essay writing tips for middle school

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

THE ULTIMATE NONFICTION WRITING TEACHING RESOURCE

• 270  pages of the most effective teaching strategies
• 50+   digital tools  ready right out of the box
• 75   editable resources  for student   differentiation  
• Loads of   tricks and tips  to add to your teaching tool bag
• All explanations are reinforced with  concrete examples.
• Links to  high-quality video  tutorials
• Clear objectives  easy to match to the demands of your curriculum

Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

WRITING CHECKLISTS FOR ALL TEXT TYPES

⭐⭐⭐⭐⭐ (92 Reviews)

ESSAY WRITING video tutorials

How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

Download the pdf .

Homework help

Science lab, (ad) national geographic kids almanac.

• Terms of Use
• Privacy Policy
• Your California Privacy Rights
• Children's Online Privacy Policy
• Interest-Based Ads
• About Nielsen Measurement
• Do Not Sell My Info
• National Geographic
• National Geographic Education
• Shop Nat Geo
• Customer Service
• Manage Your Subscription

Copyright © 1996-2015 National Geographic Society Copyright © 2015-2024 National Geographic Partners, LLC. All rights reserved

5 Secrets for Helping Middle School Writers Succeed

Even though I spent 19 years as a middle school teacher, I frequently ask myself what makes a middle school writing classroom work. I know successful teaching is a series of flexible moving parts. I know it’s one part inspiration and a bigger part organization. I know that every middle school teacher struggles to achieve more good days than bad.

In  Traits of Writing: The Complete Guide for Middle School , I share meaningful and practical ideas for using what I’ve learned about teaching writing in middle school. My aim is to validate what you already know and give you new ways to support students. I also point out obstacles to watch out for and ways around them, so you don’t sacrifice the integrity of your teaching or the writing lives of your students.

As teachers, our greatest challenge may not be understanding best practices, but implementing those practices in classrooms where writing skills vary, time is precious, and the demand for high test scores can smother even the most creative teaching. But take heart. Teaching writing well is not impossible. Here are 5 secrets I know work in middle school and will help your young writers succeed:

1.     The teacher must model how to learn.

If we want our students to write, we have to show them we are writers ourselves, which means opening ourselves up to scrutiny.

2.      Learning should be infectious.

Look for inspiration everywhere and revise you lesson plans accordingly to foster a fascination with language, not just an understanding of terms. Who knows where this might lead?

3.     Students must be active.

Engaging in lively activities, working in small groups, sitting on the floor, listening to music, using the computer, and talking about works in progress keep students moving, and therefore, learning.

4.     Students will work hard if we give them rigorous, relevant tasks.

Let students take a giant leap forward and come up with their own projects and use the skills they have learned over the years to accomplish it. What they write matters less than the fact that they choose to write with such passion and determination.

5.     Students deserve honest, detailed feedback.

Get serious about providing feedback. Students will appreciate your suggestions for making their writing smoother, clearer, and more interesting, and, like any serious writers, won’t always agree or follow them. But your students trust you to tell them the truth because they know your feedback, as difficult as it sometimes will be to convey, will help propel their work forward.

The secrets of writing, once locked away in the writing teacher’s vault, must be revealed and explored. How else will we sort out what works from what doesn’t? But you know this already. The writing lives of your middle school students depend on our getting it right.

To learn more about  Traits of Writing: The Complete Guide for Middle School , you can purchase the book  here.

About the author:

Ruth Culham, Ed.D.,  has published more than 40 best-selling professional books and resources with Scholastic and the International Literacy Association on the traits of writing and teaching writing using reading as a springboard to success. Her steadfast belief that every student is a writer is the hallmark of her work. As the author of  Traits Writing: The Complete Writing Program for Grades K–8 (2012), she has launched a writing revolution.  Traits Writing  is the culmination of 40 years of educational experience, research, practice, and passion.

4 Activities to Help Middle School Students Uncover New Ideas for Writing

No matter how old you are, no matter how much writing you do, no matter how much you improve over time, finding ideas and writing about them clearly and compellingly is a challenge. Small wonder, then, that middle school writers find the ideas trait difficult to master.

Writing must make sense, and that’s what the ideas trait is all about—choosing a topic, narrowing it down, and supporting it with enough details to make the message clear and engaging. In  Traits of Writing: The Complete Guide for Middle School , I outline the ideas trait’s 4 key qualities:

1.     Finding a topic

2.     Focusing the topic

3.     Developing the topic

4.     Using details

The following activities will help your students develop these qualities. Each is a creative, classroom-tested idea that allows students to try out skills and strategies that you share in warm-ups and focus lessons. These activities can take 5 minutes or 50, depending on your students’ needs and interest levels, and can be carried out by students independently or in small groups.

Finding a topic | Writer’s Notebooks

Often, the best topics are the ones students come up with themselves. As you work with students, encourage them to jot down in a notebook possible ideas for use in writing later—ideas that occur to them during science, social studies, health, fine arts, or English, or in everyday life. Let students select a notebook that makes them feel comfortable. Keep your own notebook and model how you jot down ideas for writing, words and phrases you like, intriguing information and observations, and questions to ponder.

Focusing the topic | The Best and the Worst Activity

Have your students brainstorm a list of real-world jobs that require a great deal of writing: a writer for a late-night talk show, a fund-raiser for a charity, a developer of video games, an author of children’s books, and so on. Write the jobs on a chart. Divide the class into small groups and assign one of the jobs to each group. Ask group members to prepare a panel presentation explaining the best and worst parts of the job and present it to the class, using some sort of visual aid that illustrates key points, such as a chart or diagram. Hang their creations in a prominent place for everyone to read and think about. This activity teaches students that writing is a big part of most professions—a lesson they will come to learn on their own soon enough.

Developing the topic | Top-Ten List

Ask students to write a top-ten list of things every adult should know about middle school students. Encourage them to develop each point in a fun, truthful, and interesting way. Here are examples of 2 developed points:

We don’t like to be told what to do. But if you don’t tell us, we won’t do it. And even when you do tell us, many times we don’t do it unless you get mean about it. We’re kinda flakey.

Remembering to put our names on our papers is harder than being blindfolded and sending a text message with our thumbs.

Using details | Getting Into the Details Activity

Give students a general statement, such as “I love Friday,” and ask them to work with a partner to brainstorm at least 10 details that explain why Friday is their favorite school day. Have pairs share those details with the whole class and make one long list. Now ask students to select their favorite details, at least 5 but no more than 10, and choose the one they consider the most important. From there, have pairs write a paragraph describing all the great things about Friday, emphasizing one detail they feel is most important. When they’re finished, ask students to put their paragraphs on their desks and invite their classmates to walk about and read them. Later, discuss the techniques students used to focus the reader’s attention on one detail more than others.

The time you spend teaching students where ideas come from and how to develop them effectively is critical to their success as writers. Finding a topic, focusing it, developing it, and using precise details to support it is where the writing begins.

Learn more about the ideas trait and other traits critical to writing success with  Traits of Writing: The Complete Guide for Middle School . You can purchase the book  here .

• About Michelle Waters
• Curriculum Vitae
• Tools I Use
• Podcast Episodes
• How To Be Our Podcast Guest
• Member Login
• Member Helpdesk
• Support Portal
• Resource Partners
• Writing Partners
• Certificate Verification
• How To Contribute

by Michelle Boyd Waters, M.Ed.  

A Plethora Of Writing Examples For Middle School (& High School)

October 14, 2014 in  Pedagogy

When I started my first job as a professional newspaper reporter (This job also served as an internship during my junior year in college — I just didn’t leave for about 6 years.), I quickly realized that all my experience, and all my years of journalism education had not been enough to help me write stories about drug busts, fatal car accidents and tornadoes. All the theoretical work I’d done, and all of the nifty little scholastic and collegiate stories I had done, did not prepare me for real world writing.

At that point, I had to find a solution quickly. After all, I had a deadline to meet, and it was only a few hours away.

One of my colleagues, who also served as a mentor, had the solution. She introduced me to the newspaper’s “morgue.” This was a room filled with filing cabinets in which we kept old — dead — stories arranged by reporter. Whenever I wasn’t’ sure how to write a story, all I had to do was check the morgue for similar stories. If I needed to write a story about a local drug bust, for example, I’d find another story on a similar incident, study its structure, and mentally create a formula in which to plugin the information I’d gathered.

Once I’d gained more experience, and had internalized the formula for that particular type of story, I felt free to branch out as the situation — and my training — warranted.

I do the same thing when I want to write a type of letter, brochure, or report that I’ve never written before.

This is what writing looks like in the real world.

Of course, if you’re a new teacher like me, there is one problem with providing mentor texts to my students: I have a dearth of middle school level writing sitting around in my file cabinets.

Fortunately, the Internet is full of sources, so I scoured the bowels of Google to find examples. I know how busy you are, so I’m sharing.

Expository writing examples for middle school

Below are several sources of expository writing samples for middle school students.

• The Write Source Expository Writing Samples
• Holt, Rinehart, Winston Expository Essay Models

Finally, here is an article in the New York Times that will help you teach your students  real-world expository writing skills .

Descriptive writing examples for middle school

• Descriptive Writing Samples from Novels
• Milwaukee Public Schools Descriptive Essay Samples (p. 137)
• Holt, Rinehart, Winston Descriptive Essay Models

Narrative writing examples for middle school

• Writing Samples by Steve Peha (PDF)
• The Write Source Narrative Writing Samples
• Oregon Department of Education Scored Writing Samples (Ideas and Organization)
• Oregon Department of Education Scored Writing Samples (Sentence Fluency and Conventions)
• Oregon Department of Education Scored Writing Samples (Voice and Word Choice)
• Oregon Department of Education High School Scored Narrative and Argumentative Writing Samples
• Holt, Rinehart, Winston Narrative Essay Models

Argumentative/persuasive writing examples for middle school

• The Write Source Persuasive Writing Samples
• Holt, Rinehart, Winston Persuasive Essay Models

Reflective writing examples for middle school

• Reflective essay examples from Lake Washington Girls Middle School

If you know of any other online writing example sources, please feel free to share them in the comments below.

Related topics: Argumentative Writing , Informative Writing , Mentor Texts , Narrative Writing

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

This is very, very helpful. Thank you for sharing!

As a new middle school teacher (coming from elementary) this was very helpful and encouraging.

Thank you very much for letting me know. I’m glad that I was able to help you!

Thank you! I’m glad I can help.

Your welcome

This is super helpful. Thank you!

These links are a fantastic help. Thank you!

This helped me BUNCHES! Thanks so much!

thanks so much!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! XD

These links are now dead 🙁

Thank you for notifying me! I have updated the post to include new (live!) links. Some of them are geared towards high school, but I think we can still use them as exemplars of what we want our students to aim for.

Comments are closed.

Grammar / Vocabulary

Middle school writing instruction checklist.

• No Comments

I’ve been reflecting on what I would consider the non-negotiables of writing instruction at the middle school level. Over the years, I’ve shifted how I teach writing to students. Along the way, new instructional practices have been added while others have been left behind.

To the writing teacher reading this blog post and nodding your head but wondering how you can shift instruction within a school system that doesn’t allow you to, please know I see you, and this blog post is for you. Maybe you are part of a team that has common lessons, and you know it will be a tough sell to get other team members on board to make a change. You could be required to teach using a certain curriculum and feel uninspired and stuck. If you fall into one of these categories or a similar category, I’m including a free download that includes an instruction checklist. This checklist is meant to be used as an avenue for productive conversation with your curriculum coordinator, department chair, grade level content colleagues, PLC members, etc. Download the checklist by clicking on the image below.

Non-Negotiable 1: A plan for the writing process

If students are going to produce a piece of writing, you should have a plan for how you’re going to get them from the beginning of the writing process to a published piece of writing. I have found the sweet spot of instructional time to spend on a single writing piece to be 2-3 weeks. I distribute the instructional days across the writing process and create a writing lesson for each day that will bring students from start to finish. The pieces of the writing process that I use are genre immersion, brainstorm & pre-write, organize & outline, draft, revise, edit, publish & share. Below is an example of a unit plan from my “ Ask Anything ” research writing unit that shows each writing lesson and what part of the writing process each writing lesson is in.

Non-Negotiable 2: Sentence level writing activities focused on the genre students are writing in.

It is clear students need sentence level writing activities. We must explicitly teach students how to write in complete sentences. Teaching grammar and writing conventions in isolation apart from students writing is not going to work. If we truly want to see the transfer of correct conventions into student writing, we must teach grammar through student writing.

I do sentence level writing activities as bellringers (do nows, class starters, etc.), focusing on a different types of sentences (complex, compound, sentence with an appositive, listing items in a series, sentence with two adjectives describing one noun) across the writing unit. As I teach about the different types of sentences, I model writing these types of sentences from the topic of our mentor text for the current writing unit. As students rehearse writing these types of sentences, they write the sentences with their topic for the current writing unit. Students don’t have to use the sentences they write in their final writing piece, but a lot of students do use the sentences they rehearse or variations of the sentences they try out. We rehearse the same types of sentences during each writing unit, but switch out the content we’re writing about to match our current writing unit topic.

Here are some examples below of what sentence level instruction and example sentences look like.

Non-Negotiable 3: Final writing pieces are assessed with a detailed proficiency rubric

I’ve tried so many different types of rubrics over the years. Once my school made the shift to Standards Based Grading and Learning, I fell in love with proficiency rubrics. For teachers who work as a team and want to calibrate grading, proficiency rubrics are the way to go. Proficiency rubrics also save so much time on giving students feedback on their writing. If the proficiency rubric is written specifically for the writing piece it is assessing, then feedback is built into the rubric. Here is an example of the proficiency rubric that goes along with my “ Ask Anything ” writing unit.

Non-Negotiable 4: The same priority writing standards are assessed multiple times across the school year.

