| Creative writing is subjective. Teaching creative | | | | Giving someone a specific assignment should be |
| writing is also subjective. When you do teach a | | | | reserved for chemistry class. In writing, you |
| class in writing, it's important that its knowledge | | | | want the students to have fun and explore a |
| you're trying to impart, not your own subjective | | | | variety of ideas. Assigning work on a student's |
| sense, choices or taste. | | | | "best summer vacation" may be too structured. |
| Here are some simple tips that will help you keep | | | | The scope is limited. On the other hand, writing |
| that balance as you are teaching something you | | | | about the "silliest thing you remember about your |
| truly enjoy. | | | | grandmother" may offer more opportunities. |
| Your students should be in the same age or life | | | | Teach in steps. Success in teaching a skill means |
| experience situation. Students in junior high | | | | you don't necessarily start at the top. For |
| obviously have different experiences than a | | | | example, if you're teaching skiing, you first teach |
| college student. The comprehension level will be | | | | someone how to turn and stop, then you start |
| different. The skill levels will vary broadly. This | | | | adding challenges along the way, one at a time, as |
| similarity between students will allow you to | | | | your student goes higher and higher up the |
| create appropriate challenges that will meet the | | | | mountain. For writing, start with paragraphs and |
| needs of most of your students. | | | | then work you way through short stories. |
| Never assume a skill level. Check with your | | | | Building on smaller successes is the best way for |
| students so you know how strong their grammar | | | | a student to develop. |
| and other language skills are. If you need a quick | | | | Take the time to read students' works out loud. |
| catch up session, it's best done at the beginning | | | | Be patient with someone reading their own work |
| of the course, not after students have labored | | | | in front of a group for the first time. If they're |
| over papers, only to find that their grammar skills | | | | shy, have someone else read the piece. Always |
| are lacking. | | | | allow someone to opt out of the reading exercise. |