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English Calligraphy from A to Z

A course by bego viñuela galarraga , calligraphy artist.

Bego Viñuela Galarraga

Explore Copperplate script and revive the power of freehand lettering

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  • 99% positive reviews ( 927 )
  • 27143 students
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English Calligraphy from A to Z

Each letter is its own world and has a distinct personality. This is what Bego Viñuela, calligraphy artist and founder of Bilbao Calligraphy, discovered when she began exploring this art form. With more than a decade of experience, she is known for her expertise in English or Copperplate calligraphy and her work has led her to collaborate with brands like Vogue, Mont Blanc, and the Guggenheim Museum Bilbao, among others.

In this course, she teaches you how to master the art of English calligraphy from scratch. Learn how to use the tools and draw upper and lowercase letters until you complete a full Copperplate alphabet.

What will you learn in this online course?

17 lessons & 7 downloads

Lesson image

  • 17 lessons (2h 3m)
  • 7 additional resources (4 files)
  • Online and at your own pace
  • Available on the app
  • Audio: English, Spanish
  • Spanish , English , Portuguese , German , French , Italian
  • Level: Beginner
  • Unlimited access forever

What is this course's project?

Choose your favorite phrase, poem, or song lyrics and write them in English calligraphy.

assignment of english calligraphy

Projects by course students

Mi Proyecto del curso: Caligrafía inglesa de la A a la Z. Design, T, pograph, Calligraph, and Lettering project by Lorena Duarte - 12.09.2019

By loreduarteletras

Lorena Duarte

By pauloscarreira

Paulo Carreira

By Gabytequila

Gabriel Lázaro Mena

Who is this online course for?

Anyone who wants to get started in this art form and enjoys creating with their hands, as well as graphic designers and illustrators who use calligraphy as a primary or complementary technique in their projects.

Requirements and materials

No prior knowledge is needed to take this course since Bego teaches you everything from scratch.

As for materials, you need a nib, a nib holder, 80 GSM paper, and ink.

assignment of english calligraphy


Amazing course, very relaxing to watch and it helped to improve my handwriting! I would be happy to get the course of flourishing also, if possible.


E maravilhoso simples e acertivo

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Very inspiring, I learned a lot of new things.



Me parecio muy interesante , es una disciplina que ayuda mucho a la relajación y que la pueden aprender las personas muy jovenes desde los 12 años y mas tarde desarrollar un negocio que les puede dejar mas dinero que un trabajo normal ya que la caligrafía es un arte que es escaso



Muy bien explicado.

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Bego Viñuela Galarraga

Bego Viñuela Galarraga A course by Bego Viñuela Galarraga

Bego Viñuela studied fine arts at the University of the Basque Country where she discovered the world of calligraphy, which motivated her to take a master's degree in advanced typography at the University of Barcelona. To fuel her passion for all things calligraphy, she has traveled the world honing her technique and learning from the best local and international teachers.

Since 2013, she has been sharing her knowledge of calligraphy techniques and approaches at her studio and school Calligraphy Bilbao. When she's not teaching, she works with different brands and crafts invitations for weddings and events.


  • Presentation

First steps

  • History of English calligraphy
  • Materials and tools
  • Guidelines and ergonomics
  • Basic lowercase traits
  • Union of lowercase
  • Capital letters
  • Basic Features Uppercase
  • Warming the hand
  • Capitalization

Alternative letters and composition

  • Alternative letters
  • Numbers and signs
  • Composition

Techniques: watercolors and gouache

  • Write about dark backgrounds
  • Write with watercolor

Final project

  • Introduction to English calligraphy or copperplate

What to expect from a Domestika course

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Enjoy learning from home without a set schedule and with an easy-to-follow method. You set your own pace.

Learn from the best professionals

Learn valuable methods and techniques explained by top experts in the creative sector.

Meet expert teachers

Each expert teaches what they do best, with clear guidelines, true passion, and professional insight in every lesson.

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If you're a Plus member, get a custom certificate signed by your teacher for every course. Share it on your portfolio, social media, or wherever you like.

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Videos of the highest quality, so you don't miss a single detail. With unlimited access, you can watch them as many times as you need to perfect your technique.

Share knowledge and ideas

Ask questions, request feedback, or offer solutions. Share your learning experience with other students in the community who are as passionate about creativity as you are.

Connect with a global creative community

The community is home to millions of people from around the world who are curious and passionate about exploring and expressing their creativity.

Watch professionally produced courses

Domestika curates its teacher roster and produces every course in-house to ensure a high-quality online learning experience.

Domestika's courses are online classes that provide you with the tools and skills you need to complete a specific project. Every step of the project combines video lessons with complementary instructional material, so you can learn by doing. Domestika's courses also allow you to share your own projects with the teacher and with other students, creating a dynamic course community.

All courses are 100% online, so once they're published, courses start and finish whenever you want. You set the pace of the class. You can go back to review what interests you most and skip what you already know, ask questions, answer questions, share your projects, and more.

The courses are divided into different units. Each one includes lessons, informational text, tasks, and practice exercises to help you carry out your project step by step, with additional complementary resources and downloads. You'll also have access to an exclusive forum where you can interact with the teacher and with other students, as well as share your work and your course project, creating a community around the course.

You can redeem the course you received by accessing the redeeming page and entering your gift code.

  • Calligraphy & Typography
  • Brush Painting
  • Calligraphy
  • Calligraphy Styles

English Calligraphy from A to Z. Calligraphy, and Typography course by Bego Viñuela Galarraga

Courses you might be interested in

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

  • Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
  • Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

  • What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

  • define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
  • describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
  • explain —give reasons why or examples of how something happened
  • illustrate —give descriptive examples of the subject and show how each is connected with the subject
  • summarize —briefly list the important ideas you learned about the subject
  • trace —outline how something has changed or developed from an earlier time to its current form
  • research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

  • compare —show how two or more things are similar (and, sometimes, different)
  • contrast —show how two or more things are dissimilar
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
  • cause —show how one event or series of events made something else happen
  • relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

  • assess —summarize your opinion of the subject and measure it against something
  • prove, justify —give reasons or examples to demonstrate how or why something is the truth
  • evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
  • support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
  • synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
  • analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
  • argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

  • What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
  • In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
  • What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
  • How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

  • Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
  • The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

  • spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
  • use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
  • use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
  • get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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10 Calligraphy Styles For Beginners

calligraphy styles article featured image

This post and the photos within it may contain affiliate links. If you purchase something through the link, I may receive a commission at no extra charge to you.

Do you want to start practicing calligraphy, but you’re not sure which calligraphy style to choose from? You’ve come to the right place! Calligraphy is an umbrella term encompassing a wide variety of calligraphy scripts that have evolved for nearly two thousand years.  In this article, I will go over the most popular calligraphy styles.

For each style (a.k.a. script), I will provide the following –

  • Origins of the style
  • Characteristics of the styles

Instagram accounts for inspiration

This article will help you better understand the names of the various calligraphy scripts (aka styles) and help you choose one to start. 

Here is a quick look at the styles covered in this article – 

  • Copperplate 
  • Blackletter (Textura, Fraktur, Rotunda, Batarde)
  • Uncial (Half-Uncial, Artificial Uncial)
  • Roman Capitals (Rustic & Square Capitals)
  • Foundational Hand
  • Gothicized Italic
  • Modern calligraphy

Quick note:  If you are just starting, I recommend picking one of these styles first and then purchasing the needed calligraphy pen and other basic calligraphy tools according to that style. I talk about this in my ultimate guide for calligraphy beginners.

I wrote an in-depth guide on choosing the right calligraphy pen that you can check out later. Alright, let’s begin!

1. Copperplate calligraphy

Flourished Copperplate calligraphy example.

Origins of the script 

The Copperplate script can be traced back to the late 17th century. Back then, known under a different name – the English Round Hand.

Without going too deep into the whole history of the Copperplate script, the name was adopted later on as calligraphers tried to copy the beautiful letters engraved on copper plates created by the penmanship masters of that time. 

I talk more about this in my article about the history of calligraphy.  

However, for a more in-depth explanation of the origins of the Copperplate script, I highly 

recommend checking out this  fantastic article  by Sybille.

George Bickham’s Round Hand script, from The Universal Penman, c. 1740–1741 (an engraving, not actual writing).

Script characteristics 

The Copperplate script is undoubtedly one of the most popular calligraphy styles worldwide. Highly slanted, elegant, flowy, delicate, and precise strokes are just some elements that make Copperplate such an attractive style. 

The Copperplate script is mainly created with a pointed nib and ink. 

However, you can also practice it using a brush, pen, or pencil. 

As mentioned, it is a highly slanted style angled at 55 degrees.

The x-height of letters isn’t fixed, meaning you can determine how big you want your minuscule to be.

However, when practicing, it’s not practical to have a large x-height (especially when working with a dip pen and ink).

The ascenders and descenders are one and a half times the x-height, making them proportional regardless of the size you choose to write your letters.

Flourished Copperplate calligraphy sample I received from Paul Antonio when I visited his studio.

The best way to begin practicing the Copperplate script is by learning the basic strokes and understanding the proper sizing and proportions of the letters.

The key is forming strong foundations that will allow you to create letters, words, and even intricate flourishing compositions. 

Full Copperplate calligraphy exemplar with ductus created by Lettering Daily.

Note – In calligraphy, exemplars are fully written alphabets that include the ductus. The ductus is the direction that indicates the order of each stroke needed to form the letter.

My friend Paul Antonio also has fantastic resources on his website and YouTube channel regarding Copperplate calligraphy. 

Check out his video demonstration on the whole alphabet done with the Copperplate script –

assignment of english calligraphy

You can check out my website’s beginner’s guide on Copperplate calligraphy.   Additionally, you’ll find some great resources on the IAMPETH website . An excellent book for you to check out is –  Mastering Copperplate by Eleanor Winters

@pascribe @logos_calligraphy @suzcunningham @benjawan_calligraphy @bad_calligraphy @caligrafiabilbao @masgrimes @trishiba @sarahscript @inkmethis @anintran

2. Blackletter calligraphy

Blackletter calligraphy sample from Collection (Sammlung) by Hermann Zapf

Origins of the script

Think of Blackletter (gothic) calligraphy as a family of different scripts.

There are so many different blackletter calligraphy styles that you can practice.

They all have their own names, history, and little nuances. 

It would be quite impractical to try and cover all of them in a single article, so I decided to go over the most popular ones – 

  • Textura Quadrata
  • Rotunda 

Each of these styles emerged in different time periods and locations across Europe.

However, to generalize, blackletter calligraphy emerged in Northern Europe around the 11th century. 

Thick, black, dense, vertical strokes with sharp edges characterize black letter calligraphy. 

Blackletter calligraphy is a very expressive calligraphy style (regardless of the specific script), and today, there are so many variations out there that you can practice. 

Blackletter calligraphy is practiced using a broad-edged nib, marker, or fountain pen. 

The minuscules are usually sized at 5 nib widths, while the ascenders, descenders, and capitals are at 7 nib widths.

However, some blackletter calligraphy scripts use different sizing proportions (i.e., the Batarde script).

Blackletter calligraphy written with a broad edged marker and a Pilot parallel pen.

Unlike Copperplate calligraphy, where the thickness difference is created by adding/releasing pressure from the pen, the broad-edged nib creates variations in thickness by holding the nib at a consistent angle. 

Gothic Texture Quadrata full exemplar with ductus.

Unfortunately, I still need tutorials for the Rotunda and Batarde calligraphy scripts, and I couldn’t find any good resources online. However, I did find these two exemplars on Pinterest that you can see below.

Rotunda full calligraphy exemplar with ductus and historical images.

Artist Tri Le created this YouTube video demonstrating a blackletter alphabet –

assignment of english calligraphy

If you’re interested in the Textura script, you can check out this tutorial here written by Edgar Villa. 

There is also a beginner’s guide on Fraktur calligraphy written by Jake Rainis.

Jake’s website is also a great resource for blackletter calligraphy.

I also highly recommend getting a calligraphy book.

Calligraphy books are a great alternative for people who are unable to attend any calligraphy workshops.

In this article, I share my top 10 calligraphy books for beginners.

@theosone @frak_one @sachinspiration @filipcislak  @emmanuel_buron @lucabarcellona @slo.leecalli @signum_et_imago @chaanes @tolgagirgin99 @hwangraphy @misterkams @_ch_is_art_o_ @jakerainis @remrk @lalit.mourya207 @calligraphile @kikovalente @yukimi_annand @uri.miro @letterjack

3. Italic calligraphy

Italic calligraphy written with a Speedball broad-edged nib and sumi ink.

