“The goal of art isn’t to attain perfection. The goal is to share who we are. And how we see the world.” — Rick Rubin, The Creative Act

In Progress Not Perfection: Creating an Intentional Writing Practice, Kathryn Aalto invites writers on a transformative journey to develop a sustainable and fulfilling writing routine that aligns with their personal goals and creative potential. This course blends insights from Cal Newport’s Deep Work, Rick Rubin’s The Creative Act, and BJ Fogg’s Tiny Habits to help writers navigate the challenges of our modern, distraction-filled world. By integrating these powerful approaches, writers will learn how to cultivate focus, foster creativity, and build meaningful writing habits that support long-term growth and productivity.

What Writers Can Expect

Writers will explore the concept of “deep work” as introduced by Cal Newport, learning how to carve out dedicated, distraction-free time for writing that allows them to engage fully with their craft. They will also draw inspiration from Rick Rubin’s The Creative Act, which emphasizes the importance of embracing the creative process and finding joy in the act of creation itself, rather than being overly focused on the outcome. Additionally, BJ Fogg’s Tiny Habits will guide writers in establishing small, manageable habits that build momentum and lead to significant progress over time.

Through a combination of lectures, readings, discussions, and directed reflective exercises in a course booklet, writers will gain a deeper understanding of how to resist the pull of distractions and create a writing practice that is both intentional and fulfilling. By the end of the course, participants will have developed strategies to harness their focus, nurture their creativity, and cultivate a writing routine that empowers them to reach their full potential. It is vital as well to understand our culture of distraction and create a shield of habits to defend the art we want to make.

“Deep work is becoming increasingly valuable at the same time that it’s becoming increasingly rare. Therefore, if you cultivate this skill, you’ll thrive.” — Cal Newport, Georgetown University professor

Reading

• The Creative Act: A Way of Being by Rick Rubin
• Deep Work: Rules for Focused Success in a Distracted Worldby Cal Newport
• Tiny Habits: Why Starting Small Makes Lasting Change Easy by B.J. Fogg
• How Long Does It Really Take to Form a Habit? | Scientific American
• Progress Not Perfection: A Workbook for Creating an Intentional Writing Practice by Kathryn Aalto (provided to students)

Course Aims

• Develop Deep Work Practices: Teach writers how to create and maintain focus in a distraction-filled environment, enabling them to produce higher quality work in less time.
• Embrace the Creative Process: Encourage writers to find joy in the act of writing itself, focusing on progress rather than perfection.
• Build Sustainable Habits: Introduce small, actionable habits that help writers consistently engage with their work and build lasting momentum.
• Understand and Combat Distraction: Equip writers with tools and techniques to recognize and minimize distractions, allowing them to protect their creative time.
• Foster Long-Term Growth: Help writers create a writing practice that supports ongoing personal and professional development, enabling them to produce work that is meaningful and impactful.

By the end of Progress Not Perfection: Creating an Intentional Writing Practice, participants will have gained the skills and mindset necessary to build a writing practice that aligns with their personal and creative aspirations. They will learn how to focus deeply on their work, embrace the creative process with joy, and establish sustainable habits that foster long-term growth. This course will not only help writers produce better work but also empower them to understand and overcome the challenges of our modern distraction culture, enabling them to fulfil their potential as creators.

Why This Course?

“As a writer and educator, I am deeply concerned—and, yes, often angered—by the pervasive distraction culture that surrounds us today. This culture, driven by endless notifications, social media feeds, and the relentless demands on our attention, has the power to rob writers of their most precious resource: focused, undisturbed time. It frustrates me to see how these constant interruptions can stifle creativity, fragment our thoughts, and prevent us from tapping into the deep well of our artistic potential. Writing is a craft that requires not just time, but a deep, sustained engagement with our ideas, our emotions, and the world around us. When we’re constantly pulled away from our work, we’re denied the opportunity to fully explore our creativity and produce work that is truly meaningful. This is why I am passionate about helping writers reclaim their focus, push back against the distractions, and create the conditions necessary for their best work to emerge. It’s time we fight back against this culture of distraction and protect the sacred space where our most important stories are born.

“But what I’ve come to realise, both in my own life and in working with others, is that writing doesn’t just happen when we find the time—it happens when we make the time. It’s about shifting our mindset from seeing writing as something we fit into our lives when we’re ‘free,’ to recognizing it as a vital practice that deserves our attention and dedication. This course is about helping my students create that shift. It’s about giving them the tools to build a writing habit that is sustainable, meaningful, and aligned with their busy lives. We’ll explore how to overcome the psychological barriers that hold us back, how to develop the right mindset for creativity, and how to establish habits that support our writing goals, even in the midst of a chaotic world.” — Kathryn Aalto

 

• 7:00 to 9:00 PM BST/GMT
• Eight classes meeting Thursdays
• Oct 17/24/31, Nov 07/14/28, Dec 05
• Live online via Zoom

Note: This course meets weekly for eight sessions from Thursday, September 26 through October 31. The final two sessions are spaced two weeks apart and meet November 14 and 28 to encourage habit formation and independence.

