creative writing library programs

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Stay Inspired and Creative with a Library of Free Cricut Designs to Download

Are you a DIY enthusiast who loves to add a personal touch to your projects? Look no further than the world of Cricut designs. Cricut machines have revolutionized the way we create, allowing us to effortlessly cut intricate designs on various materials. To make your creative journey even more exciting, there is an abundance of free Cricut designs available for download. In this article, we will explore how you can stay inspired and take advantage of these free resources.

The World of Free Cricut Designs

The internet is a treasure trove of creativity, and it’s no different when it comes to finding free Cricut designs. From websites dedicated solely to providing Cricut files to social media groups where enthusiasts share their creations, there are endless possibilities for finding and downloading these designs.

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Using Free Cricut Designs in Your Projects

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As you embark on your creative journey with free Cricut designs, don’t forget to share your finished projects with others. Social media platforms like Instagram and Pinterest are excellent places to showcase your work and connect with fellow crafters who share similar interests.

By sharing your creations online, not only do you inspire others but also create a supportive community that encourages continuous growth and learning. You never know who might stumble upon your project and find inspiration for their own creative endeavors.

In conclusion, having access to a library of free Cricut designs opens up a world of possibilities for DIY enthusiasts. From finding the perfect design for any occasion to bringing it to life using a Cricut machine, these resources allow us to stay inspired while adding our personal touch to every project we undertake. So go ahead—explore the vast array of free Cricut designs available online and let your creativity soar.

This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.

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Creative Writing at the Library

One comment.

LaCharmine Jefferson

September 26, 2018 at 3:52 pm

As a creative writing enthusiast and new ALA student member, this post was of particular interest to me. I’m glad to be apart of this association to learn about the inner workings of the libraries from those in the trenches.

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Popular topics, you are here, creative writing in the library: 4 prompts to break the ice.

Micah Bateman, Fellow, Mellon Engaged Scholar Initiative, University of Texas at Austin

Whether your library is starting a recurring writing group or you’re just programming for a one-and-done creative writing session, it’s helpful to think of ways that generative writing prompts can not only launch your patrons into their process, but also help them get to know each other, you, and your collections and services.

To that end, I’ve assembled here four writing prompts that also serve as familiarizing icebreakers.

Getting to know names

It’s important for your writing group’s rapport that you and your patrons learn one another’s name so that everyone can feel recognized and counted.

• The prompt: Write a half-page poem or scene in which your name is dramatically announced.

Memoirists might write about the embarrassing time that their gym teacher singled them out by name. Biographers might write about someone famous who shares their name. Fiction writers might write about the revelation that their name was what their mysterious protagonist called his childhood sled. The point is to associate faces with names, so have everyone (who elects to) share their exercise aloud.

Getting to know each other

Once you know each other’s names, get to know each other’s personalities.

• The prompt: Write a half-page poem or scene in which you, the autobiographical you, have a supernatural ability. What is the ability, and how does it relate to your personal character? What do you do with it? What’s its limit or liability?

Answering one or more of these questions through a fun writing demonstration will assist the group in getting to know who’s who. Have those who elect to do so share their exercises.

Getting to know the library

Scatter some recent obituaries from various newspapers that your library carries on the table. Have each patron choose an obituary of one person who was alive in 1988.

• The prompt: Write a one-page poem or scene that features the deceased person’s activities at precisely 3:42 p.m. on Sept. 28, 1988.

Obviously this exercise will likely be speculative, but this speculation will benefit from a foundation in research for which you can provide some reference. What resources does your library carry that might be helpful for the task? These might include documents or books about historical fashion, microfilmed newspapers from the time, period yearbooks, or an introduction to various databases and computer clusters. This prompt will introduce your penning patrons to you and your resources.

Bringing it all together

If you’re looking for a single prompt to introduce your writing group to you, each other, and the library all in a single go, then look no further.

• The prompt: Write a one-page letter that is addressed to you from someone in the year 1858. The letter-writer knows things about you such as your name and your primary occupation. What do they want from you? And what do they reveal about themselves and their time?

This prompt will lead patrons to reveal their names and various particulars about themselves at the same time that they’ll have to consult you for reference regarding the year 1858. After writing a single page in a single session, your group should be familiar enough with each other and with your holdings to ease into a group routine or more in-depth exercise.

Micah Bateman is the co-author of "Mapping the Imaginary: Supporting Creative Writers through Programming, Prompts, and Research" (ALA Editions, 2019).