Also known as the Cancelleresca script, Italic calligraphy is a beautiful script that evolved from the Humanist minuscule and originated in Italy during the Renaissance. 

If you’re interested in historical examples of this beautiful script in action, I highly recommend checking out  La Operina by Ludovico Vicentino degli Arrighi .

A page from La Operina by Arrighi shows the "chancery" writing style.

Note –  It is incorrect to call calligraphy styles or scripts – calligraphy fonts. Fonts are what computers and other devices use to display text. Calligraphy styles are either called styles or scripts. 

Best recognized for its smooth and elegant strokes with a slight forward slant. 

It’s a very rhythmic and dynamic calligraphy style that retains a high level of readability. 

The Italic script is practiced with a broad-edged tool. That can be a broad-edged marker, nib + ink, or a fountain pen (Pilot Parallel Pen). 

Written at a slant between 5 and 10 degrees, the letters are usually taller than wide.

Minuscules are usually sized at 5 nib widths while ascending and descending letters are extended equal to the x-height but can be shorter or longer if needed.

The capitals (or majuscules) are slightly lower at 7 nib widths.

Italic calligraphy full exemplar with ductus.


I wrote a beginner’s guide on how to get started with Italic calligraphy. 

As a beginner’s resource, this YouTube video by Joanne Fink is also very useful – 

assignment of english calligraphy

I also highly recommend the book – Foundations of Calligraphy by Sheila Waters.

@cencelleresca @mattiabonora @slter8 @chiar.riva @tolgagirgin99 @hwangraphy @filipcislak @donavonmatthews @huiskong @ andrearusso_90

4. Uncial Calligraphy

Uncial calligraphy example from the book Foundations Of Calligraphy by Sheila Waters.

Uncial calligraphy evolved from the Roman capitals around the third century, with even some earlier historical records. 

As Christianity was gaining popularity, the Uncial letters served as the official script for their manuscript, which quickly found its way across Europe. 

Here is an absolutely gorgeous historical sample of the Half-Uncial script from the Book Of Kells (9th century) –

Page from the Book of Kells displaying insular half-uncial calligraphy.

As with other traditional scripts, the Uncial comes in many variations. The three most notable variations of Uncial calligraphy are – 

  • Uncial 
  • Half-Uncial
  • Artificial Uncial

Another distinct feature of the Uncial script was that although it was a pure capital letter script (majuscules), it was the script that first introduced some of the lowercase letters we know and use today. 

The Half-Uncial lowercase letters were even more prominent than the Uncial script. 

It also differed from its predecessor (Roman capitals) by an absence of serifs. 

The Uncial style is usually created using a broad-edge calligraphy tool (nib, marker, fountain pen, brush).

It is commonly sized with 4 nib widths and an extra nib width for the slight extensions of specific letters.

Fun Fact:  Calligrapher Daniel Reeve used the Uncial script to develop one of the fonts used in the Lord Of The Rings movies. 

A subsequent form of the Uncial is the Artificial Uncial, a more elaborate form characterized by serifs resembling the Roman Capitals. 

You could say it’s a more elegant-looking Uncial that requires a higher level of skill with the pen. 

If Uncial calligraphy is something you would like to learn, I suggest starting with the classic form of Uncial before attempting the Artificial Uncial. 

Full Uncial calligraphy exemplar with ductus.

As for the Artificial Uncial, here you can see a demonstration video by   @andrea_ho_calli  – 

assignment of english calligraphy

I also recommend checking out this Uncial calligraphy beginner’s YouTube tutorial by Janet Takahashi – 

assignment of english calligraphy

The calligraphy books for beginners article has many books where you can find all the information needed to start with Uncial calligraphy. 

Instagram accounts for inspiration.

@reevedf @andrea_ho_calli @andrearusso_90 @oliveleafcalli @cool.hand.James @evandrocaligrafia @lililettering @nutsabtcallig @yancy.p.sura @sue.tangomango

5. Roman Capitals

Roman capitals calligraphy example from the book by Hermann Zapf.

Roman Capitals date all the way back to the first century. 

They originated in Rome hence the name, and it is with this script that the journey of the Latin alphabet began. 

I find it absolutely fascinating the fact that these letterforms were developed by people nearly 2000 years ago and that they remained virtually unchanged until today. 

That such beauty, precision, and attention to detail existed back then. 

With Roman Capitals, we can make two clear distinctions – 

  • Roman Square Capitals 
  • Rustic Capitals

The Roman Square Capitals is a geometrically based script where the widest letters (such as the O) fit in a perfect square, which gives it its distinctive name. 

Example of the letter O fitting in a square. Image taken from the book Calligraphy by Julien Chazal.

However, not all letters share the same proportions. 

Some of them fit in only half of the square shape, and the proportions of each letter are exactly predetermined. 

These letterforms are strong, wide, and precise, and I think they perfectly represent the Roman Empire. 

You will need a broad-edged tool to start practicing the Roman Square Capitals. 

It could be a nib, marker, or fountain pen. 

A flat brush is also an excellent tool for this script, considering the complex manipulations required to create the serifs. 

However, the best way to begin learning the Roman Square Capitals is by properly understanding the correct proportions of the letters using a pencil. 

Practicing the monoline skeleton of this calligraphy style will immensely improve your understanding and thus allow you to improve once you start using a broad-edged tool.

Rustic capitals

Although the Roman Square Capitals were a great representation of the might of the Roman Empire, it was a rather impractical script when it came to execution. 

Creating such beautiful letterforms takes time and effort, not to mention the ample space it takes. 

The Rustic Capitals was a script that solved this issue and had a more colloquial use. 

The Rustic Capitals are characterized by a narrower form achieved by a more narrow pen angle and a more relaxed hand movement. 

Roman Capitals exemplar.

I highly recommend checking out these books as they have great resources for the Roman Square Capitals – 

  • Edward Catich – The Origin of the Serif: Brush Writing and Roman Letters
  • Sheila Water – Foundations Of Calligraphy
  • David Harris – The Art Of Calligraphy  

Demonstration video by Sunny Law – 

assignment of english calligraphy

Demonstrations video for Rustic capitals –

assignment of english calligraphy

Unfortunately, the video shows only a couple of the letters.

@calligraphile @kikovalente @claudiogil_lagrafia @slter8 @yukimi_annand @bocchigiuliano @lettertetter @huyhoangdao @suyoun_calli @yves_leterme @andrearusso_90 @studioindigo

6. Foundational Hand

Foundational calligraphy example from the Speedball Textbook 25th edition.

The Foundational Hand was created in the 20th century by the famous calligrapher Edward Johnston. 

The Foundational Hand is a script based on the historical Carolingian minuscule from the 10th century. 

According to Johnston, the Foundational Hand is the best script for beginners to start practicing calligraphy. 

The Foundational Hand is a clean upright calligraphy script written with a broad-edge pen. 

A key focus letter of this style is the letter o since nearly all letters fit into that rounded shape. 

Like the Roman Square Capitals, the letter o of the Foundational Hand also fits proportionally into a square. 

The pen angle is mainly kept at 30 degrees, except for diagonal letters, where it’s turned to 45 degrees to balance the weight of the stroke. 

Such a pen angle gives us a very well-balanced look of thick and thin strokes across the letterforms.

The Foundational calligraphy is sized with 4 nib widths and 2 additional nib widths for ascenders and descenders.

Full Foundational calligraphy exemplar with ductus.

On the Lettering Daily website, you will find a beginner’s guide on the Foundational Hand , which also includes FREE printable worksheets. 

Additionally, I HIGHLY recommend getting this book – 

Sheila Waters – The Foundations Of Calligraphy

It contains the best breakdown of the Foundational hand I’ve seen from any book.

Demonstration video by Seonmi Baek – 

assignment of english calligraphy

@calligranir @dashaen_09 @kanako.arata @lettertetter @joostnijssen @suyoun_calli @seonmi_calli @zhoutong0810 @ cancelleresca

7. Spencerian Calligraphy 

The Spencerian script is a calligraphy style dating from the 19th century in the United States. 

Developed by Platt Rogers Spencer, hence the name, Spencerian was so popular and widespread across the country that it became the official writing style in both personal correspondence as well as at a government level. 

Spencerian script example by D.L. Musselman (1884)

Unlike Copperplate, Spencerian is written at a slightly softer angle. 

Instead of a 55-degree, it’s a 52-degree slant. 

It’s also less shaded than Copperplate, giving it a more delicate look. 

The shade means the thicker downstroke. 

Another notable difference between the two scripts is that Copperplate is more oval-based, whereas Spencerian has a bit more of an angular look between the downstrokes and upstrokes. 

It also requires fewer pen lifts than Copperplate, which allows it to be more free-flowing. 

To start learning Spenceian, like with Copperplate, you will need a pointed nib + ink, a brush pen, or even a pencil. 

Spencerian calligraphy exemplar with capitals and minuscules.


Video demonstration by Dao Huy Hoang –

assignment of english calligraphy

@mrmgward @huyhoangdao @logoscalligraphy @james_fazz_farrell @zelym.calligraphywork @anintran @nqnghia.calligraphy @peachiecalligraphy @calligraphybyfiza @calligrapher_gaganpreet @olyisolivia2calligraphy

8. Gothicized Italic

Calligraphy quote written in gothicized italic style.

This is probably one of my favorites from this list. 

It combines two of my very dear calligraphy styles – blackletter (gothic) and italic. 

Gothicized Italic as a script was developed by famous calligrapher Edward Johnston. 

Yup, the same guy I mentioned earlier regarding the Foundational Hand. 

This style is so particular because it retains the strength and rigidity of blackletter calligraphy. Still, simultaneously, the curves taken from the italic script add more rhythm, which also improves the legibility. 

It’s like mixing PB & J. It’s a fantastic combination that everyone loves!

Gothicized Italic is created with a broad-edged pen. Again, that could be a nib, marker, or the popular Parallel pen. 

The proportions of Gothicized Italic are the same as for blackletter calligraphy.

An upright slant, an x-height of 5 nib-widths, and 2 extra nib widths for the ascending and descending letters.  

Full Gothicized calligraphy exemplar with ductus.

This is a fantastic one-hour lecture on Gothicized Italic calligraphy by Eleanor Winters – 

assignment of english calligraphy

This is a great starting point to understand the basics of the script. 

Additionally, I also recommend this book –  Foundations Of Calligraphy by Sheila Waters. 

@aninatran @barrymorentz @oliveleafcalli @pattinola @tico.calligramotion @georgia.angelopoulos @sachinspiration @micaelacalligraphy @tortoise_calligraphy

9. Neuland Calligraphy

Neuland calligraphy example taken from the Speedball Textbook 25th Edition.

The Neuland script was created in the 20th century by German type designer and calligraphy Rudolf Koch.

Neuland was initially created as a typeface and, in later years, adopted by calligraphers as a writing alphabet.

Along with Edward Johnston, Rudolf Koch was also considered to be at the forefront of the revival of calligraphy as an art form during the 20th century. 

Script characteristics

What makes this calligraphy style so unique is its simplicity and boldness. In other words, it’s funky and chunky. 

It’s a complete majuscule script (only capitals), and it has a distinctive playfulness. 

You will also notice that there is a lack of contrast between the thick and thin parts, as you can see with other broad-edged scripts. 

The Neuland script is more uniform in that regard. 

Neuland calligraphy is created with a broad-edged tool. It could be a marker, broad-edged nib, dip pen, Parallel pen, and more. 

It is usually sized at 4 nib widths but I’ve seen also people sizing Neuland at 3 nib widths.

Fun fact –  The logo for the movie Jurrasic Park uses a font inspired by the Neuland script.

Full Neuland calligraphy exemplar with ductus.

A good starting point is this YouTube video by Maria Montes – 

assignment of english calligraphy

She covers the very basics of the Neuland script, such as sizing, proportions, basic strokes, etc.

Additionally, I recommend the following books – 

Calligraphy Bible by David Harris

Speedball Textbook 25th Edition 

@iamariamontes @lesencresfolles @studioindigo @luthienpetrucci @lettersbydryogi @sue.tangomango @joanquiros

10. Modern Calligraphy

Difference between traditional calligraphy and modern calligraphy.

I left modern calligraphy as the last item on this list since it’s something that stands out from this list. 

Modern calligraphy is more of a concept than a particular script. 

Thus, including the script’s origins, characteristics, etc., doesn’t really apply here. 

Today the word modern calligraphy triggers a specific image to calligraphers. 

Bouncy and swirly letters were created with a brush pen.

Although that’s not technically incorrect, it is a very limiting way of thinking about modern calligraphy. 

I see and think about modern calligraphy as a much broader term. 

brush calligraphy quote.

In short, modern calligraphy is any type of calligraphy that doesn’t strictly adhere to the rules of traditional scripts. 

