narrative writing topics year 6

43 Narrative Writing Prompts for 6th Grade

Narrative writing is a great way to help students take a break from more structured, academic writing, in order to reflect on their own thoughts or on things they’ve learned and experienced over time.

Below, you’ll find a list of narrative writing prompts to encourage your sixth graders to open up and write about things they typically might not.

Using This Guide

When it comes to reflective journaling, students often participate more when they aren’t being graded or judged based on what they write.

Consider keeping these prompts handy for downtime between activities, quiet time, or when it seems like a student needs a little extra nudge.

Here are some ways you can use this list in your classroom:

• Print prompts on strips of paper, and have students pick their assignments randomly.
• Include a copy of these prompts in your start-of-year paperwork for students to keep handy when they need them.
• Consider letting students keep a separate, ungraded journal for more personal prompts and writing activities.

The Writing Prompts

• Write about a time when you struggled with your self-esteem.
• What is your favorite elementary school memory?
• Who is someone you see as a role model? Why do they inspire you?
• What would you do with your free time if you had less access to technology?
• Write about a time when you felt afraid. What happened to make you feel better?
• Have you ever been in a fight with your best friend? Write about your fight and how it was resolved.
• If you could change one thing about yourself, what would it be? Why?
• Write 10 things you have in common with someone from your class with whom you aren’t friends.
• What would you do if you woke up tomorrow with wings?
• What sort of books would make you more interested in the required reading for class? Why?
• Have you ever been a victim of racism? How did it feel?
• Have you ever witnessed someone being bullied? What did you do?
• What is one thing you wish you could change about your community to make it more inclusive?
• Which video game character do you relate to most? Why?
• Which book character do you relate to most? Why?
• Which superhero do you relate to most? Why?
• Write about a time when you felt betrayed. What happened next?
• What is your favorite holiday memory?
• Write about the last time someone surprised you. How did you react?
• Would you rather spend the summer at a camp on a lake or in a condo on the beach? Why?
• Do you have a secret you’ve never told anyone? Write about it here, with as little or as much detail as you’d like.
• What are three careers you would like to have in the future? Why do these things interest you?
• If you could live in the world of any video game, which would you choose? Why?
• Do you think kids and teens spend too much time using technology? Explain your answer.
• Do you think that students should have mandatory homework? Why or why not?
• Write about someone in your family who you look up to.
• Does your family have any holiday traditions? What are they?
• Write the schedule of your typical day.
• Do you have a particular teacher who has affected your life in a positive way? Write a letter to them.
• If your best friend was a color, what color would they be? Explain.
• If you woke up tomorrow and learned that you could talk to your pet, what would you talk to them about?
• What is something that you’re afraid of? What do you think you could do to overcome this fear?
• Which do you prefer: online learning or school in the classroom? Explain your answer.
• What is your favorite restaurant? What do you like to order there?
• Who is someone you can always depend on? Write about what makes them dependable.
• What does it mean to be an ally?
• What do you think it means to be a feminist?
• When you are sick, what are some things that make you feel better?
• Write about a time when you were excited about something. 
• What is your favorite type of weather? Why?
• Which holiday is your favorite? Why?
• Make a list of ten ways you can help the environment.
• Compare and contrast yourself with a friend or sibling.

Looking For More?

Our site is home to a ton of great teacher, parent, and guardian resources that can be used in the classroom or at home. If you’re looking for something specific and can’t find it here, let us know. We’d love to help you out.

Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

50 Narrative Essay Topics

They say a picture is worth a thousand words, but a narrative essay can also tell an exciting story and create vivid pictures in the reader’s mind! We’ve got 50 narrative essay topics designed to prompt students to craft memorable written narratives. These can be modified for students in elementary, middle and high school. Feel free to print the entire narrative essay topics list for plenty of inspiration for your next narrative essay assignment!

Narrative Essay Topics

• Your first day of school.
• Your most exciting day of school
• A field trip that your class took.
• Your favorite summer vacation.
• A trip that included something unexpected or surprising.
• A time that you experienced something spooky.
• A time that you experienced something truly frightening.
• A time that you learned something new that changed you in some way.
• The moment when you met someone who changed your life.
• The day that you got your first pet.
• A move from one place to another.
• Something funny that happened to you.
• Something funny that happened to one of your family members or friends.
• Something embarrassing that happened to you.
• Your favorite birthday party.
• A birthday that was disappointing.
• A big storm (rain, snow or even a tornado!).
• A time that the power went out.
• A summer day when the temperature got much higher than expected.
• A time when you went to an amusement park.
• A time when you got lost somewhere.
• A memorable experience with a favorite family member.
• A sad experience with someone about whom you care.
• Your most exciting moment playing sports.
• Your most exciting moment performing in a play, singing, playing music or dancing.
• An experience that left you feeling frustrated.
• An experience that was hard but ended up being worth it.
• A time that you experienced rejection.
• A weird encounter with a stranger.
• A random act of kindness.
• A time that you took a stand for someone or for an issue that you care about.
• A moment when you thought you might get hurt but didn’t.
• Breaking a bone (or otherwise suffering an injury).
• Your first time away from home for the night (or longer).
• A time when you experienced a historic event.
• Where you were when a major event happened. (Note: You don’t need to have been at the site of the event; this prompt is about where you were when you found out about the event and how you reacted.)
• A time when you rebelled against your parents or teacher.
• A dangerous experience.
• A misunderstanding between yourself and someone else.
• A difficult decision that you had to make.
• The end of a friendship or relationship.
• The beginning of a friendship or relationship.
• A time when you judged someone first and then realized that you were wrong about the person.
• A time when someone judged you first and then realized that he or she was wrong about you.
• A moment when you felt that you were starting to grow up.
• A time when you saw one or both of your parents in a different light.
• A time when you looked up to your older sibling.
• A time when your younger sibling looked up to you.
• A time when you were grateful to be an only child.
• An experience that you think has only ever happened to you!

Looking for more essay topics? Compare and Contrast Essay Topics Descriptive Essay Topics Cause and Effect Essay Topics Persuasive Essay and Speech Topics

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20 Prompts for Narrative Writing That Spark Creativity

Using prompts for narrative writing motivates kids and gets them excited to write. Read on to learn more about narrative writing, mentor texts, ideas, and assessments. Plus you will find 20 fun prompts for narrative and personal narrative writing. These will be sure to spark student’s creativity and imagination!

What’s Narrative Writing?

Narrative writing tells a story using a beginning, middle, and end.  It includes elements such as characters, setting, problem, and solution.  The author’s purpose is usually to entertain or teach a lesson.  Narrative writing can be fact or fiction but the process is the same.  When it’s a real story from the author’s life, it is considered a personal narrative.  

Examples for Narrative Writing

There are so many wonderful examples of narrative writing.  Some are even written as personal narratives.  Below you will find a list of mentor texts for elementary school.  It’s helpful to immerse students in the genre before and during a narrative writing unit.  These books model different strategies that kids can try in their writing.

Narrative Writing Mentor Texts:

• Owl Moon by Jane Yolen
• Come on, Rain! by Karen Hesse
• Those Shoes by Maribeth Boelts
• Fireflies! by Julie Brinckloe
• Knuffle Bunny by Mo Willems
• Jabari Jumps by Gaia Cornwall
• Enemy Pie by Derek Munson
• Blackout by John Rocco

Narrative Writing Teaching

There are many features to include in narrative writing, but it depends on the grade level being taught.  For the lower grades, it’s important to start with the concept of beginning, middle, and end written in sequential order.  Then you can expand to the introduction, body, and conclusion using details.  Other important elements are character, setting, problem, and solution.  As the student’s abilities increase the number of sentences will grow and expand to paragraphs.

For the older grades, you can introduce plot structure.  It follows the beginning, middle, and end format but on a higher level.  This story arc includes exposition, rising action, climax, falling action, and resolution.  Use the diagram below to see how these features overlap.

Plot Structure

Topics for Narrative Writing

The possibilities are endless when it comes to narrative writing ideas.  Kids can create a fiction piece or write about an experience in their life.  Check out some writing prompt ideas below for narrative and personal narrative writing. You might also like this blog post about opinion writing prompts: 20 Prompts for Opinion Writing That Motivate Kids

Writing Prompts for Narratives

• I was taking my friend’s picture in front of the volcano when all of a sudden . . .  
• What if you were given 3 wishes but couldn’t use them on yourself.  Tell a story about what you would wish for and why.
• Write a story called, “The Luckiest Day of My Life.”
• Imagine you went to the zoo and could take home any animal for the day.  Tell a story about your time together.
• Write a silly story that uses these words: airplane, grapes, elephant, and book.
• You have just been shrunk down to the size of an ant.  Write a story including the good and bad things about being so small.
• Think about your favorite character from a book.  Tell a story about getting to meet them for the first time.
• What would happen if you lived during a time when there was no electricity?  Write a story about your school day.
• Finish this story: The pirates set sail on their ship in search of . . .
• Suppose you were teacher for a day.  Write a story about the changes you would make.

Writing Prompts for Personal Narratives

• Have you ever been so proud of yourself for learning something new?  Write a story about a time this happened.
• Write a story about a time you felt your heart race.  What happened and how were you feeling at the end?
• What was your most memorable vacation?  Tell a story from part of that trip and why it stands out in your mind.
• Have you ever done something you knew would get you in big trouble?  Write a story about a time this happened and how you felt about it.
• Write a story about the strangest thing that has ever happened to you.  Why was it so unusual?
• What was your most memorable moment from this year?  Write a story telling why it’s so special.
• Tell a story about a time when you were so excited and couldn’t wait for an event to happen.
• Write a small moment story about a time you had with your favorite person.
• Write about a time that you lost something important.  Tell whether or not you found it.
• Think about the worst day you ever had.  What made it so terrible and did it get better by the end?

Rubrics for Narrative Writing

I often hear from teachers that one of the most difficult parts of teaching writing is how to assess it.  Assessments should be accurate and helpful for both the student and teacher.  When it comes to narrative writing, there are many different approaches.  Some teachers prefer to do a more informal assessment for daily writing pieces and then a formal assessment for the final copy.  Informal assessments can be completed with written comments or student-teacher conferences.

It would be very difficult to use a rubric for every narrative writing a student completes in their notebook.  Instead, most teachers prefer to choose one to three writing pieces to assess with a rubric.  These assessments are ideal for benchmarks, progress reports, and report cards.  Below you will find three types of narrative writing rubrics.  Check out this blog post to learn more about student-friendly, teacher-friendly, and time-saving rubrics: 3 Types of Writing Rubrics for Effective Assessments

Narrative writing enables kids to be creative and use their imagination. They can write a fiction story or about a real event from their life. Writing prompts are a helpful tool to get kids engaged and ready to get started. Did you grab your Free Writing Prompt Guide yet? I love using prompts for morning work, writing time, centers, or as a homework assignment. The possibilities are endless! Be sure to try these prompts for narrative writing with your students!