Help patrons of all ages find their stories — not only as readers, but as writers.

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Creative Writing for Tweens: 9 weeks of program outlines

Creative writing in libraries is a no-brainer. I will always have a special fondness for creative writing programs: when I was a kid I would spend hours filling notebooks with my “novels,” and was encouraged to continue after winning a children’s creative writing contest put on by my local library. Now I have the opportunity to encourage kids to write, and to teach them creative writing techniques.

My goals for this program are:

• Kids will develop creative confidence
• Kids will learn skills related to creative writing techniques and process
• Kids will feel inspired to continue writing after the program ends
• Kids will have an enriching and extremely fun experience at the library

I have done 3 variations of this program over the past year:

• The first was a 9 week long program for ages 7 – 14 focused on developing creative writing skills and publishing a zine. Every week we did an icebreaker to get the creativity flowing. Then we had a fun and interactive “lesson” on a certain topic (character building, plot arcs, tone, etc). Then we would work on an exercise related to the topic (many of these activities are available for download below). During the last few weeks we worked on putting together a zine – decorating the cover, submitting stories and comics, formatting the layout.
• The second was a 10 week program that was a little less structured. We always did an icebreaker and had writing time (and had a snack). Once I brought in a local author to lead a dialogue workshop with them. Once we wrote submissions to a local time capsule. The other weeks focused on writing games or exploring a creative writing topic. At the beginning of this program I gave everyone a Writer’s Dream Book, which they contributed to throughout the program.
• The final version was a one time “Write-a-Thon” day in the summer. We did a Mad Lib together, and then split up into 2 groups and did 2 separate workshops, then swapped. Everyone got a cute little colourful moleskin notebook to keep them writing.

There are so many benefits to encouraging a love for writing in a child: confidence, expression, self-identity, creativity, imagination, open-mindedness, communication, and of course literacy. Plus, kids just love this program. Some of the most fun and funny times I’ve had while in a library have been running this program. Below is a week-by-week break down of the first 9 week session I did of Young Writers Club, including lesson documents and creative writing exercises I created.

Week 1 – Description

• Since it was the first week, as kids came in they could choose a notebook and decorate the cover
• Started with icebreaker: Telephone Pictionary
• Together we described the room
• You could also have everyone individually write a few sentences describing the same item, and then compare the descriptions
• We read the description of November from Anne of Green Gables below and discussed what we liked about it. Then we filled out the Description Worksheet.  Everyone chose a different month, and shared at the end if they wanted.

“It was November–the month of crimson sunsets, parting birds, deep, sad hymns of the sea, passionate wind-songs in the pines. Anne roamed through the pineland alleys in the park and, as she said, let that great sweeping wind blow the fogs out of her soul.”-  M. Montgomery , Anne of Green Gables

Week 2 – Character

• Telephone Pictionary to start
• We talked about our favourite characters, and why we liked them.
• We chose a character to discuss further. I drew a small triangle near the top of a whiteboard and asked them to describe what the character looked like. I wrote their suggestions in the empty space all around the top of the triangle. Then I drew the triangle extending all the way to the bottom of the board, and added a horizon line beneath the small triangle. Now it’s an iceberg. We described the character traits of the character, and wrote them under the water. We talked about the importance and the difference of describing appearance and developing character traits.
• We built upon our description skills with this Perception Description Exercise . Everyone choose a pre-printed image of an interesting setting (mountains, haunted house, amusement park, fantasy landscape, volcano, etc), and filled out the first page with a description of the setting from their perspective. Then they chose a character randomly from the envelope ( from the Character List), and filled out the second half from their perspective
• Everyone left with a Character Profile Worksheet to work on during the last few minutes and at home.

Week 3 – Story Arcs

• We had a lot to get through so we skipped ice breakers and went straight to a Powerpoint . At the beginning I showed them examples of Zines, and reminded them that in a couple weeks we would start on our own Zine. Then we looked at the Story Arc Chart and discussed examples of each part of the story.
• Take two slips of paper
• On the first slip, write a word that could describe a character. Try to describe a deep characteristic rather than their appearance (Examples: brave, evil, valiant, hopeful, sneaky)
• On the second slip, write a type of character (Examples: princess, bear, dragon, grade 5 student, wizard)
• I mixed them all up and everyone chose one characteristic and one character. Some combinations were: brave unicorn, young ghost, scary princess
• After learning about introductions, everyone wrote an introduction about the character they have.
• Then we learned about Inciting Incident
• Everyone passed the paper to the right, and wrote the inciting incident of their neighbour’s story
• We continued learning, passing to the write, and adding onto a new story until we had a completed story.
• These were some of the best stories and most effective learning that we did all session!
• Everyone left with a  Story Arc Worksheet to take home and work on.

