GO time for generative AI writing assistance Try GrammarlyGO ⟶

Your Complete Guide to English Grammar

What Is Grammar?

Grammar is defined as a system of language rules that allows you to combine individual words to make complex meanings. By applying grammar rules to your writing, you'll make it stronger, clearer, and more effective.

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1. Step 1: Add your text, and Grammarly will underline any issues.

2. Step 2: Hover over the underlines to see suggestions.

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Frequently Asked Questions

What is grammar?

Grammar is a system of language rules for how words are used in sentences and change in different situations.

Why is grammar important in writing?

Grammar allows us to combine individual words to make complex meanings and communicate effectively. By learning the rules of grammar, you can write with better clarity while enjoying the freedom to make stylistic choices.

What are the basic rules of grammar?

Some basic rules of grammar include ensuring all sentences have a subject and a verb; placing adjectives directly before the noun they describe, or after it if separated by a verb; and using a comma to connect two ideas.

What are some common grammar mistakes in English?

Some common grammar mistakes are incorrect subject-verb agreement, fragmented sentences, missing commas, apostrophe misuse, misplaced modifiers, and incorrect word usage.

How can I improve my grammar?

Improve your grammar by understanding pivotal parts of speech, reading more to build vocabulary, and double-checking your writing with an automated grammar checker to correct grammar mistakes.

Elevate Your Writing with Grammarly

Grammarly's real-time writing feedback helps you learn and improve as you write.

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It's GO time for generative AI writing assistance Try GrammarlyGO ⟶ Your Complete Guide to English Grammar Grammar is defined as a system of language rules that allows you to combine individual words to make complex meanings. By applying grammar rules to your writing, you'll make it stronger, clearer, and more effective.

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Challenge yourself with some Grammar Games

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Challenge yourself with some Grammar Games

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Have a blast with Grammar Blast! Answer 10 questions and earn up to 100 game points. To play just choose a quiz below.

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Spacing out the last few weeks?

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The purpose of an informative essay is to educate others on a certain topic. Typically, these essays will answer one of the five Ws: who, what, where, when, and why. Of course, they can also answer "how," indicating how to do something.

Informative essays must never express your opinion or try to convince others to take a certain action or stance. That role is expressly reserved for persuasive essays. Of course, if your informative essay is interesting enough, it may move readers to learn more about the subject, but they'll have to come to that on their own, thanks to the wealth of interesting information you present.

Read our examples of informative essays and learn more about choosing a topic and how to write an informative essay to help you get started.

Structure of an Informative Essay

The basic structure of an informative essay is very simple. It needs to have a beginning, middle, and end. These are known more formally as the introduction, body, and conclusion, respectively.

The Introduction

The beginning, otherwise known as the introduction, is your opportunity to present your thesis statement and grab the attention of the reader. Your thesis statement must be one sentence, making it very clear what the reader will be informed about.

The introduction can be anywhere from a paragraph to a page, depending on the requirements and circumstances. Use this opportunity to introduce the main idea, provide any pertinent definitions, and briefly describe what will be covered. Above all else, the introduction must clearly state what readers are about to explore. Be sure to steer clear of any evidence of your opinion on the topic.

Below, you'll find two informative essay introduction examples to help you brainstorm your own ideas.

Sample Introduction #1: This essay discusses the topic of donating blood.

When you woke up this morning, did you think today would be the day you save a life? In fact, it's quite easy to save a life and it only takes a little bit of your time. You don't even need to be a paramedic or firefighter. All you have to do is set aside approximately one hour to donate blood. This essay will explore how to donate blood, whom it benefits, and how often you can contribute to these life-saving measures.

Sample Introduction #2: This essay explores the history of Ireland from the perspective of its iconic castles.

Ireland is a country steeped in history. In fact, its history dates beyond 3,000 B.C, when the megalithic tombs were constructed in Newgrange. Throughout the country's expansive evolution, the Irish fought time and again to maintain their independence as a sovereign nation. Evidence of the rich history is clearly visible through its many castles, including Leighlinbridge Castle and Carlow Castle, two of Ireland's oldest establishments.

The Body

The middle, otherwise known as the body, is your opportunity to expound upon the thesis statement and grab the attention of the audience with solid facts, statistics, statements, and other supporting details.

The body will be several paragraphs long, comprising the bulk of the essay. This is where you'll provide further details about the main idea. Be sure you delve deeply into every area previously outlined in the introduction.

The Conclusion

The end, otherwise known as the conclusion, is your opportunity to summarize the essay in a paragraph or two. It should spur the reader to want to learn more about the topic. Be sure to reiterate the thesis statement clearly. In your introduction, you may have laid out what would be covered in the essay. Offer a sentence or two reiterating what was learned about those topic areas.

After that, offer up a few closing remarks that gloss over the most important elements. End on a high note, encouraging your readers to learn more or contemplate the most important elements of your essay. You may even pose a rhetorical question.

Below, you'll find two sample conclusions to help you brainstorm your own ideas.

Sample Conclusion #1: This concludes the essay example above on the topic of donating blood. Note how it emphasizes the simplicity of the process.

The process of donating blood is decidedly simple. Many folks carry out the process while reading a chapter from a new book or watching an episode of their favorite TV show. Indeed, the infinitesimal amount of time it takes to donate blood can transfer into a lifetime of happiness for the recipient. Remember to bring juice or something sugary to keep your glucose levels high at the end of the procedure. Then, hold your head up high, knowing there's a life out there that's about to be saved by you.

Sample Conclusion #2: This conclusion to the Ireland essay example reiterates the "ferocity of its people."

If Ireland isn't an example of a rebel nation, what is? The ferocity of its people is clearly evidenced by the fact that Leighlinbridge Castle was built and rebuilt three times before it was finally sacked by the Cromwellians. Carlow Castle's staggering history earmarks Ireland's triumphant history too, starting as a mighty fortress and surviving numerous rebellions. Indeed, Ireland is a country storied in history and its many castles are the tellers of its tale.

Sample Informative Essay

In the sample below, note a few things as you read. Try to keep an eye out for the thesis statement in the first paragraph. Then, note the transition words in two of the body paragraphs. They are, "Also in line with safety..." and "In terms of fun..." Finally, in-text citations will vary, based on your teacher's style guide, so be sure to double-check those. Download the PDF version below the essay to keep as a handy reminder.

The title of the following essay is "How to Travel Solo Successfully."

James Baldwin said it best. "I met a lot of people in Europe. I even encountered myself" (Baldwin, 2014). Solo travel will not only reveal colorful new heights, it will also introduce you to yourself - your resiliency, your sense of adventure, your independence. Learning how to travel solo is as intrinsic as tying your shoes, and it is something that can be learned today.

The first, most obvious, way to travel solo successfully is to research your area. The number one indicator of a tourist is someone stopped in the middle of the sidewalk scanning the GPS on their phone. According to World Travel News Report, four in fifteen tourists will be pickpocketed if they stand still on a busy street (Parker, 2019). Arrive well-informed on the area. Understand the public transportation system to the point where you can blend in as a local.

Also in line with safety, you may want to splurge on accommodations. You can stay alone in a hostel, but read the reviews carefully. Make sure it is in a safe area and security is a priority for them. You might even want to consider a private room, some of which include a private bath.

In terms of fun, pack for your lack of companionship. Bring a blank journal to record your adventures. Pack a paperback to enjoy while you wait out a rainstorm in a coffee shop. World traveler Samantha Byrnes says, "I never travel with friends. When I'm exploring a new continent, my journal is my only sidekick" (Byrnes, 2018).

This allows her to absorb her new surroundings, make new acquaintances, and focus on the act of encountering herself. Byrnes continues, "We lost sight of ourselves in the day-to-day. We focus on work, family, to-do lists, chores. Solo travel allows us to return to ourselves so that, when we resume our day-to-day activities, we can give our all" (Byrnes, 2018).

Learning how to travel solo successfully is an achievable feat. You can stay safe if you remain knowledgeable on the area and choose your accommodations wisely. Beyond that, you can experience true transformation through the simple act of carrying a tattered old journal. What do you say? Will you explore solo travel? Choose wisely, for it just might change your life forever.

View & Download PDF

Subject Matter

Have you been tasked with writing an informative essay? If the topic is open, the first thing you must ask yourself is, "What interests me the most?" This will make the task far less laborious. Take something you're already knowledgeable about and share it with the world, citing other sources and stating current facts and statistics.

This is your chance to add to others' viewpoints on a subject as long as you don't include your own opinions. Allow them to analyze the data, perhaps in a cause and effect layout. Or, you can educate them on how to do something, create something, or solve a problem.

Here are some examples of informative essay topics to get your creative juices flowing:

How to open a bank account

World poverty

Procrastination and its effects

Homelessness

Air pollution

Recycling

Dream interpretation

History of women's right to vote

Foreign cultures

Folklore

U.S. stock market

Dog breeds

Biographies

Architecture in Paris

History of the Titanic

Example Essay Titles

While your introduction must be carefully crafted in order to reel readers in, your essay title is the first thing they encounter, and it needs to be enticing. Formulate a clear title, indicating what's about to be discussed. Find a way to invite others to want to learn more. Remember to follow these rules for capitalization in titles.

Here are some possible titles for inspiration:

How to Donate Blood

A Brief History of Ireland

Understanding the Link Between Cholesterol and Heart Disease

How to Buy a House

Understanding Your Credit Score

Defining Poverty in the City of Chicago

The Health Benefits of a Vegetarian Diet

The Importance of Regular Daily Exercise

Top Three Causes of Global Warming

Reducing Carbon Emissions With Alternative Fuels

The Many Cost Savings of Hybrid Vehicles

Understanding Geothermal Heating and Cooling

Why Cleaning Your Air Ducts Is Important

Qualifications for Contractors

How to Get a Commercial Driver's License

Essay Writing Steps

Most of the work on an informative essay is done before you actually sit down to type.

1. Select an appropriate topic.

2. Research and gather ideas about the subject. See what you already know about the subject as you uncover other areas you still need to research.

3. Make a list of these important facts. Be sure all the facts are accurate. This is a good time to craft your thesis statement as well as a topic sentence for each fact you'd like to include.

4. Create an outline that will organize your facts in a logical way. After this, you'll be ready to make your first draft.

5. Write your essay based on the outline you've created. Ensure that one section naturally flows into the next.

6. Proofread and edit your work. Editing is an important step for any writing project. Reading your essay out loud will help you notice areas where your writing may be unclear or awkwardly worded.

7. If possible, have someone else read your essay and offer their ideas for improvement. Of course, don't forget to pay attention to grammar, punctuation, spelling, capitalization, and other errors as well.

Knowledge Is Power

An informative essay is the best way to explain something complicated - in an uncomplicated way. Even though you're (hopefully) writing on a topic of interest to you, be sure to back up each claim with substantial facts and statistics. Let the content speak for itself, inviting readers to learn more.

Informative essays are powerful, persuasive essays are moving, but have you ever been tasked with a narrative essay? Enjoy the wonders of this third form of essay writing in Narrative Essay Examples and let the endless exchange of knowledge begin!

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The purpose of an informative essay is to educate others on a certain topic. Typically, these essays will answer one of the five Ws: who, what, where, when, and why. Of course, they can also answer "how," indicating how to do something.

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You may not alter these materials, sell them, or upload them-either in full or in part-to a different server or learning management system. How simple is that!

Photocopying for students or linking to materials at this site doesnot require my permission.

Comma Splices & Fused Sentences

Fragments

Irregular Verbs

Parallel Structure

Misplaced & Dangling Modifiers

Apostrophes

These exercises were created with Hot Potatoes software.

Commas

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Pronoun Agreement

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Pronoun Case

These exercises were created with Hot Potatoes software.

Pronoun Reference

These exercises were created with Hot Potatoes software.

Subject-Verb Agreement

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Word Choice

These exercises were created with Hot Potatoes software.

Exercise 1 :: Their, There, They're

Exercise 2 :: Their, There, They're

Exercise 3 :: Lose, Loose

Exercise 4 :: Lose, Loose

Exercise 5 :: Loss, Lost

Exercise 6 :: Who, Whom

Exercise 7 :: Who, Whom

Exercise 8 :: Whoever, Whomever

Exercise 9 :: Whose, Who's

Exercise 10 :: Whose, Who's

Exercise 11 :: To, Too, Two

Exercise 12 :: To, Too, Two

Exercise 13 :: Its, It's

Exercise 14 :: Its, It's

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Test your grammar knowledge here. Fun interactive exercises await!

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Go on an adventure and learn about essay writing along the way

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Sandy, Stoney, and Spring learned a lot about successful introductions in the previous lesson.

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Go on an adventure and learn about essay writing along the way

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Make sure you have your individual username, then follow this link to access Pixton. Create an avatar to add to our class photo!

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Log into the world's most popular comic and storyboard creator.

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Fun Writing Games for Kids

Check out these fun writing games for kids. Enjoy a range of free activities, resources and practice exercises related to writing letters, stories, newspapers, debates, advertising and instructions.

The games are perfect for challenging students who enjoy interactive learning online. Find a topic that suits you and improve your English by completing as many of the educational challenges as you can.

Debating Game

This interactive debating game lets you debate against someone arguing from the opposite point of view on a number of different subjects.

Listen to their argument before choosing a response that will win over the crowd and judges. Enjoy learning about debates while enjoying this fun online activity for kids.

Newspaper Activity

Learn about headline writing and other journalism topics with this newspaper activity for kids. Do your best to answer the questions and understand why newspaper headlines should be short and informative.

Have fun and enjoy the interactive challenges this online game offers.

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Fun Writing Games for Kids - Free Activities, Resources & Practice Exercises Online

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Fun Writing Games for Kids Check out these fun writing games for kids. Enjoy a range of free activities, resources and practice exercises related to writing letters, stories, newspapers, debates, advertising and instructions. The games are perfect for challenging students who enjoy interactive learning online.

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Take a Gamble on this fun idea generator

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Take a Gamble on this fun idea generator

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Choose your favorite genre and grade level, then spin the wheel to find a new idea

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Story Starters: Creative Writing Prompts for Kids | Scholastic.com

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Scholastic’s Story Starters kids’ writing activity generates creative writing prompts, from general fiction to adventure, fantasy, and science fiction.

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Getting started is the hardest part, so this website starts the first sentence for you

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Writing is a skill that every person needs in life, and developing that skill in children is an important part of elementary school studies. However, writing inspiration is not something that every student comes by easily. Like adults, many children tend to get stuck when it comes to thinking of writing ideas on their own.

We've all had writer's block at one point or another in our lives, so it's easy to understand the frustration students may experience. Just as athletes need to warm up their muscles, writers need to warm up their minds and creativity. Giving students writing prompts, or ideas and inspiration for writing topics, will ease their anxiety and allow them to write more freely.