Genre Based Prompts

Related Articles:

• 20 Prompts for Opinion Writing That Motivate Kids
• What is Narrative Writing
• A Complete Guide to Narrative Writing
• Personal Narrative Writing for Elementary School
• Narrative Writing: How to Teach a Story Arc That’s as Exciting as a Roller Coaster

Angela Sutton

Related posts.

What are Writing Prompts? A Helpful Guide for Teachers

Informational Writing: Teaching All About Books

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100 creative 6th Grade Writing Prompts

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100 Creative 6 th Grade Writing Prompts

Sixth grade is the right time to introduce students to activities that promote self-expression and improves their overall writing skills. In this post, we have come up with a list of 100 writing prompts — from storytelling and expository to research and creative writing prompts — to help students tap into their creativity and hone their writing skills.

In this post, we have for you:

• Storytelling writing prompts
• Research writing prompts
• Reflective writing prompts
• Narrative writing prompts
• Expository writing prompts
• Procedural writing prompts
• Creative writing prompts

So, let’s put this show on the road.

Storytelling writing prompts for 6 th grade

• When we found that the grandpa’s closet opens up to a deep forest, we decided to…
• As I was walking around the local park, a dog came up to me and said, “You have got to listen to my story.” And then he began speaking…
• The most surprising thing we have found in our school was…
• As I was cleaning the attic in my grandparent’s house, I found the genie’s lamp. I decided to…
• My brother and I were in the first fight ever. It all began when…
• Our dream family vacation to… got canceled my younger brother woke up with…
• As the world’s first 12-year scientist, I need to share my invention…
• My first road trip with my dad didn’t go as per the plan. First…
• When Lucy opened her lunch box, she couldn’t help exclaiming “Ugh” because the food looked as gross as…
• I got the biggest surprise of my life when my dog…
• I had never laid eyes on a dragon until that morning when our school took us to the nearby jungle as part of a trekking tour.
• I woke up one morning only to find I have been turned into a big bug. While I was still coming to terms with this, my mother shouted, “Hurry up or you’ll be late for the school.” So I did what I had to do, which was…

Research writing prompts for 6 th grade

• How much time do students spend on the internet?
• How much screen time students have per day?
• Does social media makes peer pressure worse?
• How long can human beings survive without water?
• How long can human beings survive without food?
• How long can fish survive out of water?
• Research your dream career? Mention all the things you must do to achieve it.
• Research the childhood of your favorite writer?
• When, why, and how was your country founded?
• How long camels can go without drinking water? Can they survive long? If yes, how do they manage that?
• How smoking affects your lungs?
• Which has been the most important discovery in the last 50 years?
• What steps can we take to minimize global warming?
• What are civil rights? Who fought for them?
• How do penguins survive in extreme cold?
• Are polar bears good swimmers? If yes, how are they able to swim efficiently in spite of their weight?
• How much food does an elephant needs in a day?
• How shark uses senses to hunt?

Reflective writing prompts for 6 th grade

• Write about a time when you were not able to keep a promise. What had happened? How did you feel?
• What’s the best thing about being in the 6 th grade?
• What’s the worst thing about being in the 6 th grade?
• What has been your biggest learning in the last six months?
• What are the qualities that a good friend must have?
• Write about three qualities you admire in your dad?
• Which sport you like the best and why?
• List your favorite extracurricular activities. What have you learned from them?
• Track the weather for five days? Which was the most comfortable day?
• How students can reduce their screen time?
• Is reading a more satisfying activity than watching television?
• What are the negative effects of social media?

Narrative writing prompts for 6 th Grade

• Do you think you can go three months without the internet?
• Write a letter to your emotional self?
• Is it important for kids to have responsibilities and chores at home?
• What advice would you give to someone who is being bullied at the school?
• Which animal in your opinion represents your personality the most and why?
• Do you like making new friends? Why or why not?
• If you could change one thing about your school, what would it be?
• Write a poem or essay about your parents?
• Describe your favorite family vacation?
• Think about the best day in your life so far. What made the day so memorable?
• Think about the worst day in your life so far. What made the day so miserable?
• Which is your favorite book? How has it impacted you?
• Which your favorite movie? Why do you like it so much?
• Think about your future self. Write about a day in your life, five years from today.
• Tell a family story from the perspective of your mom.
• Who is the fittest person you know? Would you like to become as fit as this person? Why or why not?
• Write about how it feels to spend a night at home alone?
• What are three great things about your school?
• Describe your life if you lived during the Middle Ages?
• What is the biggest problem the world is facing today? How would you solve it?
• How did computers affect our lives?
• Imagine you were asked to pick a new holiday. Describe what you’ll be celebrating and how.
• Could you live without a cell phone for a year? How would you communicate with your friends?
• How hearing and listening are two different things?
• If you could go back in time, which year would you choose?
• You meet a wise man who knows answers to all questions, but you can ask him only one question. What would you ask?
• Who is the oldest person you know?
• Think about a time you were not able to keep a New Year’s resolution? What had happened? Why did you fail?

Expository prompts for 6 th grade

• Describe your favorite short story in your own words.
• Find an interesting story in the newspaper or a local magazine and write it in your own words.
• Write an essay explaining the similarities and differences between you and your sibling or your best friend.
• In what ways Barrack Obama and Abraham Lincoln are similar? In what ways they are different?
• Is life as a sixth grader today different than it was when your parents were studying in the sixth grade? If yes, how it is different.
• Compare and contrast your two close friends.
• How has been your school year so far? What are the main highlights? 
• What was the cause of the recent argument you had with your mom or dad? How did it go?
• Compare and contrast two of your most favorite books?
• How is empathy different from sympathy? Explain the concept of empathy?
• How important is to have a hobby? Explain the benefits of having a hobby.
• Explain a problem in your school? How would you solve it?
• How has cell phone changed our lives?
• Is there really something as cell phone addiction? If yes, what it is?
• Gaming addiction is on the rise among kids? How do you think we can tackle this problem effectively?

Procedural writing prompts for 6 th Grade

• Your friend wants to learn how to play your favorite board game. Explain the steps to him or her.
• Explain a grandparent how to use Facebook.
• Explain a reader how to play your favorite computer game.
• Write step-by-step instructions to tie shoelaces.
• Explain a reader how to play your favorite card game.
• Write step-by-step instructions to create a post on Instagram.
• Explain how to complete all the levels of a video game.
• Describe how you get home from school.

Creative writing prompts for 6 th Grade

• If you could spend a week in any holiday destination in the world, where would you go?
• If you had the power to communicate with pets, what conversations would you have?
• Write a poem that describes your family.
• If you could meet one media personality, who would you choose and why?
• If you could change one thing about your country, what would you choose and why?
• You wake up one morning to find that you can fly. What adventures will you have?
•  You wake up one morning to find that you have grown taller and your clothes and shoes don’t fit you anymore. What would you do?

We hope these writing prompts will help get your pen or pencil moving. Some of these writing prompts need research, some are intellectually challenging, and some others are fun and creative. If you would like more writing prompts, have a look at this post , which offers tons of additional writing prompts you can use to unleash your writing talent. Good luck!

• Get other writing prompts for kids here :
• 3rd-grade writing prompts
• 4th-grade writing prompts
• 5th-grade writing prompts
• Middle School Writing Prompts

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Narrative Writing: A Complete Guide for Teachers and Students

MASTERING THE CRAFT OF NARRATIVE WRITING

Narratives build on and encourage the development of the fundamentals of writing. They also require developing an additional skill set: the ability to tell a good yarn, and storytelling is as old as humanity.

We see and hear stories everywhere and daily, from having good gossip on the doorstep with a neighbor in the morning to the dramas that fill our screens in the evening.

Good narrative writing skills are hard-won by students even though it is an area of writing that most enjoy due to the creativity and freedom it offers.

Here we will explore some of the main elements of a good story: plot, setting, characters, conflict, climax, and resolution . And we will look too at how best we can help our students understand these elements, both in isolation and how they mesh together as a whole.

WHAT IS A NARRATIVE?

A narrative is a story that shares a sequence of events , characters, and themes. It expresses experiences, ideas, and perspectives that should aspire to engage and inspire an audience.

A narrative can spark emotion, encourage reflection, and convey meaning when done well.

Narratives are a popular genre for students and teachers as they allow the writer to share their imagination, creativity, skill, and understanding of nearly all elements of writing.  We occasionally refer to a narrative as ‘creative writing’ or story writing.

The purpose of a narrative is simple, to tell the audience a story.  It can be written to motivate, educate, or entertain and can be fact or fiction.

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

Teach your students to become skilled story writers with this HUGE   NARRATIVE & CREATIVE STORY WRITING UNIT . Offering a  COMPLETE SOLUTION  to teaching students how to craft  CREATIVE CHARACTERS, SUPERB SETTINGS, and PERFECT PLOTS .

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

There are many narrative writing genres and sub-genres such as these.

We have a complete guide to writing a personal narrative that differs from the traditional story-based narrative covered in this guide. It includes personal narrative writing prompts, resources, and examples and can be found here.

As we can see, narratives are an open-ended form of writing that allows you to showcase creativity in many directions. However, all narratives share a common set of features and structure known as “Story Elements”, which are briefly covered in this guide.

Don’t overlook the importance of understanding story elements and the value this adds to you as a writer who can dissect and create grand narratives. We also have an in-depth guide to understanding story elements here .

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

ORIENTATION (BEGINNING) Set the scene by introducing your characters, setting and time of the story. Establish your who, when and where in this part of your narrative

COMPLICATION AND EVENTS (MIDDLE) In this section activities and events involving your main characters are expanded upon. These events are written in a cohesive and fluent sequence.

RESOLUTION (ENDING) Your complication is resolved in this section. It does not have to be a happy outcome, however.

EXTRAS: Whilst orientation, complication and resolution are the agreed norms for a narrative, there are numerous examples of popular texts that did not explicitly follow this path exactly.

NARRATIVE FEATURES

LANGUAGE: Use descriptive and figurative language to paint images inside your audience’s minds as they read.

PERSPECTIVE Narratives can be written from any perspective but are most commonly written in first or third person.

DIALOGUE Narratives frequently switch from narrator to first-person dialogue. Always use speech marks when writing dialogue.

TENSE If you change tense, make it perfectly clear to your audience what is happening. Flashbacks might work well in your mind but make sure they translate to your audience.

THE PLOT MAP

This graphic is known as a plot map, and nearly all narratives fit this structure in one way or another, whether romance novels, science fiction or otherwise.

It is a simple tool that helps you understand and organise a story’s events. Think of it as a roadmap that outlines the journey of your characters and the events that unfold. It outlines the different stops along the way, such as the introduction, rising action, climax, falling action, and resolution, that help you to see how the story builds and develops.

