cornell creative writing

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ENGL 2800 Creative Writing

Course description.

An introductory course in the theory, practice, and reading of fiction, poetry, and allied forms. Both narrative and verse readings are assigned. Students will learn to savor and practice the craft of poetry and narrative writing, developing techniques that inform both. Some class meetings may feature peer review of student work, and instructors may assign writing exercises or prompts.

Prerequisites

Completion of the First-Year Writing Seminar requirement.

Summer 2024: Online course

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ENGL 2810 - Introduction to Creative Writing

PhD Program in English Language and Literature

The department enrolls an average of ten PhD students each year. Our small size allows us to offer a generous financial support package. We also offer a large and diverse graduate faculty with competence in a wide range of literary, theoretical and cultural fields. Each student chooses a special committee that works closely along side the student to design a course of study within the very broad framework established by the department. The program is extremely flexible in regard to course selection, the design of examinations and the election of minor subjects of concentration outside the department. English PhD students pursuing interdisciplinary research may include on their special committees faculty members from related fields such as comparative literature, medieval studies, Romance studies, German studies, history, classics, women’s studies, linguistics, theatre and performing arts, government, philosophy, and film and video studies.

The PhD candidate is normally expected to complete six or seven one-semester courses for credit in the first year of residence and a total of six or seven more in the second and third years. The program of any doctoral candidate’s formal and informal study, whatever his or her particular interests, should be comprehensive enough to ensure familiarity with:

• The authors and works that have been the most influential in determining the course of English, American, and related literatures
• The theory and criticism of literature, and the relations between literature and other disciplines
• Concerns and tools of literary and cultural history such as textual criticism, study of genre, source, and influence as well as wider issues of cultural production and historical and social contexts that bear on literature

Areas in which students may have major or minor concentrations include African-American literature, American literature to 1865, American literature after 1865, American studies (a joint program with the field of history), colonial and postcolonial literatures, cultural studies, dramatic literature, English poetry, the English Renaissance to 1660, lesbian, bisexual and gay literary studies, literary criticism and theory, the nineteenth century, Old and Middle English, prose fiction, the Restoration and the eighteenth century, the twentieth century, and women's literature.

By the time a doctoral candidate enters the fourth semester of graduate study, the special committee must decide whether he or she is qualified to proceed toward the PhD. Students are required to pass their Advancement to Candidacy Examination before their fourth year of study, prior to the dissertation.

PhD Program specifics can be viewed here: PhD Timeline PhD Procedural Guide

Special Committee

Every graduate student selects a special committee of faculty advisors who work intensively with the student in selecting courses and preparing and revising the dissertation. The committee is comprised of at least three Cornell faculty members: a chair, and typically two minor members usually from the English department, but very often representing an interdisciplinary field. The university system of special committees allows students to design their own courses of study within a broad framework established by the department, and it encourages a close working relationship between professors and students, promoting freedom and flexibility in the pursuit of the graduate degree. The special committee for each student guides and supervises all academic work and assesses progress in a series of meetings with the students.

At Cornell, teaching is considered an integral part of training in academia. The field requires a carefully supervised teaching experience of at least one year for every doctoral candidate as part of the program requirements. The Department of English, in conjunction with the  John S. Knight Institute for Writing  in the Disciplines, offers excellent training for beginning teachers and varied and interesting teaching in the university-wide First-Year Writing Program. The courses are writing-intensive and may fall under such general rubrics as “Portraits of the Self,” “American Literature and Culture,” “Shakespeare,” and “Cultural Studies,” among others. A graduate student may also serve as a teaching assistant for an undergraduate lecture course taught by a member of the Department of English faculty.

Language Requirements

Each student and special committee will decide what work in foreign language is most appropriate for a student’s graduate program and scholarly interests. Some students’ doctoral programs require extensive knowledge of a single foreign language and literature; others require reading ability in two or more foreign languages. A student may be asked to demonstrate competence in foreign languages by presenting the undergraduate record, taking additional courses in foreign languages and literature, or translating and discussing documents related to the student’s work. Students are also normally expected to provide evidence of having studied the English language through courses in Old English, the history of the English language, grammatical analysis or the application of linguistic study to metrics or to literary criticism. Several departments at Cornell offer pertinent courses in such subjects as descriptive linguistics, psycholinguistics and the philosophy of language.

