creative writing for independent schools

Independent Schools Entrance Examinations Preparation

Creative writing advice.

Creative writing for the 11+ will require you to write an extended piece of writing in the form of prose, either from a picture stimulus or providing you with a title for the story.

Creative Writing Task

This article provides advice for students who will undertake the creative writing task in the  11 plus entrance examinations for independent schools .

Creative writing for the 11+ will require you to write an extended piece of writing in the form of prose, either from a picture stimulus or providing you with a title for the story. Both types of task will examine your ability to plan, create and then write in a structured manner.

You may be given just one title or picture to write from or you could be given a set of options from which you choose your preferred one. Some schools may present the creative writing task at the end of a comprehension exercise where you are asked to continue the part of the story in a similar style.

What is the examiner looking for?

Creative writing skills include the following components:

• Effective planning
• Creativity/imagination
• A fluent and interesting writing style
• Correct use of punctuation including the use of advanced punctuation
• Correct use of English grammar
• Correct spellings
• An extensive and interesting vocabulary
• A well-structured piece of writing

There will be a specified time given for the writing task. The length of this will vary between schools. Ensure that you know what this is and keep an eye on your progress in order to be able to finish in time and include a check of your work.

1. Planning

Never just start writing. Planning will help you to organise your thoughts and this will give your writing structure.

It really does not need to take long but is always five minutes well spent. This planning time may form part of the whole time given to write or it may be an extra 5 minutes provided at the start before the writing is timed.

Use a planning technique that works well for you e.g. flow-chart, mind map, spider diagram or story mountain. If you do run out of writing time you can ask the examiner to refer to your plan to see how you would have ended your work.

2. Using your creativity/imagination

Some people are naturally creative with words and plot lines and find this skill easy. However, your imagination can be greatly improved by reading a variety of books. Ask us for a recommended reading list which we will happily provide.

3. Fluent writing style

Your writing style is unique to you. It should demonstrate coherence and an ability to write in an entertaining manner that creates such an interest for the reader that they want to continue reading.

4. Punctuation

You will be expected to use all the correct punctuation marks in a piece of creative writing.

Apart from the standard simple forms of punctuation, you will already be familiar with, it is best to also demonstrate your knowledge and correct use of some of the less commonly used punctuation marks e.g. ellipses(…), brackets( ), colons(:), semi-colons(;), hyphens(–) and apostrophes(‘).

English Grammar follows rules and you will be expected to use them correctly in your writing. It is important that you do not write as you may speak or as you communicate in a text message.

All sentences should be complete and make entire sense on their own, using the correct tense consistently. Use a variety of sentence structures, in addition to simple sentences, including compound and complex sentences to showcase your abilities.

6. Spellings

The use of correct spelling is essential in any form of writing. Reading a lot will improve your spelling ability as well as playing some word games e.g. Scrabble .

Although a dictionary will not be allowed to be used in a test, make looking up spellings in a dictionary part of your 11+ preparation.

7. Vocabulary

An extensive and interesting vocabulary takes years to develop.

It is very useful to keep a vocabulary list to extend a child’s vocabulary and the best method is to read numerous books and look out for new words that you can use in your writing.

Keeping a word list of new words is useful and this can be added to when reading books or during lessons either here or at school. When you are practising your writing skills, use a thesaurus to improve and extend your vocabulary and make an effort to include lots of interesting adjectives and adverbs.

8. Structure

It is important to demonstrate that your writing has a structure in the form of clearly demarcated paragraphs that are organised by characters, topic and time.

Ensure that you have a good opening paragraph to draw the reader in and then a suitable closing paragraph to conclude your writing.

Checking your work

Always leave enough time at the end of your writing to check your use of spelling, punctuation, grammar, use of tenses and sentence construction.

Read through carefully with a critical eye and carefully, neatly correct any errors or omissions.

Although your handwriting is not usually included in the creative writing grade it will certainly influence decisions made about your work.

Following this creative writing advice and you’ll soon see your writing improve.

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11+ creative writing guide with 50 example topics and prompts

by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments

The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.

These exams are highly competitive, with multiple students battling for each school place awarded.

The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.

Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.

The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.

And that’s why preparation is so important.

This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.

At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.

Do all 11+ exams include a writing task?

Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.

Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.

Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.

Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.

However varied and different these writing tasks might seem, there is one key element that binds them.

The mark scheme.

Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Will my child have a choice of prompts to write from or do they have to respond to a single prompt, without a choice?

This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.

In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.

The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.

The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.

In what circumstances is a child’s creative writing task assessed?

In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.

In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.

In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.

I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.

Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.

What are the examiners looking for when they’re marking a student’s creative writing?

In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.

Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.

Does handwriting matter?

Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.

If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.

Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:

Sample 1: First piece of work when joining the writing club

Sample 2: This is the same boy’s improved presentation and content

How long should the short story be.

First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).

For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.

I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.

Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.

Each paragraph is short, but the writer is skilful.

He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.

11+ creative writing example story

How important is it to revise for a creative writing task.

It is important.

Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.

Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.

Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.

What is the relationship between the English paper and the creative writing task?

Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).

Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.

What if my child has a specific learning difficulty (dyslexia, ADD/ADHD, ASD)?

Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.

Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.

Tips and strategies for writing a high-scoring creative writing paper

• Read widely for pleasure. Read aloud to your child if they are reluctant.
• Create a strong paragraph plan where each paragraph has a distinct purpose.
• Using the list of example questions below, discuss how each could be written in the form of your paragraph plan.
• Write 3-5 stories with contrasting settings and action – each one must follow your paragraph plan. Try to include examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
• Tidy up your presentation. Write with a good rollerball pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.
• Join the writing club for a 20-minute Zoom task per week with no finishing off or homework. An expert English teacher will mark the work personally on video every Friday and your child’s writing will be quickly transformed.

Pressed for time? Here’s a paragraph plan to follow.

At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.

That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.

If that’s you (or your child), what you need is a paragraph plan.

Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.

11+ creative writing paragraph plan

Paragraph 1—description.

Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )

Paragraph 2—Conversation

Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.

Paragraph 3—Change the mood

Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.

Paragraph 4—Shock your reader

A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?

11+ creative writing questions from real papers—fictional prompts

• The day the storm came
• The day the weather changed
• The snowstorm
• The rainy day
• A sunny day out
• A foggy (or misty) day
• A day trip to remember
• The first day
• The day everything changed
• The mountain
• The hillside
• The old house
• The balloon
• The old man
• The accident
• The unfamiliar sound
• A weekend away
• Moving house
• A family celebration
• An event you remember from when you were young
• An animal attack
• The school playground at night
• The lift pinged and the door opened. I could not believe what was inside…
• “Run!” he shouted as he thundered across the sand…
• It was getting late as I dug in my pocket for the key to the door. “Hurry up!” she shouted from inside.
• I know our back garden very well, but I was surprised how different it looked at midnight…
• The red button on the wall has a sign on it saying, ‘DO NOT TOUCH.’ My little sister leant forward and hit it hard with her hand. What happened next?
• Digging down into the soft earth, the spade hit something metal…
• Write a story which features the stopping of time.
• Write a story which features an unusual method of transport.
• The cry in the woods
• Write a story which features an escape

11+ creative writing questions from real papers—non-fiction prompts

• Write a thank you letter for a present you didn’t want.
• You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
• Write a letter to complain about the uniform at your school.
• Write a leaflet to advertise your home town.
• Write a thank you letter for a holiday you didn’t enjoy.
• Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
• Write a set of instructions explaining how to make toast.
• Describe the room you are in.
• Describe a person who is important to you.
• Describe your pet or an animal you know well.

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6 Tips and Practices I Use to Develop Independent Writers (Even in First Grade!)

Offer structure, feedback, and an audience!

Imagine having a classroom of independent writers. That might sound like a daunting task or even an unattainable dream, but it’s been a focus of mine for several years now, even as a first grade teacher! I’ve worked hard to establish an environment that nurtures early writers and developed six practices to help foster independent writing. No matter what grade you teach, these strategies can benefit your writers.

1. Teach strategies that generate writing ideas.

Early writers are still learning how to generate ideas for their writing. When my students are writing procedural texts, like How-To Books, one of my go-to strategies starts with asking them questions about things they do at home. They may set the dinner table, pick up their toys, or help sort laundry. One of my students shared that she helps her mom peel onions. All of these ideas make great How-To books! Once students share a few ideas with me, I have them create their book covers. They now have a few covers for possible How-To books they plan to write.

There are a number of helpful strategies to teach your writers, but the best one is being responsive to the needs of the writers that are before you at that given time.

2. Create anchor charts with your students.

The purpose of an anchor chart is to “anchor” the learning that students are doing. Students should be able to independently refer to these anchor charts during writing time, and you can create them on a variety of subjects— everything from point of view to creating characters to writing checklists . Eventually, your students will use them, without prompting, when they need support with their spelling.

Tip: Create mini-anchor charts for students to keep in their writing folders for easy reference and access.

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3. Give access to tools.

In my classroom, I have a writing center that consists of a small table with a tray of different types of writing paper to accommodate the abilities of my writers. I have paper with 4 lines, paper with 6 lines, and paper with 8 lines so each student can select the type of paper that works best for them as a writer.

In addition to writing paper, there are scissors, staplers, staple removers, pens, pencils, erasers, and Post-It notes in the writing center. Instead of writers interrupting me as I’m conferring with another student, they walk over to the writing center to grab whatever they need. This has been a game changer for me. My students demonstrate independence by collecting what they need, when they need it, and I am able to confer with more writers without interruptions.

4. Implement dedicated writing time.

What independent writers need the most is dedicated time for writing each day. Find a block of time in your day for writing to demonstrate that writing time is valued and important.

In my classroom, writing takes place first thing in the morning and lasts for an hour. During writing time, I teach a short mini-lesson, which is followed by independent writing time and time for writing partners to meet. I’m always surprised when a student expresses disappointment that we are not able to have our writing time because of an unavoidable conflict in our schedule. However, I protect my writing time at all costs, so it’s a rare occasion when writing isn’t happening in my classroom.

5. Provide feedback to your writers.

During independent writing time, the teacher often confers with individual writers. This is the perfect time to check in, share writing tips, and encourage them to keep writing.

Writing partnerships is another way for writers to share feedback with their peers. Here are some ways to give effective feedback on student writing.

I sometimes incorporate the two and conduct table conferences. I walk over to a group of writers and ask them to listen in as I confer with one of the writers in the group. The other students benefit from the tips that I give the writer that I’m focusing on, and sometimes writers will chime in to share what they’re doing as writers or to ask a question that will benefit the entire group.

6. Offer an audience.

Writers are often inspired to write when they know that a peer, another group of students, the principal, and others will read their writing. A writing celebration is a great way to inspire your writers. Watch your independent writers write up a storm in order to have their writing pieces ready for the writing celebration.

Tip: Tools like Flipgrid are a great alternative to an in person writing celebration. Students could record themselves reading their writing piece via a Flipgrid video. You could share the Flipgrid link with your writers to view on their own time or show the Flipgrid video during class time, in small episodes, throughout the week. Consider trying some of these Flipgrid ideas for every kind of classroom.

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For more, check out these 6 questions to ask yourself about your writing curriculum .

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11 Plus Creative Writing Success Comprehensive Guide

• Advice for the Creative Writing element of 11 plus exams

The 11 plus exams, upon which students’ entry into UK Grammar Schools and Private Schools depends, test children’s understanding of core subjects: English , Maths , Verbal Reasoning , and Non-Verbal Reasoning . This article will focus on the creative writing test, which forms section B of the age 11 English paper. Read on to find out about the following topics:

• the basics of what the 11+ creative writing test is;
• what may come up in the creative writing for 11 plus exams;
• how to revise for the 11 plus creative writing, including how PiAcademy can help;
• tips and tricks to help your child ace the exam in the moment;
• and guidance as to how you may tutor your child in creative writing yourself.

First things first… what exactly is the 11 plus creative writing test?

11+ creative writing topics – what could come up, how to revise for the wealth of possible 11+ creative writing topics…, introducing… in january 2020, our new 11 plus creative writing guide.

*** Please note: creative writing is not required in all iterations of the 11+ exams. Double-check whether your child will be tested on this subject! ***

Check this Out: Top 5 Creative Writing Tips to Score Full Marks

The best way to get to know and understand the format of an exam is always to look at examples of past papers – if you haven’t done this yet, do so! Check which exam is relevant to you and familiarise yourself and your child with how it looks and what it asks for. There are some differences between the 11 plus creative writing test for Private Schools and those for Grammar Schools. Review below a brief summary of each:

11+ English Creative Writings With Answers can be found here >>

Private Schools’ 11 plus Creative Writing Summary:

Most private schools do test the creative writing of their prospective students; part B of the English paper is dedicated to creative writing. Children will have 25-30 minutes to complete the section, choosing one of two questions choices to answer in this time. The questions are often based around the continuation of a provided storyline. Some schools, however, (e.g., Haberdasher Askes – a.k.a. ‘HABS’) also give the option of responding to a visual stimulus included in the question. Other schools could provide a random topic and have children write on this, such as describing a character or crafting a fictional diary entry around a given event.

Grammar Schools’ 11 plus Creative Writing Summary:

Unlike private schools, where most do test creative writing , many grammar schools will opt not to test children on this subject (again, be sure to check exactly which tests your child will face). Some schools do not test creative writing at all (e.g., Queen Elizabeth School – ‘QE Boys’ in Barnet), whereas others will only test this if the student passes the initial round of exams. The style of creative writing testing at grammar schools is very similar to that detailed about private schools (above). *** For a full list of schools, their information, and details of their testing habits check ‘Schools in the UK’ under the advice tab on our website! *** For both grammar school and independent school tests, we suggest a planning time of 3-5 minutes before starting to write an answer. Planning ensures that the student remembers to include everything that they should, and will lead to a better and surer structure to their writing.

In terms of 11+ essentials, creative writing examples are, of course, paramount. What should you expect from age 11 essay titles? What should you expect as topics for creative writing for 11 plus ? The easiest way to get your head around what your child needs to be prepared for is to consider the infinite unseen possibilities of questions within the following four categories:

• Descriptive tasks - A descriptive task may ask the student to describe a place or situation or continue a given storyline
• Persuasive tasks - A persuasive piece is more likely to take the form of a letter of complaint, or a student may be asked to script a convincing speech
• Narrative tasks - A narrative task would entail the composition of a short story
• Expository tasks - An expository task is more likely to require the writing of an explanatory article or set of instructions

As anything could come up in the test, it is helpful to think of ways to revise for each different type of question which may occur in the creative writing task.

With an unlimited number of possible topics to prepare for, flicking through a couple of creative writing books for 11 plus , or reading never-ending lists of 11 plus creative writing tips online, is sure to result in bewilderment… But the good news is – there is no reason to overwhelm yourself! We are here to help. As always, we must advocate one very important element of exam preparation… Practice , practice , practice! Key things to think about when practicing include writing skills such as grammar, punctuation, and sentence structure. Throughout practice papers and in every piece of writing, these should be accurate and varied. Sit down with your child and a list of creative writing topics for 11 plus and work through writing some practice answers - this is inarguably a strong start to their revision. However, no matter how many creative writing 11 plus topics you cover, these can only help a limited amount without the aid of an 11+ creative writing mark scheme ; getting to know the mark scheme is the best way to understand what boxes your child’s writing must tick in order to succeed. This all sounds like a lot of information for you to gather, doesn’t it? Well, this is where we come in! Currently, on the PiAcademy website, you can find 11 plus creative writing examples. That is, 11 plus essay titles for creative writing , along with an example plan and answer (remember the importance of planning!). As well as this, among the 11 plus tutoring courses , you can find an 11 plus creative writing course incorporated into the English courses . And just when you thought we couldn’t be any more helpful – to add to the above, we have exciting news…

PiAcademy’s new 11 plus creative writing resources will include 50 tasks to practice creative writing. Each of the four types of question mentioned earlier will be covered (15 descriptive writing tasks, 15 persuasive, 10 narrative, and 10 expository), and a mark scheme for parents’ use will be also included. The mark scheme will explain what constitutes a ‘poor response,’ as well as an example of ‘good response,’ and commentaries explaining why each is categorised so. An 11 plus creative writing PDF document will be downloadable, consisting of an invaluable checklist – this way you can ensure that your child includes everything they must! (Getting to know the checklist, and visualising it in the exam, is the perfect way for your child to successfully carry out their creative writing under time pressure.) This will essentially be an online 11 plus creative writing workbook, with tips and tricks to maximise its usefulness! Perfect for parents who are opting out of hiring an 11 plus creative writing tutor .

Good luck with your revision, and eventually, exams… Remember:

• Always follow our checklists!
• PLAN your answer first!
• Practice each of the four question types!

Practice makes perfect, and our resources allow for lots and lots of practice! Don’t forget to check in in the new year to make the most of our new and improved 11 plus Creative Writing Guide .

Wait! Don’t go yet! Whilst you’re here… Scroll to the bottom of the website to subscribe to our weekly newsletter – we will deliver weekly worksheets, videos, news, tips, and much more, straight to your inbox! (Sounds helpful, right?)

Practicing 11+ Creative Writing would improve pupil’s writing skills and would help in boosting exam performance

11+ Creative Writing subscription has 23 exercises from different categories like Descriptive, Persuasive, Narrative, and Expository. Each exercise is provided with hints, plan, model answer, checklist, and highlights to help students become better at writing.

In our 11 plus Creative Writing Subscription we cover all the basic tips and techniques to help your child get better at creative writing. We also offer 11 plus Creative Writing Mastery course for students who are further interested in learning more.

We recommend that your child should practice 2-3 creative writing exercises from different categories weekly.

Practicing topics like Vocabulary, Spelling, Punctuation, and Grammar are beneficial in gaining mastery over creative writings.

11 plus English past papers are a good resource for practicing creative writing. Also, our 11 plus creative writing subscription has a variety of questions to practice from different categories with hints, plan, model answers, and checklist.

