CFP: New Ways in Teaching Creative Writing for the ELL Community

Seeking contributors with exciting and effective lesson plan ideas for using creative writing in the English language classroom.

Submission Deadline: June 15, 2016

If you would like your submission to be considered for inclusion in this groundbreaking volume, please follow the guidelines below and submit to the co- editors, Patrick T. Randolph and Joseph I. Ruppert, at their email address:

Scope and Purpose

For decades, creative writing has long been ignored as a pivotal craft for helping ELLs enhance their writing skills. Recently, however, the tide has dramatically turned. There has been a huge and constant wave of interest in using creative writing to evoke more learner interest in the writing process. A number of instructors have used creative writing to improve their ELLs’ writing skills and help them gain confidence along the way. This volume will be the first of its kind.

New Ways in Teaching Creative Writing for the ELL Community will be an eclectic collection of ELL classroom-centered activities contributed by professionals who have developed these ideas in their respective ESL or EFL environments. We look forward to receiving lesson plan ideas from English language teachers, graduate students, and directors who have creative and innovative methods that focus on using creative writing as a tool to help enhance our ELLs’ writing skills. We also encourage our contributors to submit a sample of their student’s work for the volume.

We are looking for activities and exercises in the following areas:

1. warm up tips/ideas

2. on words (e.g., creating words, writing about words)

3. on poetry (e.g., haiku, free verse, 6-word novels, 100-word poems)

4. on fables (e.g., creating new fables, creating dialog for fables)

5. on fiction (e.g., flash fiction, short stories, children’s stories)

6. digital writing (e.g., fan fiction)

7. on play writing (e.g., short one-act plays, dialog techniques)

8. on letters (e.g., creating letters home, writing letters to the future)

9. on creative essays (e.g., essays exploring a utopia, a new religion, a unique school) 10. on journals (e.g., using journals as short story starters, creative nonfiction)

11. on research skills (e.g., paraphrasing through poetry, summarizing fables)

12. on presenting students’ work (e.g., poster sessions, poetry reading ideas, play



The book is primarily directed at teachers who work in Intensive English Programs or for instructors who work at English Language Institutes. However, contributors should feel free to explore options for various populations and settings such as EFL learners, adult education, and young writers (K-12). In addition, consider adding a reference to instructional websites in the appendix of your submission.


This series offers at-a-glance, simple lesson plans. All contributors should follow as closely as possible the format below:


400-800 words

Section Parts

 Title

 Contributor’s Name and Email Address

 Level/s (beginning, intermediate, advanced, all levels) for which the lesson is

most appropriate

 Aim/s of the Lesson (e.g., motivation, developing fluency, accuracy, critical


 Class Time

 Preparation Time

 Resources Needed

 Procedure (please be as clear as possible)

 Rationale (e.g., concepts, theories, research findings which support your ideas—

research in neuroscience or second language acquisition preferred)

 Caveats or Options (for caveats, explain possible trouble areas; for options, offer

alternate ideas or consider different contexts)

 References and Further Reading

 Appendix (e.g., a student sample of the idea, worksheets, Internet references)

 Short 50-word bio

Note: Please provide a note or reference if your lesson plan is based on another source.

Acceptance Process

Contributors should follow the format of the series as closely as possible and use APA for formatting and referencing. As above, submissions should be

meticulously reviewed and checked for clarity and accuracy by the contributor before submitting. All submissions will be carefully vetted by the co-editors and given a final review by the TESOL Book Publications Committee. There will be no automatic acceptances.


TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published*, is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material. Note: If you have previously published a lesson plan and you own the copyrights, then you may submit your work to the project.