All PhD degree candidates are guaranteed five years of funding (including a stipend , a full tuition fellowship and student health insurance):

• A first-year non-teaching fellowship
• Two years of teaching assistantships
• A fourth-year non-teaching fellowship for the dissertation writing year
• A fifth-year teaching assistantship
• Summer support for four years, including a first-year summer teaching assistantship, linked to a teachers’ training program at the Knight Institute. Summer residency in Ithaca is required.

Students have also successfully competed for Buttrick-Crippen Fellowship, Society for the Humanities Fellowships, American Council of Learned Societies (ACLS), Shin Yong-Jin Graduate Fellowships, Provost’s Diversity Fellowships, fellowships in recognition of excellence in teaching, and grants from the Graduate School to help with the cost of travel to scholarly conferences and research collections.

Admission & Application Procedures

The application for Fall 2024 admission will open on September 15, 2023 and close at 11:59pm EST on December 1, 2023.

Our application process reflects the field’s commitment to considering the whole person and their potential to contribute to our scholarly community.  Applicants will be evaluated on the basis of academic preparation (e.g., performance in relevant courses, completion of substantive, independent research project). An applicant’s critical and creative potential will be considered: applicants should demonstrate interest in extensive research and writing and include a writing sample that reveals a capacity to argue persuasively, demonstrate the ability to synthesize a broad range of materials, as well as offer fresh insights into a problem or text. The committee will also consider whether an applicant demonstrates a commitment to inclusion, equity, and diversity and offers a substantive explanation for why study at Cornell is especially compelling (e.g., a discussion of faculty research and foci). Admissions committees will consider the entire application carefully, including statements and critical writing, as well as transcripts, letters of recommendation, and a resume/cv (if provided). Please view the requirements and procedures listed below, if you are interested in being considered for our PhD in English Language and Literature program.

Eligibility: Applicants must currently have, or expect to have, at least a BA or BS (or the equivalent) in any field before matriculation. International students, please verify degree equivalency here . Applicants are not required to meet a specified GPA minimum.

To Apply: All applications and supplemental materials must be submitted online through the Graduate School application system . While completing your application, you may save and edit your data. Once you click submit, your application will be closed for changes. Please proofread your materials carefully. Once you pay and click submit, you will not be able to make any changes or revisions.

Deadline: December 1st, 11:59pm EST.  This deadline is firm. No applications, additional materials, or revisions will be accepted after the deadline.

PhD Program Application Requirements Checklist

• Academic Statement of Purpose Please describe (within 1000 words) in detail the substantive research questions you are interested in pursuing during your graduate studies and why they are significant. Additionally, make sure to include information about any training or research experience that you believe has prepared you for our program. You should also identify specific faculty members whose research interests align with your own specific questions.  Note that the identification of faculty is important; you would be well advised to read selected faculty’s recent scholarship so that you can explain why you wish to study with them. Do not rely on the courses they teach.  Please refrain from contacting individual faculty prior to receiving an offer of admission.
• Personal Statement Please describe (within 1000 words) how your personal background and experiences influenced your decision to pursue a graduate degree and the research you wish to conduct.  Explain, for example the meaning and purpose of the PhD in the context of your personal history and future aspirations.  Please note that we will pay additional attention to candidates who identify substantial reasons to obtain a PhD beyond the pursuit of an academic position. Additionally, provide insight into your potential to contribute to a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn (productively and positively) together.
• Critical Writing Sample Your academic writing sample must be between 3,000 and 7,500 words (12-30 pages), typed and double-spaced. We accept excerpts from longer works, or a combination of shorter works.
• Three Letters of Recommendation We require 3 letters of recommendation.  At the time of application, you will be allowed to enter up to 4 recommenders in the system.  Your application will be considered “Complete” when we have received at least 3 letters of recommendation.   Letters of recommendation are due December 1 . Please select three people who best know you and your work. Submitting additional letters will not enhance your application. In the recommendation section of the application, you must include the email address of each recommender. After you save the information (and before you pay/submit), the application system will automatically generate a recommendation request email to your recommender with instructions for submitting the letter electronically. If your letters are stored with a credential service such as Interfolio, please use their Online Application Delivery feature and input the email address assigned to your stored document, rather than that of your recommender’s. The electronic files will be attached to your application when they are received and will not require the letter of recommendation cover page.
• Transcripts Scan transcripts from each institution you have attended, or are currently attending, and upload into the academic information section of the application. Be sure to remove your social security number from all documents prior to scanning. Please do not send paper copies of your transcripts. If you are subsequently admitted and accept, the Graduate School will require an official paper transcript from your degree-awarding institution prior to matriculation.
• English Language Proficiency Requirement All applicants must provide proof of English language proficiency. For more information, please view the  Graduate School’s English Language Requirement .
• GRE General Test and GRE Subject Test are NO LONGER REQUIRED, effective starting with the 2019 application In March 2019, the faculty of English voted overwhelmingly to eliminate all GRE requirements (both general and subject test) for application to the PhD program in English. GRE scores are not good predictors of success or failure in a PhD program in English, and the uncertain predictive value of the GRE exam is far outweighed by the toll it takes on student diversity. For many applicants the cost of preparing for and taking the exam is prohibitively expensive, and the exam is not globally accessible. Requiring the exam narrows our applicant pool at precisely the moment we should be creating bigger pipelines into higher education. We need the strength of a diverse community in order to pursue the English Department’s larger mission: to direct the force of language toward large and small acts of learning, alliance, imagination, and justice.