Allowing your students to choose a writing idea each day or each week from the 50 that are listed can provide inspiration for their creative writing. To make this activity more challenging, encourage them to write without stopping for at least five minutes, increasing the number of minutes that they devote to writing over time. Remind your students that there is no wrong way to respond to the prompts and that they should simply have fun and let their creative minds wander.

With prompts that pertain to writing about people, you might encourage students to write about multiple people, considering people in their lives and people they don't know personally. This encourages children to think more critically and consider unknown factors in the creation of their stories. You might also encourage students to think in terms of either the realistic or the fantastic. When the confines of realism are eliminated, students are free to think more creatively, which can encourage them to become more engaged in the project at hand.

1. The person I admire the most is...

2. My biggest goal in life is...

3. The best book I ever read was...

4. The happiest moment in my life was when...

5. When I grow up, I want to...

6. The most interesting place I have ever been to was...

7. Name three things you don't like about school and why.

8. The strangest dream I ever had was...

9. When I turn 16, I will...

10. Who is the funniest member of your family and why?

11. I get scared when...

12. Five things I would do if I had more money are...

13. What is your favorite sport and why?

14. What would you do if you could change the world?

15. Dear teacher, I would like to know...

16. Dear President Washington, what was it like to be the first president?

17. My happiest day was...

18. My saddest day was...

19. If I had three wishes, I would wish for...

20. Describe your best friend, how you met, and why you are friends.

21. Describe your favorite animal and why.

22. Three things I like to do with my pet elephant are...

23. The time a bat was in my house...

24. When I become an adult, the first thing I want to do is...

25. My best vacation was when I went to...

26. The top three reasons that people argue are...

27. Describe five reasons that going to school is important.

28. What is your favorite television show and why?

29. The time I found a dinosaur in my backyard...

30. Describe the best present you ever received.

31. Describe your most unusual talent.

32. My most embarrassing moment was when...

33. Describe your favorite food and why.

34. Describe your least favorite food and why.

35. The top three qualities of a best friend are...

36. Write about what you would cook for an enemy.

37. Use these words in a story: scared, angry, Sunday, bugs.

38. What's your idea of a perfect vacation?

39. Write about why someone might be afraid of snakes.

40. List five rules that you have broken and why you broke them.

41. What is your favorite video game and why?

42. I wish someone had told me that...

43. Describe the hottest day you can remember.

44. Write about the best decision you've ever made.

45. I opened the door, saw a clown, and then...

46. The last time the power went out, I...

47. Write about five things you can do if the power goes out.

48. If I were president, I would...

49. Create a poem using the words: love, happy, smart, sunny.

50. The time my teacher forgot to wear shoes...

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50 Smart Writing Ideas for Elementary Students

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Writing is a skill that every person needs in life, and developing that skill in children is an important part of elementary school studies. However, writing inspiration is not something that every student comes by easily. Like adults, many children tend to get stuck when it comes to thinking of writing ideas on their own.

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You can never have too many ideas!

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We may receive a commission when you make a purchase from one of our links for products and services we recommend. As an Amazon Associate we earn from qualifying purchases. Thank you for support!

It's never too early to start writing, and so we've created this fun list of 300 creative kids writing prompts for teacher and parents to use.

You'll love these fun ideas for kids writing prompts to use as creative sparks to get young imaginations writing in no time!

These are perfect to use as kids journal writing prompts, as short story writing prompts, or just for exercises to help students and children of all ages tap into their creativity. Maybe your kids will write an essay, maybe a poem, or maybe even a whole book!

Whether you are a teacher or parent looking to inspire your kids to write, or maybe even an adult who would like to practice writing with a more playful and young-hearted approach, I hope you find these creative writing prompts inspiring!

The Ultimate List of 300 Fun & Creative Writing Prompts for Kids

#1. Imagine a giant box is delivered to your front doorstep with your name on it. What's inside and what happens when you open it?

#2. Write a short story about what it might be like if you woke up one morning with a mermaid tail.

#3. Which is better, winter or summer? Write about the reasons why you think winter or summer is better.

#4. Write about what would it be like if you had an alligator as a pet.

#5. If you had $1,000, what would you buy and why?

#6. Write a story using these 5 words: apple, train, elephant, paper, banjo

#7. What do you want be when you grow up and why?

#8. Who is your favorite person on the planet? What do you like most about that person?

#9. If you could have any secret super power, what would you want it to be and why?

#10. Write about 3 places you would like to travel someday. What do these three places have in common?

#11. Write about a time you felt really happy. What happened? What made you feel happy?

#12. Imagine what would happen if someone shrunk you down to be only 1″ tall. How would your life change?

#13. If you were in charge of the whole world, what would you do to make the world a happier place?

#14. Write a story about what it would be like to climb to the very top of the highest mountain in the world.

#15. If you were in charge of planning the school lunch menu, what foods would you serve each day?

#16. What are some of your favorite animals? What do you like about them?

#17. Imagine that dogs take over the world. What do they make the humans do?

#18. Write a story about flying to outer space and discovering a new planet.

#19. You are a mad scientist and have invented a new vegetable. What is it called? What does it look like? What does it taste like? Most importantly: Is it safe to eat?

#20. You go to school one morning to discover your best friend has been turned into a frog by an evil witch! How do you help your friend?

#21. Describe what it is like when trees lose all of their leaves in the autumn season.

#22. Write about your favorite sport and why you like it so much.

#23. Imagine what it might be like to live on a boat all the time and write about it.

#24. If you had one wish, what would it be?

#25. Write about what you might do if you have the super power to become invisible.

#26. You are walking through the forest when one of the trees starts talking to you. What does it say? What do you do?

#27. The weather forecast is calling for a blizzard in the middle of the summer. What do you do?

#28. What types of transportation will people have in the future?

#29. What were some of your favorite toys when you very little? Do you still enjoy playing with them?

#30. What would a day in your life be like if you were a movie star?

#31. Imagine you've invented a time machine! What year do you travel to?

#32. What are your favorite things to do over summer vacation?

#33. What is your favorite holiday and why?

#34. If you could meet any fictional character from a book, who would it be?

#35. You are writing a travel guide for kids visiting your city. What places do you think they should visit?

#36. What is a food you hate? Write about it!

#37. Imagine what it would be like if there was no electricity. What would be different in your daily routine?

#38. You are building a new city! What types of things do you think your city needs? How will you convince people to move to your new city?

#39. What is your favorite movie? Write your review of the movie and why you think people should watch it.

#40. Imagine you get a magic sweater for your birthday. What happens when you wear the sweater? What do you do with these new found magical powers?

#41. You are the security guard at the zoo and someone has stolen a rhinoceros! How do you track down the thief?

#42. You have been invited to have lunch with the queen. What foods do you eat and what topics do you and the queen discuss?

#43. If you could design a school uniform, what types of clothes would you suggest? What colors would they be?

#44. Imagine you are a reporter interviewing a celebrity about their life. What questions do you ask?

#45. You are running a lemonade stand. Describe the steps for how you make lemonade and the types of customers you see during the day.

#46. Write a story about being the ruler of an underwater world.

#47. Write an acrostic poem for the word "treehouse".

#48. You decide to grow a sunflower, but the sunflower grows so tall it reaches up to the sky! Write about what happens when you decide to climb to the top. What do you discover?

#49. Imagine you look out the window and it is raining popsicles from the sky! Write a story about the experience.

#50. If you could be any animal, which one would you be and why?

#51. If you were on a spaceship, what would you be most excited about seeing?

#52. Do you have any pets at home? Write an essay about how you take care of your pets. If you do not have a pet, what type of pet might you like?

#53. Imagine you are opening a store that only sells items which are blue. What types of items do you sell?

#54. Have you ever lost something that is important to you? Were you able to find it?

#55. Write a story about a kid who is moving to a new school. How do you think they might feel?

#56. Rewrite the ending of your favorite fairy tale. For example, what would have happened if Cinderella never went to the ball?

#57. Have you ever forgotten to do your homework? What happened?

#58. Do you have a favorite song? Write about the type of music you like to listen to.

#59. Imagine your parents wake you up one morning to tell you they will take you to do anything you want to do for the whole day - you don't even have to go to school or do your chores. What would you choose to do and why?

#60. Do you like amusement parks? What are some of your favorite rides?

#61. Write a story using these three words: detective, piano, and pizza.

#62. Have you ever been to the beach? Write about your favorite things to do. If you have never been to the beach, what would you like to do the first time you visit?

#63. Is there a favorite tv show you like to watch? Write about your favorite character and why they are your favorite.

#64. Write a poem using onomatopoeia, where the words you use are pronounced similar to the sound they make. For example, buzz, bark, sizzle, slam and pop.

#65. Have you ever had to stand in line to wait a long time for something? What did you do while you waited? How did you feel while waiting? How did you feel once the wait was over?

#66. Is it a good idea to keep ALL secrets a secret? Write about examples of when it is okay to spill a secret - and when it isn't.

#67. Is there something you are good at doing? Write about your best strengths.

#68. What historical time period and location would you go back to live in if you could? Write about it!

#69. Write about 5 things you can do that are important for you to stay healthy and safe.

#70. Do you think thunderstorms are scary? Why or why not?

#71. What would you most like to learn over the next year? Think about things that interest you or questions you might have about the world and make a list!

#72. You are going on a trip to a jungle safari! What items do you pack in your suitcase?

#73. Imagine you are sitting at home one day and you hear someone shrieking in the living room they see a mouse in the house! Write a story about what might happen next.

#74. You are writing a letter to someone who is having a hard time making new friends at school. What do you write? What advice do you give them?

#75. Imagine you just met a magician - but their beloved rabbit who they pull out of a hat for all the tricks has been kidnapped! How do you help find the rabbit?

#76. Do you hear what I hear? Set a timer for 5 minutes and write about all of the sounds you hear in those 5 minutes.

#77. Imagine you go to get a haircut and they accidentally shave your head! How do you feel about that and what would you do?

#78. Do you find it easy to talk to people you don't know? What are some ways you can start up a conversation with someone you have never met before?

#79. Are there any chores you have to do at home? What are they? What do you like - and not like - about each one?

#80. Open up a random book to any page. Write for 5 minutes about the first word you read.

#81. Pretend you are a writer for your city's newspaper. Who would you like to interview for a news story and why?

#82. There are many fictional characters who live in unusual houses, such as the old woman who lived in a shoe. What kind of unusual house would you like to live in? Write about what it would be like to live in an unusual house!

#83. Write a list of 10 things you can do to practice kindness to others.

#84. Is there a homework subject you dread? Why do you not like getting homework in that subject?

#85. What is your favorite month of the year? Write about why you like it and some of your favorite things to do during that month.

#86. Imagine you are planning a surprise birthday party for someone. How do you keep it a surprise?

#87. Pretend you walked outside to find a sleeping dragon in the grass! Why is the dragon there? Is it a friendly dragon? What do you do? Write about it!

#88. What are you grateful for today and why?

#89. You were on your way to a very important event when you fell into a puddle. Now what?

#90. Have you ever watched a movie and didn't like how it ended? Write what you think should happen instead.

#91. Can you answer this riddle from Alice in Wonderland? How is a raven like a writing desk?

#92. Imagine you are the captain of a pirate ship. Write a diary entry for what your day was like.

#93. If you could start any type of business, what kind of business would you start? What types of products or services would you provide?

#94. Write a sequel to one of your favorite fairy tales. For example, what was Goldilocks's next adventure after she left the bears?

#95. What is something you are afraid of? What helps you to feel less afraid of something? What would you say to a friend who feels scared to help them feel less afraid?

#96. Write a letter to your future self in 20 years.

#97. In addition to basic survival needs such as food, water, air and shelter, what are 3 things you would you need to be happy?

#98. If you could invent a robot of any type who could do anything you imagine, what types of things would you would have the robot to do?

#99. Which do like better? Apples or Oranges? How are they alike? How are they different?

#100. Why did the chicken cross the road? You are a detective and are assigned to the case. How do solve the mystery?

#101. Write instructions for how to make your favorite snack. Be sure you add your favorite tips and suggestions for how to select the best ingredients!

#102. Imagine you borrowed a friend's favorite lucky pencil to help you pass a math test - but then it snapped in half! How will you ever tell the news to your friend?

#103. Look around the current room you are sitting in and choose 3 random objects that are nearby. Now write a story or poem that includes those three items!

#104. Write a letter to the author of a book you recently read and tell them what you liked most about the book.

#105. Ernest Hemingway is famous for writing a six word story. Can you write a story in just 6 words?

#106. What do you think will be the future for cell phones? Will people still use them in 25 years or will something else take its place?

#107. Do you want to go to college? Why or why not?

#108. Write a story or poem about a kitten who wanders off and gets lost. How does the kitten find its way home?

#109. Currently, it is required by law that kids go to school. Do you think this is a good or bad idea?

#110. If you could invent a new board game, what would it be called? How is it played? What are the rules? What makes it fun to play? Write about it!

#111. Imagine you come home to discover your entire bedroom is covered in ketchup! What on earth happened? What is your reaction? How do you clean everything up?

#112. What is something you learned today?

#113. Would you rather have a goldfish or shark as a pet?

#114. From A-Z: make a list of something for every letter of the alphabet.

#115. Have you ever gone fishing? If you have, did you like it? Why or why not? If you haven't, do you think you might want to?

#116. What is one of the most important things you do each and every day?

#117. Write a story about Gretchen the Grouch, a girl who is always angry! Will she ever be happy? Why is she so grumpy all of the time?

#118. How do you feel when someone takes something of yours without asking? What is a good way to deal with it when that happens?

#119. Write a poem that starts with the word "if".

#120. Write a story about a family of rabbits who live in the woods. What are some of the challenges they face?

#121. What clothes do you think are the most comfortable? What kind of clothes do you like to wear the most? What clothes do you NOT like to wear?

#122. Imagine there are no grocery stores and you must get your own food. What are some of the ways you find food? What types of things do you eat?

#123. What are 3 things you can do that are good for the environment?

#124. If you could meet any famous person today, who would you want to meet and why? What questions might you ask them?

#125. A tongue twister is a quick poem where many of the words start with the same letter and are similar in sound. For example, "Peter picked a peck of pickled peppers." Try writing your own with this fun kids writing prompt!

#126. What is the first thing you think of when you hear or see the word green?

#127. A hero is someone who is admired for their courage and achievements. What do you think makes someone a hero? Who are some of your heroes?

#128. What did you do during summer vacation last year? What do you want to do for summer vacation this year?

#129. Write a story about a super hero dog who saves the day! Who does the dog help and why?