Standards ask us to have students write in different genres of writing: narrative, persuasive, explanatory/informative, research. However, we need to be clear on the common threads that will be taught and assessed during each unit, regardless of genre. Here are a few ideas: -Transitions/Sentence Fluency -Organization -Word Choice -Conventions (capitalization, spelling, punctuation) -Ideas meeting purpose of the genre

Non-Negotiable 5: Examples of a finished writing piece are available to students throughout the writing process

Students need to see what the end product is going to look like and sound like. I recommend always completing the writing piece you’re asking students to do. It’s great perspective to know what to teach for and how to encourage students throughout the writing process. Additionally, if you do through the writing process with students, you not only have a published piece to share with them, you also have your brainstorming, prewriting, outline, initial draft, revisions, edits, etc. Being able to model to students how to do each step of the writing process is so authentic and powerful.

Having published student pieces from prior school years is another great way to acquire mentor texts to share with students. The past work of students with have different voices and topics than we would write as adults. It will also potentially give students a more attainable mentor text to shoot for.

Non-Negotiable 6: Students are given intentional feedback throughout the writing process

When writing is a process that spans over several weeks, teachers need to be intentional about when and how feedback is going to happen. -Plan checkpoints on the unit plan of when you’re going to look over student writing and give feedback during the writing process. I really love Google Classroom for this because I have access to student work at any point in the writing process. It’s quick and easy for me to hop onto students’ drafts and look through how they’re going and leave comments. -Use peer feedback opportunities as a place for students to read their writing to each other and get verbal feedback. I’m not a huge fan of students swapping writing and doing correct-alls to each others’ writing because that’s where we lose what individual students know in the writing process. When students read their writing aloud and have conversations with other students as they seek and provide feedback to each other, great learning happens in that space. -Use the proficiency rubric to have students self-assess their writing at different points of the writing process. Proficiency rubrics are great for self-assessment and can be used piece-by-piece and not as an overwhelming whole.

Non-Negotiable 7: Students have time to write

Students need time and space during the class period to hear and see what writing is like. They need to feel creative energy and share to create a community of writers. During writing units, I always aim to give students 15 minutes or more of writing time daily.

Non-Negotiable 8: Writing pieces have a balance of choice and direction

As an adult, I enjoy making my own choices, but I also have times when I appreciate having a specific direction and goal. I think students are the same way and thrive when there is a balance of choice and direction. There is one extreme in writing instruction is so structured that students barely have choices in the words they use. Another extreme rests in this free-flowing writing instruction where students can write whatever they want, whenever they want.

I’m a believer that writing should be taught as writing units with clear starting and stopping points. The choice is in the topic and the direction comes from having an expected structure for the writing piece.

Non-Negotiable 9: On-demand writing opportunities are mixed into writing instruction

Writing is a process, but if we always teach writing as a 3-week process without the opportunity for students to write in on-demand formats, we run the risk of producing writers who are perfectionists. Students need to understand that not every piece of writing is going to go through days of revising and editing with feedback given every step of the way. Sometimes we need to produce writing in a single setting, get it done, and move on.

Using on-demand writing as a pre-assessment and/or a post-assessment in a writing unit is a great way to see what students learn and retain. In the “Ask Anything” writing unit I’ve been referring to throughout this post, an on-demand writing opportunity might look like giving students an article and asking them to respond to a research question answered in the article.

These are 9 ideas for what should be included in writing instruction at the middle school level. Don’t forget you can download the free checklist as a resource for yourself or your teaching team here .

Let's Be Teacher Friends

Let me make your life a little easier. Subscribe to receive teaching ideas, inspiration, and free resources.

Copyright 2020

Grab my FREE literature circle resource!

• Writing Prompts

150 Writing Prompts For Middle School (+Free Printable)

Make writing fun and easy, with these 150 writing prompts for middle school students. 

The more you write, the better you become at writing. But the problem is not all middle schoolers enjoy writing. There’s always something better to do, playing video games , watching YouTube videos , hanging with friends , lazing about the house – Why bother writing, right? The trick is to understand that even the smallest piece of writing can make a huge difference in a student’s attitude towards writing. 

If you unload too many lengthy assignments, such as writing 1,000 words on topic X or 3,000 about something, something – Writing can seem like a long, boring chore for some students. But if you break it down, and mix it up a bit, then your students have a real chance of actually liking writing for fun. Think of creating small writing tasks that take no longer than around 10 or 15 minutes to complete. As students complete these small tasks with ease, their confidence will grow, eventually turning them into avid young writers.

To help inspire and motivate young writers, we have created this list of 150 quick and easy writing prompts for Middle School students. Keep reading for a free printable writing pack for middle schoolers as well! Here is a quick generator that will generate a random middle school prompt for you:

For more fun writing ideas, check out this list of over 300 writing prompt for kids .

150 Writing Prompts For Middle School Students

This list of prompts is great for whenever your middle-schooler is bored and needs some quick ideas to write about:

• Make a list of at least three different opening lines for this story idea: A space knight living in outer space wants to fight a real fire-breathing dragon.
• Complete this sentence in at least three different ways: When I’m bored, I like to…
• Draw a picture of your dream house, and describe some of the coolest features it has.
• Make a top ten list of the scariest animals in the animal kingdom. You could even write down one scary fact about each animal.
• Write an acrostic poem using the letters that spell z-o-m-b-i-e.
• Describe the scariest monster that you can think of. You could even draw a picture of it.
• Complete the following sentence in at least three different ways: My goal for the next month is to…
• Make a top ten list of your favourite foods of all time. You could even write down one reason for why each food is your favourite.
• Create your own A-Z book or list of monsters. For A is for Abominable Snowman, B is for Bogeyman and so on.
• Research and write down five facts about an endangered species of your choice. Examples of endangered species include the blue whale, giant pandas, snow leopards and tigers.
•  Create a postcard for your local town or city. What picture would you draw on the front? And what message could you include on the back?
• Write an acrostic poem using the letters that spell out your own first name. This poem could be about yourself. 
• Make a top ten list of your favourite movies of all time.
• Make a top ten list of your favourite songs of all time.
• Complete the following sentence in at least three different ways. When I grow up I want to…
• Which is your favourite season, Winter , Spring , Summer or Autumn? Write a haiku poem about your favourite season.
• Create a party invite for a dinner party at your house. Think about the party theme, entertainment, food and dress code.
• Write down a recipe that uses eggs as one of the ingredients.
• Write a how-to guide on how to take care of a kitten or puppy.
• What do you enjoy doing on the weekends? Start by making a list of activities that you do on the weekend. Then you can pick one to write about in more detail.
• Using a photograph (or one of these picture writing prompts ), write a short caption or description to go alongside it. 
• Imagine you are the owner of a new restaurant. Create a menu of the dishes you will serve at this restaurant. 
• What has been the best part of your day so far? And what has been the worst part of the day?
• Imagine that you have a time machine. What year would you travel to and why?
• If you could have one superpower, what would it be and why?
• If you could keep one dinosaur as a pet, which dinosaur would you pick and why?
• Write down everything you remember from a recent nightmare that you had. 
• What is your favourite country in the whole wide world? List at least five fun facts about this country.
• Make a list of at least 3 different story ideas about aliens.
• Create a character description of the world’s most evil supervillains.
• What is your greatest achievement to date? What are you most proud of and why?
• Write an action-packed scene that contains the following: A car chase, a lucky pair of socks and a talking parrot.
• What advice would you give to someone who is being bullied? You could make a list of at least three pieces of advice that you might give.
• Imagine you are stuck on a desert island. Write a diary entry of your first day on the island.
• Imagine you are a pirate sailing the seven seas. Talk about the scariest thing you faced while out at sea.
• You just discovered a new planet . Can you describe this new planet in detail? What would you call it? Does any life exist on the planet? What type of climate does it have?
• Would you rather have a magical unicorn as a pet or a fire-breathing dragon?
• Complete the following sentence in at least three different ways: One day I was walking through the forest and discovered…
• Write a letter to your friend about a favourite memory you have of them. You can use the following starter as inspiration: Remember that time…
• Make a list of book title ideas for a story about a girl who can go invisible whenever she wants.
• A talking cat is fast asleep, then suddenly someone wakes it up. Write down a short script between the cat, and the person arguing. 
• What is the nicest thing that anyone has done for you recently?
• Make a list of 10 online safety tips to help you stay safe online.
• Can you think of at least 5 ways to prevent climate change in your daily life?
• Make a list of your top ten favourite books of all time.
• Think about a movie that you’ve seen recently. What did you enjoy most about this movie, and what did you dislike about it?
• You are just about to take a bite of an apple. And then suddenly the apple starts screaming. What do you do next?
• Describe a magical forest in great detail. What makes this forest so magical?
• Write a super scary scene, using the following starter: As I walked into the haunted house…
• What is your greatest fear? Is it possible to ever overcome this fear? If so, how would you do it?
• Make a list of at least five things you like about yourself. And then make a list of five things that you would change about yourself.
• What would the perfect day look like for you? How would it start? What activities would you do? And how does it end?
• You are standing in the playground when you hear two of your classmates making fun of your best friend. What do you do next?
• A young boy yells at his pet eagle to fly away into the wild. The eagle does not respond. Write down this scene between the two characters in great detail. 
• Describe a pencil in the greatest detail possible.
• Create your own superhero character. What are their strengths and superpowers? What about their weaknesses? Also, think of a cool superhero name for them!
• What is your dream job? What skills and traits do you need to do this job well?
• Imagine that you have had the worst day ever. Write down what happened to make it so bad.
• What is your favourite colour? Now write a short rhyming poem about this colour.
• If you had three wishes, what would you wish for and why? Wishing for extra wishes is not allowed.
• Write an action-packed scene of a lion chasing a zebra in the wild from the perspective of the lion. 
• Imagine you own a video gaming company. Your task is to come up with a new video game idea. Explain this new video game idea in detail.
• What would you do if you were given $1 million dollars? 
• What is your favourite hobby or interest? Can you provide at least five tips for beginners who might be interested in starting this hobby?
• Make a top ten list of your favourite celebrities or YouTube stars.
• Write the opening paragraph of a fairytale about a zombie prince who has returned from the dead.
• Write an alternative ending to a fairytale that you are familiar with. For example, you could write a sad ending for Cinderella or a cliff-hanger style ending for Jack and the Beanstalk.
• Write down a conversation in a script format between two people waiting for the bus at a bus stop.
• Would you rather get abducted by aliens, or discover a magical portal to another realm in your bedroom? Explain your answer.
• Write a shape poem about your favourite food in the shape of this food.
• If you had to prepare for a zombie invasion, which three items would you pack in your bag, and why?
• Describe the most beautiful garden in the world in detail. What type of flowers would it have? Would it have any garden furniture?
• You receive a strange parcel in the middle of the night. You open the parcel to discover… Write down at least one paragraph of what you discover in the parcel.
• Use the word, ‘Stampede’ in at least three different sentences.
• Complete the following metaphor in at least three different ways: Your smile is like…
• Describe the city of the future. What would the buildings look like? How will people travel? What kind of homes will people live in?
• What is Marie Curie (the physicist) famous for? Research and write down five facts about her research and studies. 
• You have just been made leader of the Kingdom of Kinloralm. As the leader, what rules would you set for the kingdom? Make a list of at least 10 rules that you will enforce. 
• A witch has cast a spell on you. Every night at midnight, you turn into a werewolf. Describe this transformation in great detail. What does it feel like when you are transforming? How does your skin change? What about your teeth and fingernails?
• Using the following starter , write at least one paragraph: When I look outside the window…
• After a deep sleep, you wake up to find yourself locked inside a cage. No one else is around. What do you do next?
• You keep on having the same nightmare every night. In your nightmare, you are running as fast as you can, and then you suddenly fall. When you turn around you see… Write at least one paragraph about what you see. 
• Write down at least 10 interview questions that you can ask your favourite celebrity. If you have time, you can even write down the potential answers to these questions from the perspective of the celebrity.
• Write a how-to guide on how to grow tomatoes at home.
• Make a list of at least five tips for keeping your bedroom clean.
• Would you rather drive the fastest car on Earth for one hour or own a custom-made bicycle? Explain your choice.
• Write a limerick poem about an old snail. 
• Find something in your room that begins with the letter, ‘R’, and write a paragraph describing this object in detail.
• Research the history of how the first mobile phone was invented. Create a timeline of mobile phone inventions from the very first mobile to the current time. 
• If you were the headteacher of your school, what changes would you make and why? Try to list and describe at least three changes. 
• What are the benefits and drawbacks of having access to the internet? Try to think of at least five benefits and five drawbacks.
• Write about the best day of your life so far. Then write about the worst day of your life so far.
• Imagine that you are an agony aunt for a newspaper. A reader has written to you with the following problem: Dear Agony Aunt, I have no friends at school. And my classmates are always making fun of me… What advice would you give this reader?
• Imagine that you are a salesperson. Your task is to sell a new chocolate bar to customers. Write down a sales pitch that was selling this chocolate bar. What features would you highlight? What are the benefits of this chocolate bar?
• Can you complete the following sentence in three different ways: When I feel upset, I …
• What is the most difficult part about being in middle school? What is the best part of middle school?
• Imagine that your best friend has just revealed a huge secret. How would you react? Write down a script of the conversation between you and your best friend.
• Have you learned any new skills recently? How did you learn these?
• Imagine you are sitting at a dinner party with a group of strangers. Describe the atmosphere in great detail. Who are you sitting next to? What sort of conversations are the other guests having? What food is being served?
• Five years from now, where will you be? Will you be the same person? How would you have changed?
• Write about your plans for the weekend.
• Describe a day in the life of being a goldfish in a fishbowl at a pet shop.
• While at the seaside, a message in a bottle washes up onto the shore. You open the bottle and read the message. The message reads: Help Me! I’m stranded on an island! What do you do next?
• A mother and her son are baking some muffins in the kitchen. Write down a conversation that they might have while they bake together.
• Make a list of indoor activities you can do when it’s raining outside. Try to think of at least ten activities.
• Write down a diary entry from the perspective of an alien secretly living undercover on Earth. 
• Write at least three different opening lines for the following story idea: A king needs to keep his kingdom safe from the ravenous trolls that come out at night.
• Imagine you are a secret agent cat, write about your most recent mission.
• Complete the following sentence in at least three different ways: If I could change the world, I would…
• If you could program a robot, what tasks would you program it to do, and why?
• Imagine you are the owner of a toy shop. Your task is to hire some toy makers. Write a job description for a toymaker. Think about the skills and traits required to become a toymaker. 
• You are the owner of a zoo. Suddenly you hear people screaming as the lions are accidentally released. What do you do next?
• Your future self comes from the future to warn you about something. Write a conversation that you would have with your future self. 
• If you had a choice to become a superhero or a supervillain, which one would you be and why?
• Can you think of at least three things that no one knows about you? Why have you kept these things a secret?
• During a science experiment, you mix up the wrong chemicals. The liquid turns blue and jumps out of the glass container. It then slides into your backpack. What do you do next?
• Write down at least five things that you are grateful for in your life right now.
• You notice some strange footprints in your backyard leading to your shed. You follow these footprints and discover…
• When was the last time someone upset you or hurt your feelings? How did they hurt your feelings? Do you remember what was said?
• You walk inside a magic shop. You see all sorts of weird and fun things. Describe the inside of the shop in as much detail as possible. 
• Write at least three different opening lines for the following story idea: A young werewolf wants to be a human again.
• Make a list of three different story ideas about dragons.
• Write from the perspective of a kite flying high in the sky. Think about what you feel, see and hear.
• Write about your favourite subject at school. Why do you like this subject?
• Write a haiku poem about the full moon.
• Imagine you are the manager of a TV channel. Make a list of at least three new TV show ideas you can air on Saturday evening.
• You find a baby alien in your basement. What do you do next?
• Think of at least three newspaper headlines for the following article idea: The new mayor of your town/city is planning on creating more homes.
• Imagine that your pet dog has gone missing. Create a missing poster to find your dog. Remember to describe any important details relating to the dog in your power.
• Write an advertisement for the brand new mixer 3000. It mixes all the best music tracks with sounds to create the ultimate track.
• Write down three sentences. One of something interesting that happened to you today. Another of something positive that happened. And finally another sentence of something negative. 
• Write down four different character descriptions. Each character must have a different background story or history when growing up.
• Imagine you had a terrible experience at a restaurant. Write a complaint letter to the restaurant manager, outlining the problems you had. 
• Imagine your family is planning to go on a cruise. As you drive to the boat, a person walks up to your car window, holds up a flyer, and demands that they do what they were told. What is your family’s reply?
• As you’re making your way home, you pass by a group of people. It turns out the person who was walking next to them is a ghost. What do you do next?
• Your best friend has had a terrible year. You need to plan the best birthday party ever for them. Make a list of items that you will need for the party. 
• Using the 5 W’s and 1 H technique, outline the following newspaper article idea: A new breed of wolves was discovered nearby. The 5 W’s include: What, Where, When, Who and why. The one H is How.
• Write a positive self-talk poem, using the following starter: I am…
• Take a recent picture that you have drawn at home or during art class. Using this picture, can you think of at least three ideas for stories from it?
• How can you prevent bullying in your school? Make a list of at least five different ways to prevent bullying.
• Write a list of at least 10 interview questions that you can ask your favourite teacher at school. If you want, you can actually ask these questions and write down the responses your teacher gives.
• Describe a day in the life of being a mouse that lives in your school.
• What qualities to look for in a friend? Make a list of at least 3 qualities. Also, think about what qualities you try to avoid. 
• Complete the following sentence in at least three different ways: When I wake up in the morning, I feel…
• Do you ever wish you could do more to help people? Make a list of at least five ways you can help a friend who is going through a tough time.
• When was the last time you felt angry? How did you deal with this anger? Do you think it is okay to be angry all the time?
• Write down at least three predictions for the future. These predictions can be personal or about the world. You can use the following starter: In 10 years time…
• Do you enjoy writing? If yes, then what kind of things do you enjoy writing about. Explain your answer.
• Think about the last book you read. Which scene in the book stood out to you the most? Why did it stand out for you?
• Complete the following sentence in at least three different ways: The biggest question on my mind right now is…