General Information for All Applicants

Application Fee: Visit the Graduate School for information regarding application fees, payment options, and fee waivers .

Document Identification: Please do not put your social security number on any documents.

Status Inquiries:  Once you submit your application, you will receive a confirmation email. You will also be able to check the completion status of your application in your account. If vital sections of your application are missing, we will notify you via email after the Dec. 1 deadline and allow you ample time to provide the missing materials. Please do not inquire about the status of your application.

Credential/Application Assessments:  The Admission Review Committee members are unable to review application materials or applicant credentials prior to official application submission. Once the committee has reviewed applications and made admissions decisions, they will not discuss the results or make any recommendations for improving the strength of an applicant’s credentials. Applicants looking for feedback are advised to consult with their undergraduate advisor or someone else who knows them and their work.

Review Process:  Application review begins after the submission deadline. Notification of admissions decisions will be made by email by the end of February.

Connecting with Faculty and/or Students: Unfortunately, due to the volume of inquiries we receive, faculty and current students are not available to correspond with potential applicants prior to an offer of admission. Applicants who are offered admission will have the opportunity to meet faculty and students to have their questions answered prior to accepting. Staff and faculty are also not able to pre-assess potential applicant’s work outside of the formal application process. Please email [email protected] instead, if you have questions.

Visiting: The department does not offer pre-admission visits or interviews. Admitted applicants will be invited to visit the department, attend graduate seminars and meet with faculty and students before making the decision to enroll.

Transfer Credits:  Students matriculating with an MA degree may, at the discretion of the Director of Graduate Studies, receive credit for up to two courses once they begin our program.

For Further Information

Contact [email protected]

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'The Quill Guild' crafts a creative writing community

By agnes shin.

As the clock struck 5 on a Wednesday afternoon, a crowd of writers scurried into a bustling room in Goldwin Smith Hall, eager to meet with fellow writers and engage in an hour-long session of “critique speed dating.”

The writers belong to the Quill Guild , a creative writing club at Cornell that aims to create a community for collaborative learning and writing. The club, which meets every Wednesday, was established in fall 2015 by Aisha Rupasingha ’18, an English major and film minor in the College of Arts and Sciences.

“I was really frustrated that there weren’t any clubs devoted to creative writing without the need for publication,” Rupasingha said.

Members are free to bring any type of writing to meetings: some share short stories or spoken word poetry, while others bring narrative nonfiction, screenplays or pieces from novels.

In addition to meetings dedicated to sharing and critiquing, the club also hosts “write-ins,” in which members write, share and troubleshoot as a group, and workshop days, where members view presentations on how to improve their writing.

“You’re constantly pursuing the practice of writing … and it connects you to talented people who can look at your work and give you pointers on how to improve. It’s a refresher that you’re a writer and that you need to write,” Rupasingha said.

The club has also hosted guest speakers such as Megan Shull 91, M.S. ’94, Ph.D. ’98, author of the young adult novel “The Swap” and middle-grade series “Skye O'Shea;” Robert Morgan, the novelist and Kappa Alpha Professor of English at Cornell; literary agent Scott Waxman ‘90, founder and CEO of digital publisher Diversion Books and co-founder of the Waxman Leavell Literary Agency; and Brian Hall, writer of novels “The Saskiad,” “I Should Be Extremely Happy in Your Company” and “Fall of Frost.”

At its most recent guest speaker event, Ithaca writer Angelina Mirabella discussed identity, point of view and their relationship to each other in her debut novel, “The Sweetheart.”