#130. Would you rather live somewhere that is always cold, or somewhere that is always hot? Write about which one you would rather choose.

#131. Have you ever volunteered to help a charity? If so, write about the experience! If not, what are some charities you think you might like to volunteer for?

#132. What does the word courage mean to you?

#133. What makes you unique? What are some things about you that make you an individual?

#134. Have you ever been to a museum? What is your favorite thing to look at on display?

#135. What can you do to set a good example for others to be kind?

#136. A Tall Tale is a story that exaggerates something that actually happened. Write a tall tale about something that recently happened to you.

#137. What is one of your favorite toys that you think you might still want to have and play with when you are 22 years old?

#138. Oh no! Everyone around you is sick with a nasty cold! Write a silly poem about how you try to avoid catching their germs!

#139. Personification is when a non-living object takes on human characteristics. Write a story where you personify a common electronic gadget in your house, such as the Television or toaster.

#140. Write a poem using similes, which is when you say an object is like something else. Here is an example of a simile: "Her eyes were as blue as the sky."

#141. Have you ever read a book written by Dr. Suess? Write your own "Suess-style" story, complete with rhymes and made up words.

#142. Do you have any siblings? Think about what it might mean to be a good brother or sister and write about it!

#143. Make a list of questions to interview your parents or grandparents about what it was like when they were growing up as a kid. Then, ask them the questions and write about their answers!

#144. You are in charge of writing a new radio show just for kids! What topics will you talk about? What music do you play?

#145. What do you usually eat for breakfast every day? What, in your opinion, is the greatest breakfast food ever created? What makes it so great?

#146. Write a 12 line poem where every line is about a different month of the year.

#147. What is something you look forward to doing the most when you are an adult?

#148. Do you like to try new things? What is something new you have tried recently or would like to try?

#149. Imagine what it might be like to be alive in Egypt when the pyramids were built. Write about what it was like.

#150. A credo is a statement of personal beliefs. Try writing your own credo for things that you believe in and feel are important.

#151. The circus has come to town but they have no place to perform! How do you help the ringmaster find a place to put on a show?

#152. Do you like to act? What are some of your favorite actors or actresses? What do you think makes someone a good actor or actress?

#153. "Practice makes perfect" is a popular saying. What is something you like to practice so you can become better at it? A sport? A musical instrument? A special skill? Do you like to practice?

#154. Write about what it might be like to be water drops freezing and turning into ice.

#155. Do you think it is important to keep your room clean? What do you like about having a clean room?

#156. Imagine your parents are sending you away for a two week summer camp trip. Would you be excited? Why or why not?

#157. What are you currently learning about in history class? Write a fictional story about someone from the past you are learning about.

#158. Many wars have been fought in the past. Instead of going to war, what do you think countries could do to resolve their differences peacefully?

#159. Every year over 8 billion plastic bottles and cans are thrown away. What are some things you can do to help encourage your family and friends to recycle?

#160. Imagine if you were the principal of the school. What might you do differently? What things would you do that are the same? Write about it!

#161. Pretend that one day you are at your neighbor's house and you notice a strange noise coming from the basement. You go downstairs to investigate to see a large machine running with many lights and buttons. Why is it there?

#162. Write an essay that starts with the line, "Tomorrow, I hope..."

#163. If you could give one thing to every child in the world, what would you want to give them?

#164. Do you have a piggy bank at home? How do you earn money to add to your savings?

#165. What qualities make a house a home? What are 3 things you think every house should have?

#166. Would you rather go scuba diving or rock climbing? Write about which one you think you would like to do more and why.

#167. Do you think it is a good idea for kids to write a daily journal? What are some of the benefits of writing every day?

#168. Do you like watching fireworks or are they too noisy? Write about a time when you saw fireworks in the sky.

#169. Oh no! Your friend has turned into a statue! How did this happen? What do you do? Does your friend ever turn back into a person again?

#170. If you could be any movie character, who would you be and why?

#171. A mysterious message appears in code on your computer screen. What could it mean?

#172. If you could go to work with one of your parents for a day, what do you think the day would be like? What types of things do your parents do at work all day long?

#173. Imagine you are the President and you are creating a new national holiday. What is your holiday about? How is it celebrated? What day of the year do you celebrate? Write about it!

#174. You won a never-ending lifetime supply of spaghetti noodles! What will you do with all of these noodles?

#175. Would you rather be a bunny rabbit or a hawk? Why did you choose the one you chose?

#176. Your teacher has been acting mysterious lately. After school one day, you notice a weird green light shining through underneath the door of your classroom. What do you do? What is happening with your teacher?

#177. Write an article about tips for how kids can be more organized and study well for tests.

#178. Look at any product in your house and read the ingredients labels. Research what each ingredient is. Do you think these ingredients are good or bad for people?

#179. If you were a doctor, what do you think would be the most important part of your job every day?

#180. The school librarian needs your help! A truck just arrived with 2,000 books and she can't fit all the books onto the shelves! What do you do? How do you find a place to put all these books?

#181. Do you think it would be fun to plant a garden? What types of plants would you want to grow? Write about your garden ideas.

#182. What is a sport or activity you would like to try playing for the first time?

#183. Do you think kids should be allowed to do the same things as adults? What things do you think kids should be able to do that only grown-ups can?

#184. Imagine you and your parents switch places for a day. Your parents are the kids and you are now in charge! What would you do?

#185. Write a get-well letter to someone who has been sick. What can you say to make them feel better?

#186. If you could visit any planet in the solar system, which planet would you like to visit the most and why? Write about what it might be like.

#187. Have you ever been to a farm? What did you like about it? If you haven't been to a farm, do you think you might like to visit one? Why or why not?

#188. The mayor of the city has a big problem and needs your help! What is the problem and how will you solve it?

#189. Pretend your little sister ate carrots for dinner and the next morning woke up with rabbit ears! How did this happen? What do you do? Will she be a rabbit forever?

#190. Imagine you wake up in the morning to find out you get to relive any day of your life again for the whole day. What day would you want to experience again and why?

#191. Do you think you might like to be a firefighter? Why or why not?

#192. You are a lawyer and your client has been accused of stealing a car. How do you convince the jury your client is innocent?

#193. Think of the four elements: fire, air, earth, and water. Which of these four elements do you like the best?

#194. What would you do if you could be invisible for a whole day? Do you think you would enjoy it or be glad to be back to normal the next day? Write about it!

#195. Imagine you are a meteorologist and people are starting to get angry that your weather predictions are always wrong. What do you do?

#196. If you could create any law, what would it be? Why do you think the law is an important one to have?

#197. You are going incognito and need to hide to your identity so you aren't recognized or discovered while you walk through the city. What type of disguise do you wear?

#198. Write a persuasive letter to your parents explaining why you should get a new pet. Make sure you provide a convincing argument they won't be able to refuse!

#199. Your friend wants to do something dangerous. What should you do?

#200. How do you think the world would be different if there were no oceans?

#201. What do you do when someone disagrees with your opinions? Is there a better way to handle conflicting opinions?

#202. What do you think you as a kid could do to help encourage more people to read?

#203. Do you have a good luck charm? What makes this item lucky? When do you use it? How do you use it?

#204. What is at the end of a rainbow? Imagine you follow a rainbow to the end. What do you discover? Is it a pot of gold, or something else?

#205. What do you think the consequences should be for someone who is caught cheating on a test at school?

#206. Imagine you are riding your bike one day when you encounter an older kid who wants to steal your bike. What do you do?

#207. You are the lead singer and star of a famous rock and roll band, but there is one problem - your drummer is jealous of your fame! How do you solve this situation?

#208. If you could help a group of kids in any part of the world, what kids would you want to help the most and why? What are some things you think would help these kids?

#209. Everyone knows the house on the end of the street is haunted. What are some of the strange things that happen there? Why is the house haunted?

#210. You notice at school one day there is a door to a secret passage next to the janitor's closet and decide to explore. Where does it lead? Why is it there? Do you go alone or bring a friend along?

#211. A bucket list is a list of things you want to accomplish in your lifetime. What are 5 things on your bucket list?

#212. Imagine the perfect treehouse or clubhouse for you and all of your friends as a place to hang out. Describe what it is like inside.

#213. Do you get bored easily? Make a list of things you can do whenever you feel like you are bored and there is nothing fun to do!

#214. Now vs. Then: Think about how today is different from one year ago. How have you changed? What things in your life are different?

#215. Write your autobiography about your life.

#216. It's a heat wave! What do you do when the weather is hot? What are some of your favorite ways to stay cool?

#217. What are three important safety tips every kid should know to stay safe?

#218. What genre of books do you like to read the most? Write about the characteristics of the genre and list some of your favorite books as examples.

#219. Holiday Traditions: How does your family celebrate the different holidays and events? What are some traditions you do each and every year?

#220. Imagine one day in science class a science experiment goes terribly wrong and now you and all of your classmates have superpowers! What are your superpowers and what do you do with them?

#221. Who is favorite teacher? Why are they your favorite?

#222. You are baking a cake, but you accidentally put salt in the cake instead of sugar. Nobody will eat it! How do you feel? What will you do next time?

#223. Do you think it is important to have good table manners? What do you think some good manners to practice might be?

#224. Many schools no longer teach cursive handwriting. Do you think this is a good or bad thing? Do you know how to write cursive handwriting? Would you like to learn if you haven't?

#225. If you were the owner of a theme park, what types of rides and attractions would have? Describe what they would be like and why people would want to visit your park.

#226. Your parents give you $100 to spend at the grocery store. What do you buy and why?

#227. Some people who are alive today grew up without computers or video games. What would you do if you didn't have a computer or video games? How would life be different?

#228. You walk into your living room and discover there is a giant elephant standing there. How did the elephant get there? What do you do about it? How do you explain the elephant in the living room to your parents?

#229. Have you ever had a weird dream? What happened in the dream? What do you think it means?

#230. Do you like to draw or paint? Write a story inspired by a painting, doodle, or sketch.

#231. You are being sent on a mission to outer space to live in a space station for 5 years. What supplies do you pack and why?

#232. What is the scariest creature alive on earth? Describe in detail what makes it so horrifying.

#233. What do you think your pet might say if they could talk to you?

#234. Imagine your school is putting on a talent show. What act will you perform? What other acts will be in the show?

#235. If you could breathe under water, what would you do?

#236. What time of day do you think school should start? Write a convincing argument on why or why not the time of day school starts should change.

#237. If you were to start your own YouTube video channel, what would the videos on your channel be about?

#238. Do you like to cook? What are some things you like to make and eat?

#239. Your school is having a field day and you are in charge of planning the activities and games. What types of activities and games would you plan for the event?

#240. If you had a remote control drone that takes video of everything it sees from the sky and you could take it anywhere, what would you film? For example, the inside of a volcano or soar it over the plains of Africa.

#241. The Bermuda Triangle is an area of the ocean where many ships and planes have gone missing. Why do you think this could be? Write a story about what it might be like to travel there.

#242. There are 7 great wonders of the world - which one do you think is the most wonderful?

#243. If you could speak any foreign language fluently, which one would you like to speak and why?

#244. You are inventing a new flavor of ice cream! What is the new flavor called and what ingredients do you need to make it?

#245. Would you rather go to a baseball game or read a good book? What reasons do you have for your choice?

#246. You walk outside to get your mail and your mailbox starts talking to you! What does your mailbox have to say?

#247. Imagine you are a famous person. What are you most famous for? What is it like to be famous?

#248. What do you think would be the most fun job in the world to have? Give examples of why you think it would be a fun job to have.

#249. Write a poem about an object that is shiny and dazzling.

#250. Do you like to watch the Olympics? Why or why not? If yes, what is your favorite Olympic sport?

#251. What kind of car do you want to drive when you are older? Do you think learning to drive will be easy or hard?

#252. What do you think would make for a great gift to give someone on their birthday?

#253. Describe a time when you needed help and someone helped you. What did they help you with and how did it make you feel?

#254. If you could be any type of fruit or vegetable, what would you be and why?

#255. Do you think it is more important to have a good imagination or have all the facts proven?

#256. Do you have a favorite aunt, uncle, or another relative? Write a story about their life and why you like to be with them.

#257. Think of a time you laughed really, really hard. What was so funny? Why were you laughing? Write about it!

#258. Write a poem about an emotion. For example: happy, sad, angry, embarrassed, guilty.

#259. Do you ever have a hard time falling asleep? What are some things that help you feel sleepy?

#260. If you could drive a car, where would you drive and why?

#261. Imagine you are trading places with your friend for a day. What will it be like to be at their house? What will your friend think while they are at your house? Write about it!

#262. If you could break a world record, what would it be? What do you think would be necessary to be able to break the world record?

#263. Imagine you live in Colonial times. What would it be like to grow up as a kid in Colonial America?

#264. You are building a new city. What is the name of your city? What is the weather like? What buildings will you build?

#265. What do you think it would be like to work as a sailor on big ship in the ocean each day?

#266. Imagine you are the teacher for the day. What types of activities do you make the students in the class do?

#267. How would you feel if your parents told you that you would be getting a new baby brother or sister? Write about it!

#268. Do you know any good jokes? What are some of your favorite jokes? What makes them funny? Do you think you could write your own?

#269. Imagine you are floating down a river on a raft. What types of things can you see from the river that you normally wouldn't see from the land?

#270. You want to start a new hobby collecting something. What kinds of things would you collect and why?

#271. Your mom announces she is having a yard sale. Would you let her sell any of your things? Why or why not?

#272. Imagine you walk out your front door one morning and it is raining popcorn! What do you do?

#273. You are camping in the woods one night and hear a scary noise. What do you do? What might be the cause?

#274. What do you think might make kids really happy to go to school? What are some things you think schools should do so that it could be more fun?

#275. Today's lunch at the cafeteria was unusually horrible. You are a detective on the case to investigate. What do you think is the cause?

#276. If you had a tree that grows money, what would you do?

#277. What would you do if you had a unicorn as a pet?

#278. Would you rather go to the zoo or go to the aviary? Which one would you pick and why?

#279. What are some safety tips you should follow when riding a bike?

#280. You are designing the cover of a magazine. What are some of the headlines on the cover?

#281. Are you afraid of the dark? Why or why not?

#282. If you could learn to play any type of musical instrument, which one would you like to learn how to play and why?

#283. Imagine you are playing a sport that involves a ball, such as soccer, baseball or kickball. What would it be like if the ball could talk?

#284. You come home to discover a friendly alien has been living in your closet. What do you do? Why is there an alien in your closet?

#285. Is there something you are afraid of that you wish you weren't afraid of? Write about it.

#286. Write about the best party you've ever been to. What made the day fun and special?

#287. What makes you feel loved and cared about? What are some ways people can show you that they love and care about you?

