group essay writing activity

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Group Work That Really Works

A group essay writing activity pushes every student to contribute—and it can lead to real growth in writing ability.

Group work is a mode of learning I’ve struggled with for much of my teaching career. The concept of students working together to learn is valuable for many reasons, but creating a group activity where all students are engaged in the collective work can be challenging. Recently, I tried a group essay writing activity that not only involved every student in the task but also created conditions for rich student discussion that resulted in some real growth in their writing skills.

A Group Essay How-To

1. On the day before the group essay, each student first writes an essay on their own. I’ve moved more and more over the years toward having the students write their first draft of most of the writing we do in class. This eliminates many of the distractions that can intrude on student writing and ensures that I’m there to support them. If students need additional time to finish their paper after class, I’ll usually accommodate them.

2. I read the essays myself , writing some quick feedback on a separate sheet of paper—usually just a rubric score, one thing the student did well, and one thing they could do to improve their essay. I use the individual scores and feedback for conferencing with students later that week, when we’ll discuss their reflections on their writing and ways to improve. I also assess the essays as a group for areas that seem to call for more instruction for the whole class.

3. I teach a mini-lesson on one or two of those areas of need I’ve identified for the class as a whole (e.g., thesis statements, finding and integrating evidence, transitions, etc.).

4. And then, the group essay. After handing back the individual essays—with no marks on them—and organizing students into groups of four or five, I give them instructions for group work.

First, students take turns sharing their thesis statements with the group. They discuss the relative merits of each and come to consensus on a group thesis statement. They write this in large letters on one regular sheet of paper that I’ve given them.

Next, students decide on supporting points for the thesis. They need to have a number of supporting points equal to the number of the people in the group because each student is responsible for individually writing a body paragraph for one of the supporting points, using evidence and commentary to connect their supporting point back to the thesis. They each write their own body paragraph on another sheet of paper.

Once students have finished writing their supporting body paragraphs, they come back together as a group and puzzle the essay together, adding transitions to connect the body paragraphs and writing a concluding paragraph on a final sheet of paper.

Although this composing step worked well on paper, I’m looking forward to having the students try it out on shared Google docs, as that would make the editing process easier—particularly when the students come together to combine their paragraphs into a cohesive whole.

5. Finally, the groups get up in front of the class and read their essay aloud. After each group reads, we take a few minutes to discuss the strengths of the essay and ask any questions we might have about it.

Why Group Essays Work

The success of this activity stems from the shared responsibility of writing the essay. As I walked around the room while the groups were working, the focus and richness of the discussions showed me just how much impact this activity would have when it came to developing students’ understanding of the elements of an effective essay. Almost every single student was engaged, and those who became distracted were quickly brought back to focus by a group that was relying on their contribution.

Having the students read their essay aloud in front of the class provided some valuable results. The entire class benefited not only from hearing what students had done with the thesis and support but also from the feedback given by me and their classmates. And I was provided with a great formative assessment opportunity and took notes for further mini-lessons my classes might need. In the very next essay we wrote in class, I noticed significant growth in the skills students had worked on in their groups.

One more not-so-small detail: Students loved the group essays. The complaints I sometimes hear about group work—that one person ended up doing all the work, that one or more people weren’t contributing, that it was hard to figure out who was supposed to do what—were rare. All students were essential, the roles and tasks were clearly defined, and the time constraint of needing to get all the writing and discussion done in one class period added an urgency to the task, so that very little time was wasted. (It is possible to break the group activity into two class periods if necessary.)

Students agreed that this was an activity that actually helped them understand how to improve their writing, and they asked if they could do it again for their next essay.

I’m looking forward to trying some variations on the group essay—perhaps having students write the essay together before trying on their own, or having them create mini-lessons for the writing needs they see in the classroom.

50 fun group writing exercises

Group writing exercises you can do with your writing circle or critique group are a fun ice-breaker and a way to get creative ideas flowing. Read 50 ‘fill in the blank’ creative writing prompts.

• Post author By Jordan
• 6 Comments on 50 fun group writing exercises

‘Fill in the blank’ writing exercises are fun to do in a group. Writing exercises with some set parameters highlight the diverse, interesting ways different writers interpret and respond to the same prompts. Try one of 50 ‘fill in the blank’ creative writing prompts below, and share your creativity in the comments or tag @NowNovel if sharing your version on social media.

The group writing exercises

The first prompt was a prompt for a contest to win a place on our Group Coaching writing course .

Contest prompt

Every year, I’d made a resolution not to ever __ again. Yet by January 20th I’d already __ and __.

Entries were voted on blind by a panel of four from the Now Novel team, and the winner was Ethan Myers with this entry:

Here are 49 more prompts to enjoy and stimulate creative ideas:

Writing exercises featuring scene-setting

On leaving As soon as I turned 18, I left__. It was a town of__and__ .

On arrival I walked through the arched entryway and my jaw dropped. Everywhere you looked there were__. Marco Polo himself could never have imagined__.

The first time It was my first ever flight. I was__. Then a__ sat down next to me, turning to me and asking, “__?”

Compare and contrast My hometown was__. When I got to__, a college town, the first thing I noticed was__.

Use the senses The minute you entered, you could smell __. Paired with the sound of __, it was unmistakably home.

Be specific The home we’d rented for the holidays was neither__ nor__, contrary to the listing. Yet my younger brother was delighted when we found__.

Build a bucket list I’d always wanted to go to__. I’d read so much about its__, though nothing had prepared me for__.

Create a world In the books I had read as a kid, portals were gateways to worlds where __. Yet here, I was surprised to find a__.

Outside/inside Outside, the sounds of__ filled the air__. Yet inside, the 19th Century __was like another world, full of strange __.

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Group writing exercises featuring conflict

Lovers’ quarrel We thought it would be a romantic getaway to Rome. Then__. By the end of the day, hot and fed up, we__.

A troubling lookout He climbed the watchtower, yet when he turned to the window, what he saw made him tremble.__.

The duel Many had said that if they were ever to duel, no two could be more equally matched. But what his opponent didn’t know was__.

Alien invasion In alien movies, they always blew up The White House or__. So he hadn’t expected to be toe to toe with an extraterrestrial having a screamed debate about__.

An assassin As the most skilled contract killer in the kingdom, she knew how to__. Yet nobody knew that she__.

Warring nations It started with a trade embargo. Then the president said that our neighbors’ president was a __ with a __. Next thing we knew, __.

Difficult decisions I couldn’t decide whether to__ or to__, but it was 4:45 pm and the last train was leaving in five minutes.

Writing exercises using dialogue

Secrets and lies “I never__,” he said. Yet I knew he was lying because__.

Surprises “Guess what I have behind my back?” she said. “__?” I guessed. “No!” She held out__.

Confessions “I didn’t know how to tell you this … I__.” “I’m glad you told me, now we can__.”

Embarrassing family “Your son is very talented, Mr Jones,” the__ said. “You say that now. You should have seen when he was 9. He__ and we were told that__.”

Thinking aloud “You should__.” “What did you just say?” “Did I just say that out loud? I was thinking about__.”

Know-it-all “Bet you didn’t know__,” he gloated. “Bet you didn’t know__,” I clapped back, full sass.

Bad bard “Shall I compare thee-“ I married a thespian. “Shall I compare you to __?” I rolled my eyes.

Writing exercises using simile and metaphor

Wild reactions His face was as __ as a__ after the bug bite and we were all a bit worried.

Comparing the moon The moon is a__ tonight, its thin crescent glowing like a__.

Making abstraction specific My anxiety is like a__ on the first day of school. A__ with a __.

Sound and simile The first minutes the orchestra was like a __, the music shimmering like __. But in the allegro the principal violinist’s string broke and the conductor__.

Describing emotions Fear is a__ with a__.

Describing the human voice He had a voice like__, like a__ echoing in a __.