Week 4 – Tone

• Telephone Pictionary or Mad Libs
• We discussed tone – what it is, how it is conveyed (through description, word choice,  and sentence structure), and how it affects the reading experience.
• We did the Tone Exercise sheet. First read the story snippet in the paragraph and reflect on the tone. Then choose a Tone Slips from an envelope, and rewrite the story in a new tone.
• Again, this was a very effective learning experience. Kids were able to create a strong new tone, and explain how they used description, word choice, and sentence structure (eg: short choppy sentences for a jolting, alarming tone) to develop the tone.

Week 5 – Naming

• They shared about their favourite characters, what they thought of their names, why the author may have chosen those names
• I introduced them to the Bouba/Kiki Effect  by drawing two shapes (one jagged, one blobby) and having them vote on which was named Kiki and which was named Bouba. They overwhelmingly voted the jagged one as Kiki and the blobby one as Bouba, and we discussed why that might be.
• We filled out this fun Naming Worksheet . Kids loved thinking up names and sharing them with everyone.
• We played Telephone Pictionary (back by popular demand!) and they had time to work on and share their stories.

Week 6 – Purpose

• We brainstormed our favourite stories, and what the “messages” or “moral of the stories” were
• They were asked to think about one thing they’d like everyone to know. Or the one thing they’d like to change about the world. Everyone wrote that down on a page.
• We brainstormed how they could write a story about those topics (including using a fantasy world to mimick our world)
• Most kids wrote and drew something based on their “message”
• This is a zine “draft.” I just wanted to give them an example of a zine they created, so we can create a more polished version in the next 2 weeks.

Week 7 + 8 Zine Creation

• We played Telephone Pictionary
• Free writing time
• Setting photos and character slips were available for inspiration
• They were encouraged to write their stories on precut pieces of paper that would fit easily into a zine

Week 9 Party time!

• We had a hot chocolate bar (hot chocolate, whipped cream, sprinkles, marshmallows), popcorn, and candies
• Worked on finishing up our stories, decorating the zine cover page, and designing About the Authors pages.
• We used the button maker to make buttons and magnets
• Everyone left with a couple finished copies of the Zine to share with family and friends.

Other Downloadable Resources

My Writer Dream Book : The second time I ran this program, I had everyone take a Writer Dream Book on the first day, decorate the cover, and fill in the first page. In the middle of the program block we filled in the middle, and on the last day we filled in the last page. This was a great way for them to track their progress, and reflect on their writer identity. I’ve uploaded the Word version so you can edit to suit your needs.

There are numerous creative writing exercises in the outline above 🙂

There’s something so natural about hosting a creative writing program in a library. You are surrounded by stories, and you have a chance to inspire a life long love of storytelling. Plus, the program basically requires no special, expensive materials to run (unless you count a  pack of 100 gel pens and a few stacks of paper).

As usual: please let me know if you use my resources, and credit me for my work. What are your favourite creative writing program structures? Are there any must try writing icebreakers I missed?

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5 thoughts on “ creative writing for tweens: 9 weeks of program outlines ”.

[…] If you’ve ever considered having a writer’s group at your library, you must check out Karissa Fast’s detailed program plan at the Ontarian Librarian: Creative Writing for Tweens: 9 weeks of program outlines. […]

We’ve had several tweens ask about a writing club at the library, so I decided to start one this fall, but I confessed to one of my coworkers yesterday that I was worried about pulling it off because I’m not a strong creative writer myself. My coworker immediately pulled up this page and showed it to me. Thank you for sharing your work! You just saved my butt and I feel a lot better about the quality of the program I’ll be presenting. Is there any particular way you’d like to be credited? I figure I’ll print the website at the bottom of the worksheets I print out.

That sounds like a great way to credit. Thanks for asking! Have so much fun with your program – it will be awesome.

[…] Check out my other post about creative writing programs for kids: Creative Writing for Tweens: 9 weeks of program outlines […]

Thank you for sharing your work. I have some young ones at my library that are interested in starting a young creative writing group and I hope to share with them your material 🙂

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Illustration by Leigh Wells

Kelly Menzel is never quite sure what to expect when the teens in her writing club at the North Tonawanda (NY) Public Library participate in a “round robin” writing activity. One time a story about Sherlock Holmes ended up with the fictional sleuth embarking on a date with Shrek along the French Riviera.