#288. There is a kite flying competition coming up and you are going to design your own kite. What will your kite look like? What colors will it be? Will it have any certain shape?

#289. You are given the challenge to drop an egg on the floor - without it breaking! What are some things you might try to make sure the egg won't break?

#290. What are some of the things you can do every day to stay healthy?

#291. Do you think grown-ups are boring? Why do you think they are so boring all of the time? What is something fun that boring grown-ups could do instead of being so boring?

#292. Write a lyrical poem or song about what kids do while they are at school all day long.

#293. What are the first things you like to do when you are done with school each day? What are some of the activities you like when you are not at school?

#294. Imagine dinosaurs were still alive today. How do you think our lives would be different?

#295. Would you rather visit a volcano or a desert? Which one would you choose and why?

#296. Is there a sound you think is annoying? What types of sounds drive you crazy? Write about them!

#297. What do you think it would be like to be the size of an ant for a day? What types of things would you do?

#298. Imagine one of your stuffed animals comes to life and starts talking to you. What types of things will you talk about? What will you do?

#299. What makes you feel happiest? Write about the things in life that make you feel happy!

#300. Imagine there is no gravity. What kind of things would you do you for fun? How would some of the things you already do for fun be different?

Parents and teachers, I hope you enjoyed these 300 writing prompts for kids and that you will use them to inspire your children's creative imaginations.

These prompts of course can be used in a number of different ways and can be adapted for a variety of different styles of writing!

What do you think? Do you think these are good conversation and story starters for kids? Do you have any ideas for writing prompts you would like to share?

And of course, if you'd like to make it super fun and easy to use these prompts at home or in your classroom, be sure to get our ad-free printable version of these kids writing prompt cards now available in my Etsy shop.

We'd love to hear your thoughts on different creative writing ideas and topics for kids to write about! Share your thoughts in the comments below!

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300 Creative Writing Prompts for Kids | ThinkWritten

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We created this list of 300 creative writing prompts for kids to help parents and teachers spark the imaginations of young writers everywhere! These writing prompts for children are perfect as journal prompts, daily practice, or just for fun!

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Before creating your final draft, think of how it appears to new readers. Use this guide to ask questions yourself some reflective questions

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Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

When you have plenty of time to revise, use the time to work on your paper and to take breaks from writing. If you can forget about your draft for a day or two, you may return to it with a fresh outlook. During the revising process, put your writing aside at least twice-once during the first part of the process, when you are reorganizing your work, and once during the second part, when you are polishing and paying attention to details.

Use the following questions to evaluate your drafts. You can use your responses to revise your papers by reorganizing them to make your best points stand out, by adding needed information, by eliminating irrelevant information, and by clarifying sections or sentences.

Find your main point.

What are you trying to say in the paper? In other words, try to summarize your thesis, or main point, and the evidence you are using to support that point. Try to imagine that this paper belongs to someone else. Does the paper have a clear thesis? Do you know what the paper is going to be about?

Identify your readers and your purpose.

What are you trying to do in the paper? In other words, are you trying to argue with the reading, to analyze the reading, to evaluate the reading, to apply the reading to another situation, or to accomplish another goal?

Evaluate your evidence.

Does the body of your paper support your thesis? Do you offer enough evidence to support your claim? If you are using quotations from the text as evidence, did you cite them properly?

Save only the good pieces.

Do all of the ideas relate back to the thesis? Is there anything that doesn't seem to fit? If so, you either need to change your thesis to reflect the idea or cut the idea.

Tighten and clean up your language.

Do all of the ideas in the paper make sense? Are there unclear or confusing ideas or sentences? Read your paper out loud and listen for awkward pauses and unclear ideas. Cut out extra words, vagueness, and misused words.

Visit the Purdue OWL's vidcast on cutting during the revision phase for more help with this task.

Eliminate mistakes in grammar and usage.

Do you see any problems with grammar, punctuation, or spelling? If you think something is wrong, you should make a note of it, even if you don't know how to fix it. You can always talk to a Writing Lab tutor about how to correct errors.

Switch from writer-centered to reader-centered.

Try to detach yourself from what you've written; pretend that you are reviewing someone else's work. What would you say is the most successful part of your paper? Why? How could this part be made even better? What would you say is the least successful part of your paper? Why? How could this part be improved?

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Steps for Revising - Purdue OWL® - Purdue University

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Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors. When you have plenty of time to revise, use the time to work on your paper and to take breaks from writing.

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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.

Finding Common Errors
Summary:
Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

Here are some common proofreading issues that come up for many writers. For grammatical or spelling errors, try underlining or highlighting words that often trip you up. On a sentence level, take note of which errors you make frequently. Also make note of common sentence errors you have such as run-on sentences, comma splices, or sentence fragments-this will help you proofread more efficiently in the future.

Spelling

Do not solely rely on your computer's spell-check-it will not get everything!

Trace a pencil carefully under each line of text to see words individually.

Be especially careful of words that have tricky letter combinations, like "ei/ie."

Take special care of homonyms like your/you're, to/too/two, and there/their/they're, as spell check will not recognize these as errors.

Left-out and doubled words

Read the paper slowly aloud to make sure you haven't missed or repeated any words. Also, try reading your paper one sentence at a time in reverse-this will enable you to focus on the individual sentences.

Sentence Fragments

Sentence fragments are sections of a sentence that are not grammatically whole sentences. For example, "Ate a sandwich" is a sentence fragment because it lacks a subject.

Make sure each sentence has a subject:

"Looked at the OWL website." is a sentence fragment without a subject.

"The students looked at the OWL website." Adding the subject "students" makes it a complete sentence.

Make sure each sentence has a complete verb.

"They trying to improve their writing skills." is an incomplete sentence because "trying" is an incomplete verb.

"They were trying to improve their writing skills." In this sentence, "were" is necessary to make "trying" a complete verb.

See that each sentence has an independent clause. Remember that a dependent clause cannot stand on its own. In the following examples, green highlighting indicates dependent clauses while yellow indicates independent clauses.

"Which is why the students read all of the handouts carefully." This is a dependent clause that needs an independent clause. As of right now, it is a sentence fragment.

"Students knew they were going to be tested on the handouts, which is why they read all of the handouts carefully." The first part of the sentence, "Students knew they were going to be tested," is an independent clause. Pairing it with a dependent clause makes this example a complete sentence.

Run-on Sentences

Review each sentence to see whether it contains more than one independent clause.

If there is more than one independent clause, check to make sure the clauses are separated by the appropriate punctuation.

Sometimes, it is just as effective (or even more so) to simply break the sentence into two separate sentences instead of including punctuation to separate the clauses.

Examples:

Run on: "I have to write a research paper for my class about extreme sports all I know about the subject is that I'm interested in it." These are two independent clauses without any punctuation or conjunctions separating the two.

Edited version: "I have to write a research paper for my class about extreme sports, and all I know about the subject is that I'm interested in it." The two highlighted portions are independent clauses. They are connected by the appropriate conjunction "and," and a comma.

Another edited version: "I have to write a research paper for my class about extreme sports. All I know about the subject is that I'm interested in it." In this case, these two independent clauses are separated into individual sentences separated by a period and capitalization.

Comma Splices

Look closely at sentences that have commas.

See if the sentence contains two independent clauses. Independent clauses are complete sentences.

If there are two independent clauses, they should be connected with a comma and a conjunction (and, but, for, or, so, yet, nor). Commas are not needed for some subordinating conjunctions (because, for, since, while, etc.) because these conjunctions are used to combine dependent and independent clauses.

Another option is to take out the comma and insert a semicolon instead.

Examples:

Comma Splice: "I would like to write my paper about basketball, it's a topic I can talk about at length." The highlighted portions are independent clauses. A comma alone is not enough to connect them.

Edited version: "I would like to write my paper about basketball because it's a topic I can talk about at length." Here, the yellow highlighted portion is an independent clause while the green highlighted portion is a dependent clause. The subordinating conjunction "because" connects these two clauses.

Edited version, using a semicolon: "I would like to write my paper about basketball; it's a topic I can talk about at length." Here, a semicolon connects two similar independent clauses.

Subject/Verb Agreement

Find the subject of each sentence.

Find the verb that goes with the subject.

The subject and verb should match in number, meaning that if the subject is plural, the verb should be as well.

An easy way to do this is to underline all subjects. Then, circle or highlight the verbs one at a time and see if they match.

Examples:

Incorrect subject verb agreement: "Students at the university level usually is very busy." Here, the subject "students" is plural, and the verb "is" is singular, so they don't match.

Edited version: "Students at the university level usually are very busy." "Are" is a plural verb that matches the plural noun, "students."

Mixed Construction

Read through your sentences carefully to make sure that they do not start with one sentence structure and shift to another. A sentence that does this is called a mixed construction.

Examples:

"Since I have a lot of work to do is why I can't go out tonight." Both green highlighted sections of the sentence are dependent clauses. Two dependent clauses do not make a complete sentence.

Edited version: "Since I have a lot of work to do, I can't go out tonight." The green highlighted portion is a dependent clause while the yellow is an independent clause. Thus, this example is a complete sentence.

Parallelism

Look through your paper for series of items, usually separated by commas. Also, make sure these items are in parallel form, meaning they all use a similar form.

Example: "Being a good friend involves listening, to be considerate, and that you know how to have fun." In this example, "listening" is in present tense, "to be" is in the infinitive form, and "that you know how to have fun" is a sentence fragment. These items in the series do not match up.

Edited version: "Being a good friend involves listening, being considerate, and having fun." In this example, "listening," "being," and "having" are all in the present continuous (-ing endings) tense. They are in parallel form.

Pronoun Reference/Agreement

Skim your paper, searching for pronouns.

Search for the noun that the pronoun replaces.

If you can't find any nouns, insert one beforehand or change the pronoun to a noun.

If you can find a noun, be sure it agrees in number and person with your pronoun.

Examples:

"Sam had three waffles for breakfast. He wasn't hungry again until lunch." Here, it is clear that Sam is the "he" referred to in the second sentence. Thus, the singular third person pronoun, "he," matches with Sam.

"Teresa and Ariel walked the dog. The dog bit her." In this case, it is unclear who the dog bit because the pronoun, "her," could refer to either Teresa or Ariel.

"Teresa and Ariel walked the dog. Later, it bit them." Here, the third person plural pronoun, "them," matches the nouns that precede it. It's clear that the dog bit both people.

"Teresa and Ariel walked the dog. Teresa unhooked the leash, and the dog bit her." In these sentences, it is assumed that Teresa is the "her" in the second sentence because her name directly precedes the singular pronoun, "her."

Apostrophes

Skim your paper, stopping only at those words which end in "s." If the "s" is used to indicate possession, there should be an apostrophe, as in "Mary's book."

Look over the contractions, like "you're" for "you are," "it's" for "it is," etc. Each of these should include an apostrophe.

Remember that apostrophes are not used to make words plural. When making a word plural, only an "s" is added, not an apostrophe and an "s."

Examples:

"It's a good day for a walk." This sentence is correct because "it's" can be replaced with "it is."

"A bird nests on that tree. See its eggs?" In this case, "its" is a pronoun describing the noun, "bird." Because it is a pronoun, no apostrophe is needed.

"Classes are cancelled today" is a correct sentence whereas "Class's are cancelled today" is incorrect because the plural form of class simply adds an "-es" to the end of the word.

"Sandra's markers don't work." Here, Sandra needs an apostrophe because the noun is a possessive one. The apostrophe tells the reader that Sandra owns the markers.

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Proofreading for Errors // Purdue Writing Lab

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Where Do I Begin?
Summary:
Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

Proofreading can be a difficult process, especially when you're not sure where to start or what this process entails. Think of proofreading as a process of looking for any inconsistencies and grammatical errors as well as style and spelling issues. Below are a few general strategies that can help you get started.

1. General Strategies Before You Proofread

2. General Strategies While You Proofread

3. When You Are Done

General Strategies Before You Proofread

Make sure that you leave plenty of time after you have finished your paper to walk away for a day or two, a week, or even 20 minutes. This will allow you to approach proofreading with fresh eyes.

Print out a hard copy. Reading from a computer screen is not the most effective way to proofread. Having a hardcopy of your paper and a pen will help you.

Have a list of what to look for. This will help you manage your time and not feel overwhelmed by proofreading. You can get this list from previous assignments where your instructor(s) noted common errors you make.

General Strategies While You Proofread

Don't rush. Many mistakes in writing occur because we rush. Read slowly and carefully to give your eyes enough time to spot errors.

Read aloud. Reading aloud helps you to notice run-on sentences, awkward transitions, and other grammatical and organization issues that you may not notice when reading silently. There are three ways you can read aloud:

1. Read aloud to yourself. Reading a paper aloud encourages you to read each word and can help you notice small mistakes.

2. Read aloud to a friend and have the friend give you oral feedback.

3. Have a friend read your paper aloud while you don't read along.

Use the search in document function of the computer to look for common errors from your list.

Read from the end. Read individual sentences one at a time starting from the end of the paper rather than the beginning. This forces you to pay attention to the sentence itself rather than to the ideas of the paper as a whole.

Role-play. While reading, put yourself in your audience's shoes. Playing the role of the reader encourages you to see the paper as your audience might.

When You Are Done

Have a friend look at your paper after you have made all the corrections you identified. A new reader will be able to help you catch mistakes that you might have overlooked.

Make an appointment with a Writing Lab tutor if you have any further questions or want someone to teach you more about proofreading.

Ask your teacher to look at the areas you usually have trouble with to see if you have made any progress.

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Beginning Proofreading // Purdue Writing Lab

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Types of Outlines and Samples

Alphanumeric Outlines

This is the most common type of outline and usually instantly recognizable to most people. The formatting follows these characters, in this order:

Roman Numerals

Capitalized Letters

Arabic Numerals

Lowercase Letters

If the outline needs to subdivide beyond these divisions, use Arabic numerals inside parentheses and then lowercase letters inside parentheses. Select the "Sample Outlines" PDF in the Media Box above to download the sample of this outline.

The sample PDF in the Media Box above is an example of an outline that a student might create before writing an essay. In order to organize her thoughts and make sure that she has not forgotten any key points that she wants to address, she creates the outline as a framework for her essay.

What is the assignment?

Your instructor asks the class to write an expository (explanatory) essay on the typical steps a high school student would follow in order to apply to college.

What is the purpose of this essay?

To explain the process for applying to college

Who is the intended audience for this essay?

High school students intending to apply to college and their parents

What is the essay's thesis statement?

When applying to college, a student follows a certain process which includes choosing the right schools and preparing the application materials.