Using a plot map, you can see how each event fits into the larger picture and how the different parts of the story work together to create meaning. It’s a great way to visualize and analyze a story.

Be sure to refer to a plot map when planning a story, as it has all the essential elements of a great story.

THE 5 KEY STORY ELEMENTS OF A GREAT NARRATIVE (6-MINUTE TUTORIAL VIDEO)

This video we created provides an excellent overview of these elements and demonstrates them in action in stories we all know and love.

HOW TO WRITE A NARRATIVE

Now that we understand the story elements and how they come together to form stories, it’s time to start planning and writing your narrative.

In many cases, the template and guide below will provide enough details on how to craft a great story. However, if you still need assistance with the fundamentals of writing, such as sentence structure, paragraphs and using correct grammar, we have some excellent guides on those here.

USE YOUR WRITING TIME EFFECTIVELY: Maximize your narrative writing sessions by spending approximately 20 per cent of your time planning and preparing.  This ensures greater productivity during your writing time and keeps you focused and on task.

Use tools such as graphic organizers to logically sequence your narrative if you are not a confident story writer.  If you are working with reluctant writers, try using narrative writing prompts to get their creative juices flowing.

Spend most of your writing hour on the task at hand, don’t get too side-tracked editing during this time and leave some time for editing. When editing a  narrative, examine it for these three elements.

• Spelling and grammar ( Is it readable?)
• Story structure and continuity ( Does it make sense, and does it flow? )
• Character and plot analysis. (Are your characters engaging? Does your problem/resolution work? )

1. SETTING THE SCENE: THE WHERE AND THE WHEN

The story’s setting often answers two of the central questions in the story, namely, the where and the when. The answers to these two crucial questions will often be informed by the type of story the student is writing.

The story’s setting can be chosen to quickly orient the reader to the type of story they are reading. For example, a fictional narrative writing piece such as a horror story will often begin with a description of a haunted house on a hill or an abandoned asylum in the middle of the woods. If we start our story on a rocket ship hurtling through the cosmos on its space voyage to the Alpha Centauri star system, we can be reasonably sure that the story we are embarking on is a work of science fiction.

Such conventions are well-worn clichés true, but they can be helpful starting points for our novice novelists to make a start.

Having students choose an appropriate setting for the type of story they wish to write is an excellent exercise for our younger students. It leads naturally onto the next stage of story writing, which is creating suitable characters to populate this fictional world they have created. However, older or more advanced students may wish to play with the expectations of appropriate settings for their story. They may wish to do this for comic effect or in the interest of creating a more original story. For example, opening a story with a children’s birthday party does not usually set up the expectation of a horror story. Indeed, it may even lure the reader into a happy reverie as they remember their own happy birthday parties. This leaves them more vulnerable to the surprise element of the shocking action that lies ahead.

Once the students have chosen a setting for their story, they need to start writing. Little can be more terrifying to English students than the blank page and its bare whiteness stretching before them on the table like a merciless desert they must cross. Give them the kick-start they need by offering support through word banks or writing prompts. If the class is all writing a story based on the same theme, you may wish to compile a common word bank on the whiteboard as a prewriting activity. Write the central theme or genre in the middle of the board. Have students suggest words or phrases related to the theme and list them on the board.

You may wish to provide students with a copy of various writing prompts to get them started. While this may mean that many students’ stories will have the same beginning, they will most likely arrive at dramatically different endings via dramatically different routes.

A bargain is at the centre of the relationship between the writer and the reader. That bargain is that the reader promises to suspend their disbelief as long as the writer creates a consistent and convincing fictional reality. Creating a believable world for the fictional characters to inhabit requires the student to draw on convincing details. The best way of doing this is through writing that appeals to the senses. Have your student reflect deeply on the world that they are creating. What does it look like? Sound like? What does the food taste like there? How does it feel like to walk those imaginary streets, and what aromas beguile the nose as the main character winds their way through that conjured market?

Also, Consider the when; or the time period. Is it a future world where things are cleaner and more antiseptic? Or is it an overcrowded 16th-century London with human waste stinking up the streets? If students can create a multi-sensory installation in the reader’s mind, then they have done this part of their job well.

Popular Settings from Children’s Literature and Storytelling

• Fairytale Kingdom
• Magical Forest
• Village/town
• Underwater world
• Space/Alien planet

2. CASTING THE CHARACTERS: THE WHO

Now that your student has created a believable world, it is time to populate it with believable characters.

In short stories, these worlds mustn’t be overpopulated beyond what the student’s skill level can manage. Short stories usually only require one main character and a few secondary ones. Think of the short story more as a small-scale dramatic production in an intimate local theater than a Hollywood blockbuster on a grand scale. Too many characters will only confuse and become unwieldy with a canvas this size. Keep it simple!

Creating believable characters is often one of the most challenging aspects of narrative writing for students. Fortunately, we can do a few things to help students here. Sometimes it is helpful for students to model their characters on actual people they know. This can make things a little less daunting and taxing on the imagination. However, whether or not this is the case, writing brief background bios or descriptions of characters’ physical personality characteristics can be a beneficial prewriting activity. Students should give some in-depth consideration to the details of who their character is: How do they walk? What do they look like? Do they have any distinguishing features? A crooked nose? A limp? Bad breath? Small details such as these bring life and, therefore, believability to characters. Students can even cut pictures from magazines to put a face to their character and allow their imaginations to fill in the rest of the details.

Younger students will often dictate to the reader the nature of their characters. To improve their writing craft, students must know when to switch from story-telling mode to story-showing mode. This is particularly true when it comes to character. Encourage students to reveal their character’s personality through what they do rather than merely by lecturing the reader on the faults and virtues of the character’s personality. It might be a small relayed detail in the way they walk that reveals a core characteristic. For example, a character who walks with their head hanging low and shoulders hunched while avoiding eye contact has been revealed to be timid without the word once being mentioned. This is a much more artistic and well-crafted way of doing things and is less irritating for the reader. A character who sits down at the family dinner table immediately snatches up his fork and starts stuffing roast potatoes into his mouth before anyone else has even managed to sit down has revealed a tendency towards greed or gluttony.

Understanding Character Traits

Again, there is room here for some fun and profitable prewriting activities. Give students a list of character traits and have them describe a character doing something that reveals that trait without ever employing the word itself.

It is also essential to avoid adjective stuffing here. When looking at students’ early drafts, adjective stuffing is often apparent. To train the student out of this habit, choose an adjective and have the student rewrite the sentence to express this adjective through action rather than telling.

When writing a story, it is vital to consider the character’s traits and how they will impact the story’s events. For example, a character with a strong trait of determination may be more likely to overcome obstacles and persevere. In contrast, a character with a tendency towards laziness may struggle to achieve their goals. In short, character traits add realism, depth, and meaning to a story, making it more engaging and memorable for the reader.

Popular Character Traits in Children’s Stories

• Determination
• Imagination
• Perseverance
• Responsibility

We have an in-depth guide to creating great characters here , but most students should be fine to move on to planning their conflict and resolution.

3. NO PROBLEM? NO STORY! HOW CONFLICT DRIVES A NARRATIVE

This is often the area apprentice writers have the most difficulty with. Students must understand that without a problem or conflict, there is no story. The problem is the driving force of the action. Usually, in a short story, the problem will center around what the primary character wants to happen or, indeed, wants not to happen. It is the hurdle that must be overcome. It is in the struggle to overcome this hurdle that events happen.

Often when a student understands the need for a problem in a story, their completed work will still not be successful. This is because, often in life, problems remain unsolved. Hurdles are not always successfully overcome. Students pick up on this.

We often discuss problems with friends that will never be satisfactorily resolved one way or the other, and we accept this as a part of life. This is not usually the case with writing a story. Whether a character successfully overcomes his or her problem or is decidedly crushed in the process of trying is not as important as the fact that it will finally be resolved one way or the other.

A good practical exercise for students to get to grips with this is to provide copies of stories and have them identify the central problem or conflict in each through discussion. Familiar fables or fairy tales such as Three Little Pigs, The Boy Who Cried Wolf, Cinderella, etc., are great for this.

While it is true that stories often have more than one problem or that the hero or heroine is unsuccessful in their first attempt to solve a central problem, for beginning students and intermediate students, it is best to focus on a single problem, especially given the scope of story writing at this level. Over time students will develop their abilities to handle more complex plots and write accordingly.

Popular Conflicts found in Children’s Storytelling.

• Good vs evil
• Individual vs society
• Nature vs nurture
• Self vs others
• Man vs self
• Man vs nature
• Man vs technology
• Individual vs fate
• Self vs destiny

Conflict is the heart and soul of any good story. It’s what makes a story compelling and drives the plot forward. Without conflict, there is no story. Every great story has a struggle or a problem that needs to be solved, and that’s where conflict comes in. Conflict is what makes a story exciting and keeps the reader engaged. It creates tension and suspense and makes the reader care about the outcome.

Like in real life, conflict in a story is an opportunity for a character’s growth and transformation. It’s a chance for them to learn and evolve, making a story great. So next time stories are written in the classroom, remember that conflict is an essential ingredient, and without it, your story will lack the energy, excitement, and meaning that makes it truly memorable.

4. THE NARRATIVE CLIMAX: HOW THINGS COME TO A HEAD!

The climax of the story is the dramatic high point of the action. It is also when the struggles kicked off by the problem come to a head. The climax will ultimately decide whether the story will have a happy or tragic ending. In the climax, two opposing forces duke things out until the bitter (or sweet!) end. One force ultimately emerges triumphant. As the action builds throughout the story, suspense increases as the reader wonders which of these forces will win out. The climax is the release of this suspense.

Much of the success of the climax depends on how well the other elements of the story have been achieved. If the student has created a well-drawn and believable character that the reader can identify with and feel for, then the climax will be more powerful.

The nature of the problem is also essential as it determines what’s at stake in the climax. The problem must matter dearly to the main character if it matters at all to the reader.

Have students engage in discussions about their favorite movies and books. Have them think about the storyline and decide the most exciting parts. What was at stake at these moments? What happened in your body as you read or watched? Did you breathe faster? Or grip the cushion hard? Did your heart rate increase, or did you start to sweat? This is what a good climax does and what our students should strive to do in their stories.

The climax puts it all on the line and rolls the dice. Let the chips fall where the writer may…

Popular Climax themes in Children’s Stories

• A battle between good and evil
• The character’s bravery saves the day
• Character faces their fears and overcomes them
• The character solves a mystery or puzzle.
• The character stands up for what is right.
• Character reaches their goal or dream.
• The character learns a valuable lesson.
• The character makes a selfless sacrifice.
• The character makes a difficult decision.
• The character reunites with loved ones or finds true friendship.