According to Anna Ravenelle ’17, vice president of fiction, an English major and creative writing minor, what makes the Quill Guild special is the sense of community that is present. “Writing is generally a solitary activity… but at the club, you meet friends and critique partners. [Writing] is a very intimate way to introduce yourself to someone. We get to know people who come back week after week.”

The club attracts students from all majors and disciplines, with backgrounds ranging from computer science to hospitality.

“It’s a new experience, and I really like the feeling of camaraderie here,” said Sara Gorske ’20, a materials science and engineering major. “I think it’s a great way to encourage people to keep writing and sharing and improving through the feedback we get.”

Agnes Shin ’18 is a communications assistant for the College of Arts and Sciences.  

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NYS 4-H Animal Science Programs

Creative Writing

Goals or Intentions

• To provide an opportunity for written expression for NYS 4-H members with Equine interests.
• To encourage youth to communicate their experiences and ideas in a creative manner.
• To recognize youth who have creative writing talent by showcasing their ideas through writing.

Eligibility

• Participants - Each participant must be a current 4-H club member. Participants do not need to own their own horse.
• Divisions: The contest will consist of a Junior and Senior Division.
• Seniors: Youth who have reached age 14 but have not reached age 19 as of January 1.
• Juniors: Individuals who have reached age 8 but have not reached age 14 as of January 1.
• Cloverbuds: Are not eligible to compete in creative writing events.
• Note: State winners in the Junior Division are ineligible for future competition in the Junior Division in the same event. Junior state creative writing winners are eligible to compete in other Junior Division creative writing events in which they have not won a state championship. State winners in a Senior Division competitive writing event are ineligible to compete in that same creative writing event in future years.  Senior state creative writing winners are eligible to compete in other Senior Division creative writing events in which they have not won a state championship.

Regulations

• Creative writing will be divided into three contest areas: Poetry, Short Stories and Essays.
• Creative writing entries must be related to horses or the horse industry.
• A new topic must have been developed since the previous year’s contest.  Any horse-related topic is acceptable.
• All creative writing entries must include:

A title page with the following information: Title of work, 4-H members name, address, phone number, email address, county, district, and division.

• The title of the entry must also appear on the body of the paper without the participant’s name, address, phone number, email address, county, division, or district.
• Four copies (typed double-spaced or written legibly in ink) must be submitted, each with a title page.  Papers handwritten in pencil will not be accepted.
• Each creative writing entry will receive a number to identify it with the master list of Creative Writing Contest entries, and numbers will be retained at the NYS 4-H Horse Program office.
• An entry that is determined to have plagiarized someone else’s work will be disqualified.
• Creative writing entries will be judged by a committee of three judges.
• Short stories will be limited to 1,000 words maximum and a minimum of 200 words for Junior short stories and 500 words for Senior short stories. A short story contains a beginning, middle, and end using a timeline.
•  Papers handwritten in pencil will not be accepted.

Creative Writing Contests:

• Poetry will have a maximum of 50 lines.
• Poetry entries will be judged on the following basis - Poetic structure, rhyme and/or meter
• 30 points:  Creativity, Imagination, and Originality
• 25 points:  Overall Impact/Impression of Content
• 15 points:  Grammar and Spelling
• 20 points:  Neatness
• 10 points:  Outline/Layout
• Total 100 Points
•  Exceeding maximum length:  10-point penalty
• Short Story entries will be judged on the following basis:
• 35 points:  Creativity, Imagination and Originality
• 30 points:  Plot/Story Line Development
• 25 points:  Grammar and Spelling
• 10 points:  Neatness
• 10 point penalty if entry is single-spaced
• 15 point penalty if the length of entry is either over or under guidelines
• An essay is a series of paragraphs on one topic written as an opinion.
• Essays will be limited to 200 to 1,000 words for Juniors and 500 to 1,000 words for Seniors.
• Junior essays must cite two acceptable references.
• Senior essays must cite three acceptable references.
• Examples of acceptable references are books, journal/magazine articles, encyclopedia articles, and published reports written by experts.  Wikipedia and blogs are not considered acceptable references.
• Essays should follow MLA formatting
• 40 points:  Content
• 15 points:  Creativity and Expression
• 15 points:  Originality
• 20 points:  Grammar & References
• All essay’s not in MLA Formatting with be disqualified for first place and will receive a 15-point deduction.
• Any entry that is determined to have plagiarized someone else’s work will be disqualified, and no longer allowed to participate in creative writing activities in NYS 4-H Horse.