• £275 until Oct 1, £325 after
• Questions? Book a free 15-minute one-on-one conversation.
• Contact kathryn@kathrynaalto.com for tuition payments options. 

1. Q: Are Kathryn Aalto’s creative writing courses suitable for beginners?
A: Yes, all levels of writers can study with Kathryn. She has created a supportive environment where beginners can develop their skills while more experienced writers can refine their craft and explore new narrative techniques.

• LEVEL 1: Beginning courses for those new to narrative nonfiction who need to gain a foundational understanding.
• LEVELS  2-3: Intermediate courses that require Level 1 course, a similar foundational course in narrative nonfiction, or by application with a writing sample.
• LEVELS 3-4: Intermediate to advanced courses that build upon previous experience (finesse voice, structure, dilation, telescoping, dialogue, and other topics.

2. Q: What kind of feedback can I expect in Kathryn Aalto’s courses?
A: Kathryn provides detailed, personalized, and constructive feedback that focuses on improving technical writing skills while enhancing the emotional and thematic resonance of your work. Students receive handwritten feedback on all their writing via Kathryn’s reMarkable device. From the small (language, sentence, syntax) to the large (structure, theme, voice), suggestions are provided and guidance is given to help students learn and improve. People feel supported, encouraged, and challenged to grow and explore.

3. Q: What types of assignments or exercises are typical?
A: Kathryn’s courses include in-class reflective writing exercises and at-home writing between 2-4 pages for Level 1 and 4-10 pages for Levels 2-4. Students write in response to broad topics and as they progress, they are encouraged to write into their own areas of interest. There is a combination of variety and independence

4. Q: If I take one course, can I expect to be a published writer?
A: Taking a single writing course can be a valuable step toward becoming a published writer, but it’s important to manage expectations. A writing course and individual mentoring can certainly help you develop essential skills, refine your voice, and provide you with the tools needed to craft compelling narratives. However, becoming a published writer requires ongoing practice, persistence, and a willingness to revise and improve your work over time, independently and with others.

Publication is a process that involves more than just learning the craft—which can take years of writing, reading, collaborating, and more to arrive at having a signature writing style. It also includes understanding the publishing industry, submitting your work to the right places, and facing rejection before finding success. That said, many writers have taken significant strides toward publication by starting with a Level 1 course, which can serve as a strong foundation. Most students take between 2-4 courses with Kathryn in what can be likened to an MFA program laser-focused on narrative nonfiction. Ultimately, while Kathryn can’t guarantee that taking one course will lead directly to publication, she can assure you that it will equip you with the skills, knowledge, and confidence to pursue your writing goals more effectively.

Narrative nonfiction is an art. While many people have had amazing life experiences and want to tell those stories, learning how to translate those experiences in art takes time to develop. Some people do indeed have innate talent and artistic sensibilities to tell stories; often it comes from years of reading and understanding narrative arc.  Most of Kathryn’s published or award-winning writers have taken multiple courses, participated in workshops, and have spent years honing their craft. In the same way that you can’t expect to perform at Carnegie Hall after a semester of piano lessons, the same applies to the art of narrative nonfiction.

4. Q: Who are my classmates?

A: One of the most exciting developments in education is the way live, long-distance learning has evolved the idea of learning from a local to international space. Students from all over the world study with Kathryn including people living in every state in the USA, Canada, England, Wales, Ireland, Scotland, France, Germany, Italy, Spain, Estonia, Pakistan, India, Kenya, Uganda, Mexico, Ecuador and more.

5. Q: Can I pay my tuition in instalments?
A: Yes, invoices can be billed over 2-4 months. Contact gardens@kathrynaalto.com to suggest arrangements that work best for you.

Kathryn Aalto fosters a warm, inclusive, and inspiring community in her online writing courses, where participants from diverse backgrounds come together to explore their creativity. Her courses are designed to encourage collaboration, thoughtful dialogue, and mutual support, cultivating a space where students feel safe to express themselves and share their work.

Her teaching style emphasises empathy and attentiveness, helping students build confidence in their writing while honouring their unique voices. Through guided discussions, personalised feedback, and opportunities for peer interaction, she cultivates an authentic sense of belonging and shared purpose. The community Kathryn creates is one of encouragement, growth, and a shared passion for the written word, where each participant is both a learner and a contributor to the collective experience.

Learn more here.

“My teaching philosophy is rooted in the belief that education is a collaborative and transformative journey, one that empowers students to explore their creative potential, embrace their unique voices, and engage deeply with the world around them. I am committed to creating a learning environment that is inclusive, supportive, and intellectually stimulating, where students feel encouraged to take risks, ask questions, and challenge themselves.” — Kathryn Aalto

Philosophy

1. Fostering Creative Exploration

I believe that creativity flourishes when students are given the freedom to explore ideas, experiment with language, and push the boundaries of conventional thinking. My role as an educator is to provide the tools, guidance, and encouragement that allow students to embark on this journey of exploration. I strive to create lectures, discussions, and assignments that inspire curiosity and invite students to engage with material in ways that are personally meaningful and artistically daring.

