Creative Writing

Course Description

This course is designed to hone instinctive ability into demonstrable craft. Students will learn the basics of character development, story archetypes, the elements of plot and storyline, continuity, editing, and the general discipline necessary to be a writer. There will be weekly assignments that lead writers to the goal of creating, editing, and polishing a short story or novel for publication.

Natural ability will be put to the test through in-depth exercises and constructive criticisms meant to improve the writer's skills. Students should know that their work will be shared with the class online in shared folders, in discussion blogs, and oral readings. This is not a good forum for comics, manga, graphic novels, or writing that requires art/drawing as a medium with a specific formatted script.

Course Big Ideas

Encourage students to express themselves freely, take creative risks, and build confidence in their unique voices. Activities like brainstorming, outline, and imaginative prompts help students see writing as a form of self-expression rather than just an academic task.
Emphasize that writing is a process—brainstorming, drafting, revising, editing, and publishing, not just a product.
Understand the importance of revision and reflection.
Introduce students to essential literary terms and devices (such as figurative language, imagery, dialogue, and “show, don’t tell”) and provide opportunities to analyze and use these techniques in their own work. This builds a writer’s toolbox and deepens their understanding of craft.
Expose students to various genres—such as poetry, short stories, and other genres of fiction—so they can experiment and discover their interests and strengths. Projects and assignments should allow for both structured and imaginative writing across different styles.
Participate in peer workshops, critiques, and paired projects to help students learn to give and receive constructive feedback, reflect on their own writing, and appreciate diverse perspectives. This collaborative environment fosters growth, resilience, and a sense of belonging in the classroom.

Course Essential Questions

How and why are we as humans drawn to stories, and what makes storytelling powerful across different genres?
What elements and techniques are essential for crafting effective poetry, fiction, and creative nonfiction?
How does the writing process—including drafting, revising, and critiquing—help writers develop and refine their unique voice?
In what ways does creative writing influence individuals, communities, and society at large?
How do writers balance personal expression with audience expectations and genre conventions in their work?

Course Competencies

Research
Comparison
Discussion
Public Speaking/Reading
Synthesis
Analysis
Editing

Course Assessments

Guided writing with weekly prompts
Original/independent writing
Dialogue Drills
Flash Fiction Prompts
Blurbs, Loglines, Query Letters
Novel chapters
Portfolio Project
Literary magazine

Basic knowledge of the character archetypes and their function in the narrative structure.
The basics of tropes and stereotypes, how they are used and overused.
Writing is a personal journey that allows the writers to grow and become.
Writing is influenced by personal experience, even trauma, and research.
Basic story elements (beginning, middle, end; rising action, climax, falling action, resolution).
Basic understanding of point of view as personal preference.

Understanding/Key Learning

The roles of the protagonist, antagonist, and co-tagonist, and how the archetypes function in the narrative.
The essentials of story (rising action, climax, falling action, and resolution) function in the narrative.
A basic understanding of pacing, characterization, and dialogue.
The act or process of organizing the narrative, based on plot or storyline.
The process or act of synthesizing solutions to problems within the narrative to progress the story.

Do

Create problems through the narrative to complicate the plot through different situations.
Collaborate with peers and teachers to discover, learn, and grow within the writing craft.
Use language effectively to carry on conversations, ask questions, listen actively in formal, informal, or professional situations.
Be aware of and sensitive to others during feedback.
Take personal responsibility to learn, research, and engage in genre-specific writing
Plan and exercise control over one’s time spent on specific activities to increase effectiveness (i.e. Writing, editing, polishing).
Articulate errors in the planning/writing process.
Problem-solve and learn from different situations in the writing process.