Registration

• Entry forms will be sent out through emails to educators and posted on the NYS 4-H Horse Program website.
• The entry forms must be completed and submitted with a postmark dated prior to the registration deadline which will be June 1st, 2024!
• First- through sixth-place Junior and Senior winners in each event will receive ribbons.
• The first-place Junior and Senior winners will receive an award in each event.
• First place Essay winners for Juniors and Seniors will receive $250.00 from the NYS Agriculture and Standardbred Breeding Development Fund.

Please email Jessica Tyson at jms943 [at] cornell.edu (jms943[at]cornell[dot]edu) with any questions regarding this program

Health Professions Applications Tutoring

Writing support for students applying to medical and dental school.

Writing tutors are available throughout the summer to work with Cornell students and alum who are preparing applications to medical and dental school. Health Professions application tutors are experienced writing instructors who listen patiently, read thoughtfully, and offer considerate, supportive, and challenging feedback on personal statements and supplemental essays at ANY stage of the drafting process.

Writers can meet with tutors in person or online using an internet-based video, audio, or synchronous messaging platform (Online Tutoring). They can also submit drafts for a tutor's written feedback (eTutoring). Writers will need to  register for accounts and make appointments  for all online appointments.

Summer 2024 Schedule

First day of operations: Monday, May 20

Last day of operations: Friday, August 2

Schedule an appointment

During a session, tutors may help medical/dental school applicants to:

• get started with personal statements and supplemental essays by reading and discussing writing prompts, evaluating personal, academic, and clinical experiences, brainstorming outlines.
• explore ways to shape coherent arguments, make strong use of evidence, work within restrictive word-length requirements.
• consider questions about depth of analysis, organization, thesis statements, audience expectations, paragraph development, style, sentence structure.
• identify patterns of errors in grammar or usage and develop effective strategies for line-editing. 

Expectations

• Bring 1 essay per 60-minute session; schedule additional sessions as necessary.
• Bring 2 specific questions; sessions are most productive when you are an active participant.
• Seek out multiple perspectives; you may meet no more than 3 times with the same tutor on the same essay. 

Meet our Tutors

Rocío corral garcía.

PhD Student, Literatures in English

I’m a PhD candidate in the Department of Literatures in English at Cornell interested in the Anglo-Spanish relationships during the Early Modern Period. More specifically, my dissertation project examines the mechanisms of reception history to investigate the theoretical and conceptual topic of female sovereignty, paying particular attention to the early modern stage’s ability to generate some of the terms and tropes in which political power is theorized.

I have worked as both a FWS instructor and multilingual writing tutor at Cornell for four years, and enjoy assisting writers throughout the writing process—from the early outlining stages to the revisionary ones. In each session, I aim to create better writers, not just better writing, by fostering a comfortable yet dynamic space for peer dialogue. Whether strengthening arguments or identifying patterns in grammatical mistakes, I work to empower students with needed strategies and knowledge. I enjoy assisting students with academic papers, personal statements, application for internships as well as graduate and professional programs at various stages of their projects. Generally, I find my experience as a writing tutor immensely rewarding, especially when students, who openly claim they “could not write,” walk out of a tutoring session feeling more equipped and confident on their writing.

Chijioke Onah

I am a PhD candidate in the Literatures in English department where my research focuses broadly on violence. Previously, I have worked on the mediation and memorialization of the Chibok girls kidnapping by the Boko Haram terrorist group in Nigeria. My dissertation project will be moving away from political violence to environmental violence—which is interesting to me because ecological violence may not always offer the same kind of spectacle that political violence offers. For example, I will be focusing on the (bio)political dynamics that influences the movement of toxic waste materials from the countries in the global North to African and Black communities globally. I want to see how this process can be used to understand the condition of Blackness and American empire-making globally. 

I have studied in different parts of the world before coming to Cornell. I obtained my Bachelor’s degree in English and History at the University of Nigeria, Nsukka. After that, I studied for my Masters degree at Goethe University of Frankfurt with a semester stay at Utrecht University, the Netherlands. In the US, I studied at the University of Wisconsin-Madison before coming to Cornell. These international experiences influence my approach to writing as I am attentive to not only working with multicultural populations, but I also help my students to craft their essays in a way that is culturally sensitive and globally conscious. Having taught at Cornell’s First Year Writing Seminar for a year now, coupled with my experience interning at the Knight Institute last summer, I have worked with several students on different writing projects, including applying for medical schools or gaining healthcare summer internships. I am delighted to work with students to help them achieve their dreams. 

