• Format: Live online via Zoom
• Schedule: Eight Sunday sessions
• Dates: 24 Jan · 7 Feb · 21 Feb · 7 Mar · 21 Mar · 4 Apr · 18 Apr · 25 Apr 2027
• Time: 4–6:30 PM UK · 11 AM New York · 8 AM San Francisco
• A note on the clocks: On 21 March only, class begins at noon in New York and 9 AM when American clocks change.

Tuition: £550 per term
Invest in your learning journey with a one-time payment.

Flexible Payment Plans
Contact kathryn@kathrynaalto.com to discuss options.

Terms and Conditions

Review the details of enrolment below before registering.

1. Course Overview. The Course provides online writing instruction.
2. Eligibility and Registration. Participants must be 16 or older and provide accurate registration details.
3. Payment Terms. Full payment is required at registration. Payment plans, if arranged, must be honoured regardless of attendance.
4. Refund Policy. Refunds are available up to 14 days before the Course start date. No refunds will be issued after this period. Requests must be emailed to kathryn@kathrynaalto.com.
5. Course Access. Participants receive the syllabus upon registration.
6. Intellectual Property. All Course materials are the property of Kathryn Aalto and cannot be reproduced, distributed, downloaded, or filmed without written permission.
7. Conduct and Participation. Respectful and professional behaviour is expected.
8. Technical Requirements. Participants need to have a stable internet connection and compatible device.
9. Course Changes and Cancellation. The schedule, content, or speakers may be modified. If the Course is cancelled, a full refund will be issued.
10. Privacy Policy. Participant information will not be shared.

By registering, you agree to these Terms and Conditions. For assistance, contact kathryn@kathrynaalto.com.

1. Are Kathryn Aalto’s courses suitable for beginners?
Yes, all levels of writers. Beginners gain foundational skills in a supportive environment, while experienced writers refine their craft and explore advanced techniques.

• Level 1: Foundational courses for beginners in narrative nonfiction.
• Levels 2–3: Intermediate courses requiring Level 1, a similar course, or application with a writing sample.
• Levels 3–4: Advanced courses focusing on voice, structure, dialogue, and other nuanced techniques.

2. What kind of feedback can I expect?
Kathryn provides detailed, constructive feedback to improve both technical skills and thematic resonance. Students receive handwritten feedback via her reMarkable device, addressing everything from syntax and language to structure and voice. Her feedback supports, encourages, and challenges students to grow.

3. What assignments or exercises are typical?
Courses include in-class reflective exercises and self-directed at home reading and writing.

• Level 1: 1–3 poems or 2-4 pages of experimental sketches, scenes, or essays per session
• Levels 2–4: 4–10 pages every two weeks

Assignments balance variety and independence, encouraging students to explore their own interests.

4. Can taking one course lead to publication?
A single course is a valuable step toward publication, providing essential skills, guidance, and confidence. However, becoming published requires persistence, revision, and industry knowledge. Most successful students take 2–4 courses, participate in workshops, and hone their craft over time, much like an MFA program in narrative nonfiction. While publication isn’t guaranteed, Kathryn’s courses equip you to pursue your goals effectively.

5. Who are my classmates?
Your classmates come from around the globe, creating a diverse and enriching learning community. Students hail from the USA, Canada, the UK, Europe, Africa, Asia, and beyond, offering a broad spectrum of perspectives and experiences.

6. Can I pay tuition in instalments?
Yes, tuition can be billed over 2–4 months. Contact kathryn@kathrynaalto.com to arrange a plan that works 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 a 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.

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 same 2024 prize. 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.

On the teaching

“Kathryn teaches with a deep care about the individual student and is very clever about bringing out their voices and passions. She has an unparalleled knowledge of nature and landscape writing that gives a real gravitas and authority on the subject, a knowledge that she wears lightly without intimidating students.” — James Rebanks, author of The Shepherd’s Life and English Pastoral

“Kathryn Aalto is a world-class teacher. I had 30 years’ experience as a journalist and copywriter, but I was a novice in narrative nonfiction. Kathryn taught me how to write, 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.” — Gary F., Rutland, England

“She is highly adept at refining one’s technical skills without stifling a writer’s voice. I love the combination of rigour and nurturing she provides. Without her mentoring, I would still be stumbling in the dark along my path to publication.” — Lise, Los Angeles, California

On The Living Line

“The Living Line was a truly inspired course. From Kathryn’s lectures, to the marvellous guests, to the cheerful and supportive community of fellow writers, these sessions provided a soundtrack to my summer. I learned to hone and polish my writing, not just for clarity, but for sound, feel, and rhythm. I called them my ‘singing lessons.'” — Jenny T., Vancouver, British Columbia

“The Living Line has been an absolute gift and a joy from start to finish. I have of course learned more about the craft of writing, but more than that I have been nourished and uplifted by the energy that Kathryn, her guest speakers and my classmates all brought to every class. This felt like a real community, led by a gifted teacher. My world has expanded.” — Sheila S., Scotland

“I can confidently state I am a better poet because of her guidance and consistent feedback and questions. After decades in academia, finding my authentic voice was a challenge. Writing poetry is, I think, one of the most vulnerable acts a human can engage in, and Kathryn has created a soft place for all of us fledglings to land.” — Laura T., Fayetteville, Arkansas

On arriving from another discipline

“Although I had published a lot of academic work, I was struggling making the transition to writing in a more personal vein and lacking in confidence. I found in Kathryn a superbly knowledgeable and lucid teacher. Through the lectures and class discussion, I learnt how to implement narrative nonfiction techniques and, in just a few weeks, saw my writing become much more engaging and evocative.” — David, Leeds, England

“I have been making my living with journalistic texts for four years now. Being sceptical of virtual courses at first, I was immediately drawn into the group. With an attractive mix of lecture, discussion, workshop and personal tutoring she enabled us to not only profit from her vast experience as a writer but also to open up our pieces to our peers from various cultural backgrounds. I’ll definitely be back for more.” — Johannes, Cologne, Germany

“I was apprehensive, as a new writer. There’s something very scary about sharing your work for the first time! As it turned out, I needn’t have worried. Kathryn’s personal feedback on my essays was always helpful and thought provoking, gently encouraging me to consider different directions for my writing. This class delivered so much more than I had expected.” — Toni, England

On the room

“Kathryn has a gift for holding the space, so I felt safe sharing my work and opening myself up for critique. We’d start each class with a short lecture about the craft of writing, and then we’d apply what we learnt through workshopping and readings. That’s the best thing about Kathryn’s classes: that we are taught the skills we need to continue learning for ourselves.” — Marissa, Austria

“The esprit de corps in our class was beyond what I would have thought possible in a Zoom class. The energy was lovely and it was a real pleasure to share work with writers from Australia to Europe to America.” — Kimberley, Michigan

“Kathryn creates a warm and inviting atmosphere in the virtual classroom, even as she encourages writers to pursue their craft with rigour and tenacity. Aspiring writers receive detailed and actionable feedback, whether to build on existing skills or experiment with fresh approaches.” — Wendy K., Maidenhead, England

On what came of it

“Judging the success of our relationship is easy: less than a year after we started, I have had five of the six essays she critiqued accepted for publication. Kathryn did more than just review and suggest — she recommended books and articles I should read, authors I should follow, conferences and short courses I should attend.” — Andrew, Maine