In due course, however, they pass their notebooks around and add to each other’s sentences, even the boys who originally showed up at the gatherings for the free food are contributing to the final product.

“I would give them snacks and tell them they had to write something—it didn’t even have to make sense,” says Menzel, the adult and teen services librarian at the branch, near Buffalo, NY.

For these students, however, crafting nonsense plot lines was a step toward writing a collection of short stories, which will eventually be published through Amazon and added to the library’s shelves. “They can show people [and say,] ‘Hey, I wrote a book,’ ” Menzel notes.

When public and school librarians provide environments where students can write what they choose, they are likely to try different genres and find inspiration—outside of their school curriculum.

“Writing with my library friends is so different from writing in school,” says 15-year-old Nichole Van Hise, who is in Menzel’s group. “With writing club, the story can be as short or long as you want it, and can be as weird as you want.”

Amy Koester, the youth and family programs coordinator for the Skokie Public Library outside Chicago, says that when children write in the library, they don’t feel the pressure of being graded or even having to finish what they’ve started.

“When a child writes in the library, there is no formal assessment that is going to follow,” Koester says. “From my perspective, what the library can offer to aspiring and reluctant writers alike is the opportunity to pursue a project without limits.”

Even so, with the Common Core State Standards’ emphasis on writing and responding to what they read, the additional opportunities students find outside the classroom can only support their growth as writers.

Start out loud

When she worked at the St. Charles City-County (MO) Library District, Koester collaborated with school librarians and learned about what students were expected to do in the area of language arts. She began integrating some informal writing activities into a monthly LEGO club, starting with asking the students to tell her “the story of their creation.”

“Storytelling out loud can be a strong first step toward writing on paper, as it allows the teller to work through the feelings of messiness that tend to come with first drafts,” Koester says. “The telling of the story out loud can also be a powerful motivator for writing—once a kid has told an amazing story out loud, they usually want to capture their narrative permanently so they can continue to refine it.”

Andrea Ellis, the digital youth engagement manager at the Kansas City (MO) Public Library, incorporated writing into her work with the teens participating in Team Digital . The Team Digital teenagers apply and are chosen to work in the Kansas City Digital Media Lab and help others learn about the equipment as well. Ellis says that while the young adults might have a knack for technology, they can struggle with being able to describe what they know and can do.

“We would engage in fairly lengthy discussions about why it was important for them to learn how to tell the story of who they are, what they love, and what they’re good at,” Ellis says, adding that while writing was not originally part of the position, written and verbal reflection will now be required.

Writing club participants enjoy snacks at the North Tonawanda (NY) Public Library. Photo courtesy of Kelly Menzel/North Tonawanda Public Library

Building the habit

Connecting writing to children’s interests is often an effective strategy—even for students who might not think they enjoy writing or feel they’re not strong writers.

At Woodland Hills Jr./Sr. High School in Pittsburgh, PA, instructional coach Lauren Baier is fostering writing among the school’s athletes by implementing athletic journals, an approach developed by Richard Kent, a professor of English and literacy education at the University of Maine and author of Writing on the Bus (Peter Lang, 2011).

Baier was initially skeptical about the idea, thinking that the students would only write in their journals to please their coaches, but then she realized that it could be “a foot in the proverbial door with student athletes,” she says.

“I started thinking about athletic journals as a way to build the habit of writing for students who may not consider writing as anything more than a chore to be ignored in class,” she adds.

Last fall, Baier, also assistant coach of the girls’ tennis team, implemented a post-season reflection sheet, which the girls used to record personal thoughts on their season, where they had improved, and what else they planned to work on during the off season. This spring, athletic journals will be used with the boys’ tennis team and the eighth grade boys’ baseball team.

“Our hope is that some of the athletes grab onto the idea of journaling and begin to use it even when not prompted by a teacher or coach to reflect and work on the mental aspects of the game,” Baier says. “If we can build that habit, their writing will improve over time, thus helping their academics as well.”

Platforms and zines

With opportunities for self-publishing increasing, students have a real-world forum in which to share their voices. The girls in Menzel’s club write fan fiction—sometimes starring a favorite musician, book character, or even a popular teacher—and publish it on FanFiction.net. Their work is also posted on the library’s tumblr page .