• "Amazing creative writings, there are 23 creative writings which include all types of creative writings. Value for money. Thank you for recommending this to me." Tina Singh , 11+ Parent "Very Helpful resource, especially the hints and plan for each creative writings helped my son a lot. He loves it, thank you." Wazid , 11+ Parent
• "Great resource for kids who are appearing for grammar exams. It helped my daughter and I would recommend these resources to my friends/family." Oliver , 11+ Parent "I have visited many websites for sample creative writings but the resource we found here is exceptional. I didn't find similar resources for the affordable price anywhere else. I sincerely recommend the pi academy website for the best resources at affordable prices." Anne , 11+ Parent
• "Checklist for all the creative writings provided is the unique format. You are a genius. Thank you Pi academy."  Mike , 11+ Parent "Amazing creative writings, there are 23 creative writings which include all types of creative writings. Value for money. Thank you for recommending this to me." Tina Singh , 11+ Parent
• "Amazing creative writings, there are 23 creative writings which include all types of creative writings. Value for money. Thank you for recommending this to me." Tina Singh , 11+ Parent
• "Very Helpful resource, especially the hints and plan for each creative writings helped my son a lot. He loves it, thank you." Wazid , 11+ Parent
• "Great resource for kids who are appearing for grammar exams. It helped my daughter and I would recommend these resources to my friends/family."  Oliver , 11+ Parent
• "I have visited many websites for sample creative writings but the resource we found here is exceptional. I didn't find similar resources for the affordable price anywhere else. I sincerely recommend the pi academy website for the best resources at affordable prices." Anne , 11+ Parent
• "Checklist for all the creative writings provided is the unique format. You are a genius. Thank you Pi academy." Mike , 11+ Parent 

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11 plus creative writing

By Atom | Jun 3, 2024, 3:35 PM

If your child is preparing for secondary school entrance exams, you may have heard conflicting information about whether there will be a creative writing task. Read on to find out:

what to expect from 11 plus creative writing exams

how to help your child prepare

which schools will require your child to do a creative writing test

What is 11 plus creative writing?

Children applying for 11 plus entry to selective schools may need to complete a creative writing task as part of the exam. The task could be to write an original short story or continue a story from a given text.

The main 11 plus exam boards ( GL Assessment and the Independent Schools Examinations Board (ISEB) ) do not include creative writing tasks in their tests. If a school includes a creative writing element, it has likely been set by the school itself.

Some grammar schools include creative writing as part of their 11 plus exams. We've included a list of these below.

Many independent senior schools include creative writing tests in their English exams. You can find out whether your child's target school includes creative writing in the entrance exam by visiting the 'admissions' page on the school website.

Free creative writing course

Improve your child's writing skills with Atom's free creative writing course. Get four free video lessons and downloadable resources (including a creative writing practice paper!) sent straight to your inbox.

Which grammar schools use creative writing exams?

Children applying to Reading School take an 11 plus exam set by Future Stories Community Enterprise . This includes a creative writing task.

What are common 11 plus creative writing themes?

The content and format of 11 plus creative writing tests can vary depending on the school. Some tests might ask your child to:

continue a short story based a paragraph of narrative text

describe a place or a situation

write a letter or an article to persuade the reader to feel a certain way

write their own short story based on some bullet points for guidance

write their own descriptive or narrative piece based on a picture

Getting used to writing for different audiences and purposes can put your child in good stead for 11 plus creative writing exams. Why not download Atom's creative writing prompts to get started?

What are examiners looking for?

Creative writing is subjective. After all, everyone has different interests when it comes to reading for pleasure! However, there are specific things examiners are looking for when marking 11 plus creative writing papers. These include:

Structure – does the piece have a clear beginning, middle and ending?

Creativity – has your child introduced unique ideas and demonstrated a strong imagination?

Spelling, punctuation and grammar – are they all accurate, and have they made use of sentence variety?

Vocabulary – have they used more advanced vocabulary (while making sense in context) than others their age? Have they introduced a wide range of adjectives, nouns and adverbs?

How to prepare for 11 plus creative writing tests

Developing creative writing skills can be one of the most challenging parts of preparing for exams. Here are our top tips to help your child become a confident writer!

Developing a wide and varied vocabulary is key for children to produce an interesting piece of writing. Including lots of adjectives and adverts is one of the best ways to grab a reader's attention.

We recommend that your child keeps a vocabulary log . As they read, they should record any new words with their definition and an example of the word used in a sentence.

In 11 plus exams, creative writing tasks usually last around 30 minutes (although this can vary from school to school). This isn't very long to produce an extended piece of writing – including planning time!

While it can be tempting to skip planning and start writing immediately, this will result in an unstructured piece of writing. As examiners are looking for evidence of a clear structure, your child may lose important marks.

We always recommend spending at least 5 minutes planning at the beginning of any creative writing exam. Your child should use this time to define what they will include in the beginning , middle and end of their piece.

Spelling, punctuation and grammar

Creative writing marks are not only awarded for content and creativity, but also for accurate spelling, punctuation and grammar. Your child can practise these topics on Atom Home .

Your child's learning plan includes questions and activities in Key Stage 2 English. These adapt to their performance, so they'll see questions at just the right level of difficulty to keep them motivated. On your 'Track' page, you can see how your child is progressing and any topics which need improvement.

One of the most effective ways to improve writing is through reading . Reading is a fantastic way to introduce your child to new vocabulary, as well as accurate grammar and punctuation. Reading a wide variety of content and genres will expose them to new writing styles and ideas that they can incorporate into their work.

If your child enjoys a particular book, ask them why they like it. Is it the vivid character descriptions, use of adjectives, or adventurous plot? This can help your child recognise what to include in their own writing.

You can use prediction and storytelling games to help develop your child's creativity. Once they reach the end of a chapter, get them to write a paragraph on what they think will happen next. If they didn't like the end of a story, they can have a go at writing an alternative ending.

Looking for reading inspiration? Download Atom's free Key Stage 2 recommended reading list .

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You don't need a tutor to get into your top-choice school. You just need Atom. We'll create a tailored plan for your child and support them along their fun revision journey.

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Hone writing skills and explore contemporary creative works as readers and writers, using New York and its rich, cultural universe as a habitat.

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The Peer Review

Student Perceptions and Practices: Independent Writing Projects in the Writing Center

Joseph Cheatle, Oxford College of Emory University Eden Orwell, The University of Southern Mississippi

The initial idea for this project occurred during the Spring 2022 semester when Eden Orwell completed a final project for the peer tutor training course as a requisite for working in the Writing Center at the University of Southern Mississippi. She chose to conduct and present on a series of interviews with queer student-writers on campus concerning their perception (or view) of the writing center, their queerness, their own writing, and the relationship between these elements. While conducting these interviews, the same topic recurred time and again: personal writing and the role (or lack thereof) of the writing center. The students Eden spoke to expressed a great deal of pride and passion when discussing their personal writing projects, but they also consistently brought up the idea that the writing center is not intended for the use of non-scholastic works. As someone who enjoys creative writing and works as a peer tutor in the Writing Center, Eden found this through-line thought-provoking and worthy of additional inquiry; in particular, Eden was struck by the fact that student perception was different from how the writing center positions itself as a place where students can work on any – and all – types of composing.

When Eden started working in the Writing Center at the University of Southern Mississippi as a tutor, she had the opportunity to continue her research with Dr. Joseph Cheatle, Director of the University Writing Center. She applied for, and received, a research grant from the Eagle Scholars Program for Undergraduate Research (Eagle SPUR) sponsored by the Drapeau Center for Undergraduate Research at the University of Southern Mississippi. The grant is an opportunity for a faculty member to mentor an undergraduate student throughout the research process. As part of this research project, Eden functioned as the primary investigator, and Dr. Cheatle served in a support and mentoring role. In addition to fulfilling the requirements of the Eagle Scholars Program for Undergraduate Research, this research answers the need for additional research in writing centers as well as what R. Mark Hall (2017) terms the “growing chorus of calls for more student-led research” (p. 9).

Together, we worked on building upon Eden’s previous project while expanding the scope of it to consider both creative writing and professional documents, which, when combined, we considered “independent writing.” Independent writing is defined as writing that either occurs outside of the classroom or beyond disciplinary specific writing. We used poems, personal essays, songs, short stories, a script, or a novel as examples of creative writing (we recognize that these can be completed as part of a specific course but are just as likely, or more likely, to be completed outside of a course). We used resumes/CVs, cover letters, graduate/professional school applications, blogs, or personal websites as examples of professional writing. Our inquiry was guided by a series of questions we wanted to answer, including:

• How do student clients view the writing center?
• Are student perceptions of the writing center different when working on in-class works versus independent writing projects?
• Do students who use the center for independent writing projects have positive experience?
• Why, or why not, do students use the center for independent writing projects?
• What can writing centers do to promote their work on independent writing?

Using the writing center for creative and professional projects should be obvious. Over time, writing centers have evolved from working primarily within English departments serving composition students to serving the entire institution; therefore, tutors must be welcoming of, and prepared to work with, students from all disciplines. And when serving students from all disciplines, writing centers should be prepared to work with discipline-specific writing as well as other professional documents like cover letters, resumes, curriculum vitaes, and more. Writing centers should also be prepared to work with creative writing, including poems, short stories, blogs, novels, memoirs, and more. But, as Hughes (2009) points out, “meeting the needs of this diverse population also creates a challenge for tutors and administrators of writing centers” (3). Hughes goes on to question whether tutors are expected to be trained to focus on every university discipline.

So, while writing centers profess to work on all types of writing, we wanted to determine if, and why, students work on independent writing in the writing center. We also were intentional in that we wanted to view this topic from the perspective of the student writer in order to highlight their experiences. When searching for scholarship on independent writing, we found only one or two sources on professional documents and writing centers, and very few sources on creative writing and writing centers. The sources we did find point out the challenges that tutors have when working with independent writing, particularly creative writing. As Havva (2020), Cassorla (2004), LeBlanc (1994), and Pabo (1991) note, tutors view creative writing as different from composition or typical English assignments; tutors view it as its own discipline (similar to viewing engineering writing or science writing as a discipline). In these works, tutors expressed that working with creative writers required specialized training and that they were concerned with their lack of familiarity with that discipline; in fact, tutors also indicated that they often do not have the expertise to accurately critique a student’s poem, story, script, or play.

While there are some sources (Havva 2020;Hughes 2009; Cassorla 2004; Hime and Mowrer 2003; LeBlanc 1994; and Pabo 1991) that address creative writing and the writing center, there were few sources that we found addressing professional documents. That does not mean that there are not sources on creative and professional writing; rather, it shows that there is not a broad proliferation of sources available and, if there are additional sources, they are more difficult to find. One particular source, Lori Rochelle Hughes’ (2009) dissertation, “Tutoring Technical Document in the Writing Center: Implications for Tutor Training and Practice,” did address professional documents and writing centers. In it, she notes that professional documents have requirements unique to that genre and should be treated as its own discipline. The available previous literature shows the challenges that tutors face in working with both creative and professional writing while also highlighting the anxieties that tutors may feel when working with these genres. The lack of previous work in this area of writing center studies is important because it illustrates that writing centers have not given much attention to it; further, it may show some fundamental assumptions among writing center administrators that students working on independent writing will naturally feel that they can work on those at the center. Our work shows that this assumption is not necessarily true and that there is a divide between what kinds of works students may feel comfortable bringing to the center for help.

This research project used both quantitative and qualitative methods to explore independent writing. Specifically, we used a survey (Appendix 1) that then informed the questions we asked during follow-up interviews (Appendix 2) with a select number of participants. This project was approved by the Institutional Review Board at the University of Southern Mississippi (protocol number 23-0016). In addition to demographic questions, we sought to determine:

• Student awareness (about what they know and understand) of the Writing Center and its purpose
• Student perceptions (positive or negative view) of the Writing Center and the ability of the Writing Center to help them
• Whether, in general, students work on independent writing projects
• If students worked with an independent writing project with the Writing Center
• The experiences of students who brought an independent writing project to the Writing Center

The survey relied primarily on Likert scale questions. We distributed the survey throughout the University of Southern Mississippi campus. Our institution is a Carnegie R1 research institution that functions as a state regional institution, enrolling around 12,000 students each year. The writing center features about 14 tutors, including undergraduate, graduate, and professional tutors. 123 students completed the survey, including 85 (69.11%) undergraduate students and 38 graduate students (30.89%).

Among undergraduate students, each academic year was represented, including 14 first- year students (11.38%), 22 sophomore students (17.89%), 12 junior students (9.76%), and 37 senior students (30.08%). At our institution, we have “schools” rather than departments. While the largest number of participants came from the School of Humanities (which encompasses English, History, Philosophy, and Religion), that only accounts for 14% of participants. Students in high numbers also participated from the School of Education (12.59%), School of Criminal Justice, Forensic Science and Security (9.63%), and School of Media Communication (8.89%). Out of 32 Schools, 25 were represented in the survey participants.

In order to gain greater insight into the experiences and perspectives of the students, 5 interviews were conducted with respondents that indicated they had attended the writing center with a piece of independent writing and were open to being interviewed about their experiences. The in-person interviews utilized open-ended questions that focused on students’ relationship to independent writing, experiences with such writing in the center, and general perceptions of the writing center. Between all five, there was a great diversity of experiences, backgrounds, and perspectives. Out of those interviewed, three were graduate students, and two were undergraduate students. Of the graduate students, two were from the School of Education while one was from the School of Biological, Environmental and Earth Sciences. Of the undergraduates, one was from the School of Social Work, and one was from the School of Social Science and Global Studies.

We felt that using a quantitative and qualitative mixed-methods approach to research would provide us the most information and a more nuanced understanding regarding independent writing. According to Guetterman, Fetters, and Creswell (2015), a mixed- methods approach to research draws on the strengths of both approaches. While quantitative research allowed us to reach a larger number of participants and collect more data, qualitative research allowed us to investigate the complex relationship students have with writing (McKinney 2016). We integrated these methods together by starting with a quantitative survey that then informed the questions we asked in qualitative interviews. In this way, we were able to use the interviews to provide a deeper understanding of our survey results.

We began the survey with demographic questions before asking students about their perception, awareness, and understanding of the Writing Center. Specifically, we asked, “How would you rate your awareness/understanding of the Writing Center and its purpose?” (Figure 1).

Students indicated a high awareness and understanding of the Writing Center. 59 students (47.97%) indicated that they were “Aware,” while 41 students (33.33%) were “Very aware” of the Writing Center and its purpose. Only six students (4.88%) were “Unaware,” and  six students (4.88%) were “Very Unaware,” of the Writing Center and its purpose.

We then asked, in Figure 2, “If you are working on a writing project and feel like you could benefit from guidance or advice, how likely are you to visit the Writing Center?”.

Among the students that responded to this question, 62 students (51.24%) indicated that they were either “Likely” or “Very likely” to visit the Writing Center for a writing project. Meanwhile, only 32 participants (26.45%) indicated that they were “Unlikely” or “Very unlikely” to visit the Writing Center.

Students were also asked if they had ever visited the Writing Center (Figure 3).

75 students (60.98%) indicated that they had visited the Writing Center while only 48 students (39.02%) indicated that they did not visit the Writing Center.

We then turned towards independent writing projects. 106 students indicated that they had worked on a total of 462 independent projects during their time at the institution, spanning a wide variety of projects, as shown in Figure 4, below.

The most frequent independent projects students worked on were resumes/CVs (81 or 17.53%), emails (72 or 15.57%), scholarship/grant applications (70 or 15.15%), and a cover letters (51 or 11.04%).

Students were then asked, as depicted in Figure 5, “While working on a personal writing project, are you more or less likely to visit the writing center than when working on a class assignment?” Students indicated less enthusiasm for working with the Writing Center on independent writing projects than for attending the writing center in general.

68 participants, or 66.67%, indicated that they were either “Less likely” or “Much less likely” to visit the Writing Center for an independent writing project. Meanwhile, only ten participants, or 9.80%, were “More likely” or “Much more likely” to visit the Writing Center for an independent writing project. And only 24 participants, or 23.53%, were “Neither more/less” likely to visit the Writing Center for an independent project.

There were very few students who indicated that they came to the Writing Center for an independent writing project. Among those that came to the Writing Center for an independent writing project (Figure 6 below), 19 students (17.92%), all of them indicated that they came for professional documents, and 5 students (33.33%) indicated that they also brought creative writing projects to the center. Students were twice as likely to bring professional writing projects to the Writing Center for assistance compared to creative writing projects.

Figure 7, below, provides feedback from students who used the Writing Center for independent writing projects. Students were asked how helpful their visit was:

Only one student indicated that coming to the Writing Center for their independent writing project was either “Unhelpful” or “Very unhelpful.” Meanwhile, for those that used the Writing Center for independent writing projects, 15 students (87.50%) indicated that the experience was either “Helpful” or “Very helpful.”

Students who used the Writing Center for independent writing projects were asked to indicate how prepared tutors were to help them (Figure 8). 14 students (87.50%) indicated “Prepared” or “Very prepared” when asked “How well prepared was the tutor to assist you with your personal writing?” Only one student felt that their tutor was “Very unprepared” to help them.

Lastly, students who visited the center for independent writing projects were asked, in Figure 9, how likely they were to return to the Writing Center for another independent writing project.

4 students (25%) indicated that they were “Likely” to return to the center if they were working on a personal writing project, while 8 students (50%) indicated that they were “Very likely” to return. Combined, 12 students (75%) indicated that they were likely to return to the writing center if they were working on a personal writing project. Only one student indicated that they were “Unlikely” to return.

In addition to surveys, five students were asked in interviews what independent work they had engaged with over the course of their time at USM. One student indicated that they had worked on personal essays and emails, one indicated they had worked on a resumes/CVs, blog posts, emails, and a novel, one indicated they had worked on a scholarship/grant application, one indicated they had worked on a resume/CV, a cover letter, and emails, and another that they had worked on a resume/CV. There was a substantial variety between interview subjects concerning the forms of independent writing that they engaged in. These interviews are used to complement survey data and are included in the discussion section where results from the surveys are considered.

Five key points of information can be taken away from data collected through the surveys and interviews:

1. Students Have an Overall Positive Perception and Awareness of the Writing Center

Students indicated a high awareness of the Writing Center and its purpose (Figure 1). Overall, 100 students (81.30%) were “Aware” or “Very Aware” of the Writing Center and its purpose. Only 10 students (9.76%) were either “Unaware” or “Very unaware” of the Writing Center and its purpose. It is clear that students have a high understanding that there is a Writing Center at the institution and generally what its purpose is. When all students, including those who did not come to the Writing Center for any reason, were asked “If you are working on a writing project and feel like you could benefit from guidance or advice, how likely are you to visit the Writing Center?” (Figure 2), students were more likely than not (at 51.24% to 26.45%) to visit the Writing Center. Because a number of students have never attended the Writing Center (48 students, 39.02%, Figure 3), it is clear that even students who did not attend the center were likely to be aware of the center, know its purpose, and be willing to use its services at some point in the future.

2. In General, Students are Working on a lot of Different Independent Writing

We might ask the question, “Why does independent writing matter to writing centers?” Figure 4 indicates the vast array, and number, of independent writing projects students worked on during their time at the institution. 106 students indicated that they were working on a total of 462 independent writing projects. They were primarily working on resume/cvs, scholarship applications, emails, cover letters, personal essays, poems, short stories, and more. The high number, and breadth, of independent writing projects indicates that students are frequently working on these types of writing. Furthermore, since students are working on them, writing centers may already–or may want to– position themselves to address student concerns in this area. Furthermore, independent writing marks a potentially large field for writing centers to work with.

