Free Writes from Personal Experiences

Creative writing

Free Writes from Personal Experiences

Continuing our series of articles on improving conversation in ESL classes through writing, in this article we present a way to encourage students to exercise their creativity from a more personal point of view: ‘free writing’ from personal experiences.

This can be used with students at all levels, and can be developed during your TEFL course with EBC. Students are instructed to write about a personal experience but not to concern themselves with punctuation, grammar, spelling, sentence structure, looking up words, what time it is, erasing, etc. This frees them to let the creative ideas flow from their heads to their hands and on to the paper. Before writing begins, our teachers discuss the topic ideas for a few minutes with students to awaken memory and add color, texture, voice, tone, shape and form to the writing experience. The instructor says ‘begin’ and students write continuously for 20 to 30 minutes until prompted to stop.

When the free write is complete, students read their papers out loud and mistakes are overlooked at this point. Active discussion ensues with questions from classmates. The students each have a turn reading and discussing their writing. Papers are later corrected by the instructor, and students create a final piece for a second round of discussion. This time the conversation is enhanced because students have practiced and polished their language.

Create a Scene

Dialogue is particularly effective in teaching idiomatic English. We use the following exercise with students at all levels. We pair up students for the first stage of writing dialogues and ask them to ‘create a scene.’ They have a few days to think about their scene and to meet with their partner out of class and brainstorm. After the period of preparation and incubation, the pairs sit down and work out their dialogue along with its setting.

Create a scene

A second ESL exercise asks the student pairs to ‘produce’ their scenes, casting their class members as characters and perhaps putting together some simple props. Sometimes one class will present its scenes to another class. We like to videotape these productions for use as teaching tools. In general, we have found that writing dialogue before moving into the speaking phase has many advantages and provides feedback from the instructor during the process of creating the scene.

They usually work through several versions then hand in the final version to the instructor. The instructor then gives feedback to the pairs in a mini-conference, focusing on idiomatic language use. The students revise until their dialogues have an American ring to them and use some appropriate American English idioms.


High beginners and above enjoy another exercise we use in going from writing to speaking: the autobiography. We have our students write their life stories and receive feedback from the instructor before they tell their stories. They work on one chapter at a time, focusing on the ‘turning points’ in their lives. We have found that once the students have written a life story chapter, they are much more fluent and effective in their speech than they would have been without the writing exercise. This exercise allows learners to find out what they have in common with the other students. An added benefit is that they have a permanent diary to take home with them to review and reflect on later. This exercise helps strong bonds to develop among the students, some of whom become lifelong friends.




In another writing-to-speaking exercise, we have our high intermediate students and above write arguments as preparation for debates. While the autobiographies encourage the students to find what they have in common, writing arguments and debating highlight their differences. In many conversational situations, people tend to avoid differences instead of exploring them. However, when people are encouraged to develop their opinions in a systematic manner in writing, they are able to present a reasonable and interesting position, one that stimulates others to think about their own views on the issue in question.

We base our exercises in argumentation on Stephan Toulmin’s argument analysis, in terms of ‘claims,’ ‘grounds,’ and ‘warrants.’ The Toulmin approach, in a simplified form, is easy to learn and encourages students to explore their opinions systematically, in depth and detail.
In these exercises, the instructor responds to student arguments in mini-conference, first making suggestions to strengthen the argument then pointing out any problems in language use. We then arrange debates. We find that the speech of the students taking part in the debates is of a much higher quality than it would have been without the writing exercises.

As a result of these writing-to-speaking exercises, our students are able to increase their active vocabulary rapidly, learning the words and constructions they need to express their own particular views and experiences. In other words, these students are not just learning ‘new words,’ they are learning the particular new words that allow them to express their own ideas. Different people have different interests, opinions, and experiences, so they need the vocabulary that will allow them to express their individual perspectives. We have also discovered, that these exercises may be the first time an international student has been asked to express an opinion or take a stand on an important issue.


Our students gain confidence with each exercise and attempt to express increasingly complex ideas with precision. The focus on quality in communication encourages them to overcome the common tendency to compromise a message. Instead of simplifying, they strive to say precisely what they mean. In many cases, this involves ‘discovering’ what they mean as they write in preparation for speaking.

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