I unfortunately couldn’t find a copy of the full story, but I did find a chapter in my drawers of older writing material. According to the penciled-in date, I was 14 when I wrote it. At the end of the short chapter was a comment, most likely from my grade 9 English teacher, saying she couldn’t wait for the next instalment.
In my youth, I believed I wasn’t a good writer because I never won any writing awards. Sad way to spend your youth, really. That belief led me to stop my creative writing by the time I hit university.
Teachers wrote good comments and useful suggestions on my writing assignments all throughout my youth. If you parent or otherwise look after a budding young writer, really help them focus on those comments. Those are the ones that say, “I like this description!” or “What happened afterwards? You can add more details.” These comments don’t say, “You’re a good writer,” or “You’re a bad writer.” They simply help the student improve their craft. As I’d written about earlier, developing good writing generally doesn’t happen overnight: it requires practice. Help young, budding writers understand that. By listening to their teachers (assuming you have no huge issues with their teachers) and other mentors, they can improve their writing, not be paralyzed by it.
In case you’re interested, here’s a short excerpt (typos included) from my Star Trek novel. Laughing and groaning allowed.
[Data and Riker are in a turbolift.]
“Commander,” Data said. “What is it like going down on another planet, for diplomatic relations.”
Riker looked at Data, and thought back to a mission in which all he had to do was collect data from specialists on the planet, and big mix-up was caused.
“That depends, Data. If you’re thinking of a smooth-going one, I don’t know.”
“That was what I was thinking of, sir.”