3. When it comes to Independent Writing, the Perception of the Writing Center is Different

While students have a generally positive view of the writing center, they were less likely to view the writing center positively in light of independent writing. In Figure 5, student were asked the likelihood of visiting the Writing Center for an independent project. 68 participants, or 66.67%, indicated that they were either “less likely” or “much less likely” to visit the Writing Center for an independent writing project. This negative viewpoint is in juxtaposition with the positive data in Figure 2, which asks how likely students are to visit the Writing Center. 62 students (51.24%) indicated that they were either “Likely” or “Very Likely” to visit the Writing Center for a writing project. Interviews reinforced this juxtaposition between writers who hold a positive viewpoint of the center in general but a more skeptical view of the Writing Center in terms of independent writing. One interviewee who writes children’s books said, “I’ve never thought of having someone [from the Writing Center] help me with my creative writing.” They go on to say that they use a professional editor to help them with their work, “When I work on my book, I pay someone so I feel it would be like free work [to use the Writing Center].” Another interviewee said that, “I didn’t know that [the Writing Center] was even an option” for independent writing. It is striking that the positive perception of the writing center to help a student does not necessarily extend to independent writing projects.

4. Students Worry that Tutors may not have Expertise in their Area of Writing

Beyond the reason for attending the center, interviews also revealed a great deal about student experiences with the center both before and during tutoring sessions. Though these students claimed that they all found their tutoring experiences helpful, several also mentioned a notable deficiency in their tutor’s ability to advise on field-specific modes of writing. This touches on the debate between generalist and specialist approaches to tutoring. While this debate is old and well-worn, it is worth mentioning that, when pressed, every student that mentioned such a frustration confirmed that their tutor was helpful and openly discussed the limitations of their expertise with the student. When asked about the Center’s outreach and communication efforts, interviewees also repeatedly stated that they did not closely read campus-wide emails and that their only understanding of the services offered by the Center came via peers and instructors through word of mouth. Students thus appear to be making the decision about whether or not the Center offers services appropriate for their needs primarily upon secondary or tertiary information and rarely direct Center communications. This might help to explain why so many students don’t come to the Center to work on independent writing projects – because they may not be getting the center’s messaging that tutors can work on independent writing projects.

In the interviews, questions focused on student experiences in the center and the efficacy of the Center’s communication efforts. When discussing their reason for attending the Center, students consistently used a variation of the phrase, “I just wanted to get another pair of eyes on it,” describing a sense of uncertainty and unease in the absence of an instructor’s guidance. Despite the fact that the students claimed to be highly confident in their writing and that they did not come into the center seeking editing/proofreading services, they still felt uneasy submitting independent writing for any form of review before having a trained professional’s approval. This adds dimension to the survey finding that 14 of the 19 students (73.68%) that brought independent writing to the center also indicated that they were more likely to struggle while working on an independent project in the absence of an instructor to provide guidance, feedback, and support. It appears that the source of this anxiety does not lie in the students’ perception of their own skills but rather in their general lack of certainty without a readily accessible authority on the matter.

This point touches on the generalist versus specialist debate which has existed in some form since the origin of writing centers (Devet 2014). While specialists offer some benefits to writing centers, it is not practical to staff specialists for each discipline and major. According to Devet (2014), “No directors can hire tutors for every discipline at a college or university: the staff is just not there. Then, too, training tutors as specialists assumes disciplinary writing is monolithic […]”. Another issue with training specialist tutors is that it does not recognize the many varieties in disciplinary writing. 

5. If Students come to the Center for an Independent Project, they are Likely to have a Positive Experience and Return to the Center.

Even though students were wary of the ability of writing tutors to work with independent writing, those students who did work with tutors on an independent writing project indicated that they have a positive experience. When students used the Writing Center for independent writing projects, they generally reported a positive experience. According to Figure 7, of those who used the Writing Center for an Independent Writing Project, 15 students (87.50%) indicated that the experience was either “Helpful” or “Very helpful” when asked to rate the helpfulness of the Writing Center to assist on their independent writing project. Only one student rated the center as “Very unhelpful.” One interviewee noted that they use the Writing Center frequently for independent writing projects, especially those related to formal letters (like application letters), internship applications, exchange programs, and other similar documents. It seems counterintuitive, but they note that because “professional writing documents are very standard,” they “trust that [feedback] more” from the center. In this case, the general predictability of the genre gave them confidence in the center to help them.

Students who completed the survey also indicated that tutors were prepared to help them on independent writing projects. According to Figure 8, 14 students (87.50%) indicated that the tutor who worked with them on an independent writing project was either “Prepared” or “Very prepared” to work with them. Only one student indicated that their tutor was “Very unprepared” to work on an independent writing project. The fact that the center was rated helpful and that tutors were prepared to work on independent writing indicates that writing centers are able to work with independent writing and provide a helpful experience. This is without extensive training in independent writing projects nor purposefully hiring tutors who excel at independent writing.

Lastly, students who used the center for independent writing projects were asked how likely they were to return to the center. The overwhelming majority, 75% of respondents, indicated that they are “Very likely” or “Likely” to return to the Writing Center. Only 6.25% indicated that they were “Unlikely” to return to the Writing Center. Overall, this data supports the finding that students generally have a positive experience when bringing independent writing to the Writing Center and are likely to return.

Drawing upon the previous discussion section, we provided our Writing Center, and the field of writing center studies, with a set of recommendations intended to improve the relationship between it and independent writers across campus. Focusing on outreach, student perception, and student experiences in the center, the recommendations are to:

• Explicitly inform the student population of the specific services offered by the writing center, including tutoring for independent writing;
• Direct such information and other outreach efforts through faculty/staff via emails and the Writing Center syllabus insert, and directly to students through in-class presentations and workshops;
• And, build on the strengths of writing center personnel who may have experience working with independent writing. Advise and train Center staff to familiarize themselves with each other’s specializations so as to better recommend tutors with relevant experience or knowledge when working with students engaged in area-specific writing.

Though we consider the findings of this study to be helpful, there is still room for improvement, and further study must be done to determine key pieces of information not present in these results. As previously stated, the sample procured in this research is not considered to be representative of the broader student population. When considering such points of interest as the true level of awareness and understanding of the Center held by students, a more quantitatively focused and statistically-conscious study would be necessary in order to procure conclusive data upon which to base more meticulous outreach strategies. Additionally, a representative sample would grant future researchers the opportunity to draw more precise conclusions about the pervasiveness and breakdown of independent writing amongst the student body.

Though this study revealed a great deal about the perceptions and patterns of Writing Center engagement by USM independent writers, there were several key limitations. First and foremost, more respondents would have been provided the opportunity to make more definitive claims about the student population. The second is that there were only five interviews completed, which means that we had less qualitative data than we would have liked. The third is that this study was conducted at only one institution; therefore, the results apply primarily to that institution. And, we would have liked to expand the scope of the study but were limited by the timeframe of Eden’s grant funding.

Beyond a greater and more representative survey sample, future studies may benefit from a higher number and diversity of interviewees. Though this study was primarily concerned with the perceptions and experiences of independent student writers that had brought such work into the center and thus only interviewed those students, interviews with students from the other two groups within this study (independent writers that have not brought such work to the center and non-independent writers) may provide further insight. By formulating open-ended questions that may be more universally applicable to the student body and asking them of all student groups, a better understanding of the nuanced differences between such groups may be gathered. Additionally, a larger sample size (or even focus group) for interviewees than that gathered in this study could be beneficial in allowing researchers to make more assertive claims about the insights provided.

Independent writing projects represent an important aspect of writing center work. This may be because students working on these projects use the writing center as a resource, or it may be because the writing center wants to work with students on independent writing projects. For writing centers that may not currently work with independent writing, they may want to start engaging with students working on independent writing. Ultimately, this work functions as a starting point to draw attention to independent writing and writing centers; we hope to spur conversation, research, and scholarship about independent writing. And, as a starting point, we look forward to exploring independent writing further and determining the most effective ways of engaging with this important aspect of writing centers.

Cassorla, L. (2004). “Tutor attitudes toward tutoring creative writers in writing centers.” ProQuest . University of South Florida.

Devet, B. (2014). “Using metagenre and ecocomposition to train writing center tutors for writing in the disciplines.” Praxis: A Writing Center Journal 11 (2).

Dinitz, S., & Harrington, S. (2014). “The role of disciplinary expertise in shaping writing tutorials.” The Writing Center Journal 33 (2), 73-98.

Guetterman, T., Fetters, M., & Creswell, J. (2015). “Integrating quantitative and qualitative results in health science mixed methods research through joint displays.” Annals of Family Medicine 13 (6), 554-561.

Hall, R. M. (2017). Around the texts of writing center work: An inquiry-based approach to tutor education . Boulder: Utah State University Press.

Havva, Z.O. (2020). “Tutoring creative writers in the writing center.” Praxis: A Writing Center Journal 18 (1).

Hime, J.E., & Mowrer, K.J. (2003). “Eight ways to tutor creative writers.” The Dangling Modifier 10 (1).

Hughes, L. (2009). “Tutoring Technical Documents in the Writing Center: Implications for tutor Training and Practice.” Dissertation.

LeBlanc, D. (1994). “Teaching creative writing in writing centers.” The Writing Lab Newsletter 19 (9), 1-4.

McKinney, J.G. (2016). Strategies for writing center research . Anderson, SC: Parlor Press.

Pabo, K. “Creative writing and the writing center.” The Writing Lab Newsletter, 15 (6), 5-7.

Appendix 1: Examining Independent Student Writers’ Perceptions of the Writing Center

Survey Consent Form

Project Title: Examining Independent Student Writers’ Perceptions of the Writing Center Protocol Number: 23-0016

Principle Investigator: Eden Duley Research Advisor: Dr. Joseph Cheatle Email: [email protected]

• Purpose : The purpose of this project is to provide a better understanding of how students at the University of Southern Mississippi use the Writing Center to work on writing outside of the classroom.
• Description of Study : This research project aims to investigate student-writer perceptions of the Writing Center as it relates to personal works, especially creative writing projects using a survey and interviews. We hope to determine what benefits and services, if any, do student writers believe the writing center has to offer for those working on personal writing projects. We also hope to provide recommendations for the Writing Center on how to improve services for creative writing projects and how to successfully outreach to creative writers throughout the institution.
• Benefits : This project has the potential to benefit students who are working on non- classroom related writing projects.
• Risks : There are no risks associated with this projects.
• Confidentiality : All data collected will be kept confidential, including any demographic information provided in the survey.
• Participant’s Assurance : This project and this consent form have been reviewed by the Institutional Review Board, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research participant should be directed to the Chair of the Institutional Review Board, The University of Southern Mississippi, 118 College Drive #5125, Hattiesburg, MS 39406-0001, 601-266-5997.

Any questions about this research project should be directed to the Principal Investigator using the contact information provided above.

Consent to Participate in Research : I understand that participation in this project is completely voluntary, and I may withdraw at any time without penalty, prejudice, or loss of benefits. All personal information will be kept strictly confidential, including any identifying information. By clicking the box below, I give my consent to participate in this research project. If you do not wish to participate in this study, please close your browser now. Yes, I consent to participate

• Yes, I consent to participate (1)
• No, I don’t consent to participate (2)

Q2 Year of Study

• First-year (1)
• Sophomore (2)
• Graduate Student (5)

Q3 Please indicate the school of your major (Check all that apply for multiple majors). If you are undecided, please choose “Undecided.”

▢ Center for STEM Education (1)

▢ Department of Aerospace Studies (2)

▢ Department of Military Science (3)

▢ School of Biological, Environmental and Earth Sciences (4)

▢ School of Coastal Resilience (5)

▢ School of Computing Sciences and Computer Engineering (6)

▢ School of Construction and Design (7)

▢ School of Criminal Justice, Forensic Science and Security (8)

▢ School of Humanities (9)

▢ School of Interdisciplinary Studies and Professional Development (10)

▢ School of Mathematics and Natural Sciences (11)

▢ School of Media Communication (12)

▢ School of Music (13)

▢ School of Ocean Science and Engineering (14)

▢ School of Performing and Visual Arts (15)

▢ School of Polymer Science and Engineering (16)

▢ School of Social Science and Global Studies (17)

▢ School of Accountancy (18)

▢ School of Finance (19)

▢ School of Leadership (20)

▢ School of Management (21)

▢ School of Marketing (22)

▢ School of Child and Family Sciences (23)

▢ School of Education (24)

▢ School of Kinesiology and Nutrition (25)

▢ School of Library and Information Science (26)

▢ School of Psychology (27)

▢ School of Social Work (28)

▢ School of Health Professions (29)

▢ School of Leadership and Advanced Nursing Practice (30)

▢ School of Professional Nursing Practice (31)

▢ School of Speech and Hearing Sciences (32)

▢ Undecided (33)

Q4 How would you rate your awareness/understanding of the Writing Center and its purpose?

Q5 Have you ever received an informational presentation about the Writing Center?

Q6 Has a professor/instructor ever recommended the Writing Center as a resource?

Q7 Has a professor/instructor ever offered extra credit for attending the Writing Center?

Q8 Have you ever visited the Writing Center?

Q9 From your current understanding, which of the following statements best describes the purpose and services offered by the Writing Center? (Please choose all that apply)

▢ To edit and proofread students’ writing assignments before they are turned in for a grade (1)

▢ To teach students the fundamentals of grammar and writing so that they may better complete all future writing assignments (2)

▢ To guide students through the writing process of individual assignments so that they may better complete the specific writing assignment and all future assignments (3)

▢ To provide general feedback and professional guidance to students concerning writing of any kind so that they may become better writers (4)

▢ Other (Please explain) (5)

Q10 If you are working on a writing project and feel like you could benefit from guidance or advice, how likely are you to visit the Writing Center?

Q11 Are you a transfer student?

Q12 Not including this semester, for how many semesters have you attended USM?

• 1 semester (1)
• 2 semesters (1 year) (2)
• 3 semesters (3)
• 4 semesters (2 years) (4)
• 5 semesters (5)
• 6 semesters (3 years) (6)
• 7 semesters (7)
• 8+ semesters (8)

Q13 Did your previous institution have a writing center or similar service?

Q14 Did you ever visit the writing center at your previous institution?

Q15 In your time at USM, have you ever worked on a personal writing project that wasn’t a class assignment? (Check all that apply)

▢ Resume/CV (1)

▢ Personal Essay (3)

▢ Cover Letter (4)

▢ Graduate/professional School Application (5)

▢ Scholarship/grant Application (7)

▢ Short Story (8)

▢ Email (9)

▢ Script (10)

▢ Blog Post or Personal Website (11)

▢ Novel (12)

▢ Other (Please Specify) (13)

▢ I have never worked on a personal writing project without being assigned to do so in a class (14)

Q16 On average, roughly how many personal writing projects do you work on every semester?

Q17 While working on personal writing projects, how often do you struggle without the guidance of a professor/instructor?

Q18 While working on a personal writing project, are you more or less likely to visit the writing center than when working on a class assignment?

Q19 While working on a personal writing project, have you ever visited the Writing Center for assistance?

Q20 How would you characterize the personal project(s) that you brought to the center?

• Creative (1)
• Professional (2)
• Both (multiple projects) (3)
• Other (Please specify): (4)

Q21 How helpful did you find the tutoring session(s) for your personal writing project?

Q22 How well prepared was the tutor to assist you with your personal writing?

Q23 How likely are you to return to the writing center if you work on a personal writing project?

Q24 Are you willing to be interviewed on your experience in the Writing Center and your perception of the Writing Center to assist with your personal writing projects?

Q25 Please provide your name and email

Appendix 2: Interview Questions

• Please describe your experiences with independent writing, which is defined as creative writing (like novel, short story, poetry) or professional writing (like resumes, cvs, cover letters, etc.)
• How many independent writing projects do you complete each year? What about during your time at USM?
• Did you bring in any professional writing projects in to the writing center? If so, could you tell me about that? (potential follow ups: Why did you bring it/them in? What kind of a project(s)? Have you ever brought a creative work in?)
• Did you bring in any creative writing projects in to the writing center? If so, could you tell me about that? (potential follow ups: Why did you bring it/them in? What kind of project(s)?)
• Are you more willing to come to the Writing Center for creative writing projects or professional writing projects? Explain further.
• Did you have any reservations about bringing this kind of work to the writing center? If so, why?
• Describe your tutoring experience here at the writing center.
• How could tutors improve your experience while working with them on personal projects?
• What is your understanding of the writing center and its purpose?
• How well do you feel the writing center conveys and spreads awareness of its purpose? How do you think the center could better convey and spread awareness of its purpose?

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Creative writing for Independent schools

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Post by beoptima » Wed Feb 01, 2017 5:24 pm

Re: Creative writing for Independent schools

Post by Bee » Thu Feb 02, 2017 10:14 am

Post by mum-of-two » Thu Feb 02, 2017 2:14 pm

Post by beoptima » Thu Feb 02, 2017 4:04 pm

Bee wrote: There are lots of info in this forum, you will probably need to look at Hertfordshire Or surrey Regions. Let me know if you can't find and I will have a look at it later

mum-of-two wrote: Not sure how helpful this is but I have just come across a website this morning called 'The Literacy Shed'. This looks like a great tool for developing creative writing.

Post by Bee » Thu Feb 02, 2017 6:21 pm

Post by grgygirl » Tue Feb 21, 2017 8:53 pm

Post by beoptima » Mon Jun 05, 2017 4:17 pm

grgygirl wrote: Our experience of applying to independents this year has been similar to the last post. Mostly continue the story or a descriptive piece. Similar to the grammar schools that include creative writing. I would aim for lots of practise building up the constituent parts of a story. The Key Stage 2 books on aiming for SATS level 6 writing were very useful to us (think one of the ones we had was published by Collins).

Post by beoptima » Mon Jun 05, 2017 4:19 pm

Bee wrote: Have a look at the below link, the creative writing for independent schools are not very different from Grammar https://www.elevenplusexams.co.uk/forum ... er#p565024 " onclick="window.open(this.href);return false; I've seen more fictional writing, describing the scenes, feelings etc. There's been few non fictional writing too The other thing you may want to try is extended writing, the child will be given a scenario and will be expected to continue with the story Hope this helps

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Independent Study

Independent study in creative writing  .

The Independent Study in Creative Writing is a for-credit opportunity for students to complete a creative project outside the bounds of the workshop, supervised by a member of the Creative Writing faculty. 

Eligibility:

You must be a declared Creative Writing Minor, Journalistic Writing Minor, or English Major with a Creative Writing Concentration in order to apply for an Independent Study in Creative Writing.

Before you apply, it is a good idea to consider the following:

• Which courses (in any department) have prepared you for your Independent Study?
• Is there a course being offered at Penn that might serve as a good home for the project that is at the heart of your Independent Study?
• If not, can you articulate how working independently, rather than in a course environment, will serve your creative and intellectual goals?
• How will you manage your own time, workflow, and goals for your project, without the scaffolding of a course, especially a Creative Writing workshop?
• What are your goals for the Independent Study? These can be both concrete—to finish a screenplay, a novella, a suite of poems, etc.—and broad—to steep yourself in a particular field of study, to hone an intensive creative practice, to immerse yourself in a particular creative form, etc.