What did you think of this list of quick and easy writing prompts for Middle School students? Did you find this list useful or difficult to use? Let us know in the comments below!

Printable Writing Pack for Middle Schoolers

Thank you for reading this post! You can download the free PDF writing prompts for Middle School students pack here .

Marty the wizard is the master of Imagine Forest. When he's not reading a ton of books or writing some of his own tales, he loves to be surrounded by the magical creatures that live in Imagine Forest. While living in his tree house he has devoted his time to helping children around the world with their writing skills and creativity.

Related Posts

Comments loading...

• HOW TO GET STUDENTS WRITING IN 5 MINUTES OR LESS

• Writing Strategies for Middle School Students

Oct 13, 2022

Writing strategies for middle school students that help them break through writer’s block – your middle schoolers can use these strategies for the rest of the school year and, quite frankly, for the rest of their lives.

Why I teach writing strategies to my middle school students

Year after year, I ask my students if they had ever been taught these strategies before they were in my classroom. Often, they say that some teachers make them do one or two of these strategies once in a while. However, after using the writing strategies I teach and we use throughout the year in my class, these strategies have become a part of their writing process.

For instance, this school year Nicholas admitted something to me during a writing conference. He said, “I wasn’t doing some of them during your lesson, but then I got stuck when I got to my computer. Then, I remembered what you taught me, and so I pulled out my journal and used one of your writer’s tricks. I used to think it was a waste of time to plan before I write. But it really helps.”

Another student, Eva, had pages of lists, mind maps, etc. all unassigned by me. During her writer’s conference, she told me that she had this story in her head for a very long time and didn’t know how to get it onto paper. “With this class, I can now!” Her enthusiasm was all I needed to keep teaching these “magic” tricks to break writer’s block.

To have students internalize which strategy works best for them in a particular moment – that is gold! You taught them a life-long skill!

How to teach writing strategies for middle school students

First, I use a writing workshop in my classroom. Also, these strategies are used before we read as well, to allow students to think and connect with the topic or theme of a text we will study. For more information on writing workshop, click here for: Writer’s Workshop Middle School: The Ultimate Guide

Start with the five most used strategies first. Those are: asking questions, listing, mind mapping, writers sprints (freewriting), and drawing to write.

In order to get the best results, teach each writing strategy to your middle school students step-by-step, and practice a lot. 

When you employ these strategies, you will see a difference in your student writers in less time than it might have taken to teach writing before you taught these strategies and with less stress, too.

The two secrets to teaching these strategies are using a timer and making it common practice .

I like to call my 5 best writing strategies “the 5 writer’s tricks.” Using a magical theme helps it stick in the student’s mind, and what middle schooler doesn’t like a little magic?

This is what I do: I teach one trick per day for five days, and then after that I use them almost every day in bell ringers, reading annotations, pre-writing, reviewing concepts, etc. Therefore, any time I want my students to think and write down their thoughts, I employ one of these strategies. I always use a timer, too.

On my YouTube channel, I have created a playlist of videos that walks you through how I teach these 5 writing strategies or “writer’s tricks.” Each Monday, I will publish a video covering one of the tricks in depth. 

Click here to watch those:

My Five Top Writing Strategies

Blog Posts that Go Deeper into the 5 Tricks Writing Strategies for Middle School Students

Click on any of the blog post links below to read more about how I use these “magic” tricks with my students:

List Building

Mind Mapping

Writing Sprints

Drawing to Write

As I add more writing strategies to my classroom this year, I will add them here for you.

Click here for the 5 tricks that Break Writer's Block Teacher's Guide

https://www.teach2write.com/5tricks

This contains:

• PDF Teacher guide with links to:
• Engaging Magic themed Worksheets
• Digital Worksheets
• Videos for you about how to use and teach these strategies

For TPT products that use these 5 writing Strategies for middle school students, click on these links:

Writing Description Sensory Details Flip Book with Writing Activities

Listing Strategies

Writing Strategies Mind Mapping Practice

Journal Freewriting Activities Presentation Slides

Digital Mind Maps and Notebook 

Recent Posts

• Text Features Vs Text Structures: How to introduce text structures to your students
• Nurture a Growth Mindset in Your Classroom
• 3 Middle School Writing Workshop Must-Haves
• Writing Response Paragraphs for Literature
• September 2023
• October 2022
• August 2022
• January 2022
• October 2021
• February 2021
• January 2021
• February 2020
• January 2020
• December 2019
• November 2019
• September 2019
• February 2019
• October 2018
• February 2018
• Creative Writing
• middle school writing teachers
• Parent Help for Middle School Writers
• writing strategies and techniques for writers
• Entries feed
• Comments feed
• WordPress.org

Privacy Overview

• Skip to main content
• Skip to primary sidebar

EveryWriter

A New Community of Writers

300 Writing Prompts for Middle School Students

February 15, 2024 by Richard Leave a Comment

Here are 300 Writing Prompts for Middle School Students, when looking to engage middle school students in daily writing, it can be difficult to come up with enough creative yet educationally meaningful prompts to fill the school year. That’s why I was thrilled to uncover an incredible list of over 300 Writing Prompts for Middle School Students. With about 180 school days, this mega list of prompts could last nearly two school years without repeating! As a middle school teacher striving to make writing fun while also pushing my students to think deeper, stretch their perspectives, and grow their skills, I appreciate prompts tuned specifically to 11-14 year olds on topics that resonate with their developmental stage and experiences.

The list has prompts spanning popular middle school genres and themes ranging from relationships with friends, family, teachers, and community; to personal growth around emotions, hardships, ethics, and decision making; to navigating their changing identity and society around them. Examples that caught my eye include: “How can peers positively stand up to bullying?” and “What leadership lesson challenged you?” Imagine how students will light up responding to prompts that speak their language and tap into what they care about! With 300 on deck, I can target different skills and rotate in new prompts easily. This treasury of writing ideas unlocks an exciting year ahead!

These prompts are organized in the following categories:

On Relationships

On technology, on emotions.