This is a more suitable definition since modern calligraphy isn’t just bouncy brush calligraphy. It’s much more than that. 

Modern calligraphy can be created with virtually any writing tool you can think of. 

So, for example, you can create a modern alternation of a blackletter script or perhaps of italic letters. 

You can create modern alternations from the Copperplate script, Spencerian, and Roman capitals and minuscules. 

The brush pen is a fantastic tool that allows you to create all sorts of marks on the paper.

Of course, scribbling something on a piece of paper and calling it modern calligraphy isn’t the best practice. 

Even with modern calligraphy, you can quickly notice the difference between a skilled hand and a beginner. 

I’ve written an extensive guide on how to start modern calligraphy using a brush pen.

It also includes free downloadable worksheets. 

This is precisely the beauty of modern calligraphy, the fact that you can let loose and try out new things. 

And who knows, you might create an entirely new calligraphy style that will be practiced by calligraphers worldwide for centuries. 

What do you think about how we came to have so many different styles to practice today 🙂 ?

Modern calligraphy example from the Speedball Textbook 25th edition.

@rachelyallop @snooze.one @chiar.riva @lucabarcellona @tolgagirgin99 @hwangraphy @claudiogil_lagrafia @meximuss (me) @lettersbydryogi @michael_moodie @stephanelopes @rodriguez_carmas @jexpo76 @dilbag.insta @angeliqueink @black3angle @philippstehli @jelvin @abhaycalligraphy @omelartjewelry @myletterlove.art @calligraphy.by. Manoj @bugitype @danielhosoya @mdemilan @calligraphy_dk @tierneystudio @loveleighloops @sue.tangomango @marscalligraphie

Final words about calligraphy styles

So to recap the whole story. 

If you’re just starting, pick one style, get the needed supplies for that style, and start practicing the calligraphy style you chose . 

Spend a few months with it, study it properly, and be sure to practice consistently. 

With time you can start learning more styles and gradually build up your skill level. 

Now let me ask you a question – 

What calligraphy style are you practicing, or would you like to start practicing?

Be sure to let me know in the comments below. 

If you have any questions or feedback, feel free to reach out. 

Until the next time,

10 calligraphy styles for beginners pinterest pin lettering daily.

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About the author

Photo of Max Juric, the guy behind Lettering Daily.

Hey, I’m Max Juric, and I’m deeply passionate about calligraphy and hand lettering.

I’ve spent years honing my skills in the art of lettering, working with hundreds of clients from all over the world on design projects such as logotypes, branding, custom lettering, murals, and more.

But my journey doesn’t end there. I’ve also dedicated myself to sharing my knowledge and expertise with others, creating a wealth of resources including tutorials, articles, and podcasts.

It’s been incredibly rewarding to see thousands of people engaging with my content each month. Knowing that I’m helping fellow enthusiasts grow and develop their skills makes me really happy.

Welcome to Lettering Daily, your hub for all things lettering and calligraphy. Whether you’re a seasoned pro or just starting out, I’m here to inspire and guide you on your lettering journey. Stick around, and let’s explore the world of letters together!

24 thoughts on “10 Calligraphy Styles For Beginners”

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Thank you so much for this wonderful article! Your website is such a precious resource for someone like me who’s just approaching this beautiful art. The one I’m thinking to start with is the Spencerian, because of the fewer pen lifts and the high legibility, but I would love your advice! I want to learn to write beautifully because… I love words! I am actually an amateur poet (in a romance language) and I almost always start my poems on my notebook, so it goes without saying that I would love my words and verses to look as beautiful as I feel they are 😉 My dream Calligraphy style would have a minimum amount of pen lifts, it would be simple, maybe a little less slanted than Spencerian, and highly legible, it would just allow me to write with an “uninterrupted flow” with a flexible nib fountain pen (I do love the variable width of the line). Does such a dream script exist? Or should I start learning something close to it like Spencerian and then try to adapt it to my wishes? I know, very long and complicated question, but I figured if there is someone who could help me it’s probably you! Thank you again so very much for your ability and willingness to share your knowledge! Teaching is also a fine art form in which the medium is the human mind ❤️

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Have you ever heard of business penmanship? 😀 I think this is exactly what you need – https://www.lettering-daily.com/improve-handwriting/

Let me know if it is. And thank you so much for the kind words! 🙂

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Super interesting article and great description for each script. 🙏 My favorite is probably the Gothicized Italic (pb & j)

Thank you 🙂 Hmmm, I never thought you were a Gothicized Italic type of person 😀 Interesting!

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This is great work, Max, a very comprehensive introduction to a wide range of scripts–something for everyone. I wrote a short letter in copperplate for friends last Christmas, my first serious attempt–but I need a lot more practice. Thanks again for your hard work.

Thank you so much for the kind words. I really appreciate it. What would you like to learn aside from Copperplate?

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Brilliant, thank you. I am presently working on Foundational which I love.

Foundational is such an awesome script but very tricky. At least it was for me 😀 Spacing was something I was struggling a lot with. What style do you want to learn aside from that one?

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Wow….what a wonderful email !!! As a calligrapher, I appreciate all the work and information you have gathered, Congratulations to a job more than well done !!!!!!

Thank you so much, Abbey! 🙂

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Thanks for a comprehensive introduction to calligraphy. I especially appreciate the resources. I haven’t been doing any calligraphy lately, but I’m inspired to start again.

YES!! Im so happy to hear that 🙂

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This is such a useful explanation, and I love that you have signposted on to so many other resources. Great job!

Thank you so much, Ros! Im so happy to hear that 🙂

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Really good information. Thank you so much

Thank you so much Jose 🙂 Im glad you like it.

' src=

Thanks for such a great article! What book is that first photo from showing the different styles and page number?

It’s the Calligrapher’s Bible. Check out this article here – https://www.lettering-daily.com/calligraphy-books/

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Bonjour, vous publiez des planches de : Gothique Rotunda – Gothique Bâtarde – Capitale Romaine – Rustica in « Calligraphie, du signe calligraphié à la peinture abstraite de Claude Mediavilla » 1996 Editions Imprimerie Nationale Paris

Pour la Capitalis Monumentalis, le nom du livre de Julien Chazal est « Calligraphie, le guide complet » 2012 Editions Eyrolles

Thank you, I will add the info under the two images 🙂 As for the third one, I already mentioned it’s from Julien’s book.

' src=

Such amazing information put together for anyone who wants to do Calligraphy! Thank you so much

Wow! Thank you so much for the kind words, Shreya 🙂 What’s your favorite calligraphy style to practice?

' src=

Wow, what a wonderful, informative article! I love reading your articles, but this has so much info as well as resources and backgrounds- it makes me want to learn each one of these! I’m still, after a long while, working on Copperplate, which I love so much. My next one will be italic calligraphy. Thanks so much for this!

Awesome! Those two styles really complement each other nicely 🙂 Thank you so much for the kind words, Sue! 🙂 I really appreciate it.

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  • Anastasia Shevchuk
  • Feb 27, 2017

Calligraphy Art: Getting Started And Lessons Learned

  • 18 min read
  • Inspiration , Fonts , Design , Art , Lettering , Calligraphy
  • Share on Twitter ,  LinkedIn

About The Author

Anastasia is web designer during the day and calligrapher at night. Over the last year she got seriously interested in calligraphy and lettering, with an … More about Anastasia ↬

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Typography is a primary element of composition. Being a designer, I pay a lot of attention to its quality. Operating Photoshop is easy for me; however, to level up my skills, I am always learning to work with letters, using my hands, without any computer programs.

The first time I took a calligraphy course was about a year ago, and the decision was quite hard. I was sure that it would be painstaking and that I would need excellent handwriting to learn this art. How mistaken I was!

"Type is saying things to us all the time. Typefaces express a mood, an atmosphere. They give words a certain coloring." – Rick Poynor (“Helvetica”, 2007)

Typefaces are always telling us something. We receive information through typography. Type influences us, adds coloring to words, sets a mood and atmosphere, assists, teaches, scares us, brings us joy and inspires us.

Typography is, foremost, an information medium. At the same time, it fulfils social functions and acts as an indicator of the age it belongs to. The contemporary world has its own rhythm , aesthetic and philosophy; while we are changing, everything is changing around us. In studying historical lettering in calligraphy, we can understand the character and potential of a writing instrument, and, as a result, we can manage its expressive means.

My Introduction To Calligraphy

When I joined the calligraphy course, I heard students talking amongst themselves: “I’ll never manage to do it this way!” “I can’t write in such a beautiful way!”

To tell the truth, I felt the same way. But that was nonsense! And I say that as a master of Photoshop who couldn’t handwrite plain lines only a year ago.

"Type is a visual language, which connects the writer and the reader." – Erik Spiekermann

Our first lesson was to write simple strokes, the basis of all letters, with a flat paintbrush.

Tip: A lot of useful resources and online courses are on the Internet. However, I recommend starting by learning from professionals (in workshops, at calligraphy schools). A professional will help you to develop proper technique, answer your questions and prompt you in the nuances of the craft. Even something as seemingly simple as one’s posture and pen-holding technique will substantially influence the result.

Studying in a course had a positive outcome. Writing with different instruments and trying different techniques, I could figure out which instrument suits me best.

I learned the history of calligraphy, I learned how to customize my workplace, and I learned how to choose an instrument. I practiced Cyrillic ornamental script, textura quadrata, italic, English roundhand, modern calligraphy, brush pen lettering and chalk lettering. I also learned how to make my own calligraphy instruments.

"Calligraphy is the most intimate, personal, spontaneous form of expression. Like a fingerprint or a voice, it is unique for each person." – Hermann Zapf

Tip: I recommend devoting your initial lessons to writing with a flat paintbrush. Get accustomed to the instrument, and study the “skeleton” of letters (graphemes). Soon after that, practice Cyrillic ornamental script, textura quadrata and italic.

Write the alphabet, then start with words and continue on to sentences. Next, you could proceed to study the pointed nib and the typefaces that rely on it: English roundhand, modern calligraphy script, flourishing, Spencerian and other Copperplate styles.

"With the development of an international exchange of information, there is a need for universal fonts. Today, Texture and other Gothic fonts are only used as a reminder of a bygone era, in particular, in newspaper logos." – Erik Spiekermann

Each lesson was a meditation. Soon after a lesson, I felt relaxed, energetic and inspired. And I got a good result on paper! The craft is a remedy and exercise for the mind and soul.

My Own Project: “Hello From…”

Having fallen in love with calligraphy, I came to prefer a sketchbook to a camera while on vacation. At a conference in St. Petersburg this spring, I got inspired by various graphic designers’ presentations and by the talk by renowned calligrapher Pokras Lampas . I wanted to put everything aside and write something. In such an inspired state, I signed a card to say hello to my friends from that wonderful city. Thus, a simple card began my project “Hello From.” The idea was to show the essence of a place through lettering; I would take a photo of the card with the city in the background.

Other photos from the project can be found below. You can stay up to date on my Instagram account ! There will be many interesting countries and medieval-aged cities soon!

Benefits: What Is The Use Of Calligraphy Lessons?

  • Pleasure You will derive great pleasure from working with your hands.
  • Patience Calligraphy is meditative. Diving into the world of letters and waltzing through the soft lines will make you more calm and serene.
  • Age not a factor Banish the thought that you can’t start learning because of your age. At any age, learning has a positive effect on the brain and expands one’s worldview. It is also good to teach children calligraphy, which will improve their brain activity and develop their fine motor skills.
  • A sketchbook, not a camera, for vacation I guarantee that you will see quick and steady progress and that you will want to take your sketchbook and pens with you wherever you go, to be able to write whenever you get inspired.
  • Attention to surroundings You will become observant. You will find inspiration for new work everywhere, from building faces on the street to old books on the shelf.
  • Unique corporate identity More and more companies are using calligraphy and lettering in their trademark style. It lends uniqueness and instills trust in the customer.
  • Manual dexterity The skill has an influence on one’s thinking, memory, imagination, powers of observation, coordination and agility.
  • Inexpensive Most of the tools can be found at an affordable price. And craft paper can be done with the help of coffee, paint, etc.
  • Monetization Nowadays, calligraphy is especially popular for wedding invitations, holiday cards, logos and many other design elements.

Possible Challenges

  • Damage of tools . Without sufficient knowledge, one might find it difficult to write with a nib. This could lead to tool damage, catching paper with the nib and, as a result, torn paper. A beginner might even give up because of such bad results.
  • Silence helps . Some people (though not everybody) might have a problem working when a lot of people are distracting their attention. I recommend training in silence, relaxed and concentrated.
  • Bad mood = bad result . You will not be able to draw soft, delicate lines in a state of anger. If you are in a bad mood, put the work aside.

