A Compilation of Writing Activities

by
Arjhel M. Sayson

A partial requirement of the subject

Effective Writing

submitted to
Ms. Mary Grace O. Daga-ang
Submitted by: Arjhel M. Sayson
Subject: Effective Writing
Professor: Dr. Mary Grace O. Daga-ang

COMPILATION OF WRITING ACTIVITIES

“Writing is a way of talking without being interrupted.” — Jules Renard

Each writing activities are divided in categories and each are labelled with the following:

WUP – for a warm up writing activity and something to do quickly.

CP – Controlled practice. Writing activities that help the beginning writer and offer support, repetition
and guidance.

F – Free writing activities which activate student learning and allow them to practice what they already
know and “test the waters” so to speak.

A. Listen — Write

1. Dictation (CP)

There are many ways to “spice” up the standard dictation. The simplest is to have the students
fold a blank piece of paper “hamburger” style (Up/down) 4 times. Unfold and they have a nice 8
line piece of paper. Speak 8 sentences, repeating each several times as the students write. Get
the students to record their answers on the board and correct. Collect and keep in a portfolio!

There are many online sites where students can do the same but in a computer lab or at home.
Or the teacher can even try in the classroom.

http://www.listen-and-write.com/audio – for older students

http://www.learner.org/interactives/spelling/ – for young learners

2. Story Rewriting (F)

The teacher reads a story or the class listens to an audio story. After, students make a story
board (just fold a blank page so you have 8 squares) and draw pictures. Then, they write the
story based on those pictures. Very simple and powerful!

3. Visualization (F)

The students close their eyes and the teacher describes a scene. Play some nice background
music. The students then write and describe the scene they imagined, sharing their scene
afterwards with the class or a classmate.
4. Pop Song Rewrite (CP)

Play a familiar pop song. One with a “catchy” chorus. Afterwards, write out the chorus on the
board with some of the words missing. Students can then rewrite the chorus and sing their own
version. Higher level students can simply write their own version without help. Here’s a very
simple example –

He’s got the whole world in his hands

He’s got ___________ and ___________

In his hands. (3x)
He’s got the whole world in his hands

B. Watch — Write

1. Commercials (F)

Students watch a TV Commercial. Then, they write their own script based on that commercial
but focused on a different product. Afterwards, they can perform.

2. Short videos (CP/F)

Just like a story but this time students watch. Then, they can rewrite / respond / reflect.
Students can choose to reflect on one standard Reading Response question or as part of a daily
journal. Ex. The best part was ….. / If I had made the video, I would have ……

Short videos are powerful and if well chosen can really get students writing in a reflective
manner.

3. Newscasts / Weather reports (F)

Watch the daily news or weather report. Students write in groups or individually, their own
version of the news for that week/day. Then perform for the class like a real news report!

4. Travel Videos (CP/F)

Watch a few travel videos (there are many nice, short travel “postcard” videos online). Groups
of students select a place and write up a report or a poster outlining why others should visit
their city/country. Alternately, give students a postcard and have them write to another student
in the classroom as if they were in that city/country. For lower leveled students, provide them
with a template and they just fill in the details. Ex.

Hi……..

I’m sitting in a ………… drinking a …………… I’ve been in ……. for ………. days now. The weather has
been ……………. Yesterday I visited the ………….. and I saw …………….. Today, I’m going to
………………. I highly recommend ……………….. See you when I get home …………………

Best,
………………………….
C. Look — Write

1. Pictures / Slideshows (CP)

Visuals are a powerful way to provide context and background for any writing. Make sure to use
attractive, stimulating and if possible “real” photos to prompt student writing. Students can
describe a scene or they can describe a series of pictures from a slideshow.

An excellent activity is to show a nice photo and get students to “guess” and write their guess in
the form of the 5Ws. They answer all the 5w questions and then share their thoughts with the
class.