2. Encouraging Critical Thinking and Reflection

I view literature and writing as powerful tools for understanding the human experience, and I encourage my students to engage critically with texts and their own work. By fostering an environment of thoughtful discussion and reflection, I aim to help students develop their analytical skills, deepen their understanding of complex themes, and articulate their ideas with clarity and conviction. I emphasise the importance of considering diverse perspectives and encourage students to question assumptions and explore the ethical dimensions of their writing.

3. Building a Supportive Learning Community

I am deeply committed to cultivating a classroom environment where all students feel respected, valued, and heard. I believe that learning is most effective when it occurs in a community where individuals support and learn from one another. To this end, I prioritise creating a space where students can share their work, offer constructive feedback, and engage in meaningful dialogue. I also recognise the importance of addressing each student’s unique needs and learning styles, and I strive to be responsive and adaptable in my teaching approach.

Strongly influenced by the Harkness method founded at the Phillips Exeter Academy in New Hampshire where my three children graduated, I actively cultivate a learning space that emphasises the art of conversation with active listening, collaboration, and respect.

4. Empowering Student Voices

One of my primary goals as an educator is to empower emerging writers to find and refine their own voices. I encourage them to write with authenticity and confidence, whether they are crafting a new personal narrative as a long-time academic or exploring creative nonfiction from another genre. I believe that every student has a story worth telling, and I aim to help them discover the best ways to tell it. This involves not only developing their technical skills but also helping them overcome any inhibitions or self-doubt that may hinder their creative expression.

5. Lifelong Learning and Growth

I view teaching as a reciprocal process of learning and growth. Just as I seek to inspire my students, I am continually inspired by their insights, creativity, and courage. I am committed to my own professional development as a member of ASLE (Association for the Study of Literature and Environment) and AWP (Association of Writers and Writing Programs), which helps me stay engaged with current trends and debates in literature, writing, and pedagogy. By modelling a passion for learning and a commitment to intellectual curiosity, I hope to instil in my students a lifelong love of learning and a desire to continue honing their craft long after they leave my classroom.

Results

My teaching philosophy is centered on the idea that education is a dynamic and collaborative process. By fostering creativity, critical thinking, and community, I aim to empower my students to become confident, thoughtful, and innovative writers who are prepared to differently engage with the world in reflective and meaningful ways.

After acquiring key skills in narrative nonfiction, I encourage people to apply for awards, submit to publications, and continue keeping personal writing journals. My pro-active stance helps emerging writers find validation of their insights and writing skills outside our nurturing communities.

My students have won numerous awards including the 2022 £10,000 Nature Chronicles Prize with two long-listed for the prize in 2024. A student won the 2022 Bradt New Travel Writer of the Year and many have been short-listed for literary awards including the Fish Memoir Prize. My students have been published by general and university presses, book trusts, popular magazines, and literary journals.

However, publication and awards are only one measure of success. Learning to embrace the writing process as just one part of leading a contemplative life cannot be measured nor externally validated. There is different and great fulfilment in both.

“Kathryn Aalto is a world-class teacher. I had 30 years’ experience as a journalist and copywriter, but I was a novice in narrative non fiction. Kathryn taught me how to write, guiding me on a journey of discovery, revealing the secrets of sensory writing, bringing filmic vividness to my descriptions of the world around me and uncovering the inner landscapes of the mind. I will be forever grateful for her inspirational teaching and the support of the remarkable writing communities she curates, from whom I have received invaluable encouragement and among whom I have made enduring friendships.” — Gary F., Rutland, England

“Kathryn is an inspiring writer and gifted teacher of narrative non-fiction. She creates a warm and inviting atmosphere in the virtual classroom, even as she encourages writers to pursue their craft with rigour and tenacity. The classes pivot from instructor-led teaching to student-centred learning, with a dynamic range of activities, including lectures, discussions of craft/technique in assigned readings, writing prompts, workshops, Q&A sessions with published authors, industry insights and more. Aspiring writers receive detailed and actionable feedback, whether to build on existing skills or experiment with fresh approaches to craft. Beyond the classroom, Katy is happy to answer any questions, suggest further readings and encourage writers to publish.” — Wendy, Maidenhead, England

“After six months of working with Kathryn–which is a bit like entering the space of a handwritten letter, what with her sharp aesthetic sense, far-ranging intelligence, wit, and curiosity–I’ve made tangible progress on an unwieldy, long-form project I was struggling to articulate. I came to her Memoir and Life Writing class for accountability, and came away having experienced the kind of support, writing insight, and real feeling of friendship that can be difficult to find in a workshop environment. Kathryn fostered a warm, charming atmosphere in class (a real feat online), allowing for life-long connections to develop among our group of writers. She cares about the arc of her student’s writing lives–a form of attention that encourages artistic growth and positive risk-taking. She not only brought her years of writing and publishing experience to class and to our bi-monthly writing assignments (her personal feedback, often handwritten, is invaluable), she also brought her unique perspective. Writer-gardener-historians are, I think, particularly adept at imagining the possibilities for a piece, no matter your subject. Kathryn pushed me to dig deeper, moving my writing in new directions. No matter where one is in their writing life, working with Kathryn will be an experience of profound joy, insight, and artistic deepening.“ — Veronica, Portland, Maine