Full Sentence Outlines

The full sentence outline format is essentially the same as the Alphanumeric outline. The main difference (as the title suggests) is that full sentences are required at each level of the outline. This outline is most often used when preparing a traditional essay. Select the "Sample Outlines" PDF in the Media Box above to download the sample of this outline.

Decimal Outlines

The decimal outline is similar in format to the alphanumeric outline. The added benefit is a system of decimal notation that clearly shows how every level of the outline relates to the larger whole. Select the "Sample Outlines" PDF in the Media Box above to download the sample of this outline.

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Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

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.

Summary:
A description of common causes of writer's block and advice for overcoming these blocks.
Written by Kylie Regan.

Most writers experience writer's block at some point in their life, at various stages of the writing process. Often a solution can be found by speaking with your instructor (if you are a student) or a writing tutor. But there are ways to combat writer's block on your own, too! When you're having trouble figuring out what to write next, consider these common types of writer's block and try the strategies that sound most promising.

If you're having trouble finding a starting place for the assignment...

Brainstorm topics that are interesting to you. Use the invention strategies suggested by a tutor or teacher to generate questions or thoughts that serve as useful starting places.

Write down all the primary ideas you'd like to express and then fill in each with the smaller ideas that make up each primary idea. This can easily be converted into an outline.

If your paper involves conducting research, you can look for places where you disagree with another thinker's claim or feel more work needs to be done. Identifying gaps or conflicts in the existing conversation around a topic is often a great starting place.

Example: You've been asked to analyze a television commercial. You remember three commercials that you found interesting and re-watch them, taking notes on details that stand out to you. You freewrite for five minutes on each of the three commercials, and discover that you have much more to say about one than the others. You focus on that one, expanding your freewrite into the an outline for the entire essay.

If you have a topic and an outline, but can't think of an interesting beginning...

Try beginning in the middle. Start writing at whatever point you like, and leave the introduction or first section until later. The reader will never know that you wrote the paper "backwards." Besides, some writers routinely save the introduction until later when they have a clearer idea of what the main idea and purpose of the piece will be.
After the paper is completely drafted, you can get all the sections in the correct order and read it start-to-finish to ensure that transitions are smooth.

Example: You have to complete a lab report and hate writing the "Introduction" section. In order to complete the project on time, you overcome your anxiety about writing that section by first writing the "Materials," "Method," and "Results" sections. You write the "Introduction" last, reorder, and revise holistically.

If you've chosen or been assigned a topic that bores you...

Determine how much control you have over the assignment's topic. Talk to your teacher or supervisor and discuss how much the assignment can be adjusted. If there is a lot of room for flexibility, choose a particular aspect of the topic you are interested in.
If you've chosen a common topic just because you thought it would be easy to write on, reconsider: it's easiest to write about something in which you have a personal interest.

Talk to your instructor or a tutor about how you can personalize a topic.
If you can't change the major scope or goal of the assignment, try to understand why you're being asked to write it. What knowledge will you gain from completing the assignment? What skills will you be able to practice? Who would benefit from reading my finished product, and how would that positively change that community?

Example: You work for your campus newspaper and have been assigned to write an article on an upcoming career fair. Although at first your editor asks you to simply inform students of what companies will be represented at the event, you find that you're much more interested in profiling a certain company that's new to the fair. You talk to your editor and get permission to write the article that engages you more.

Example: The same scenario as above, but your editor tells you that you have to write the original, more general article. Although it's boring to you, you reflect that you'll gain practice presenting a mass of information in concise language, certainly a useful skill for a journalist. Additionally, there are thousands of students on campus who would benefit from the information your article will cover. This motivates you to write the article.

If you don't understand the assignment...

Find out what is expected of you. Read the written instructions you've been given again, and make a list of questions you still have about the assignment. Consult your teacher, a textbook, a classmate, a tutor, or your project coordinator. Make it clear that you've read the teacher's or supervisor's materials and tried to solve the problem on your own, and be specific about what's confusing you.
The better you can articulate the source of confusion, the more help others can give you.

Example: Your composition instructor has asked you to write a Digital Literacy Narrative. The assignment sheet provides a definition of "digital literacy," and you have some class notes that further clarify the concept. But after reviewing these materials, you're still not certain if your instructor would allow you to write about how you learned to use different coffee-making technologies, as they aren't traditionally considered digital devices. You go to your instructor's office hours to ask if this topic would be acceptable, taking your annotated assignment sheet and class notes with you.

If you're worried that you'll write the wrong thing...

Remember that the first draft is not the final draft. If you're not sure that an argument will pan out, just start writing it and see where it takes you. You can always delete paragraphs that don't work out later, but the best insights often come from pushing yourself into uncertain territory-if you never feel unsure about your claims, you're probably just reproducing existing findings!

If you're worried that a small detail is incorrect, that's okay in the draft phase. Rather than spending a lot of time checking every small detail as you go, just leave a note to yourself to check your sources later. Or, leave the troublesome paragraph for later and work on a section that you're more confident writing about.

Example: You're writing a paper on King Henry VIII and can't remember off the top of your head whether he beheaded two or three of his wives. The answer to this question wouldn't change your major argument either way, so you decide it's not important to look up right now. You write "two," highlight it, and leave a note to yourself to check this minor supporting fact against your research notes later.

If you're worried that your sentences aren't polished enough...

Remember, again, that the first draft is not the final draft. The sooner you get some words on the page, the more time you'll have to edit your prose for clarity and style later. Complete an entire draft before you start editing on the sentence level.

If you find yourself consistently obsessing over individual sentences as you go, try dimming or covering your laptop or computer monitor's screen so that you can't see what you're typing. You can also try writing in a notebook and typing up your work later.

Consciously stop any non-productive comments running through your head by replacing them with productive ones. Rather than labeling yourself a "bad writer," think about what parts of the writing process you excel at (idea generation, conclusions, sentence style, etc.) and plan to allot more time for the steps that take you longer.

Example: You're writing a paper on the effects of all-nighters on college student's health. You can't think of the word "deleterious." After a few seconds of futilely scanning your brain for it, you write "super harmful," knowing that you can find the more professional word later.

If you're so stressed out that you can't seem to put a word on the page...

Take a short break! If you're close to a deadline and worried about losing track of time, then set a timer for ten or fifteen minutes and use that short window to relax before getting back to work. Stretch, move away from your desk, and don't neglect your sleeping and eating schedule. It's much harder to write if you're sleep-deprived or dehydrated.

If you have several days left before your deadline, break the assignment into manageable parts. Set measurable writing goals for yourself, like writing without interruption for thirty minutes every day, or writing a certain number of words by a given deadline.

Finally, ask for help! Writing is most stressful when you're doing it by yourself for a long period of time. Asking a tutor or a friend to talk through your ideas can help you get some perspective on the assignment, and remind you that it's nothing to be anxious about.

Example: You have a week before an important job application is due and you're anxious that the search committee will dislike your cover letter before you've even written it. Since you still have plenty of time before the deadline, you plan to work on it for just thirty minutes every day. You talk to a friend who helps you make a list of reasons why you're qualified for this job, and you stick to your writing schedule.

If you're easily distracted when you open your computer to write...

Try temporarily disabling your internet access. Take your laptop to a space that doesn't have internet access. Draft by hand in a notebook and type up your work later. Or, simply turn your computer's wifi detector off, or put your document into full-screen or "Focus" mode: these obstacles are easy to overcome, but the time it takes to make the few extra clicks to open an internet browser is sometimes enough to stop yourself.

You can also try setting a timer forcing yourself to do nothing but write for a short period of time. Even a ten-minute focused writing session can help you break through initial writer's block and build momentum on your project.

Example: You start to work on your paper, and after writing one sentence feel the impulse to watch just one YouTube video. However, as you have wisely decided to take your computer to the house of a friend who doesn't have internet, your browser gives you a frowny face and an error message. You return to your paper and keep writing.

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.

Summary:
A description of common causes of writer's block and advice for overcoming these blocks.
Written by Kylie Regan.

Most writers experience writer's block at some point in their life, at various stages of the writing process. Often a solution can be found by speaking with your instructor (if you are a student) or a writing tutor. But there are ways to combat writer's block on your own, too! When you're having trouble figuring out what to write next, consider these common types of writer's block and try the strategies that sound most promising.

If you're having trouble finding a starting place for the assignment...

Brainstorm topics that are interesting to you. Use the invention strategies suggested by a tutor or teacher to generate questions or thoughts that serve as useful starting places.

Write down all the primary ideas you'd like to express and then fill in each with the smaller ideas that make up each primary idea. This can easily be converted into an outline.

If your paper involves conducting research, you can look for places where you disagree with another thinker's claim or feel more work needs to be done. Identifying gaps or conflicts in the existing conversation around a topic is often a great starting place.

Example: You've been asked to analyze a television commercial. You remember three commercials that you found interesting and re-watch them, taking notes on details that stand out to you. You freewrite for five minutes on each of the three commercials, and discover that you have much more to say about one than the others. You focus on that one, expanding your freewrite into the an outline for the entire essay.

If you have a topic and an outline, but can't think of an interesting beginning...

Try beginning in the middle. Start writing at whatever point you like, and leave the introduction or first section until later. The reader will never know that you wrote the paper "backwards." Besides, some writers routinely save the introduction until later when they have a clearer idea of what the main idea and purpose of the piece will be.
After the paper is completely drafted, you can get all the sections in the correct order and read it start-to-finish to ensure that transitions are smooth.

Example: You have to complete a lab report and hate writing the "Introduction" section. In order to complete the project on time, you overcome your anxiety about writing that section by first writing the "Materials," "Method," and "Results" sections. You write the "Introduction" last, reorder, and revise holistically.

If you've chosen or been assigned a topic that bores you...

Determine how much control you have over the assignment's topic. Talk to your teacher or supervisor and discuss how much the assignment can be adjusted. If there is a lot of room for flexibility, choose a particular aspect of the topic you are interested in.
If you've chosen a common topic just because you thought it would be easy to write on, reconsider: it's easiest to write about something in which you have a personal interest.

Talk to your instructor or a tutor about how you can personalize a topic.
If you can't change the major scope or goal of the assignment, try to understand why you're being asked to write it. What knowledge will you gain from completing the assignment? What skills will you be able to practice? Who would benefit from reading my finished product, and how would that positively change that community?

Example: You work for your campus newspaper and have been assigned to write an article on an upcoming career fair. Although at first your editor asks you to simply inform students of what companies will be represented at the event, you find that you're much more interested in profiling a certain company that's new to the fair. You talk to your editor and get permission to write the article that engages you more.

Example: The same scenario as above, but your editor tells you that you have to write the original, more general article. Although it's boring to you, you reflect that you'll gain practice presenting a mass of information in concise language, certainly a useful skill for a journalist. Additionally, there are thousands of students on campus who would benefit from the information your article will cover. This motivates you to write the article.

If you don't understand the assignment...

Find out what is expected of you. Read the written instructions you've been given again, and make a list of questions you still have about the assignment. Consult your teacher, a textbook, a classmate, a tutor, or your project coordinator. Make it clear that you've read the teacher's or supervisor's materials and tried to solve the problem on your own, and be specific about what's confusing you.
The better you can articulate the source of confusion, the more help others can give you.

Example: Your composition instructor has asked you to write a Digital Literacy Narrative. The assignment sheet provides a definition of "digital literacy," and you have some class notes that further clarify the concept. But after reviewing these materials, you're still not certain if your instructor would allow you to write about how you learned to use different coffee-making technologies, as they aren't traditionally considered digital devices. You go to your instructor's office hours to ask if this topic would be acceptable, taking your annotated assignment sheet and class notes with you.

If you're worried that you'll write the wrong thing...

Remember that the first draft is not the final draft. If you're not sure that an argument will pan out, just start writing it and see where it takes you. You can always delete paragraphs that don't work out later, but the best insights often come from pushing yourself into uncertain territory-if you never feel unsure about your claims, you're probably just reproducing existing findings!

If you're worried that a small detail is incorrect, that's okay in the draft phase. Rather than spending a lot of time checking every small detail as you go, just leave a note to yourself to check your sources later. Or, leave the troublesome paragraph for later and work on a section that you're more confident writing about.

Example: You're writing a paper on King Henry VIII and can't remember off the top of your head whether he beheaded two or three of his wives. The answer to this question wouldn't change your major argument either way, so you decide it's not important to look up right now. You write "two," highlight it, and leave a note to yourself to check this minor supporting fact against your research notes later.

If you're worried that your sentences aren't polished enough...

Remember, again, that the first draft is not the final draft. The sooner you get some words on the page, the more time you'll have to edit your prose for clarity and style later. Complete an entire draft before you start editing on the sentence level.

If you find yourself consistently obsessing over individual sentences as you go, try dimming or covering your laptop or computer monitor's screen so that you can't see what you're typing. You can also try writing in a notebook and typing up your work later.

Consciously stop any non-productive comments running through your head by replacing them with productive ones. Rather than labeling yourself a "bad writer," think about what parts of the writing process you excel at (idea generation, conclusions, sentence style, etc.) and plan to allot more time for the steps that take you longer.

Example: You're writing a paper on the effects of all-nighters on college student's health. You can't think of the word "deleterious." After a few seconds of futilely scanning your brain for it, you write "super harmful," knowing that you can find the more professional word later.

If you're so stressed out that you can't seem to put a word on the page...

Take a short break! If you're close to a deadline and worried about losing track of time, then set a timer for ten or fifteen minutes and use that short window to relax before getting back to work. Stretch, move away from your desk, and don't neglect your sleeping and eating schedule. It's much harder to write if you're sleep-deprived or dehydrated.

If you have several days left before your deadline, break the assignment into manageable parts. Set measurable writing goals for yourself, like writing without interruption for thirty minutes every day, or writing a certain number of words by a given deadline.

Finally, ask for help! Writing is most stressful when you're doing it by yourself for a long period of time. Asking a tutor or a friend to talk through your ideas can help you get some perspective on the assignment, and remind you that it's nothing to be anxious about.

Example: You have a week before an important job application is due and you're anxious that the search committee will dislike your cover letter before you've even written it. Since you still have plenty of time before the deadline, you plan to work on it for just thirty minutes every day. You talk to a friend who helps you make a list of reasons why you're qualified for this job, and you stick to your writing schedule.

If you're easily distracted when you open your computer to write...

Try temporarily disabling your internet access. Take your laptop to a space that doesn't have internet access. Draft by hand in a notebook and type up your work later. Or, simply turn your computer's wifi detector off, or put your document into full-screen or "Focus" mode: these obstacles are easy to overcome, but the time it takes to make the few extra clicks to open an internet browser is sometimes enough to stop yourself.

You can also try setting a timer forcing yourself to do nothing but write for a short period of time. Even a ten-minute focused writing session can help you break through initial writer's block and build momentum on your project.