Show a picture and get students to write a story or use it as background for a writing prompt.
For example, Show a picture of a happy lottery winner. Ask students to write in their journal – If
I won a million dollars I would ……

This is a much better way to “prompt” writing than simple script!

2. Description (CP)

Show students a selection of fairly similar pictures. The students describe in writing one of the
pictures (faces work really well). They read and the other students listen and “guess” which
picture is being described. Similar to this listening activity.

http://eflclassroom.com/rave/Listening%20Quiz/Animals.swf

3. Bookmaking (CP/F)

Provide students with a series of pictures which describe a story. I often use Action Pictures.
Students write about each picture, numbering each piece of writing for each picture. The
teacher can guide lower level students like this Mr. X’s Amazing Day example. After editing, the
students cut up the pictures and make a storybook. Gluing in the pictures, coloring, decorating
and adding their own story text. Afterwards read to the whole class or share among the class.

4. Sequencing (F)

Provide students with a sequence of pictures which are scrambled. The students must order the
pictures and then write out the process. Ex. Making scrambled eggs.

D. Read — Write

1. Reading Journal / Reading Response (F)

The students read a story and then respond by making a reflective journal entry. Alternatively,
the students can respond to a reading response question like, “Which character did you like
best? Why?”
2. Rewrite (CP)

Read a short story and then give students a copy of the story with some text missing. The
students can fill it in with the correct version OR fill it in and make the story their own.

Rebus Stories

These are stories where words are replaced with icons/pictures. Students can read the story and
then write out the whole story, replacing the pictures with the correct text. Here are some nice
examples.

http://abcteach.com/directory/basics/rebus/

3. Opinion / Essay (F)

Select an article or OP Ed piece that students would find interesting or controversial. After
reading and discussing, students can respond with a formal essay or piece of writing reflecting
their opinion. Read them anonymously afterwards and get the class to guess who wrote it!

4. Giving Advice (F)

Students read a problem provided by the teacher (even better, get students to provide the
problem by having them write down what they need advice on). This can often be an Ann
Landers style request for advice from a newspaper. Students write their own response, giving
advice.

5. Running dictation (CP)

This is a lot of fun but quite noisy. Put students into groups of 3 or 4. For each group, post on the
wall around the classroom, a piece of writing (maybe a selection of text you will be reading in
your lesson). One student is appointed as the secretary. The other students must “run” to where
their piece of writing is on the wall and read it. Then run back and dictate it to the secretary who
records it. Continue until one group is finished (but check that they got it right!).

E. Think — Write

1. Graphic Organizers (WUP)

These you can make on your own by having students draw and fold blank sheets of paper or by
giving them a pre-designed one. Students write out their thoughts on a topic using the
organizer. An alphabet organizer is also an excellent activity in writing for lower level students.
Graphic organizers and mind maps are an excellent way “first step” to a longer writing piece and
are an important pre-writing activity.

2. Prompts / Sentence Starters (WUP)

 Students are prompted to finish sentences that are half started. They can write X number of
sentences using the sentence starter. Many starters can be found online. Prompts are also an
excellent way to get students thinking and writing. Every day, students can “free write” a
passage using the daily prompt (ex. What I did this morning etc…) Creative writing of this sort
really motivates students to write. There are many lists online you can use.

3. Thinking Games (CP)

Using a worksheet, students play the game while writing down their responses in grammatical
sentences. What the Wordle / Not Like the Other and Top 5 are some games I’ve made and
which help students begin to write. Each has a worksheet which students fill out.

4. Decoding / Translating (CP)

Translating a passage into English can be a good writing activity for higher level students.

Students love their cell phones and Transl8it.com is a handy way to get students interested in
writing. Simply put in English text and Transl8it.com will output “text messaging”. Give this to
students to decode into standard English and then check against the original. Lots of fun! See
the games I’ve designed (Pop Song / Dialogues ) using this principle of decoding text messaging.