CC 1.4 Writing
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.A Write texts to examine and convey complex ideas, concepts, and information.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Explore different forms of writing with clear purpose and write in a variety of forms—such as poetry, short stories, and novellas—to understand how each form has unique conventions and serves different functions in storytelling or expression.
Analyze examples that illustrate form and function by reading and discussing mentor texts to help students see how writers use form intentionally to achieve effects like mood, pacing, or emphasis.
- For example, analyzing how a poem’s structure enhances its meaning or how a story’s plot structure creates suspense.
Practice “Show, Don’t Tell” and other techniques, transforming “telling sentences” into “showing paragraphs” to learn hands-on experience with how form (sentence structure, detail) affects function (engagement, imagery).
Use writing prompts with clear requirements that allow creative freedom to help writers focus on how form supports storytelling goals.
- For example, rewriting a fairy tale from a different character’s point of view teaches voice and narrative function.
Engage in peer workshops to encourage discussion on how form influences meaning and give feedback on whether writing achieves its intended function.
Experiment with multiple draft versions of a piece, revising form elements like paragraph length, dialogue, or descriptive detail to better fulfill the story’s function or emotional impact.

Unit Essential Questions

Does paragraph format change from fiction to nonfiction to academic writing?
Why are published authors allowed to break the rules of dangling modifiers, punctuation, ALL CAPS, etc?
Where is it appropriate to use italics versus bold?
What is the history and usage of the copyediting marks?
What is the industry standard for items of technology (i.e. Text messages in fiction)?

Lesson Essential Questions

Materials/Resources

Save the Cat Writes a Novel (Jessica Brody)
How to Write Dazzling Dialogue (James Scott Bell)
Essential Writer’s Resources (Schoology Folder) Online Masterclass Lecture (various authors)
MasterClass Workbooks (Schoology)
Flash Fiction Prompt Bank
Dialogue Drill Prompts
F(r)iction Magazine quarterlies
OPTIONAL: Real-world feedback from F(r)iction editors

CC.1.4 Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.

Articulate similarities and differences among character archetypes.
Identify and articulate errors in the craft/writing process.
Change, problem-solve, and learn from various situations in the process.
Work with peers to discover, learn, and problem solve.
Use language effectively to carry on conversation, ask questions, listen actively in formal, informal, or professional situations.
Understand and be aware of being sensitive to others.
Take personal responsibility to learn, research, and engage in genre-specific requirements.
Develop socially and professionally appropriate communication among peers and adults in given circumstances
Plan and exercise control over one’s time spent on specific activities to increase effectiveness (i.e. Writing, editing, polishing)

Unit Essential Questions

What is the difference in usage of characters in a story of plot versus storyline?
What roles do characters play in the development of the story?
What is the purpose of the archetypes?
What does your character want most, and how does this desire drive the story?
What are your character’s biggest flaws or fears, and how do these make them more relatable and three-dimensional?

Lesson Essential Questions

How does an author make secondary/ensemble characters essential to the story?
How has the 20th and 21st century redefined the role of the damsel in distress?
How has the 20th and 21st century redefined gender roles or gender identity?
How does your character’s background or upbringing influence who they are in the story?
How do your character’s relationships with others affect their development and the story’s conflict?
What internal needs or psychological struggles does your character have beneath their external goals?

CC.1.4. Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.A Write texts to examine and convey complex ideas, concepts, and information.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

Basic knowledge of first-, second-, and third-person point of view and variations within each.
Point of view affects the depths of characterization and can limit or provide unlimited engagement.
Writer’s voice is the unique style, personality, and perspective a writer brings to their work. It encompasses word choice, sentence structure, tone, and the way ideas are expressed, making each writer’s work distinctive and recognizable.
Writers bring their own unique vocabulary, syntax, rhythm, and phrasing that reflects the writer’s background, experiences, and worldview.
The emotional quality or attitude conveyed in the writing, which can shift depending on the subject or intended audience.
A strong author voice feels genuine and true to the writer’s own experiences and beliefs.
While a voice can adapt to different genres or audiences, an author’s underlying sensibility and style usually remain identifiable.

Understanding/Key Learning

Changing point of view is allowed, but ONLY at strategic times (i.e. Chapter break, section break).
The chosen point of view in a narrative is personal to each writer.
Point of view acts as an intentional filter to cause distance between the reader and the characters of the narrative.
The style and worldview of the author is present in all their work, regardless of genre or narrator.
The distinctive way individual characters think, speak, and act, is shaped by the author’s background, personality, and circumstances.
Good writing differentiates between the author’s and the character’s voices.
Voice sets writing apart, making it memorable and engaging for readers. It helps establish a connection with the audience and conveys the writer’s intent and emotion.
Recognizing and developing one’s voice is crucial for creative expression and originality.