• Issues in Schools
• Entertainment
• On Hero/Role Models
• Write about what being a good friend means to you.
• Describe your best friend and what makes your relationship special.
• Write about a time a friend disappointed you. What happened and how did you handle it?
• What is the best advice about friendship you have ever received? Who gave you the advice?
• Describe a time you and your friend had an argument. How did you resolve it? What did you learn?
• What qualities do you look for in choosing friends? Explain why those qualities are important.
• What is your favorite memory with your best friend? What happened that makes it so memorable?
• Should friends always agree with each other? Explain your opinion using an example from your life.
• Write about a person who has been a mentor for you. How have they impacted your life?
• Describe how you balance time between family and friends. Give examples.
• Do you find making new friends easy or hard? Discuss a time you made a new friend.
• Explain three qualities that make someone a good family member. Provide examples from your experiences.
• Describe your relationship with your siblings or extended family members. Use examples.
• Should family always come before friends? Discuss why or why not using examples from your experiences.
• Write about a family tradition or ritual you have. Why is it meaningful to you?
• How can families best support teenagers? What is something you wish your family understood better?
• Have you ever had a teacher that was an important mentor for you? If yes, describe how they supported you.
• Describe an adult aside from your family who has been a positive influence on you. Explain how they have helped you.
• Do teachers have lasting impacts on students? Describe one of your teachers who inspired you.
• Write about a figure you admire but do not personally know, like a celebrity, author, or athlete. Explain why you admire them.
• Describe a disagreement you witnessed between two people. How did each handle it? Who handled it better in your view?
• Think of someone you had a disagreement with in the past. Looking back, how could you have handled it better?
• Why is it important to admit when you are wrong? Describe a situation when you had to admit you were wrong. What was it like?
• Write about a time you compromised with someone who had an opposing view from yours. How did you find common ground? What did you learn?
• Do you find it easy or difficult to get along with people different from you? Explain using examples.
• How can people move past stereotypes? Share a time when you or someone else overcame a stereotype.
• Describe a situation where jealousy impacted a friendship or relationship. What damage did it cause? What did you learn?
• Why is trust so essential in relationships? Describe the building or breaking of trust in one of your relationships.
• What have you learned from both good and bad relationships? How have those lessons shaped how you interact with people?
• How do you define respect? Write about a time when respect was present or absent from a relationship.
• Describe a time when words were very hurtful or healing in a relationship. What impact did this have on you?
• Think about a relationship that is difficult. How could you act to improve it?
• Write about a stranger who did a kind deed for you or someone else. How did this small act of kindness make a difference?
• Should people give second chances? Share a story from your own life on second chances.
• For what reasons do conflicts happen between family or friends? Share a personal story.
• How can people prevent or resolve conflicts between each other? Share a time when conflict was prevented or resolved positively.
• Think about a relationship that recently improved. What specifically changed for the better? What can be learned?
• What does it mean to truly listen to someone? Why is listening skills important in relationships? Give an example.
• Choose one word to describe each member of your family and explain why you chose those words.
• What are fun ways for families to spend quality time together? What does your family do and what do you enjoy most? Explain.
• If you had the chance to give advice to a good friend right now, what would it be and why?
• What goals can people set to become better friends or family members? What’s one goal you have set for yourself?
• Who do you turn to when you have problems? Why have you chosen to talk to this person/people?
• Should we forgive friends or family who lie to us? Share your thoughts and experiences with forgiveness.
• Is it ever okay to keep secrets from friends or family? Explain why or why not.
• What does “being responsible” with friendships and family relationships mean to you? Give examples.
• Do you think rules should be different for friends than family? Explain your thoughts with examples.
• Describe a time you felt support from your friends or family during a difficult situation.
• For you, what is the difference between a close friend and an acquaintance? Give examples from your life.
• Explain why friendships and family relationships should be valued and prioritized. Use personal examples.
• Describe your extended family like grandparents, aunts/uncles, and cousins. How often do you see them? What do you enjoy about those relationships?
• What traditions or rituals does your family have? Why are they meaningful?
• Has a relative ever given you great advice? What was it and why was it helpful?
• How can families best support pre-teens and teenagers? What do you wish your parents understood better?
• What qualities make someone a good brother or sister? Do you think you have those qualities? Explain.
• Describe your mom, dad, or another caregiver’s personality. What are 3 great qualities they have?
• If you had magical abilities, what problem would you solve for a family member? Why?
• What does “unconditional love” mean to you? Describe how your family shows love.
• Should parents be friends with their kids? Explain your view using examples and reasons.
• How should parents handle teens who break rules or make poor choices? Discuss their responsibilities.
• Describe one of your favorite memories with your family. What happened that makes it extra special?
• For what reasons do conflicts happen in families? Share a story from your own family.
• How can families prevent or resolve conflicts positively? Share a time your family resolved a conflict well.
• If you could add a new family rule, what would it be and why? Would others agree it’s needed? Explain.
• What does being a good listener mean in your family? Provide a time when good listening skills were helpful at home.
• Describe one issue your parents had to compromise on while raising you and your siblings. Explain their perspectives.
• What is one clue that a family member needs extra support? Describe a time you or someone else needed support.
• How can trust be built, lost, or repaired in families? Provide a personal example.
• What does “respect” require inside families? Describe how your family shows respect or could improve.
• Share an example of how your family cooperates and supports one another. Why is this important?
• How can families balance personal interests with responsibilities to the family unit or household? Give examples.
• Have religious or spiritual beliefs impacted your family positively? Explain how.
• What does “forgiveness” require in families? Describe someone forgiving or being forgiven. What was the outcome?
• Is venting anger appropriately important in families? Share an example from your household.
• What is one problem you think many families struggle with? Explain ideas for how to address this issue.
• What is a rule that has helped create order or safety in your home? Why was it needed?
• How do parents model good behavior for their children without realizing it? Give examples you’ve observed.
• Write about an annoyance or frustration you have experienced with a parent, guardian, or sibling. How have you worked through this issue?
• Explain why keeping promises and commitments to family matters. Provide a related example.
• What are fun ways for families to spend quality time together? What does your family do that brings you together?
• Should families pray or perform spiritual rituals together? Explain why this can be meaningful or not needed.
• Is getting advice from elders important? Share an example of getting advice from your parents or grandparents.
• How can parents and kids better understand each other’s perspectives? Explain with a personal example.
• Describe one house rule you did not understand as a younger kid. Now that you are older, does it make more sense? Explain.
• How should parents educate kids about racism or discrimination? Discuss using personal examples or observations.
• Do you make friends easily outside your family? Explain how your family gives you confidence or holds you back socially.
• What quality about your parents inspires you to be like them? Explain using examples.
• What is one thing you wish you and your siblings would stop fighting about? Why does this issue cause problems? What could improve it?
• Describe one thing you argue about a lot with your sibling(s) and one thing you get along well doing together. Compare the two relationship dynamics.
• Explain one of your family’s funny little habits or traditions outsiders would find interesting or strange. Where did it originate?
• For what reasons are family relationships often complicated? Share an example from personal experience.
• If a new kid was joining your family as an adopted sibling, what advice would you give him or her about fitting into your established household?
• Should parents give kids advice about friendship or let them learn those skills independently? Discuss, backing your view with reasoning.
• Describe an ethical dilemma or complex problem your family faced together. How did working through it strengthen relationships? What did family members learn about each other?
• How can parents and kids respect each other’s privacy? Discuss setting boundaries while still providing guidance.
• How might experiencing hard times like illness, grief, job loss, etc. bring a family closer together? Describe a difficulty that ultimately strengthened bonds between your family members rather than weakening them.
• Even in difficult or complex family relationships, what makes the bond stronger than conflict? Explain why you think family ties still endure.
• Even if family relationships are challenging or imperfect, why work to understand versus give up on each other? Provide evidence that trying leads in a positive direction.
• When do you think parents should stop influencing adult children’s choices? Explain where the line should be drawn and why.
• What have you learned from your parents’ strengths and weaknesses? How will you carry these lessons into your future as an adult?
• What is your favorite app or website? Describe what you like about it.
• Explain 3 responsible ways you use the internet and social media.
• Should there be laws about how people your age use the internet? Why or why not?
• Describe when it’s okay or not okay to share information or photos online.
• Write about a time technology like GPS maps or the internet really helped you or someone you know.
• Explain why spending too much time on devices can be unhealthy. Provide evidence.
• Describe problems or distractions technology like cell phones can cause at school. Should policies be made to address this issue?
• How is communicating online and via text different from talking face-to-face? Include pros and cons of each.
• Stories are spreading about technology like virtual reality. Describe what you think virtual reality will be like someday based on current information.
• Do you think technology brings people together more than it isolates them? Use reasons and evidence to back your opinion.
• How does the internet make researching for school easier and harder at the same time? Explain with examples from experience.
• Write about a time technology failed to work properly. What problems did it cause? What was the backup plan to address needs?
• How have smart phones impacted how youth and adults spend leisure time? Explain pros and cons.
• Describe an app that helps make people’s lives easier somehow. Explain its standout features.
• What are ways social media connects people positively? Also discuss risks and how to use social media responsibly.
• Should everyone have access to affordable home internet? Explain pros and cons of internet access becoming an essential utility provided via programs for low income families.
• Discuss an innovative medical technology that improves healthcare. How exactly does it help doctors treat patients better?
• Would receiving instruction through technology at home some days help students learn? Explain the possibilities and challenges you envision.
• How have delivery drones and self-driving vehicles started changing the way people transport items? Describe what future possibilities exist to revolutionize transportation.
• Explain how smartphones both waste and make the best use of people’s time. Provide evidence.
• How do various communication methods impact trust and relationships between people both positively and negatively? Cite examples.
• Should schools invest in providing laptops or tablets to each student for learning? Explain reasoning using pros and cons.
• How does advancing technology like electric cars, solar power, etc. positively and negatively impact the environment now and in the foreseeable future?
• How have smartphones changed people’s behaviors for better or worse? Provide evidence from real world observations.
• Should youth be on social media? At what age is appropriate? Cite reasons.
• How does the online world impact body image perceptions? Discuss using observations or evidence. Provide solutions.
• Explain pros and cons you see regarding video games’ impacts on things like kids’ brains, creativity, social skills, and values.
• Discuss positive and concerning impacts highly advanced robotics may have on jobs, the economy, how people treat each other in relationships, self-worth and identity when more labor becomes automated.
• How can the internet and connected technology increase existing inequities? Offer ideas to responsibly address this concern.
• Explain why developing future technology sustainably matters. Provide examples like electric car batteries, solar panels, etc.
• Should tech CEOs or companies do more about issues like device addiction? What exactly should change?
• How does immediate access to so much information impact how people view issues? Explain how quality versus quantity of data impacts judgments made. Cite real world examples like politics, news stories, etc.
• Discuss ways technology harms or helps entertainment quality and enjoyment like movies, shows, music, etc. Compare changes you see over time as innovation progresses.
• How does the internet impact the spread of truth versus lies? Describe how credibility should be evaluated.
• What existing technology truly excites you? Explain what you find interesting and innovative about it.
• Share what harm has occurred when people use technology irresponsibly. Also discuss fixes to address concerns you see being neglected.
• Should schools better educate students about using technology safely and wisely? Explain importance.
• Discuss technology’s influence during an election. Consider media, voter engagement, political messaging, etc. Are changes mostly beneficial or concerning in your view? Explain.
• Explain why websites and apps should value user privacy and security. What should companies transparently share and responsibly protect?
• Has social media made peers kinder or less sensitive to each other? Explain your observations and solutions.
• How does always on the go device access impact family relationships? Provide positives and hints for avoiding pitfalls.
• How does being constantly plugged in emotionally impact people over time based on your observations?
• Discuss an existing technology that worries you. Explain problems it fuels. What regulations could responsibly and ethically decrease harm?
• How does social media impact mental health? Support your perspectives with observations, credible research sources, and possible solutions.
• Share why empathy remains important even as technology progresses. Provide real world evidence supporting your claim.
• Discuss how smartphones both hurt and help people fully live “in the moment.” Use personal examples and suggestions.
• Explain effective tactics for determining if online content and interactions are credible versus manipulative or false. Cite real world examples like clickbait ads. What tips do you recommend?
• Describe pros and cons of computers grading students’ writing versus teacher feedback. Which approach is better in your opinion? Support perspectives with reasoning.
• How does always on technology impact people’s sense of wonder, curiosity to learn new things the old fashioned way, and ability to have insight? Provide observations.
• What existing or emerging technology do you believe is getting too little or too much hype? Explain reasoning using evidence and examples.
• Describe a time when you felt really proud. Why did this accomplishment make you feel that way?
• When was the last time you felt grateful? What happened that made you appreciate something or someone?
• Write about a situation where your emotions felt out of control. How did you eventually handle them?
• What calms you down when feeling nervous or worried? Explain step-by-step what helps you.
• What does courage feel like to you? Describe a situation where facing your fears made you braver.
• Share about a hardship or failure after which you felt resilience. What gave you strength during the tough time?
• Describe a memory where curiosity led to a fun adventure, interesting discovery, or new understanding.
• What sparks your sense of joy or happiness most? Paint a picture with words sharing what that feels like.
• How can friends show kindness to classmates who feel left out or lonely at school?
• What should someone do when social media interactions stir up feelings like anger or envy? Explain smart strategies.
• How might words impact someone’s self-worth without the speaker realizing it? Provide examples.
• How can overcoming a challenge build grit to handle future tough situations emotionally? Recall a time this happened for you or someone else.
• What values guide your life choices? Where did those become important to you?
• How can students show more empathy and compassion at school? Provide examples.
• How do responsibilities like chores influence attitudes and maturity levels? Explain using personal experience.
• What action should people take if they witness bullying? Offer solutions.
• Should students notify an adult if a peer’s joke goes too far emotionally? Explain why or why not.
• How do colors impact someone’s mood? Describe colors that tend to make you feel peaceful, energized, cheerful, etc. and why.
• What makes someone feel understood? Describe mindsets and behaviors that convey acceptance of others’ feelings.
• Is letting anger out always required? Why or why not? Offer healthy strategies for processing anger.
• Which is more important – self-confidence or self-awareness? Support your choice with sound reasoning.
• How can students respect differences in learning abilities, cultures, beliefs, backgrounds, etc.? Provide positive examples.
• Describe mindsets kids should avoid like blaming others for disappointments vs. taking responsibility for choices.
• What advice would you offer someone who feels marginalized for being different like nationality, disability, etc?
• Is perfectionism about looks and grades harmful? Explain problems and smarter mindsets to feel good enough.
• How can families show members they matter through simple gestures like greeting questions, eye contact, etc?
• Should people give second chances? Share why this does or does not make sense in certain relationships or situations.
• When has a pet’s companionship lifted your spirits? Paint an upbeat picture sharing that memory.
• Recount a time laughter healed hurt feelings between family or friends. What humor techniques restore connection?
• Coach someone from your own past on building self-esteem despite mean kid behavior. Offer concrete empowering strategies.
• How can students incorporate more emotional intelligence on social media? Consider acts of exclusion, meanness, etc. and remedies.
• Provide examples of tone and body language that convey trust and acceptance of someone venting feelings. Offer additional tips.
• Share how music enriches your life emotionally. Pick a song that impacts your mood and explain why.
• Should people give compliments just to be nice? Explain pros and cons of this using personal examples.
• How can focusing on gratitude, blessings, self-care, etc. safeguard mental health when undergoing stress? Discuss research-backed techniques.
• Recount a time you put yourself in someone else’s shoes during a tense interaction. How did trying to understand them positively transform empathy?
• Coach a shy student on making a tough social situation better through small acts of kindness. Provide uplifting guidance.
• Suggest healthy emotional habits students should build to handle future challenges like first jobs, college, adulthood, etc.
• How can recess sports and games nurture social skills like teamwork, good sportsmanship, managing disappointment after losses, etc.? Use examples.
• Should students speak up about wrong assumptions peers make regarding diverse groups? Politely clarify truth to dispel stereotypes. Use examples.
• Pick an emotion like awe, angst, delight, despair, wrath, bliss, etc. and paint a vivid personal picture where you felt that way.
• How can social media interactions demonstrate more emotional intelligence? Consider exclusion, meanness, etc. and remedies.
• When is it acceptable to hide feelings to spare someone pain versus speak truth with compassion? Explain where lines should be drawn.
• How can focusing on society’s past moral progress fuel present optimism? Discuss using civil rights victories, democracy wins, etc.
• Recount a time swallowing pride strengthened a valuable relationship. What wisdom did you gain?
• How do fair leaders appeal to citizens’ highest ideals rather than stoke dark emotions like blame, fear, etc.? Share real examples like Lincoln.
• Paint an inspirational picture of society lifting up youth wired to live meaningfully versus seek fleeting thrills. What specifically makes their lives shine?
• How can rules promote ethical, wise digital community behavior versus thoughtless harm? Consider implementing guidelines for more supportive interactions.
• Paint an inspirational picture of people uniting across political divides to solve real problems jeopardizing emotional and physical health like addiction, poverty, human trafficking, etc.
• Recount a time you transformed hurt into helpfulness or comfort for someone else grappling with hardship. What emotional tools and insights can uplift both giver and receiver?