Here are the steps to apply for an Independent Study:

• Independent Study: Poetry Writing
• Independent Study: Shark Bite
• Write a 150-word paragraph describing the goals of your Independent Study. This will be your course description.
• Invite a member of the faculty to advise your Independent Study by sending them your course title and description and confirming their availability in the semester you would like to study.
• Once your advisor has confirmed that they are available to advise you, email your course title and description and the name of your advisor to the Director of the Creative Writing Program requesting approval for the Independent Study.
• If your Independent Study request is approved, you will receive a registration form to be signed by you, your advisor, and the Director of the Creative Writing Program.

Further details and deadlines:

• Applications are accepted on a rolling basis, but we strongly advise you to submit your application before Advance Registration begins.
• Registration forms (for accepted applications) should be submitted during Advance Registration, if possible. Forms are also accepted during the Add period. Forms submitted after the Add period ends cannot be accommodated.
• The Independent Study appears on your transcript as a one-credit course that counts toward the Creative Writing Minor, the Journalistic Writing Minor, or the Creative Writing Concentration.
• The Independent Study is subject to the same terms as any other course, including the Drop and Withdrawal deadlines.
• If you would like to discuss your project or discuss finding an advisor, please contact the Director of the Creative Writing Program .
• For information about the Creative Writing Honors Program, in which students enroll in an Independent Study supervised by their thesis advisor, please  visit this page .

Ignite Writing Passion: Four Ways to Create a Culture of Writing Among Students and Faculty

Spring 2018

By Tess Callahan

1. Modeling First Drafts: Launch a Joint Student/Faculty Writing Challenge

2. modeling revision: share your process, 3. modeling sharing: post faculty and student writing on a common platform, 4. modeling community: create structures that support writing.

• Contest blog: As a tool for my Creative Writing class, I created an in-house “Creative Writing News” blog where students can access links to youth literary magazines and dozens of well-established contests, including the Scholastic Art & Writing Awards, National Council of Teachers of English (NCTE), New Jersey Council of Teachers of English (NJCTE), Letters About Literature, and YoungArts, as well as summer creative programs such as the Iowa Young Writers’ Studio and Kenyon Young Writers Workshop. The blog also keeps track of recent Newark Academy publications and awards so that students can see where their peers find success. I offer information about upcoming literary readings and texts on craft, such as the Lamott and King books mentioned above. I tell students that I am constantly learning from authors I love. Having published a novel does not mean I’ve stopped growing as a writer. I encourage them to think of writing as a skill they can always continue to hone. The blog is one tool in their toolbox.
• Monthly newsletter: In addition, I began sending out a monthly newsletter to the Creative Writing class and any other interested students. The newsletter lists upcoming contests by deadline and gives quick reference points regarding eligibility and requirements, making it easy to target suitable opportunities. Students often meet with me in person for advice on where to send their work. Subscribers to the newsletter now number 180, nearly a third of the student body.
• Creative writing coordinator position: If you wonder how realistic it is for a teacher to continue orchestrating a school-wide writing challenge, three blogs (the private and public “WAM” and the Creative Writing News), a monthly newsletter, and one-on-one meetings with students—it isn’t. In my fervor to build a writing community, I created a beast that devoured my time. Fortunately, my school saw the value of these projects—which was manifested in awards, publications, play productions, and, more important, student enthusiasm for writing—and created the position of Creative Writing Coordinator. Not only am I grateful to be compensated for my time, I’m happy to know that the thriving writing community at Newark Academy will continue to flourish long after I’m gone. Structures matter.
• Faculty writing circle: Soon after coming to Newark Academy, I discovered several other writers on the faculty—poets, fiction writers, memoirists, bloggers, and diary-keepers. Some had published books, essays, or Letters to the Editor. Others kept their writing strictly private. Five of us started meeting in a classroom once a week for half an hour after school to write together, each on his or her own project. The idea may sound counterintuitive. Why do solitary work in the company of others? But those 30 minutes per week gave us license to feed our creativity, vitally important in a profession where the workload is boundless. The circle also gave us the opportunity to chat about writing goals, stumbling blocks, and potential venues for our work. Curious students began asking what we were doing, often surprised to learn that we were, each in our own way, dedicated writers. Conversations unfolded. Not only did the circle bolster our creative energy in the midst of demanding jobs, it showed students how we used writing to distill and express our lives, that we supported each other in this process, and that we prized it enough to carve out the time to make it happen.

Tess Callahan ( [email protected] ) is the Creative Writing Coordinator at Newark Academy, Livingston (New Jersey).

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Help your child succeed in their 11 Plus exams

The 11 plus guide - free advice and help for the 11 plus exams.

The 11 Plus Guide – FREE advice and help for the 11 Plus exams.

• 11 Plus Exam Papers & Books
• 11 Plus Exam Preparation
• 11 Plus Subjects
• Independent & Private Schools
• Grammar School Test Areas
• 11 Plus Forum
• Using 11+ Practice Papers
• Developing English Skills
• Free Sample 11 Plus Maths Papers
• Free Sample 11 Plus VR Papers
• Free Sample 11 Plus NVR Papers
• Free Sample 11 Plus CEM Papers
• CEM VR Comprehension
• CEM VR CLOZE Comprehension
• CEM VR CLOZE English
• CEM VR CLOZE Synonyms
• CEM VR CLOZE Opposites
• CEM VR Jumbled- Shuffled Sentences
• Free Sample 11 Plus Independent School Papers
• Free Maths Assessment
• Year 5 Core Skills Assessment
• List of Free Maths Assessments for Children in Years 1-6
• Year 3 English Books
• Year 4 English Books
• English Preparation Year 5
• Year Three Maths Books
• Year Four Maths Books
• Maths Preparation Year 5
• VR Preparation Year 3
• VR Preparation Year 4
• VR Preparation Year 5
• Non VR Preparation Year 3
• Non VR Preparation Year 4
• Non VR Preparation Year 5
• CEM Preparation Year 3
• CEM Preparation Year 4
• CEM VR Preparation Year 5
• CEM Non VR Preparation Year 5
• CEM Numerical Reasoning Preparation Year 5
• English Resources for Independent School Exams
• Maths Scholarship Resources
• Berkshire Reading 11 Plus
• Berkshire Slough 11 Plus
• Birmingham 11 Plus
• Buckinghamshire 11 Plus
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• Bond 11 Plus Practice Papers Books
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• Letts 11 Plus Practice Papers Books
• Schofield and Sims Books

Free Independent School 11 Plus Papers

Use the links below to access our extensive range of Maths and English papers (listed alphabetically) from Independent schools across England. These are all free to download and require no sign-up.

Free 11+ Maths Papers From Independent Schools 

Free 11+ english papers from independent schools, 11+ independent school exam information .

Make sure that you also check out our other free 11+ papers for download- Maths Papers , Verbal Reasoning Papers , Non-Verbal Reasoning Papers , English Papers and CEM Papers .

Our Exam Papers and Books pages offer Free 11 Plus preparation Guides and recommendations on which are the best papers and books to buy

• 11+ Maths Resources and Preparation
• 11+ English Resources and Preparation
• 11+ Verbal Reasoning Resources and Preparation
• 11+ Non-Verbal Reasoning Resources and Preparation
• CEM 11+ Verbal Reasoning Resources and Preparation
• CEM 11+ Non-Verbal Reasoning Resources and Preparation
• CEM 11+ Numerical Reasoning Resources and Preparation
• 11+ Revision Advice

Free Independent School 11 Plus Maths Exam Papers

1/  Although important for building exam technique, just simply completing paper after paper will not help your child. It is important to combine papers with learning resources. Please follow the following links for more information on independent and private school 11 plus exams preparation  and maths scholarship resource s. We have also recommended some Maths Independent school resources which we believe are particularly relevant for children in the run into the exam.

2/  Download papers from various different independent schools below, along with the mark schemes where provided.

Alleyn’s School 11+ Maths Papers

11 Plus Sample Paper 1 – Alleyn’s School

11 Plus Sample Paper 2 – Alleyn’s School

Bancroft’s School 11+ Maths Papers

11 Plus Sample Paper – Bancroft’s

11 Plus Sample Paper 2017 – Bancroft’s

11 Plus Sample Paper 2016 – Bancroft’s

Colfe’s School 11+ Maths Papers

11 Plus Sample Paper – Colfe’s

City of London School 11+ Maths Papers

11 Plus Specimen Paper 2018 – City of London School

Dulwich College 11+ Maths Papers

Dulwich College 11 Plus Maths exam paper A

Dulwich College 11 Plus exam paper A – Mark scheme

Dulwich College 11 Plus Maths exam paper B

Dulwich College 11 Plus Maths exam paper B – Mark scheme

Dulwich College 11 Plus Maths exam paper C

Dulwich College 11 Plus exam paper C – Mark scheme

Dulwich College 11 Plus Maths exam paper D

Dulwich College 11 Plus exam paper D – Mark scheme

Dulwich College 11 Plus Maths exam paper E

Dulwich College 11 Plus exam paper E – Mark scheme

Dulwich College 11 Plus Maths exam paper F

Dulwich College 11 Plus exam paper F – Mark scheme

Dulwich College 11 Plus Maths Specimen Paper

Emanuel 11+ Maths Papers

11 Plus Sample Paper 2013 – Emanuel

Haberdashers’ Aske’s Boys’ 11+ Maths Papers

11 Plus Haberdashers’ Aske’s Boys’ Maths Entrance Exam Paper – 2013

11 Plus Haberdashers’ Aske’s Boys’ Maths Entrance Exam Paper – 2011

Hampton Court House 11+ Maths Papers

11 Plus Sample Paper – Hampton Court House

Highgate School 11+ Maths Papers

11 Plus Sample Paper 2013 – Highgate

Independent Schools’ Board 11+ Maths Papers

11 Plus Sample Paper 2016 – Independent Schools Board

11 Plus Sample Paper Answer Sheet 2016 – Independent Schools Board

11 Plus Sample Paper 2009 – Independent Schools Board

11 Plus Sample Paper 2008 – Independent Schools Board

11 Plus Practise Paper 2009 – Independent Schools Board

11 Plus Practise Paper 2008 – Independent Schools Board

Kent College 11+ Maths Papers

11 Plus Sample Paper – Kent College

King’s College Wimbledon 11+ Maths Papers

11 Plus Sample Paper Section A 2017 – King’s College School Wimbledon

11 Plus Sample Paper Section B 2017 – King’s College School Wimbledon

11 Plus Sample Paper 2014 – King’s College School Wimbledon

Merchant Taylor’s School 11+ Maths Papers

11 Plus Maths Specimen Paper 1 – Merchant Taylor’s School

11 Plus Maths Specimen Paper 2 – Merchant Taylor’s School

Manchester Grammar School 11+ Maths Papers

11 Plus Arithmetic Test Section A 2018 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section A 2018 – Manchester Grammar School

11 Plus Arithmetic Test Section B 2018 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section B 2018 – Manchester Grammar School

11 Plus Arithmetic Test Section A 2017 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section A 2017 – Manchester Grammar School

11 Plus Arithmetic Test Section B 2017 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section B 2017 – Manchester Grammar School

11 Plus Arithmetic Test Section A 2016 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section A 2016 – Manchester Grammar School

11 Plus Arithmetic Test Section B 2016 – Manchester Grammar School

11 Plus Arithmetic Test Answer Sheet Section B 2016 – Manchester Grammar School

North London Independent Girls’ Schools’ Consortium 11+ Maths Papers

11 Plus North London Independent Girls’ Schools’ Consortium 2016 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2016 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2015 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2015 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2014 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2014 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2013 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2013 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2012 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2012 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2011 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2011 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2010 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2010 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2009 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2009 – Group 1

11 Plus North London Independent Girls’ Schools’ Consortium 2008 – Group 2

11 Plus North London Independent Girls’ Schools’ Consortium 2008 – Group 1

Perse Upper School Cambridge 11+ Maths Papers

11 Plus Paper Perse Upper School Cambridge – Sample A

11 Plus Paper Perse Upper School Cambridge – Sample B

11 Plus Paper Perse Upper School Cambridge – Sample C

11 Plus Paper Perse Upper School Cambridge – Sample D

11 Plus Paper Perse Upper School Cambridge – Sample E

Reigate Grammar School Chester 11+ Maths Papers

11 Plus Maths Sample Paper 2013 – Reigate Grammar School

11 Plus Maths Sample Paper 2012 – Reigate Grammar School

Girls’ Day School Trust (Streatham and Clapham) 11+ Maths Entrance

11 Plus Sample Paper – GDST Streatham and Clapham High School

The King’s School Chester 11+ Maths Papers

The Kings School Chester 11 Plus Maths paper

The Queen’s School Chester 11+ Maths Papers

11 Plus Sample Paper – Queen’s School Chester

Free Independent School 11 Plus English Exam Papers

1/  Many families struggle with helping their children through the creative writing process which is often a significant part of the entrance examination. Please follow the following links for more information on independent and private school 11 plus exams preparation  and  English resources for independent school exams . We have also recommended what we think is the best resource to really help children with their creative writing and the best resource for independent school comprehension exams , as these require written answers not just multiple-choice.

2/  Download papers from various different independent schools below, along with the mark schemes.

Alleyn’s School 11+ English Papers

11 Plus Examination Sample Paper 1 – Alleyn’s School

11 Plus Examination Sample Paper 2 – Alleyn’s Schoo l

Bancroft’s School 11+ English Papers

Bancroft’s School 11 Plus English Sample Paper 1

Bancroft’s School 11 Plus English Sample Paper 2

11 Plus Sample Paper 2017 – Bancroft’s School

11 Plus Sample Paper 2016 – Bancroft’s School 

City of London Freemen’s School 11+ English Papers

City of London Freemen’s School 11 Plus English Exam Paper

City Of London School 11+ English Papers

City of London School 11 Plus English Specimen Paper (Group 2)

11 Plus Sample Paper 2018 – City of London School

City of London School for Girls 11+ English Papers

City of London School 11 Plus English Exam Paper 2010

Dulwich College 11+ English Papers

Dulwich College 11 Plus English Specimen Paper A

Dulwich College 11 Plus English Specimen Paper B

Dulwich College 11 Plus English Specimen Paper C

Dulwich College 11 Plus English Specimen Paper 2009

Emanuel School 11+ English Papers

Emanuel School 11 Plus English Exam Paper 2010

Emanuel School 11 Plus English Exam Paper 2011

Emanuel School 11 Plus English Exam Paper 2012

Emanuel School 11 Plus English Sample Paper

Godolphin & Latymer 11+ English Papers

Godolphin & Latymer 11 Plus English Exam Paper 2008

Godolphin & Latymer 11 Plus English Exam Paper 2009

Godolphin & Latymer 11 Plus English Exam Paper 2010

Godolphin & Latymer 11 Plus English Exam Paper 2011

Haberdashers’ Aske’s Boys School 11+ English Papers

Haberdashers’ Aske’s Boys’ School 11 Plus English Exam Paper 2009

Haberdashers’ Aske’s Boys’ School 11 Plus English Exam Paper 2010

Haberdashers’ Aske’s Boys’ School 11 Plus English Exam Paper 2011

Haberdashers’ Aske’s Boys’ School 11 Plus English Exam Paper 2013

ISEB (Independent Schools Examinations Board) Common Entrance 11+ English Papers

ISEB Common Entrance 11 Plus English Exam Paper 1 2006

ISEB Common Entrance 11 Plus English Exam Paper 1 2008

ISEB Common Entrance 11 Plus English Exam Paper 2 2008

ISEB Common Entrance 11 Plus English Exam Paper 1 2008-2009

ISEB Common Entrance 11 Plus English Exam Paper 2 2008-2009

ISEB Common Entrance 11 Plus English Exam Paper 1 2009

ISEB Common Entrance 11 Plus English Exam Paper 2 2009

ISEB Common Entrance 11 Plus English Exam Paper 1 2009-2010

ISEB Common Entrance 11 Plus English Exam Paper 2 2009-2010

Kent College 11+ English Papers

Kent College 11 Plus English Sample Paper 2009

King’s College School 11+ English Papers

King’s College School 11 Plus English Specimen Paper Reading 2015

King’s College School 11 Plus English Specimen Paper Writing 2015

King’s College School 11 Plus English Specimen Paper Section A 2017

King’s College School 11 Plus English Specimen Paper Section B 2017

King’s College School 11 Plus English Specimen Paper Section C 2017

Latymer Upper School 11+ English Papers

Latymer Upper School 11 Plus English Sample Paper

Merchant Taylor’s School 11+ English Papers

11 Plus Examination Paper 2010 – Merchant Taylor’s School

11 Plus Sample Practice Paper – Merchant Taylor’s School

North London Collegiate School 11+ English Papers

North London Collegiate School 11 Plus English Exam Paper 2008

North London Collegiate School 11 Plus English Exam Paper 2009

North London Collegiate School 11 Plus English Exam Paper 2010

North London Collegiate School 11 Plus English Exam Paper 2011

North London Independent Girls’ Schools’ Consortium 11+ English Papers

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2008

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2009

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2010

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2011

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2012 (Group 1)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2012 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2013 (Group 1)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2013 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2014 (Group 1)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2014 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Passage 2014 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2015 (Group 1)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2015 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Passage 2015 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2016 (Group 1)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Paper 2016 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Exam Passage 2016 (Group 2)

North London Independent Girls’ Schools’ Consortium 11 Plus English Sample Paper

Oundle School 11+ English Papers

Oundle School 11 Plus English Exam Paper 2010

Oundle School 11 Plus English Exam Paper 2011

Oundle School 11 Plus English Exam Paper 2012

Oundle School 11 Plus English Exam Paper 2013

Oundle School 11 Plus English Exam Paper 2014

Reigate Grammar School 11+ English Papers

Reigate Grammar School 11 Plus English Exam Paper 2012

Girls’ Day School Trust (Streatham and Clapham) 11+ English Entrance Paper

11 Plus Sample Paper – GDST (Streatham and Clapham High School)

St George’s Weybridge 11+ English Papers

St George’s Weybridge 11 Plus English Exam Paper

St Paul’s Girls School 11+ English Papers

St Paul’s Girls’ School 11 Plus English Exam Paper 2

St Paul’s Girls’ School 11 Plus English Comprehension Exam Paper 2

The King’s School Chester 11+ English Papers

The King’s School Chester 11 Plus English Comprehension Paper

The King’s School Chester 11 Plus English Comprehension Passage

The King’s School Chester 11 Plus English Specimen Paper

The Manchester Grammar School 11+ English Papers

The Manchester Grammar 11 Plus English Exam Answers 2010

The Manchester Grammar 11 Plus English Exam Paper 2010

The Manchester Grammar 11 Plus English Exam Paper 1 Answers 2011

The Manchester Grammar 11 Plus English Exam Paper 1 2011

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Answers 2011

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Passage 2011

The Manchester Grammar 11 Plus English Exam Paper 1 Answers 2012

The Manchester Grammar 11 Plus English Exam Paper 1 2012

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Answers 2012

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Passage 2012

The Manchester Grammar 11 Plus English Exam Paper 1 Answers 2013

The Manchester Grammar 11 Plus English Exam Paper 1 2013

The Manchester Grammar 11 Plus English Exam Paper 1 Map for Use 2013

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Answers 2013

The Manchester Grammar 11 Plus English Exam Paper 2 Comprehension Passage 2013

The Manchester Grammar 11 Plus English Exam Paper Section A Answers 2014

The Manchester Grammar 11 Plus English Exam Paper Section A 2014

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Answers 2014

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Passage 2014

The Manchester Grammar 11 Plus English Exam Paper Section A Answers 2016

The Manchester Grammar 11 Plus English Exam Paper Section A 2016

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Answers 2016

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Passage 2016

The Manchester Grammar 11 Plus English Exam Paper Section A Answers 2017

The Manchester Grammar 11 Plus English Exam Paper Section A 2017

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Answers 2017

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Passage 2017

The Manchester Grammar 11 Plus English Exam Paper Section A Answers 2018

The Manchester Grammar 11 Plus English Exam Paper Section A 2018

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Answers 2018

The Manchester Grammar 11 Plus English Exam Paper Section B Comprehension Passage 2018

The Perse School 11+ English Papers

The Perse School 11 Plus English Specimen Paper 1

The Perse School 11 Plus English Specimen Paper 2

The Perse School 11 Plus English Specimen Paper 3

The Perse School 11 Plus English Specimen Paper 4

The Queen’s School Chester 11+ English Papers

The Queen’s School Chester 11 Plus English Exam Paper

11+ Exam Information for Independent Schools

Please read the text below and use the links for further information about the Independent school tests as well as the resources we recommend for preparation. This section will be split into what to expect for an independent school 11+ Exam and guidance on preparation.

