Quick answer: Writing tasks work in EFL classes when they are task-based: there is a real reason to write and an outcome to achieve. Three reliably fun formats are Lonely Hearts (write an advert for a photo, then match them), Consequences (build an amusing story line by line) and What am I? (write object descriptions others must guess). All three include teacher input first, so nobody writes cold.
It is true that many EFL classes tend to focus on reading, listening and speaking. Writing is often seen boring; confined to essay writing, to be put in a box marked ‘homework’ or ‘for exams only.’
However, that doesn’t have to be the case. Good writing tasks which have a focussed end result not only give students valuable time to formulate responses in English but they can even be fun. (Yes, really!)
Here are 3 of our favourite and very different writing ideas, which are designed to get even the most reluctant students keen to pick up their pens.
1) Lonely Hearts: write an advert for a photo
Firstly, share one or two lonely adverts from the newspaper/internet as a class to give them an idea of what they will be writing about. Pick out any stylistic points, note typical tenses (usually the present simple) and useful descriptive phrases and vocabulary. Next, hand each student out a photo of a person (referenced 1, 2, 3 etc.). Each student makes notes for their photo as follows:
Age, character, looks, likes, looking for...
Then, each student writes their photo’s lonely hearts ad. Students jot down the corresponding photo number on the back of their ad. Mix up the photos and adverts and stick up on the walls them around the room. Students walk around reading and trying to match each description to the right photo. Who has the most matches correct?
This is a favourite with students, especially teens, and a game element spices things up.
2) Consequences: create amusing stories by adding the next line
Give each student a blank sheet of paper and ask them to fold it into five, in the shape of a fan. On the first fold each student writes the name of a famous male. They then fold it backwards so it can’t be read when the paper is passed on to the next person.
On fold two the next student writes: met and the name of a famous female. They fold it over so it can’t be read and pass it on to the next person.
On fold three, the next person writes: He said ‘………’ (students make up a quote).
On fold four, the next student writes: She replied: ‘………..’ (students make up the reply).
On fold five, the next student writes In the end they……… (making up the ending).
Each student opens the paper to reveal their whole, amusing story. Share a few as a class.
Again, this works great with teens. Works as a 10 minute filler or can be extended/customised.
3) What am I? A writing guessing game
Put a packet of tissues in a bag. Let each student feel what’s in the bag, guessing what it is.
Elicit useful vocabulary to put on the board:
It feels… soft, smooth
It is large, small, rectangular
It is used for…….ing.
Repeat with two other objects with different characteristics to elicit more useful vocabulary for the board.
Students then write their own description of an object (or you provide the pictures) without stating what the object is.
Pin up the descriptions around the room. Students read the descriptions, jotting down which object they think is being described. See who gets the most right.
Students generally like getting praise, so if they know others will be reading their work, they are likely to try to do it well. This can be motivational for them.
How can I adapt these writing tasks for different levels?
| Activity | Lower levels | Higher levels |
|---|---|---|
| Lonely Hearts | Give a gapped model advert to complete; pre-teach the descriptive phrases | Ban the model; require three adjectives of personality and a persuasive final line |
| Consequences | Write the sentence frames on the board and keep quotes short | Set a target tense (e.g. past perfect in the ending) or a register (formal/informal) |
| What am I? | Elicit and drill the frame sentences first; allow two-sentence descriptions | Ban the obvious words (for a phone: no 'call', no 'screen') to force paraphrase |
Notice that every adaptation keeps the game element – that is what gets reluctant writers moving, at any level.
Why do these tasks work when 'write an essay' fails?
What the above ideas have in common is they are task-based; there is a reason to write and an outcome to achieve. These are so much more motivational than "...write about what you did at the weekend..." type instructions. Notice too how there is initial teacher input and ongoing support, so students are not asked to write cold.
When planning writing tasks, you can also take your inspiration from real-world reasons for writing, such as emailing a hotel for a stay or organising an evening out with a friend by text etc. The free downloadable activity books at American English include plenty more task-based writing formats if you want to build a bank of them.
The possibilities for productive writing tasks are endless. Enjoy.
Writing pairs naturally with speaking work too: use a warmer to generate ideas before writing, or turn the finished texts into material for a discussion class. And once your students have written something, mark it in a way they learn from – see our guide to making the most of written correction.
Frequently asked questions
How can I make writing fun for EFL students?
Give writing a game element and a real outcome: matching adverts to photos, building surprise stories line by line, or guessing described objects. Students write more, and more carefully, when they know classmates will read the result. Always model the text type first so nobody starts from a blank page.
Can these writing activities work with beginners?
Yes, with scaffolding: provide sentence frames on the board, pre-teach the key vocabulary and accept short texts. Lonely Hearts works as a gap-fill advert, Consequences works with fixed frames, and What am I? works with two-sentence descriptions using the elicited patterns.
Do these writing tasks work in online lessons?
All three adapt well. Use a shared document or the chat box: Lonely Hearts descriptions are posted and matched to numbered photos on screen, Consequences becomes a private-message chain, and What am I? works with students typing descriptions while others guess. Breakout rooms handle the pair stages.
How should I correct the writing these tasks produce?
Lightly, and after the fun: collect common errors and go through them anonymously as a class, or use correction symbols so students fix their own texts. Red-penning every line kills the enthusiasm the game created – save detailed correction for drafted, redrafted work.
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What next?
- For more on crafting effective reading, writing, listening and speaking lessons, view the Global English 120 hour TESOL Premier course.
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