Do

Recognize and define a writer's voice as the unique quality, tone, or style that makes a piece of writing distinct, understanding that voice is shaped by word choice, sentence fluency, and detail selection.
Identify different voices in published works, analyzing what makes each writer’s or character’s voice unique and how it influences the reader’s experience.
Experiment with their own voice by writing frequently on various topics, using first-person perspective and personal experiences to develop authenticity and confidence in their writing.
Adjust voice for audience and purpose, practicing how tone and word choice shift depending on who they are addressing and the intent of their writing (e.g., writing for teachers vs. peers, or in a humorous vs. academic tone).
Distinguish between author’s voice and character’s voice in narrative writing, ensuring that the voice in a story reflects the main character’s personality, background, and worldview, not the author’s own.
Revise for consistency and authenticity, reading their work aloud to check if the voice sounds natural and consistent with the intended character or persona, and making adjustments as needed.
Plan and exercise control over one’s time spent on specific activities to increase effectiveness (i.e. Writing, editing, polishing)

Unit Essential Questions

What is the value of telling a story from various points of view?
What are the pros and cons of narration from one POV to another?
How does head hopping or time shifting positively or negatively affect the readers?
How does an author know when to end a story to chapter?
How does the intended audience affect the choices a writer makes in developing voice?
How does reading and analyzing mentor texts help writers discover and refine their own voice?

Lesson Essential Questions

When does the author’s voice become an intrusion?
Where is it appropriate for the author to interrupt and take control in the narrative?
Is one point of view superior to the others?
How does a writer find his or her unique voice, and what influences help shape it?
In what ways does understanding and developing a writer's voice add value to creative writing and expression?

CC.1.4. Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.A Write texts to examine and convey complex ideas, concepts, and information.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

Strong fiction centers on well-developed characters with distinct personalities, desires, and backgrounds, making them feel real and relatable.
Good stories often show characters facing challenges that force them to grow or change.
Plot is the sequence of events that makes up the story, a clear, effective structure—typically involving rising action, turning points, climax, and resolution.
Every story needs a problem or conflict that drives the action and a solution or outcome that brings closure.
Setting grounds the story in a specific time and place. Descriptive details help readers visualize the world and immerse themselves in the narrative. Writers should consider how setting influences characters and plot.
Realistic dialogue reveals character, advances the plot, and adds authenticity to the story. Writers should use dialogue to show, not tell, important information.
The underlying message or insight about life that the story conveys. Good fiction often explores universal themes—such as love, loss, identity, or justice—through the experiences of its characters.

Understanding/Key Learning

Fiction can be inspired by personal experience, but it also involves imagination and invention.
Writers can experiment with different structures, points of view, and styles to discover what works best for their story and their personal preferences.
Not all characters need to be “good”—they just need to be interesting and believable.
Symbolism and recurring images can add depth, but should be used subtly and thoughtfully.
The craft of fiction involves mastering core elements like character, plot, setting, and voice, while also learning techniques to engage readers and bring stories to life.
Practice, experimentation, and revision are essential to developing as a fiction writer.

Do

Show, Don’t Tell! Use actions, dialogue, and sensory details to reveal character and emotion, rather than simply stating facts.
Starts with a compelling hook—an intriguing situation, question, or image that draws the reader in.
Use vivid, specific details to create a “vivid and continuous dream” for the reader, making scenes and emotions come alive.
Reveal important background information through flashbacks or character memories, but should do so in a way that feels natural and doesn’t interrupt the flow of the story.
Up the ante and put something at stake for the characters. This keeps readers invested and drives the narrative forward.
Be willing to rework scenes, sharpen dialogue, and clarify character motivations to improve their stories.

Unit Essential Questions

Lesson Essential Questions

What elements make a story effective and engaging for readers?
How do character desires, conflicts, and choices drive the plot and reveal deeper themes?
In what ways do setting, imagery, and descriptive details shape the mood and meaning of a story?
How does a writer’s voice and style influence the way a story is told and received?
How does the writing process—including brainstorming, drafting, revising, and peer feedback—help writers refine their stories and develop their craft?