Issues in School 

• Describe a challenging project and how you completed it successfully.
• Explain why cheating on schoolwork is unethical. Have you dealt with a cheater? Discuss honestly.
• Share about a teacher who inspired you to work hard. Traits? Qualities? Teaching style? How were they excellent?
• Tell how you improved at something that was difficult at first like sports, music, math, etc. Hard work pays off!
• Pick an ethical dilemma at school and explore solutions. Consider rights, rules, safety, fairness.
• Discuss pros and cons of letter grades verses pass/fail evaluation systems. Which promotes actual learning?
• Describe obstacles when group projects frustrate and solutions teachers could try instead.
• How do pressures like getting into college impact student priorities? Reflect on whether the tradeoffs are worth it.
• Discuss technology’s impact on school both positively and concerningly. Consider distraction, behavior, values, etc. Share ideas.
• How can teachers and students unite when controversial real-world issues arise in class conversations? Explore respectful solutions.
• What should teachers say and allow regarding politics, religion, activism etc.? Explain appropriate policies and ethical reasoning.
• How can school sports best prevent injury? Consider health risks of head trauma, ACL tears, etc. Offer student perspective on rule changes, gear requirements, rest guidelines etc. needed to protect players.
• Describe an ethical way you used tech for schoolwork versus a rule you’d add to curb misconduct. Consider cheating potential, theft, privacy invasions, harmful uses, etc. and consequences.
• Discuss public school funding debates. Consider formulas, competing priorities, misperceptions, pros/cons of programs cut or supplemented by parent fundraising. Should policies shift? Why/why not?
• How should schools handle mental health crises? Consider stress, anxiety, depression, trauma’s impacts. Discuss counseling, staff training needs etc. Destigmatize struggles!
• How might school safety improve? Consider emergency protocols, building modifications, security roles, technology aids. Balance protection with warm environments.
• What extracurricular activities matter most to you? Explore their life lessons like teamwork, resilience, commitment. Fund programs empowering students.
• Discuss controversies around school uniforms and dress codes. Consider disciplinary fairness, cost factors, Pros? Cons? Alternatives?
• How can students improve school spirit? Consider event turnout, community service participation etc. Share fun ideas!
• Describe a great teacher. Traits? Qualities? Teaching Style? Why were they excellent? How did they inspire students?
• Share a time good writing instruction made ah-ha connections for you. What teaching approach finally demystified skills? How does this help adults see school positively?
• Discuss positive side effects when youth pitch service projects. Consider impacts on agency, purpose, skill-building.
• How can peers positively stand up to bullying? Consider strategies matching context like severity, ages, power imbalances, supervision etc. Apply compassion.
• What career discovery approach best serves students? Consider guest talks, job shadows, project relevance etc. How can exploration pair with current coursework?
• Should cash incentivize good grades? Consider pros, cons and alternative motivations.
• How might better nutrition improve school performance? Consider food quality, budget disconnects, health ripple effects.
• What advice would you give struggling peers? Consider perspectives affecting motivation like learning differences, attention challenges, skill gaps, emotional blocks. Share supportive guidance.
• What leadership lesson challenged you? Consider group projects, captain positions, committee roles. How can educators further grow student leadership?
• Should middle schoolers use social media? Explain appropriate usage, privacy, ethics. Explore impacts face-to-face versus online communication, identity-building.
• How do sports build character and community? Consider award/recognition systems also encouraging nonsport interests.
• Share a time good teaching eased subject struggles. Consider learning style pairings, tutoring, visuals etc. What finally made content click? How can teachers apply such insights schoolwide?
• How can students practice self-advocacy asking for help? Consider communication method pros/cons. Normalize speaking up!
• How should schools handle grief support? Consider student perspectives on memorials, counseling, handlings of loss. What sensitivity helps healing?
• Should cellphones be allowed in schools? Consider classroom complexities. How to responsibly integrate usage?
• What career skills should schools teach? Consider financial literacy, interview tactics, job applications, workplace ethics alongside math, literature etc. Blend knowledge fields.
• What homework policies best serve students and family lives? Consider hour limits, vacation blackout periods. How can schools support balance?
• Should middle schoolers have recess? Consider mental health benefits balancing packed academic schedules.
• How can dress codes embrace personal style without straying from professionalism? Consider flexibility for religious diversity.
• What grading system most accurately reflects learning? Consider test reliance, extra credit, participation, skill gains versus deficits.
• How young should career advising begin? Consider early goal-setting, age views of self/interests. What roles can teachers play?
• Should community service become a graduation requirement? Consider purpose, logistics.
• How can better school-parent communication occur? Consider platforms, frequency, accessibility etc. Building partnerships around the whole child matters!
• Should teachers incorporate art forms into standard subjects? Consider benefits of music, visual art etc. blending into math, literature, science etc. Explore cross-disciplinary learning pros.
• Pick a controversial real-world issue arising in class study. Outline respectful discussion ground rules enabling equitable idea sharing. Consider rule modification by grade.
• Should schools screen students for mental health needs? Consider care connectors, warning signs role in prevention. Destigmatize support.
• Should schools provide career counseling? If so, what issues should be addressed and what topics avoided? Consider student feelings discussing economic challenges.
• Describe an imaginative teacher capturing learning in creative ways you enjoyed. What did their innovations teach in terms of thinking differently?
• Should students evaluate teacher performance? Consider aspects like tone, control, care shown. Explore survey goals – accountability, improvement insights etc. Discuss complex power dynamics sensitively.
• Is starting school days later better for health and learning? Consider research on adolescent sleep needs.
• How can team and individual activities coexist in gym class Cooperatively rotating through stations enabling choices might help those loving and loathing competition. Discuss solutions valuing all skill preferences.

entertainment 

• What is your favorite movie and why?
• What is your favorite song and why does it make you happy?
• Who is your favorite singer or musical artist? Describe their music.
• What is your favorite TV show? Describe the characters and plot.
• If you could star in any TV show or movie, what would you choose? Why?
• What is the funniest video you’ve seen? Describe what happens in it.
• What is your favorite book? Describe the main character and plot.
• Who is your favorite author? What do you like about the stories they write?
• Describe your perfect day watching movies or TV shows. What would you watch all day?
• What is your favorite smartphone or tablet app for having fun? How do you use it?
• If you could attend any concert, who would you see perform live? Why?
• Describe the most entertaining YouTube video you’ve seen lately.
• What entertainer or celebrity would you most like to meet? What would you talk about?
• Describe a time when you laughed really hard at something funny. What happened?
• What is the funniest joke you’ve heard? Why did you find it so funny?
• Pick three famous people you’d invite to a dinner party. Why did you choose them? What would you talk about?
• Describe a time when you performed in front of an audience. How did it make you feel?
• What games or activities entertain your family when you’re all together? Why do you enjoy them?
• Imagine you could enter any fictional world from a book, TV show or movie. What would you choose and why?
• What local attractions or amusement parks have you visited for fun day trips? Describe what you did there.
• What teachers at your school make learning the most fun? Describe their teaching styles.
• Describe your ideal birthday party for entertainment. What would you do? Who would you invite?
• What is the best school play, concert or other performance you’ve seen? Describe it.
• What do you like doing on weekends for fun?
• What entertainer or celebrity do you think has the best job? Why?
• Describe your favorite hobby. How did you get started doing it? What do you like about it?
• What is your favorite holiday? What entertainment traditions does your family have for it?
• What outdoor activities entertain you? Describe one.
• If you opened your own entertainment business for kids your age, what would you offer?
• When you want to relax and destress, what TV shows, music or other things do you turn to? Why are they relaxing?
• How do reality talent competitions like American Idol or America’s Got Talent entertain you? Do you want to someday audition for one?
• Describe your perfect entertaining day off from school. What fun would you have?
• What were the best fireworks you ever saw? Describe the display.
• Write a short, imaginary dialogue between you and your favorite entertainer or fictional character. What do you talk about?
• What is the funniest joke you know by heart? Why can you remember this one?
• Describe an entertaining family tradition or celebration your family enjoys. What happens each time? What do you like about it?
• What is your favorite live event you’ve attended, like a concert, play, or sporting event? Describe it. What entertained you?
• Have you ever entered a talent show or performed for an audience? Describe your act and the performance. How did you feel?
• Pick three famous historical figures you’d invite to dinner and describe why you chose them and what you might talk about.
• What is the most beautiful place that you have visited that made you happy? Describe what you saw and did there.
• What music always makes you smile and dance? Why does it have that effect on you?
• Watching movies at home or going to the movie theater – which do you prefer and why? Describe your perfect movie experience.
• What were your favorite school subjects as a younger kid? What made learning fun then?
• Have you ever met someone famous? Who was it? Describe the experience.
• If you had the power to become a fictional character for just one day, who would you be and why? Describe some things you would do as that character.
• You can have superpowers for just one whole day. What powers would you choose and how would you use them for entertainment or to help yourself and other people?
• You just won front row concert tickets to see your favorite band perform live. Who is the band and how excited are you as you take your seat? Describe the incredible night.
• Describe your dream vacation – where would you go, who would you take, and what fun things would you make sure to do when you get there? Make your planning committee happy!
• What outdoor summer hobbies and activities do you most look forward to each year? Describe your favorites in vivid sensory detail so the reader feels like they are there with you.
• What do you find entertaining that most other people probably don’t? Describe or demonstrate it and try to convince readers to give it a try!

On Hero/role Model 

• Who is your personal hero? Describe why you admire this person.
• What qualities make someone a hero? Describe your idea of a hero.
• Who in your family do you look up to the most? Explain why.
• Describe a fictional character that you consider a hero. What do you admire about them?
• If you could spend a day with any hero (real or fictional), who would you choose and why? Describe what you would do together.
• Have you ever met someone you consider a hero? Tell about your experience.
• What does being a role model mean to you? Describe someone who is a good role model.
• Who is a positive role model in your community? What makes them a good role model?
• Describe a time when you helped someone. Do you think that made you a role model or hero to them?
• If you had a special power, how would you use it to be a hero in your town? Describe the ways you would help people.
• What central traits do all heroes share? Explain some key qualities heroes have.
• Explain why teachers can be everyday heroes. What makes a teacher a hero to students?
• Describe a fictional superhero origin story for yourself. How did you get your powers and decide to become a hero?
• Whose poster would you hang on your wall: a sports star, entertainer, historic leader, inventor, or someone else? Explain why you admire this person as a role model.
• Who do you think is a hero in your family’s history? Write about one of your ancestors who inspires you.
• When have you felt like a hero? Describe a time you helped someone in an important way.
• What song best describes the qualities of a hero? Explain your choice.
• What is the most heroic career , in your opinion? Describe why.
• Have you read about an inspirational figure who overcame difficulties? Write about why their life story is heroic.
• What fictional place would you want to live where you could train to become a hero? Describe your training.
• Which of your friends shows heroic qualities? Share why you think they are hero material.
• Describe a way you would like to help animals and become their hero.
• What career would you like to have one day where you could be a hero? Explain the ways you could help people in that career.
• Tell about a time you stood up for someone. Do you think that took strength or heroism?
• Describe a character in book who is a good role model for teens. Explain why.
• Who is your hero in sports? Why do you find them inspirational?
• Have you ever written a story featuring yourself as the hero? Share some details.
• What is the most courageous thing you have ever done? Why did it require courage?
• Describe a way you would protect others from bullies if you could.
• Explain why nurses, doctors and other medical professionals are everyday heroes.
• Who is a “hometown hero” where you live and why are they admired?
• What animal is your favorite hero from a movie? Explain why.
• What is more important for being viewed as a hero – talent or good character? Discuss why you think so.
• Describe someone at your school who you think behaves like a hero to others.
• Tell about a time you exercised wisdom in a difficult situation. Does that make you feel heroic?
• Design a new superhero. Describe their costume, superpowers, vehicle, mission and who they protect.
• Parents often tell kids – “Be careful climbing too high or you might get hurt!” Do you think a hero would be careful or bold? Discuss why.
• What 3 traits best describe a hero? Explain your choices.
• How can ordinary people become heroes? Give some examples of ways everyday people have been heroic.
• Pick two fictional mentors you have read about and would want to learn life lessons from about being a hero. Explain your choices.
• Should people think of themselves as heroes or is it best to be humble? Discuss this idea.
• What inspires you to want to make a positive difference in the world? How does this relate to being a hero?
• How are teachers and students heroes for each other? Describe their heroism.
• Tell about a historical hero who inspires you. Why do you look up to them?
• How can music and movies motivate people to be heroes? Give examples of inspirational songs and films.
• What will be the next great challenge that tomorrow’s heroes need to tackle and overcome? Speculate what that challenge might realistically be.
• How can young people reveal their “inner hero” more? What would help them develop heroism?
• How do images of heroes vary across different cultures? How might your idea of a hero change if you lived in another country?
• Do you think there will ever be a time period that doesn’t need any heroes? Explain why you think so.
• Imagine yourself at age 60 looking back – what do you hope young people say about your life that might inspire them or make them see you as a hero?

With over 300 thoughtful writing prompts for middle school students, the possibilities for sparking student engagement are endless. I’m energized imagining how students will dive into these age-appropriate topics and questions that resonate with their experiences and invite them to explore identity, relationships, responsibility, and more.

Whether it’s debating policies around technology in schools or opening up about a time they felt marginalized for being different, students will surely find prompts on this comprehensive list that interest them while also pushing their perspectives and building key literacy skills. Teachers can easily integrate these into warm-ups, journal entries, discussion springboards, and more activities.

Best of all, using so many prompts over a school year prevents repetition and boredom while allowing teachers to customize difficulty, vary formats to meet different learning styles, and scaffold writing skill development. With around 180 school days, weaving these 300 gems in daily exposes students to less redundant ideas so they sharpen a greater diversity of skills through unique responses rather than formulaic approaches. I foresee this prompting richer writing and deeper engagement that unlocks students’ potential. I can’t wait to incorporate these into my lesson planning and unit development this summer to start the year strong and set my young writers up for ongoing success! We have many more writing prompts on our site if you found these useful. 

Related Posts:

About Richard

Richard Everywriter (pen name) has worked for literary magazines and literary websites for the last 25 years. He holds degrees in Writing, Journalism, Technology and Education. Richard has headed many writing workshops and courses, and he has taught writing and literature for the last 20 years.  

In writing and publishing he has worked with independent, small, medium and large publishers for years connecting publishers to authors. He has also worked as a journalist and editor in both magazine, newspaper and trade publications as well as in the medical publishing industry.   Follow him on Twitter, and check out our Submissions page .

Reader Interactions

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Privacy Overview

• Share full article

Advertisement

Supported by

Writing Curriculum

Teach Writing With The New York Times: Our 2024-25 Curriculum

Our nine writing units are based on real-world features like reviews, photo essays, narratives, podcasts and more.

By The Learning Network

Please note: Fully updated versions of each unit, as well as all supporting materials, will be published before each related contest opens for submissions.

What can the news, features, essays, interviews, photos, videos, podcasts and graphics in The New York Times teach your students about composing for a real audience? So much, we hope, that the units we detail below are just a beginning.