5. RESOLUTION: TYING UP LOOSE ENDS

After the climactic action, a few questions will often remain unresolved for the reader, even if all the conflict has been resolved. The resolution is where those lingering questions will be answered. The resolution in a short story may only be a brief paragraph or two. But, in most cases, it will still be necessary to include an ending immediately after the climax can feel too abrupt and leave the reader feeling unfulfilled.

An easy way to explain resolution to students struggling to grasp the concept is to point to the traditional resolution of fairy tales, the “And they all lived happily ever after” ending. This weather forecast for the future allows the reader to take their leave. Have the student consider the emotions they want to leave the reader with when crafting their resolution.

While the action is usually complete by the end of the climax, it is in the resolution that if there is a twist to be found, it will appear – think of movies such as The Usual Suspects. Pulling this off convincingly usually requires considerable skill from a student writer. Still, it may well form a challenging extension exercise for those more gifted storytellers among your students.

Popular Resolutions in Children’s Stories

• Our hero achieves their goal
• The character learns a valuable lesson
• A character finds happiness or inner peace.
• The character reunites with loved ones.
• Character restores balance to the world.
• The character discovers their true identity.
• Character changes for the better.
• The character gains wisdom or understanding.
• Character makes amends with others.
• The character learns to appreciate what they have.

Once students have completed their story, they can edit for grammar, vocabulary choice, spelling, etc., but not before!

As mentioned, there is a craft to storytelling, as well as an art. When accurate grammar, perfect spelling, and immaculate sentence structures are pushed at the outset, they can cause storytelling paralysis. For this reason, it is essential that when we encourage the students to write a story, we give them license to make mechanical mistakes in their use of language that they can work on and fix later.

Good narrative writing is a very complex skill to develop and will take the student years to become competent. It challenges not only the student’s technical abilities with language but also her creative faculties. Writing frames, word banks, mind maps, and visual prompts can all give valuable support as students develop the wide-ranging and challenging skills required to produce a successful narrative writing piece. But, at the end of it all, as with any craft, practice and more practice is at the heart of the matter.

TIPS FOR WRITING A GREAT NARRATIVE

• Start your story with a clear purpose: If you can determine the theme or message you want to convey in your narrative before starting it will make the writing process so much simpler.
• Choose a compelling storyline and sell it through great characters, setting and plot: Consider a unique or interesting story that captures the reader’s attention, then build the world and characters around it.
• Develop vivid characters that are not all the same: Make your characters relatable and memorable by giving them distinct personalities and traits you can draw upon in the plot.
• Use descriptive language to hook your audience into your story: Use sensory language to paint vivid images and sequences in the reader’s mind.
• Show, don’t tell your audience: Use actions, thoughts, and dialogue to reveal character motivations and emotions through storytelling.
• Create a vivid setting that is clear to your audience before getting too far into the plot: Describe the time and place of your story to immerse the reader fully.
• Build tension: Refer to the story map earlier in this article and use conflict, obstacles, and suspense to keep the audience engaged and invested in your narrative.
• Use figurative language such as metaphors, similes, and other literary devices to add depth and meaning to your narrative.
• Edit, revise, and refine: Take the time to refine and polish your writing for clarity and impact.
• Stay true to your voice: Maintain your unique perspective and style in your writing to make it your own.

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

Below are a collection of student writing samples of narratives.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to read these creative stories in detail and the teacher and student guides which highlight some of the critical elements of narratives to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of story writing.

We recommend reading the example either a year above or below, as well as the grade you are currently working with, to gain a broader appreciation of this text type.

NARRATIVE WRITING PROMPTS (Journal Prompts)

When students have a great journal prompt, it can help them focus on the task at hand, so be sure to view our vast collection of visual writing prompts for various text types here or use some of these.

• On a recent European trip, you find your travel group booked into the stunning and mysterious Castle Frankenfurter for a single night…  As night falls, the massive castle of over one hundred rooms seems to creak and groan as a series of unexplained events begin to make you wonder who or what else is spending the evening with you. Write a narrative that tells the story of your evening.
• You are a famous adventurer who has discovered new lands; keep a travel log over a period of time in which you encounter new and exciting adventures and challenges to overcome.  Ensure your travel journal tells a story and has a definite introduction, conflict and resolution.
• You create an incredible piece of technology that has the capacity to change the world.  As you sit back and marvel at your innovation and the endless possibilities ahead of you, it becomes apparent there are a few problems you didn’t really consider. You might not even be able to control them.  Write a narrative in which you ride the highs and lows of your world-changing creation with a clear introduction, conflict and resolution.
• As the final door shuts on the Megamall, you realise you have done it…  You and your best friend have managed to sneak into the largest shopping centre in town and have the entire place to yourselves until 7 am tomorrow.  There is literally everything and anything a child would dream of entertaining themselves for the next 12 hours.  What amazing adventures await you?  What might go wrong?  And how will you get out of there scot-free?
• A stranger walks into town…  Whilst appearing similar to almost all those around you, you get a sense that this person is from another time, space or dimension… Are they friends or foes?  What makes you sense something very strange is going on?   Suddenly they stand up and walk toward you with purpose extending their hand… It’s almost as if they were reading your mind.

NARRATIVE WRITING VIDEO TUTORIAL

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

When teaching narrative writing, it is essential that you have a range of tools, strategies and resources at your disposal to ensure you get the most out of your writing time.  You can find some examples below, which are free and paid premium resources you can use instantly without any preparation.

FREE Narrative Graphic Organizer

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

NARRATIVE WRITING CHECKLIST BUNDLE

⭐⭐⭐⭐⭐ (92 Reviews)

OTHER GREAT ARTICLES ABOUT NARRATIVE WRITING

Narrative Writing for Kids: Essential Skills and Strategies

7 Great Narrative Lesson Plans Students and Teachers Love

Top 7 Narrative Writing Exercises for Students

How to Write a Scary Story

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35 6th Grade Writing Prompts: Experiences, Reflections, Imaginative Thinking, And Learnings

February 8, 2024 //  by  Sean Kivi

Some students start to lose interest in writing in middle school, but this is a critical period for writing and an excellent time to help them discover themselves. They want to be heard at this age, so we need engaging, and thought-provoking writing prompts to help draw their voices out in their writing. We have compiled a list of fun writing topics that will elicit emotional and meaningful pieces of writing for your middle schoolers. Have a look at these 35 sixth-grade writing prompts that are sure to help your kids develop their voices and express their opinions in their writing.

Personal Experiences and Reflections

1. How was your first hospital experience?

2. What would you do if you could not use the internet for a month?

3. What would you do if cell phones stopped working tomorrow?

4. If you could, would you go to live on an alien planet?

5. What do you value most about your family?

6. Who is the most important person in your life?

7. What would you do if you were the only person on the planet?

8. What would you do if you had unlimited money?

9. Would you ever get a tattoo? Why or why not?

10. Can you tell me a time that you wished you could trade places with another person?

11. What is your favorite childhood memory, and why?

12. How was your first year of middle school? Why?

13. Which do you value more? Time or money? Why?

14. Would you rather live a short meaningful life or a long boring life? Why?

Creative and Imaginative Thinking

15. How do you think leaves would look if they could grow on Mars? Why?

16. Why do you think there are more insects than mammals?

17. If you could build an ecosystem, what would it be like?

18. Write a poem about a time that you felt outraged.

19. How would the world function without the internet for a day?

20. If you owned a country, what would it be like?

21. Which Harry Potter house do you think best suits your personality and why?

22. Whales don’t sing as much as before because of noise from boats on the water. Write a journal response explaining how we can help the whales sing again.

23. Are scorpions spiders or insects? Why?

24. Do blobfish look the same on land as they do at the bottom of the ocean? Why or why not?

25. Do you think time is real? Why or why not?

26. Write a letter to a friend convincing them to go skydiving.

27. If you had to lose one sense, which would you choose to lose and why?

Education and Learning

28. Should we teach math in school? Why or why not?

29. Do you think college is worth it? Why or why not?

30. Interview a grandparent and report how life was different when they were growing up.

31. Interview a doctor and report their experience in the hospital during the COVID-19 outbreak.

32. Write a journal entry outlining what your response to COVID would be if you were president.

33. Can plants grow in space? Why or why not?

34. Convince me that online learning is better than learning in a classroom.

35. How can we stop an asteroid from hitting the Earth?

6th Grade Writing Prompts: Unlocking Imagination

By: Author Paul Jenkins

Posted on Published: March 27, 2023  - Last updated: July 31, 2023

Categories Writing

6th Grade Writing Prompts are a valuable tool for educators and parents alike, allowing young students to explore their thoughts, feelings, and ideas through creative writing exercises. These prompts can cover various topics, from personal experiences and emotions to thought-provoking scenarios and ethical dilemmas. The aim is to encourage students to think critically and express themselves effectively while developing their writing skills.

At this crucial stage of development, providing a supportive and engaging environment for students to practice and improve their writing abilities is vital. Numerous resources offer a wealth of compelling writing prompts specifically designed for 6th graders. The prompts you’ll find below in this article can inspire students to ponder real-world issues, reflect on their personal experiences, and imagine creative solutions to hypothetical situations.

The Importance of Writing Prompts

Writing prompts play a crucial role in developing the writing skills of 6th-grade students. They provide a starting point for students to begin expressing their thoughts and ideas, helping them overcome the common challenge of “writer’s block.” As students engage with various writing prompts, they learn to think critically, express their opinions, and dive into imaginative storytelling.

By offering a diverse range of topics, such as prompts that focus on procedural writing, students are exposed to different genres and styles of writing. This variety expands their writing horizons and helps them become well-rounded, versatile writers.

Introducing writing prompts at the 6th-grade level also enhances students’ analytical and problem-solving abilities. They learn to use evidence, logic, and reasoning to support their viewpoints and persuade readers. Additionally, writing prompts allow students to explore their creativity and foster a sense of self-discovery.

Lastly, engaging with writing prompts helps 6th graders develop crucial communication skills that serve as a foundation for future academic success and life experiences. Writing prompts encourage active participation in the learning process, promote self-expression, and cultivate a lifelong love for writing.