Degrees of comparison The mysterious drink they prepared was sweeter than__. But sweeter still was__.

Writing exercises using different POVs

Fugitive I had run all night, adrenaline keeping fatigue at bay. When I saw__ as dawn broke, I knew__.

Collective They had ways of dealing with dissent. If you dared to go against the clan, you would be__, God help you.

The reader as reader You decide to go to the library. You want to read a book about__. The librarian raises an eyebrow as they run the barcode scanner. “__?” They ask, as you blush.

The group as one That summer, we__ until we couldn’t__. We were all in our twenties, and the days were__.

Writing exercise using different moods of the verb

Future perfect tense, indicative mood In several years’ time, she will have changed, our__ changing like__.

Present tense, potential mood “They may change their minds,” the King says, scowling, “or else we may have to__ and__.”

Future tense, subjunctive mood If I should__, then tell everyone I never__.

[See a helpful explanation of verb moods and tenses in Ursula K. Le Guin’s Steering the Craft . ]

Writing exercises from creating blanks in books

Colum McCann – Let the Great World Spin We had a short driveway full of__. If we crossed the road, we could stand on__ and__.

Gabriel Garcia Marquez – Love in the Time of Cholera He had returned from a long stay in Paris, where he__, and from the time he set foot on solid ground he__.

Margaret Atwood, Oryx and Crake Jimmy’s earliest complete memory was of a huge__. He must have been five, maybe six. He was wearing__.

Virginia Woolf – Mrs Dalloway Her only gift was__. If you put her in a room with some one, up went her back like a cat’s; or she__.

Italo Calvino – The Complete Cosmicomics I thought only of the Earth. It was the Earth that caused each of us to__.

David Sedaris – Me Talk Pretty One Day When painting proved too difficult, I turned to__, telling myself__.

Eva Hoffman – Lost in Translation The library is located in a__ street, in an ancient building, which one enters through a__. It is Plato’s cave, Egyptian temple, the space of__.

Chimamanda Ngozi Adichie – Half of a Yellow Sun Richard said little at the parties Susan took him to. When she introduced him, she always added__. But they were pleasant to him; they would be to__.

Ursula K. Le Guin – The Left Hand of Darkness I’ll make my report as if I told a story, for I was taught__.

Colson Whitehead – The Zone The reunions were terrific and rote, early tutelage in the recursive nature of human experience. “__?” the girlfriends asked as they padded in bearing__, and he’d say “__”.

Barbara Kingsolver – The Poisonwood Bible Once every few years, even now, I catch the scent of__. It makes me want to keen, sing,__.

Jorge Luis Borges – Labyrinths He opened a drawer of the black and gold desk. He faced me and in his hands he held__.

Emily Brontë – Wuthering Heights While enjoying a month of fine weather at the sea-coast, I was thrown into the company of a__, a real__.

Find daily writing prompts plus literary device definitions and terms.

Build focus and a steady writing routine, and get help from experienced coaches and editors while connecting with other writers on our 6-month Group Coaching course. Learn more and see what alumni loved.

Related Posts:

• How to find a writing group plus 7 pros of workshops
• Writing exercises: 10 fun tense workouts
• 6 creative writing exercises for rich character
• Tags writing groups , writing inspiration , writing prompts

Jordan is a writer, editor, community manager and product developer. He received his BA Honours in English Literature and his undergraduate in English Literature and Music from the University of Cape Town.

6 replies on “50 fun group writing exercises”

These exercises look like fun!

Sometimes there comes a point when you can’t think of anything worth writing. I guess every writer will know what I mean. But with these templates, I can get some inspiration and share whole stories with my friends.

Thank you, Jordan.

Hi Daisy, I’m glad that you found these ideas inspiring, it’s a pleasure. Thank you for sharing your feedback!

I love these! They’re inspiring (although I want to cheat and use them as-is). Lots of material for future fun 😉

Hi Margriet, thank you! I’m glad you find these writing exercises fun. We can share fill-in-the-blank exercises in the challenge group, that’s another idea.

Thankyou Jordan for these great points.

It’s a pleasure, Dave. Thank you for reading our blog.

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5 Collaborative Writing Activities to Boost Writing Confidence

They say two heads are better than one, so it stands to reason that students working in pairs or groups can yield greater learning outcomes than individual performance tasks. Learning from our peers is usually more memorable and impactful than traditional lecture style teaching, even for us as adults!

Before we assign writing tasks to our students, especially in new genres or formats, it is essential to first model the writing process or provide mentor texts to analyse. This is a crucial first step, but before we let our students set sail on their own writing journey, it can be beneficial, especially for struggling writers, to include time for collaborative writing as well! Here are five collaborative writing activities that can boost writing confidence.

#1 Writing a News Report From a Snapshot

After teaching the parts of a news report and modeling the form and style of this genre, a great way to reinforce understanding is to place your students into groups and provide each with a piece of chart paper with a photo glued or stapled near the top. If you’re teaching virtually, a collaborative slide with a photo placed on it will also do the trick. As a group, students must look at the photo and create a headline that could apply. After using markers to write their headline at the top of the paper, groups then work together to write the news report based on the title and picture. Printing off interesting photos from the Internet works for this activity, but it’s also fun to use photos from school events that students would be familiar with to help with background knowledge, and they also get a kick out of including their teachers or classmates in the article.

#2 Collaborative Found Poetry

A great way to hook students into the fun and wonder of poetry writing, is to facilitate collaborative Found Poetry! Provide students with an assortment of magazines and newspapers and ask them to flip through the pages and cut out any interesting words or phrases they find. Then students must work as a class or in teams to create a Found poem using the snippets. If students create a poem in teams, you can also decide on a theme that they must adhere to, and even a time limit to level up the competition vibes!

#3 Story Chains

A tried and true collaborative writing activity, story chains can be fun and silly, which means instant buy-in from your students, but you can also find ways to sneak in higher order critical and creative thinking skills. Story chains create a short story by passing the page to a new student after each line is written. The page gets folded down so that each student can only see the previous line and not the entire story. To enhance the experience, fill a jar with literary elements or poetic devices written on paper. Each time the page is passed to a new student, pull a paper from the jar and the student must incorporate that element or device into their added line. Students usually have a good laugh at the end, reading their story and seeing how it all came together.

#4 Opinion Writing Workshop

Opinion writing can be a tricky genre for students to master. It’s quite common for students to start with one opinion on a topic, only to flip flop and argue both sides of the issue by the end. To help reinforce the concept of writing cohesion and keeping a consistent opinion throughout a piece of writing, divide your class into two groups, with one side arguing one opinion on a topic and the other side arguing the opposing opinion. First, ask each side to brainstorm all of the reasons they can think of to support their opinion. Then, teams must choose three of the strongest points they brainstormed. Groups will then break into three sub-groups, each writing a supporting paragraph for one of the three points. Groups then come back together and review the paragraphs to help write an introduction and concluding paragraph. It may be helpful to provide students with a template for these sections. Finally, each side chooses a presenter or presenters to read their opinion paragraphs. Debrief after by discussing how each side maintained a cohesive focus in their writing and what students learned from this process.  

#5 Procedural Sentence Sort

While learning procedural writing, a great way to help students identify and use transitional words and phrases is to provide them with a sentence sort. Divide students into groups and give each group a procedural paragraph cut up into individual sentences as well as transitional word strips. Students must work together to piece the sentences together in an order that makes the most sense and also use the transitional words to create the best flow in their paragraph. Groups can then give their paragraph a “How-To” title and present it to the class. 

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Activities for Writing Groups

Touching base.

