I. GREAT CREATIVE WRITING INCLUDES:

• Imagination and Creativity:

  • Original ideas, unique characters, and imaginative settings

  • Feel free to explore different genres (fantasy, sci-fi, mystery, realistic fiction, etc.).

• Respectful Exploration of Themes:

  • Explore themes like friendship, family, bravery, problem-solving, overcoming challenges, social issues (handled appropriately for age), and personal growth.

• Descriptive Language:

  • Focus on using vivid verbs, strong adjectives, and sensory details to bring stories to life.

  • Emphasize showing, not just telling.

• Character Development:

  • Try to create believable characters with motivations, flaws, and strengths.

• Plot Structure:

  • Aim to develop a clear beginning, rising action, climax, falling action, and resolution.

• Appropriate Tone:

  • Stories should generally maintain a tone suitable for a general middle school audience (see below for what not to do)

• Originality and Plagiarism:

  • Emphasize that all work must be original.

  • Clearly define plagiarism and the consequences of submitting plagiarized work. Teach proper citation if students are incorporating research or existing works.

• Constructive Feedback:

  • Students should be prepared to receive and give constructive feedback respectfully.

II. Content Restrictions (What Not to Include):

• Violence:

  • No glorification of violence.

  • No graphic descriptions of gore, torture, or extreme injury.

  • No detailed accounts of fighting, abuse, or bullying that go beyond what might be implied for plot development (e.g., a character got into a fight, but not a blow-by-blow description with blood).

  • No threats of harm to self or others.

• Sexual Content:

  • No explicit sexual acts or references.

  • No suggestive or overtly romantic content beyond what is appropriate for a G-rated movie or TV show.

  • No descriptions of physical intimacy beyond hand-holding or a brief, innocent hug.

• Discrimination/Hate Speech:

  • No racist, sexist, homophobic, transphobic, ableist, or any other discriminatory language or themes.

  • No stereotypes that demean or belittle any group of people.

  • No content that promotes hatred or prejudice.

• Illegal Activities:

  • No detailed instructions or glorification of illegal acts (e.g., drug use, theft, vandalism, underage drinking).

  • While a character might break a minor rule for plot, the story should not encourage or condone illegal behavior without demonstrating realistic consequences.

• Profanity/Offensive Language:

  • No "curse words" or expletives.

  • No derogatory terms or slurs.

  • Encourage students to use vivid descriptive language instead of relying on offensive terms to convey emotion or character.

• Self-Harm/Suicide:

  • No descriptions or glorification of self-harm or suicide. If these themes are critically important for a story's message, they should be handled with extreme sensitivity, professional guidance, and potentially require parent/guardian notification and school counselor involvement. Generally, it's best to avoid these topics in middle school creative writing unless specifically guided by a curriculum focused on mental health awareness in a safe and supportive manner.

• Religious/Political Proselytizing:

  • While characters can have religious or political beliefs, the writing should not serve as a platform for proselytizing or disparaging other beliefs. The focus should be on storytelling, not converting or debating.

• Personal Attacks/Gossip:

  • No writing about specific individuals in a negative or gossipy way, even if names are changed. This includes teachers, classmates, or other members of the school community.

  • Writing should focus on fictional characters and situations.

III. Librarian's Role and Responsibilities:

• Clear Communication:

  • Present these guidelines clearly and discuss them with students at the beginning of the writing unit. Provide written copies.

• Modeling:

  • Model appropriate examples of creative writing that adhere to the guidelines.

• Pre-Writing Conferences:

  • Offer opportunities for students to discuss their ideas with the teacher before writing, allowing for early guidance and intervention if a topic seems problematic.

• Draft Review:

  • Review drafts at various stages to catch any inappropriate content early on.

• Guidance and Support:

  • Provide support and alternative suggestions if a student's chosen topic or approach violates guidelines.

  • Encourage students to think about the "why" behind their story and to consider the impact of their words.

• Consequences:

  • Clearly outline the consequences for not adhering to the guidelines (e.g., revision required, alternative assignment, parental contact, administrative involvement if severe).

IV. Student's Role and Responsibilities:

• Adherence to Guidelines:

  • Students are responsible for understanding and following all guidelines.

• Self-Censorship (Appropriate):

  • Students should learn to self-censor in a way that respects school expectations without stifling creativity. This means asking themselves: "Is this appropriate for a school setting? Would my teacher/parents be comfortable with this?"

• Seeking Clarification:

  • If unsure about whether something is appropriate, students should ask the teacher for clarification before writing it.

• Respectful Engagement:

  • Students should be respectful of their classmates' work and opinions during peer feedback.