Example: You start to work on your paper, and after writing one sentence feel the impulse to watch just one YouTube video. However, as you have wisely decided to take your computer to the house of a friend who doesn't have internet, your browser gives you a frowny face and an error message. You return to your paper and keep writing.

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Prewriting (Invention) General Questions
Summary:
This section explains the prewriting (invention) stage of the composing process. It includes processes, strategies, and questions to help you begin to write.

Beyond the strategies outlined in the previous section, these questions might help you begin writing.

Explore the problem - not the topic

1. Who is your reader?

2. What is your purpose?

3. Who are you, the writer? (What image or persona do you want to project?)

Make your goals operational

1. How can you achieve your purpose?

2. Can you make a plan?

Generate some ideas
Brainstorm

Keep writing

Don't censor or evaluate

Keep returning to the problem

Talk to your reader

What questions would they ask?

What different kinds of readers might you have?

Ask yourself questions
Journalistic questions

Who? What? Where? When? Why? How? So What?

Stasis questions

Conjecture: what are the facts? Definition: what is the meaning or nature of the issue? Quality: what is the seriousness of the issue? Policy: what should we do about the issue? For more information on the stases, please go to the OWL resource on stasis theory.

Classical topics (patterns of argument)

Definition

How does the dictionary define ____?

What do I mean by ____?

What group of things does ____ belong to?

How is ____ different from other things?

What parts can ____ be divided into?

Does ____ mean something now that it didn't years ago? If so, what?

What other words mean about the same as ____?

What are some concrete examples of ____?

When is the meaning of ____ misunderstood?

Comparison/Contrast

What is ____ similar to? In what ways?

What is ____ different from? In what ways?

____ is superior (inferior) to what? How?

____ is most unlike (like) what? How?

Relationship

What causes ____?

What are the effects of ____?

What is the purpose of ____? - What is the consequence of ____?

What comes before (after) ____?

Testimony

What have I heard people say about ____?

What are some facts of statistics about ____?

Can I quote any proverbs, poems, or sayings about ____?

Are there any laws about ____?

Circumstance

Is ____ possible or impossible?

What qualities, conditions, or circumstances make ____ possible or impossible?

When did ____ happen previously?

Who can do ____?

If ____ starts, what makes it end?

What would it take for ____ to happen now?

What would prevent ___ from happening?

Tagmemics

Contrastive features

How is ____ different from things similar to it?

How has ____ been different for me?

Variation

How much can ____ change and still be itself?

How is ____ changing?

How much does ____ change from day to day?

What are the different varieties of ____?

Distribution

Where and when does ____ take place?

What is the larger thing of which ___ is a part?

What is the function of ____ in this larger thing?

Cubing (considering a subject from six points of view)

1. *Describe* it (colors, shapes, sizes, etc.)

2. *Compare* it (What is it similar to?)

3. *Associate* it (What does it make you think of?)

4. *Analyze* it (Tell how it's made)

5. *Apply* it (What can you do with it? How can it be used?)

6. *Argue* for or against it

Make an analogy

Choose an activity from column A to explain it by describing it in terms of an activity from column B (or vice-versa).

Rest and incubate.

(Adapted from Linda Flower's Problem-Solving Strategies for Writing, Gregory and Elizabeth Cowan's Writing, and Gordon Rohman and Albert Wlecke's Prewriting.)

Sources

Flower, Linda. Problem-Solving Strategies for Writing. Third Edition. Orders, 1989.

Neeld, Elizabeth Cowan, and Gregory Cowan. Writing. Scott, Foresman, 1986.

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Prewriting Questions // Purdue Writing Lab

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Use this website to help guide your thoughts before you put pen to paper

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Invention: Starting the Writing Process
Summary:
Tips for how to start a writing assignment.

Writing takes time

Find out when is the assignment due and devise a plan of action. This may seem obvious and irrelevant to the writing process, but it's not. Writing is a process, not merely a product. Even the best professional writers don't just sit down at a computer, write, and call it a day. The quality of your writing will reflect the time and forethought you put into the assignment. Plan ahead for the assignment by doing pre-writing: this will allow you to be more productive and organized when you sit down to write. Also, schedule several blocks of time to devote to your writing; then, you can walk away from it for a while and come back later to make changes and revisions with a fresh mind.

Use the rhetorical elements as a guide to think through your writing

Thinking about your assignment in terms of the rhetorical situation can help guide you in the beginning of the writing process. Topic, audience, genre, style, opportunity, research, the writer, and purpose are just a few elements that make up the rhetorical situation.

Topic and audience are often very intertwined and work to inform each other. Start with a broad view of your topic such as skateboarding, pollution, or the novel Jane Eyre and then try to focus or refine your topic into a concise thesis statement by thinking about your audience. Here are some questions you can ask yourself about audience:

Who is the audience for your writing?

Do you think your audience is interested in the topic? Why or why not?

Why should your audience be interested in this topic?

What does your audience already know about this topic?

What does your audience need to know about this topic?

What experiences has your audience had that would influence them on this topic?

What do you hope the audience will gain from your text?

For example, imagine that your broad topic is dorm food. Who is your audience? You could be writing to current students, prospective students, parents of students, university administrators, or nutrition experts among others. Each of these groups would have different experiences with and interests in the topic of dorm food. While students might be more concerned with the taste of the food or the hours food is available, parents might be more concerned with the price.

You can also think about opportunity as a way to refine or focus your topic by asking yourself what current events make your topic relevant at this moment. For example, you could connect the nutritional value of dorm food to the current debate about the obesity epidemic or you could connect the price value of dorm food to the rising cost of a college education overall.

Keep in mind the purpose of the writing assignment.

Writing can have many different purposes. Here are just a few examples:

Summarizing: Presenting the main points or essence of another text in a condensed form

Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct

Narrating: Telling a story or giving an account of events

Evaluating: Examining something in order to determine its value or worth based on a set of criteria.

Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts.

Responding: Writing that is in a direct dialogue with another text.

Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible.

Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.

You could be observing your dorm cafeteria to see what types of food students are actually eating, you could be evaluating the quality of the food based on freshness and quantity, or you could be narrating a story about how you gained fifteen pounds your first year at college.

You may need to use several of these writing strategies within your paper. For example, you could summarize federal nutrition guidelines, evaluate whether the food being served at the dorm fits those guidelines, and then argue that changes should be made in the menus to better fit those guidelines.

Pre-writing strategies

Once you have thesis statement just start writing! Don't feel constrained by format issues. Don't worry about spelling, grammar, or writing in complete sentences. Brainstorm and write down everything you can think of that might relate to the thesis and then reread and evaluate the ideas you generated. It's easier to cut out bad ideas than to only think of good ones. Once you have a handful of useful ways to approach the thesis you can use a basic outline structure to begin to think about organization. Remember to be flexible; this is just a way to get you writing. If better ideas occur to you as you're writing, don't be afraid to refine your original ideas.

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Summary:
For readers to connect with a character, they generally need to know at minimum three things about that character: a physical trait, a personality trait, and a goal. This resource will help you consider your options carefully as you use these traits to make your characters memorable and compelling.
Written by Carey Compton.
Characters and Goals

"Every character should want something, even if it is only a glass of water." - Kurt Vonnegut

Characters should almost always have clear goals, even if these goals are not immediately made obvious to the reader. Without goals, characters lack motivation-that is, they have little reason to do anything interesting. For this reason, many writers connect the main character's goals to the main conflict in the story. This generally means that the main obstacle to those goals plays a key role in the plot as well (for instance, in the form of a villain). Often, the main character is most interesting and when confronting his own shortcomings in pursuit of his goals.

There are a few ways to construct this character-plot connection:

The character-first approach constructs a story's plot for a character that already exists. This approach asks a writer to build a character that they find interesting and then assemble the plot around her. For example, a character who is struggling to overcome a phobia might, as a plot element, come into contact with the thing she fears. Success in this instance would mean that she doesn't let the fear overcome her.

The plot-first approach starts by defining the major conflicts the writer wants to include in a piece of fiction and then builds a character who will be motivated by those conflicts. For example, a writer could decide to explore the effect of a catastrophic storm on a city before writing a main character. A character that would feel motivated by this conflict would be one with a connection to the city or to someone living in the city. Therefore, the son of someone who went missing in the storm would likely be a good focal character for this story.

Small Goals and Big Goals

Though it's important for characters to have at least one big goal, it can be boring for the reader if a character is totally preoccupied with a single motivation. Strong characters generally have two or more goals of varying sizes that they might confront separately or at the same time.

Take the movie Zombieland, for example. The character Tallahassee (Woody Harrelson) pursues both a personal goal (small) and a story goal (big). Throughout the film, the audience watches as Tallahassee fights his way through zombie-riddled supermarkets and ransacks crashed delivery trucks in search of his favorite treat-Twinkies. While it is obvious from the get-go that his explicit personal goal is to track down his favorite snack cake during the apocalypse, the audience gradually learns enough about the character to realize that the Twinkie hunting is merely a pretext for Tallahassee to pursue a more serious story goal. Tallahassee's goofy exterior conceals an inner longing to rid the world of as many zombies as possible as payback for the death of his young son. Because the viewer naturally comes to expect that both goals will be resolved by the end of the movie, Talahassee's character gains dramatic tension as his goals are revealed. In other words, the audience excitedly anticipates his success or failure.

Tallahassee resolves his story goal by successfully protecting two of his new companions from a zombie onslaught, realizing as he does so that he has found a new family (as imperfect as it might be). The resolution of Tallahassee's personal goal connects to this story goal as well. As Tallahassee searches a restaurant for Twinkies during the final confrontation, he discovers that his bullets have ruined an entire box of his beloved snack cakes. He experiences a moment of sadness at realizing his failure before one of his companions offers him a Twinkie she found, resolving his personal goal while reinforcing his story goal. Though Tallahassee doesn't get nearly as many Twinkies as he would have liked, he comes to realize that the desserts are merely cheap substitutions for things that are far sweeter: the kindness and generosity one receives from family.

Character and Believability

Another factor that can contribute to a successful character is an element called "verisimilitude," also called "believability." When writers talk about believability, they talk about whether the constituent parts of a character make sense and feel cohesive. For example, we might expect a character who gets paid minimum wage to struggle to pay her bills, so if we see her driving an expensive car or spending several hundred dollars on a meal at a fancy restaurant, we would question these details. There are, of course, stories in which these situations could exist, but the reader would need to know what allowed them to happen (inheritance from a late relative, perhaps, or an irresponsible approach to personal debt).

Stories that take place outside of a realistic modern setting will generally require some extra work on the part of the writer to make them believable. This is becaus of an idea called "suspension of disbelief." This refers to the tendency of readers to challenge details of a story that seem out-of-place, but not to question those details if they are presented with enough contextual justification. If a story contains people who can fly with human-size wings, for instance, the reader would need to learn early on that this is a normal event that occurs in the story world. A reader who unexpectedly encounters flying humans three-fourths of the way into a short story could easily be baffled by this development, and might also consider it a cheap cop-out if it's used to resolve a plot conflict.

Adding Physical Detail

In addition to planning your characters thoughtfully, you must also sketch them coherently on the page. Careful selection of physical and environmental details will make some of your character's traits visible to your reader without you having to tell them outright what you mean. A character who is disorganized might have wrinkled clothing or might consistently arrive late to appointments. An introverted character might bring a book or notebook everywhere they go and might also stay out of crowded spaces (or feel uncomfortable in those spaces).

It's important to be aware of the other meanings that a detail can bring into a piece. A physical detail, especially one that appears multiple times within a work, might also develop symbolic meanings in addition to its literal meaning. An example of this can be found in J.K. Rowling's Harry Potter novels. Harry is well-known in the wizarding world because of a prominent scar on his forehead, which resulted from a violent magical encounter that also claimed the lives of his parents. The scar becomes a symbol of Harry's past-not only of his parents' sacrifice, but also of the evil that he encounters in each book in the series-and Rowling is able to draw the reader's attention to these ideas without always referencing them directly by simply mentioning the scar in her descriptions of Harry's feelings.

Exercise: In a short vignette, and using only physical details (e.g., characters' clothing, appearance, or body language), make it clear to a reader that a character is experiencing one of the following conditions: worry, hunger, grief, joy, confusion, lack of sleep, anxiety, homesickness. The word you chose should not appear in your vignette, nor should any synonyms.

Adding Personality

Broadly, "personality" refers to the collection of beliefs, thought patterns, and other mental qualities that dictate a character's actions. A personality trait could be the character's bubbly disposition, their self-deprecating humor, or the fact that they're always nervous. When constructing a character, it's important to think about how she would react in a number of situations. Here are some questions to help you discover your character's personality traits:

Is he fond of attention, or does he avoid it?

Is she curious to learn more about a topic/location/person, or does she keep to herself?

How big of a role does fear play in his day-to-day activities?

How does this character react if things don't go the way she wants them to?

Does he think that he's more intelligent/less intelligent than others around him?

Does she think she's average? How would she define "average?"

How does he feel about making decisions?

Does she make decisions quickly or slowly?

Does he tend to regret decisions they've made?

See also our "Brief Introduction" to characters, which contains additional questions to spark your creativity as you write a character.

It's helpful to connect these traits to elements from the character's life or past. For example, a character who grew up with a controlling parent might have difficulty making decisions once they start living on their own. Personality traits might also overlap with physical traits: talking too loudly or too softly or interrupting others, for example.

It's also important to make sure that your characters aren't good at everything they come across. Doing so will reduce your story's believability because-let's face it-no one is good at everything. To this end, you should allow your characters to fail at something, whether that something is huge or inconsequential.

Exercise: In a short vignette, deliver some news to your character. The news can be good or bad. It can affect just the character, or the entire world population, or any number of people in between. How does this character react? Who do they tell, if anyone? How do they interact with the space they're in (e.g. punch a wall, hug a stranger)? Try this exercise several times with the same character but different contexts (e.g., the character receiving the news alone versus receiving it in a public place) to see how they react under different circumstances.

A Word of Caution on Using Fictionalized Versions of Real People

It's common for writers to borrow details from real life-the shape of a stranger's chin, a classmate's clicking of their pen during a quiet exam, or the restaurant server's shrill laugh, to give just a few examples-but a writer should be wary of recreating an entire person on the page. There are legal reasons not to do this, of course, but there is also the danger that a story filled with too many real-life people and events will be flat and boring. Fiction should generally be a healthy mix of the ordinary and extraordinary. If the mix is skewed too far in one direction, the reader can find the piece too unbelievable or too boring.

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Writing Compelling Characters // Purdue Writing Lab

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Building & Revealing Characters
Summary:
These resources discuss character creation and development in fiction writing. They provide an overview of character archetypes and tools to aid in character building.