CC.1.4. Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

The Hero’s Journey is a universal story structure identified by mythologist Joseph Campbell. It outlines a pattern in which a protagonist embarks on an adventure, faces challenges, undergoes transformation, and returns home changed.
The Hero’s Journeyl may shift or change depending on the cultural, societal, or political perspective of the writer or the audience for which it is written.
The Hero’s Journey typically includes key stages along the narrative journey; and these stages serve as a flexible template for building a compelling narrative, but writers can adapt or rearrange them to suit their story. (Point to the rise and fall of Marvel and DC.)
The Hero’s Journey plot structure, character motivation, and theme is a framework found in myths, novels, films, and even personal narratives, making it a powerful tool for both analysis and creative writing.
The journey is both external (physical quest) and internal (emotional or spiritual growth), showing how challenges lead to transformation.

Understanding/Key Learning

Do

Use the Hero’s Journey to brainstorm, outline, and draft stories, ensuring the protagonists face meaningful obstacles and change by the end.
Outline and use each stage of the journey to craft the narrative.
Think about what makes a hero, how heroes are tested, and what lessons they (and readers) learn along the way.
Reflect on your own lives as a form of the hero’s journey and make your writing more personal and relatable.
Edit and revise as needed to prep the story for presentation to the class.

Unit Essential Questions

What is the “ordinary world” of your hero, and how does it shape their initial perspective or desires?
What event or force serves as the “call to adventure” that disrupts your hero’s normal life?
Who acts as a mentor or guide for your hero, and what wisdom or tools do they provide?
What are the key tests, allies, and enemies your hero encounters, and how do these shape their growth?

Lesson Essential Questions

How does your hero respond to the call—do they refuse it at first, and why?
How is your hero transformed by their journey, and what reward or insight do they gain?
When your hero returns to their ordinary world, how have they changed, and how does this affect their world or community?
What is the “ordeal” or major crisis your hero faces, and how does it challenge their beliefs or abilities?

CC.1.4. Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.A Write texts to examine and convey complex ideas, concepts, and information.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

Plot is the “What”—Plot is the sequence of events and actions that drive a story forward. It’s the structured arrangement of incidents—what happens, when, and why—often designed to build tension, lead to a climax, and resolve conflicts.
- The plot tells us what happens: the specific events and their order (e.g., “The king died, and then the queen died from a broken heart.”).
Story is the “Why”—Storyline (or simply "story") is the overarching narrative—the who, what, and why. It encompasses the characters, their motivations, the setting, and the emotional or thematic journey they experience.
- The storyline gives us the context and meaning behind those events—why they matter, how they affect the characters, and what themes or emotions are explored.
- A compelling work of fiction needs both: a well-structured plot to keep readers engaged and a meaningful storyline to give depth and resonance to the events.
The plot is like a roadmap, guiding the reader through the narrative, while the storyline is the landscape, rich with character development, emotion, and theme.

Understanding/Key Learning

Do

Consider the story: Who are the characters? What do they want? What is at stake?
Outline or storyboard the plot: What happens to these characters? In what order? How do their actions and choices lead to change or resolution?
Students should clearly differentiate between plot (the structured sequence of events and their causal relationships) and storyline (the broader narrative arc, including character development, setting, and themes).
Students should create storylines that go beyond just what happens—incorporating character motivations, emotional arcs, and thematic depth to give meaning to the plot events.
They should demonstrate how plot events affect characters emotionally and psychologically, revealing growth, change, or consequences.
They should be able to brainstorm, draft, and revise plot summaries and storylines—both independently and in groups—improving clarity, coherence, and impact through feedback and editing.

CC.1.4. Writing
CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation.
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.O Use of narrative techniques such as dialogue, description, characters.
CC.1.4.11-12.M Write narratives to develop real or imagined experiences.
CC.1.4.11-12.P Create a smooth progression of experiences or events using techniques.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.A Write texts to examine and convey complex ideas, concepts, and information.
CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. Use various types of sentences.
CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

Self-Editing

Self-editing is the process of reviewing and improving your own writing before sharing it with others. It involves checking for clarity, coherence, grammar, punctuation, and style.
Techniques include reading your work aloud to catch awkward phrasing or errors, checking for consistency in style and tone, and ensuring your writing starts strong and shows rather than tells.