What to Expect For an Independent School 11+ Exam

It is often the case that independent schools produce their own papers for Maths and English and if they use a verbal reasoning (VR) and/or non-verbal reasoning (NVR) element this will be bought in via CEM or GL, who are the two major exam boards for the 11 Plus. Schools will differ in this approach so it is well worth investigating the school you wish to apply to to understand their approach. Please follow this link for more information about independent and private schools 11 plus preparation. 

The papers provided on this page should give you an indication of the format the exam may take, the material covered and the difficulty that could be encountered, however, please be aware that exams can differ considerably year-on-year. We also advise that although using papers is an excellent way to learn exam technique and the pace that children will have to answer questions we believe that strong core skills are the guaranteed way to ensure exam success.

It is also worth noting that Independent School 11 Plus Exams tend to differ a little from those for Grammar Schools.

Recommended Resources/Guidance on Preparation

As mentioned beforehand most exams consist of a school written English and Maths papers and, if contained, a VR and NVR section courtesy of GL or CEM. With the Maths and English being school written it becomes difficult to give specific advice on how to prepare.

Maths and English Papers Information

In the Maths papers, the tests tend to be standard, not multiple choice, and equally, as schools use the same tests to differentiate bursary and scholarship candidates they tend to throw in a few more difficult questions towards the end. These questions don’t necessarily stray outside the KS2 syllabus but they require a child to think. As all tests are marked manually it pays to show working out as in some cases the schools may pose a question they don’t expect children to solve but will award marks for how they approach it.

In English papers, the tests tend to include traditional Comprehension and Creative Writing. It is also the case that most of the comprehension questions in independent school exams will be written, not multiple-choice, this Learning Street course particularly prepares children for written comprehension tests.

VR and NVR Paper Information

For the VR and NVR elements see our pages on Verbal Reasoning  and Non-Verbal Reasoning  for guidance. We also have pages on the books and preparation material we recommend GL VR and GL NVR  and CEM VR and CEM NVR . Please check out the following pages for more general advice on preparing for the 11+.

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Grammar / Vocabulary

Creating independent writers.

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As an educational blogger, sometimes there are ideas that rest in your mind and set up camp, refusing to evacuate.  This blog post originated from a few weeks ago while doing a coaching session with one of our new language arts teachers and getting on the topic of how to make students more confident in themselves as writers.  She was noticing that after a writing minilesson, the same students every day would form a line to get help from her before attempting the writing independently.  This was starting to hinder her time with the students in literature study groups she started after the minilesson.  Upon further reflection, I noticed the same pattern in my classroom.  My students had no trouble reading independently after a reading minilesson, but the reality after a writing minilesson was quite different.  Through conversation with my new colleague, the teachers in the writing course I’m currently teaching, and trial and error with my students, I began to create a list of how to take my students from dependent on me to independent, confident writers.  The following is a list of all of the tips and tricks I’ve compiled to create writers who are self-starters, problem-solvers, and even ENJOY writing.

1.  Get students to own their writing.

By taking time for idea development, students are more likely to find a topic that will hook them in and that they’ll be excited to write about.  Never short change this crucial first step of the writing process.  As with any part of the writing process, the idea development stage should be explicitly modeled to students.  One of my favorite beginning of the year writing activities is to have students do a “rambling autobiography” with an “I love” and “I hate” theme.  Students alternate by writing down what they love and what they hate.  As you can see from my list below, when you model this concept to students, it’s important to show that great ideas come from descriptive and creative things that they love and hate.  What I do with this activity is ask students to go through and identify how items on this list could feed into multiple genres of writing.  For instance, if we’re writing a persuasive essay, what items on this list would make for a great persuasive essay?  Once you find a topic students are truly passionate about and you give them the freedom to write about that topic, you have already broke down the hardest barrier between writing and your most reluctant writers.

If you’re looking for more pre-writing activities that will help students develop ideas for writing pieces, I’m a huge fan of this applicable book by Linda Reid called 100 Quickwrites .

2.  Keep consistent Writing Workshop routines.

I’m such a broken record with this idea of routines across the workshop models.  That’s because I’ve been in classrooms with clear routines and expectations and classrooms that do something different every day.  I’ve had years in my own teaching where I do a great job of setting up expectations and years where I drop the ball.  The difference is so incredibly evident.  Do your students and yourself for that matter a favor and decide how Writing Workshop “works” in your classroom.  Explicitly teach and model this at the beginning of the school year and stay consistent with those routines and expectations throughout.  Below are some questions to consider and think through when developing the routines and expectations for Writing Workshop in your classroom.

-Where are students taking notes during the minilesson?  What are students expected to write down? -Where can students sit and move during independent writing time?  How is movement organized?  Does the movement allow students to have a more productive writing atmosphere? -What is the voice volume expectation during independent writing time? -When do students have a chance to collaborative about their writing with other students? -How are students supposed to ask you a question about their writing if they have one? -How do writing conferences work?  Do you call the students over for them?  Can they sign up for writing conferences as needed? -How does guided writing work in your classroom? -What does sharing of writing look like in your classroom? -What are students supposed to do when they get “stuck” while writing?

*If you’re interested in my “Starting Writing Workshop in Middle School” product that will help you develop these routines and expectations, click  here.

3.  Model what you’re asking students to do as writers.

Make what goes on in your brain as a writer transparent to students.  Whatever you’re asking them to do as writers, you should be trying this out, too.  For example, this year I read the book, Killing Mr. Griffin , as an interactive read aloud to my 7th grade students.  After we finished the book, I asked them to take a part in the story that wasn’t told and write a “deleted scene.”  I wrote a deleted scene of my own, shared my brainstorming of ideas for deleted scenes, and completed the revision and editing process right alongside them as writers.  When you try out the writing you’re asking students to do, you’re able to anticipate struggles and stopping points and share those with students during the modeling portion of the minilesson.  Also, I’ve found students are much more willing to give writing a shot when they have a model to look at and see that their teacher has given it a try as well.  When you’re discussing your writing with students, it’s important to share what helped and what you struggled with.  It makes writing real and shows students that in order to achieve something, there will be bumps and struggles.  We have to teach students that the first time writing becomes difficult, there are ways to problem solve instead of putting down the pencil and stopping all-together.  The best way to do this is to share how we, as their teacher, overcame the same struggles they will face while writing in the same genre.  Students will be so much more willing to struggle through writing if they know that’s what writers do.  Chapter Two of Jeff Anderson’s book 10 Things Every Writer Needs to Know  is titled “Modeling” and gives so many great ideas for how to model writing for students.  I highly recommend this book!

We all have one or two students in our class who you are already thinking about and you’re saying, “Kasey, these are great tips and all, but you don’t even understand, I have this one student who _________.”  Would you believe that I get it?  In my class this year, I have one student who it is a constant struggle to get him to engage in anything.  I used trial and error this year, and by trial and error, I mean I ended up in constant error.  I was beginning to give up hope until one day I was working with this student one-on-one, going around and around with getting him to initiate a writing piece. At this point, I would have been happy with a paragraph, a sentence, to be honest, ANYTHING.  I was desperate.  That’s when an idea hit me, and I told him to go grab me a laptop.  For writing, I sometimes use Google Classroom and have my students turn in their drafts through that platform so that I can give them quick comments and look over what they’ve been working on at anytime.  I hopped on Google Classroom right to his draft, and I started typing to him on a Google Doc to prompt him to start writing.  He loved that I was prompting him right on his draft, and he began to type.  Then I would type another little prompt for him, and he would type some more.  This went on and on for over a half and hour and a through a full page of typing.  My heart was absolutely overjoyed, and I had legitimate tears in my eyes.  The best part of the whole thing though?  He was so proud of what HE had accomplished as a writer.  After struggling through weeks at the beginning of the school year with getting him to write, he now will try any writing assignment if I hop on a Google Doc with him and give him one or two little writing prompt nudges.  What’s funny is it seems like each writing assignment he relies on me less and less.  Below is a screen shot of his first “breakthrough” piece with my prompts in pink.  My point of this story is to NEVER GIVE UP on your most reluctant writers and just keep trying until something works.

5.  Build in intentional writing collaboration between students during the have-a-go and share.

Writing is a collaborative process.  Students who are able to voice their ideas and get excited about them will take more ownership in their writing.  Additionally, being able to orally talk about ideas and how those ideas will translate into writing will help writers with what to say so that the actual act of writing down those ideas is easier.  During different portions of the minilesson students need to know what is expected of them.  If they know there will be time to voice ideas and collaborate with their peers, it will be easier for them to remain silent in the parts of the minilesson where silence is needed as much as the collaboration is needed during other parts.

Minilesson Statement/Author’s Talk: Silence while the teacher explains today’s objective.

Modeling: Silence while the teaching is modeling the concept and participation when asked for by the teacher.

Have-a-go: Student collaboration as they are asked to complete a task that will scaffold the minilesson prior to students taking on the concept independently.

Application: SILENCE.  Writers need a quiet space to concentrate and write.  The teacher may be holding writing conferences or a guided reading group in part of the classroom, but this is the only talking that is happening.

Share:  This is the chance for students to share and ask questions about the work they’ve done as writers today.

6.  Have students collect and categorize “writing gems.”

Connect the reading and writing processes by having students read through the lens of writers.  If students view the authors of their independent reading books as writing mentors, they can view the authors as models to strive for in their own writing.  Have students pretend they are on a scavenger hunt while reading, and if they happen to come across something the writer does that strikes them, don’t just read over it and forget its beauty, take the time to jot down that idea to reference later when coming up with ideas for their own writing.  Students can keep writing gem lists in their Writer’s Notebooks on topics such as: dialogue tags, ways to describe characters’ appearances, ways to describe setting, transitions, figurative language, etc.  The writing gem lists can be on any topic, and they come in handy when students get “stuck” in their writing or can’t think of how to make their writing better during the revision process.  I got the idea of having my students keep lists of writing gems in Chapter Three of Jeff Anderson’s book, Mechanically Inclined .  This idea, along with so many others contained in this book, has been instrumental in helping me form Writing Workshop in my middle school classroom.

Every writer in your classroom has places he or she can improve and places he or she did well in each piece of writing.  As teachers, it’s our job to lift and progress our students as writers.  When I give feedback to my students, I try to write at least one specific thing the student did well as a writer and one specific thing the student could do to make his/her writing better.  Students need both and should feel confident in their identity as writers while also knowing that there are always places writers can grow.

8.  Don’t fix everything in writing conferences.  (Have students pick one line of thinking)

If students know that they can come to you for a writing conference at any time and you will “fix” all of their errors and tell them what to improve, why would they ever engage in revision on their own?  When a student comes to me for a writing conference, I ask that he/she comes to the conference with a clear focus of what he/she would like feedback on.  As I’m reading over a student’s writing, I may also see something I want to bring up to the student.  However, I may also see ten things I want to bring up with the student.  It’s times like these where I need to ask myself how I’m going to make the biggest difference.  Hypothetically speaking, do I want to teach the student how to fish or give him/her fish to eat?  Yes, I could easily fix everything to make that one piece of writing perfect, but am I doing this student any favors when he/she goes to write the next piece of writing?  I would rather my students learn something as writers that they will transfer into the current piece of writing and future pieces of writing.  The next time around, we’ll focus our line of thinking on something else.  The best book I’ve ever read on writing conferences is Carl Anderson’s How’s It Going?, a must read for any teacher who wants to make writing conferences count.

Think back to college when you were in the library and everyone around you was intently studying and typing essays.  Even though it was silent, you were still able to feed off of the energy of others because them working hard inspired you to work hard.  I try to re-create this same effect in my classroom.  If everyone is working hard as writers during independent writing time, it’s a domino effect of contagious energy without anyone uttering a word.

10.  Accept that students’ writing will look different from one another.

The advanced students in your class shouldn’t have limits placed on their writing.  If you are expecting everyone to turn in a similar piece of writing, you are putting a ceiling on writing that might have included something you didn’t even consider.  On the flip side, the only way you’re going to get the writing of students who struggle significantly to look the same as the perfect picture in your mind is if you “revise” their writing for them until it looks the way YOU want it to look.  Writing is a continuum of learning, and your students are going to fall in different places on that continuum.  I would rather see where students are at independently so that I know what to do to challenge and support them next.

11.  Teach students to use mentor texts as resources to mimic.

If you’re having students write in a specific genre, it’s helpful to have a “staple” mentor text that you’re using throughout the writing process.  The students will get to know this mentor text, and you won’t have to waste time reading different mentor texts each day.  I find many of the questions I get from students during independent writing time can be answered through the mentor text.  For example, if a student asked, “How should I start my fiction story?” my response could be, “It looks like the author of this fiction story began with dialogue between two of the characters.  What do you think about that idea?”  Students love when they can see a mentor text that gives them tangible ideas of things they could try in their own writing.  For me in my classroom, most of my mentor texts are samples of my own writing.  Below is an example of my “deleted scene” from the book Killing Mr. Griffin  that I used as a mentor text while my students were writing their deleted scenes.

12.  Have a way students can ask you questions when you’re busy with other students.

Students must learn quickly in Writing Workshop that I am not available at the drop of a hat.  When I’m in a writing conference or a guided writing group, the only time I would expect to be interrupted by another student is in the case of an emergency.  I do acknowledge though that a student may have a burning question.  A new technique I’ve implemented this school year is having students write their questions down on a sticky note and leaving them silently with me at the small group table.  I can then decide if it’s a question I should address quickly in between writing conferences or something I can answer at the end of the class period.  Having students write their questions on a Post-it note also encourages students to question whether or not the question is worth asking at all.  We all know a few students who need a little practice at that. 🙂

13.  Work intentionally to build students’ confidence, stamina, and self-initiation for writing.

These three areas are the keys to creating independent writers in your classroom.  One of my favorite ways to do this is an idea from Jeff Anderson’s book, 10 Things Every Writer Should Know  called “Power Writing.”  This is a great routine to start at the beginning of the year where you would write two different words on the board and give students a short time frame (start with one minute) to write as much as they can about whatever comes to mind because of one of the words.  Have students count up how many words they’ve written and work to improve their word count as the year goes on.

14.  Watch your language. 

Pay close attention to what you say to your students when it’s time for them to begin independent writing.  My favorite “send-off” line is “do your best writing today.”  I’m not telling them that their writing has to look identical to mine or it’s unacceptable, but I’m also not telling them to just freely write whatever they want and forget about all those things they know how to do as writers.  I’m simply asking them to do their best, which holds high expectations without over intimidating our student writers.

15.  Focus on conventions without letting conventions be the only focus.  (Express Lane Edits)

Remember the SIX Traits of Writing?  Ideas, Sentence Fluency, Organization, Voice, Word Choice, and Conventions.  There are six traits because each trait is pivotal to having effective writing.  I truly think some people believe proper grammar will automatically equal phenomenal writing.  The effect is sometimes our students gets so freaked out that their not “doing it right” that they completely lose control over the other five traits while focusing only on conventions.  I would rather my students get a lot of ideas down and get creative with their word choice and infuse voice that have everything perfect.

 Please hear me here.  I do value conventions.  Horrible conventions can erase a strong voice or a great idea because the reader is so focused on the disastrous spelling or the run-on sentences.  One way that I love to combat this is through the use of Express Lane Edits, another hack from Jeff Anderson.  At the end of a writing period, I ask students to look through their current draft using one lens.  For instance, I may ask them to read over their draft and evaluate their use of commas.  Each day, I can incorporate an informal Express Lane Edit while students are drafting and revising.  This is the perfect way to keep the focus a focus on conventions while keeping the other traits alive, too.

16.  Get students to please themselves as writers, not you.

This tip is crystal clear, and when you ask yourself who your students are trying to please and notice their behaviors during independent writing, you will know the answer right away.  The more we can shift away from our students writing to please us to our students writing to please themselves, the more independent our writers will become.

17.  Make sure the minilessons you use have a clear focus.

If during a class period you’re finding many of your students are unclear about how they’re supposed to apply the minilesson to their independent writing, ask yourself how clear the minilesson was.  Maybe it was way too broad of a minilesson and you’re asking students to do ten things at once to their writing, or maybe your modeling was confusing.  Whatever the case may be, sometimes we have to take responsibility for students not being independent in their writing because we’re not being clear in our teaching.

18.  Support writing instruction through other contexts. 

Why not study how writers use dialogue conventions through Sentence Stalking when your class is writing fiction stories and you know they’ll be incorporating a ton of dialogue?

If your having students write a memoir, why not read a memoir during Interactive Read Aloud?

If we’re using a true Balanced Literacy framework, all aspects of literacy should connect together.  We can make our student writers more independent by strategically embedding content that will help them as writers through other contexts.