25 6th Grade Writing Prompts

• Imagine you’ve discovered a hidden door in your home that leads to a secret room. Describe the room and what you find inside.
• Write a story about a day when everyone’s dreams come true. How does this change the world?
• If you could switch lives with any historical figure for a day, who would you choose and why? Describe your day in their shoes.
• Imagine you have a time machine that can only be used once. Where and when would you go, and what would you do?
• Write a letter to your future self ten years from now. What advice would you give, and what questions would you ask?
• Create a new holiday and explain its celebration, including unique traditions or activities.
• Write an opinion essay on whether or not students should be required to wear uniforms in school. Provide reasons to support your argument.
• Imagine you can communicate with animals. What would you talk about, and which animal would you be most excited to speak with?
• Write a short story where the main character finds a mysterious map that leads to a hidden treasure.
• You’ve been chosen to represent Earth in an intergalactic council. What would you share about our planet and its inhabitants?
• Write a persuasive essay arguing for or against using technology in the classroom.
• Create a new superhero and describe their powers, backstory, and how they use their abilities for good.
• Imagine you are the president for a day. What would be your top priorities, and how would you address them?
• Write a story that starts with the sentence: “It was a dark and stormy night…”
• Create a fictional island and describe its geography, culture, and inhabitants. What makes this island unique?
• If you could invent a new gadget or tool to make life easier, what would it be, and how would it work?
• Write a personal narrative about a time when you faced a challenge and how you overcame it.
• Imagine you could create a new class or elective for your school. What would the class be about, and why would students benefit from it?
• Write a descriptive essay about your favorite place to visit. Use vivid sensory details to make the reader feel like they are with you.
• You wake up one day to find you’ve gained the ability to read minds. How do you use this power, and what challenges or moral dilemmas do you face?
• Create a fictional holiday and write a short story about a family celebrating it for the first time.
• Write a persuasive essay about the importance of conserving natural resources and the steps that should be taken to protect our environment.
• Imagine you are a detective solving a mysterious crime. Write a story that details your investigation and how you uncover the truth.
• If you could converse with any famous author, who would it be, and what would you ask them?
• Write a personal narrative about a memorable experience with a friend and what it taught you about friendship.

Understanding the 6th Grade Writing Curriculum

The transition from elementary to middle school.

As students enter 6th grade, they transition from elementary to middle school. This brings new challenges and expectations in their writing skills. They will be expected to write more complex content and use more sophisticated vocabulary. This includes writing for extended periods, such as long-term research or expressive pieces that may take a week, and writing for shorter durations in one sitting.

Emphasis on narrative writing

In 6th grade writing curriculum, there is a strong emphasis placed on narrative writing. This requires students to develop their storytelling abilities and write in a manner that engages the reader. They will focus on creating a clear narrative structure, developing characters, setting, and plot, and using vivid descriptive language to engage their audience.

Introduction to essay writing and personal narratives

Another vital part of the 6th grade writing curriculum is the introduction to essay writing and personal narratives. Students will learn how to effectively organize their thoughts and ideas coherently and logically. They will gain experience writing various essay types, such as persuasive, informative, and argumentative. Personal narratives will also play a key role, encouraging students to write about personal experiences and emotions and helping them build their voice and style as writers.

Role of reading comprehension and vocabulary development

Reading comprehension and vocabulary development are crucial in the 6th grade writing curriculum. Students must be able to understand complex texts, as this will inform their writing. Students will be exposed to new words and phrases to improve their vocabulary through reading assignments and class discussions. Building a strong vocabulary allows students to express their ideas more accurately and clearly, ultimately leading to more effective writing.

Types of 6th Grade Writing Prompts

Narrative prompts.

Narrative prompts encourage students to tell a story, real or imagined. These prompts can range from personal experiences to creating stories based on given scenarios. For example, a narrative prompt could be “Describe the hardest thing you have ever learned to do.”

Short Story Ideas

Short story ideas are prompts that invite students to create a fictional story with characters, settings, and a plot. These writing activities push students to develop their writing skills, storytelling abilities, and creativity. An example of a short story idea might be to “Write a story about a magical forest.”

Personal Narratives

Personal narrative prompts ask students to write about their own experiences or thoughts. These types of prompts encourage reflection, introspection, and the exploration of personal feelings. A personal narrative prompt might be “Write about a time you overcame a fear.”

Story Starters

Story starters are prompts that provide the beginning of a story, challenging students to continue and develop the narrative. They help spark students’ imaginations and encourage them to think creatively. For example, “In a world where animals could talk, a young girl made a surprising discovery…”

Descriptive Prompts

Descriptive writing prompts ask students to describe a specific object, place, or situation in detail, using vivid language and sensory details. This type of prompt helps students practice their creative writing and observation skills. An example of a descriptive prompt could be “Describe your dream vacation destination.”

Persuasive Prompts

Persuasive writing prompts require students to convince the reader of a particular opinion or point of view. Students practice building strong arguments, using evidence and facts, and addressing opposing viewpoints. An example of a persuasive prompt might be “Convince your readers why cell phones should or should not be allowed in school.”

Expository Prompts

Expository writing prompts ask students to explain, evaluate or analyze a topic, providing information and facts to support their position. This style of writing promotes critical thinking and research skills. A sample expository prompt might be “Explain the benefits and drawbacks of renewable energy sources.”

Creative Writing Prompts

Encourage your students to express their emotions and creativity through poetry. Here are some poetry prompts to inspire them:

• Write a poem about the changing seasons.
• Describe your favorite place using vivid imagery and sensory details.
• Compose a haiku about an everyday object.
• Create a poem from the perspective of an animal.

Imaginative Stories

Imagination is a powerful tool for developing writers. Provide these creative story prompts to spark their ideas:

• Write a story about a school where magic is real.
• Imagine you are a time-traveling scientist. Describe your adventures.
• Develop a story that revolves around a mysterious key.
• Create a tale where the main character’s best friend is a talking animal.

Scriptwriting

Scriptwriting can build dialogue and narrative skills. Suggest these engaging scriptwriting prompts for your students:

• Write a short script about two friends with a deep secret.
• Develop a scene featuring an unexpected encounter.
• Create a script that mixes elements of reality and fantasy.
• Compose a dialogue-rich scene set in a public place.

Using these creative writing prompt categories, 6th grade students can develop their writing abilities while letting their imagination soar.

Essay Writing Prompts

In this section, we explore a variety of essay writing prompts for 6th-grade students. These prompts are categorized under opinion essays, informative essays, and persuasive essays.

Opinion Essays

Opinion essays allow students to express their thoughts on a specific subject. Here are some prompts for 6th graders:

• What is your favorite hobby, and why?
• Which is better, traditional books or e-books? Explain your choice.
• What’s the best (or worst) birthday you’ve ever had?
• What is your greatest aspiration? Or, your darkest fear?

Informative Essays

Informative essays help students develop research and presentation skills. They should provide factual information about a topic. Here are some informative essay prompts:

• Describe your favorite short story in your own words.
• Write about the life cycle of a butterfly.
• Explain the process of photosynthesis in plants.
• Describe the history and importance of a famous landmark.

Persuasive Essays

Persuasive essays help students to develop their argumentative skills. They should present clear reasons and evidence to support their opinion. Here are some persuasive essay prompts:

• Should school uniforms be mandatory? Why or why not?
• Is it essential to learn a foreign language? Explain your view.
• Do video games have a positive or negative impact on children?
• Should students be allowed to use mobile phones in school? Provide reasons for your opinion.

Subject-Specific Prompts

Integrating subject-specific writing prompts can help students connect their writing skills to various subjects. This section will explore writing prompts for Language Arts, Science, Social Studies, Math, and Life Skills.

Language Arts

Language Arts writing prompts encourage students to analyze literature, express their thoughts, and improve their vocabulary. Examples include:

• Write a character analysis of the protagonist in your favorite book.
• Create a poem describing a historical event.
• Compose a short story inspired by a well-known myth.

Science writing prompts assist students in describing experiments, explaining scientific concepts, and making real-world connections. Examples include:

• Describe the steps of the water cycle and its importance to Earth.
• Explain the theory of evolution and provide examples of natural selection.
• Write about the role of technology in reducing the environmental impact of humans.

Social Studies

Social Studies writing prompts help students to explore historical events, cultural perspectives, and global issues. Examples include:

• Write an essay comparing the government systems of two countries.
• Discuss the significance of a famous historical figure’s actions.
• Analyze the impact of a specific geographical feature on human settlement.

Math writing prompts challenge students to apply mathematical concepts in various contexts and describe the logic behind problem-solving. Examples include:

• Explain how to solve a given math problem using the order of operations.
• Describe a real-world scenario where fractions are used and explain how to solve it.
• Discuss the role of geometry in architecture and provide examples.

Life Skills

Life Skills writing prompts encourage students to reflect on their personal experiences, goals, and values. Examples include:

• Write a letter to your future self, discussing the lessons you’ve learned and the goals you hope to accomplish.
• Discuss the importance of effective communication in relationships and provide examples.
• Explain the steps to achieving a specific personal goal and the challenges you may encounter.

Framework for Developing Prompts

When developing 6th grade writing prompts, balancing challenging and engaging topics is crucial. This allows students to explore new concepts while encouraging creativity and critical thinking. The framework presented in this section offers a few guiding principles for crafting effective prompts for this age group.

First, consider the interests and experiences of 6th grade students. Choosing topics related to their lives and what they care about will increase their motivation to write. For example, you might create prompts about the school, friendships, hobbies, or current events.

Next, design prompts that encourage a variety of writing genres, such as narrative, descriptive, expository, and persuasive. This helps students develop skills in different writing styles and formats. For example, a narrative prompt might ask students to tell a story about a memorable experience, while an expository prompt might ask them to explain how a particular invention works.

Ensure to include prompts requiring students to practice critical thinking and problem-solving. These prompts often involve solving a given situation, analyzing a topic, or comparing and contrasting ideas. This helps 6th graders develop analytical and evaluative skills essential for academic and personal success.

Lastly, incorporate opportunities for reflection and self-expression. Reflective prompts allow students to examine their feelings, beliefs, and ideas. For example, ask students to consider how they would handle a specific dilemma or what they appreciate most about their family or friends.

Following these guiding principles, you can create a diverse collection of 6th-grade writing prompts that encourage creativity, critical thinking, and self-expression.

Techniques to Engage Students

Creating meaningful and engaging writing prompts for sixth-grade students involves considering their interests, skills, and development stage. Several techniques can help achieve this.

First, one can use creative prompts to encourage students to think outside the box and express their unique perspectives. Some examples of creative writing prompts for sixth graders include writing a poem about feeling outraged or imagining a day from a cell phone’s perspective.

Next, incorporating argumentative and persuasive prompts can help students learn to articulate their opinions and support them with strong evidence. This is particularly useful in developing research and critical-thinking skills. Examples include writing a persuasive essay on a current issue or debating the merits of a controversial book or movie.

Another effective technique involves using real-world connections in prompts to make them more relevant and applicable to students’ lives. For instance, ask students to write about their first hospital experience or discuss how technology has impacted their daily routines.

Lastly, integrating different writing styles like narrative, expository, and descriptive prompts will allow students to experiment with various writing techniques and improve their writing skills. Examples include composing a personal narrative about overcoming a challenge, writing an expository essay on a historical event, or crafting a descriptive piece about a favorite place or object.