Our writing curriculum is a road map for teachers as well as an invitation to students. For teachers, it organizes our offerings into nine units, each of which focuses on a different genre or type of composing that your students can find not just in The Times but also in all kinds of real-world sources.

For students, these units offer confirmation that they have something valuable to say, choices about how to say it and a global audience eager to listen. Promoting student voices has always been a pillar of our site, and through the opportunities for publication woven into each unit, we want to encourage students to go beyond simply consuming media to becoming creators themselves.

Though some of the units spotlight mediums like photography or podcasting, writing is at the heart of each one. All our units begin and end with written reflection and depend on writing throughout — to plan and organize, to outline and script, to summarize and process. Increasingly, Times journalists are composing in multimedia, weaving photos, illustrations, video and audio into their written reports. We’re inviting students to do the same.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Writing Makes Middle School Students Better Learners

Dr. Steve Graham, the Warner Professor in the Division of Leadership and Innovation in Teachers College at Arizona State University, explains in...

Dr. Steve Graham, the Warner Professor in the Division of Leadership and Innovation in Teachers College at Arizona State University, explains in this essay why writing makes middle school students better learners. The piece originally appeared on the website of the Middle School Matters Institute , which is part of the George W. Bush institute’s Middle School Mattes Initiative .

There are many reasons why people write. One of my favorite explanations comes from the present day master of horror, Stephen King, who indicated that he writes such gross books because “I have the heart of a small boy — and I keep it in a jar on my desk.”

Another explanation that resonates with me as an educator is E.M. Forester’s observation: “How do I know what I think until I see what I say?” Or as Alfred Kazin, the American writer and literary critic, succinctly put it: “The writer writes in order to teach himself.”

The basic idea underlying Forester’s and Kazin’s observations is that writing helps you understand better what you already know and what you are coming to know. So what does this mean for middle school students?

It means that writing provides a tool to help them learn and more fully comprehend ideas presented in class and their textbooks. On average, students experience about a 10-point percentile jump in learning when they write about information presented in science, social studies, math, and other content classes.  Comprehension scores increase by almost 20 percentile points when students write about the text they are reading in these same classes.

Why does writing make such a difference in students’ learning and understanding? Simply put, it makes you think more deeply about ideas.

*Writing fosters explicitness, as students must decide what to write and which ideas are most important.

*Writing is integrative, as it encourages students to establish relationships between selected ideas and organize the ideas into a coherent whole.

*Writing facilitates reflection, as the permanence of writing makes it easier for students to review, re-examine, connect, critique, and even construct new understandings of ideas they have committed to paper.

*Writing fosters a personal involvement with ideas, as it requires active decision-making about what is written and how it is treated.

*Writing involves students putting ideas into their own words, making them think about what the ideas mean.

In short, writing about ideas provides middle school students with a tool for visibly and permanently recording, connecting, analyzing, personalizing, and manipulating information to be understood and learned.

This does not mean that comprehension and learning are automatically enhanced when students write about ideas. Consider the following examples from four students:

A hamlet is a little pig.

The Treaty of Trianon cost Hungary more than sixth-fifths of its land.

An active verb shows action, as “he kissed her”; and a passive verb shows passion, as “she kissed him.”

With all the uses of rubber, it was necessary to find a substitute. After all, rubber does not grow on trees.

In each of these examples, writing provides a window into students’ misconceptions about specific ideas, but it did not appear to facilitate learning. Like any tool, writing is likely to be of little use if a student does not know how to apply it effectively. Fortunately, there is an easy remedy for this situation — students can be taught how to apply specific writing strategies as learning tools.

To illustrate, writing a short synopsis or summary of material presented in class or a textbook can improve students’ understanding of such information. Writing a short synopsis is not an easy task, however, as students must determine which ideas are most important, which ideas are trivial and redundant, how ideas connect to one another, and the core idea underlying the material to be summarized.

One way to ensure that students can write such a synopsis successfully is to present them with a strategy for creating a summary, describe how the strategy works and when to use it, model how to apply the strategy to relevant classroom material, and provide guided practice in using the strategy until students can apply it effectively and on their own.

Another approach for teaching summarization is to show students model summaries of classroom material, discussing with them what makes these models good summaries. Next, students are shown additional models with one part of the summary missing (e.g., a sentence providing important details). They supply the missing part and discuss how well their various attempts to solve this problem worked. This basic approach is repeated with additional material deleted from the summary until students complete the full summary on their own.

Other writing activities that can effectively support middle school students’ understanding and learning of academic content include taking notes from a lecture or text; answering or generating written questions about classroom material; writing journal entries guided by open-ended questions about key concepts; and working on extended writing projects that involve applying key ideas to a new situation, defending a specific perspective related to these ideas, or personalizing the ideas (e.g., asking students to write about how their life as an adolescent differs from the life of Frederick Douglass as an adolescent).

I would like to close with a simple, but not much practiced proposition. Teaching middle school students how to use writing as a tool to support learning is not the responsibility of the English teacher. It is the responsibility of all middle school teachers.

It is clear that writing about academic content can improve learning, but students need to know how to do write academic content in each discipline. Although middle school students sometimes use similar writing strategies for learning in subjects such as science, English, and history, they typically use these strategies for different purposes and in different ways. A social studies teacher is much more qualified than an English teacher to teach students to think and write like a historian, just as a science teacher is better at teaching students to think and write like a scientist.

• Oct 10, 2023 How governments around the world have solved supposedly impossible problems Hosted by: Jonathan Tepperman
• Jun 23, 2023 Two-Minute Take: It's not too late to help our kids learn Featuring: Anne Wicks

• CORE CURRICULUM 
• LITERACY > CORE CURRICULUM  > Into Literature, 6-12" data-element-type="header nav submenu" title="Into Literature, 6-12" aria-label="Into Literature, 6-12"> Into Literature, 6-12
• LITERACY > CORE CURRICULUM  > Into Reading, K-6" data-element-type="header nav submenu" title="Into Reading, K-6" aria-label="Into Reading, K-6"> Into Reading, K-6
• INTERVENTION
• LITERACY > INTERVENTION > English 3D, 4-12" data-element-type="header nav submenu" title="English 3D, 4-12" aria-label="English 3D, 4-12"> English 3D, 4-12
• LITERACY > INTERVENTION > Read 180, 3-12" data-element-type="header nav submenu" title="Read 180, 3-12" aria-label="Read 180, 3-12"> Read 180, 3-12
• SUPPLEMENTAL 
• LITERACY > SUPPLEMENTAL  > A Chance in the World SEL, 8-12" data-element-type="header nav submenu" title="A Chance in the World SEL, 8-12" aria-label="A Chance in the World SEL, 8-12"> A Chance in the World SEL, 8-12
• LITERACY > SUPPLEMENTAL  > Amira Learning, K-6" data-element-type="header nav submenu" title="Amira Learning, K-6" aria-label="Amira Learning, K-6"> Amira Learning, K-6
• LITERACY > SUPPLEMENTAL  > Classcraft, K-8" data-element-type="header nav submenu" title="Classcraft, K-8" aria-label="Classcraft, K-8"> Classcraft, K-8
• LITERACY > SUPPLEMENTAL  > JillE Literacy, K-3" data-element-type="header nav submenu" title="JillE Literacy, K-3" aria-label="JillE Literacy, K-3"> JillE Literacy, K-3
• LITERACY > SUPPLEMENTAL  > Waggle, K-8" data-element-type="header nav submenu" title="Waggle, K-8" aria-label="Waggle, K-8"> Waggle, K-8
• LITERACY > SUPPLEMENTAL  > Writable, 3-12" data-element-type="header nav submenu" title="Writable, 3-12" aria-label="Writable, 3-12"> Writable, 3-12
• LITERACY > SUPPLEMENTAL  > ASSESSMENT" data-element-type="header nav submenu" title="ASSESSMENT" aria-label="ASSESSMENT"> ASSESSMENT
• CORE CURRICULUM
• MATH > CORE CURRICULUM > Arriba las Matematicas, K-8" data-element-type="header nav submenu" title="Arriba las Matematicas, K-8" aria-label="Arriba las Matematicas, K-8"> Arriba las Matematicas, K-8
• MATH > CORE CURRICULUM > Go Math!, K-6" data-element-type="header nav submenu" title="Go Math!, K-6" aria-label="Go Math!, K-6"> Go Math!, K-6
• MATH > CORE CURRICULUM > Into Algebra 1, Geometry, Algebra 2, 8-12" data-element-type="header nav submenu" title="Into Algebra 1, Geometry, Algebra 2, 8-12" aria-label="Into Algebra 1, Geometry, Algebra 2, 8-12"> Into Algebra 1, Geometry, Algebra 2, 8-12
• MATH > CORE CURRICULUM > Into Math, K-8" data-element-type="header nav submenu" title="Into Math, K-8" aria-label="Into Math, K-8"> Into Math, K-8
• MATH > CORE CURRICULUM > Math Expressions, PreK-6" data-element-type="header nav submenu" title="Math Expressions, PreK-6" aria-label="Math Expressions, PreK-6"> Math Expressions, PreK-6
• MATH > CORE CURRICULUM > Math in Focus, K-8" data-element-type="header nav submenu" title="Math in Focus, K-8" aria-label="Math in Focus, K-8"> Math in Focus, K-8
• SUPPLEMENTAL
• MATH > SUPPLEMENTAL > Classcraft, K-8" data-element-type="header nav submenu" title="Classcraft, K-8" aria-label="Classcraft, K-8"> Classcraft, K-8
• MATH > SUPPLEMENTAL > Waggle, K-8" data-element-type="header nav submenu" title="Waggle, K-8" aria-label="Waggle, K-8"> Waggle, K-8
• MATH > INTERVENTION > Math 180, 3-12" data-element-type="header nav submenu" title="Math 180, 3-12" aria-label="Math 180, 3-12"> Math 180, 3-12
• SCIENCE > CORE CURRICULUM  > Into Science, K-5" data-element-type="header nav submenu" title="Into Science, K-5" aria-label="Into Science, K-5"> Into Science, K-5
• SCIENCE > CORE CURRICULUM  > Into Science, 6-8" data-element-type="header nav submenu" title="Into Science, 6-8" aria-label="Into Science, 6-8"> Into Science, 6-8
• SCIENCE > CORE CURRICULUM  > Science Dimensions, K-12" data-element-type="header nav submenu" title="Science Dimensions, K-12" aria-label="Science Dimensions, K-12"> Science Dimensions, K-12
• SCIENCE > READERS > ScienceSaurus, K-8" data-element-type="header nav submenu" title="ScienceSaurus, K-8" aria-label="ScienceSaurus, K-8"> ScienceSaurus, K-8
• SOCIAL STUDIES > CORE CURRICULUM  > HMH Social Studies, 6-12" data-element-type="header nav submenu" title="HMH Social Studies, 6-12" aria-label="HMH Social Studies, 6-12"> HMH Social Studies, 6-12
• SOCIAL STUDIES > SUPPLEMENTAL > Writable" data-element-type="header nav submenu" title="Writable" aria-label="Writable"> Writable
• For Teachers 
• PROFESSIONAL DEVELOPMENT > For Teachers  > Coachly" data-element-type="header nav submenu" title="Coachly" aria-label="Coachly"> Coachly
• PROFESSIONAL DEVELOPMENT > For Teachers  > Teacher's Corner" data-element-type="header nav submenu" title="Teacher's Corner" aria-label="Teacher's Corner"> Teacher's Corner
• PROFESSIONAL DEVELOPMENT > For Teachers  > Live Online Courses" data-element-type="header nav submenu" title="Live Online Courses" aria-label="Live Online Courses"> Live Online Courses
• PROFESSIONAL DEVELOPMENT > For Teachers  > Program-Aligned Courses" data-element-type="header nav submenu" title="Program-Aligned Courses" aria-label="Program-Aligned Courses"> Program-Aligned Courses
• For Leaders
• PROFESSIONAL DEVELOPMENT > For Leaders > The Center for Model Schools (formerly ICLE)" data-element-type="header nav submenu" title="The Center for Model Schools (formerly ICLE)" aria-label="The Center for Model Schools (formerly ICLE)"> The Center for Model Schools (formerly ICLE)
• MORE > undefined > Assessment" data-element-type="header nav submenu" title="Assessment" aria-label="Assessment"> Assessment
• MORE > undefined > Early Learning" data-element-type="header nav submenu" title="Early Learning" aria-label="Early Learning"> Early Learning
• MORE > undefined > English Language Development" data-element-type="header nav submenu" title="English Language Development" aria-label="English Language Development"> English Language Development
• MORE > undefined > Homeschool" data-element-type="header nav submenu" title="Homeschool" aria-label="Homeschool"> Homeschool
• MORE > undefined > Intervention" data-element-type="header nav submenu" title="Intervention" aria-label="Intervention"> Intervention
• MORE > undefined > Literacy" data-element-type="header nav submenu" title="Literacy" aria-label="Literacy"> Literacy
• MORE > undefined > Mathematics" data-element-type="header nav submenu" title="Mathematics" aria-label="Mathematics"> Mathematics
• MORE > undefined > Professional Development" data-element-type="header nav submenu" title="Professional Development" aria-label="Professional Development"> Professional Development
• MORE > undefined > Science" data-element-type="header nav submenu" title="Science" aria-label="Science"> Science
• MORE > undefined > undefined" data-element-type="header nav submenu">
• MORE > undefined > Social and Emotional Learning" data-element-type="header nav submenu" title="Social and Emotional Learning" aria-label="Social and Emotional Learning"> Social and Emotional Learning
• MORE > undefined > Social Studies" data-element-type="header nav submenu" title="Social Studies" aria-label="Social Studies"> Social Studies
• MORE > undefined > Special Education" data-element-type="header nav submenu" title="Special Education" aria-label="Special Education"> Special Education
• MORE > undefined > Summer School" data-element-type="header nav submenu" title="Summer School" aria-label="Summer School"> Summer School
• BROWSE RESOURCES
• BROWSE RESOURCES > Classroom Activities" data-element-type="header nav submenu" title="Classroom Activities" aria-label="Classroom Activities"> Classroom Activities
• BROWSE RESOURCES > Customer Success Stories" data-element-type="header nav submenu" title="Customer Success Stories" aria-label="Customer Success Stories"> Customer Success Stories
• BROWSE RESOURCES > Digital Samples" data-element-type="header nav submenu" title="Digital Samples" aria-label="Digital Samples"> Digital Samples
• BROWSE RESOURCES > Events" data-element-type="header nav submenu" title="Events" aria-label="Events"> Events
• BROWSE RESOURCES > Grants & Funding" data-element-type="header nav submenu" title="Grants & Funding" aria-label="Grants & Funding"> Grants & Funding
• BROWSE RESOURCES > International" data-element-type="header nav submenu" title="International" aria-label="International"> International
• BROWSE RESOURCES > Research Library" data-element-type="header nav submenu" title="Research Library" aria-label="Research Library"> Research Library
• BROWSE RESOURCES > Shaped - HMH Blog" data-element-type="header nav submenu" title="Shaped - HMH Blog" aria-label="Shaped - HMH Blog"> Shaped - HMH Blog
• BROWSE RESOURCES > Webinars" data-element-type="header nav submenu" title="Webinars" aria-label="Webinars"> Webinars
• CUSTOMER SUPPORT
• CUSTOMER SUPPORT > Contact Sales" data-element-type="header nav submenu" title="Contact Sales" aria-label="Contact Sales"> Contact Sales
• CUSTOMER SUPPORT > Customer Service & Technical Support Portal" data-element-type="header nav submenu" title="Customer Service & Technical Support Portal" aria-label="Customer Service & Technical Support Portal"> Customer Service & Technical Support Portal
• CUSTOMER SUPPORT > Platform Login" data-element-type="header nav submenu" title="Platform Login" aria-label="Platform Login"> Platform Login
• Learn about us
• Learn about us > About" data-element-type="header nav submenu" title="About" aria-label="About"> About
• Learn about us > Diversity, Equity, and Inclusion" data-element-type="header nav submenu" title="Diversity, Equity, and Inclusion" aria-label="Diversity, Equity, and Inclusion"> Diversity, Equity, and Inclusion
• Learn about us > Environmental, Social, and Governance" data-element-type="header nav submenu" title="Environmental, Social, and Governance" aria-label="Environmental, Social, and Governance"> Environmental, Social, and Governance
• Learn about us > News Announcements" data-element-type="header nav submenu" title="News Announcements" aria-label="News Announcements"> News Announcements
• Learn about us > Our Legacy" data-element-type="header nav submenu" title="Our Legacy" aria-label="Our Legacy"> Our Legacy
• Learn about us > Social Responsibility" data-element-type="header nav submenu" title="Social Responsibility" aria-label="Social Responsibility"> Social Responsibility
• Learn about us > Supplier Diversity" data-element-type="header nav submenu" title="Supplier Diversity" aria-label="Supplier Diversity"> Supplier Diversity
• Join Us > Careers" data-element-type="header nav submenu" title="Careers" aria-label="Careers"> Careers
• Join Us > Educator Input Panel" data-element-type="header nav submenu" title="Educator Input Panel" aria-label="Educator Input Panel"> Educator Input Panel
• Join Us > Suppliers and Vendors" data-element-type="header nav submenu" title="Suppliers and Vendors" aria-label="Suppliers and Vendors"> Suppliers and Vendors
• Divisions > Center for Model Schools (formerly ICLE)" data-element-type="header nav submenu" title="Center for Model Schools (formerly ICLE)" aria-label="Center for Model Schools (formerly ICLE)"> Center for Model Schools (formerly ICLE)
• Divisions > Heinemann" data-element-type="header nav submenu" title="Heinemann" aria-label="Heinemann"> Heinemann
• Divisions > NWEA" data-element-type="header nav submenu" title="NWEA" aria-label="NWEA"> NWEA
• Platform Login