As in sports and music, in calligraphy it is important to train every day, to be patient and to feel inspired.

Achieving Good Results

Here are some tips based on my experience:

  • Learn every day. Attend master classes and courses, study online, and participate in competitions.
  • Practice by copying. Choose projects you like and copy them to understand how the composition and contrast work.
  • Warm up. Start with some warmup exercises before getting down to work. Clench and release your fingers, rub and move your hands in circles to warm them up. While writing, do eye exercises from time to time.
  • Collect different styles of handwritings. You can find these in postcards and old letters. Analyze them. These will help you to come up with new and interesting combinations of typefaces.
  • Try new things. Write with different tools and on different kinds of paper. Conventional designs are only one benefit! I write on wallpapers, bookshelf stands and old notebooks. It’s enough to begin writing with ordinary tools everybody has at home (pencils, brushes, markers). If none are at your disposal, then you can get creative and even try writing with a carrot, for example.
  • Take care of your tools. Wash and wipe dry your tools after each exercise. When I was a beginner, I rusted and damaged several nibs irrevocably because of untimely cleaning.
  • Show your work to professionals. An objective review will help you to find and correct mistakes. Don’t be offended by criticism; treat it as a compliment.
  • Don’t worry about other people’s opinion. Don’t give up, even if your progress is not as fast as you would like. Good results will come.
  • Mind your sitting posture. This rule is key to beautiful handwriting. If you follow it, you will be able to work at the table for a long time without discomfort or hand pain.
  • Collect references. A box of ideas is very helpful. When I’m not feeling inspired and need a creative punch, I close my eyes and take out two magazine cuttings; I’ll analyze them and try to combine their styles and play around with them.

Sources Of Inspiration

"Inspiration. From real life. I open my eyes and I travel and I look. And I read everything." – Erik Spiekermann

It is hard to create something without experience. Therefore, I recommend collecting ideas. However, at the beginning, after looking through hundreds of beautiful pictures, I sometimes lose confidence and think, “I can’t do that!” Calm down. Before you panic, do the following:

  • Open the cabinet. If you have a box of old postcards and magazines, look through them. Cut out worthwhile elements and put them in an ideas box (your personal, offline Pinterest).
  • Wander the city with a camera. You will find a lot of bars and cafes with interesting logo designs, window designs and branding. These visuals will give you ideas for interesting compositions.
  • Hit the market. Buy a couple of cheap vintage books and postcards from your local book market. Analyze the typefaces, text designs and color schemes.
  • Meet new people and share your experience. Together, you can create new projects and get valuable feedback. Showing your work to others will enable you to find and correct mistakes more quickly. Collaborate with photographers and other creative people.
  • Follow trends. Analyze what is in fashion now and what will be in fashion for the next couple of years. Constantly move forward.
  • Check in on Instagram, Pinterest or Google. Here, you will find plenty of beautiful design work. However, be cautious, and don’t be overwhelmed. The less you look at readymade solutions on the Internet, the better. You want to give yourself the chance to create something completely unique.

Interested In Calligraphy Yet?

Then let’s start! Let’s look at the tools you will need for the first lesson.

Sure, you don’t have to buy everything in this photo! Consider your abilities and preferences. Below is a detailed list to give you a general idea of the tools you’ll need for different styles of writing:

  • paper for handwriting,
  • printed handwriting worksheets,
  • examples of alphabets,
  • pair of compasses,
  • pigma micron permanent pens,
  • rubber and kneaded rubber,
  • calligraphy ink,
  • flat paintbrushes,
  • straight pen holder,
  • oblique pen holder,
  • nibs (square cut and pointed),
  • Pilot Parallel pen and cartridges,
  • brush pens,
  • water brush.

Details About Tools

In the beginning, ordinary notebooks, copy books, office paper and even old wallpaper will be enough for practice. Try to get paper with a smooth surface and a higher density than office paper; otherwise, the ink will not flow and the nib will not catch the paper. Rhobia and Fabriano paper are quite good, but try different variants to find the best one for you.

Unused wallpaper and draft work is perfectly suited to writing with brushes and brush pens. At a more advanced level, you could use texture paper and handmade paper, which is great for making postcards and wedding invitations.

Printed Handwriting Worksheets And Alphabets

This is mandatory: It is impossible to write letters at a proper height or write a line of text without positioning and marking the sheet of paper. The most handy solution would be to put a printed handwriting worksheet under the sheet of paper you’re writing on. The worksheet will show through the paper, guiding you on the height and incline of elements. A ruler and pencil might also help, but lining would take time.

You can download handwriting worksheets or make the required adjustments yourself (second link in Russian).

Samples of alphabets will show you how to draw letters correctly. Print them out and put them under your sheet of paper as a guideline. Examples can be found and downloaded on Pinterest .

I recommend writing each letter on a separate sheet of paper, to better remember the motion of letters and to train your hand. This will surely take more time, but after you’ve written a lot of drafts, your hand will move confidently without trembling, and you will remember how letters are drawn by heart. Let’s start!

Calligraphy Ink, Ink And Paint

Stores offer a great selection of calligraphy ink. Choose whatever you want — experiment! For an entry level, ordinary watercolor paint is quite enough.

Chinese ink is perfect for this work. But pay attention to the expiry date. Buy fresh ink, otherwise you risk getting clods, which will impede the flow of ink from the nib.

Dr. Ph. Martin’s ink is one of my favorites. The selection of colors and variants is quite extensive, but it is quite expensive.

Pearl ink looks beautiful on dark and high-contrast surfaces. I like Finetec’s dry golden palettes. Work done with it looks exquisite.

Flat Paint Brushes And Brush Pens

As mentioned, I first learned to write with a flat synthetic paintbrush. It’s a great choice for learning letter graphemes, and it is the most economical choice.

Brush pens are a good tool to learn brush calligraphy and lettering. They come with and without cartridges. Brushes have different quality levels, densities, sizes and shapes. Find one you are comfortable writing with.

Water brushes are handy because you can fill them with ink or watercolor yourself. The disadvantage is that if, used improperly, they can get dry or dirty. I prefer to put my water brushes in ink or paint but not to fill them in. This way, they last longer.

Pen Holders

Pen holders can be straight and oblique. A straight pen holder is good for square-cut pens and for writing different typefaces (for example, rustic capitals, square capitals, uncials and artificial uncials, textura quadrata, italics, etc.).

At the same time, an oblique pen holder with a pointed pen better suits cursive writing. Due to its initial incline, you will not have to bend your hand so much. It can be adjusted for different pens or just one particular pen.

Oblique pen holders have a flange at the end of the handle — the metal part of the holder where the pen is put in. This helps to regulate the angle of incline.

I also have a straight holder that looks like a feather. It is more decorative and adds some atmosphere as I’m working, but it is not as comfortable as other holders. I use it mainly for photos.

Nibs are square cut or pointed. As suggested earlier, you’d better learn typefaces with a square-cut nib. These nibs are quite rough, which makes the work easier and which will train you for a pointed nib.

Tip: If you are left-handed, you just need to find a nib that bends from right to left.

Pointed nibs are specially designed for cursive. They come in different sizes and can be used for different line thicknesses and different writing styles. After trying several of them, you will find a favorite.

Tip: Take care of your writing tools. Wash and wipe dry your tools after each exercise.

Pilot Parallel Pen

These are wonderful pens with a square-cut nib! They are very firm and comfortable to use. Though they work with the original cartridges (which are quite expensive), the empty ones can be refilled with a syringe.

Mmm, books! You will find a lot of useful information and tips in books. I recommend beginning with these wonderful ones:

  • The Art of Calligraphy
  • The Calligrapher’s Bible
  • The Complete Calligrapher
  • Modern Calligraphy and Hand Lettering
  • Calligraphy: A Book of Contemporary Inspiration
  • Step-by-Step: Calligraphy
  • The Complete Book of Chalk Lettering: Create and Develop Your Own Style

In these books, you will learn the history of calligraphy, find descriptions of diverse alphabets (written using the elements of handwriting worksheets), learn about tools, read tips on how to adjust your workspace, tutorials and more.

Other Tools

  • Pencils . Many books recommend starting calligraphy by writing with two pencils (firmly bound together), training yourself to build letters this way. In any case, a pencil will be useful for sketches and draft text writing, which you can use as a basis for writing in ink.
  • A pair of compasses . For lining round objects in composition.
  • Pigma micron permanent pens . These pens are perfect for preliminary sketches and drawing out letters.
  • Writing desk . A wooden sketchboard can be adjusted at different angles against the table, and the sheet of paper would then be fixed on the surface.
  • A rubber and a kneaded rubber . I mostly use a kneaded rubber, because it doesn’t leave waste after cleaning.
  • Rulers . They are needed to mark up the sheet of paper and to set the height of letters. You could use a printed handwriting worksheet and put it under the sheet of paper instead.

Other Photos From My Project “Hello From…”

Nowadays calligraphy is in fashion, which only makes me happier. In comparison to digital text, handwriting is a distinct art form, and its uniqueness is being valued more and more highly.

The art of beautiful handwriting shouldn’t be forgotten, and I thank everybody who supports and promotes it today.

I hope that I’ve managed to convince you that anyone can learn the art of calligraphy! All you need is daily practice, inspiration and belief in yourself. And I believe in you. Good luck!

Let’s Practice!

To consolidate your knowledge, I suggest you draw a birthday card. Grab a brush, ink or paint and some cartridge paper. Line the paper, and write your text in the middle of the paper with a pencil. Feel free to add some decorative elements around the lettering according to your taste (balloons, flowers, confetti, etc.).

Make sure that the final composition is aligned and symmetrical. Now you can trace around the letters in ink. Not that difficult, right?

Attach your result in the comments. Can’t wait to see them!

Here is mine:

If you have any questions, please feel free to contact me via Twitter or email .

  • The Calligrapher’s Bible: 100 Complete Alphabets and How to Draw Them , David Harris
  • The Art of Calligraphy: A Practical Guide to the Skills and Techniques , David Harris
  • Stop Stealing Sheep and Find Out How Type Works , Erik Spiekermann
  • Helvetica (documentary film)
  • The Postman’s Knock

Further Reading

  • Understanding The Difference Between Type And Lettering
  • Writing Systems And Calligraphy Of The World
  • Taking A Closer Look At Arabic Calligraphy
  • Beautiful Handwriting, Lettering and Calligraphy
  • The Art Of Hand Lettering

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How to Write an English Assignment

Last Updated: December 6, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 20 people, some anonymous, worked to edit and improve it over time. This article has been viewed 48,544 times.

Writing an English assignment can be troublesome at times. The students lack the proper information which is required to write an assignment. Apart from this there are many more things which are necessary for an assignment writing and such things are highlighted in this article.

Step 1 Understand the Topic.

  • Take second advice from a close friend. Some mistakes you may not see or be used to seeing, and a second opinion can help catch some of the mistakes that you won't see the first time through.

Step 9 Seek expert help if needed.

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  • ↑ https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/assignments/step-by-step-guide-to-assignment-writing/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/understanding-assignments/
  • ↑ https://www.uq.edu.au/student-services/learning/structuring-your-assignment
  • ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing

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English EFL

4 key points for effective assignment writing.

assignment of english calligraphy


By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

assignment of english calligraphy

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

assignment of english calligraphy

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.


If you download or print anything from this site, please consider making at least a $ 10 .00 donation through PayPal. I can maintain and expand this website only with your help.

Back to Assignments or Home . Updated 13 March 2024 .

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Calligraphy is used to personalize the wedding cards, event invitations, boards and banners as well as in font design, hand-lettered logo design, religious art, paintings, announcements, graphic design, cut stone inscriptions, memorial documents and many others. Calligraphy also has many other usages in the modern and traditional technology.

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73 ESL Writing Activities to Spark Your Students’ Creativity and Imagination

From a student’s point of view, writing assignments are something to dread.

But from an ESL teacher’s point of view, they should be a challenge worth accepting.

The challenge for you is to motivate your students enough to actually be excited about writing.

Sounds impossible? It’s actually quite simple.

The key is a strong pre-writing activity that boosts their confidence and adds to their vocabulary at the same time.

So, how do you get your students’ writing off to a great start?

In this post, we’ll look at some different ESL writing activities that will transform your students from hesitant writers to confident wordsmiths in their own right.

Writing Assignments Based on Stories

Writing activities prompted by music, writing practice exercises based on images or pictures, writing assignments based on food, writing activities based on mysteries, exercises to practice writing emails, activities to practice writing advertisements, assignments to practice writing reports, creative writing activity: class newsletter/newspaper.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

People of all ages love a well-told story, and using stories to teach ESL is a sure winner.