5. Forms / Applications (CP)

Students need to practice writing that will be of use to them directly in the wider world. Forms
and filling in applications are a valuable way to do this. Fill in one together as a class and then
get students to do this same for themselves individually.

6. Journals / Reflection / Diaries (F)

This type of free writing activity should be done on a regular basis if used in class. Use a timer
and for X minutes, students can write upon a topic that is important to them, that day.
Alternatively, students can write at the end of the day and record their thoughts about the
lesson or their own learning. These are all excellent ways for the teacher to get to know their
students. One caution – don’t correct student writing here! Comment positively on the student’s
writing – the goal is to get them feeling good about writing and “into” it.

7. Tag Stories / Writing (CP/F)

Students love this creative exercise. Fold a blank piece of paper vertically (Hamburger style) 4
times. You’ll have 8 lines. On the first line, students all write the same sentence starter. Ex. A
man walked into a bank and ……..

Next, students finish the sentence and then pass their paper to the student on their left/right.
That student reads the sentence and continues the story on the next line. Continue until all 8
lines are completed. Read the stories as a class – many will be hilarious! I often do this with a
“gossip” variation. I write some gossip “chunks” on the board like; “I heard that..” , “I was told…”
“The word on the street is…” “Don’t pass it around but…”. Students choose one and write some
juicy gossip about the student to their right. They then pass their paper to the left with everyone
adding onto the gossip. Students really get into this!
8. Describe and guess (F)

Students think of a person / a place or a thing. They write a description of them / it and they are
read out and others students guess.

Jokes and riddles are also effective for this. Students write out a joke or riddle they know and
then they are read and other students try to guess the punchline.

F. TEXT — Write

1. Sentence Chains (WUP)

The teacher writes a word on the board and then students shout out words that follow using the
last letter(s). The more last letters they use, the more points they get. The teacher keeps writing
as quick as possible as the students offer up more correct words.

Ex. Smilengthosentencementality…..

Give students a blank piece of paper and in pairs with one student being the secretary, they
play! This is a great game for simple spelling practice and also to get students noticing language
and how words end/begin. They can also play for points. Compound words and phrases are
acceptable!

2. Guided Writing (CP)

This is a mainstay of the writing teacher’s toolkit. Students are either given a “bank” of words or
can write/guess on their own. They fill in the missing words of a text to complete the text. Take
up together and let students read their variations. A nice adaptation to guided writing for lower
level students is for them to personalize the writing by getting them to draw a picture for the
writing passage to illustrate and fortify the meaning. Here’s a nice example.

3. Timelines (F)

Use a time line to describe any event. Brainstorm as a class. Then students use the key words
written on the board, to write out the time line as a narrative. Really effective and you can teach
history like this too! Biographies of individuals or even the students themselves are a powerful
writing activity and timelines are a great way to get them started.

4. Notes (F)

Students are given notes (the classic example is a shopping list but it might be a list of zoo
animals / household items etc…) and then asked to write something using all the noted words.
This usually focuses on sequence (transitions) or location (prepositions).
5. Grammar Poems (CP)

Grammar poems are short poems about a topic that students complete using various grammar
prompts. This form of guided writing is very effective and helps students notice various
syntactical elements of the language.

Put the grammar poem on the board with blanks. Here are some examples but it could be on
any topic (country, famous person, my home, this school, etc...). Fill out as a class with one
student filling it in. Then, students copy the poem and complete with their own ideas. Change as
needed to stress different grammatical elements. And of course, afterwards SHARE. Present
some to the class and display on a bulletin board. Your students will be proud of them!

G. SPEAK — Write

1. Surveys / Reports (CP)

Students have a survey question or a questionnaire. They walk around the class recording
information. After, instead of reporting to the class orally, they can write up the report about
their findings.

This can also be used with FSW (Find Someone Who) games. Students use a picture bingo card
to walk around the classroom and ask students yes/no questions. They write the answers with a
check or X and the student’s name in the box with the picture. After, they write up a report
about which student ……. / didn’t …… certain things.