Donny Persaud

PhD Candidate, Science & Technology Studies

I am a 5th year PhD candidate in the Department of Science and Technology Studies. My dissertation research focuses on the launch and development of new Low-Earth Orbit (LEO) satellite internet constellations such as Starlink. LEO constellations have led to new, overlapping conflicts concerning the viability of LEO internet connectivity, the future of astronomical research, and how outer space will be framed in future environmental legislation. My interest lies in how actors navigate and contest the claims of ubiquitous, physically unbound internet connectivity provided by LEO constellations and how this form of infrastructure sees discursive and legal reimaginings of what constitutes nature. I completed a B.Sc. in Physical and Environmental Geography at the University of Toronto, a MA in Geography at Memorial University of Newfoundland, and worked at a community newspaper in Toronto, Canada. At Cornell, I have taught Writing in the Majors courses such as ‘Ethical Issues in Health and Medicine’ as well as two First-Year Writing Seminars called ‘Digital Infrastructures’. My instruction style emphasizes clarity, structure, and simplicity in one’s writing to ensure that complex ideas can be easily understood by readers. I enjoy working with students at all stages of the writing process and am comfortable working with writers coming from any discipline or level of English proficiency.

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Creative Writing Concentration

Hone your personal creative voice and study the art of creatively stringing words together to create meaning, inspire action, and tell a story – from social media to children’s books.

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Develop who you are as a writer.

If you don’t go a day without writing—journal entries, blog posts, poetry, impassioned emails, or witty social media updates to friends—the Creative Writing concentration offers a rewarding way for you to develop the practice.

This concentration is designed for students inspired to pursue their own artistic vision. You’ll study the craft and discipline of writing, learn how writers create their unique voices, and explore world literature. You’ll have opportunities to study—and participate in—personal and group performance at Champlain and beyond. With our Creative Writing concentration, you will develop your individual style and add versatile skills to a toolbox that can be used in a variety of career settings. Through courses in this concentration, you can:

• Pursue your artistic vision through developing your unique voice.
• Study contemporary and historical writing from various world regions.
• Build your portfolio so you can show the world what you can do.

Courses in the Creative Writing Concentration

All Creative Media students are required to select a Primary Area of Focus and a Complementary Area of Focus. Shown here is the curriculum for the 24-credit Primary Area of Focus. If you choose Creative Writing as a 12-credit Complementary Area of Focus, requirements will differ from those shown.

8 courses through at least the 300 level are required for Creative Writing Primary Focus Area

Choose at least one of the following:

• WRT 220: Intermediate Creative Writing
• WRT 221: Intermediate Poetry Workshop
• WRT 226: Intermediate Fiction Workshop
• WRT 237: Intermediate Creative Nonfiction

Primary area electives:

• WRT 180: Introduction to Songwriting
• WRT 200: Fundamentals of Journalism
• WRT 235: Writing Children’s Literature
• WRT 236: Writing About Food
• WRT 280: Reading & Writing in the Wilderness
• WRT 324: Advanced Poetry Workshop
• WRT 325: Advanced Fiction Workshop
• WRT 327: Seminar in Playwriting
• WRT 337: Advanced Creative Nonfiction
• WRT 346: Publishing in the 21st Century
• FLM 128: Screenwriting I
• FLM 328: Screenwriting II

WRT 120 Creative Writing, Introduction to

Introduction to Creative Writing explores techniques used by poets and fiction writers in their crafts. Students will analyze examples of published works and will produce portfolios of original works. Workshop activity is required; students must share their work with the entire class.

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Creative Writing: Complete that Story!

Subject: English

Age range: 7-11

Resource type: Unit of work

Last updated

28 May 2024

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‘Creative Writing: Complete that Story’ is a bundle of resources for use in the classroom or as part of home learning. It comprises of 52 story starters to engage children primarily in Years 5 and 6 but can also be used for younger and older children too. Storytelling should spark children’s imaginations and these story starters will do just that! From these story starters, that include elements of grammar from the UKS2 curriculum, the child/children will be able to plan the rest of the story in order to complete it. This can be: a fun and active talk for writing opportunity, can form part of a mindful storytelling activity or can be a stimulus to create independent writing. The pack includes the following:

Workbook: This workbook can be printed for individual use and allows the child to work through the story starters in any order they choose. There is lined paper, a draw your story page and a boxing up page to plan the story. There are additional lined pages at the back of the workbook if needed. Some children will just jump into the writing stage, whereas others may enjoy the opportunity to plan their ideas before writing.

Story Starter PowerPoint: This PowerPoint shares all the story starters (52 in total) individually and can be a whole class activity or starter. This enables the story to be discussed as part of the planning stage.