A story for a pre-writing activity could be in the form of:

  • A  movie . It could be a biography, sci-fi film, thriller, action-packed adventure, fairy tale or even a cartoon.
  • A  story read aloud from a book. If you’re using this, read in a way that brings the characters’ voices to life (including the narrator’s), hold the book up to show any pictures within or scan them and project onto a screen as you read. You can also search YouTube videos of famous authors or celebrities reading a book aloud, and show these in class.
  • A  story from the news . It could be from the TV, radio, newspaper or an online news site .
  • A story read by your students. In this case, you could let them read a story silently or with a partner, and take as long as they like to think about the important parts.

No matter what you choose, it’ll be a great lead-in to the ESL writing exercises below.

1. Re-tell the story as is, or summarize it. (This works best for beginners, who are still getting their feet wet in the waters of English comprehension.)

2. After watching “Finding Nemo” : Tell the story from the point of view of the whale, the dentist’s daughter or Bruce the shark.

3. Explain to Marlin how he should take care of Nemo better.

4. Make up a story about a farm animal/zoo animal/jungle animal. What if a baby ___ was lost? What if a child was lost in the city? What if you found a lost child?

5. After the story of “Goldilocks” : Tell the story from the baby bear’s point of view.

6. What if the baby bear and Goldilocks became best buds? What would happen?

7. After discussing “The Gingerbread Man” : Tell the story from the fox’s or gingerbread man’s point of view.

8. What did the old woman do wrong that made the gingerbread man run away?

9. How do you make a gingerbread man? What other shapes could be made instead?

10. After “Little Red Riding Hood” : Write the story in the first person—from the point of view of either Red Riding Hood or the wolf.

11. What should Red Riding Hood have done when she met the wolf?

12. After watching a “Lord of the Rings” movie: What would you do if you had the One Ring? Write about a magical quest you and several friends would have if you could.

13. After watching a “Pirates of the Caribbean”  movie: What if you were a pirate? What adventures would you have if you were a pirate?

14. After watching “Titanic” : Write about what you discover when you dive onto the wreck. Or imagine you were on the ship when it sank, and talk about how you escaped.

15. Whose fault was it that so many people drowned on the Titanic? What should they have done?

16. After watching a “Star Wars”  movie: Imagine you’re a space explorer and write about what happens when you meet some characters from “Star Wars.”

17. After watching a “Terminator”  movie: Imagine your teacher is a robot that has come back from the future. Or imagine you have come back from the future—what would it be like?

18. After watching a “Harry Potter” movie: Make up some magic spells and explain how you’d use them.

Everybody loves music! Watch your students’ faces light up as soon as they realize that they’re about to be treated to some songs rather than chalk-and-talk. Music stirs the emotions, after all, and can get your students excited about writing.

Here are some ideas for music you can incorporate into ESL writing activities:

  • Classical music. There are some pieces of well-known classical music that specifically tell a story , and many of these are available on YouTube.
  • “Fantasia 2000,” particularly “Rhapsody in Blue.” This wonderful, wordless animated story can kick off so much great writing!
  • Movie music. The music that goes with a movie tells watchers how they should be feeling, and could be a good jumping-off point for some writing.
  • Popular songs and music. Self-explanatory. Check out the most popular or trending artists on YouTube or Spotify for ideas.
  • Kids’ songs . There’s something about singing a catchy little tune that makes the words stick in your mind more than just saying them. These can lead to some interesting writing, too.

19. After Prokofiev’s “Peter and the Wolf” : Tell the story from Peter’s point of view.

20. After Saint-Saëns’ “The Carnival of the Animals” : Imagine walking through the scenes with the animals and interacting with them. Write a story from the point of view of one of the animals.

21. Describe the animals in “The Carnival of the Animals.”

22. After Tchaikovsky’s “Romeo and Juliet” : Re-tell this classic Shakespeare story, adding a twist.

23. After watching and listening to “Rhapsody in Blue” : Tell all/part of the story.

24. If you were the main character in “Rhapsody in Blue,” what would you do?

25. Listen to a piece of classical/instrumental music and tell the story that it might be a background to. Imagine that it’s the background music for a movie.

26. Tell the story (real or made up) behind some popular songs like Taylor Swift’s “Wildest Dreams.”

27. Describe meeting someone special like in the aforementioned Taylor Swift song.

28. What happens in your wildest dreams?

29. What if you were a famous pop star or musician? What would it be like? What would you do?

30. Give instructions on how to find your favorite song on the Internet, both music and lyrics.

31. If you play an instrument, or have a relative who plays one, write about some of the basics of how to play. (This could also work as a speaking and listening activity, and then the whole class could write about it.)

32. What is your favorite genre of music, and why? (Be sure to explain what “genre” means !)

33. Do you think young children should be allowed to freely watch music videos?

Some pictures you can use for ESL writing activities include:

  • Pictures from social media. If you use social media at all, you doubtless have a barrage of amazing photos and videos on your feed, all of which make for excellent writing prompts.
  • Pictures from Google Images . A quick Google search on any (classroom-safe) image will turn up plenty.
  • Cartoons . If you have young students, they’ll definitely enjoy this one.
  • Pictures selected by your students. Not sure what to choose? Have your students pick their own pictures to write about. You’ll be pleasantly surprised at how vibrant their writing can be when they’re writing about subjects they actually care about.

Regardless of the picture you (or your students) choose, here are some writing prompts you can consider.

34. Tell a story—real or imagined—of what is happening in the picture.

35. Write about what happens next from the pictured moment.

36. Write about what was happening just before the pictured incident.

37. What if that was you in the picture?

38. What if you were the person who took the picture?

39. What if you knew the people in the picture? What would you say to them?

40. Describe all of the elements in the picture. This is great for vocabulary practice.

41. Describe how someone in the picture might be feeling.

42. Explain how to get into  a pictured predicament (for example, in the picture here , how did he get into the boat without the crocodile eating him?) as well as how to get out of it.

43. Express an opinion about the rights and wrongs of the pictured situation. For example, for the same picture above: Should crocodiles be hunted and killed? What should happen if a crocodile kills someone?

Many of your students likely enjoy thinking and talking about food. So why wouldn’t they be motivated to write about it?

How you integrate food into your ESL writing assignments depends on your classroom arrangements and the amount of time you’re willing to put into preparation.

In any case, here are some ideas:

  • Start with the preparation and sharing of food before writing about it.
  • Look at pictures of food, and talk about them before moving on to writing.
  • Have students research food-related topics on the internet.
  • Start with a story about food.

Here are the specific food writing prompts:

44. After the story of “The Gingerbread Man”: Think about food that develops a life of its own, and what would happen with it. (This can also open up a discussion about cultural foods.) For example, make up a similar story about another piece of food (e.g., spaghetti or rice that comes alive). What if you felt something moving in your mouth after you bit into your burger?

45. Write a story (real or imagined) about being very hungry and/or finding/buying/stealing food to meet a desperate need.

46. Write a story about trying a new, unfamiliar kind of food—maybe in a (relevant) cross-cultural setting.

47. Write a story about finding and eating a food that has magical properties. (Maybe read or watch some or all of “Alice in Wonderland”  first.)

48. Describe interesting/disgusting/unusual/delicious/colorful foods, especially after a class tasting lesson. (Prepare students first with suitable taste vocabulary .)

49. Describe a food that’s unfamiliar to most students in the class. (This is particularly helpful for classes where there are students belonging to minority groups who hesitate to speak up.)

50. Describe an imaginary magical food.

51. Give instructions for preparing a particular recipe.

52. After a class activity or demonstration involving food: Write down what you have learned.

53. Give instructions for producing food—growing vegetables, keeping animals, etc.

54. Give instructions for buying the best food—what to look for, looking at labels, checking prices and the like.

55. Write about your opinion on food and health in First World and Third World countries. (Explain what makes a country “First,” “Second” or “Third World” first.)

56. Write about your opinion on the cost of food.

57. Write about your opinion on GMOs or genetically engineered foods .

There’s nothing quite like a good “whodunnit,” and students will always enjoy a good puzzle. You can base various pre-writing activities around the two games below to get the class warmed up for ESL writing practice.

  • Conundrum. This is an example of a game that can be played as a speaking and listening activity, and can lead into some good writing. The game starts with a simple statement or description of a situation like the ones described in situation puzzles . Students ask questions and receive yes/no answers until they work out the explanation for the situation.

After Conundrum, here are some of the activities your students can do:

58. Write a story about the sequence of events involved in a situation brought up in the game.

59. Devise and describe your own situation puzzle.

  • Putting their hands inside a cloth bag (or just feeling the outside) to guess what an object is.
  • Smelling substances in opaque jars with perforated lids, and trying to guess what they are.
  • Tasting mystery foods on plastic spoons (with blindfolds).
  • Looking at pictures of mysterious objects from obscure angles.
  • Listening to and guessing the origins of sound effects. (You can record your own, or use some from the Internet .)

(Important: Make sure that whatever you’re using for your guessing game is safe for your students, especially if they involve having to touch, taste or smell the object.)

After a guessing game, your students can:

60. Write about a possible mystery object and a magical quality it could possess.

61. Describe what you thought you saw, heard, felt, tasted or smelled.

For both games, here are some writing prompts you can do:

62. Give instructions for playing one of the games.

63. Give instructions for the perfect crime.

64. Give your opinion about a recent crime and the punishment for it.

Emailing can often be a scary task for your students, especially if they’re using a new, strange language like English. You can utilize an email writing activity to help your students build confidence and get more comfortable writing in English.

Email can also teach your students things like proper language (formal or informal), structure and format. Email-related writing activities for ESL students can offer ample opportunities to teach all of these three aspects.

Since emails involve two parties (the sender and the receiver), you’ll need to pair your students up for this activity. Here’s how to prepare for it:

  • Create one set of worksheets explaining details relevant to the sender. For example, it could contain information about a sender’s upcoming birthday party that they want to invite the receiver to.
  • Create another set of worksheets with the receiver’s details. The worksheets could contain questions about food dishes or gifts, or it could say that the receiver can’t make it for one reason or other.

Once the above has been done, give one set of worksheets to the “senders” and the other to the “receivers.” Then, here’s what your students will do:

65. Based on the senders’ worksheets, write an email inviting the receiver and explaining the key aspects of the event featured in the worksheet.

66. Based on the receivers’ worksheets, write an email explaining why you can or cannot make it to the party, and/or what other information you need about the event.

Advertisements are everywhere, and you can bet that your students have a few favorite ads of their own. Advertisement-related writing activities work across age groups and can be adapted to most students and their needs.

This great ESL writing assignment can help your students put the adjectives they’ve learned into good use, as well as showcase their creative writing and persuasion skills.

You can find advertisements everywhere, including:

  • YouTube videos
  • Newspapers and magazines

You can also bring an object (or handful of objects) to class that your students can write ads about.

67. After your students carefully examine the object(s) you brought into class: Write all the adjectives you can think of about it.

68. For a more challenging writing exercise: Write an ad about the object. How would you persuade someone who knows nothing about the object whatsoever to buy it? (Your students may or may not use the adjectives they wrote down earlier. Encourage them to be creative!)

Your students have likely already done some kind of report during the course of their studies. Also, writing reports is a skill that’ll be useful to them once they enter college or the corporate world (if they aren’t in it already). If you feel that they need a little more practice in this area, use this ESL writing assignment.

First, discuss how research and structure matter to reports—and perhaps show them a few samples. Then, give them a few questions to base their reports on, like:

69. What can you say about (insert topic here) in terms of (insert specific angle here)? (For example, “What can you say about the government’s efforts to improve the local park in terms of its impact on the general public?” Of course, you should adapt this question to the level of your students.)

70. After talking about a YouTube video on bears eating salmon : What would happen to the bears if the salmon ran out? 

This ESL writing activity is a bit more intensive and will allow your students to employ many different aspects of their ESL knowledge. Crafting a class newsletter will build collaboration, communication, listening, speaking and, of course, writing skills. If they’re not sure how to build a newsletter or newspaper from scratch, they can always swipe from premade templates like this one .

The newsletter/newspaper can follow a specific theme, or the articles can consist of a hodgepodge of random topics based on questions like:

71. What is the most interesting thing that happened in school this year? It can be the funniest/scariest/most heartwarming incident. Write a feature article about it. (Make sure to explain what a “feature article” is .)

72. Write a report highlighting the key events in some recent local festivals or concerts.

73. Going off of the last exercise, write an ad inviting the reader to buy a product or attend an event.

Once all of the articles are done, you can start putting them together. Make sure to walk your students through these newspaper layout tips . And when the newsletter/newspaper is finally published and circulated out there for the world to see, remember to congratulate your students for a job well done!

