The app for your writing class.

"It was a nice journey for me to be able to write in answer to your e-mail lessons. Being able to post the answers on WordPress is exciting. I had not done that before taking your writing class. I plan to take another of your e-mail class, either the 8-week descriptive or the new poetry class."
- James Sciullo

The app for your writing class.

Borrowed books are due for return by the last day of your writing class.

The app for your writing class.

How many entries should you include in a portfolio? The answer depends on your purpose. If you are developing anelectronic portfolio that will represent your accomplishments as a student, you may include a variety of materials -from essays to problem sets to photos to Web texts to a résumé. In this case, it makes sense to include many kindsof materials because those reviewing your portfolio will click on only those items that interest them. If you aredeveloping a portfolio for your writing class, however, you should probably limit yourself to five to seven examplesof your writing. Here are some kinds of writing you might include in such a portfolio:

Your Creative Writing Masterclass

Your courses will provide an opportunity for you to see a number of other students working along side you—those physically present in your writing class and those whose work is published in , a collection of exemplary student work. Those who have gone before you will be your silent collaborators; they will help you find your own pathways. So too will your classmates who will be working with you to learn the fascinating art of the essay.

Designed by writing teachers, Marca offers everything you’ll need for your writing class in one friendly, easy-to-use place.
(Would you like to have Mark Twain as your writing coach? Or how about Anton Chekhov or Jane Austen? You’ll find their advice about writing in my newest book, “Your Creative Writing Masterclass,” published by Nicholas Brealey and available from Amazon or your other favorite book seller.)Chances are that you will have occasion to put together a portfolio of your writing, and you might well be assignedto do so for your writing class. This chapter provides guidelines for assembling a representative sample of your bestwork in a print or electronic format.(Advice from the greatest writers of all time on writing–where could you find that? Actually, in my latest book: Your Creative Writing Masterclass, published by Nicholas Brealey and available from your favorite online or offline book seller.)Your grade weights should reflect, in some way, the institutional priorities of your writing class: if students' finished-product essay-writing has a total weight of 35%, the course may not look like it's prioritizing that institutional goal.
Designed by writing teachers, Marca offers everything you’ll need for your writing class in one friendly, easy-to-use place.

great website for your writing class

I won't even attempt to suggest a list of clichés your students might be littering throughout their writing; there are just too many. And, I think it's best to not institute a dogmatic "no cliches" policy in your writing class, since clichés like "bad hair day" or "clean your clock" can lend voice to a dry narrative. You want to raise cliché awareness, but you also need to communicate that writers effectively use clichés as well. Provide your students with a comprehensive cliché site (such as ) and ask them to evaluate which cliches they could use sparingly and which ones they should altogether avoid.

Designed by writing teachers, Marca offers everything you’ll need for your writing class in one friendly, easy-to-use place.

to conduct peer publishing in your writing class

"Thank you for always having tea and hot water and honey available for us. I really enjoy your writing class and hope to be able to join again in the spring or summer. Thanks for making this writing experience so much fun and rewarding." 2010

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"You want to tell everyone in your writing class we're gay

Imagine, for example, that in your writing class you are asked to reflect on your writing experience before you came to college. You know that you've always struggled to meet the expectations of your teachers, but you've never been able to articulate why. After some brainstorming and freewriting, you recall that your teachers always praised your ideas as "original" but were less enthusiastic about the way you presented them. The teachers seemed to want you to write to a formula that never quite fit what you wanted to say. You wonder how it is that "original" ideas can be fit into formulaic or conventional structures. As you contemplate this dilemma, some questions begin to take shape. Should teachers expect originality from student writers? And if they do expect originality, why do they promote certain modes of writing, such as the timed essay or the five-paragraph theme? Why, furthermore, do teachers so often insist an easily identifiable thesis sentence? Why do they flinch when they see fragments or run-ons? Why don't they encourage experimentation with structure, syntax, and style?