Story Starter Cards: These cards can be printed and cut up and can be used as a fun Literacy starter or to start a story telling game. At home, these can be used as a storytelling opportunity at any point in the day. Your child/children can select a card and actively discuss what could happen next. They are intended to be used to unearth talk for writing; they can solely be used as an opportunity for storytelling without the need to plan and write the story down.

Blank Story Starter Card Templates: These can be printed off to enable the child/children to write their own story starters. These can then be swapped between the children in order for them to continue each others’ stories. This really does give the children ownership of the writing process and it’s always an enjoyable experience to share the finished stories with their peers!

Boxing Up and Draw Your Story Templates: These are both part of the workbook but have been separately created so they can easily be printed alongside any of the activities in this pack.

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'It starts with someone believing in you': New Writing North launches 25th Northern Writers' Awards

N ew Writing North has launched its 25th annual Northern Writers’ Awards with a call to support its work with young people from disadvantaged backgrounds in the North East. The Northern Writers' Awards create career opportunities, which have historically been concentrated in and around London, for writers in the North of England.

The awards are supported by Northumbria University, Arts Council England, and a range of partners including Channel 4 and Hachette Children’s Group. They aim both to discover new talent and support writers at all stages of their careers - from work-in-progress to making connections with publishers and agents, writing placements and retreats, and cash awards to help budding authors find time to write.

Through the awards, New Writing North has supported over 400 Northern writers, often unpublished, providing them with thousands of pounds worth of support and life-changing chances which can be transformational.

In 2023, more than a dozen books by previous winners were published, including Black Fell by Mari Hannah (Orion), A Dark Inheritance by HF Askwith (Penguin) and Cuddy by Benjamin Myers (Bloomsbury).

Jay Patel was working as a secondary school teacher when she won the Channel 4 Writing for Television Award category of the Awards in 2016. She went on to be heavily involved in co-writing a trio of BAFTA-nominated episodes for Hollyoaks. She now works on Waterloo Road and has written for EastEnders, Casualty and Holby City.

Jay said: "No exaggeration to say that the Northern Writers’ Award changed everything for me. It gave me the second chance of life that I didn’t know I needed."

However, New Writing North is keen to remind everyone who enjoys writing - whether that be poetry, short stories, podcast scripts, TV, film or theatre - that while literary prizes can be life-changing, the whole process of starts with someone believing in a writer and nurturing their potential.

Over the last five years, New Writing North has worked with more than 10,000 children from disadvantaged and culturally diverse backgrounds across the North East. The charity's range of free young writers' programmes introduce young people to creative writing in all its forms, from song writing and poetry to podcasting.

Robert Hall won the Matthew Hale Young Writers Award category in 2023, after discovering writing as a way to channel difficult emotions into a "coping mechanism" and artistic form that helped him to manage his mental health at a time when his future felt bleak.

"I find that the coping mechanism of physically getting down the emotions that I struggle to even comprehend, to begin to understand why I feel them… it’s best to just write them down.

"It seems to help with the confusion of it all – when things contradict, I can put it down on paper. I can put my feelings into something artistic that I can face. I’m not scared of it, because I’ve created it."

New Writing North CEO, Claire Malcolm, said: "At New Writing North, we make it our mission to find, support, and champion the next generation of great Northern writing talent. We’re delighted to celebrate, along with our partners, our 25th Northern Writers' Awards this year. Through them, we’ve supported hundreds of amazing writers and rebalanced the writing industry, which has been so weighted towards London for so long.

"We know that talent is everywhere, but opportunities are not. That’s why our work with local children and young people in disadvantaged communities is so critical. To ensure our young people have the tools they need to express emotions, to feel empowered, and to shape their own future in our society. To know that they matter. That people believe in them.

"We hope that people, anyone who enjoys reading, TV and films, podcasts and audiobooks, wherever they’re based, will consider helping us to cover the costs of providing these programmes and activities – and provide new opportunities and life-changing chances."

Richard Kelly, Associate Professor in English and Creative Writing and programme leader, MA Publishing at Northumbria University, said: "The huge success of the Northern Writers Awards speaks for itself. It has made a vital platform for the recognition of writing talent that was otherwise denied a proper outlet; and the evidence of how many outstanding writers have come forward through the Awards is richly abundant.

"Northumbria University is proud and delighted to support this invaluable work: we celebrate with New Writing North 25 years of the Awards and look forward to seeing many more northern writers of promise get the exposure and readers they deserve."