No matter what writing assignments you choose, make sure to keep the excitement level high so that your students are enthusiastic for your next writing session.

Whether they write by hand or type on a computer, remember to encourage them as much as you can by focusing on the good points rather than just running all over their mistakes with a red pen.

Lastly, find ways for them to share their efforts—whether online, on the classroom wall, bound together in a book to be passed around, etc.

They can also read aloud to each other, share with their parents and siblings and even share with other classes!

For more ESL assignment ideas, check out this post: 

Great ESL homework ideas can be difficult to come up with. So check out these 13 great ideas for ESL homework assignments that your students will love. Not only are they…

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assignment of english calligraphy


Get feedback

Easily upload on computer, tablet and phone

Having trouble? Email Chris at [email protected] and he'll sort it out.

Step #1: Read the prompt

assignment prompt

Each assignment comes with a prompt. You may see some upload guidelines and a file to download.

Read the prompt carefully to make sure that you get the most out of the assignment.

Step #2: Practice!

practice schedule

Assignments are a critical part of daily practice. You don't have to upload all of your work, but make sure to complete each assignment at least once.

The key to calligraphy success is consistent, focused practice. As Melissa likes to say, practice makes permanent. Day-to-day progress may seem slow, but week-to-week and month-to-month progress can be surprising. The key is to stay strong and build strong practice habits.

Step #3: Upload your work

Click the big, green button under each assignment prompt, or visit your messages page to upload your work.

You can chat with the instructors and upload images. Click the icons at the bottom-left of the page to switch between chat and upload modes.

The instructors are the only people who can see what you upload, so don't be shy! We have provided feedback thousands upon thousands of times. We've seen worse and we've seen better, so snap a quick photo of your work and get some valuable feedback.

We're always encouraging and kind in our feedback. Calligraphy is a lifetime art. You'd be amazed at the old-time calligraphers still producing incredible work deep into their 80's.

Step #4: Receive your feedback

Make sure to enable in-app and email alerts on your settings page .

In-app alerts are device-specific. You'll need to enable them separately on your phone and on your computer. But once they're enabled, you'll get daily alerts whenever you have feedback waiting for you.

You can read feedback on your messages page .

Click on images to expand them, and make sure to ask the instructors your hardest questions. Assignment feedback works best when it's interactive.

Step #5: Keep moving!

Don't wait for feedback to start your next assignment.

You can repeat these assignments regularly as part of your practice schedule, so don't get hung up on any one type of practice.

English 229: Professional Writing

Professional writing.

English 229.002 | Fall 2015 Monday Wednesday 1:00-2:30 pm Mason Hall G444A

Ann Burke Office: Tisch 3041 [email protected]

Office Hours: Mondays and Wednesdays, 11:30 am-1 pm (or by appointment)

EDWP-wide Course Description for English 229 :

In this course you will acquire the skills needed to write clear and straightforward prose. Assignments will introduce you to the forms, methods, standards, and issues central to writing in the workplace. You will learn how to shape your writing to suit a range of readers, purposes, and professional contexts. You will learn effective strategies to analyze writing situations, and work in the class may include your own technical instructions, promotions, reports, proposals, correspondence, and application materials. Emphasis in this intensive writing course will be on the writing process, collaboration, research methods, and technology and document design.

Specific Course Description for this Section of English 229 :

Building on writing experiences in previous writing courses, such as English 125 and 225, we will work together to develop professional identities through rhetorical approaches and writing strategies. Projects in this course will incorporate analysis of and reflection about how writing functions in professional contexts and shapes choices professional writers make to design and compose workplace documents. Additionally, projects will center around inquiry-driven learning based on interests in and goals for professional writing, which will be determined and developed, with collaboration between the student, instructor, and team support, throughout the course of the semester.

English 229 Learning Goals:

§   Analyze specific genres, people, and organizations to better understand the rhetorical, social, and cultural context of professional discourse communities

§   Work collaboratively in teams to receive and provide useful feedback for projects

§   Practice designing and composing professional writing genres with the goal of shaping your professional identity: create a professional portfolio, situated in a professional discourse community of your choice.

Required Texts/Materials :

§    Laptop (If you do not own or have access to a laptop, please let me know immediately, so I can best accommodate your technology needs.)

§   One composition notebook for in/out of class writing.

§   Regular folder or binder with pockets on both sides for use as a portfolio.

§   Access to google drive (you should have access through your UMICH e-mail)

§   Other required readings will be provided in class, via google docs or e-mail

Assignments for ENG 229: Throughout the semester, you will compose smaller writing assignments, which are designed to inform and shape the major assignments you will also compose. Through the writing process, you will do individual and group writing, often brainstorming and workshopping ideas with teams that will be organized early in the semester. Assignments are listed below, and more information about specific mini- assignments and major assignments are provided at the end of this document.


Occasional, informal freewriting

E-mail to me regarding ideas and goals for class

E-mail to a member of a professional discourse community Exploring Your Online Identity

Major assignments:

Profile Project Rhetorical Analysis

Portfolio with the included materials (listed below): Workplan Memo for Portfolio Portfolio Materials (2-3 projects determined by student) Final Reflection for Portfolio Personal Statement with multimodal component (part of the portfolio)

Team Presentations

Grading policy-course contract 1 :.

Your final grade in this course will be based upon your fulfillment of a course contract. If you fulfill all requirements of the contract, you will receive at least a B in the course. As you review the contract, you will notice that earning a B in the course requires much more than “the bare minimum.” Rather, the course contract embodies the expectation that, to receive at least a B in this course, you will demonstrate professionalism, effort, critical reflection, engagement with the writing process, and production of texts necessary to successfully warrant at least a B grade. The contract requirements are rigorous, and not fulfilling all contract requirements will result in a grade lower than a B. We will discuss the contract together (see the course contract at the end of the document) in class at the beginning of the semester. If you agree to course contract guidelines, you will sign the document to be submitted within the first week of the semester, and proceed in fulfilling expectations throughout the semester.

Attendance Policy :

Come to class prepared and ready to participate. At Michigan we go by “Michigan Time,” which means all classes begin 10 minutes after the course catalog states as the beginning of class. So we begin promptly at 1:10 PM. If you arrive after 1:10 p.m., you will be considered late. I know life happens, and often our priorities need to shift, but if you must miss class, keep me informed. Additionally, missing more than two

classes will affect your grade in a negative manner. Each absence beyond two may result in up to a 1/3 of a letter grade deduction to your final grade. Five absences can result in a failing grade. Missing a conference also counts as an absence.

If you represent the university in a university-sponsored activity such as a sporting event or academic tournament, it is your responsibility to inform me at the beginning of the term which days you will miss. You are responsible for completing the work that you will miss, early. If you miss several classes due to extenuating circumstances, you may be required to complete additional make-up work.

Complete all assignments on time: I will excuse an absence due to family emergencies, medical emergencies, or required attendance at university-sponsored events. However, you must bring a note from a doctor or health professional, a signed letter from a University team or program, or documentation of a family emergency.

Conferences: You are required to meet with me, one-on-one, to discuss your writing throughout the semester (see schedule below). Each student will sign up for a 15-20 minute conference for one of those days. Come prepared to conferences with questions and ideas about your writing for the class. Missing a conference will result in an absence.

Late Work Policy :

I typically do not accept late work, unless you are in a dire situation that is out of your hands, and have documentation of that situation (e.g. doctor’s note). Technological issues are annoying, but not excuses. If you are for some reason absent on a day something is due, arrange to turn that assignment in prior to that day. Remember, if absent, it is your responsibility to gather and complete missed work.

Always have a backup plan. Use dropbox, save work on mfile.umich.edu, or google docs—something that will prevent those annoying technological issues and allow you to turn your work in on time.

Team Workshop and Intensive Review (IR) Policies :

In this writing community, it is important to celebrate and encourage our efforts. Through team workshopping, you will each share and respond to various writings. Teams might also meet occasionally to brainstorm, discuss readings, and progress in various writings. To develop projects, we will share google docs most of the time, and provide feedback via the comment and document functions. Reviewers will leave comments in the margins of the document, as well as an end comment, based on overall reactions to the writing, at the end of the document. I will monitor this process and consider online contributions when determining points for participation.

Additionally, intensive review (IR) will entail a process for which each student shares his/her work with the whole class. This is a low-stakes opportunity for each of us to garner feedback as we practice writing different genres. More details will be provided before the first round of IR, and I will model this process for the whole class. After major assignments are introduced, 4-5 students per IR session will share drafts of projects in progress, provide questions and issues to the class ahead of time, and receive verbal feedback from the larger group. Choose carefully what you would like to share with the larger class. Are you having trouble articulating a particular idea? Do you really like a particular project, but can’t figure out how to further develop it? Ask yourself questions about your writing to help you choose what you will share with and ask of the larger group. The IR candidate will take notes on feedback and make adjustments accordingly. Reviewers will also be active in this process, taking note of the IR candidates questions/issues ahead of time, and providing feedback to the writer. I will keep track of who participates in this process and factor it in to class participation.

In both team workshops and intensive review, while positive comments like, “I really like your idea,” are nice, they are often “fluff” and not helpful to other writers. If you have positive feedback, there should be purpose behind that feedback to help writers hone in on their strengths. Similarly, feedback should not be mean-spirited or counterproductive. Be thoughtful with constructive criticism and support each other.

Use of Technology Policy and Classroom Behavior :

Avoid texting, tweeting, facebooking, talking over others, and other behavior that demonstrates disrespect towards others or disrupts the learning environment. If any technology is used in class, it will be for the purpose of English 229, otherwise cellphones, laptops, etc., should be turned off and out of sight.

Plagiarism Policy :

The University of Michigan defines plagiarism as “Submitting a piece of work (for example, an essay, research paper, work of art, assignment, laboratory report) which in part or in whole is not entirely the student’s own work without attributing those same portions to their correct source.” Plagiarism is when you knowingly (or unknowingly) submit someone else’s ideas or words as your own. Please review the “Memo to all students taking courses in the English Department” from the former Chair of Undergraduate Studies. You can find it at: http://www.lsa.umich.edu/english/undergraduate/advising/plagNote.as p .

If you commit an act of academic dishonesty in this course either by plagiarizing someone’s work or by allowing your own work to be misused by another, you will fail the assignment and may fail the entire course. In addition, I will report the incident to both the English Department and the LS&A Assistant Dean of Student Affairs. Please note that if you submit work already completed for one course as original work for another course, you are violating university policies and will fail the assignment and possibly the course.

Information about Sweetland Center for Writing :

Located at 1310 North Quad, the Sweetland Center for Writing provides tutors who are available to provide writing feedback for your assignments or any other type of writing you create. You will not find the grammar police here. The Sweetland Center for Writing is a place for you to collaborate with tutors to progress in your writing. Check out the website or call (734) 764-0429 for more information.

Accommodations for Students with Disabilities :

If you need an accommodation for a disability, please let me know. I can modify some aspects of the assignments, in-class activities, and teaching methods to facilitate your participation and progress. As soon as you make me aware of your needs, we can work with the Office for Students with Disabilities (SSD) to help us determine appropriate accommodations. I will treat as private and confidential any information that               you provide.

Religious Observances :

If a class session or due date conflicts with your religious holidays, please notify me so that we can make alternative arrangements. In most cases, I will ask you to turn in your assignment ahead of your scheduled absence. In accordance with U-M policy on Religious/Academic conflicts, your absence will not affect your grade in the course.

Tentative Schedule ( I reserve the right to make changes.)

Note: When a reading is due, expect that we will discuss it in class. In other words, come to class prepared.