Shannon McClintock Miller, a former teacher librarian now working as a consultant and blogger, finds that the wide variety of digital storytelling programs can also spark students’ creativity if they feel stuck in their writing. Storybird , for example, provides illustrations that students can use to begin writing a story. With Little Bird Tales , students can create stories, record them, and easily edit.

Wick Thomas, the teen librarian at the Kansas City (MO) Public Library, says that publishing material and knowing that other teens might be reading it—not just adults—are powerful incentives for those who might not otherwise be interested in writing.

Thomas worked with a group of teens to edit and format Unheard Voices , a teen literary and art zine featuring a wide range of submissions including book reviews, poetry, and a book chapter. Students in a juvenile corrections facility were also invited to submit material.

“Teens don’t get a lot of say in this world. We talk but we feel like no one is listening,” the teen editors wrote in an introduction to the zine. “Central library gives something that most places don’t: a chance for things to be different and to give teens a voice so they can tell their own words and their own opinions.”

Menzel’s teen club members are producing more than just narrative stories. One boy enjoys writing limericks. Another likes free-form poetry. When she tried to create a similar group for middle school students, it was hard to depend on parents to bring them consistently, she says. Teens, however, are more independent and come over from the high school next door. “[Their] parents are ecstatic that they’re in the library,” she adds.

One of her club’s favorite activities is when Menzel covers up the words in picture books and the teens come up with their own stories, or when they invent fractured fairy tales—taking a classic tale, reimagining the plot, and giving the characters different personalities.

Outside Chicago, fourth through sixth graders in the Arlington Heights Memorial Library’s (AHML) Tween Advisory Group (TAG) are also creating fractured fairy tales. Working with members of Inklings, the library’s writing club for teens, the younger students put their own spin on the classic stories—and saw their scenes performed by theater students at nearby Rolling Meadows High School.

“It was a frenzy of creativity, outlandish suggestions, and laughter,” AHML teen advisor Alice Son says about the collaboration between the TAG members and the teens. “By the end of the hour, each group had come up with a script that was hilarious, quirky, and all their own....[They] were excited by the prospect that theater students would actually put on a production that came from their heads.” Theater teacher Britnee Ruscitti said that her students also found the collaboration rewarding and challenging.

Tween writers at the Arlington Heights (IL) Memorial Library (left) create fractured fairy tales that are performed by high school students (center, right). Photos courtesy of Arlington Heights Memorial Library

Rap and writing

Music is another powerful way to inspire and improve students’ literacy skills—and it can be especially effective if the music is part of kids’ daily lives. At Half Hollow Hills High School West, on Long Island, NY, teacher Lauren Kelly incorporates analysis of hip hop lyrics into her regular 10th grade English classes and teaches a separate half-year elective class on hip hop. While the students are studying hip hop and rap from a cultural and historical perspective, they’re also writing about the claims rappers are making in their lyrics and using evidence from the “text”—such as TLC’s “ Waterfalls ”—just as they would a news article or short story.

“There is so much more buy-in because it doesn’t feel like doing work,” Kelly says. “They get more excited about it because it’s something they genuinely care about.”

Several students in her hip hop class were already writing their own raps, and in March, some presented and performed works they wrote at a youth summit sponsored by the Institute for Minority and Urban Education at Teachers College Columbia University. Critiquing the lyrics in class has further allowed them to see themselves not just as rappers, but writers, Kelly says.

“They are able to go further and dig deeper and notice things that I might not even notice,” she says, adding that their writing has become much more advanced. “The hope is that when they do have to encounter texts that are less current, they are better equipped to do that.”

Menzel notes that writing can often take students to unexpected places. For example, one boy began writing his own version of fan fiction featuring My Little Pony, mostly to poke fun at the girls who were writing more dramatic scenes featuring their favorite characters. Now his parody has turned into an epic saga that he continues to develop.

“They might just be writing stories for fun, but they are looking into why they write what they do,” Menzel says. “I like to get them thinking about how a story is created and all that goes into making something work.”

Van Hise says participating in Menzel’s writing club has improved her ability to “write about anything on the spot” and to more quickly develop ideas and characters.

“Just write. No matter what,” she says. “You can write about your day or what happens at home. Write anything that is on your mind. Just pick up a pen and some paper. You might be able to make a story.”

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Creative Writing Programs at the Library

Meet the Author

Local writers share readings from their newest books

Manhattanville Writer’s Circle

This writing group was offered to the public during the pandemic at Manhattanville College’s MFA in Creative Writing program. Many students and alumni and local writers have continued to meet and share their works i n s upportive virtual sessions on Zoom. 