By now, you've assembled a great deal of information about your characters. You can see them, you know what they're thinking, and you know what they want. But conveying this information to your reader is its own unique challenge.

Just as you can't rely on mere exposition to explain what happened before your story, you can't preface your story with an interview with your character. Character is something you build throughout the course of your story. Recall that major characters, like your protagonist, are ones that will change during the course of the story; who they are in the beginning is not who they'll be in the end.

That said, you'll want to give the reader an impression of who the character is at the outset of the story. Fitzgerald uses the first-person narrator, Nick Carraway, to gradually reveal information about Gatsby; the reader learns more information about Gatsby as Nick learns about him. You might use minor characters to reveal information about your character if you're writing from a point-of-view that is not the protagonist.

The protagonist must also be likeable (at least to an extent). If your reader cannot identify with your character, cannot picture themselves in the character's shoes, then they won't want to read on. While fiction is plot-driven, the reader isn't going to care about your plot unless they care about your protagonist. You have to make the reader root for your character; we have to want them to succeed (as with Gatsby).

This doesn't mean that your character should be perfect-quite the opposite, actually. We don't want to read about perfect people; if a character is the most beautiful and talented person in the world, and if she has everything they want, there's no story there. Besides, nobody wants to read about a character who's perfect.

You may recall that every character in William Shakespeare's plays has a "fatal flaw": a personality flaw that will cause the character to fail, that Achilles' heel that the antagonist will exploit. When you are building your own characters, think about what sort of flaws they have. The flaw should make sense for the character, as in, it should be related to their background/beliefs. You can't assign flaws arbitrarily-the flaw should arise from the circumstances of your character's life, where they are, who they know, how they were raised and how they've been treated.

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A Brief Introduction to Writing Characters in Fiction

Summary:
These resources discuss character creation and development in fiction writing. They provide an overview of character archetypes and tools to aid in character building.

As you begin writing a work of fiction-whether it be a short story or a novel, though you may not know yet what shape your piece will take-you might think of yourself as a director of a play. You will cast characters, dress them up, set them down somewhere, and push them into motion. They might collide with each other, or they might avoid each other-it's up to you. They will each have their own unique appearance. Barring, of course, writing about identical twins, and even then, there will likely be distinctions. Your characters will each have their own set of values and beliefs. On top of that, they will have wants and needs. You'll have to sort all this out, help some of them gain their wants while thwarting others, until you reach some form of resolution. But before you can do all this, you'll need to create characters.

A Heuristic for Building Strong Characters

Imagine you sit down to interview your character. You know nothing about them going into the interview, or maybe you can picture them, but you're not sure what they're like. You'll want to ask your character a long list of questions to get started. Some questions to ask may include:

How does the character feel about their parents?

Does the character have any siblings?

How does the character feel about their siblings?

How does the character feel about their job?

Does the character have good posture?

Does the character make direct eye contact?

Does the character have any nervous tics?

Does the character have a significant other?

What sort of person is the character attracted to?

Does the character appear confident?

Is the character physically healthy?

Does the character have any medical conditions?

Has the character suffered any trauma in their past?

Has the character ever broken any laws?

Additional questions can be found on the Invention for Secondary School Students: Creative Writing page.

If you can answer all these questions about your character, you'll have a great deal of material. You may find that you can use a lot of it, which is great. However, not everything you determine about a character will go into your story. "Obviously, you would never include the pages of information you have recorded about a character in this way, but your knowing the information...will make the character more developed in the story simply because you, the creator, know the character so well" (Knorr and Schell 166). In other words, you don't have to include every single detail about your character's history in the story. The best stories often allude to the past without being explicit about past events.

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A Brief Introduction to Writing Characters in Fiction

Summary:
These resources discuss character creation and development in fiction writing. They provide an overview of character archetypes and tools to aid in character building.

As you begin writing a work of fiction-whether it be a short story or a novel, though you may not know yet what shape your piece will take-you might think of yourself as a director of a play. You will cast characters, dress them up, set them down somewhere, and push them into motion. They might collide with each other, or they might avoid each other-it's up to you. They will each have their own unique appearance. Barring, of course, writing about identical twins, and even then, there will likely be distinctions. Your characters will each have their own set of values and beliefs. On top of that, they will have wants and needs. You'll have to sort all this out, help some of them gain their wants while thwarting others, until you reach some form of resolution. But before you can do all this, you'll need to create characters.

A Heuristic for Building Strong Characters

Imagine you sit down to interview your character. You know nothing about them going into the interview, or maybe you can picture them, but you're not sure what they're like. You'll want to ask your character a long list of questions to get started. Some questions to ask may include:

How does the character feel about their parents?

Does the character have any siblings?

How does the character feel about their siblings?

How does the character feel about their job?

Does the character have good posture?

Does the character make direct eye contact?

Does the character have any nervous tics?

Does the character have a significant other?

What sort of person is the character attracted to?

Does the character appear confident?

Is the character physically healthy?

Does the character have any medical conditions?

Has the character suffered any trauma in their past?

Has the character ever broken any laws?

Additional questions can be found on the Invention for Secondary School Students: Creative Writing page.

If you can answer all these questions about your character, you'll have a great deal of material. You may find that you can use a lot of it, which is great. However, not everything you determine about a character will go into your story. "Obviously, you would never include the pages of information you have recorded about a character in this way, but your knowing the information...will make the character more developed in the story simply because you, the creator, know the character so well" (Knorr and Schell 166). In other words, you don't have to include every single detail about your character's history in the story. The best stories often allude to the past without being explicit about past events.

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Fiction Writing Basics: Theme, Conflict, Action, Resolution and POV

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Fiction Writing Basics: Theme, Conflict, Action, Resolution and POV

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Fiction Writing Basics 2
Summary:
This resource discusses some terms and techniques that are useful to the beginning and intermediate fiction writer, and to instructors who are teaching fiction at these levels. The distinction between beginning and intermediate writing is provided for both students and instructors, and numerous sources are listed for more information about fiction tools and how to use them. A sample assignment sheet is also provided for instructors. This resource covers the basics of plot, character, theme, conflict, and point-of-view.

Theme

If character is the most important aspect of fiction, then theme is the "meaning" of a story. The "meaning" of a story shouldn't be mistaken with topic, however. What the writer makes of the topic constitutes theme

Some literary critics have claimed that theme is a lost art in contemporary American fiction because we are not likely to ask of a story, "What does it add up to?" We are more likely to make sure the cause-and-effect points are rational and make sense. We appreciate meaningful moments of insight in a story, but sometimes balk at asking big questions. Such questions are considered old-fashioned, and the out-dated qualities of closure and epiphany have diminished the importance of theme.

Yet readers usually search for answers and meaning in literature, and perhaps this is one reason why readers have lost interest in contemporary American short fiction. Unless this quandary is dealt with, classroom prompted stories may fail to be memorable. Theme makes a story memorable. Part of the reason that theme is not discussed very much in writing workshops is that the primary problem with many stories is lack of coherence. For example, it's difficult for the story to succeed if the character or the plot is not credible, so the workshop is devoted to fixing the problem.

While these problems do need to be fixed, fixing the problems doesn't make for a memorable reading experience. Theme often depends on a vision of life that the writer starts out with before she begins the story. Therefore, theme may be beyond the realm of the creative writing workshop, since workshops are usually centered around beginning or intermediate level poets and writers who have not yet discovered their vision of life.

Still, great fiction depends on theme, and theme is sometimes a lost art. Jerome Stern's suggestion, in Making Shapely Fiction, is an important reminder to all beginning and intermediate writers: "You can't avoid meaning even if you want to."

Conflict, Crisis, Resolution

Conflict and crisis are important to fiction because most readers find trouble interesting. If characters are best friends who always get along or have no age and personality difference, readers might not find them compelling. If characters do not have internal or external conflict to meet, deal with, and overcome (or fail to overcome), then readers may find the story uninteresting.

In addition, conflict can be an effective device for driving plot. In traditional patterns of fiction, readers are introduced to characters and then something occurs that challenges the main character(s) (protagonist). This complication is usually some sort of conflict or crisis the characters must face, deal with, and/or overcome. The conflict can be internal: a character's battle with her depression. Or the problem can be external: the protagonist dealing with her enemy, the antagonist. Or the conflict can encompass both internal and external elements: the protagonist must first deal with her depression in order to overcome the conflict with the antagonist.

In order to overcome the crisis, the protagonist must make some sort of important decision or take some kind of action; this is called the penultimate part of the plot. The protagonist's decision to deal with the crisis then leads to the climax of the story, which shows the reader the results of the protagonist's choice.

Following the climax, the crisis is usually resolved (this part of the plot is called the denouement), and then the story concludes. During the conclusion, readers learn how the protagonist has changed (grown, learned, remained the same, become more evil, etc.) as a result of the crisis.

Point of View

Point of view refers to the perspective the author uses to tell the story. Though authors may switch and combine points of view, in traditional fiction there exists three points of view:

Third Person: In third person, the author tells the story. But the author decides if the events will be objectively given, or if she can go into the mind of every character; to what degree she can interpret that character; to what degree she can know the past and the future; and how many authorial judgments will be allowed. For example, Chekhov uses Third person limited omniscient in his story, "Vanka." Chekhov tells us when Vanka is thinking, but he doesn't go into detail about what Vanka is thinking about. Chekhov lets the action show what Vanka is thinking about.

If Chekhov had written the story in third person omniscient, then we would know everything that was on Vanka's mind, and we would be given a great deal of interpretation about why Vanka acts the way he acts. If Chekhov had chosen to write "Vanka" in Third person objective, we would only get those details that could be outwardly observed. Vanka would not pause to think twice about how he should begin his letter to his grandfather. We might see him lift his pen, and then start writing again, but nothing more.

Second Person: Second person is unusual in fiction and is more common in poetry. In second person, the character is not referred to as he or she, or by name, but rather as "you." If Chekhov had written "Vanka" in second person, it would begin like this: "You, a boy of nine, who had been for three months apprenticed to Alyahin the shoemaker, were sitting up on Christmas Eve."

First Person: Authors use first person when a narrator who is also a character in the story speaks. Baldwin's story, "Sonny's Blues," is written in first person, and begins: "I read about it in the paper, in the subway, on my way to work." The narrator who speaks is Sonny's older brother, and he is also the main character in the story.

Suggested Reading

Charles Baxter. Burning Down the House: Essays on Fiction. Graywolf Press, 1997.

Janet Burroway. Writing Fiction: A Guide to Narrative Craft. HarperCollins, 1994.

Cleanth Brooks and Robert Penn Warren. Understanding Fiction. Prentice-Hall, Inc., 1959.

Rust Hills. Writing in General and the Short Story in Particular. Mariner Books, 2000.

Heather Sellers. The Practice of Creative Writing: A Guide for Students. Bedford/St. Martins, 2008.

David Starkey. Creative Writing: Four Genres in Brief. Bedford/St. Martins, 2009.

Jerome Stern. Making Shapely Fiction. W.W. Norton & Company, 1991.

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Fiction Writing Basics 2 // Purdue Writing Lab

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Fiction Writing Basics: Plot and Character

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Fiction Writing Basics: Plot and Character

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

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Fiction Writing Basics
Summary:
This resource discusses some terms and techniques that are useful to the beginning and intermediate fiction writer, and to instructors who are teaching fiction at these levels. The distinction between beginning and intermediate writing is provided for both students and instructors, and numerous sources are listed for more information about fiction tools and how to use them. A sample assignment sheet is also provided for instructors. This resource covers the basics of plot, character, theme, conflict, and point-of-view.

Plot

Plot is what happens in a story, but action itself doesn't constitute plot. Plot is created by the manner in which the writer arranges and organizes particular actions in a meaningful way. It's useful to think of plot as a chain reaction, where a sequence of events causes other events to happen.

When reading a work of fiction, keep in mind that the author has selected one line of action from the countless possibilities of action available to her. Trying to understand why the author chose a particular line of action over another leads to a better understanding of how plot is working in a story

This does not mean that events happen in chronological order; the author may present a line of action that happens after the story's conclusion, or she may present the reader with a line of action that is still to be determined. Authors can't present all the details related to an action, so certain details are brought to the forefront, while others are omitted.

The author imbues the story with meaning by a selection of detail. The cause-and-effect connection between one event and another should be logical and believable, because the reader will lose interest if the relation between events don't seem significant. As Cleanth Brooks and Robert Penn Warren wrote in Understanding Fiction, fiction is interpretive: "Every story must indicate some basis for the relation among its parts, for the story itself is a particular writer's way of saying how you can make sense of human experience."

If a sequence of events is merely reflexive, then plot hasn't come into play. Plot occurs when the writer examines human reactions to situations that are always changing. How does love, longing, regret and ambition play out in a story? It depends on the character the writer has created.

Because plot depends on character, plot is what the character does. Plot also fluctuates, so that something is settled or thrown off balance in the end, or both. Traditionally, a story begins with some kind of description that then leads to a complication. The complication leads up to a crisis point where something must change. This is the penultimate part of the story, before the climax, or the most heightened moment of a story.

In some stories, the climax is followed by a denouement, or resolution of the climax. Making events significant in plot begins with establishing a strong logic that connects the events. Insofar as plot reveals some kind of human value or some idea about the meaning of experience, plot is related to theme.

Character

Character can't be separated from action, since we come to understand a character by what she does. In stories, characters drive the plot. The plot depends on the characters' situations and how they respond to it. The actions that occur in the plot are only believable if the character is believable. For most traditional fiction, characters are divided into the following categories:

Protagonist: the main or central character or hero (Harry Potter)

Antagonist: opponent or enemy of the protagonist (Dark Lord Voldemort)

Foil Character: a character(s) who helps readers better understand another character, usually the protagonist. For example in the Harry Potter series, Hermione and Ron are Harry's friends, but they also help readers better understand the protagonist, Harry. Ron and Hermione represent personalities that in many ways are opposites - Ron is a bit lazy and insecure; Hermione is driven and confident. Harry exists in the middle, thus illustrating his inner conflict and immaturity at the beginning of the book series.

Because character is so important to plot and fiction, it's important for the writer to understand her characters as much as possible. Though the writer should know everything there is to know about her character, she should present her knowledge of the characters indirectly, through dialogue and action. Still, sometimes a summary of a character's traits needs to be given. For example, for characters who play the supporting cast in a story, direct description of the character's traits keeps the story from slowing down.

Beginning and intermediate level writers frequently settle for creating types, rather than highly individualized, credible characters. Be wary of creating a character who is a Loser With A Good Heart, The Working Class Man Who Is Trapped By Tough Guy Attitudes, The Lonely Old Lady With A Dog, etc. At the same time, keep in mind that all good characters are, in a sense, types.