Assessing and Providing Feedback

One of the key aspects of 6th Grade Writing Prompts is the assessment and provision of constructive feedback to students. Assessing their writing skills helps teachers identify strengths and weaknesses and guide future instruction tailored to student needs.

When evaluating student writing, it’s essential to consider various aspects, such as content, organization, word choice, sentence structure, and grammar. Providing specific and actionable feedback allows students to improve their skills and better understand writing concepts.

A helpful approach for grading and feedback is to use rubrics. Rubrics offer a structured way to outline the expectations for a writing assignment and help students understand the evaluation criteria. There are different types of rubrics, such as analytic, holistic, grid, numeric, and hybrid, which can be customized to suit a variety of writing prompts.

Another strategy for providing effective feedback is ensuring students know the learning objectives and quality expectations for their writing assignments. Explicitly discussing the writing goals and criteria helps students focus their efforts and self-assess their progress.

Lastly, integrating student-teacher conferences or peer review sessions can benefit the feedback process. These sessions allow for dialogue, clarification, and additional insights from different perspectives.

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Narrative Writing Prompts

Develop epic storytellers and rapidly improve your students’ narrative writing.

Pick a step.

Who lives in the magic house?

Brainstorm a list of characters and the special powers of the magic house.

View exclusive additional activities and media links for this writing prompt in  Teacher Hub .

A visit to the past

Plan a short story about a visit to the past and plot it on the Narrative Story Graph.

I made cupcakes for my enemy.

Plan a story or film about what happened next. Plot your best ideas on the Narrative Story Graph.

This was the moment just before your birthday party turned into a total disaster …

Write a Sizzling Start for this story.

My dream camping trip – how it all began.

The day I woke up with magic powers … and how it nearly killed me.

It’s the first day of the school year, and I suspect my teacher is a monster!

So then this happened …

Write a Sizzling Start for this story. Start at a moment of action!

You’re watching the New Year’s Eve fireworks. One of the fireworks starts to change and come alive …

What does it turn into?

Create a comic strip or manga about a curious creature.

Build up the tension to reach a high point before the ending.

Write the dialogue between the two girls.

The new librarian is a dog, and you’re the only one who thinks this is strange!

Write the dialogue between you, your friends and the librarian.

There was a huge storm last night in the bay.

Choose an animal and write what they would say about the storm.

Use lots of detail to paint a word picture showing what is so astonishing about the bicycle!

It’s night time in the bustling city!

Paint a word picture describing the sounds, smells, tastes, feelings and sights of the big city.

Downpour in the busy city

Brainstorm lots of ways to describe it, then choose just a few moments for a haiku poem that conveys the mood.

What happens now?

Look at the picture and write three different endings to the story. Choose your favourite one and share it.

You’ve been training all year. The big race is tomorrow!

What happens? Write an Exciting Ending to your year of hard work.

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Creative Writing: Y6 - Working At Greater Depth

Subject: English

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

20 April 2016

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Narrative Writing | Student Writing Samples

Narrative Writing Sample- Grade 6

Read Time 3 mins | Dec 8, 2021 4:23:31 PM | Written by: Toolbox

Narrative Writing Grade 6 Sample Splash!

Feedback for Improvement

What worked:

• There is a sense of story with a beginning, middle and end. 
• The word choice is often high level - slammed, sprinted, flopped, tranquil, glistened
• Entertaining Beginning: There was a mix of sound, action and thought - the author established the setting - the pond on a hot day
• Elaborative Detail: There was plenty of elaborative detail - in the second paragraph, the author describes the setting - “Soon grey clouds filled the sky. Boom crash bang roared the thunder. I felt cool drops of water. We stared at the bubbles then a fish flopped into the air.”
• Extended Ending : The author used a mix of memory, hope and thought. 

Can you summarize this story? 

This is a story about ______________.

The problem/adventure was _____________.

The problem was solved/adventure concluded when ___________.

Feedback with Prescriptive Lesson: CHOOSE a Focus Skill:

• Section 1 Lesson 1: Introducing Graphic Organizers with Summarizing Framework
• Section 1 Lesson 9: Annotating Narrative Stories - build foundation for story writing
• Section 1 Lesson 11: Analyzing Assignments for Givens and Variables - creating pre-writing plans

Suspense: There was some evidence of suspense in the word “Suddenly,” however, it would improve the writing to add a magic of three as the thunderstorm rolled in.

• Section 4 Lesson 3: Red Flag Words and Phrases
• Section 4 Lesson 4: The Magic of Three

Main Event: What appears to be the main event is mostly description with some very general action. What was the main event of the story? Once that is established then add a balanced mix of action, description, thoughts/feelings, dialogue, and sound.

• Section 5 Lesson 1: Comparing Summaries
• Section 5 Lesson 2: Main Event

This student will benefit from participating in modeled lessons to develop the middle of the story- both suspense and main event.

Recommended Resources

• Empowering Writer's Methodology
• Narrative Writing Guide for Grade 6

Year 6 writing at greater depth (GDS): quick wins, guidance and helpful materials

Note: This website works best with Javascript enabled. With Javascript disabled some parts of the website may not work as expected.

This is not an ideal time for a blog about end of KS2 statutory writing assessment.  It’s the week after SATs for one thing.  So, this blog is deliberately geared towards the immediate weeks ahead. It’s clear from so many conversations, across so many schools, that quick win advice might go down well right now.  For some, addressing gaps caused by pandemic disruptions remained a priority up until recently.  It’s hardly surprising that talk has been of expected drops in the numbers achieving GDS standard in writing. Still, there have been a number of requests for support in identifying writing opportunities that might be helpful in the final stretch of the assessment window. 

This blog aims to provide some guidance along those lines.  It does not reflect our wider views and approaches to developing reader-writers.  It’s a deliberately short term and strategic look at primary writing with a particular aim in mind. It’s also an attempt to take some of the weight from our year 6 colleagues’ shoulders in what has been another challenging year.  Under 'normal' circumstances, this time of year for the Year 6 teacher, especially the new-to-year-6 teacher, is seared into my own teaching memory.  It can feel lonelier than it should, no matter how many times you might be told “You’ve got this”, no matter how healthy an outlook we might have on the place and nature of statutory KS2 assessments.

So, without any apologies, I’ll crack on with some targeted advice and helpful links.

The blog has three sections:

• section 1 looks at examples of pupil’s writing from the STA and highlights a broader view of what might constitute GDS writing.  I think this might be most useful in relation to nudging possible borderline cases, and for some quick win writing opportunities in the run up to the close of the assessment window
• section 2 offers links to four evergreen, hugely helpful blogs from our Assessment Team (@HertsAssessment) colleagues, offering practical guidance related to writing moderation and the TAFs
• section 3 gathers links to my earlier blogs on the topic of GDS writing for those that have joined Twitter/become familiar with our blogs more recently.  These offer further writing opportunities

1. In search of a benchmark: widening writing exemplifications

1a. core exemplifications.

Just briefly, let’s remember Frankie in all this.   Frankie the ‘epitome’ of GDS .

Frankie stands as the one-and-only STA  exemplification of writing judged to be representative of GDS for writing.  My relationship with Frankie’s writing efforts rivals some of my friendships in terms of how often we get to interact. In recent weeks, we’ve become aware of newer teachers/year 6 returners that are not familiar with this bank of work. 

For those not familiar, it’s essential reading under the current system. If you haven’t before, read the work and the associated commentaries, focusing on the most useful, perhaps less florid parts.  This will give you a common reference point with year 6 teachers across the country.  You can find it here:

Gov.UK: Teacher assessment exemplification: English writing - working at greater depth within the expected standard, Frankie .

Keep in mind this statement from the opening of the exemplification files:

"Exemplification materials illustrate only how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, or the evidence expected from the classroom, which will vary from school to school. "

The word 'might' is important here – Frankie is one manifestation of the standard, not a definitive model. This is good news. Otherwise, we’d all best enrol our children in ballet classes at the earliest opportunity.

Reading each piece and considering the most useful parts of the commentaries can help us to keep in mind aspects of writing that we might want to draw attention to when working with the most assured writers.  Exemplification banks, without the commentaries, can also offer some useful opportunities for focused reading for our children to see the work of others and consider what they like/dislike and how they would have gone about a similar task. This can add further layers to awareness of the limitless networks of choices that writers have at their disposal.

I used the plural ‘exemplification banks’ deliberately.  Turning to one of the EXS exemplifications might help Frankie seem a little less lonely.

Meet Leigh , handily remembered as Near-Leigh GDS Leigh. My former colleague Clare Hodgson, our then moderation lead,  wrote about Leigh’s work and how it might offer more helpful hints in an earlier blog for the assessment team.  

Take a read of this helpful snippet in which Clare flags some learning relating to bullet 3 of the GDS statements.  I’d thoroughly recommend reading  the whole of this immensely popular blog .

Obviously, writing such as  'Frankies'  clearly meets this statement - but how 'assured and conscious' do our Y6 writers need to be? Here it is worth turning to the  'Leigh'  exemplification file as a benchmark as Leigh only narrowly misses the greater depth standard. There is one piece - piece B - where Leigh is able to meet the 'assured and conscious control' statement. The annotations on the remaining pieces show where Leigh has been less consistent and hence why the award remains at expected standard. 

Reflect too, as you read the collection, on the purpose and audience for each piece in the collection. Are there enough opportunities for Leigh to write formally? Could more opportunities for formal writing have helped? Does the recount provide any evidence for Greater depth? (No!) Additionally, has Leigh been given adequate time to re-draft some sections of his/her work to consider precision of language, or tidy up punctuation? The implications are that greater depth writers may need longer to craft their writing, as well as more exposure to a range of reading material and a range of tasks that have clearly defined purpose and audience. 

Leigh’s writing is offered as one of two banks that exemplify writing demonstrating sufficient evidence of the requirements for a judgement of EXS, but was evaluated as stronger than their fellow EXS-achiever Morgan. Towards the end of each bank there is a tick-grid showing which pieces meet which bullet point in each standard.  Here’s Leigh’s tally sheet for the EXS statements.  If it was a game of bingo, you’d be getting excited:

It's almost a clean sweep.  Bullet two and three relate to narrative features and are demonstrated sufficiently well in two pieces to secure an overall nod of approval for those two statements, as shown by the tick in the final column. Piece A did not offer evidence of the EXS spelling list statement, but given that every other piece does, it’s no wonder that that statement is also judged to be fully met.

Nice work Leigh. So let’s give the GDS bullets a quick once-over.

Back to our imagined game of bingo. It’s far from a full house but Leigh does manage to get a complete line of ticks for Piece B (third column)  and a close-to-complete line for piece E (sixth column).