19.  Take time for self-reflection of writing behaviors. 

Ask students to answer writing self-reflection questions independently, respond in writing, talk them over with a partner or a small group, discuss them as a class, hold up their fingers on a scale of 1-5, etc. to self-evaluate their writing behaviors for the day, etc.  Asking students questions such as the ones listed below on a consistent basis will help students take responsibility for their writing through the behaviors their exhibiting in class.

-Was I a self-initiator of my writing today within the first two minutes of independent writing time? -Did I help to make quiet, contagious, positive writing energy in the classroom today? -Did I get stationed right away and focus on my own writing without interrupting the writing of others? -Did I write the entire time, only taking breaks to think of new ideas?

20.  Have different writing contexts throughout the year.  

Writing should not always be done in the same way.  Think of your life and the different contexts you are expected to perform in as a writer across a week’s time period.  We should mimic this same effect for our students to teach them that writing is done for a variety of purposes.

-Different genres -Variety of time contexts (day, two-day, week, 3-4 weeks) -Writing Process Variation (emphasis should be placed on different pieces of the writing process for different pieces of writing) -Choice vs. No Choice (sometimes writing is done for a prompt, sometimes writing is completely a free choice, sometimes there is choice within a genres, etc.) -Different audiences -Different levels of formality -Different technologies

Well, there you have it!  Twenty ways to get your students to become the writers you have always dreamed they would become through finding their independence and seeing themselves as a real writer with authentic ideas and important things to say.

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35 Best Colleges for Creative Writing – 2024

April 12, 2024

Bookworms and aspiring writers can pursue an undergraduate degree in creative writing where they will tackle coursework covering the reading and writing fiction, nonfiction, and poetry as well as the theory and history of the craft. While becoming the next J.K Rowling, Stephen King, or Margaret Atwood may be the goal, holders of creative writing degrees end up on a variety of career paths. This can include: publishing, editing, journalism, web content management, advertising, or for those who “make it” as writers—the next generation of literary superstars. Our list of Best Colleges for Creative Writing goes beyond the most famous writer factories like the University of Iowa and Columbia University, providing you with 35 institutions known for their stellar programs in this field.

Finally, note that although some of the colleges featured below do not offer a formal major in creative writing, their undergraduate offerings in this subject area are so strong that they warrant inclusion on our list.

Methodology 

Click here to read our methodology for the Best Colleges for creative writing.

Best Creative Writing Colleges

Here’s a quick preview of the first ten creative writing institutions that made our list. Detailed profiles and stats can be found when you scroll below.

1) Columbia University

2) Brown University

3) Johns Hopkins University

4) University of Chicago

5) Washington University in St Louis

6) Emory University

7) Stanford University

8) Northwestern University

9) Duke University

10) Yale University

All of the schools profiled below have stellar reputations in the field of creative writing and commit substantial resources to undergraduate education. For each of the best colleges for creative writing, College Transitions will provide you with—when available—each school’s:

• Cost of Attendance
• Acceptance Rate
• Median  SAT
• Median  ACT
• Retention Rate
• Graduation Rate

We will also include a longer write-up of each college’s:

• Academic Highlights – Includes facts like student-to-faculty ratio, average class size, number of majors offered, and most popular majors.
• Professional Outcomes – Includes info on the rate of positive outcomes, companies employing alumni, and graduate school acceptances.

Columbia University

• New York, NY

Academic Highlights: Columbia offers 100+ unique areas of undergraduate study as well as a number of pre-professional and accelerated graduate programs.  Class sizes at Columbia are reasonably small and the student-to-faculty ratio is favorable; however, in 2022, it was revealed that the university had been submitting faulty data in this area. It is presently believed that 58% of undergraduate courses enroll 19 or fewer students. The greatest number of degrees are conferred in the social sciences (22%), computer science (15%), engineering (14%), and biology (7%).

Professional Outcomes: Examining the most recent graduates from Columbia College and the Fu Foundation School of Engineering & Applied Science, 73% had found employment within six months, and 20% had entered graduate school. The median starting salary for graduates of Columbia College/Columbia Engineering is above $80,000. Many graduates get hired by the likes of Amazon, Goldman Sachs, Morgan Stanley, Google, Citi, McKinsey, and Microsoft.

• Enrollment: 8,832
• Cost of Attendance: $89,587
• Median SAT: 1540
• Median ACT: 35
• Acceptance Rate: 4%
• Retention Rate: 98%
• Graduation Rate: 95%

Brown University

• Providence, RI

Academic Highlights: Students must choose one of 80+ “concentration programs,” but there are no required courses. Class sizes tend to be small—68% have fewer than twenty students—and 35% are comprised of nine or fewer students. Biology, economics, computer science, mathematics, and engineering are among the most popular areas of concentration at Brown; however, it is hard to distinguish any one program, because Brown possesses outstanding offerings across so many disciplines.

Professional Outcomes: Soon after receiving their Brown diplomas, 69% of graduates enter the world of employment. Companies employing the greatest number of Brown alums include Google, Microsoft, Goldman Sachs, Amazon, Morgan Stanley, Apple, McKinsey & Company, and Bain & Company. The Class of 2022 saw 27% of graduates go directly into graduate/professional school. Right out of undergrad, Brown students boasted an exceptional 81% admission rate to med school and an 81% admission rate to law school.

• Enrollment: 7,639
• Cost of Attendance: $84,828
• Median SAT: 1530
• Acceptance Rate: 5%
• Retention Rate: 99%
• Graduation Rate: 96%

Johns Hopkins University

• Baltimore, MD

Academic Highlights: With 53 majors as well as 51 minors, JHU excels in everything from its bread-and-butter medical-related majors to international relations and dance. Boasting an enviable 6:1 student-to-faculty ratio and with 78% of course sections possessing an enrollment under 20, face time with professors is a reality. Many departments carry a high level of clout, including biomedical engineering, chemistry, English, and international studies. Biology, neuroscience, and computer science, which happen to be the three most popular majors, can also be found at the top of the national rankings.

Professional Outcomes: The Class of 2022 saw 94% of graduates successfully land at their next destination within six months of exiting the university; 66% of graduates entered the world of employment and a robust 19% went directly to graduate/professional school. The median starting salary across all majors was $80,000 for the Class of 2022. JHU itself is the most popular choice for graduate school. The next most frequently attended institutions included Columbia, Harvard, Yale, and MIT.

• Enrollment: 6,044
• Cost of Attendance: $86,065
• Acceptance Rate: 7%
• Retention Rate: 97%

University of Chicago

• Chicago, IL

Academic Highlights: There are 53 majors at UChicago, but close to half of all degrees conferred are in four majors: economics, biology, mathematics, and political science, all of which have particularly sterling reputations. Economics alone is the selection of roughly one-fifth of the undergraduate population. Over 75% of undergrad sections have an enrollment of nineteen or fewer students, and undergraduate research opportunities are ubiquitous as 80% of students end up working in a research capacity alongside a faculty member.

Professional Outcomes: On commencement day, 99% of the Class of 2023 were employed or continuing their education. Business and financial services (30%) and STEM (12%) were the two sectors that scooped up the most graduates, but public policy and consulting were also well-represented. The most popular employers of recent grads include Google, JPMorgan, Goldman Sachs, McKinsey & Company, Bank of America, Citi, and Accenture. For those heading to grad school, the top seven destinations are Yale, Columbia, Penn, MIT, Stanford, UCLA, and Johns Hopkins.

• Enrollment: 7,653 (undergraduate); 10,870 (graduate)
• Cost of Attendance: $89,040

Washington University in St. Louis

• St. Louis, MO

Academic Highlights : WashU admits students into five schools, many of which offer nationally recognized programs: Arts & Sciences, the Olin School of Business, the School of Engineering & Applied Sciences, and the Art of Architecture programs housed within the Sam Fox School of Design and Visual Arts. The most commonly conferred degrees are in engineering (13%), social sciences (13%), business (13%), biology (11%), and psychology (10%). 66% of classes have fewer than 20 students, and over one-quarter have single-digit enrollments. 65% double major or pursue a minor.

Professional Outcomes: The Class of 2022 sent 52% of grads into the workforce and 28% into graduate and professional schools. Companies employing the highest number of WashU grads feature sought-after employers such as Amazon, Bain, Boeing, Deloitte, Google, IBM, Goldman Sachs, and Microsoft. Of the employed members of the Class of 2022 who reported their starting salaries, 79% made more than $60k. The universities welcoming the largest number of Bears included the prestigious institutions of Caltech, Columbia, Harvard, Penn, Princeton, and Stanford.

• Enrollment: 8,132 (undergraduate); 8,880 (graduate)
• Cost of Attendance: $83,760
• Median ACT: 34
• Acceptance Rate: 11%
• Retention Rate: 96%
• Graduation Rate: 93%

Emory University

• Atlanta, GA

Academic Highlights: This midsize university offers a diverse array of majors (80+) and minors (60+), and 30% of Emory students pursue more than one area of study. Over half of Emory’s student body works directly with a faculty member on academic research and 58% of courses have class sizes of under twenty students. Ultimately, the greatest number of students go on to earn degrees in the social sciences (15%), biology (14%), business (14%), health professions (12%), and mathematics (9%).

Professional Outcomes: Shortly after graduation, 66% of 2022 grads were already employed, and 96% had arrived at their next destination. The top employers of recent Emory grads include Deloitte, Epic, ScribeAmerica, Meta, Morgan Stanley, and Cloudmed. Graduates of the Goizueta Business School found strong starting salaries with an average of $81k.  In the last few years, multiple Emory grads/alums received acceptance letters from the following top law schools like Columbia, Berkeley, and Georgetown. Med school acceptances included Duke, Johns Hopkins, and Vanderbilt.

• Enrollment: 7,101
• Cost of Attendance: $83,702
• Median SAT: 1500
• Median ACT: 33
• Retention Rate: 95%
• Graduation Rate: 90%

Stanford University

• Palo Alto, CA

Academic Highlights: Stanford has three undergraduate schools: the School of Humanities & Sciences, the School of Engineering, and the School of Earth, Energy, and Environmental Sciences. 69% of classes have fewer than twenty students, and 34% have a single-digit enrollment. Programs in engineering, computer science, physics, mathematics, international relations, and economics are arguably the best anywhere. In terms of sheer volume, the greatest number of degrees are conferred in the social sciences (17%), computer science (16%), engineering (15%), and interdisciplinary studies (13%).

Professional Outcomes: Stanford grads entering the working world flock to three major industries in equal distribution: business/finance/consulting/retail (19%); computer, IT (19%); and public policy and service, international affairs (19%). Among the companies employing the largest number of recent grads are Accenture, Apple, Bain, Cisco, Meta, Goldman Sachs, Google, McKinsey, Microsoft, and SpaceX. Other companies that employ hundreds of Cardinal alums include LinkedIn, Salesforce, and Airbnb. Starting salaries for Stanford grads are among the highest in the country.

• Enrollment: 8,049 (undergraduate); 10,236 (graduate)
• Cost of Attendance: $87,833

Northwestern University

• Evanston, IL

Academic Highlights : Northwestern is home to six undergraduate schools, including Medill, which is widely regarded as one of the country’s best journalism schools. The McCormick School of Engineering also achieves top rankings, along with programs in economics, social policy, and theatre. The social sciences account for the greatest number of degrees conferred (19%), followed by communications/journalism (13%), and engineering (11%). 45% of classes have nine or fewer students enrolled; 78% have fewer than twenty enrollees. 57% of recent grads had the chance to conduct undergraduate research.

Professional Outcomes: Six months after graduating, 69% of the Class of 2022 had found employment and 27% were in graduate school. The four most popular professional fields were consulting (18%), engineering (18%), business/finance (16%), and communications/marketing/media (13%). Employers included the BBC, NBC News, The Washington Post , NPR, Boeing, Google, IBM, Deloitte, PepsiCo, Northrop Grumman, and Goldman Sachs. Across all majors, the average starting salary was $73k. Of those headed straight to graduate school, engineering, medicine, and business were the three most popular areas of concentration.

• Enrollment: 8,659 (undergraduate); 14,073 (graduate)
• Cost of Attendance: $91,290
• Graduation Rate: 97%

Duke University

Academic Highlights: The academic offerings at Duke include 53 majors, 52 minors, and 23 interdisciplinary certificates. Class sizes are on the small side—71% are nineteen or fewer, and almost one-quarter are less than ten. A stellar 5:1 student-to-faculty ratio helps keep classes so reasonable even while catering to five figures worth of graduate students. Computer Science is the most popular area of concentration (11%), followed by economics (10%), public policy (9%), biology (8%), and computer engineering (7%).

Professional Outcomes: At graduation, approximately 70% of Duke diploma-earners enter the world of work, 20% continue into graduate schools, and 2% start their own businesses. The industries that attract the largest percentage of Blue Devils are tech (21%), finance (15%), business (15%), healthcare (9%), and science/research (6%). Of the 20% headed into graduate school, a hefty 22% are attending medical school, 18% are in PhD programs, and 12% are entering law school. The med school acceptance rate is 85%, more than twice the national average.

• Enrollment: 6,640
• Cost of Attendance: $85,238
• SAT Range: 1490-1570
• ACT Range: 34-35
• Acceptance Rate: 6%

Yale University

• New Haven, CT

Academic Highlights: Yale offers 80 majors, most of which require a one- to two-semester senior capstone experience. Undergraduate research is a staple, and over 70% of classes—of which there are over 2,000 to choose from—have an enrollment of fewer than 20 students, making Yale a perfect environment for teaching and learning. Among the top departments are biology, economics, global affairs, engineering, history, and computer science. The social sciences (26%), biology (11%), mathematics (8%), and computer science (8%) are the most popular areas of concentration.

Professional Outcomes: Shortly after graduating, 73% of the Yale Class of 2022 had entered the world of employment and 18% matriculated into graduate programs. Hundreds of Yale alums can be found at each of the world’s top companies including Google, Goldman Sachs, McKinsey & Company, Morgan Stanley, and Microsoft. The most common industries entered by the newly hired were finance (20%), research/education (16%), technology (14%), and consulting (12%). The mean starting salary for last year’s grads was $81,769 ($120k for CS majors). Nearly one-fifth of students immediately pursue graduate school.

• Enrollment: 6,590 (undergraduate); 5,344 (graduate)
• Cost of Attendance: $87,705
• Graduation Rate: 98%

Hamilton College

• Clinton, NY

Academic Highlights: The student-to-faculty ratio is 9:1, and without any pesky graduate students to get in the way, face time with professors is a regular occurrence. In fact, 28% of all classes have nine or fewer students; 72% have nineteen or fewer. Economics, government, and biology are among the strongest and most popular majors; other standout programs include public policy, mathematics, and environmental studies. Thirty percent of students earn social science degrees, with biology (13%), visual and performing arts (9%), physical science (7%), and foreign languages (7%) next in line.

Professional Outcomes: Examining the 491 graduates in Hamilton’s Class of 2022, an enviable 97% wasted no time landing jobs, graduate school acceptances, or fellowships. The most commonly entered industries were finance (17%), education (13%), business (12%), and science/tech (11%). Only 17% of 2022 graduates went directly into an advanced degree program. In one recent year, 33% of Hamilton grads were studying a STEM field, 22% were in the social sciences, 17% pursued a health care degree, and 5% went to law school.

• Enrollment: 2,075
• Cost of Attendance: $82,430
• Median SAT: 1490
• Acceptance Rate: 12%
• Graduation Rate: 92%

Princeton University

• Princeton, NJ

Academic Highlights: 39 majors are available at Princeton. Just under three-quarters of class sections have an enrollment of 19 or fewer students, and 31% have fewer than ten students. Princeton is known for its commitment to undergraduate teaching, and students consistently rate professors as accessible and helpful. The Engineering Department is widely recognized as one of the country’s best, as is the School of Public and International Affairs.

Professional Highlights: Over 95% of a typical Tiger class finds their next destination within six months of graduating. Large numbers of recent grads flock to the fields of business and engineering, health/science, & tech. Companies presently employing hundreds of Tiger alumni include Google, Goldman Sachs, Microsoft, McKinsey & Company, Morgan Stanley, IBM, and Meta. The average salary ranges from $40k (education, health care, or social services) to $100k (computer/mathematical positions). Between 15-20% of graduating Tigers head directly to graduate/professional school.

• Enrollment: 5,604 (undergraduate); 3,238 (graduate)
• Cost of Attendance: $86,700

Carnegie Mellon University

• Pittsburgh, PA

Academic Highlights: There are a combined 80+ undergraduate majors and 90 minors available across the six schools. Impressively, particularly for a school with more graduate students than undergrads, CMU boasts a 6:1 student-to-faculty ratio and small class sizes, with 36% containing single digits. In a given school year, 800+ undergraduates conduct research through the University Research Office. The most commonly conferred degrees are in engineering (21%), computer science (16%), mathematics (12%), business (10%), and visual and performing arts (9%).

Professional Outcomes: By the end of the calendar year in which they received their diplomas, 66% of 2022 grads were employed, and 28% were continuing to graduate school. The companies that have routinely scooped up CMU grads include Google, Meta, Microsoft, Apple, Accenture, McKinsey, and Deloitte. With an average starting salary of $105,194, CMU grads outpace the average starting salary for a college grad nationally. Of those pursuing graduate education, around 20% typically enroll immediately in PhD programs.

• Enrollment: 7,509
• Cost of Attendance: $84,412

University of Iowa

• Iowa City, IA

Academic Highlights: 200+ undergraduate majors, minors, and certificate programs are available across eight colleges, including the Tippie College of Business, which has a very strong reputation. The most commonly conferred degree is business (24%), with parks and recreation (10%), social sciences (8%), health professions (8%), engineering (7%), and communication & journalism (5%) next in popularity. Over half of its undergraduate sections enroll 19 or fewer students, and 30% of undergrads conduct or assist research.

Professional Outcomes: 96% of Class of 2022 grads found their first job or advanced degree program within six months of receiving their diploma. The most commonly entered industries were healthcare (23%), entertainment/the arts (14%), finance and insurance (11%), and marketing/PR (10%). Companies that employ hundreds of alumni include Wells Fargo, Collins Aerospace, Principal Financial Group, Amazon, Accenture, and Microsoft. The median salary for 2022 grads was $50,000. 28% of recent graduates went directly into graduate school; 76% remained at the University of Iowa.

• Enrollment: 22,130 (undergraduate); 7,912 (graduate)
• Cost of Attendance: $28,846-$32,259 (in-state); $50,809-$54,822 (out-of-state)
• Median SAT: 1240
• Median ACT: 25
• Acceptance Rate: 85%
• Retention Rate: 89%
• Graduation Rate: 73%

Emerson College

Academic Highlights: All 26 majors offered by the school have some element of performance or artistry and include highly unique academic concentrations such as comedic arts, sports communication, and musical theater. Emerson has a 15:1 student-to-faculty ratio and 69% of courses seat fewer than 20 students. The Journalism and Communications Studies programs rank among the top in the country. By sheer popularity, the top majors are film/video production, journalism, marketing, theater arts, and creative writing.