Mutual support can be one of the most important functions of a writing group. Sometimes encouragement and the knowledge that others are interested in and committed to your work and your progress as a writer can be just as helpful as feedback. To that end, your writing group may want to reserve some time in each session to “touch base” or “check in” with one another. During this time you could:

• Describe your writing activities since the last group meeting in terms of pages written, parts of a project completed, or hurdles overcome.
• If you haven’t written much since the last meeting, you could talk about the kinds of pre-writing activities you have undertaken (research, reading, editing previous work, meeting with a professor or advisor, etc.). Or you could talk about the obstacles to writing that have hindered your progress (writer’s block, having a big exam this week, needing to gather more data before you can write, etc.).
• Explain how work that was discussed during the last meeting is now evolving in response to group comments. You might explain which comments you chose to act on, or tell how a section of the piece has been reorganized or rethought in response to the group’s feedback.
• Share your writing plans for the coming week or two so that your group members will know what kinds of writing they will see and so that you can help one another stick to your goals.
• Decide, as a group, on a theme for the next meeting—brainstorming, drafting, proofreading, style, writer’s block, etc. Choosing a writing issue to tackle together will help you understand the challenges each member is facing at the moment and enable you to plan meetings that will help group members meet those challenges.

Systems for sharing work

Some writing groups ask members to distribute their work in advance of the group meeting, particularly if the piece of writing in question is lengthy. Internet-based file-sharing platforms make it easy to share files, and groups can choose a platform that will offer their members the appropriate level of access and security. Standardized file-naming conventions will help members locate documents easily, e.g., consistently naming folders by Date_Name of writer (11.14.20_Maria or Nov. 14 Maria).

Responding to work that you read outside of the group

The following ideas might help you respond to work that has been distributed beforehand:

• Group members could write comments and suggest editorial changes on their copies of the paper and give those to the writer during the group meeting.
• Group members could prepare a written response to the paper in the form of a letter to the writer, a paragraph, a written discussion of the work’s strengths and weaknesses, or on a form developed by the group. See the Responding to Other People’s Writing worksheet in this packet for a helpful model.
• Group members could respond verbally to the piece, each offering a personal, overall reaction to writing before opening the discussion to a broader give-and-take.
• You could go through the piece paragraph-by-paragraph or section-by-section, with each reader offering comments and suggestions for improvement.
• The author could come prepared with a list of questions for the group and lead a discussion based on those questions.
• One group member, either the author or (perhaps preferably) a different member of the group, could keep careful notes on key reactions and suggestions for the author’s future reference.

Responding to writing presented during the group meeting

Some groups prefer to bring writing, particularly shorter pieces, to the group meeting for immediate discussion. You might bring a draft of an entire paper, a section of a paper, or just a sentence or two that you can’t seem to get “just right.” Many of the above ideas will work just as well for writing that has been presented during the meeting of the writing group. However, since writing presented during the meeting will be new to everyone except the author, you might try these additional strategies:

• Read the paper aloud to the group before launching discussion. The author could read, or another member of the group could read while the author notes things that sound like they might need revision. You could either read the entire text or break it into chunks, discussing each after it is read.
• Group members could also read silently, making notes to themselves, before launching the discussion.
• Read the first paragraph or first section aloud and have everyone in the group briefly write down what he or she thinks the paper will be about or what he or she thinks the thesis of the paper is. Share those responses in discussion.

Sharing writing without the anticipation of feedback

Sometimes, especially with new writing or writers needing a boost of confidence, it can be helpful to share writing without anticipating feedback. This kind of sharing can help writers get over fears about distributing their work or being judged:

• For writers undertaking long projects, sharing a piece can serve to show the rest of the group the progress made since the last meeting, even if the author doesn’t need feedback right now.
• Sharing a piece of writing without expecting feedback can provide the writer with a deadline to work toward without generating anxieties over whether or not the piece is “good enough” to share.
• Sharing writing early in a writing group’s work together can be a no-pressure way to get to know one another’s projects and writing styles.

Brainstorming as part of the group process

Writing groups can provide not only feedback and a forum in which to share work, but also creative problem-solving for your writing troubles. Your group might try some of these brainstorming ideas:

• Have one group member identify a writing problem that needs to be solved. Ask each group member to free-write possible solutions.
• Cut up a copy of a paper that needs organizational changes so that each section, main idea, or paragraph is on its own slip of paper. As a group, move the pieces of paper around and discuss possible options for reorganizing the work.
• After reading a piece, generate a list of items that the group might like to know more about. Organize these questions into categories for the author to consider.

Writing during writing group meetings

Your writing group may choose to write during some of its meetings. Here are some ideas for what to write:

• If everyone in the group has a major deadline approaching, use one session as a working meeting. Meet in a computer lab or other location in which everyone can write and work independently, taking breaks periodically to assess your progress or ask questions.
• Use some writing group time to free-write about your writing project—new ideas, to-do lists, organizational strategies, problems, or sentences for your drafts would all be appropriate topics for free-writing.
• Free-write about the writing process (you could all write about “How I start to write” or “The writing environment that works for me” or “When I sit down to edit…”) and share your responses with one another.
• Write about the dynamics of the writing group as a way of getting everyone’s ideas out on paper. You could free-write about the kinds of feedback that help you, what you like about each other’s writing, your frustrations with the group, and your suggestions for improving the way the group works.
• Spend a few minutes of each meeting practicing a new writing or editing technique you would like to explore.
• See the Writing Exercises handout for more ideas.

Reading during writing group meetings

Just as writing during group meetings can prove beneficial, reading can sometimes help writing groups work together better:

• Pick a book on writing such as Bird by Bird, Writing with Power, Writing Down the Bones, Writing Without Teachers, or Writing Your Dissertation in Fifteen Minutes a Day and assign yourselves sections to read for each meeting. Discuss the reading during some part of the group’s meeting each time.
• Read about a particular writing topic such as editing techniques or writer’s block during the group meeting, and then spend the session working on that aspect of one another’s writing.
• Bring a piece of writing (an article in your field, an article from a journal or magazine that you enjoyed, or a piece of fiction) that you think is especially well-written. Read over it as a group and talk about what the author did in the piece that made it so effective.
• Bring pieces of data or evidence that you are using in your writing and share them with the group. If the group becomes familiar with the things that you write about, they may be better able to help you write about them effectively.

Bring in a guest

Just as guest lecturers in courses sometimes spice up the classroom experience, guests in writing groups can enliven the discussion:

• Invite a friend’s writing group to have a joint meeting with yours. Share writing from all participants and also talk about writing group strategies that have worked for each group.
• Invite a faculty member or other guest writer to your group to talk about his or her writing process and to offer suggestions for improving your own.
• Bring in a friend who is working on a project related to the project of a group member. This may help your group member develop a network of people interested in his or her particular topic and may also show your friend how helpful a writing group could be.

Your writing group can also help you plan your writing schedule for the week:

• Discuss your writing goals, both broadly and for the immediate future. Ask your group if those goals seem realistic.
• Ask group members to e-mail you with reminders of deadlines and encouragement.
• Create a group calendar in which you all set goals and deadlines for your writing. This calendar could be for a week, a month, a semester, a year, or more. The Writing Center publishes a planning calendar each semester.
• Give each other writing “assignments” for the next meeting.

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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Snowball Writing: Collaborative Writing Activity

Snowball writing   is a winter-themed collaborative writing activity for middle school ELA. This is an easy-to-implement and inclusive way to incorporate the holiday spirit into your curriculum. It’s also a sure way to get even your most reluctant students putting pencil to paper.

How it works:

To begin, each student is given a sheet with a different narrative story starter. This means if you have 25 students, you need at least 25 different story-starting prompts. I like to use picture prompts for these (as shown below), but you could also use written prompts.

Over the course of the activity, each story will have three co-authors. Writer 1 starts the story by introducing the setting, at least one character, and starting the plotline. I set a timer for students to write for 10 minutes, but you can choose your own timing depending on your particular students. I encourage students to use a pen for this activity. While I know this isn’t typically used for a first draft, the pages do get a bit wrinkled in the process, so a pen makes things a lot easier to read.