It’s by looking at these pieces that we can begin to broaden our view of the nature of writing that might support a judgement of GDS. Frankie is a very particular, ballet-obsessed writer who may well skew judgements towards a very secure bank of evidence demonstrating the standard.  Leigh is a very particular, different kind of writer, offering pieces that might draw closer parallels with the writing produced by your children. In piece B, we have something that we might fairly characterise as 'very recognisably primary school writing'.  It’s writing that with the right inputs, we might see from confident Year 4 writers. Here its labelled as procedural; for our purposes I am going to call it Very Fancy Instructions.  Take a look, read the piece, read the commentaries, and consider how you might apply some of those pointers to writing from your own curriculum. It’s a style of writing that is likely very familiar to your young writers.  Might Piece B offer some inspiration for some instructional writing based on rich, well-known content? 

Piece E, a retelling of Jack and the Beanstalk in something like the Star Wars universe, meets all but bullet 3 (as discussed by Clare above). Once again the commentaries are instructive and acknowledge some strengths in the manipulation of grammar, and some indications of why it doesn’t quite hit the spot.  Might this be useful in revisiting earlier narrative writing with a view to some targeted editing with that bullet point in mind? Further developing the literary language used in a piece, moving beyond structures more typical of day-to-day speech will likely pay dividends.  Giving children the chance to revisit earlier writing with a more mature eye can make all the difference and is a perfectly legitimate writing activity.  Writers revisit old work; writers put down a project and pick it up later, with fresh, or older, wiser eyes. Your writers shouldn’t be any different – and that really can be a very quick win. It’s also immensely gratifying for children to appreciate for themselves their own progress and growth as writers in their time with you. Revising earlier pieces will provide an opportunity for this, as well as a further lesson that writing is something to be crafted over time, not just within the context of a single lesson or unit.

1b. Lessons from moderation materials

Besides Leigh’s writing, there are further samples to draw from in the collections used in Lead moderator/moderator standardisation exercises.  These can be found in various locations, but our friends at Babcock offer up a beautifully well-organised webpage gathering them all together for very easy access. Thank you Babcock – this has been so useful in terms of its clear layout.

Please do me a quick favour, to help with orientation, if this is new to you:

• follow this link - Devon County Council:  KS2 Pupil Writing Collections   (previously Babcock)
• scroll down slowly enough to count the number of collections judged at GDS

I make it nine. Nine is better than one.  Include Leigh here and we have nine-and-a-bit.  Frankie is no longer the singular star in a GDS solar system.  We’ve got a galaxy of pointers, all with commentaries and some really nice pieces to broaden the horizons of all three standards.

Let me direct you to  2019 KS2 standardisation exercise 2  and take a look at Pupil C’s work, judged as meeting GDS.  This one gave a number of moderators pause for thought.  It has many nice touches, but it has its shaky moments.  Here’s a top tip: if you are ever unsure whether a bank represents achievement at EXS or GDS, read it out loud.  It really helps.  Try reading some of Pupil C out loud.  You’ll pick up on some less confident stretches, minor lapses, and moments where they seem to become somewhat locked into a groove, unsure of where to go next.

This writing is officially judged to have indicated a higher achievement than Leigh’s but I also think it offers a less intimidating vision of what GDS might look like. Some evidence banks scream GDS almost instantly. They are just plainly, obviously GDS through and through.  That's arguably less useful in terms of mapping out the standard, and certainly not so useful in helping us make a call on borderline cases. 

From this bank, and again like Leigh, take a look at the pieces that stand out as fairly common primary writing tasks, for example  Piece B, the science investigation .  Familiarity is helpful.  What do they do there that makes that piece contribute to the overall judgement? Might your children  do better?  For instance, I think the investigation loses sight of its purpose once it gets to the second page, and there are real lapses in clarity.  A sharper, scaled down version of the evaluations would have helped me maintain a better understanding of the learning from this investigation. Might this present an opportunity to revisit some similar work from across the year?

Then there’s Piece C, an information text on a ‘newly discovered, genetically engineered hybrid animal’ drawing upon research of two distinct species:

For our purposes here, let’s just note some especially helpful aspects of this piece:

• it legitimately offers scope to make use of more formal language structures (bullet 3) and as such achieves a suitably authoritative and expert register (bullet 2)
• each section is very short – generally around the 50-60 word mark.  Writing in chunks or bursts on distinct aspects of the topic should generally be less demanding than a task that builds in additional challenges from text level conventions or requirements. I can picture my children taking a section in turn (perhaps on differently coloured paper to reinforce their distinctness - don't ask me why, it just seems to help keep things in their rightful place) and working in a very focused, deliberate way for each domain
• the range of conjunctive language is relatively limited but is used effectively to link ideas (and when, where, despite, because, before, also)
• perhaps most importantly, the familiarity and friendliness of the form – this type of text is a  a staple in non-fiction reading across the primary phase, and will have likely had a place in writing lessons in multiple year groups, across the phases
• finally, keep in mind the availability of books that provide a rich bank of language/language features as helpful incidental models of this kind of writing, for example Norman Messenger’s  The Land of Neverbelieve  as well as online entries describing the features of real animals just waiting to try a new kind of coupling

In terms of quick wins, you might want to think about those tasks that are most obviously aligned to generic primary writing: Leigh’s procedural/instructions writing based on a taught topic; the science write up; the information text; the narrative sequences/episodes (as opposed to full short stories).  They may well prove useful as targeted reading, close to the act of writing.  Discuss with children what they like and what sort of friendly critique they might offer the authors. Try and divorce these pieces from  their statutory assessment context and any sense of 'teaching to the test' and instead foster a notion that we are simply looking at, and evaluating, some work from peers in a wider community of writers.  Take note of features that they find especially effective and begin to consider how this might influence their own writing, whether in fresh composition or in revisiting and revising older work. 

2. Guidance related to writing moderation/TAFs

This section provides a series of links to blogs from our colleagues in the Assessment Team ( @HertsAssessment ). Each provides helpful and accessible insights from previous rounds of moderation based on the current TAF.

'Write away!' and other lessons derived from the 2018 KS2 Writing Moderations

Clare Hodgson, my former co-presenter of our Y6 GDS writing course, wrote this extremely helpful blog drawing upon her experiences as a lead moderator, and those of the moderation team she worked with. This blog was written in October of that year, so keep in mind that much of the advice is geared towards the rest of that academic year.  That said, it contains an extremely helpful checklist for downloading that should prove helpful at this late stage of the year.  Clare offers five, easily-digested ‘lessons’, that will also serve as a very helpful primer for next year – especially for those new to year 6, or new to the Year 6 writing framework.

Declaration of Independence

As the title suggests, this blog looks at the notion of independence and independent writing. If any questions remain in relation to this aspect of the statutory requirements, here’s a good place to head.

With sincere thanks to our colleagues on the Assessment Team.

3. Earlier blogs on GDS

I’d just like to bring this blog to a close by flagging some further pieces that I put together  between 2017 and 2021.  Between them they offer a range of guidance and suggestions designed to support the achievement of GDS but situated within the context of whole class teaching.  Please note that the earliest blogs reflect the Interim Teacher Assessment Frameworks (2016 and 2017). Expectations have changed – and if you didn’t teach under those, well, that’s something to be thankful for. Three of those blogs, the In Search of…series, explicitly address the challenges around expectations for formal and informal writing. Please note, the infamous requirement to shift between levels of formality, like some kind of language-based Hokey Cokey, no longer applies. And that is a very good thing indeed.  Nonetheless, the wider points about voice, register and levels of formality should still be useful.  Each link has a summary so that you can target your reading according to your needs.

The long and the short of GDS in Year 6 writing

An introduction to the current framework, with a brief exploration of each of the four bullets.

GDS and writing in year 6: keeping things focused now time is short

This blog built on the one directly above it.  It looks at the role that reading might play in developing writing and offers some suggestions around particular approaches to instruction that might prove especially helpful when time is running short.  As such, it offers further quick win suggestions, in addition to those given in Section 1.

Martin Galway

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Year 6 Writing

Discover year 6 writing standards.

Year 6 writing is all about demonstrating text complexity in original work. Learners at this level are expected to continue developing their English language skills , in order to articulate their thoughts effectively and showcase the writing skills they’ve acquired during their time in primary school. In Year 6, your child should write stronger arguments, more engaging stories, and present factual information with ease.

Similar to previous years, your child will continue to develop a strong understanding of the relationship between reading and writing, as they will now have to start analyzing information to determine the main points of a text in order to inform their writing.

Year 6 Writing Goals:

• I can write clear arguments and provide evidence to support my claims
• I can maintain a formal or informal tone throughout my writing
• I can write strong conclusions and story endings
• I can use linking words and phrases to connect ideas and paragraphs
• I can research and include facts in my reports
• I can use dialogue and vary the pace in my narratives
• I can use technology to produce and publish my writing
• I can clearly write in different styles and text types
• I can write with stamina for a sustained period of time

Year 6 students will predominantly focus on three key writing approaches:

Opinion Writing

Informative writing, narrative writing.

The advice below will set up your Year 6 child for writing success!

Argument and opinion writing are very important styles of writing to master, as they allow learners to effectively voice their opinion and share different perspectives on a topic. Once children acquire these skills, they’ll be able to state a clear point of view and support it with reason and evidence.

Arguments should be written in a formal style. Understanding the difference between formal and informal writing, and when each should be used, is a skill children will learn in Year 6.

Being able to use linking words is an important skill your child should have at this primary education level. These words are the glue that stick claims and reasons, sentences and paragraphs, together. By Year 6, children are expected to use a variety of linking words effectively when writing arguments.

Here are a few for you to practice with your children:

• likewise, similarly, also, just as, like
• unlike, yet, despite, however, unlike
• firstly, finally, secondly, furthermore

When a child has crafted their argument by clearly stating their position, giving reasons, adding supporting details, and using linking words, they need to write a concluding statement. A concluding statement should wrap up the argument. It could summarise the main points from their argument, or rephrase their position, and it should end on a positive note.

Practice Tip

You can encourage your child to work on their opinion writing skills by introducing them to the Ninja Leaf Opinions lesson series on Night Zookeeper !

When writing informative texts, there are a variety of different strategies that children can use depending on the topic and purpose. Using definitions and cause/effect are examples of these.

Here are some top tips on how to plan an informative piece of writing:

• Identify the main topic.
• Create a list or discuss important points to mention.
• Organize the points discussed by order of importance.
• Offer a factual and neutral point of view - offering statistics if needed. Topics should be developed with facts, definitions, details, and quotations.
• Be precise and clear on the points made - use a variety of linking words to clarify the relationship between ideas and to help transition between sentences and paragraphs.

Informative writing pieces should be closed with a concluding section that summarises the main points and leaves the reader thinking about the topic. This conclusion should offer recommendations on further reading for the audience, or leave the reader with questions relating to the future of the topic.

Work on informative writing by asking your child to write a weekly grocery shopping list, asking them to name all of the essential items which are used on a regular basis.