Course Contract, Fall 2015 2 English 229: Professional Writing

Contract Requirements

  • Attend class and arrive on time. You may miss two class sessions without penalty. It is wise to reserve these two absences for illness or emergencies. Each absence beyond two may result in up to a 1/3 of a letter grade deduction to your final grade. If you miss a conference or small group workshop, it counts as an absence. If a class session conflicts with your religious holidays, please notify me in advance so we can make alternative arrangements.
  • Meet all due dates and assignment criteria for all projects. Because much of our work in this course is collaborative, it is especially important to turn work in on time. Members of your team workshops will be counting on you in order to stay on schedule.
  • Complete all readings, and come prepared to actively participate during all class meetings. Successful participation includes regularly contributing to class discussion by posing questions and responding to others, sharing the floor with others, and using technologies such as cell phones and laptops at appropriate times. While participation will inevitably be different for each student, your contributions are both solicited and necessary to maximize learning in this course. Challenge yourself to participate in ways that might, at first, make you uneasy. Ideally, this course will become a place where we can interact and work to become more thoughtful and careful readers, writers, and thinkers. In short, we should notice and miss you if you’re not in class!
  • Provide quality feedback to your peers during workshop and intensive review sessions. This entails thoughtfully preparing for team workshops before class and consistently using workshop time as directed.
  • Sustain effort and investment throughout all phases of a project and throughout the course as a whole, and show improvement as the course progresses. Subsequent drafts of each assignment should show sustained effort and improvement. Students who exceed the contract requirements will show improvement in their work as the course progresses, as well.
  • Make substantive revisions when the task is to revise by extending or changing the project’s content, organization, and/or research. Carefully edit and proofread when the task is to polish drafts for submission. Revision means “to see again,” which often requires making significant changes. Editing for careless errors adds professionalism to your writing and allows readers to focus on your ideas.
  • Adhere to a citation system for a project when appropriate. Citation highlights the collaborative nature of writing and learning. We will be analyzing and discussing the purpose and performance of citation systems, but in all cases the goal is to provide a map for readers to locate, evaluate, and interact directly with the sources you use.
  • Attend and prepare for conferences with the instructor. One-on-one instruction and feedback supports and complements what we do in class. These are important times for us to discuss your writing, learning goals, and progress in the course.
  • Complete all assignments, and submit a final critical reflection essay, along with my reflective portfolio.

To honor my role as the instructor for this course contract, I promise to:

  • Return feedback in a timely manner, within two weeks and before the next assignment is due.
  • Respond to your concerns about the class and hear your anonymous feedback in a mid- term course evaluation.
  • Respond to emailed questions within 48 hours.
  • Be available for drop-in and scheduled meetings, both in office hours and at other requested times.

This contract is adapted from one outlined by Jane Danielewicz and Peter Elbow. For a more thorough discussion of the theory and rationale behind this form of evaluation, as well as their original contract, please see: Danielewicz, Jane and Peter Elbow. “A Unilateral Grading Contract to Improve Learning and Teaching.” College Composition and Communication. 61.2 (2009): 244-268. Print.

I agree to enter in to this course contract. I understand that fulfilling all the requirements of the contract will result in a grade of at least a B in the course, that not fulfilling all the requirements will result in a grade lower than a B, and that composing writing and reflection of exemplary quality specific to the criteria for the individual projects will result in a grade higher than a B.

Course Assignments

Mini-assignments: Instructor Email Mini-assignment 1:

After reading and discussing (in class) Re: Your Recent Email to Your Professor, compose an e-mail to me that provides the following:

  • Background about yourself: Why are you taking this class—how will it serve your interests in professional writing?
  • If you are not quite sure why you are really taking this class, or what specific goals you’d like to achieve, be honest, and use this e-mail to ask questions about the course, explain your general interests, and any general ideas you might have about what you want to explore.

After receiving your e-mails, I will respond to any questions you raise and then organize teams based on your interests for the class. In these teams, you will support each other throughout the semester in completing individual assignments. For some assignments, you will need to network or reach out to individuals or groups situated within a specific professional discourse community. Instances of how your team might be able to support you include helping you to connect with members of professional discourse communities and providing feedback for writing.

Mini-assignment 2: Professional Email 3

Carrying forward your experience with mini-assignment 1, you will compose an e-mail intended to introduce yourself to an individual who is situated within a professional discourse community you would like to explore.

Look ahead to the Profile Project and Rhetorical Analysis assignments and consider how mini-assignment 2 might inform whom you decide to focus on for those projects. Might the person you contact be the subject of your profile project? Could the person you contact provide information about genres that are important to a specific discourse community for your rhetorical analysis? Additionally, carefully consider the purpose and audience of this e-mail. What do you want to accomplish with this email, and what do you know about your potential audience—even if it is an audience of one?

I expect you to

Engage your audience by establishing a clear representation of yourself and why you are sending this e-mail

Articulate a clear purpose for sending your e-mail

Be clear and concise in stating your purpose and what you would like to garner from your e-mail’s recipient

Proofread and revise before sending (you will receive feedback from both me and your team)

You are required to submit your e-mail to me. Sending the e-mail to the actual recipient is optional. Do keep in mind that by actually sending the e-mail, you may garner more information about your professional community of interest, and material for future assignments.

Mini-Assignment 3: Exploring your Online Identity 4

First, write a 1-2 written reflection that explores your current online identity. After exploring where you exist in online spaces (e.g. Facebook, Instagram, Twitter, google searches, etc.), consider how you are represented online. In your written reflection, respond to the following questions:

How might someone, who does not know you, perceive your online identity if coming upon Instagram pictures, facebook status updates and tweets, blog entries?

What is missing or overrepresented?

How does your current online identity enhance or detract from your professional identity?

What changes might you enact to further shape your professional identity online?

After writing and submitting a written reflection to me, begin designing a new online space that you feel accurately represents your professional identity. The invention of this online space will serve as the multimodal component of your final portfolio . You might consider doing one of the following, but are not limited to this list: Facebook page or Twitter account overhaul

Linkedin Account

Academic blog or website (with intentions of attending grad school) Professional bog or website situated within a professional discourse community

Profile Project: Giving voice to others in community

In mini-assignment 2, you were asked to compose a professional e-mail to a representative of a specific professional discourse community. Through e-mail exchanges, follow up conversations via meetings, phone calls, etc. you should have garnered information about the role your person plays in your chosen professional discourse community, and what genres are used within that community. For the profile project, you will carry forward what you collected from this exchange, and identify and discuss a person or group important to your chosen community. Based on your previous conversation, you may find you want to argue for the influence of the person with whom you originally communicated for the mini-assignment, a different person with whom he/she noted as important to the community, or a larger group/organization that holds influence within your chosen professional discourse community. 6-8 pages

Your task : You are to write a researched essay profiling a figure or organization in the professional community of your choice, while persuading your audience that your subject is important to that particular community. Your job is not to simply research a person and report on the findings, like a biography, but rather, relate their contributions to the professional community, and how this influence has taken shape.

I expect you to:

Show how the person/group you are profiling is influential within your discourse community.

Incorporate secondary research to support your claims.

You must use at least 3 outside, reputable sources, which can include resources gathered from the professional e-mail mini-assignment.

Avoid summarizing, but explain and describe (show, don’t tell); persuade. Demonstrate an ability to utilize the means of persuasion in order to appeal to your audience.

Demonstrate global implications within this profile project—Yes, your person/group has an impact in a specific community, but what about outside communities? What can various audiences take away from your argument? Utilize the rhetorical appeals effectively.

Address who this person/group is, why their work is/was important, and how it has shaped a specific professional community.

Ask yourself the following questions to establish an argument within your profile project:

Why do I think it’s important to persuade audiences about this person/group? Why should others care? What affect has this person/group had the professional community I am exploring?

Do I have appropriate, reputable sources (at least 3) to support my argument?

6-8 pages (typed)

12 pt. font Double Spaced

Correct citations-MLA, APA, etc.

Works Cited/Reference Page (at least 3 outside sources)

Rhetorical Analysis: Stepping into the Conversation

A rhetorical analysis affords you to the opportunity to explore a professional community of interest, and analyze genres valued by that community. Use our course readings (e.g. Shaver, Ede), discussions, resources garnered previous assignments (e.g. professional e-mail, profile project) to inform your analysis, as you identify and analyze 1 genre important to your professional community of choice, and evaluate the meaning, intended audience, and intended outcome of the identified genres.

Your role: You will “step into” a specific professional discourse community of interest and analyze a genre important to that community, and that fuels the “ongoing conversation,” purpose, and/or mission of the professional discourse community. In determining which genre to focus on, consider readings and course discussions about how genres are identified, defined, and shaped (also consider feedback from professional e-mail, discussions within collaborative teams)

Focus on 1 genre that contributes to the conversation of your chosen professional community. (In class we will look at different examples, as you consider what professional community, and which genres you will explore.)

Avoid summarizing your chosen genres, but explain how the genre contributes to and functions within a professional community. Discuss how the genre conveys a particular message for the professional discourse community.

Consider the following questions about your chosen text as you write your essay:

What is the purpose of the genre for the professional discourse community?

What message does each genre convey for the professional discourse community? Who is the target audience of this genre?

What themes or patterns emerge between the analyzed genre and characteristics/function of the professional discourse community?

Ultimately, consider the big picture: What is the author’s purpose and how does the author (writer, speaker, builder, etc.), attempt to achieve that purpose–How are the rhetorical appeals used to relay the message within the discussed genre?

This assignment serves as a touchstone as you build your professional ethos, now incorporating secondary research, and considering how you can build on what you have learned from your analysis and begin to establish your professional identity within a specific community.

Professional Portfolio: Establishing your Identity in a Professional Discourse Community

Initial Workplan Memo:

Your workplan memo will be workshopped with your team and discussed with me during conferences, early in the semester (see schedule in syllabus). Your memo should outline initial plans for what you would like to create in terms of building a professional portfolio; a portfolio that best represents your goals for this course and your interests in a specific professional discourse community. You will need to create 2-3 projects, one of which will be a multimodal component that represents your online professional identity (see description for the multimodal project below).

In this memo, propose your projects and why they are relevant to your goals and interests. Additionally, sketch a schedule of deadlines you will adhere to throughout the semester, including deadlines for drafts and final submissions. Ultimately, your final portfolio, with all completed projects, is due at the end of the semester (see schedule in syllabus), but you will be expected to workshop multiple, substantial drafts throughout the semester. I understand that projects and deadlines might change as you go along, but I also expect that you will communicate changes to both me and your team, be prepared to workshop draft material when we workshop in class, and turn in your final projects on time.

Explain your purpose and goals for the portfolio project

Incorporate projects relevant to what you’ve learned from the initial profile project, rhetorical analysis, and mini-assignments, as well as your professional goals and interests

Consider what the implications of your portfolio for your professional identity Design your portfolio with a larger audience in mind—how might your professional identity hold influence within a specific professional discourse community?

A professional portfolio allows you to explore your own professional interests while also considering how you can gain footing in a professional discourse community. With your own project, you will also develop research to show the implications of your project outside the classroom. Therefore, we need to be on the same page as to what you are thinking for this project and I need to see that you, with your initial research, keep a broader audience in mind. This assignment should demonstrate the connections you are making between your interests and what is happening in the world around you.

Consider the following questions:

Are the projects you’ve chosen to take on doable/manageable?

What’s the point of this project? Think kairos/exigence! What prompted you to decide on your outlined projects?

What do you hope to learn from building this particular portfolio?

After the initial workplan memo:

Create 2-3 projects that represent your professional identity, situated within a specific professional discourse community

Through previous assignments like the profile project and the rhetorical analysis, you should be able to compose professional genres that are relevant to your chosen professional discourse community. Depending on the professional discourse community, there are a wide range of genres you could explore (e.g. cover letters, personal statements, resumes and CVs, etc.)

One of the projects must be a multimodal component that conveys your professional identity (see mini-assignment 3) , situated within a specific professional discourse community. Multimodal can be defined as a text composed in more than one mode (i.e., visual, audio, gestural, spatial, or linguistic). Multimodality can therefore be presented in various formats (e.g. website, twitter handle, linkedin profile, etc.). As you create your multimodal space, ask yourself the following questions to help you in your design choices:

Does your audience change—who is invited to your argument, who might be excluded? How accessible is your text? What about your use of the appeals in our multimodal as compared to using strictly alphabetic text? What were the affordances and limitations of composing your multimodal project?

The multimodal project should also be supplemented with a written reflection:

Supplement your multimodal online identity space with a 1-2 page reflection on your process of designing this project, as well as the reasons behind your choices and rhetorical moves.

Reflect on the transformation of your project in terms of how the new medium affected your use of rhetoric and the choices and delivery of the text that you made as an author. Also return to mini-assignment three and consider how your professional identity has changed and/or evolved online.

Final Reflection/Justification of Portfolio Materials

For your final component of your professional portfolio, you will reflect on the process and outcome of your work, as well as justify your design choices.

We, as a class, have discussed the significance of personal experience and interest, research, the rhetorical situation, and how all of these concepts are important and connected within specific professional discourse communities. I want to get a sense of how these projects worked for you.

When reading your assignment, I will look for:

A thoughtful response to your class experience (so consider the class as the whole) Your explanation of any discoveries and the progress you have made in building your portfolio

Justification of why you pursued the projects included in your project

Your thoughts on how what you have learned in this class and how building this portfolio will help you in the future (with other classes, a new career, etc.)

1-3 pages (typed)

For one of the final components of this course, you will participate in a team presentation, through which you present your findings and pieces of your final portfolio to the class, in conjunction with other panelists. Team presentations afford you the opportunity to share and celebrate your work, as well as the work of others. Not only should you present your elements of projects, but your role as an active audience member will be considered when the floor is opened for questions and further conversation.