Once Writer 1 is finished, it is time for the BEST part. Tell your students to put their name beside their work,  crumple up their paper into a “snowball”, and throw it to the front of the room . If you have the right class, you can also choose to have a  snowball fight  where students throw the snowballs everywhere. Be prepared for total confusion and chaos.

I have had some teachers modify this to keep the class from getting too wild by having students aim at a target at the front of the room. This might be a good idea if you have a particularly rowdy class that you don’t think would be able to come back together as a whole class easily.

Then, on your signal, students grab one of the “snowballs,” open it up, and smooth it out. If they happen to pick up their own work, they should crumple it up and grab another one.

Have students look at their new picture, and read the story so far. Writer 2 will be responsible for continuing the plot, developing the characters further, and developing a conflict. When the timer is up, have them sign their name beside their work.

Now, repeat the “snowball” throwing process one more time. Writer 3 will be responsible for looking at their new image, reading the story up to this point, attempting to resolve the conflict, and bringing the story to a close. Writer 3 then returns the story back to the original author (Writer 1).

After all three writings are complete, the rough draft of the story goes back to the first original author, and this will become their story. Writer is now responsible for writing a good copy, and doing all of the editing and revising. They may add information they feel is missing or provide a little more detail. They can take creative control to make adjustments to the narrative, but they must include the other two authors’ writing and credit them as co-authors.

If you want to grab the ready-to-use resource, you can click here!  Or you can learn all about the Halloween-themed version of this activity by clicking here.  

My students love this collaborative writing activity so much that I have created different ways to use snowball writing to help students with poetry , descriptive writing , essay writing , and even as a back-to-school icebreaker .

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Creative group writing

This activity really makes writing in class fun. It's good practice for writing creative stories using narrative tenses.

I have used this activity with children and adults from pre-intermediate level and up. At the end of this activity, students usually get a funny story written by at least seven students or pairs of students from their class.

Preparation

• Make copies of the worksheet (or you could use a blank piece of paper, lined if possible).
• Prepare questions for the story (see procedure below).
• Tell the students that they are going to write a story together. They can write in pairs or individually.
• Give out the worksheet or blank paper. Make sure the students write their names at the top.
• Tell the students what their story is going to be about and ask them a question. They have to write their answer on the worksheet. The questions should be who/what/when/where/how questions.
• I usually use this activity when I cover the topic of aliens with a class, but you can use this activity for most topics. I tell the students that they have seen an alien and they are going to write a story about what happened. Then I read out or write on the board the first question:

When did you see the alien and where were you?

• After the students have completed the answer for the first question they fold the worksheet over so that their answer cannot be seen and then they pass it to the student/s on their right. Then you ask the second question and the procedure is repeated with the remaining questions. Here are the rest of the questions I usually ask:

Who were you with?

What were you doing?

What did the alien look like?

What did you do when you saw the alien?

What happened in the end?

• The students shouldn't read what the previous student/s have written. This makes the end result even more amusing.
• When the students have completed all the questions tell them to open out the worksheet and pass it to the person whose name is written on top.
• Tell the students to read their stories. Usually they get a few laughs!
• Ask a few students to read their stories to the class.

Alternatives

This activity can be used for many other topics. Here are another few examples:

Meeting someone famous

• What famous person did you meet?
• Where did you meet them and who were you with?
• What was the famous person wearing and how did he/she look (e.g. glamorous/ taller than I thought/ not too beautiful)?
• What was he/she like? (e.g. friendly/ funny/ annoyed)
• What did you do when you saw the famous person?
• What happened next? (e.g. He/she signed an autograph/ walked away)

A great holiday

• Where and when did you go?
• Who did you go with?
• Describe the place you went to.
• What did you do there? (e.g. snowboarding, trekking, swimming, climbed a mountain)
• What sights did you see? (e.g. The Eiffel Tower, the Pyramids, the Great Wall of China)
• What was the weather like?
• Did you have a good time?

Error correction

If you would like to correct some of the students writing errors take note of the most common errors and write their sentences (or change the sentence so that the student can't be identified) on the board for the students to correct. Alternatively, you could make a worksheet for the next class to correct these errors.

Research and insight

Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

See our publications, research and insight

10 fun writing activities for the reluctant writer

  10 FUN WRITING ACTIVITIES FOR THE RELUCTANT WRITER

No doubt about it – writing isn’t easy. It is no wonder that many of our students could be described as ‘reluctant writers’ at best. It has been estimated by the National Association of Educational Progress that only about 27% of 8th and 12th-grade students can write proficiently.

As educators, we know that regular practice would go a long way to helping our students correct this underachievement, and sometimes, writing prompts just aren’t enough to light the fire.

But how do we get students, who have long since been turned off writing, to put pen to paper and log the requisite time to develop their writing chops?

The answer is to make writing fun! In this article, we will look at some creative writing activities where we can inject a little enjoyment into the writing game.

25 Fun Daily Writing Tasks

Quick Write and JOURNAL Activities for ALL TEXT TYPES in DIGITAL & PDF PRINT to engage RELUCTANT WRITERS .

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1. Poetry Scavenger Hunt

The Purpose: This activity encourages students to see the poetry in the everyday language around them while helpfully reinforcing their understanding of some of the conventions of the genre.

The Process: Encourage students to ‘scavenge’ their school, home, and outside the community for snippets of language they can compile into a piece of poetry or a poetic collage. They may copy down or photograph words, phrases, and sentences from signs, magazines, leaflets or even snippets of conversations they overhear while out and about.

Examples of language they collect may range from the Keep Out sign on private property to the destination on the front of a local bus.

Once students have gathered their language together, they can work to build a poem out of the scraps, usually choosing a central theme to give the piece cohesion. They can even include corresponding artwork to enhance the visual appeal of their work, too, if they wish.

The Prize: If poetry serves one purpose, it is to encourage us to look at the world anew with the fresh eyes of a young child. This activity challenges our students to read new meanings into familiar things and put their own spin on the language they encounter in the world around them, reinforcing the student’s grasp on poetic conventions.

2. Story Chains  

The Purpose: Writing is often thought of as a solitary pursuit. For this reason alone, it can be seen as a particularly unattractive activity by many of our more gregarious students. This fun activity exercises students’ understanding of writing structures and engages them in fun, creative collaboration.

The Process: Each student starts with a blank paper and pen. The teacher writes a story prompt on the whiteboard. You’ll find some excellent narrative writing prompts here . For example, each student spends two minutes using the writing prompt to kick-start their writing.  

When they have completed this part of the task, they will then pass their piece of paper to the student next to them. Students then continue the story from where the previous student left off for a given number of words, paragraphs, or length of time.

If organized correctly, you can ensure students receive their own initial story back at the end for the writing of the story’s conclusion .

The Prize: This fun writing activity can be used effectively to reinforce student understanding of narrative writing structures, but it can also be fun to try with other writing genres.

Working collaboratively motivates students to engage with the task, as no one wants to be the ‘weak link’ in the finished piece. But, more than that, this activity encourages students to see writing as a communicative and creative task where there needn’t be a ‘right’ answer. This encourages students to be more willing to take creative risks in their work.

3. Acrostic Associations

The Purpose: This is another great way to get students to try writing poetry – a genre that many students find the most daunting.

The Process: Acrostics are simple poems whereby each letter of a word or phrase begins a new line in the poem. Younger students can start off with something very simple, like their own name or their favorite pet and write this vertically down the page.

Older students can take a word or phrase related to a topic they have been working on or have a particular interest in and write it down on the page before beginning to write.

The Prize: This activity has much in common with the old psychiatrist’s word association technique. Students should be encouraged to riff on ideas and themes generated by the focus word or phrase. They needn’t worry about rhyme and meter and such here, but the preset letter for each line will give them some structure to their meanderings and require them to impose some discipline on their wordsmithery, albeit in a fun and loose manner.