Technique, description, and a well-sequenced plot are all expected features of Year 6 level narratives. When working on narrative writing, some aspects to focus on include a clear focus on the topic, good descriptions of characters , settings and other imagery relevant to the narrative. Narratives may also include techniques such as dialogue.

These narrative techniques are very useful, as they allow the plot to move forward and help to develop well-rounded characters.

Young writers should utilize figurative language (including similes, metaphors, and personification) and a wide vocabulary to include precise words and phrases in their short stories. Narrative writing relies heavily on providing a high level of detail with the aim to allow the reader to clearly visualise the actions, characters and settings present in the story. For example, adverbials of time and place are linking words we often use to sequence paragraphs. They show shifts in time and place that help readers follow the sequence of a narrative.

Concluding a piece of narrative writing may sometimes be challenging, as there are many techniques to choose from. We really encourage writers to try out different endings to their narrative pieces, including cliffhangers, unexpected plot twists or a classic happy ending!

The narrative lesson series on our program is a great way to help your young writer to explore narrative techniques such as pacing, description, and dialogue to move the plot forward and develop characters and events.

How Night Zookeeper can help

Looking for a way to make writing fun for your child? Try our writing program for kids !

Night Zookeeper covers the full English National Curriculum and includes content that support Year 6 students with their English skills as they prepare for secondary school. Our gamified approach to teaching writing puts an educational twist on video games to help students to stay focused, engaged and entertained as they learn.

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How do I use writing topics in my classroom?

Do you want to inspire your students to write great narratives, essays, and reports? Check out these grade-specific writing topics organized by mode (explanatory, creative, and so on). Or search for writing topics that relate to a theme, such as “life” or “animals” or “family.”

Jump to . . .

Explanatory writing.

• A day in the rainforest
• After-school games
• An important person I know about
• At the library
• Foods I don't like
• Friendly places
• Games I play with friends
• Games we play at recess
• Good things in my neighborhood
• How plants grow
• How to make my favorite dessert
• How to make new friends
• I like spring because . . .
• I like to make . . .
• I'd like to see . . .
• Insects, insects everywhere
• Learning to ride a bike
• My favorite food
• My favorite pet
• My favorite season
• My mom's/dad's hobby
• My new friend
• My shopping list
• Our clubhouse
• The biggest bubble-gum bubble
• The funniest zoo animal
• This person makes me laugh
• What I know about . . .
• What I know about an animal
• What I know about dinosaurs
• What I know about stars
• What I know about the ocean
• What I like about math
• What makes me laugh?
• What will I share?
• Who I will be in the future
• Who's at the zoo?
• Why I like to read
• Why I love to sing
• Words I think are funny

Persuasive Writing

• Don't litter!
• Things that would make my neighborhood better

Narrative Writing

• A day at the beach
• A special birthday
• Buying something with my own money
• Cooking dinner with Mom/Dad
• Eating lunch with my friends
• Going grocery shopping
• Going to the circus
• I rode on a . . .
• I'm happy when . . .
• Losing my teeth
• My adventure
• My trip to . . .
• Noisy times and quiet times
• Playing a game with Grandma/Grandpa
• Playing with pets
• Something funny that happened to me
• The biggest thing I ever saw
• The last time I cried
• When _ was born

Response to Literature

• A book I just read
• Some of my favorite books

Creative Writing

• A story about a holiday
• A trip on a rocket ship
• Dear George Washington
• Seeing the world through the eyes of . . .
• Sometimes I wish . . .
• What if I met a . . .
• What if I were 10 years old?
• What if I were someone else?
• What if toys could talk?
• What's under my bed?

Research Writing

• I wonder why . . .
• Something I don't understand
• A bicycle I'd like to have
• A day in the desert
• A great place to go
• A great treehouse
• A place I like to visit
• A sport I'm good at
• A trip on a monorail
• Activities for indoor fun
• Activities for outdoor fun
• Amazing facts I know
• An amazing animal
• Dancing to the music
• Having fun at school
• Helping out around the house
• Magic tricks I can do
• Making my favorite food
• My favorite baby-sitter
• My favorite board game
• My favorite teacher
• My homework place
• Our classroom pet
• Some things I like about the museum
• The best house pets
• The weirdest house pets
• Things that are hard to believe
• Things to do in the snow
• Unusual fruits and vegetables
• Water balloons!
• What I like about where I live
• What makes me special
• Who is beautiful?
• Let's help the environment by . . .
• Things I'd like to change
• A cozy spot at home
• A funny time in my family
• A great day with a friend
• A helpful person I have met
• A person who means the world to me
• A walk in the woods
• Funny things my pet has done
• My best birthday
• My favorite family story
• Putting on a play
• Swimming at the pool or lake
• When everything goes wrong
• Book characters I'd like to meet
• A dark hallway
• Donuts for dinner
• Something I wish would happen
• What if there were no electricity
• All about an amazing animal

Business Writing

• A cartoon character that I like
• A song that means a lot to me
• A special photograph
• A special, secret place
• A trip in a submarine
• An important time in history
• Building a fort
• Creatures that live in the ocean
• Creepy, crawly things
• Dirt bikes and skateboards
• Do I want to be famous?
• Doing homework
• Going to the dentist
• Gone fishing!
• How to stop hiccups
• How we divide the chores at our house
• I don't understand why . . .
• I'd like to invent a machine that . . .
• If I started my own business, I'd . . .
• Instructions for a pet sitter of my pet
• Let's help the animals by . . .
• Looking at the globe
• My favorite clothes
• My favorite form of exercise
• Pizza is . . .
• Staying at a friend's house
• The first day of school is the worst/best because . . .
• The rules we follow
• Things I see when I take a walk
• What I use a computer for
• What if I were the teacher?
• What is important to me?
• What it's like to use a wheelchair
• What my dreams feel like
• When I see nature, I . . .
• Why I like/dislike playing team sports
• Why my mom and dad are the greatest
• My school really needs . . .
• A day in the life of my pet
• A visit to a friend's school
• An excellent birthday party
• Discovering a new friend
• Getting my first pair of glasses
• Grandma's attic
• I'll never eat another . . .
• My best day
• My first school memories
• My most embarrassing moment
• Rings on her fingers
• Talk about being scared!
• When I did something amazing
• When I was upside down
• When the big storm hit
• If I wrote like the author of . . .
• A really spooky story
• Summer games
• What if we suddenly had to move?
• A game that meant a lot to my childhood
• A school field trip
• A toy I've held onto all these years
• A trip to a space station
• A typical lunch hour
• Can farmers grow enough food for everyone?
• Here's what a new student needs to know
• How I can change the way I look
• How I picture myself four years from now
• How I would define the word . . .
• I would have liked to have lived during this time.
• I'm principal for the day. Here is my schedule.
• I've done something that no one else has done
• If I could be someone else, I would be . . .
• My bedroom from top to bottom
• My favorite place
• My idea of a fun weekend
• My life as a . . .
• My participation in an activity outside of school
• One thing I want to do by the time I leave 8th grade
• Overcoming health problems
• The wildest hairstyle I have ever seen
• What a family member taught me
• What a house of the future might look like
• What I broke or lost that belongs to someone else
• A big hazard on the road
• A big problem in education is . . .
• A cool store
• A dedicated teacher or coach
• Dear Senator
• Discover nature
• Finally, a good assembly
• How could TV be better?
• Let's save _ in our schools
• My best class ever
• My favorite neighbor
• My favorite singer(s)
• Rights that kids in my grade should have
• The worst food I ever ate
• This really bugs me
• What's good about hard work?
• Why I deserve a larger allowance
• Why parents should be honest with their kids
• Why school fund-raisers are important
• Why weekends need to be longer
• A memorable bus ride
• A narrow escape from trouble
• A time that was just not fair
• A visit to a relative's house
• If I lived back in history
• If only I would have listened!
• My first concert
• My first friend
• Summer in a cabin by a lake
• The most fun I've had recently
• We couldn't stop laughing!
• We got caught!
• When I was lost
• A great book made into a great movie
• My favorite character from a book
• What if a book came to life?
• What this story means to me
• How _ came to be.
• Life among the cloud people
• Long ago and far away
• Meeting myself in the future
• Traveling west in a wagon train
• When the dinosaurs returned
• A job I'd really like to have
• All about an amazing place
• The most fascinating things I learned
• The tallest, the deepest, the longest, the biggest
• When I conducted an experiment
• When science took a big leap forward

Personal Writing

• The book that got me hooked on reading
• A day I will always remember
• A friend who moved away
• A great scientific breakthrough
• A person who changed history
• A personal habit I'd like to change
• A project I am working on
• A typical evening at home
• A visit with the doctor or dentist
• An invention that transformed the world
• Causes of a huge change in the world
• Coping with brothers and sisters
• Hanging out
• How a vehicle works
• How do people cope with constant pain?
• How I express myself artistically
• How it would feel to walk in space
• I admit it: I enjoy professional wrestling.
• I take some things too seriously
• If I were a superhero, I'd be . . .
• Is pollution a necessary evil?
• Is this love?
• Morning madness
• My craziest experience in a restaurant or shopping mall
• My dream car
• My first crush
• My first encounter with a bully
• My muscles were so sore after . . .
• My Web site
• Self-esteem
• Something this school really needs is . . .
• Sometimes, adults seem . . .
• The environment: problem and solution
• The hardest thing I have ever done
• The idea hit me like a tornado.
• The next wave of social media
• The toys I'll never give up
• Tools I will need in my intended profession
• We all make mistakes
• What animals can teach people
• What different colors mean to me
• What do Americans do well?
• What do I do to break routine?
• What do I worry about?
• What if school sports were dropped?
• What invention would I like to see in my lifetime?
• What it's like where I work
• Who knows me best?
• Why are crime dramas so popular?
• Why are some people so cruel?
• "Obstacles are what you see when you take your eyes off the goal."
• A change that would improve school life
• Foods I love, foods I hate
• I couldn't believe that Mom/Dad volunteered me for that job
• It's a rule, so it's right . . . right?
• Let's hear it for my favorite senior citizen
• Let's push alternate forms of energy
• Putting my foot in my mouth
• The government should . . .
• What most drives me crazy is . . .
• Why appearance is not so important
• Why I deserve the job
• _ is like a boomerang
• A funny thing happened when . . .
• A meaningful gift I've given or received
• A time when I got in trouble
• An unforgettable dream
• Looking at pictures of family and friends
• My brother or sister made me so mad
• My worst vacation
• What I regret most
• When I faced my fears
• When I learned something difficult
• When I traveled to . . .
• A remarkable artist
• An all-new album from an important artist
• An amazing work of art
• Meet the characters of . . .
• The music that moves me most
• The theme of my favorite story is . . .
• Alone on a desert island

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