Copy-Editing

Copy-editing is a more technical stage focused on correcting grammar, punctuation, spelling, formatting, and consistency.
While self-editing and copy-editing overlap, copy-editing is often the final polish before publication or submission.

Peer Editing

It helps writers see their work from a reader’s perspective and catch mistakes or unclear sections they might have missed.
Peer editing should be guided by checklists or rubrics, focusing on both strengths and areas for improvement.

Understanding/Key Learning

Editing is a multi-step process that includes self-editing, copy-editing, and peer editing, each with a specific focus and purpose.
Self-editing develops independence and attention to detail; copy-editing ensures technical accuracy; peer editing fosters collaboration and perspective.
Using structured strategies—like editing checklists, reading aloud, and focusing on one issue at a time—improves the quality of writing and helps students become more effective, confident writers

Do

Focus on one type of issue at a time (such as capitalization, punctuation, or word choice) and read through work multiple times for different purposes.
Leave room for edits during drafting—such as skipping lines or leaving space on the page—make the editing process easier.
Use checklists or self-editing stations to help break down the process and ensure to address all the important elements of writing.
Ensure the writing is polished and professional, free from distracting errors, and follows standard conventions for presentation (like double spacing and standard fonts and sizes).
Exchange work with classmates to provide and receive feedback.
Give and receive constructive feedback skillfully—comments should be specific, respectful, and aimed at helping the writer improve.

Unit Essential Questions

What strategies can writers use to identify and correct unclear or awkward sentences in their writing?
How do I check for consistent grammar, punctuation, and formatting during copy-editing?
In what ways does reading my work aloud help me catch errors or improve flow?
How does multiple rounds of editing (self, peer, and copy-editing) improve the quality of my final piece?
Is AI an effective way to help edit my work? Is it ethical?

Lesson Essential Questions

What specific feedback should I look for when reviewing a classmate’s work during peer editing?
How can I balance offering constructive criticism with encouragement when editing a peer’s writing?
What are the most common mistakes I make in my drafts, and how can I spot and fix them during self-editing?
What editing checklists or tools can help me systematically review my writing for both big-picture and small-detail issues?

CC. 1.5 Speaking and Listening
CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
Demonstrate command of the conventions of standard English when speaking based on Grades 11-12 and content.

Begin by highlighting what works well in your peer’s writing. Positive feedback sets a constructive tone and encourages growth.
Strive for a balance between pointing out strengths and offering specific, actionable suggestions for improvement. Avoid only focusing on what needs to be fixed—acknowledge what is effective, too.
Give clear, detailed feedback rather than vague comments. For example, instead of saying “this part is confusing,” explain why and suggest how it could be clarified.
Recognize and honor each writer’s unique style. Critique to help improve the piece, not to make it sound like your own writing.
Deliver feedback kindly and respectfully. Frame criticism in a way that is empathetic and helpful, not harsh or dismissive.
Pay attention to content, clarity, organization, and development of ideas before worrying about grammar or small errors. Address major issues that impact understanding and effectiveness.
Encourage dialogue with the writer by using questions to prompt the writer to think more deeply about their choices (e.g., “What did you want readers to feel here?” or “Can you clarify this character’s motivation?”).
See peer critique as a way to help each other grow as writers. Both giving and receiving feedback are valuable learning experiences that foster reflection and revision.

Unit Essential Questions

How can I show respect for my peers and create a safe, supportive environment during workshop discussions?
Do I balance my feedback by highlighting both strengths and areas for improvement in others’ writing?
How can I offer specific, constructive feedback rather than vague or overly general comments?
How can I ensure that everyone has a chance to speak and contribute, not dominating the conversation?

Lesson Essential Questions

Am I prepared for the workshop by reading and thoughtfully considering my classmates’ work before class?
Am I open to learning from the feedback I receive, and do I thank others for their input, even if I disagree?
How do I respond if I encounter insensitive or potentially harmful content, and am I willing to ask thoughtful questions about it?
Do I listen actively and avoid interrupting or arguing when my own work is being discussed?
Am I careful to avoid making feedback personal or about the writer, focusing instead on the writing itself?