2. Reported Speech (CP)

Do any speaking activity or set of conversation questions. Afterwards, students report back by
writing using reported speech, “ Susan told me that she ………..” and “ Brad said that ………..”
etc…..

3. Introducing each other (F)

Students can interview another classmate using a series of questions / key words given by the
teacher. After the interview of each other is over, students can write out a biography of their
partner and others can read them in a class booklet.

4. In-class letter writing (F)

Writing for a purpose is so important and nothing makes this happen better than in class letter
writing. Appoint a postman and have each student make a post office box (it could just be a
small bag hanging from their desk). The students can write each other (best to assign certain
students first) and then respond to their letter. Once it gets started, it just keeps going and
going…
4. Email / messaging / chat / social networking (F)

This is an excellent way to get students speaking by writing. Set up a social networking system or
a messaging / emailing system for the students. They can communicate and chat there using an
“English only” policy. Use videos / pictures like in class – to promote student discussion and
communication. Projects online foster this kind of written communication and using an CMS
(Content Management System) like moodle or atutor or ning can really help students write
more.

5. Class / School English newspaper or magazine (F)

Students can gain valuable skills by meeting and designing a school English newsletter. Give
each student a role (photographer, gossip / news / sports / editor in chief / copy editor etc…)
and see what they can do. You’ll be surprised!

H. WRITE — Do

1. Dialogues (CP)

Students can write dialogues for many everyday situations and then act them out for the class.
The teacher can model the language on the board and then erase words so students can
complete by themselves and in their own words. Here’s a neat example using a commercial as a
dialogue. – CP

2. Drawing (F)

Students draw a picture and then write a description of the picture. They hand their description
to another student who must read it and then draw the picture as they see it. Finally, both
students compare pictures!

3. Tableaus / Drama (F)

Students write texts of any sort. Then the texts are read and other students must make a
tableau of the description or act out the text in some manner. For example – students can write
about their weekend. After writing, the student reads their text and other students act it out or
perform a tableau.

4. Don’t speak / Write! (F)

I once experimented with a class that wouldn’t speak much by putting a gag on myself and only
writing out my instructions. It worked and this technique could be used in a writing class.
Students can’t speak and are “gagged”. Give them post it notes by which to communicate with
others. Instruct using the board. There are many creative ways to use this technique!

Reference:
Teaching Writing – Activities and Ideas by Ddeubel. September 22, 2009.
Retrieved from: http://ddeubel.edublogs.org/2009/09/22/teaching-writing-activities-and-
ideas/comment-page-1/
Submitted by: Arjhel M. Sayson
Subject: Effective Writing
Professor: Dr. Mary Grace O. Daga-ang

Reflection Paper

Writing is one of the macro skills in communication. The skill is essential and it should be

given important attention in the classrooms. Writing really requires a lot of attention. While

delving on this topic in the class, I have learned that constant exposure of students makes them

love writing and should be practiced more often. With the things that our professor has

imparted to us, it has allowed me to broaden my thinking in writing and look at different

aspects especially on strategies on how to engage students in writing.

Looking back on this class, Effective Writing, I have learned a lot about myself. An

important and useful skill that I learned from this class was, start writing early. When I was in

my high school days, I didn’t really had the joy in writing. Later I realized how wonderful it is to

feel that someone enjoys reading your work. During my journey in this subject I learned how to

better support my ideas by integrating sources the best way that I could in my writing and even

in all my class writing activities. After listening to all of my classmates’ report, I have realized

that integrating sources can make your work more interesting and reliable. Throughout this

class, I was able to weed out sources that were irrelevant information and focus solely on what

supported my idea in the most effective way possible.

I should say that to be an effective writing means getting or putting your point across

without much difficulty. As what they say, “You can't do something well unless you do it badly

first” — and that begins with practice. I need to challenge myself, I need to forget about being a

“good” writer and start practicing in it more.