Since 1997, I have taught weekly private writing workshops and tutorials, and school-site workshops. I also coach teens on writing their college essays. My clients come to me via referral from teachers and parents of current students. I also lead occasional teacher-training sessions on writing. The release of my first novel, KNOCK ON WOOD, in 2000, launched a few years of Author Visits and subsequent writing workshop series in many local schools. I have taught GATE writing enrichment programs at a number of schools, have presented for the Association of San Diego Educators of the Gifted (twice), have conducted workshops at Barnes & Noble stores for writers of all ages, and have presented at Educators' Nights at B&N, too. My second book, WRITING SUCCESS THROUGH POETRY, a writing instruction book from Prufrock Press (2006), features my own poetry as prompts for writing in all genres. AN e-book version of my first MG novel is titled The Secret in the Wood, available through Amazon. I have also worked as a literary agent, a magazine editor, a free-lance writer/editor, a children's encyclopedia editor, a book doctor, a writing coach, and a bookseller. I am currently writing novels for children, in addition to teaching and sharing lessons here. I also write two blogs, one about the art of writing (for writers and poetry lovers), and one about the teaching of writing: www.susanllipsonwritingteacher.blogspot.com.
I lead engaging, interactive, process-oriented writing workshops designed to inspire awe for the power of words and awesome, powerful writing. Revision is the key to word power--a key turned by the reactions and suggestions from one's readers. My prompts are tightly focused, not overly broad, to evoke meaningful, natural responses and develop specific writing skills.I often use poetry as prompts because I believe that poems often cultivate critical thinking skills better than any other form of literature. Poetry calls our attention to the power of individual word choices far more often than prose does. My lessons feature multi-level extension exercises to accommodate the various skill levels and interests among young writers. I believe that to teach writing effectively, teachers must respond first to the substance of a work with comments or questions pertaining to the student's message or imagery, etc. Responding to the words themselves, rather than the way they are written (in terms of format, spelling, punctuation, grammar, etc.), will make writing assignments feel meaningful--like a means of communication, not just a means to a grade.
Yet to be added
I earned my B.A. degree in English and Communications (summa cum laude), and then my K-8 Teaching Credential from The University of Michigan. I have attended many professional writing and editing courses at educational conferences.
I do occasional free-lance editing for other authors, and I write two blogs (please visit and subscribe!): www.susanllipson.blogspot.com www.susanllipsonwritingteacher.blogspot.com. My author-teacher website: www.author-teachersusanllipson.com