If you want to be creative, you might be interested in joining this group. We share stories, poems, drafts, and final works and give feedback to one another with the hopes of improving our craft. We also share resources in the Rivertowns and Westchester that help writers in the area to advance their skills and writing careers.

Our next meeting will be on Thursday Sept. 21 at 10:00 a.m.

If you are interested in joining us, please send your email to Sara Bramble at [email protected] or to [email protected]  and we will send you regular meeting reminders along with some resources and events for writers in 

Location: 902 Game Farm Road, Yorkville, IL 60560

Phone: (630) 553-4354

Library Hours

Monday-Thursday: 9am-7pm Friday: 9am-5pm Saturday: 9am-4pm Sunday: Closed

Adult Creative Programming

From our Threads & More needlework group to Makerspace Tuesdays to The Yorkville Creative Writing Group , the library offers a number of opportunities for members of the community to find their creative outlet, work with other creative minded people, and try out new skills and hobbies.

Threads & More

Creative Writing

Inspiring Minds

Our Inspiring Minds program asks our patrons to come to the library and take a look at a brand new display featuring an interesting artist named John Bauer. After learning about Bauer’s life and work, we hope that you are inspired to create a new work of art – be it a painting, a drawing, a poem, a story… Bring that artwork to the library to add to the display and attend our program in January to share all the work inspired by Bauer’s art. Learn more here.

Art & Poetry

Our Art & Poetry is an annual event. We are accepting submissions now for our 2023 event. If you would like to participate as a poet or an author, please email Sharyl Iwanski at [email protected] for more information.

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Creative Writing Club

Join us to play literacy games, work on your creative writing, explore different writing styles, and get help on your school writing assignments.

In partnership with the University of Calgary.

Related Events & Programs

Stem explorers: birds of prey, author in residence: writing your life, musical artist in residence 2023: basic music theory, english conversation group (intermediate, virtual).

Creative Writing

Plano Library Speaks: Writing Working & Other Literary Pursuits

https://traffic.libsyn.com/planolibrary/PLSpeaks15.mp3Podcast: Play in new window | DownloadIn episode 15 of the Plano Library Speaks podcast, we talk with Library Services

The Write Workshop

Are you an aspiring or established writer? Connect with fellow local writers and improve your craft at The Write Workshop.

Memoir Writing Starter Kit

Everyone has a story. Share yours by using materials, resources and programming from Plano Public Library. Plano Public Library offers

Plano Library Speaks: Podcast Episode #6

https://traffic.libsyn.com/planolibrary/PLSpeaks6_mixdown.mp3Podcast: Play in new window | DownloadWelcome to Plano Library Speaks, the podcast of Plano Public Library! In this episode, your

Plano Writes: The Final Draft

November is National Novel Writing Month! Prepare for your next steps with Plano Public Library’s classes and resources. Join us

Plano Writes: Giant Footsteps

November is National Novel Writing Month! Take advantage of Plano Public Library’s programs and resources to take your novel to

Plano Writes: Technically, Literally

November is National Novel Writing Month! Challenge yourself to craft exciting dialogue, interesting prose and unique characters. Join us at

Plano Writes: Finding Your Voice

November is National Novel Writing Month! Embark on a literary journey of self-discovery with Plano Public Library. Join us at

Plano Learns: The Write Workshop: The Manipulation of Time

How does time work in narratives? Learn how to manipulate the difference between a reader’s experienced time and the story’s

Plano Learns: The Write Workshop: The Construction of Space

Build a setting for your story in honor of National Novel Writing Month (NaNoWriMo). Learn how to construct a literary

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The Seattle Public Library Closed On Veterans Day

All locations of The Seattle Public Library and book returns at the Central Library will be closed on Veterans Day, Saturday, Nov. 11.

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Find free classes, resources and reading opportunities for writers of every skill level and genre. Listen to podcasts of writing classes and past events, or connect with local writing organizations.

Explore Writing

It's About Time Podcasts

Listen to recordings of past It's About Time Writers' Reading Series, featuring author readings and open mics.

Local Writing Organizations

Connect with local writing organizations that can help you write and publish your work.

Seattle Writes

Explore free classes and workshops on creative writing and publishing.

Writing Resources

Get free online tutoring for help with a class, test preparation or a job application.

If you have a question or need help, Ask Us or call 206-386-4636.

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