The Power of Creative Writing in the Language Arts Classroom

Is there enough learning value in creative writing to make it part of a daily language arts schedule?

A teacher confers with an individual student while class members write in journals.

Practically speaking, if you’re going to invest instructional time in an activity, there should be a return on that investment, right? In education, the ROI is generally determined by progress-monitoring devices and standardized tests. Admittedly, that makes creative writing a hard sell. The standards of quality seem so subjective and it’s not easy to isolate learning objectives.

That’s why I was more than a little anxious when I took a risk and prioritized creative writing in my daily language arts routine. I had to be disciplined and adhere to strict time management, but I did it. And I'm happy to report that the positive impact began to show after only a few weeks. 

The process of writing gave my students a meaningful context in which to apply the skills I was teaching during the rest of the class period. But it was the less measurable benefits that excited me the most: learner engagement increased significantly, community bonding occurred, and individual students gained confidence. 

So, it worked out well. Phew. Kids learned. Mission accomplished. But the benefits did not end when the school year concluded. Now, years later, something truly exciting is being revealed. Even though my 36-year teaching career is in the rear view mirror, I'm learning that the investment in creative writing is still paying off.

Consider this email I recently received from a former student.

An email received from a former student.

Once I dried the tears from my eyes, a few things became very clear to me. 

1. The personal application of writing skills in a creative context carries over to writing in a broader sense...even in more academic settings.

   
   

2. Developing a positive atmosphere around writing and encouraging students to constantly strive for quality develops long-lasting intrinsic motivation... My AP Lang teacher reminds me a lot of you: encouraging, insightful, and passionate about great writing.

   
   

3. Making creative writing part of the daily academic routine helps students begin to see themselves as writers. So much of my growth as a writer started in your classroom.

The value my students gained from creative writing went beyond a progress-monitoring tool or a standardized exam. Its worth could not be measured in short-term learning outcomes. The qualities developed by creative writing became part of who they are and how they see themselves.

However, even when the value of creative writing is evident, we can’t create more time in an already tight schedule. This leads to some really valid questions.

How can creative writing fit into a daily schedule when there are so many skills and standards to cover? 

Language arts encompasses so many component skills that no matter what level you’re teaching, it’s not easy to fit what’s really important into a prescribed block of time each day. However, many teachers find a way to make it happen. There are certainly multiple ways to proceed, but here’s the plan worked for me:

1. Have a writing prompt posted every day when students walk in.

   

   Student engaged in writing.

Skills-based bell-ringers and warm-ups are common in classrooms. Instead of  practicing specific skills, I opted to use this time for creative writing.

The prompts weren’t very formal. They were mainly phrases that came from my own experience: the old brown boat; under the bridge; a foggy morning; a sliver of light. Sometimes I opted for a picture prompt instead of a written one, and every once in a while, we had “free write.”

When my students entered, they eagerly sought out the prompt, took out their writing journals, and got started. For the first 5 or so minutes of class time, students were engaged in writing.

Some students started a new piece every day. Others were writing ongoing stories and would find clever ways to incorporate each new prompt. Genres weren’t restricted. Some wrote stories, some wrote poems, some wrote editorials, and some wrote song lyrics. 

Our main rules were to do your best and keep it PG. (In other words, make sure you’d feel comfortable if your parents, the principal, and someone’s sweet grandma were reading over your shoulder.)

2. Set aside a few minutes for sharing.

Students raising their hands.

After about five minutes of writing, we did about five minutes of sharing. At first, no one was brave enough to share, but as time went on, I had to limit sharing to only a few students each day. 

I didn’t create any kind of formal schedule, but I did try to make sure there was a fair rotation. I was intentional about modeling positive and supportive feedback, and my students followed suit. I never required anyone to share their writing with the group, but for those who remained reluctant, I made sure to create some one-on-one time.

During this sharing time, students experienced affirmation. When their writing – something personal, something created, something upon which a risk was taken – was accepted and praised by peers, the value was immeasurable. And it was amplified when classmates shared with others, eagerly talking about the writing going on in our class. 

3. A little past the halfway mark of the grading period, have students select a piece to complete.

   

   Students busily typing.

There’s something very important about completing the writing process every once in a while. Bringing a piece to completion requires all kinds of essential intangibles, like discipline, attention, and grit. Once we got to this point, the prompts took a break. Students entered the classroom and immediately began working on their selected piece.