Professional Outcomes: Within six months of leaving Emerson, 61% of recent grads were employed, 4% were enrolled in graduate school, and 35% were still seeking their next landing spot. Top employers include the Walt Disney Company, Warner Media, Sinclair Broadcast Group, and CNN. The average full-time salary for employed grads is $40,255. Of those entering a master’s program, the bulk stay put, pursuing a master’s at Emerson in an area like writing for film and television, creative writing, or journalism.

• Enrollment: 4,149
• Cost of Attendance: $73,000
• Median SAT: 1360
• Median ACT: 31
• Acceptance Rate: 43%
• Retention Rate: 86%
• Graduation Rate: 77%

University of Southern California

• Los Angeles, CA

Academic Highlights : There are 140 undergraduate majors and minors within the Dornsife College of Arts & Sciences alone, the university’s oldest and largest school. The Marshall School of Business, Viterbi School of Engineering, and programs in communication, the cinematic arts, and the performing arts are highly acclaimed. Popular areas of study are business (22%), social sciences (11%), visual and performing arts (11%), communications/journalism (9%), and engineering (8%). Most courses enroll 10-19 students, and USC does an excellent job facilitating undergraduate research opportunities.

Professional Outcomes: 96% of undergrads experience positive postgraduation outcomes within six months of earning their degree. The top five industries entered were finance, consulting, advertising, software development, and engineering; the median salary across all majors is an astounding $79k. Presently, between 300 and 1,500 alumni are employed at each of Google, Amazon, Apple, Microsoft, KPMG, Goldman Sachs, and Meta. Graduate/professional schools enrolling the greatest number of 2022 USC grads include NYU, Georgetown, Harvard, Stanford, Pepperdine, and UCLA.

• Enrollment: 20,699 (undergraduate); 28,246 (graduate)
• Cost of Attendance: $90,921
• Median SAT: 1510

Cornell University

Academic Highlights: A diverse array of academic programs includes 80 majors and 120 minors spread across the university’s seven schools/colleges. Classes are a bit larger at Cornell than at many other elite institutions. Still, 55% of sections have fewer than 20 students. Most degrees conferred in 2022 were in computer science (17%), engineering (13%), business (13%), and biology (13%). The SC Johnson College of Business houses two undergraduate schools, both of which have phenomenal reputations.

Professional Outcomes: Breaking down the graduates of the College of Arts and Sciences, the largest school at Cornell, 68% entered the workforce, 28% entered graduate school, 1% pursued other endeavors such as travel or volunteer work, and the remaining 3% were still seeking employment six months after receiving their diplomas. The top sectors attracting campus-wide graduateswere financial services (18%), technology (17%), consulting (15%), and education (10%). Of the students from A&S going on to graduate school, 15% were pursuing JDs, 5% MDs, and 22% PhDs.

• Enrollment: 15,735
• Cost of Attendance: $88,150
• Median SAT: 1520

Oberlin College

• Oberlin, OH

Academic Highlights: Over 40 majors are available at Oberlin, which is an extremely strong provider of a liberal arts education. 79% of classes had 19 or fewer students enrolled. The greatest number of degrees conferred are typically in music, political science, biology, psychology, and history. The Conservatory of Music has a worldwide reputation, and programs in the natural sciences are similarly strong, leading to remarkable medical school acceptance rates and a high number of future PhD scientists and researchers.

Professional Outcomes: Within six months, 74% of recent grads found employment, 17% enrolled in graduate school, and just 5% were still seeking employment. Multiple recent grads were hired by Google, Netflix, and Sony Pictures. Over the last few years, multiple students have gone on to pursue advanced degrees at Harvard, Stanford, MIT, Brown, Columbia, Princeton, and the University of Michigan. Oberlin also has a reputation for churning out future PhDs and, is among the top 20 schools (per capita) across all disciplines in producing graduates who go on to earn their doctoral degrees.

• Enrollment: 2,986
• Cost of Attendance: $85,496
• Median SAT: 1400-1540
• Median ACT: 32-34
• Acceptance Rate: 33%
• Retention Rate: 87%
• Graduation Rate: 83%

University of Pittsburgh

Academic Highlights: Pitt admits freshmen to the Dietrich School of Arts & Sciences, the College of Business Administration, the Swanson School of Engineering, and the School of Nursing. Pitt’s engineering and business schools are top-rated and among the most commonly chosen fields of study. Premed offerings are also top-notch, with majors in the health professions (12%), biology (11%), psychology (9%), and computer science (9%) rounding out the list of most popular majors. Pitt has a strong 13:1 student-to-faculty ratio; 42% of sections have an enrollment of under twenty students.

Professional Outcomes: Within a few months of graduating, 94% of 2022 grads entered full-time employment or full-time graduate or professional school. Engineering, nursing, business, and information sciences majors had 73-86% employment rates while other majors tended to flock to graduate school in large numbers. Employers scooping up the highest number of grads in one recent year included the University of Pittsburgh Medical Center (170), PNC (57), BNY Mellon (36), and Deloitte (19). Median starting salaries fluctuated between $37k-65k depending on major.

• Enrollment: 20,220 (undergraduate); 9,268 (graduate)
• Cost of Attendance: $38,034-$43,254 (in-state); $56,400-$66,840 (out-of-state)
• Acceptance Rate: 50%
• Retention Rate: 92%
• Graduation Rate: 84%

Swarthmore College

• Swarthmore, PA

Academic Highlights: Swarthmore offers forty undergraduate programs and runs 600+ courses each academic year. Small, seminar-style courses are the norm—an outstanding 33% of sections enroll fewer than ten students, and 70% contain a maximum of nineteen students. Social science degrees are the most commonly conferred, accounting for 24% of all 2022 graduates. Future businessmen/women, engineers, and techies are also well-positioned, given Swat’s incredibly strong offerings in economics, engineering, and computer science.

Professional Outcomes: 68% of Class of 2022 grads entered the workforce shortly after graduation. Popular industries included education (17%), consulting (16%), and financial services (13%); the median starting salary was $60,000. Google is a leading employer of Swarthmore grads followed by Amazon, Goldman Sachs, IBM, and a number of the top universities.  18% of 2022 grads pursued advanced degrees, with 35% pursuing a PhD, 35% entering master’s programs, 10% heading to law school, and 7% matriculating into medical school.

• Enrollment: 1,625
• Cost of Attendance: $81,376
• Graduation Rate: 94%

Bryn Mawr College

• Bryn Mawr, PA

Academic Highlights: On the home campus, undergraduates can choose from 35 majors and 50 minors. Roughly 35% of the student body earns degrees in the natural sciences or mathematics, a figure four times the national average for women. By volume, the most popular majors are mathematics, psychology, biology, English, and computer science. An 8:1 student-to-faculty ratio leads to small class sizes with 74% of sections having fewer than twenty students, and 24% of sections enrolling nine students or fewer.

Professional Outcomes: One year after receiving their diplomas, 57% of Bryn Mawr graduates had found employment and a robust 28% had already entered graduate school. Most of the organizations employing the greatest number of alumni are universities and hospital systems, although Google, Accenture, JPMorgan Chase, and Vanguard do employ a fair number of Bryn Mawr graduates. Among recent grads pursuing further education, 63% were in master’s programs, 13% were already working on their PhD, and 10% were in medical school.

• Enrollment: 1,409
• Cost of Attendance: $79,880
• Median SAT: 1400
• Acceptance Rate: 31%
• Retention Rate: 90%

Wellesley College

• Wellesley, MA

Academic Highlights: There are 50+ departmental and interdisciplinary majors. Thirty-six percent of course sections have single-digit enrollments while 77% have 19 or fewer students. In addition, opportunities for participation in research with faculty members abound. Most programs possess sterling reputations, including chemistry, computer science, neuroscience, and political science, but the Department of Economics shines most brightly, leading many into PhD programs and high-profile careers. Economics, biology, and computer science are the most frequently conferred degrees.

Professional Outcomes : Six months after graduating, 97% of the Class of 2022 had achieved positive outcomes. Of the 76% of grads who were employed, 24% were working in the finance/consulting/business fields, 17% in education, 17% in internet and technology & engineering, and 15% in healthcare/life sciences. Top employers included JPMorgan Chase, Google, Boston Children’s Hospital, and Goldman Sachs. The average starting salary for one recent cohort was a solid $63k. Of the 20% of 2022 grads who directly entered an advanced degree program, common schools attended included Harvard, Columbia, Brown, Stanford, MIT, and Emory.

• Enrollment: 2,447
• Cost of Attendance: $84,240
• Acceptance Rate: 14%

Colby College

• Waterville, ME

Academic Highlights: Offering 56 majors and 35 minors, Colby provides a classic liberal arts education with a high degree of flexibility and room for independent intellectual pursuits. A 10:1 student-to-faculty ratio is put to good instructional use as roughly two-thirds of courses have fewer than 19 students. Being a true liberal arts school, Colby has strengths across many disciplines, but biology, economics, and global studies draw especially high praise. These programs along with government and environmental science attract the highest number of students.

Professional Outcomes: Within six months of graduation, 93% of the Class of 2022 had either obtained jobs or were enrolled full-time in a graduate program. Eighteen percent of graduates enter the financial industry and large numbers also start careers in education, with government/nonprofit, STEM, and healthcare next in popularity. The Medical school acceptance rate over the past five years is 68%, nearly double the national average.

• Enrollment: 2,299
• Cost of Attendance: $86,720
• Average SAT: 1485
• Average ACT: 33
• Acceptance Rate: 8%
• Retention Rate: 93%
• Graduation Rate: 87%

University of Michigan

• Ann Arbor, MI

Academic Highlights: There are 280+ undergraduate degree programs across fourteen schools and colleges, and the College of Literature, Science, and the Arts (LSA) enrolls the majority of students. The Ross School of Business offers highly rated programs in entrepreneurship, management, accounting, and finance. The College of Engineering is also one of the best in the country. By degrees conferred, engineering (15%), computer science (14%), and the social sciences (11%) are most popular. A solid 56% of classes have fewer than 20 students.

Professional Outcomes: Within three months of graduating, 89% of LSA grads are employed full-time or in graduate school, with healthcare, education, law, banking, research, nonprofit work, and consulting being the most popular sectors. Within three months, 99% of Ross grads are employed with a median salary of $90k. Top employers include Goldman Sachs, Deutsche Bank, EY, Morgan Stanley, PwC, Deloitte, and Amazon.  Within six months, 96% of engineering grads are employed (average salary of $84k) or in grad school. General Motors, Ford, Google, Microsoft, Apple, and Meta employ the greatest number of alumni.

• Enrollment: 32,695 (undergraduate); 18,530 (graduate)
• Cost of Attendance: $35,450 (in-state); $76,294 (out-of-state)
• Median SAT: 1470
• Acceptance Rate: 18%

Bucknell University

• Lewisburg, PA

Academic Highlights: Over 60 majors and 70 minors are on tap across three undergraduate schools: the College of Arts & Sciences, Freeman College of Management, and the College of Engineering. Getting well-acquainted with your professors is easy with a 9:1 student-faculty ratio, and class sizes are reasonably small. The greatest number of degrees are conferred in the areas of the social sciences (26%), engineering (14%), business (14%), biology (11%), and psychology (9%).

Professional Outcomes: Nine months after graduation, 94% of the Class of 2022 had launched their careers or entered graduate school. Financial services is the most common sector for Bucknell grads to enter, attracting 24% of alumni. Across all disciplines, the average salary for a Class of 2022 grad was $69,540. Bucknell saw 18% of 2022 grads go directly into an advanced degree program. Bison alumni heading to graduate school predominantly pursue degrees in the medical field, social sciences, business, or engineering.

• Enrollment: 3,747
• Cost of Attendance: $80,890
• Median SAT: 1380
• Median ACT: 32
• Retention Rate: 91%

Haverford College

• Haverford, PA

Academic Highlights: Haverford offers 31 majors, 32 minors, 12 concentrations, and eleven consortium programs—areas of study that can be pursued at partner campuses. The school’s 9:1 student-to-faculty ratio and exclusive emphasis on undergraduate education lead to exceptionally intimate classes, 33% of which have fewer than 10 students, and 72% have fewer than 20. The most popular areas of study at Haverford include the social sciences (24%), biology (14%), psychology (11%), physical sciences (10%), computer science (9%), and mathematics (7%).

Professional Outcomes: Six months after leaving Haverford, 63% of the Class of 2022 had found employment, 19% had enrolled in graduate school, and 9% were still job hunting. Employers hiring multiple recent Haverford grads include Epic, JP Morgan Chase Bank, Boston Consulting Group, Goldman Sachs, the National Institutes of Health, and the Children’s Hospital of Philadelphia. Of the 19% of 2022 grads who elected to continue their education, the most commonly entered fields of study were STEM (51%) and medicine/health (15%).

• Enrollment: 1,421
• Cost of Attendance: $87,180
• Graduation Rate: 91%

Colorado College

• Colorado Springs, CO

Academic Highlights: Rather than the typical semester schedule, Colorado College operates on the “block plan,” a series of eight three-and-half-week periods during which students take only one course. You won’t find a more intimate liberal arts college than CC. Classes have a cap of 25 students, and no more than a handful of courses exceed that figure. The average class consists of 16 students. In terms of sheer volume, most degrees are conferred in the social sciences (28%), biology (17%), natural resources and conservation (8%), and physical science (6%).

Professional Outcomes: Among the Class of 2022, an impressive 99% arrived successfully at their next destination within six months of earning their diploma. The largest number of graduates who pursue employment end up in the fields of education, technology, health care, the arts, and government.  The bachelor’s degree earned at Colorado College is unlikely to be the last degree a graduate will earn. Five years after graduation, the typical cohort sees 70-90% of its members having either completed or finishing an advanced degree.

• Enrollment: 2,180
• Cost of Attendance: $87,128
• Acceptance Rate: 16%
• Graduation Rate: 86%

Brandeis University

• Waltham, MA

Academic Highlights: Brandeis offers 43 majors, the most popular of which are in the social sciences (18%), biology (17%), business (10%), psychology (8%), public administration (8%), and computer science (7%). The student-faculty ratio is 11:1, and 60% of courses contain nineteen or fewer students. Departments with a particularly strong national reputation include economics, international studies, and sociology as well as all of the traditional premed pathways including biology, and chemistry.

Professional Outcomes: Within six months of graduation, 98% of the Class of 2022 had found their way to employment (59%), graduate school (35%), or another full-time activity like travel or volunteer work (4%). Members of the Class of 2022 were hired by Red Hat, Deloitte, Nasdaq, NPR, and McKinsey & Company. The average starting salary for recent grads is $61k. A large contingent of grads elects to continue at Brandeis for graduate school. Many others go to BU, Columbia, Duke, Harvard, and Yale.

• Enrollment: 3,687
• Cost of Attendance: $86,242
• Median SAT: 1440
• Acceptance Rate: 39%

Macalester College

• St. Paul, MN

Academic Highlights: Students can choose from roughly 40 majors and over 800 courses that are offered each academic year . Being an undergraduate-only institution, Macalester students enjoy the full benefits of the school’s 10:1 student-to-faculty ratio. The average class size is only 17 students, and 14% of class sections have single-digit enrollments. Macalester possesses strong offerings across many different disciplines. Programs in economics, international studies, and mathematics are among the best anywhere.

Professional Outcomes: Six months after graduating, 95% of the Macalester Class of 2022 had found employment, graduate school, or a fellowship. Employers of recent grads include ABC News, Google, Goldman Sachs, Dow Chemical Company, McKinsey & Company, the ACLU, the National Cancer Institute, and National Geographic . Across all sectors, the average starting salary for recent grads was above $62k. Sixty percent of Mac grads pursue an advanced degree within six years of earning their bachelor’s.

• Enrollment: 2,175
• Cost of Attendance: $79,890
• Median SAT: 1430
• Acceptance Rate: 28%
• Retention Rate: 88%

Barnard College

Academic Highlights: Barnard has a 10:1 student-faculty ratio, and a sensational 71% of courses are capped at nineteen or fewer students; 18% have fewer than ten. Many get the chance to engage in research alongside a professor as 240+ undergraduates are granted such an opportunity through the Summer Research Institute each year. Barnard’s most popular majors, by number of degrees conferred, include economics, English, political science, history, psychology, neuroscience, computer science, and art history.

Professional Outcomes: Six months after graduation, 91% of 2022 Barnard grads had found employment or were enrolled in a graduate program. JP Morgan, Goldman Sachs, Blackrock, Citibank, and Morgan Stanley all appear on the list of the top fifteen employers of Barnard alumni. Within ten years of graduation, over 80% of Barnard alums eventually enroll in graduate school. Those entering graduate school flock in large numbers to Columbia, with 112 heading there over the last three years.

• Enrollment: 3,442
• Cost of Attendance: $90,928
• Acceptance Rate: 9%

Georgetown University

• Washington, D.C.

Academic Highlights: The student-faculty ratio is 11:1, and 60% of classes enroll fewer than 20 students. While some classes are a bit larger, only 7% cross the 50-student threshold. Those desiring to join the world of politics or diplomacy are in the right place. The Government and International Affairs programs are among the best in the country. The greatest number of degrees are conferred in the social sciences (38%) followed by business (20%), interdisciplinary studies (8%), and biology (7%).

Professional Outcomes: Within six months of graduating, 75% of members of the Class of 2022 entered the workforce, 19% went directly into a graduate or professional program of study, and 3% were still seeking employment. The Class of 2022 sent massive numbers of graduates to a number of major corporations including JPMorgan Chase (22), Citi (21), BOA (18), Morgan Stanley (16), and EY (10). Those attending grad school stay at Georgetown or flock to other elite schools like Columbia and Harvard.

• Enrollment: 7,900
• Cost of Attendance: $85,000

Elon University

Academic Highlights: Students choose from 70 majors and can add a number of interesting minors like adventure-based learning, coaching, and multimedia authoring. Elon’s 11:1 student-to-faculty ratio leads to an average class size of 20 students; 51% of sections contain fewer than 20 students. The areas in which the greatest number of degrees are conferred are business (29%), journalism/communication (20%), social sciences (8%), the visual and performing arts (6%), and psychology (6%).

Professional Outcomes: Results of a survey administered nine months after graduation found that 96% of the Class of 2022 had found employment, a graduate school, or an internship. Top employers of recent Elon graduates include Bloomberg, Deloitte, EY, Google, Goldman Sachs, Red Ventures, and Wells Fargo. Recent business grads enjoyed a median salary of $61k while communications majors earned $47k. Just under one-quarter of recent grads gained acceptance into graduate/professional school and many remain at Elon.