4. The What If Challenge

The Purpose: This challenge helps encourage students to see the link between posing interesting hypothetical questions and creating an entertaining piece of writing.

The Process: To begin this exercise, have the students come up with a single What If question, which they can then write down on a piece of paper. The more off-the-wall, the better!

For example, ‘What if everyone in the world knew what you were thinking?’ or ‘What if your pet dog could talk?’ Students fold up their questions and drop them into a hat. Each student picks one out of the hat before writing on that question for a suitable set amount of time.

Example What If Questions

• “What if you woke up one day and found out that you had the power to time travel?”
• “What if you were the last person on Earth? How would you spend your time?”
• “What if you were granted three wishes, but each one came with a terrible consequence?”
• “What if you discovered a secret portal to another world? Where would you go, and what would you do?”
• “What if you woke up one day with the ability to communicate with animals? How would your life change?”

The Prize: Students are most likely to face the terror of the dreaded Writer’s Block when they are faced with open-ended creative writing tasks.

This activity encourages the students to see the usefulness of posing hypothetical What If questions, even random off-the-wall ones, for kick-starting their writing motors.

Though students begin by answering the questions set for them by others, please encourage them to see how they can set these questions for themselves the next time they suffer from a stalled writing engine.

5. The Most Disgusting Sandwich in the World

The Purpose: Up until now, we have looked at activities encouraging our students to have fun with genres such as fiction and poetry. These genres being imaginative in nature, more easily lend themselves to being enjoyable than some of the nonfiction genres.

But what about descriptive writing activities? In this activity, we endeavor to bring that same level of enjoyment to instruction writing while also cleverly reinforcing the criteria of this genre.

The Process: Undoubtedly, when teaching instruction writing, you will at some point cover the specific criteria of the genre with your students.

These will include things like the use of a title, numbered or bulleted points, time connectives, imperatives, diagrams with captions etc. You will then want the students to produce their own piece of instruction writing or procedural text to display their understanding of how the genre works.

 But, why not try a fun topic such as How to Make the Most Disgusting Sandwich in the World rather than more obvious (and drier!) topics such as How to Tie Your Shoelaces or How to Make a Paper Airplane when choosing a topic for your students to practice their instruction writing chops?

Example of a Most Disgusting Sandwich Text

The Prize: As mentioned, with nonfiction genres, in particular, we tend to suggest more banal topics for our students to work on while internalizing the genre’s criteria. Enjoyment and acquiring practical writing skills need not be mutually exclusive.

Our students can just as quickly, if not more easily, absorb and internalize the necessary writing conventions while engaged in writing about whimsical and even nonsensical topics.

if your sandwich is entering the realm of horror, be sure to check our complete guide to writing a scary story here as well.

Daily Quick Writes For All Text Types

Our FUN DAILY QUICK WRITE TASKS will teach your students the fundamentals of CREATIVE WRITING across all text types. Packed with 52 ENGAGING ACTIVITIES

6. Diary Entry of a Future Self

The Purpose: This activity allows students to practice personal writing within diary/journal writing conventions. It also challenges them to consider what their world will be like in the future, perhaps stepping a foot into the realm of science fiction.

The Process: Straightforwardly, after working through some examples of diary or journal writing, and reviewing the various criteria of the genre, challenge the students to write an entry at a given milestone in the future.

This may be when they leave school, begin work, go to university, get married, have kids, retire, etc. You may even wish to get the students to write an entry for a series of future milestones as part of a more extended project.

Example of Message to Future Me Text

The Prize: Students will get a chance here to exercise their understanding of this type of writing , but more than that, they will also get an opportunity to exercise their imaginative muscles too. They will get to consider what shape their future world will take in this engaging thought experiment that will allow them to improve their writing too.

7. Comic Strip Script

The Purpose: Give your students the chance to improve their dialogue writing skills and work on their understanding of character development in this fun activity which combines writing with a series of visual elements.

The Process: There are two ways to do this activity. The first requires you to source or create a comic strip without the dialogue the characters are speaking. This may be as straightforward as using whiteout to erase the words in speech bubbles and making copies for your students to complete.

Alternatively, provide the students with photographs/pictures and strips of cards to form their action sequences . When students have their ‘mute’ strips, they can begin to write the dialogue/script to link the panels together.

The Prize: When it comes to writing, comic strips are probably one of the easier sells to reluctant students! This activity also allows students to write for speech. This will stand to them later when they come to produce sections of dialogue in their narrative writing or when producing play or film scripts.

They will also develop their visual literacy skills as they scan the pictures for clues of tone and context before they begin their writing.

Keep It Fun

Just as we should encourage our students to read for fun and wider educational benefits, we should also work to instil similar attitudes towards writing. To do this means we must work to avoid always framing writing in the context of a chore, that bitter pill that must be swallowed for the good of our health.

There is no getting away from the fact that writing can, at times, be laborious. It is time-consuming and, for most of us, difficult at the best of times. There is a certain, inescapable amount of work involved in becoming a competent writer.

That said, as we have seen in the activities above, with a bit of creative thought, we can inject fun into even the most practical of writing activities . All that is required is a dash of imagination and a sprinkling of effort.

8. Character Interviews

The Purpose: Character interviews as writing activities are excellent for students because they encourage creative thinking, character development, and empathy. The purpose of this activity is to help students delve deeper into the minds of the characters they are creating in their stories or reading about in literature. By conducting interviews with these characters, students gain a better understanding of their personalities, motivations, and perspectives.

The Process of character interviews involves students imagining themselves as interviewers and their characters as interviewees. They can either write out the questions and answers in a script-like format or write a narrative where the character responds to the questions in their own voice.

The Prize: Through character interviews, students learn several valuable skills:

• Character Development: By exploring various aspects of their characters’ lives, backgrounds, and experiences, students can develop more well-rounded and authentic characters in their stories. This helps make their fictional creations more relatable and engaging to readers.
• Empathy and Perspective: Conducting interviews requires students to put themselves in their characters’ shoes, considering their thoughts, emotions, and struggles. This cultivates empathy and a deeper understanding of human behavior, which can be applied to real-life situations as well.
• Voice and Dialogue: In crafting the character’s responses, students practice writing authentic dialogue and giving their characters unique voices. This skill is valuable for creating dynamic and believable interactions between characters in their stories.
• Creative Expression: Character interviews provide a creative outlet for students to let their imaginations run wild. They can explore scenarios that may not appear in the main story and discover new aspects of their characters they might not have considered before.
• Critical Thinking: Formulating questions for the interview requires students to think critically about their characters’ personalities and backgrounds. This exercise enhances their analytical skills and storytelling abilities.

Overall, character interviews are a dynamic and enjoyable way for students to delve deeper into the worlds they create or the literature they read. It nurtures creativity, empathy, and writing skills, empowering students to become more proficient and imaginative writers.

9. The Travel Journal

The Purpose: Travel journal writing tasks are excellent for students as they offer a unique and immersive way to foster creativity, cultural awareness, and descriptive writing skills. The purpose of this activity is to allow students to embark on a fictional or real travel adventure, exploring new places, cultures, and experiences through the eyes of a traveller.

The process of a travel journal writing task involves students assuming the role of a traveler and writing about their journey in a journal format. They can describe the sights, sounds, tastes, and emotions they encounter during their travels. This activity encourages students to use vivid language, sensory details, and expressive writing to bring their travel experiences to life.