Choosing a piece to complete was difficult for some kids. They truly saw value in several pieces of their own writing. Some students knew right away which piece they wanted to complete. Others asked classmates for advice or even took votes on which piece others would most like to see completed!

Because students were writing in varying genres, I didn’t have a set word count for the completed assignment. Instead, I imposed a quality standard. Keep revising until it’s your best work (which, by the way, is authentic practice).

My problem was rarely that students didn’t write enough. Usually, it was limiting their “completed work” to a reasonable chunk. For example, It would be unrealistic to finish the entire novel over the next few weeks, so let’s focus on finishing a chapter. 

4. Allow students to share their completed works.

   

   Student shares with the class.

For this part, I used the last week of the grading period, after we had completed our final exams. It took a few class periods, but I was able to grade them on the spot (a participation grade), and it created a nice break from planning and creating new assignments. 

These weeks were beautiful. There was the girl who brought her ukulele to class and sang her original song. There was the boy who was constructing a novel over the course of the school year. There were poetry collections, short stories, and children’s books. 

It was fun and enlightening when two students had completed very different pieces that had begun with the same prompt. I’ll never forget how one student wrote an eerie short story about the old brown boat that left us all with goosebumps. The same prompt led a classmate to write a song that captured his memories of fishing with his deceased father. That one left us all in tears.

We bonded over our writing, and I marveled at how fortunate I was to be in the room where all this magic happened. To be among the first to hear these creations. To share in these moments of collective awe. 

Does research support the value of creative writing?

Rote memorization and isolated skill practice have their place, but ultimately, they don’t do a lot toward developing critical thinking. However, a 2007 study by researchers Ian J. Quitadamo and Martha J. Kurtz showed that writing improved critical thinking.

Researchers have also identified social, emotional, and health benefits associated with creative writing. According to a study by Canadian researchers Elizabeth Gorny-Wegrzyn and Beth Perry of Athabasca University, creative writing fosters improved health and a sense of well-being.

Other studies have concluded that creative writing can build essential tools for success, improve mental capacity, yield psychological benefits, and promote resilience. The value of creative writing goes far beyond the short-term learning gains that are often measured in school. 

Students learn to organize their thoughts. They learn to fill a page where once there was empty space. They learn to confer with others in meaningful ways and open themselves up to share, to connect, to understand another perspective. 

Some of them might even discover a career path. Some will explore journalism and professional writing. Others will become the next generation of storytellers and poets.

Here’s a DM I recently received from a former student, and I have every expectation that I will one day read her published work.

A direct message received from a former student.

I have a suspicion that teachers who invest time in creative writing often receive these kinds of messages. The bonding that takes place, the affirmation and personal growth, the meaningful application of skills, and the development of self-confidence -- these qualities are inherent in an environment where creativity is nurtured and individuals are valued.

Back to our original question: Is there enough learning value in creative writing to make it part of a daily language arts schedule?

I answer that question with a resounding yes. The power of creative writing in the classroom is undeniable and reaches far beyond the limits of one school year.

Resources:

Fransen, C., & Fransen, C. (2024, August 5). 6 Benefits of creative writing to help your children. SimpleK12.com. https://www.simplek12.com/reading-writing/6-benefits-of-creative-writing-to-help-your-children/

Gorny-Wegrzyn, E., & Perry, B. (2022). Creative Art: Connection to Health and Well-Being. Open Journal of Social Sciences, 10(12), 290–303. https://doi.org/10.4236/jss.2022.1012020

How creative writing can increase students’ resilience. (n.d.). Greater Good. https://greatergood.berkeley.edu/article/item/how_creative_writing_can_increase_students_resilience

Psychological benefits of creative writing. (n.d.). University of Bolton. https://www.bolton.ac.uk/blogs/psychological-benefits-of-creative-writing

Quitadamo, I. J., & Kurtz, M. J. (2007). Learning to improve: Using writing to increase critical thinking performance in general education biology. CBE—Life Sciences Education, 6(2), 140–154. https://doi.org/10.1187/cbe.06-11-0203

Writing as a Thinking Tool - MSU Denver. (2025, January 28). MSU Denver. https://www.msudenver.edu/writing-center/faculty-resources/writing-as-a-thinking-tool/