In my experience, students either love story writing or hate it. They either have ideas floating around in their heads, waiting for the next story writing unit–or they feel that they have no ideas and hope for a stomach bug that week! This is one reason I use the Directed Writing Approach in my books–so that each step of each type of paper is laid out incrementally.
One common problem that students have when story writing is telling “first this happened; then this happened; after this, that happened; later on, this happened” by students. What could be an exciting, action-packed story becomes a narrative/retelling–or worse yet, an essay. Have you ever wondered how to help students from the start with this rambling problem?
Classes are underway for the second semester for both Character Ink Cottage Classes and Donna’s Live Online Writing Classes (yay!). I had so much fun with a couple of students in a book that I haven’t taught from for a while that I thought I would give my readers the lesson and video of the class—AND give you a chance to win a copy of the book I am using! Yep–someone will win a free copy of the spiral-bound, print version of Meaningful Composition 9 II: High School Creative Writing simply by watching the teaching video in this post and commenting below that you watched the whole video–and what you learned or liked about it! 🙂 (Homework!)
It’s the end of August. Might seem like an odd time for a curriculum sale—but we’re doing it anyway! And it’s a good one! Use coupon code MC10 to get 10% off your order!!! (more…)
When I post a live video of one of my writing classes on Facebook, I always get those same questions: When will you offer classes for people who don’t live near you? Are you going to be having online classes soon? And I keep saying “soon”! Well, soon is now here. We are officially having our very first LIVE online writing class (remedial writing, of sorts). I will enumerate the details below.
Index cards. Hundreds of index cards. Stacks of sources. And hours of research and card making. Lots of confusion. And less understanding of how to synthesize the gathered information. Those are words and phrases that describe my high school composition class days. I finished my paper. I got an A–and then when I set out to write my books thirty years later, I knew I had to develop a better way. There had to be a method by which kids could research from multiple sources, organize that information, outline, and write—with less stress, headache, and bad memories (and hopefully WITH skills that they could carry on to college).