The Prize: Through travel journal writing tasks, students will learn several valuable skills:

• Descriptive Writing: By describing their surroundings and experiences in detail, students enhance their descriptive writing skills, creating engaging and vivid narratives.
• Cultural Awareness: Travel journals encourage students to explore different cultures, customs, and traditions. This helps broaden their understanding and appreciation of diversity.
• Empathy and Perspective: Through writing from the perspective of a traveler, students develop empathy and gain insight into the lives of people from different backgrounds.
• Research Skills: For fictional travel journals, students might research specific locations or historical periods to make their narratives more authentic and accurate.
• Reflection and Self-Expression: Travel journals offer a space for students to reflect on their own emotions, thoughts, and personal growth as they encounter new experiences.
• Creativity and Imagination: For fictional travel adventures, students get to unleash their creativity and imagination, envisioning fantastical places and scenarios.
• Language and Vocabulary: Travel journal writing tasks allow students to expand their vocabulary and experiment with expressive language.

Overall, travel journal writing tasks inspire students to become more observant, empathetic, and skilled writers. They transport them to new worlds and foster a sense of wonder and curiosity about the world around them. Whether writing about real or imaginary journeys, students develop a deeper connection to the places they encounter, making this activity both educational and enjoyable.

10. The Fairy Tale Remix

The Purpose: A fairy tale remix writing activity is a fantastic creative exercise for students as it allows them to put a unique spin on classic fairy tales, fostering imagination, critical thinking, and storytelling skills. This activity encourages students to think outside the box, reinterpret well-known tales, and explore their creative potential by transforming traditional narratives into something entirely new and exciting.

The process of a fairy tale remix writing activity involves students selecting a familiar fairy tale and altering key elements such as characters, settings, plot twists, or outcomes. They can modernize the story, change the genre, or even mix different fairy tales together to create a wholly original piece.

The Prize: Through this activity, students will learn several valuable skills:

• Creative Thinking: Students exercise their creativity by brainstorming unique concepts and ideas to remix the fairy tales, encouraging them to think imaginatively.
• Critical Analysis: Analyzing the original fairy tale to identify essential elements to keep and areas to remix helps students develop critical thinking skills and understand storytelling structures.
• Writing Techniques: Crafting a remix requires students to use descriptive language, engaging dialogue, and well-developed characters, helping them hone their writing techniques.
• Perspective and Empathy: Remixing fairy tales allows students to explore different character perspectives, promoting empathy and understanding of diverse points of view.
• Genre Exploration: Remixing fairy tales can introduce students to various genres like science fiction, fantasy, or mystery, expanding their literary horizons.
• Originality: Creating their own narrative twists and unexpected plots encourages students to take ownership of their writing and develop a unique voice.
• Storytelling: Students learn the art of compelling storytelling as they weave together familiar elements with innovative ideas, captivating their readers.

By remixing fairy tales, students embark on a creative journey that empowers them to reimagine well-loved stories while honing their writing skills and imaginative prowess. It’s an engaging and enjoyable way for students to connect with literature, explore new possibilities, and showcase their storytelling talents.

Top 5 Tips for Teaching Engaging Creative Writing Lessons

Teaching creative writing can be a thrilling discovery journey for students and educators alike. To foster a love for storytelling and unleash the imaginative prowess of your students, here are five engaging tips for your creative writing lessons:

1. Embrace Playfulness : Encourage a spirit of playfulness and experimentation in your classroom. Encourage students to explore unconventional ideas, characters, and settings. Use fun writing prompts like “What if animals could talk?” or “Imagine a world where gravity is reversed.”

2. Incorporate Visual Stimuli : Visual aids can be powerful creative catalysts. Show intriguing images or short videos to spark students’ imaginations. Ask them to describe what they see, then guide them to weave stories around these visuals. This approach can lead to unexpected and captivating narratives.

3. Encourage Peer Collaboration : Foster community and collaboration among your students. Organize group writing activities where students can brainstorm, share ideas, and build upon each other’s stories. This not only enhances creativity but also promotes teamwork and communication skills.

4. Explore Different Genres : Introduce students to various writing genres—fantasy and science fiction to mystery and historical fiction. Let them experiment with different styles and find what resonates most with their interests. Exposing students to diverse genres can broaden their horizons and inspire fresh ideas.

5. Celebrate Individuality : Encourage students to infuse unique experiences and perspectives into their writing. Provide opportunities for them to write about topics that are meaningful to them. Celebrate their voices and help them discover the power of their narratives.

Remember, the key to teaching creative writing is to create a supportive and inspiring environment where students feel empowered to take risks and explore the limitless possibilities of storytelling. By embracing these tips, you can transform your classroom into a vibrant imagination and literary exploration hub. Happy writing!

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• Teaching Tips

14 ESL Writing Activities to Spice Up Your Next Class

• October 27, 2020
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Writing is one of the four basic English proficiencies next to reading, speaking, and listening. Developing a well-honed ability to write fluidly, naturally, and confidently — while using well-crafted grammatical structure and a wide array of vocabulary — carries several benefits for English learners.  

A developed writing ability is essential for scoring well on standardized tests that include essay sections and a well-chosen ESL writing activity can increase the ability to express increasingly complex ideas succinctly and fully, thus improving communication skills across all four proficiencies.

How to Use ESL Writing Activities

As an ESL teacher, part of your teaching scope likely includes improving the writing skills of your students. Fun, engaging activities can be effective tools for achieving the gains in their writing abilities that you hope to see in the classroom. 

When to Use ESL Writing Activities

Depending on the type of activity, writing activities can be used:

• At the beginning of a lesson to pique students’ interest and generate excitement about the upcoming lesson.
• Mid-lesson to assess students’ absorption and retention.
• At the conclusion of a lesson to review previously learned vocabulary/grammar.

Setup for ESL Writing Activities

Some ESL writing activities featured here require virtually no setup. Others require a whiteboard and/or projector with computer access. A handful require some preparation before class and pre-printed materials for handout.

Here are a few of the premier ESL writing activities for students divided by age and skill level.

ESL Writing Activities For Young Learners

Flash card writing.

Young learners are often best engaged with visual cues, so ESL flashcards are great tools for the classroom at the primary level.

To conduct the flash card activity, do a warm-up session by going through each card and, together as a class, writing the correct spelling on the board letter by letter.

Then, heat things up by dividing students into teams and having one member of each team write the vocabulary term on the board as quickly as possible when you prompt them with the corresponding flashcard.

The first student to finish earns a point for his or her team. Incentivize the students, if necessary, with a prize for the team with the most points at the end.

What’s Happening?

Building on the theme of combining imagery with writing for younger ESL learners, consider showing students a picture (the more vibrant, colorful, and detailed, the better) and asking them to write what they see. Consider using images with recently learned phrases as a review method.

Write a Letter to Santa (or Spiderman, Harry Potter, or Whomever)

Letter writing is an essential aspect of a young student’s English. Make it fun by having them write to their favorite superhero, celebrity, or best friend.

If your students need extra guidance, prompt them by suggesting what to write about; if writing to Santa, for example, encourage them to discuss what they would like for Christmas.

Help them frame their letter logically by providing a structure guide and helpful suggestions as necessary.

Postcards to Pen Pals

Capture young learners’ imagination by introducing them to a fictitious young boy or girl (or one inspired by real life) who is their same age and who lives in an exotic far-off land.

If your students are interested in a particular region or city, such as San Francisco, adjust your character’s geographic location accordingly.

Have them write a short composition to their new faraway friend that will fit on a postcard about who they are, what they like doing, etc. You can even make your own DIY postcards in the office using colored cardboard or other material.

This is a great opportunity to teach basic introductions and conclusions in English writing, a foundational component of almost any form of writing.

ESL Writing Activities For Adults

Write a business email.

Many adult learners are businesspeople, office workers, or other teachers themselves, so chances are all or most of your students have to send emails at some point in a work-related capacity.

Learning how to use professional, natural-sounding business language is a practical, valuable skill that adult ESL learners will appreciate —  in fact, you may find that sounding “native” in both written and spoken word is a major goal of many English students, particularly adults.

Using a projector, create a relatable and entertaining work-related scenario and write an email to a boss or co-worker together about the situation.