CC.1.4 Writing
CC.1.4.11-12.R Demonstrate grade-appropriate use of conventions.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, and editing.
CC.1.4.11-12.U Use technology, including the internet, to produce, publish, and update individual or shared writing products.
CC.1.4.11-12.X Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames.

Know

Blurbs (100-200 words)

A blurb is a brief, compelling description of a book, typically found on the back cover or online sales page.
Its purpose is to arouse curiosity and entice potential readers to pick up or buy the book.
A good blurb introduces the main character(s), outlines the central conflict or stakes, and hints at the story’s unique themes or voice—without giving away the ending or major twists.
Blurbs are usually concise and written in a style that matches the book’s tone and intended audience.
Writing a blurb is more like copywriting than storytelling: it aims to hook the reader, create intrigue, and prompt action (such as buying the book).
Sometimes, more established writers may offer to write a blurb for another book.

Loglines (1-2 sentences)

A logline is a one- or two-sentence summary of a story, often used in film and publishing pitches.
It captures the main character, their goal, the central conflict, and the stakes in a clear and concise way.
Loglines are designed to quickly communicate what makes the story unique and interesting—think of it as your story’s “elevator pitch.”
Example: “A timid hobbit must leave his home and journey across Middle-earth to destroy a powerful ring before it falls into the hands of evil.”

Query Letters (1 page)

A query letter is a formal letter writers send to literary agents or publishers to pitch their book for representation or publication.
It typically includes:
- A personalized greeting and brief introduction.
- A concise pitch or blurb for the book (often similar to the back-cover blurb).
- Key details such as genre, word count, and target audience.
- A short author bio highlighting relevant experience or credentials.
The goal is to convince the agent or editor that your book is marketable and worth reading.

Understanding/Key Learning

All three forms (blurb, logline, query letter) are essential tools for writers seeking publication or trying to market their work.
Each requires clarity, brevity, and a strong sense of what makes the story unique.
Practicing these forms helps writers understand their own stories better and prepares them for real-world publishing opportunities.
By actively reading, analyzing, practicing, and revising these forms, students will build the skills needed to present their creative work professionally in the publishing industry.

Do

Read real blurbs on the backs of published books and analyze how they introduce the main character, set up the conflict, and create intrigue without giving away the ending.
Examine loglines for movies and books to see how they distill a story’s core elements—main character, inciting incident, conflict, and stakes—into one or two compelling sentences.
Review successful query letters online, such as those compiled by writing blogs or industry professionals, to see how writers pitch their work and themselves to agents and publishers.
Write your own blurbs for stories you’ve written, focusing on clarity, tone, and hook.
Draft loglines for your stories, using formulas that include the inciting incident, main character, central conflict, and antagonist.
Compose query letters for your projects, making sure to include a strong hook (logline), a concise summary (blurb), and a brief author bio.
Use online guides and templates to structure your query letters and loglines, and refine them with peer or teacher feedback.
Understand that effective blurbs, loglines, and query letters require multiple drafts and thoughtful revision to achieve clarity and impact.
Tailor your query letters for specific agents or publishers, demonstrating knowledge of their interests and making your pitch relevant.
After drafting, compare your work to professional examples and ask: Does my blurb create curiosity? Is my logline clear and intriguing? Does my query letter make someone want to read more?

Unit Essential Questions

What are the key elements that every query letter should include?
How does a logline differ from a blurb, and what role does each play in pitching a story?
How can you craft a compelling hook or logline that quickly captures the essence of your story?
What information should you include about your book’s genre, word count, and audience in a query letter?
What makes a query letter professional in tone and format?
Why is it important to include a brief author bio, and what should you highlight if you’re a student or unpublished writer?

Lesson Essential Questions

How can reading successful examples of query letters, blurbs, and loglines help you improve your own submissions?
How do you balance revealing enough about your story to intrigue, without giving away spoilers or too much detail?
How can you personalize a query letter for a specific agent or publisher, and why is this important?
What is the main purpose of a query letter, and who is its intended audience?