New Writing North is marking the 25th awards by asking for people to consider donating to its young people and communities work, through our dedicated fundraising page here .

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

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Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia

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New dcu show's writing update gets confirmation from james gunn.

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10 Must-Have Requirements For The DCU's Green Lantern Costumes

Dwayne johnson's dc movies did the same post-credits scene twice in 3 months, ryan gosling's dream marvel role is perfect for 1 upcoming mcu phase 6 movie.

• The official creative team for the upcoming Lanterns TV show was revealed by DC Studios co-CEO James Gunn.
• Chris Mundy, Tom King, and Damon Lindelof are leading the charge on the Max series development.
• Gunn puts rumors to rest with an Instagram announcement about the new DC Studios TV show.

DC Studios co-CEO James Gunn revealed the official creative team for one of the big DC Universe TV shows that is currently in development. While Gunn's DC Universe is currently in the works with the Superman movie, there are a lot more films and TV shows being worked on by DC Studios. One of the Max dramas that are being developed is the Green Lantern series, Lanterns , focusing on the Emerald Knights. Rumors floated around this week about a creative team being set for the TV show, as it has been over a year since it was announced for Chapter 1, "Gods and Monsters."

However, Gunn has officially confirmed that Chris Mundy, Tom King, and Damon Lindelof are officially running the Max series .

Three other writers who had been reported to be part of Lanterns were Justin Britt-Gibson, Breannah Gibson, and Vanessa Baden Kelly . However, at the time of Gunn's posting, none of them were mentioned, leaving it unknown if they are part of Lanterns or not.

Who Are The Lanterns Writing Team?

What their hiring means for dc studios' lanterns tv show.

Mundy and Lindelof's previous shows are also very focused on ensembles, which is fitting as Lanterns will focus on John Stewart and Hal Jordan as the leading characters.

As Gunn mentioned, King is no stranger to the DC Universe franchise , with the comic book scribe working as part of DC Studios' creative team. King is also working on the Supergirl: Woman of Tomorrow movie as an architect, with the film adapting his comic book run of the same name. It's unknown what other DC Universe projects King is working on outside the Lanterns TV show .

DC's 2011 live-action Green Lantern proved that perfecting the costume is important. The DCU's Lanterns give them a second chance to get it right.

Mundy's body of work includes serving as the showrunner on the Netflix series Ozark , which ran for four seasons. Lanterns is influenced by True Detective, as that is another show Mundy worked on as an executive producer and writer . Lindelof's boarding the new show marked a return for him at Warner Bros. Discovery after his successful run as the showrunner for the Watchmen TV show on HBO, where he also created The Leftovers .

With these three confirmed to shepherd Lanterns , it shows that DC Studios wanted a combination of writers who have experience with handling mystery and science-fiction, as well as the superhero genre. Mundy and Lindelof's previous shows are also very focused on ensembles, which is fitting as Lanterns will focus on John Stewart and Hal Jordan as the leading characters . Hopefully, with the creative team set, casting will start later this year for the DC Universe show.

Lanterns (DCU)

Lanterns is a detective show based on DC Comics' Green Lanterns. It started as an HBO Max series centered around Alan Scott, Guy Gardner, Jessica Cruz, and Simon Baz. However, James Gunn confirmed that the project was redesigned to focus on Hal Jordan and John Stewart in the new interconnected DC Universe franchise.

Source: James Gunn /Instagram

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Elektrostal, visit elektrostal, check elektrostal hotel availability, popular places to visit.

• Electrostal History and Art Museum

You can spend time exploring the galleries in Electrostal History and Art Museum in Elektrostal. Take in the museums while you're in the area.

• Cities near Elektrostal

• Places of interest
• Yuri Gagarin Cosmonaut Training Center
• Peter the Great Military Academy
• Central Museum of the Air Forces at Monino
• History of Russian Scarfs and Shawls Museum
• Balashikha Arena
• Ramenskii History and Art Museum
• Balashikha Museum of History and Local Lore
• Pekhorka Park
• Drama Theatre BOOM
• Bykovo Manor
• Malenky Puppet Theater
• Likino Dulevo Museum of Local Lore
• Pavlovsky Posad Museum of Art and History
• Saturn Stadium
• Orekhovo Zuevsky City Exhibition Hall
• Noginsk Museum and Exhibition Center
• Fairy Tale Children's Model Puppet Theater
• Fifth House Gallery
• Church of Vladimir
• Malakhovka Museum of History and Culture