Often, in creative writing workshops from beginning to advanced levels, the instructor asks, "Whose story is this?" This is because character is the most important aspect of fiction. In an intermediate level workshop, it would be more useful to introduce a story in which it is more difficult to pick out the main character from the line-up. It provides an opportunity for intermediate level fiction writers to really explore character and the factors that determine what is at stake, and for whom.

Conflict depends on character, because readers are interested in the outcomes of people's lives, but may be less interested in what's at stake for a corporation, a bank, or an organization. Characters in conflict with one another make up fiction. Hypothetically, a character can come into conflict with an external force, like poverty, or a fire. But there is simply more opportunity to explore the depth and profundity in relationships between people, because people are so complex that conflict between characters often gets blurred with a character's conflict with herself

The short story, as in all literary forms, including poetry and creative nonfiction, depends on the parts of the poem or story or essay making some kind of sense as a whole. The best example in fiction is character. The various aspects of a character should add up to some kind of meaningful, larger understanding of the character. If the various aspects of a character don't add up, the character isn't believable. This doesn't mean that your characters have to be sensible. Your characters may have no common sense at all, but we have to understand the character and why she is that way. The character's motives and actions have to add up, however conflicted, marginalized or irrational they may be.

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Fiction Writing Basics // Purdue Writing Lab

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This example essay is a great tool when you get stuck or need a quick review. There are text boxes breaking down important pieces like thesis statements and the purpose of a conclusion

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This resource contains a sample MLA paper that adheres to the 2016 updates. To download the MLA sample paper, click this link.

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Want your research to stand out?  Include in text citations!

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Want your research to stand out?  Include in text citations!

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This webpage shows how to embed research and cite it correctly within the body of your essay

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MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page.

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This is a must for any researcher

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MLA Works Cited: Electronic Sources - Purdue OWL® - Purdue University

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Include a URL or web address to help readers locate your sources. Because web addresses are not static (i.e., they change often) and because documents sometimes appear in multiple places on the web (e.g., on multiple databases), MLA encourages the use of citing containers such as Youtube, JSTOR, Spotify, or Netflix in order to easily access and verify sources.

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Multiple authors? No author at all? This website answers all your printed book citation questions

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MLA Works Cited Page: Books
Summary:
MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (9 th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.

When you are gathering book sources, be sure to make note of the following bibliographic items: the author name(s), other contributors such as translators or editors, the book's title, editions of the book, the publication date, the publisher, and the pagination.

The 8 th edition of the MLA handbook highlights principles over prescriptive practices. Essentially, a writer will need to take note of primary elements in every source, such as author, title, etc. and then assort them in a general format. Thus, by using this methodology, a writer will be able to cite any source regardless of whether it's included in this list.

Please note these changes in the new edition:

Commas are used instead of periods between Publisher, Publication Date, and Pagination.

Medium is no longer necessary.

Containers are now a part of the MLA process. Commas should be used after container titles.

DOIs should be used instead of URLS when available.

Use the term "Accessed" instead of listing the date or the abbreviation, "n.d."

Below is the general format for any citation:

Author. Title. Title of container (do not list container for standalone books, e.g. novels), Other contributors (translators or editors), Version (edition), Number (vol. and/or no.), Publisher, Publication Date, Location (pages, paragraphs URL or DOI). 2 nd container's title, Other contributors, Version, Number, Publisher, Publication date, Location, Date of Access (if applicable).

Basic Book Format

The author's name or a book with a single author's name appears in last name, first name format. The basic form for a book citation is:

Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.

* Note: the City of Publication should only be used if the book was published before 1900, if the publisher has offices in more than one country, or if the publisher is unknown in North America.

Book with One Author

Gleick, James. Chaos: Making a New Science. Penguin, 1987.

Henley, Patricia. The Hummingbird House. MacMurray, 1999.

Book with More Than One Author

When a book has two authors, order the authors in the same way they are presented in the book. Start by listing the first name that appears on the book in last name, first name format; subsequent author names appear in normal order (first name last name format).

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Allyn and Bacon, 2000.

If there are three or more authors, list only the first author followed by the phrase et al. (Latin for "and others") in place of the subsequent authors' names. (Note that there is a period after "al" in "et al." Also note that there is never a period after the "et" in "et al.").

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Utah State UP, 2004.

Two or More Books by the Same Author

List works alphabetically by title. (Remember to ignore articles like A, An, and The.) Provide the author's name in last name, first name format for the first entry only. For each subsequent entry by the same author, use three hyphens and a period.

Palmer, William J. Dickens and New Historicism. St. Martin's, 1997.

---. The Films of the Eighties: A Social History. Southern Illinois UP, 1993.

Book by a Corporate Author or Organization

A corporate author may include a commission, a committee, a government agency, or a group that does not identify individual members on the title page.

List the names of corporate authors in the place where an author's name typically appears at the beginning of the entry.

American Allergy Association. Allergies in Children. Random House, 1998.

When the author and publisher are the same, skip the author, and list the title first. Then, list the corporate author only as the publisher.

Fair Housing-Fair Lending. Aspen Law & Business, 1985.

Book with No Author

List by title of the book. Incorporate these entries alphabetically just as you would with works that include an author name. For example, the following entry might appear between entries of works written by Dean, Shaun and Forsythe, Jonathan.

Encyclopedia of Indiana. Somerset, 1993.

Remember that for an in-text (parenthetical) citation of a book with no author, you should provide the name of the work in the signal phrase and the page number in parentheses. You may also use a shortened version of the title of the book accompanied by the page number. For more information see the In-text Citations for Print Sources with No Known Author section of In-text Citations: The Basics.

A Translated Book

If you want to emphasize the work rather than the translator, cite as you would any other book. Add "translated by" and follow with the name(s) of the translator(s).

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Translated by Richard Howard, Vintage-Random House, 1988.

If you want to focus on the translation, list the translator as the author. In place of the author's name, the translator's name appears. His or her name is followed by the label, "translator." If the author of the book does not appear in the title of the book, include the name, with a "By" after the title of the book and before the publisher. Note that this type of citation is less common and should only be used for papers or writing in which translation plays a central role.

Howard, Richard, translator. Madness and Civilization: A History of Insanity in the Age of Reason. By Michel Foucault, Vintage-Random House, 1988.

Republished Book

Books may be republished due to popularity without becoming a new edition. New editions are typically revisions of the original work. For books that originally appeared at an earlier date and that have been republished at a later one, insert the original publication date before the publication information.

For books that are new editions (i.e. different from the first or other editions of the book), see An Edition of a Book below.

Butler, Judith. Gender Trouble. 1990. Routledge, 1999.

Erdrich, Louise. Love Medicine. 1984. Perennial-Harper, 1993.

An Edition of a Book

There are two types of editions in book publishing: a book that has been published more than once in different editions and a book that is prepared by someone other than the author (typically an editor).
A Subsequent Edition
Cite the book as you normally would, but add the number of the edition after the title.

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd ed., Pearson, 2004.
A Work Prepared by an Editor
Cite the book as you normally would, but add the editor after the title with the label "edited by."

Bronte, Charlotte. Jane Eyre, edited by Margaret Smith, Oxford UP, 1998.

Note that the format for citing sources with important contributors with editor-like roles follows the same basic template:

...adapted by John Doe...

Finally, in the event that the source features a contributor that cannot be described with a past-tense verb and the word "by" (e.g., "edited by"), you may instead use a noun followed by a comma, like so:

...guest editor, Jane Smith...

Anthology or Collection (e.g. Collection of Essays)

To cite the entire anthology or collection, list by editor(s) followed by a comma and "editor" or, for multiple editors, "editors." This sort of entry is somewhat rare. If you are citing a particular piece within an anthology or collection (more common), see A Work in an Anthology, Reference, or Collection below.

Hill, Charles A., and Marguerite Helmers, editors. Defining Visual Rhetorics. Lawrence Erlbaum Associates, 2004.

Peterson, Nancy J., editor. Toni Morrison: Critical and Theoretical Approaches. Johns Hopkins UP, 1997.

A Work in an Anthology, Reference, or Collection

Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

Some examples:

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer, edited by Steven Heller, Allworth Press, 1998, pp. 13-24.

Note on Cross-referencing Several Items from One Anthology: If you cite more than one essay from the same edited collection, MLA indicates you may cross-reference within your works cited list in order to avoid writing out the publishing information for each separate essay. You should consider this option if you have several references from a single text. To do so, include a separate entry for the entire collection listed by the editor's name as below:

Rose, Shirley K, and Irwin Weiser, editors. The Writing Program Administrator as Researcher. Heinemann, 1999.

Then, for each individual essay from the collection, list the author's name in last name, first name format, the title of the essay, the editor's last name, and the page range:

L'Eplattenier, Barbara. "Finding Ourselves in the Past: An Argument for Historical Work on WPAs." Rose and Weiser, pp. 131-40.

Peeples, Tim. "'Seeing' the WPA With/Through Postmodern Mapping." Rose and Weiser, pp. 153-67.

Please note: When cross-referencing items in the works cited list, alphabetical order should be maintained for the entire list.

Poem or Short Story Examples:

Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems, edited by Philip Smith, Dover, 1995, p. 26.

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories, edited by Tobias Wolff, Vintage, 1994, pp. 306-07.

If the specific literary work is part of the author's own collection (all of the works have the same author), then there will be no editor to reference:

Whitman, Walt. "I Sing the Body Electric." Selected Poems, Dover, 1991, pp. 12-19.

Carter, Angela. "The Tiger's Bride." Burning Your Boats: The Collected Stories, Penguin, 1995, pp. 154-69.

Article in a Reference Book (e.g. Encyclopedias, Dictionaries)

For entries in encyclopedias, dictionaries, and other reference works, cite the entry name as you would any other work in a collection but do not include the publisher information. Also, if the reference book is organized alphabetically, as most are, do not list the volume or the page number of the article or item.

"Ideology." The American Heritage Dictionary. 3rd ed. 1997.

A Multivolume Work

When citing only one volume of a multivolume work, include the volume number after the work's title, or after the work's editor or translator.

Quintilian. Institutio Oratoria. Translated by H. E. Butler, vol. 2, Loeb-Harvard UP, 1980.

When citing more than one volume of a multivolume work, cite the total number of volumes in the work. Also, be sure in your in-text citation to provide both the volume number and page number(s) ( see "Citing Multivolume Works" on our in-text citations resource .)

Quintilian. Institutio Oratoria. Translated by H. E. Butler, Loeb-Harvard UP, 1980. 4 vols.

If the volume you are using has its own title, cite the book without referring to the other volumes as if it were an independent publication.

Churchill, Winston S. The Age of Revolution. Dodd, 1957.

An Introduction, Preface, Foreword, or Afterword

When citing an introduction, a preface, a foreword, or an afterword, write the name of the author(s) of the piece you are citing. Then give the name of the part being cited, which should not be italicized or enclosed in quotation marks; in italics, provide the name of the work and the name of the author of the introduction/preface/foreword/afterword. Finish the citation with the details of publication and page range.

Farrell, Thomas B. Introduction. Norms of Rhetorical Culture, by Farrell, Yale UP, 1993, pp. 1-13.

If the writer of the piece is different from the author of the complete work, then write the full name of the principal work's author after the word "By." For example, if you were to cite Hugh Dalziel Duncan's introduction of Kenneth Burke's book Permanence and Change, you would write the entry as follows:

Duncan, Hugh Dalziel. Introduction. Permanence and Change: An Anatomy of Purpose, by Kenneth Burke, 1935, 3rd ed., U of California P, 1984, pp. xiii-xliv.

Book Published Before 1900

Original copies of books published before 1900 are usually defined by their place of publication rather than the publisher. Unless you are using a newer edition, cite the city of publication where you would normally cite the publisher.

Thoreau, Henry David. Excursions. Boston, 1863.

The Bible

Italicize "The Bible" and follow it with the version you are using. Remember that your in-text (parenthetical citation) should include the name of the specific edition of the Bible, followed by an abbreviation of the book, the chapter and verse(s). (See Citing the Bible at In-Text Citations: The Basics.)

The Bible. Authorized King James Version, Oxford UP, 1998.

The Bible. The New Oxford Annotated Version, 3rd ed., Oxford UP, 2001.

The New Jerusalem Bible. Edited by Susan Jones, Doubleday, 1985.

A Government Publication

Cite the author of the publication if the author is identified. Otherwise, start with the name of the national government, followed by the agency (including any subdivisions or agencies) that serves as the organizational author. For congressional documents, be sure to include the number of the Congress and the session when the hearing was held or resolution passed as well as the report number. US government documents are typically published by the Government Printing Office.

United States, Congress, Senate, Committee on Energy and Natural Resources. Hearing on the Geopolitics of Oil. Government Printing Office, 2007. 110th Congress, 1st session, Senate Report 111-8.

United States, Government Accountability Office. Climate Change: EPA and DOE Should Do More to Encourage Progress Under Two Voluntary Programs. Government Printing Office, 2006.

A Pamphlet

Cite the title and publication information for the pamphlet just as you would a book without an author. Pamphlets and promotional materials commonly feature corporate authors (commissions, committees, or other groups that does not provide individual group member names). If the pamphlet you are citing has no author, cite as directed below. If your pamphlet has an author or a corporate author, put the name of the author (last name, first name format) or corporate author in the place where the author name typically appears at the beginning of the entry. (See also Books by a Corporate Author or Organization above.)

Women's Health: Problems of the Digestive System. American College of Obstetricians and Gynecologists, 2006.

Your Rights Under California Welfare Programs. California Department of Social Services, 2007.

Dissertations and Master's Theses

Dissertations and master's theses may be used as sources whether published or not. Unlike previous editions, MLA 8 specifies no difference in style for published/unpublished works.

The main elements of a dissertation citation are the same as those for a book: author name(s), title (italicized), and publication date. Conclude with an indication of the document type (e.g., "PhD dissertation"). The degree-granting institution may be included before the document type (though this is not required). If the dissertation was accessed through an online repository, include it as the second container after all the other elements.

Bishop, Karen Lynn. Documenting Institutional Identity: Strategic Writing in the IUPUI Comprehensive Campaign. 2002. Purdue University, PhD dissertation.

Bile, Jeffrey. Ecology, Feminism, and a Revised Critical Rhetoric: Toward a Dialectical Partnership. 2005. Ohio University, PhD dissertation.

Mitchell, Mark. The Impact of Product Quality Reducing Events on the Value of Brand-Name Capital: Evidence from Airline Crashes and the 1982 Tylenol Poisonings. 1987. PhD dissertation. ProQuest Dissertations and Theses.

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MLA Works Cited Page: Books // Purdue Writing Lab

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