Then, have your students craft their own email either in response to the example you provided or in a fresh scenario.

Illustrative Descriptions

Fluent English writers and speakers have the ability to translate visual experiences into the written word, an advanced skill set that can serve your students well in a variety of real-world English-speaking contexts.

Consider using a well-known piece of local imagery with important cultural meaning (such as a portrait of a well-known historical figure or leader) and help your students to write verbal descriptions of the visual cue.

Paraphrasing Activity

Paraphrasing is the ability to quickly recreate sentences with different grammatical structure and vocabulary while retaining the meaning and content of the original sentence.

The ability to paraphrase off the cuff is an important skill that can come in handy for adult learners who interact with other English speakers. Practicing paraphrasing encourages a greater understanding of the nuances of the language and developing alternative ways to construct sentences.

Offer your students a sentence, then ask them to capture the essence of what is communicated and reconstitute the critical elements into a new sentence structure.

Personal Ads for Dating Sites

Due to human nature, social conditioning, or a combination thereof, adult ESL learners’ ears tend to perk up when the topic of conversation moves to the birds and the bees.

If your adult students don’t use personal dating apps like Tinder, chances are they did at some point or their sons and daughters do.

Have your students write a personal ad – either about themselves or about one another in pairs – to be placed on a fictional dating app. Depending on the context of the learning environment, you can spice the activity up by encouraging uncouth language if/when you feel it is appropriate.

ESL Writing Activities for Beginners

Acrostic poem.

This simple writing activity encourages creativity in use of the English terminology as well as recall of vocabulary. To create an acrostic poem activity for your students, write a short series of letters such as BIRD on the board, one on top of the other. Each of the four letters is its own line of poetry like this:

Create an example first for your students, such as:

• Barbara and
• I went to the garden where
• Red flowers grow
• Down by the creek

Then encourage students to think of their own poems to create.

Fill in the Letters

Mastering the letters and their phonetic sounds is a foundational element of ESL writing for beginners.

Present your students with words containing missing letters. You can either use pre-constructed worksheets from other teachers, create your own, or write the words with missing letters on the whiteboard.

After your students complete the words, take the time to sound out the terms again to strengthen students’ phonetic grasp on common English sounds and their corresponding letters. This will build their capacity to conceptualize letters when constructing words and sentences.

Letter/Word Chains

Print a series of words with one giant letter on each page. For example, if the word is HOUSE, then print an H, O, U, S, and E, each on its own respective page.

Scramble the papers up, then call an equal number of students to pages to the front – in this example, five. Say the word they should spell (house) and then watch them scramble to organize themselves in the correct order – helping them when necessary.  

Although beginning ESL students don’t put pen to paper in this activity, it is nonetheless a writing activity in that it instills proper spelling and a basic grasp on phonetics that are critical at this stage of language development.

Students also enjoy and may benefit from the social, team-building aspect of this writing activity.

If single words are too easy, you can up the difficulty level by printing entire words on separate pages that form complete sentences.

ESL Writing Activities for Intermediate Students

Western ESL teachers might remember Mad Libs from their youth, a game in which a handful of nouns, verbs, adjectives, and adverbs are extracted from a prewritten story and left up to the participants to fill in.

Mad Libs and its variants like Mad Takes can be wildly entertaining for ESL learners.

Fantasy Dialogue Using Pop Culture

Most of your students, especially in the mid-secondary school age range with a typical skill level for that group, will find this writing activity engaging.

Create a fantasy meeting between two well-known pop culture figures – for example, in Thailand, this would be something like Lady Gaga meeting Harry Potter if selecting from Western celebrities.

You can make the activity more exciting by setting the dialogue against an unusual background – for example, backstage at a concert in Bangkok.  

Writing Descriptions of Visual Stimuli

Flash an image of a busy street corner in a major city in your student’s country, or of a well-known piece of historic architecture or famous landform – anything that your students are likely to know well.

Write the question words on the board:

Then ask your students to craft their own descriptions of the images you show for the question words. Some might not fit well – for example, the answer to who? may not appear obvious in an image of an island with no inhabitants. Encourage creative, “out of the box” answers in this regard and reward them with positive feedback.

The Directions Game

Giving and receiving directions is an intermediate English skill that ESL learners who want to travel will need to have. Additionally, this activity is useful to include at the outset of a lesson because the competitive nature captures students’ interest.

Draw a handmade map or grab one off of the internet. Divide the students into two teams. Then, have one student from each team come to the whiteboard with marker in hand.

Ask how to go from point A to point B on the map. Each student, with the help of his or her team, must quickly write coherent directions (turn left, turn right, go east, go west, etc.) from start to finish.

The first team to complete intelligible directions wins.

ESL Writing Activities for Advanced Students

What happens next.

This writing activity has the potential for several modifications to spice it up, but the essential idea is that the class, as a group, creates a story line by line.

The simplest version of Collective Story Time is to begin, as the teacher, with the introductory sentence on the whiteboard or projector: “Billy went to the skatepark.” The next sentence is completed by a student chosen at random, who then passes the baton to another student of his or her choice.

Depending on the age, maturity level, and preferences of students, you might put content limitations in place or interject with your own sentences from time to time to keep the story on a productive track.

Social Media Posts

Nearly everyone uses social media; they identify with it; they engage with it. Instead of fighting students to stay off of their phones in class, why not consider crafting your own Twitter, Facebook, or Instagram posts together as a class?

Use projection technology to supersize the browser or app and brainstorm a Tweet or post about a popular topic or the latest news in your learners’ home country.

Getting to the Point/Cutting Out the Fat

In English writing, more is not always better. The stage at which ESL students begin to develop advanced writing skills and become more confident is the right time to begin to introduce the concept of brevity and its benefits.

Start by offering your own writing sample that is chock full of redundancies, extraneous details, and non-sequiturs. Point some of them out yourself so that they know what to look for. Ask your students to shorten the story by half while keeping the original meaning and the critical details.

Transcription Practice (Dicto-Comp)

For some advanced ESL students who are either working already or will soon join the workforce, the ability to translate spoken English into written form quickly and accurately is an important skill.

Help them develop this skill set by selecting a text that is commensurate with their comprehension level. If you can’t find a suitable sample on the web, consider writing one yourself. The text should be about 500 words.

Students will listen and transcribe what they are hearing as quickly as possible. Emphasize the equal importance of accuracy and speed.

Read a few sentences at a time, pausing when you think appropriate.

Where to Start as an ESL Teacher

Devising effective ESL writing activities — and, equally importantly, adapting them to match the needs, interests, and social context of your students – requires a good bit of trial and error. Inspiration from other teachers’ examples and outside resources can help.To get started developing high-quality writing activities for your students, take a look at our list of free lesson plans . They are full of effective teaching strategies that are backed by years of practical success in ESL classrooms around the globe.

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Six Types of Engaging Group Activities to Include in the ELA Classroom

Purposefully including group work in your classroom instruction has many benefits. From increased engagement to real-world communication skills, students can learn more than just the ELA content when they collaborate.

Here are six different ELA activities that work great as group activities.

1. Peer Review as a Group Activity

Completing a peer review activity in a group may seem like an obvious choice. Still, it is very effective for editing essays and helping students bring their writing to its full potential. One way to make peer editing even more beneficial is to put your students in groups of four and have them rotate their essays around the group until three different people have edited everyone’s writing. This process is what I do when my students complete my Peer Editing Stations and Rotations activity. Not only do students benefit from having multiple people read their paper, but they also get to read several other students’ papers.

Peer editing in groups is a great way to ensure that more than one opinion goes into the editing process. Different people may have different ways of editing, and it helps students evaluate what changes will work best in their specific piece of writing. 