• Enrollment: 6,337
• Cost of Attendance: $66,657
• Median SAT: 1260
• Median ACT: 28
• Acceptance Rate: 78%

DePauw University

• Greencastle, IN

Academic Highlights: No matter which of the 40+ majors you pursue at DePauw, you will enjoy the benefits of small class sizes and face time with faculty. A 9:1 student-to-faculty ratio and the fact that only four class sections in the whole university enroll more than 29 students assures that. The greatest number of DePauw undergrads earn degrees in the social sciences (17%), biology (10%), the visual/performing arts (9%), communication/journalism (8%), and computer science (6%).

Professional Outcomes: The university’s “Gold Commitment” guarantees that all grads will land at their next destination within six months, or they will be provided with an entry-level professional opportunity or an additional tuition-free semester. Top employers of DePauw grads include Eli Lilly and Company, IBM, Northern Trust Corporation, AT&T, and Procter & Gamble. Tigers applying to graduate and professional schools experience high levels of success. Of medical school applicants who earned a 3.6 GPA and scored in the 80th percentile on the MCAT, 90% are accepted to at least one institution.

• Enrollment: 1,752
• Cost of Attendance: $74,400
• Acceptance Rate: 66%
• Graduation Rate: 79%

University of Washington – Seattle

• Seattle, WA

Academic Highlights: 180+ undergraduate majors are offered across thirteen colleges/schools. Personal connections with professors abound as 55% of grads complete a faculty-mentored research project. The College of Engineering, which includes the College of Computer Science & Engineering, is one of the best in the nation; UW also boasts strong programs in everything from business to social work to environmental science. The most popular degrees are the social sciences (13%), biology (12%), computer science (11%), and business (8%).

Professional Outcomes: Within months of graduation, 73% of Class of 2022 grads were employed and 17% were continuing their education. The most popular employers of the Class of 2022 included Google, Amazon, Microsoft, Boeing, and KPMG. Across all living alumni, 6,000+ work for Microsoft, and 4000+ work for each of Boeing and Amazon. Of those headed to graduate/professional school, just over half remain in state, mostly at UW itself. Large numbers of 2022 grads also headed to Columbia, Johns Hopkins, and USC.

• Enrollment: 36,872 (undergraduate); 16,211 (graduate)
• Cost of Attendance: $34,554 (in-state); $63,906 (out-of-state)
• Median SAT: 1420
• Acceptance Rate: 48%
• Retention Rate: 94%

We hope you have found our list of the Best Colleges for Creative Writing to be useful and informative as you continue your college search process. We also invite you to check out some of our other resources and tools including:

• AP Score Calculators 
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• Best Summer Programs 
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• Best Colleges by Major

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Why we continue to teach cursive writing in the foundation phase: A holistic approach to learning

In a world where emojis and GIFs have practically become their own language, it might seem a bit quirky that Think Digital Academy still champions the art of cursive writing in the foundation phase. Yes, typing and digital tools are super important (we love a good keyboard shortcut as much as the next person), but there’s something special about that loopy, flowing script that deserves a place in early education. So, why do we still make room for cursive amidst the pixels and screens? Let’s dive in!

Engaging both hemispheres of the brain (fancy, right?)

Cursive writing activates both the left and right hemispheres of the brain. Unlike typing, which can be somewhat mechanical, cursive demands that students integrate visual, motor, and cognitive skills in a dynamic process. The left hemisphere, responsible for logic and language, works in tandem with the right hemisphere, which manages spatial and creative tasks. This dual-hemisphere activation is vital for developing higher-order thinking skills needed for solving problems and coming up with the next big idea.

Randomness in letter formation encourages cognitive flexibility

Unlike the rigid world of typing, cursive is a bit unpredictable. In cursive, letters connect in unpredictable ways depending on their sequence, keeping our young writers on their toes. This aspect promotes cognitive flexibility, which is the ability to adjust thinking and behaviour in response to new, unexpected circumstances. Encouraging this skill early on prepares students to be better equipped for challenges that require adaptability and critical thinking.

Enhancing visual processing and pattern recognition (pattern pros)

Cursive writing enhances visual-spatial skills because students must recognise and replicate complex, flowing patterns. These patterns are often more nuanced than the blocky shapes of print writing, requiring greater attention to detail and improving their ability to recognise visual cues in various contexts. This boosts visual processing skills and sharpens visual memory, helping students become experts at noticing details and recognising patterns, whether they’re reading a story or solving a tricky math problem.

Developing motor planning and coordination (tiny gymnasts)

Writing in cursive is a full-on workout for those tiny muscles in the hand and wrist. Motor planning—how we think about and execute movements—is a key part of learning cursive writing. When students practice cursive, they engage in complex, fine-motor skills that require coordinated movements of the hand and wrist. The act of joining letters requires precision and foresight, which, over time, strengthens motor planning abilities. This can improve hand-eye coordination and fine motor control, both critical for various life skills beyond writing; making kids ready for all sorts of tasks—from tying their shoes to mastering the art of drawing the perfect circle.

Improving spatial awareness (a new superpower)

Spatial awareness refers to the understanding of the position of objects, including letters, in relation to one another. Writing in cursive demands that students manage the spacing between letters, words, and sentences carefully, a skill that helps them develop a strong sense of how things are arranged both on paper and in the world around them. This can later assist in fields that require an understanding of geometry, architecture and even design.

Supporting memory retention and recall (memory magic)

There is a growing body of research that suggests cursive writing can help students retain information better than typing. Writing by hand activates the brain in ways that enhance memory retention and recall. The kinesthetic action of shaping each letter creates a neural connection to the material being learned, deepening understanding and making recall easier. So, the next time your child remembers that tricky spelling word or math fact, you might have their cursive practice to thank!

Encouraging a mind-body connection (zen masters in the making)

The rhythmic nature of cursive writing brings a meditative quality to the activity, often fostering a sense of calm and focus. The coordination of thought with movement helps students develop a strong mind-body connection, a form of mindfulness that not only enhances learning but also helps reduce stress and improve attention spans. Win-win!

At Think Digital Academy, we’re all about nurturing the whole child—mind, body and spirit. Cursive writing is more than just a relic of the past; it’s a powerful tool for developing cognitive, motor and creative skills that will serve our students well into the future. Sure, technology is crucial, but balancing screen time with a bit of old-school penmanship gives our students a well-rounded toolkit to thrive in this ever-evolving multifaceted world.

Why not try our online learning environment by enroling for our free 14 day trial .

Great reading

• Advice to parents: How to help your students to write better
• How children learn
• 6 Simple ways to help your child become a better learner
• Infographic – Online education prepares you for the future

The future is digital

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• Fall / Free Printables / Holidays and Seasonal / Language Arts / November / October / September

35 Fall Writing Prompts for Kids (and a free printable!)

by Elizabeth Dukart ·

Looking to include some creative writing in your homeschool this fall? Fall writing prompts are a great way to get the kids writing, and thinking, creatively during the fall season and beyond! Today, I’m sharing some fun fall-themed writing prompts for kids, tips for implementing them, and a fall-themed printable freebie…you’re gonna love it!

Homeschooling During the Fall Season

As we head into another year of homeschooling, I can tell you that homeschooling during the fall season is filled with plenty of opportunities for learning and celebrating all things fall! Coming into the cooler weather of the fall season (we are NOT summer people) encourages us to bring our learning outside more often and allows us to snuggle up with warm mugs of hot cocoa when we do our learning activities in the family room.

When I was a teacher , and even a student, in New Jersey, we would always start school right after Labor Day. While many of the schools in the south tend to start schools in August, it just makes sense for my family to wait to start our homeschool “year” after the summer has ended.

Not only are there plenty of “national day” holidays we can celebrate in the fall months of September , October , and November , but we also love including some Halloween-themed fun into our days. There are so many opportunities for learning in the fall and beyond!

Fall Writing Prompts

Even though our homeschool planner has plenty of outings and celebrations already scheduled during the fall season, there’s always time to include some fun, fall writing prompts into our day!

It’s no surprise I love including writing prompts in our homeschool day. Not only do the give the kids an opportunity to think creatively, but they also give them a chance to work on improving their handwriting and spelling.

Because they tend to be a pretty quick activity (10 minutes give or take), they’re wonderful for waking up sleepy brains and allow us to start our day being creative. My National Days to Celebrate writing prompts are usually our go-to writing prompts, but I will totally include holiday and seasonally-themed writing prompts as we approach our favorite holidays and seasons.

Today, I’m sharing 35 fun Fall writing prompts that you can include in your homeschool days. I have a feeling the kids will really enjoy them! You might also want to grab my free Fall-themed lined paper printables following the writing prompts to make the prompts (and your  letter writing station !) even more fun!

These Fall writing prompts were created with upper-elementary & middle school age kids in mind, but, change a word or two…or shorten the prompt…and you can totally use them for younger kids. Two of the following writing prompts do have a Halloween theme! If you want more Halloween fun, definitely check out my list of Spooky Halloween writing prompts !

Here you go:

• Describe your perfect fall day. What do you see, hear, and smell?
• If you could design your own fall festival, what activities would you include?
• Write a story about a leaf that doesn’t want to fall from the tree.
• Imagine you could talk to animals preparing for winter. What advice would they give you?
• What is your favorite fall food? Write about how it’s made and why you love it.
• Describe how the world would look if fall lasted all year long.
• Write a spooky story set in a haunted forest on a crisp autumn night.
• If you could create a new holiday to celebrate in the fall, what would it be and how would people celebrate it?
• Imagine you are a scarecrow that comes to life at night. What adventures would you have?
• What are three things you love and three things you don’t like about fall?
• Write a poem about the changing colors of fall leaves.
• If pumpkins could talk, what story would they tell about Halloween night?
• Imagine you are going on a fall camping trip. What would you pack and what activities would you do?
• Write a story where you get lost in a corn maze. How do you find your way out?
• Describe how your favorite fall smell makes you feel.
• You wake up one morning to find that it’s snowing leaves instead of snowflakes. How do you react?
• Write a story about a mysterious scarecrow that only appears in the fall.
• What do you think the animals in the forest do to celebrate the arrival of fall?
• Imagine your town is having a fall parade. What float would you design?
• Describe a fall-themed invention that would make autumn even better.
• What if Halloween was canceled this year? How would you create your own spooky celebration at home?
• Write about the first time you carved a pumpkin. What did it look like?
• Imagine you find a magical leaf that grants one wish. What would you wish for and why?
• Write a letter to a friend explaining why fall is the best season.
• If you could change the colors of fall leaves to any colors you want, which ones would you choose?
• You’re hosting a fall feast. Who are your guests, and what dishes are served?
• Write about what the world would be like if fall never ended.
• Describe a time when you were really excited for fall to arrive. What made it special?
• You discover a secret passage in a pumpkin patch. Where does it lead?
• What if pumpkins had superpowers? What could they do, and how would they help people?
• Write a diary entry as if you were a squirrel getting ready for winter.
• What is your favorite fall tradition? Why is it important to you?
• Imagine you are designing a new fall-themed amusement park. What are the rides and attractions like?
• Write a mystery story that takes place at a fall carnival.
• If you could spend fall anywhere in the world, where would you go and why?

Making Fall Writing Activities even more Fun!

You’ve got the writing prompts, you’re going to download the fall lined paper in the next section…how else can we make learning during the Fall season fun?

Here are three ways to do just that:

• Bring your Learning Outside : The temperatures are cooling down and gentle breezes come and go throughout the day. Set up a portion of your homeschool day outside to enjoy the cooler weather and to really experience the fall season as the kids are completing their homeschool activities.
• Enjoy a Fall Treat: Apple cider is one our favorite fall treats. My kids would drink apple cider straight out of the container if I let them (milk, too!). When you take a field trip to a local pumpkin patch or go apple picking , consider bringing home a few of the freshly made baked goods or fall treats to enjoy during your homeschool days.
• Be Cozy: It’s time for the hoodies to shine! Break out the sweatpants, put on a hoodie, and find your favorite cozy socks so you and the kids can be comfy cozy during your activities!

Fall Lined Paper Freebie

Make your fall season even more educational and fun with these cute (and free!) printable lined papers! There are two different sets included in the download: one for the older kids and one for the littles. With 20 designs per set, there are plenty to choose from.

To get the lined papers, just fill out the form below. Confirm your request in your inbox and they’ll be sent, via email, with a link to download the files. Super easy!

Let your friends know about this fun freebie by sharing this article with them! I’d also love to hear how you’ve implemented the writing prompts into your homeschool days! Leave a comment below or, better yet, share your experience in  That Homeschool Family Hangout .

Until next time, stay safe and enjoy quality time with your family,

Elizabeth Dukart is a proud Georgia-based born and raised Jersey Girl, wife, and mom of 2 human boys & 1 canine boy.

Created in 2021, Elizabeth owns and publishes  That Homeschool Family : a free resource for homeschooling parents and beyond! A seasoned blogger, Elizabeth previously published a popular location-specific family resource blog, but decided to “Pivot!” her blogging focus after she started homeschooling her two boys in 2020. In addition to this blog, you can follow Elizabeth’s homeschooling and family adventures on Facebook , TikTok , Instagram , YouTube , and Pinterest . She can also be found in her Facebook Group: That Homeschool Family Hangout .

When she’s not busy taking over the world or homeschooling, Elizabeth can be found listening to music (especially The Beatles & Harry Styles!), being silly with her boys, watching movies with family, shopping, or traveling!

Have a question or want to work with Elizabeth? Send her an email!

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Students explore creative flair through in-school grants

• More than $400,000 for school students to discover their artistic passions
• Thirteen projects granted funding under Creative Learning election commitment

From writing and drawing to explorations in flora, students at a number of Western Australian schools will be exploring their creative side, thanks to the latest round of culture and the arts grants.  

As part of the Creative Learning election commitment, round four of the Creativity for Schools (CFS) grants have funded $443,093 for creative activities and exposure to the arts.

The program partners schools with creative professionals to embed creativity into students' learning and understanding across curriculum areas. The funding supports activities in schools and aims to increase access for students and teachers to engage in enriched learning through arts processes and experiences.

The CFS has two funding categories: Collaboration and Residency.

The Collaboration category awards up to $60,000 to projects and programs designed to connect Western Australian arts organisations and creative practitioners with schools.

In this round, eight applications were recommended for total funding of $357,525. The recipients are:

• Perth Institute of Contemporary Arts (PICA) - $47,634 for year-long creative work with primary school communities in Balga and Highgate;
• Studio Schools of Australia - $59,401 for a collaborative project involving Yiramalay Studio School, Theatre Kimberley, Broome artist Jacky Cheng and Mangkaja Arts Resource Agency Aboriginal Corporation for Fitzroy Crossing students to develop skills across a range of artistic disciplines;
• Alkimos Primary School - $12,290 for a creative learning project focusing on native flora and fauna with artist James Giddy and bird specialist Simon Cherriman;
• City of Fremantle - $45,400 for a young people-led public art mural project in collaboration with artists, Whadjuk Elders, three high schools, local business and the City to co-design a framework for a mentorship residency program;
• City of Melville - $60,000 to engage students from low socio-educational backgrounds to build their literacy skills, self-confidence and creative capacity, culminating in a book and exhibition of student art and stories;
• Port Hedland Primary School - $60,000 for a collaboration with Kariyarra Aboriginal Corporation and FORM to work with students to create a book, videos and a visual arts display on local flora;
• Sensorium Theatre - $60,000 to work with three Perth schools to explore the provocation of play being the highest form of learning; and
• Dardanup Primary School - $12,800 for nurturing a culture of creativity and imagination as students discover their unique artistic voices and unleash their full potential in art, dance and filmmaking across two terms.

The Residency category awards up to $20,000 to projects involving artists-in-residence in schools for approximately 25 days. Five applications were recommended totalling $85,568 and included three recipients from education support centres. The recipients are:

• Broome Primary School - $11,600 for the Yawuru Seasons Song Composition and Performance as students learn about electronic music composition, lyric writing, recording and performance;
• Calista Primary School - $19,992 for students to work with musician Ken Allen and members of Junkadelic Brass Band to co-design, make and perform with large-scale puppets and musical instruments made from reused and recycled materials;
• Geographe Education Support Centre - $19,930 for three artists to work with students across dance, drama and music;
• Warnbro Community High School Education Support Centre - $16,729 for students to work with a local Noongar artist to explore language and build cultural responsiveness; and
• Gwynne Park Education Support Centre - $17,317 for an arts residency to support staff development and a creative learning experience for students with disability which results in a picture book.

These grants are administered by the Department of Local Government, Sport and Cultural Industries.

Comments attributed to Culture and the Arts Minister David Templeman:

"These grants give primary and high school-aged students the opportunity to explore and perhaps discover what kind of art makes their heart sing and how they can apply creative skills to different subject areas.

"They also give professional artists across a range of disciplines the opportunity to teach and share their skills and passions with young people. Who knows, we might find our next notable artists in this crop of students.

"The State Government is committed to creating a vibrant and healthy arts scene, and by exposing young people to art, we help nurture an understanding and respect for it amongst the next generation."

Hon. David Templeman

Acknowledgement of country.

The Government of Western Australia acknowledges the traditional custodians throughout Western Australia and their continuing connection to the land, waters and community. We pay our respects to all members of the Aboriginal communities and their cultures; and to Elders both past and present.

THE 30 BEST Things to Do in Mytishchi, Russia

Places to visit in mytishchi.

• 5.0 of 5 bubbles
• 4.0 of 5 bubbles & up
• 3.0 of 5 bubbles & up
• 2.0 of 5 bubbles & up
• Good for a Rainy Day
• Good for Kids
• Good for Big Groups
• Budget-friendly
• Adventurous
• Good for Couples
• Hidden Gems
• Honeymoon spot
• Good for Adrenaline Seekers
• Things to do ranked using Tripadvisor data including reviews, ratings, number of page views, and user location.

1. Kva-Kva Park

2. Touching Zoo White Kangaroo

3. Mytishchi Park of Culture and Leisure

4. Fest Mytishchi Drama and Comedy Theater

5. Moscow Brewing Company

6. Church of the Annunciation of the Blessed Virgin

7. Mytischi Historical Art Museum

8. Ice Palace Arena Mytischi

9. Petrushkina Sloboda

10. Ognivo Mytishchi Municipal Puppet Theater

11. AV-Park

12. Monument to Plane Po-2

13. Church of the Vladimir Icon of the Mother of God

14. Mytishi Art Gallery

15. Cathedral of the Nativity of Christ

16. Zamania

17. Museum of Einstein

19. Monument Samovar

20. XL Family Outlet

21. Perlovskiy Park

22. Don Temple

23. Mytishhi Museum of Conservation

24. Brigantina Swimming Pool

25. Leisure Zone Podrezovo

26. Church of St. Nicholas

27. Monument Self-Propelled Gun ZSU-23-4 Shilka

28. Sculpture of Street Sweeper

29. Monument to Raspopova

30. Volkovskoye Cemetery

What travellers are saying.