HMH Support is here to help you get back to school right. Get started

SOCIAL STUDIES

PROFESSIONAL DEVELOPMENT

8 Tips for Teaching Middle School Writing

Middle school is the first-time students learn in-depth writing, and it usually starts with essays. Although writing intimidates many children, the good news is that tweens and young teens have many interests, opinions, and ideas that teachers can help draw out and shape.

Middle-school students are old enough to have experienced a healthy dose of “life,” and with that comes family stories, memories of imaginative play when they were younger, knowledge gleaned from books they’ve read, and curiosity piqued by places they’ve been and events they’ve witnessed. So, they can certainly have a lot to say. Teaching writing to middle schoolers can be an excellent opportunity for educators to really get to know their students and allow them to express their own unique voices.

Here are eight middle school writing strategies teachers can use to improve these skills for students.

Teaching Writing to Middle Schoolers

Tip 1: give them the freedom to freewrite.

Some middle schoolers may look like the proverbial deer in a headlight when you tell them it’s time to write. While writing can be a positive experience and thousands of people write for enjoyment, stress relief, and other productive benefits, some students might find it intimidating. One positive approach is to give students the opportunity to freewrite in personal journals that they will not be required to share unless they choose to. Set a timer for five minutes and tell students to write whatever comes into their minds, without stopping, for the duration. What they write is up to them—it can be a list of random words, a description of what they had for breakfast, or sentences such as “I have no idea what to write!” The important part is to keep the pencil moving across the page. Grammar and spelling don’t matter for this exercise, and students will not be graded or judged on their work.

Tip 2: Start with Poetry

Another great access point to writing is to start with poetry. Glenis Redmond, a poet and teaching artist, says, “When I enter a classroom, I always begin with praise—a praise poem , that is—an introductory poem of origin—because it is an accessible poem form for students and teachers to begin writing. It also allows me to assess where students are developmentally…These poems are made up of metaphors and similes—forms of comparison relating the writer to an object, a person, a color, or a feature in nature.”

“There is a strong correlation between readers of poetry and writers of poetry,” says Ekuwah Moses , an elementary educator, nonfiction picture book author, and literacy specialist from Las Vegas. “Some teachers set up a staged area of their classroom for students to perform weekly open mic time. This is an opportunity for students to read poetry they have written out loud to their peers or read aloud a poet's work. It is a community-building celebration of writing, reading, speaking, and listening.”

Tip 3: Use Anchor Charts

Anchor charts can be an excellent collaborative tool to engage and motivate students in their writing. According to this document from the International Literacy Association, “Anchor charts are organized mentor texts co-created with students. Charts are usually handwritten in large print and displayed in an area of the classroom where they can be easily seen. Used to anchor whole group instruction, the charts provide a scaffold during guided practice and independent work.”

Anchor charts are intended to be homemade—capturing what the students have learned and then remaining on display as an artifact for future reference. Although bold lettering and bright colors can make an anchor chart stand out, you don’t need superior artistic skills to create one; just a pack of markers and some large chart paper will do the trick! An anchor chart for writing could, for example, capture a list of words students could use to replace overused words such as “said” or “very.” It could be an inspirational “doodle-style” sketch of all the reasons writers write, e.g., to share their feelings, to tell their own story, to persuade someone, or to inform people about important events. Or it could show a diagram of how to create an organized paragraph with a hook/topic sentence, details, and a closing statement.

Resources for Teachers : Download these printable anchor charts from HMH Into Literature .

Tip 4: Create a Toolkit of Graphic Organizers

It’s helpful for middle schoolers to organize their ideas before they put pen to paper (or fingers to keyboard). You can make toolkits by assembling file folders with a selection of graphic organizers that can help them brainstorm ideas and create an orderly sequence of thoughts. For example, students could use this word web to break down the larger topic of “The Arctic” into details such as “wildlife,” “climate,” and “geography.”

Other tools that can encourage students to connect more deeply with a topic include a 5 Ws chart , Venn diagram , and KWL chart .

Ekuwah Moses adds: “Keep the brain in mind when using graphic organizers. Handwritten or hand-drawn organizers are the best method for learning to write. The process of drawing and writing teaches children how to organize information for long-term retrieval, versus relying upon or always searching for a pre-made document.”

Tip 5: Break It Down and Give Frequent Feedback

Students can sometimes feel as if writing is subjective. What makes one short story “better” than the next, anyway? Indeed, some of this does relate to a gut instinct: We know when a story or an essay moves us and captures our attention. We know when a character feels real, and we can hear when words are used lyrically to make a piece of writing “sing.” But by showing students that a great piece of writing comes from a series of steps that include prewriting, drafting, and revision, you can demystify the process.

By breaking the writing process—including feedback and evaluation—into bite-sized pieces, you can make the learning more manageable and help students see their progress. Research shows that delivering quality feedback leads to better revisions and results. The real-time, personalized feedback in a program such as Writable helps empower students every step of the way.

Nick Wheeler, a sixth-grade ELA teacher at Bristow Elementary in Kentucky, uses the tools and instructional supports available in Writable to help students take ownership of their writing. The students “are part of each piece of that writing process, from freewriting, to drafting, to revising and editing, and finally publishing,” he says.

Tip 6: Model Your Own Writing Process for Students

Even published authors rarely, if ever, churn out a perfect first draft. It may encourage students to realize that their favorite books were the result of many revisions and, often, collaboration with editors and proofreaders. You can model this process for students in a couple of ways. First, you can talk through the thought process that you go through when writing—for example, a letter to your local town council.

Share your thought process out loud as you write quick notes that the class can see. For example, “Okay, I would like to have a place for my dog to play freely with other dogs. I’d love it if the town created a dog park.” Write “dog park” in the center of the whiteboard as your main topic, and circle it.

You might continue to share further thoughts out loud: “But hmm, I know it might cost money and require community support. What points could I make to convince my readers that a dog park would be a great asset to this town? Maybe I could suggest that the dog park requires a small membership fee, which would bring revenue to the town? Maybe I could suggest that this park might encourage more rescue pet adoptions?” Add “paid membership” and “pet adoptions” to the whiteboard as “spokes” coming from the main topic, as well as any suggestions students might offer.

Then, talk the class through your plans as to how you might organize all these points into a coherent and persuasive piece. Lastly, you could then explain how you might ask a colleague to be your editor and review your letter. Does it make sense to them? Do they find it persuasive? Do they see any errors in spelling or grammar? Students can partner with peers to do the same!

Tip 7: Teach Them to Read Like Writers and Write Like Readers

“It’s important to remember that reading and writing are interconnected,” says Michael Vea, a former classroom teacher and now an education systems-level leader at San Diego Unified School District. “When they read, students can be thinking like writers; e.g., How did the writer of this text craft such a beautiful piece? How did the vocabulary words they chose make the piece more powerful? And when they write, they can think like readers; e.g., How will this piece of writing be received? What emotional reaction might the reader get?”

“One of my favorite mentors in my professional training, Pam Allyn, the founder of LitWorld , used to say that ‘Reading is like breathing in and writing is like breathing out.’,” he adds. “That always resonated with me.”

One tactic to get writers thinking like readers (and vice versa) is to use model writing pieces, such as those available in the Writer’s Notebook in Into Reading , examples of authentic student writing, or photocopies of a favorite passage from a piece of literature. Annotating a sample piece of writing can help scaffold the writing process for students. “We reference the model writing during each day of drafting, editing, and revising,” says Rhode Island teacher Kayla Dyer. “I will prompt students to refer to the model piece as they are drafting so I can have individual conferences or small group conferences.”

Here is an example of how Dyer annotated a piece of nonfiction writing, “The Amazing Sea Pig.”

Tip 8: Use Rubrics

Rubrics are your friend when it comes to writing. They help students build confidence and give teachers a way to help family members understand their grading process. A rubric lets students know and see the expectations and exactly what they will be graded on. Self-review in writing is so important, and a rubric can ensure that students learn to check their work for content as well as for grammar.

“You can further build a writing culture by frequently pulling exemplar student writing, gathered from your classroom or across the grade level, and discussing it anonymously with the class,” recommends Ekuwah Moses. “Project the exemplar, and then use the grade-level writing rubric to highlight where it meets or exceeds the expectations of the rubric. These positive examples help students to see that the ‘impossible' is possible, and students whose work is featured appreciate the praise.”

Another benefit of rubrics is that they can facilitate self-assessment. In addition to evaluating their work against the criteria laid out in the rubric, students can reflect on their writing assignments by answering three questions:

• What did you like best about this assignment?
• What was the most difficult part?
• What do you want me to know about this work you did?

Teaching writing for middle schoolers can be rewarding, frustrating, or both at the same time, but working through the process and giving clear feedback every step of the way can empower your students and help them learn the value of their words. Showing your students how to use their voices can be one of the greatest gifts you can give them, especially if you do it thoughtfully.

Need additional support to improve writing skills in middle school? Try Writable to support your ELA curriculum, district benchmarks, and state standards with more than 600 fully customizable writing assignments and rubrics for students in Grades 3–12. Learn more .

• Professional Learning

Related Reading

Using Data in Education to Enhance Teaching and Learning 

Principal Learning Experience Designer, HMH

August 8, 2024

What Teachers Really Think about the Science of Reading and the Role of AI in Education

NWEA VP, Content Advocacy-Literacy, HMH

Fun Science Activities and Lesson Plan Ideas for All Grades

Shaped Executive Editor

August 5, 2024

Bell Ringers

Teaching argumentative writing in middle school ela: part one.

If you teach middle school, you know that teenagers have a lot of opinions! Luckily, you can use that to your advantage when teaching students how to write an argumentative essay. The key is to help students learn to craft well-written arguments with evidence (not just arguing for the sake of it, which middle schoolers can be prone to). 

While learning to craft argumentative essays will help students in school, being able to craft and defend an argument is also an important skill for the real world. Writing an argumentative essay or having a debate requires critical thinking skills and the ability to take a stance and back it up. 

What is Argumentative Writing?

In order for students to understand how to write an argumentative essay, they need to understand what argumentative writing is.

Argumentative essays usually require that students do some investigation or research on a topic and then choose a clear stance. When writing, students will spend the body of the essay explaining points and providing evidence that supports their stance. A counterargument is also typically given as a way to counteract how “nay-sayers” would disagree with the writer. At the end of the essay, students will restate their argument and summarize their evidence.