Resources for Peer Review:

• Peer Editing Stations
• Peer Editing Made Easy

2. Passage Analysis as a Group Activity

Placing students into groups to analyze different passages is a great way to close-read multiple sections of text. An effective way to do this is to break up a chapter of a book into smaller sections and assign a few students to each section. In these groups, students will read their passage together and talk about the theme, tone, message, and the main idea of the section. After about 10-15 minutes, each group can share what they discussed about their specific passage. The class can take notes on what each group said, and at the end of the exercise, students will have a comprehensive analysis of the whole chapter.

This is a great assignment if you have a mixture of personalities in your classroom. The more reserved students will have a chance to share their ideas about a specific section with their group, not to be overwhelmed by a large class environment. This is also perfect for when you are focusing on close reading in your class. Doing a close reading in small groups is effective for introducing students to the kinds of things to take note of during an individual close reading assignment.

Resources for Literary Analysis:

• Literary Analysis with Sticky Notes
• Annotating Fiction Made Easy

3. Group brainstorm in the Classroom

Most students will get writer’s block at some point in their English class, and a good case of writer’s block can quickly lead to classroom management issues when it is time for students to sit down and begin drafting their essays. One of the easiest ways to combat writer’s block while also helping struggling students is to conduct group brainstorming sessions before every major writing assignment.

Dedicating time for small group brainstorming will help students talk through ideas for what they might want to write about and get input from other students. Ask students to come up with a few topics they might want to write about for their next essay and bring them to class. Split your class into groups of four to five students and have each student share some of their ideas for the assignment. As they do so, students will also receive feedback from the rest of the group. This type of group activity works for both creative writing assignments and analytical assignments. In their groups, students will receive feedback from other students and help hone down their ideas. If a student is lost on what to write about, talking with a group might spark a new idea.

Looking for more group brainstorming ideas, check out this blog post !

4. Act Out a Scene from Literature

When reading a novel, it can help students act out specific scenes to help them fully understand what is happening. This helps the students acting and also the students observing. Split your class into small groups and assign each group a specific scene. Give them enough time to read through the scene and plan a short skit in front of the rest of the class. Each student could be a different character, or there could be a mix of characters and narrators, depending on the text. When reading through a section of a novel to plan out a skit, students may notice details that they missed during their first read through. This helps the group acting and the other groups that are watching. This activity works best with novels that have characters with enough dialogue to have a scene but enough description to read between the lines.

5. Defend your Favorite Character

This activity is great when reading a novel or a play with several different characters. Have students choose their favorite character from the text you are reading and split students into groups based on those characters. Each group will come up with reasons why that character is their favorite, and then the groups will have a chance to pitch their reasoning to the rest of the class. This activity is a fun way to expose students to thinking, speaking, and writing persuasively. By listening to various reasons why each group chose a specific character, students will broaden their perspective and recall details about characters they may not have noticed during their first read.

6. Collaborative Writing Assignments

I’ve blogged before about the benefits of collaborative writing assignments. Students learn so much when they spend the class period working together to produce a collaborative writing piece. Some of my favorite collaborative writing assignments are the class collaborative precis and a short story collaborative literary analysis paragrap h.

All of these group activities have different benefits, and they are great for changing up the classroom environment and getting every student involved in the material. Hands-on group activities will help students enhance their reading and writing skills while adding some fun to the classroom.

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Trending Post : 12 Powerful Discussion Strategies to Engage Students

8 Meaningful Essay Prewriting Activities

Teaching writing? Sometimes students shut down before they write a single word. Teachers can address this dilemma by making the brainstorming process meaningful. How? Engage students through differentiation and scaffolding. When students are provided with choices, they feel less helpless, become more confident, and produce better compositions. Try using one or more of these essay prewriting activities to generate solid ideas and set your students up for success.

1. USE LOCATION TO INSPIRE

When authors experience writer’s block, one of the strategies they use to overcome the hurdle is to change their location. Allowing students to write in the library, outside, or at a coffee shop (field trip!) can reap results worthy of reading. Alternate settings are the perfect and simplest option for differentiating prewriting. Plus, almost all prewriting strategies can adapt to an outdoor location.

2. MODEL BRAINSTORMING & PREWRITING

Regardless of whether I’m working with advanced students or struggling writers, all students benefit from class brainstorming sessions where the teacher models expectations and scaffolds students from teacher-led instruction to guided practice and, finally, to independence.

What might this look like? After assigning an essay, the first order of business is to show students how to begin.  In doing so, collectively brainstorm topics , research to find support, and fill out graphic organizers. Doing this as a class the first time through is less overwhelming for many students, and it helps students follow along if they have step-by-step directions that they can refer back to later.

3. LIMIT FRUSTRATION VIA CONFERENCES

Some students have difficulty transcribing their ideas onto paper and organizing their thoughts logically. In these instances, it’s necessary to talk students through their prewriting. As you discuss ideas one-on-one, have students take notes on their prewriting materials.

For something new and unique, give students Play-Doh or another manipulative and ask them to create their response to a topic. As an accommodation, teachers or peer partners can jot down the information as students think aloud about what they would like to write.

4. DIFERENTIATE GRAPHIC ORGANIZERS

You might be surprised to find that simply offering students several different options for how they would like to complete their prewriting increases motivation. Possibilities might include, but are not limited to, color-coded graphic organizers , flow charts, webs, trees, outlines, journaling, sketch notes, mind mapping, acronyms , and free writing.

When modeling prewriting, try demonstrating with different strategies. As students begin to brainstorm for their own topic, allow them freedom to choose which prewriting approach they’d like to use.

5. LET THEM READ THE GOOD STUFF

As Kelly Gallagher writes, “ If we want kids to write, we have to take them swimming in the genre first.  Start by wading before taking them to the deep end.”  An integral facet of the brainstorming process should be allowing students to get knee deep in examples of the genre we expect them to write. Teachers can use examples they have written, essays written by previous students, or even published pieces and novels, depending on the genre of study.

Not sure where to start?  Illinois Literacy in Action has some great lists for argumentative, informative, and narrative mentor texts. Here are some of the models I use with students.

6. PROVIDE TIME TO DISCUSS WITH PEERS

Students can learn quite a bit from one other. As a meaningful prewriting activity, give them time to discuss their ideas with a peer or a small group, and listen to the feedback they offer. Not only does this strategy allow students valuable time to mull over their ideas, but also it provides an avenue for teachers to teach students how to have meaningful and productive discussions about writing.

7. USE CAROUSELS TO GENERATE TOPICS

One of the best ways I’ve found to differentiate prewriting for ability levels and interests is to have lengthy class discussions about possible topics. Generally, I lead these conversations, but I have also found success in having students participate in carousel activities.

To start, hang large sheets of butcher paper around the room. Then, brainstorm several possible topics for the essay. Write those topics at the top of the papers. Following, students divide into small groups and work together to devise possible angles they might use to approach each topic. In doing so, they are writing questions as well as possible thesis statements and supporting ideas. Sometimes they come up with related topics as well.

Students move from station to station and add their thoughts. To wrap up, each small group is assigned to present ideas for a given topic to the whole group.

8. SCAFFOLD RESEARCH

Writing a research paper? A successful means of engaging students is by providing an appropriate anticipatory set. Capture students’ interest in topics by incorporating source material and discussing it as a group. Showing them related video clips, reading high-interest articles as a class, and bringing in guest speakers for the subject are all ideal approaches. Interest is a game-changer when it comes to writing.

If students are still struggling with the research element of brainstorming, scaffold their experience by providing a couple articles to get them started. Here are 14 additional scaffolding strategies for building confidence and increasing students’ success with writing.

Writing can be challenging and frustrating, or it can be freeing and therapeutic. By scaffolding and differentiating the prewriting process, we reduce the likelihood that students will struggle. Prewriting activities needn’t be fancy or complex to be effective and meaningful.  Click here  to access a free argumentative prewriting resource to scaffold your students’ prewriting experience.

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