Total Points: 50 I expect you to:

Thoughtfully connect your experience and findings within a presentation—remember the rhetorical situation: how will ethos, logos apply? What modes (spatial, visual, linguistic, etc.) will you use to move your audience (pathos?)

Articulate your professional identity through your presentation and clarify this by sharing pieces of portfolio and with any presentation aids (multimodal project) you see fit

Consider exigence: what prompted your designed portfolio project idea? What do you want your audience to do with your information that you have presented?

Each panel will have 35 minutes to present (this includes time for questions at the end). Each group member must be involved in the planning and in presenting. You can be as creative as you’d like in reporting on your research, so long as each individual on the panel has the opportunity to present findings and convey some sort of argument. Your panel may decide to present one cohesive presentation in relation to how your projects are connected, or, your panel may decide to present as a larger panel, but with individual presentations specific to your individual research. For instance, note how the following presentations might function in different ways:

Panel 1: Norm Popularity Towards the Real: The Digital Origin of the Modern Preference

“Designing the Web”

“Video Games: The Social Irony of an Introverted Culture”

“ANDYwear” Andrew

“Social Media: Impacts that Changed Lives” Bryce

Panel 2: Steps to Happiness: The Integral Components of Self Realization and Human Betterment

Tessa , Tiffany, Mariah

*Provide title(s) and abstract for presentation before presentations

*Make sure to also provide enough time for your panel to present information, but also receive and respond to questions for further discussion

Consider how you will present the information and convey your professional identity effectively

What presentation tools will you use, if any? Will you present as individual panelists, or collaborate?

Be prepared to improvise and move forward despite unanticipated tech mishaps, panelist no-shows, etc.

*If you do not attend class on your assigned presentation day, you cannot make this up and will automatically fail this assignment

Your participation in team presentations is also factored into your final grade. Give teams your undivided attention, take notes and write down questions to ask at the conclusion of the presentations; ask thoughtful questions that provoke interesting conversation.

When evaluating your presentation, I will consider the following:

Presentation content (the degree to which the panelists presented interesting and engaging information)

Presentation skills of each panelist (professionalism, gestural mode, ability to convey argument)

Management of time constraints and revision and editing of research content to fit within time constraints

Responses to questions and contribution/feedback to conversations

Works Cited

Beaufort, Anne. College Writing and Beyond: A New Framework for University Writing Instruction . (2007). Print.

Bunn, Mike. “How to Read Like a Writer.” Writing Spaces: Readings on Writing 2 (2011), 71-86. Web.

Chamberlain, Jeremiah. “Workshop Is Not for You.” Glimmer Train, 2009. Web. Corrigon, Paul T. and Cameron Hunt McNabb. “RE: Your Recent E-mail to Your

Professor.” Inside Higher Ed. April 16, 2015. Web.

Ede, Lisa. “Analyzing Rhetorical Situations.” The Academic Writer: A Brief Guide .

Macmillan, (2010), 42-59. Print.

Johnson-Sheehan, Richard and Charles Paine. “Profiles.” Writing Today , 3 rd ed. Boston, MA: Pearson, (2013), 63-83. Print.

Mackiewicz, Jo. “The Co-construction of Credibility in Online Product Reviews.”

Technical Communication Quarterly 19.4 (2010): 403-426. Web. Pericoli, Matteo. “Writers as Architects.” New York Times . (2013). Web.

Shaver, Lisa. “Using Key Messages to Explore Rhetoric in Professional Writing.”

Journal of Business and Technical Communication 25.2 (2011): 219-236. Web.

Swales, John. “The Concept of Discourse Community.” Genre Analysis: English in Academic and Research Settings. Boston: Cambridge UP, 1990. 21-32.

Swales, John. “The Concept of Discourse Community: Star, Problem Child, Cash-Cow, or Dog?” The Language and Rhetorical Studies Interdisciplinary Workshop .

University of Michigan. February 20, 2015. Lecture.

Vonnegut, Kurt. “How to Write with Style.”   IEEE Trans. Profess. Comm.   PC-24, 66-67  (1981). Web.

Wardle, Elizabeth. “Identity, Authority, and Learning to Write in New Workplaces.”

Enculturation 5.2 (2004): n.p. Web. 18 Feb. 2010.

Williamson, Owen M. “Professional Discourse Communities Map.” The University of

Texas at El Paso . (2008). Web.

Faculty Resources


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The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. These assignments and quizzes come pre-loaded with specific assigned point values. We recommend changing the point values to match your course design .

This course includes a series of assignments associated with most modules, as well as essay assignments that can be included in the course as you see fit. Some instructors assign multiple rhetorical styles, while others scaffold just one or two large essays throughout the course. For this reason, the essay assignments are listed at the front of the course and can be easily moved into the appropriate places within the LMS. The different rhetorical style essays are each split into at least two parts, with one for prewriting and one for the final draft.  They could also be combined into one assignment or split into several smaller assignments; for example, you could divide each essay into a prewriting, drafting, and final draft stage (which is how the argument essay is currently organized).

The “Writing Process—Revising and Proofreading” module also includes a discussion assignment that has students peer review whichever essay is assigned during that module ( Discussion: CARES Peer Review).

  • Narrative Essay
  • Compare/Contrast
  • Illustration Essay
  • Cause and Effect Essay
  • Argument Essay

The optional “Essay Reflection” Assignment can also be paired with any of the rhetorical style essays listed above.

The assignments can also be broken down into smaller steps or combined/simplified as desired. Remember, these can be deleted, modified, or replaced within your LMS to meet the needs of your students.

  • Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
  • Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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Writing practice worksheets terms of use, finish the story writing worksheets.

  • Beginning Finish the Story - The Snow Day
  • Beginning Finish the Story - The Fair
  • Beginning Finish the Story - Summer Camp
  • Beginning Finish the Story - The Birthday Party
  • Beginning Finish the Story - The Halloween Costume
  • Beginning Finish the Story - The 4th of July
  • Intermediate Finish the Story - The Beach Trip
  • Intermediate Finish the Story - The Great Find
  • Intermediate Finish the Story - Which Way?
  • Intermediate Finish the Story - Finding Muffin
  • Intermediate Finish the Story - The Zoo
  • Advanced Finish the Story - The Troublemaker

Question Response Writing Worksheets

  • Beginning Question Response - Your Favorite Color
  • Beginning Question Response - Your Favorite Day
  • Beginning Question Response - Your Favorite Number
  • Beginning Question Response - In Your Family
  • Beginning Question Response - Your Favorite Sport
  • Beginning Question Response - Your Favorite Clothes
  • Beginning Question Response - Your Favorite Music
  • Beginning Question Response - How You Relax
  • Beginning Question Response - Lunch Time
  • Beginning Question Response - With Your Friends
  • Beginning Question Response - Collecting Stamps
  • Beginning Question Response - Your Birthplace
  • Beginning Question Response - Starting Your Day
  • Intermediate Question Response - Your Favorite Food
  • Intermediate Question Response - Your Favorite Movie
  • Intermediate Question Response - Your Favorite Song
  • Intermediate Question Response - TV Programs
  • Intermediate Question Response - Your Favorite Time
  • Intermediate Question Response - Which Country?
  • Intermediate Question Response - The Wisest Person
  • Intermediate Question Response - Someone You Admire
  • Advanced Question Response - A Great Accomplishment
  • Advanced Question Response - The Most Exciting Thing
  • Advanced Question Response - Oldest Memory
  • Advanced Question Response - The Most Productive Day of the Week
  • Advanced Question Response - An Interesting Person
  • Advanced Question Response - What Have You Built?
  • Advanced Question Response - What You Like to Read

Practical Writing Worksheets

  • Beginning Practical - Grocery List
  • Beginning Practical - TO Do List
  • Beginning Practical - At the Beach
  • Beginning Practical - The Newspaper
  • Intermediate Practical - Absent From Work
  • Intermediate Practical - Your Invitation
  • Intermediate Practical - Paycheck
  • Intermediate Practical - The New House
  • Advanced Practical - Soccer Game Meeting
  • Advanced Practical - Note About Dinner
  • Advanced Practical - A Problem
  • Advanced Practical - A Letter to Your Landlord
  • Advanced Practical - A Product

Argumentative Writing Worksheets

  • Intermediate Argumentative - Cat, Star, or Book?
  • Intermediate Argumentative - Soccer or Basketball?
  • Intermediate Argumentative - Giving and Receiving
  • Intermediate Argumentative - Does Practice Make Perfect?
  • Advanced Argumentative - Five Dollars or a Lottery Ticket?
  • Advanced Argumentative - The Most Important Word
  • Advanced Argumentative - An Apple
  • Advanced Argumentative - Too Many Cooks

Writing Worksheets

  • Beginning Writing Worksheet
  • Intermediate Writing Worksheet
  • Advanced Writing Worksheet

Using Precise Language

  • Using Precise Language - An Introduction
  • Using Precise Language Practice Quiz

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English Compositions

An Essay on My Hobby Calligraphy [PDF Available]

I had seen there are several people love handwritten documents they preferred that too much, in that contrary in this essay presentation we are going to cover an essay on Calligraphy!

Essay on My Hobby Calligraphy feature image

In modern days when digital fonts have occupied most of the reading materials on our screens – the art of calligraphy has somehow lost its glory and lustre with time.

But the use of calligraphy is still prevailing, and many bloggers use the concept of brush lettering, boutique businesses to give the organic and handmade touch to their lines. I stumbled upon remarkable penmanship in my grandfather’s old letters inside some dusty drawers from my childhood.

Then I started my journey of finding fountain pens, brushes, inks, and handmade papers – instruments which means a world to anyone practising calligraphy. It is like a forgotten art composition which held great value in past times when most of the books, prints were handwritten.

Many calligraphers are working in many print shops to compose handwritten books and novels priced by sellers according to their beauty. Illustrators produce even now handwritten books, but the numbers have far reduced.

They are a sight to see and behold: the pages are filled with painstakingly made illustrations and golden letters will make any art appraiser’s heart flutter.

It may not seem very interesting to uptake calligraphy as a hobby, but there are many reasons which make it my favourite past time hobby. We generally write in cursive to increase our speed, but if we hold some patience and take probably one more moment to write a section – it will turn into a much more clear hand lettering.

Hand lettering and longhand writing are technically different. There are many specifications like different turns and angles that are used to draw out a letter which makes it a hand lettering. In my case, calligraphy gives me peace of mind and feeling of content on seeing the final written script.

I believe there are many other pros to it. It is like a window to a world of exquisite fountain pens, Chinese brush and ink. Moreover, you can always be extra to express your gratitude to someone by a thank you note, which is handwritten in excellent calligraphy.

Or provably impress your friends with a note or memo. On the occasions of celebrations, festivities or birthdays you get to gift them the best greetings cards.

Another plus point is that, you can write school projects and assignments, headings beautifully, and you also get to exhibit your skills. And you can always boast about your elegant writing any other day on social media.

Calligraphy has many scripts, and it’s not necessary to be an improvised cursive one. Many other forms of handwriting styles exist which uses paintbrushes and have a different aesthetic feeling. People also prefer many grunge styles.

People nowadays starting to maintain bullet journals and calligraphy skills make it all the more worthwhile. Not only calligraphy is unique but it also enhances the creativity quotient and artistic side of an individual.

Learning calligraphy does not have any age limitation; one can start imbibing it anytime. Research shows that calligraphy as skill increases one’s self-esteem and generates a reward circuit in our brains. What more is an escape from all the digital world and technology to a setting which is medieval and satisfying.

For starters, one only needs good quality papers and if possible handmade sheets are going to be an excellent choice for this experience. Next comes the tool of calligraphy which I would love to discuss in detail and finally the color of ink.

Alright, one more thing is a guide book which can be some calligraphy book, your own creative style or a simple google search and lots of time to spend on. And then yes you are equipped to start.

Let’s discuss the instrument for the calligraphy. It can be any fountain pen which is chisel-shaped or fine-pointed or thick ones whichever you prefer. Or brushes; one can choose the wooden animal hair paintbrushes or brush pens readily available in stationery shops.

Or you can be more explorative and go for novelty like glass pens. Following is the ink from regular blue-black to fancy silver or gold-colored can be found in shops and online stores too. There are options like washable ink to permanent non-smudge ones also.

All in all, there are endless possibilities in something so ancient practice, which I like to say as my hobby –  Calligraphy.

I hope you like the essay on Calligraphy. Please let me know your thoughts in the comment section.

READ MORE FROM US Essay on My Hobby is Playing Badminton Essay on My Hobby is Playing Kabaddi Essay on My Hobby is Playing Badminton


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