How to Introduce Argumentative Writing: The Debate

Now that we know what to expect from argumentative writing, we can get into how to write an argumentative essay. You’ll want to start by introducing argumentative writing, which I liked to do through debates. Just like in an essay, to successfully debate a topic, students must do some investigation, choose a stance, and then argue their point in a meaningful way. Holding a class debate is a great place to start when introducing argumentative writing. Debating a topic verbally can actually be used as a brainstorming session before students ever even put pen to paper. For students new to argumentative writing, this takes some of the pressure off of jumping right into the writing process and helps them generate ideas.

There are a few ways you can use debates. For instance, you can choose a topic you’d like students to debate or let them choose a topic they’re already passionate about. 

I liked to give students a few minutes to think through the topic and prep on their own, and then I partner them up. They can either debate the topic with their partner, or they can work together with their partner to debate another pair. 

Depending on your class size, you could also split the class in half and make it a whole group debate. As long as students are researching or investigating in some way, choosing a stance, and finding reasons to back up their position, there is no wrong way to hold a debate in your class – and you can try out a few different formats to see what works best.

After the debates, it’s a great idea to debrief. This is a good time to bring in some key vocabulary and reinforce how to write an argumentative essay. For example, you can look over some of the evidence presented and ask students to rate the “strength” of the argument. You can also brainstorm a counterargument together.

How to Introduce Argumentative Writing: The Flash Draft

After students debate, they move on to the flash draft. A flash draft is essentially a giant brain dump. Students do not have to worry about spelling, grammar, organization, or even structure. They will simply be taking their thoughts from the debate and getting them down on paper. 

One benefit to the flash draft is it removes the barrier of intimidation for a lot of students. For many kids, the actual work of starting to write can be daunting. A flash draft removes that intimidation of perfection and just requires something to be on the page. Again, the flash draft portion can be completely tailored to best suit your students and classroom. You can set a timer for a specific amount of time, you can provide students with an outline or guiding questions, or you can give them sentence stems to start. 

If you have access to technology in your classroom, you can even let students verbalize their flash draft and use transcription technology to get it on paper. 

Expanding Knowledge of Argumentative Writing

By now, you might be wondering when you’ll actually dive deeper into how to write an argumentative essay. That will start with a mini-lesson. These mini-lessons should cover the key parts of argumentative essays, like how to take a stance, ways to support your position, how to transition between thoughts, and even how to craft a counterargument. 

You could have a mini-lesson before each flash draft to focus on a particular skill, or you can hold the mini-lesson after the flash draft and let students focus on that skill during revisions. During mini-lessons, I highly suggest using mentor texts, guided examples, or other reference materials. When it comes to writing, many students need to see the process in action, so modeling and having a place for them to reference will be super key to their success.

Argumentative Writing Unit for Middle School 

Want support putting together your argumentative essay unit? My done-for-you Argumentative Writing Unit scaffolds how to write an argumentative essay for you and your students.

The unit includes 23 full lesson plans, slide presentations, notebook pages for students, teacher keys and examples, student references pages, and more for a well-rounded unit.

Plus, this unit goes through the exact process I talked about in the blog, using debate, flash drafts, and mini-lessons to scaffold students through the writing process.

• Read more about: Middle School Writing

You might also like...

4 Station Ideas for Middle School ELA Skills

How to Plan Your Narrative Writing Unit

How to Explicitly Teach Elements of Narrative Writing

Get your free middle school ela pacing guides with completed scopes and sequences for the school year..

My ELA scope and sequence guides break down every single middle school ELA standard and concept for reading, writing, and language in 6th, 7th, and 8th grade. Use the guides and resources exactly as is or as inspiration for you own!

Meet Martina

I’m a Middle School ELA teacher committed to helping you improve your teaching & implement systems that help you get everything done during the school day!

Let's Connect

Member login.

PRIVACY POLICY 

 TERMS OF USE

WEBSITE DISCLAIMERS

MEMBERSHIP AGREEEMENT

© The Hungry Teacher • Website by KristenDoyle.co • Contact Martina

Save 10% today on your lessons using the code GIVEME10

Middle School Writing Lessons

Middle school writing lessons can be found in this blog post. Writing is a pillar of an ELA classroom. Keep your foundation strong with new ideas and inspiration. This blog post contains a collection of popular writing blog posts from the blog:  journal writing, informational and argument writing, writing workshops, student choice writing and more! Looking for new lesson ideas? You’ll also find some of my top rated Teachers Pay Teachers writing products here.

Middle School Writing Lesson Ideas

Ideas For Teaching Informational and Argument Writing

• Teaching students to properly write an effective argument can be difficult. Trying to balance this important skill along with teaching other forms of writing is also a balancing act. Read how other middle and high school teachers are teaching both of these writing forms in their classes.

7 Tips For Implementing Journal Writing In Your ELA Classroom

• Help your students ignite their passion for writing through journaling in your classroom. Journaling can be an important tool for student self-expression. Read 7 tips on how to implement an effective journal writing component in your ELA classroom.

Student Engagement Through Choice Writing

• Provide choice on English Language Arts writing assignments to increase student engagement and work completion.

5 Tips For a Successful Argument Writing Unit

• Create and teach an effective and engaging argument writing unit with these 5 tips.

Creative Writing Lesson Ideas

• It can be hard to remember that students enjoy the opportunity to flex their creative muscles with creative writing assignments. In this blog post, teachers share their best ideas for incorporating creative writing opportunities in the ELA classroom.

Interactive Writing Prompts

• These no prep interactive writing prompts gets students up and moving during Writer’s Workshop. This interactive whole class or small group activity is a great warm up for your writing program. Find this resource on Shopify CAD or Teachers Pay Teachers USD .

My Life In Logos Paragraph Writing Assignment

• Students will practice paragraph writing in a unique and engaging way by writing about logos that represent: their friends and family, entertainment choices, favourite foods and things that remind them about school, enabling their teachers and classmates to get to know them better. Find this resource on Shopify CAD or Teachers Pay Teachers USD . 

Rant Writing Unit

• Rant writing is an engaging way to bring public speaking and persuasive writing into the classroom. Students rant and complain to each other daily, why not channel that creative energy into some high-quality writing? Rants are an engaging way to get students writing and sharing their thoughts and opinions in the classroom. Find this resource on Shopify CAD or Teachers Pay Teachers USD .

Creative Writing Year Long Lesson Bundle

• This no prep – just photocopy and teach, yearlong creative writing bundle will keep your students engaged in their writing. This bundle provides holiday writing prompts (Halloween, Christmas, Valentine’s Day, Easter) as well as seasonal writing prompts (Fall, Winter, Spring, Summer, Back to School) to support an inclusive classroom environment. Find this resource on Shopify CAD or Teachers Pay Teachers USD .

Related Posts

This FREE persuasive writing unit is

• Perfect for engaging students in public speaking and persuasive writing
• Time and energy saving
• Ideal for in-person or online learning

By using highly-engaging rants, your students won’t even realize you’ve channeled their daily rants and complaints into high-quality, writing!

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

See the full essay example

The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

Open Google Slides Download PowerPoint

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Is this article helpful?

Other students also liked.

• How long is an essay? Guidelines for different types of essay
• How to write an essay introduction | 4 steps & examples
• How to conclude an essay | Interactive example

More interesting articles

• Checklist for academic essays | Is your essay ready to submit?
• Comparing and contrasting in an essay | Tips & examples
• Example of a great essay | Explanations, tips & tricks
• Generate topic ideas for an essay or paper | Tips & techniques
• How to revise an essay in 3 simple steps
• How to structure an essay: Templates and tips
• How to write a descriptive essay | Example & tips
• How to write a literary analysis essay | A step-by-step guide
• How to write a narrative essay | Example & tips
• How to write a rhetorical analysis | Key concepts & examples
• How to Write a Thesis Statement | 4 Steps & Examples
• How to write an argumentative essay | Examples & tips
• How to write an essay outline | Guidelines & examples
• How to write an expository essay
• How to write the body of an essay | Drafting & redrafting
• Kinds of argumentative academic essays and their purposes
• Organizational tips for academic essays
• The four main types of essay | Quick guide with examples
• Transition sentences | Tips & examples for clear writing

Get unlimited documents corrected

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Our Mission

Using Variety to Support Writing in Middle School

Middle school students may get inspired about writing if they’re offered exercises that support different methods of expression.

Teachers and students might have a range of feelings about writing instruction, from excitement to anxiety. The purpose of this post is to share how I’ve approached writing across contexts and found joy in using writing as a regular part of classroom instruction. Hopefully, these ideas will help middle school teachers find more and more opportunities to have students respond, naturally building writing as part of instruction and lessening the feeling of burden that sometimes comes with composing.

We know that reading is an invisible process unless we have students share out loud from the page. So, how do we know what they’re thinking and how they’re processing what they’re reading about in class? Aside from discussion, which can often allow students to fly under the radar, writing is the only way I know to make this process visible.

In my class, we use writing and composing to talk about how students can explore ideas and use language to build toward deeper thinking.

Drawings and Digital Composing With Adolescent Readers

Often, definitions come first. What do I mean when I say the word writing ? Some might automatically think of the essay form—the routine five-paragraph (or more) approach. While essays can be fruitful expressions of thought, they aren’t necessarily the highest form of communication.

So, what is? Maybe writing that fits the contexts and circumstances that the author needs. Maybe we should first broaden composition by thinking about how writing can be redefined and used with middle school students. This way of writing means that a variety of exercises—short jotting or a long-form response, a brief sketch note or a full digital presentation—can be part of writing and composing.

When it comes to writing, approximations do indeed count in terms of literacy. The first draft is still a draft, and brainstorming or forming ideas is a key part of the process. If we only valued writing that existed perfectly from the first pen stroke or keystroke, not many texts would exist. 

I have tried a fairly simple way of connecting reading and writing instruction through the use of illustration and visualizing. First, I introduce three to five vocabulary words to my students. Next, we define these words together and talk about them. Then, I ask students to do something creative.

Since we’ve talked about the vocabulary words and what they mean, I ask students to draw or describe a character who might use this word as their namesake. (Pixar’s Inside Out does this quite well with emotions.)

For students who crave opportunities to express their ideas in art, this is ideal. It’s also an invitation for students who want to write and compose using words—and they often find more words to explain the character they have in mind as they explore the concept related to the vocabulary word they choose.

Sentence Stems and Mentor Texts with Middle Grades

From print to digital, a writing-centered curriculum for the middle years can include expanding on how students begin to build complex texts and write for a variety of audiences. In fact, I believe it really should. The first time I wrote a dissertation (which is also, according to my plans, the only time I’ll write one ), I looked at several examples of dissertations, and I read the work of my doctoral committee members.

Mentor texts are essential for helping writers find their way through a new kind of writing and expand their strengths. When I use sentence stems and mentor texts, it’s an opportunity to read and analyze with students, and it’s a chance to get so creative with my own response that students would be hard-pressed to use it exactly in their own work. The mentor text is a guide and a model, after all, and not something that should be replicated word for word. 

For more on mentor texts, I highly recommend Write Like This , by Kelly Gallagher. Gallagher has a variety of resources for reading and writing on his website, and I also had the chance to talk with him last year on a podcast about the value of mentor texts .

By helping students expand their writing repertoires, teachers demonstrate the “why” of writing along with the “how.” Writing doesn’t exist in a vacuum and isn’t simply something done at school just because—it’s a vital practice and is part of professional and personal purpose. Exploring our voice and story helps us remember what is important and true, and it also helps us process difficult questions and experiences.

Moving to Sophistication

From this initial work with illustrations and digital tools, as well as mentor texts, students can engage in sophistication—a more detailed mentorship practice with developing complex ideas, evaluating perspectives, and exploring nuances. In a recent lesson, I worked with students to explore what sophistication means. 

This was no easy task. We spent months reading a variety of written works, from poems to essays. We wrote and practiced together. As a final exercise, we worked together to compose a fairly simple definition of democracy. We did this using knowledge from social studies classes that the students were taking at the same time ( especially civic literacy ) and artificial intelligence (AI) tools. We co-composed this basic definition, and then I asked students to think of examples from history and from their lives to add to the definition.

What was it about democracy that stood out to my students? As we crafted together, we discovered that the worldviews that my students carried with them could not easily be replicated by AI. My students saw that their understanding of government and liberty went beyond the definition and included personal examples. By building upon student approximations, using a variety of tools, and continuing to center writing as a regular and expected part of the classroom experience across content areas, we can help students explore these nuances and practice part of the joy of craft—writing and composing with meaningful purposes.

Skip to Content

Other ways to search:

• Events Calendar

Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

Written by CU Boulder Office of Admissions

• College-Prep

The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, pregnancy, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy. All qualified individuals are encouraged to apply. You may  view the list of ADA and Title IX coordinators  and  review the Regent policy .

As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit  colorado.edu/your-right-know .

Apply for Admission

Visit Campus

Support CU Boulder

• Safety & Health Services
• COVID-19 Information
• Campus Communications
• Emergency Alert System
• New Student & Family Programs

Getting Around

• Campus Events
• Parking & Transportation
• Visit Information

Information for

• Faculty & Staff
• Journalists

Initiatives

• Business & Industry Collaborations
• Diversity, Equity & Inclusion
• Free Speech
• Innovation & Entrepreneurship
• Public & Outreach Programs
• Sustainability
• Understanding Your Cost of Attendance

How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Related and recent

Comments are disabled due to your privacy settings. To re-enable, please adjust your cookie preferences.

APA Style Monthly

Subscribe to the APA Style Monthly newsletter to get tips, updates, and resources delivered directly to your inbox.

Welcome! Thank you for subscribing.

APA Style Guidelines

Browse APA Style writing guidelines by category

• Abbreviations
• Bias-Free Language
• Capitalization
• In-Text Citations
• Italics and Quotation Marks
• Paper Format
• Punctuation
• Research and Publication
• Spelling and Hyphenation
• Tables and Figures

Full index of topics