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Creative Spirit. Beginning/Intermediate Strategies for Writing. Examples/Ideas. Just begin with any word, or idea, for example: Distance… (Distancia) Word… (Palabra) Ocean… (océano, mar) Bread… (Pan) Silence… (Silencio)

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creative spirit

Creative Spirit


Strategies for Writing

examples ideas
  • Just begin with any word, or idea, for example:
    • Distance… (Distancia)
    • Word… (Palabra)
    • Ocean… (océano, mar)
    • Bread… (Pan)
    • Silence… (Silencio)

Later, you can expand on that idea, just look at the word, and let the Creative Spirit guide you…

as a sample
As a sample:
  • Does anyone know the pain of distance?
  • ¿Alguien sabe lo que es el dolor de distancia?
  • Distance is an ocean when you are not with me…
  • La distancia es un océano cuando no estás…
bread silence pan silencio
Bread/Silence (Pan/silencio)
  • El pan tiene sabor amargo si estás lejos
  • Bread tastes like tears if you are far away
  • Los silencios, todos están conmigo
  • All silences, all are with me…
intermediate advanced strategies
Intermediate/advanced strategies
  • Journal entries

At least once a week have students write about something not complicated that happened to them using the vocabulary they know.

Work in groups and share the journal entries promoting a discussion to learn and to motivate each other for next assignment.

journal entries
Journal entries

Teachers may ask students to focus on a specific theme (nature, travel, etc.) or to focus on using a specific grammatical structure (future tense, conditional, etc.)

using metaphors analogies
Using metaphors/analogies
  • The use of metaphors/similes are very helpful to develop more vocabulary
  • Have them explain “why” they chose their metaphors/analogies
  • Include “fun” options to keep students engaged in the activity
  • Ask students to make connections
examples with metaphors
Examples with Metaphors
  • The garden is sad…
  • The distance is heavy
  • Words seem soft and round
  • You are the bread of my days
  • El jardín está triste…
  • La distancia pesa
  • Las palabras parecen suaves y redondas
  • Tú eres el pan de mi día
for all levels activities
For all levels activities
  • Parts of Speech Activity
    • Review parts of speech with students
  • Goals:
    • To form more complex sentences
    • To think creatively/ to develop imagination
    • Challenge students to come up with the ‘craziest sentence’
beginning intermediate strategies
Beginning/Intermediate Strategies
  • When you write, do not force the intellect.
  • Rather, let the inspiration guide you.
  • It is a process.
  • Let the Spirit within express itself through you.
karaoke poem the ideas word
Karaoke poem- The ideas/Word
  •     "This is the hour of ideas
  •     they come like butterflies
  •     like a rainbow over me
  •     Catch them... make them yours
  •   These are mine
  •   Leave them alone
  •   Find your own...
  •     You too, have many, many
  •     like flowers on the meadow..

Karaoke website:

the garden is sad
The Garden is sad
  • The garden is sad since you are gone
  • Butterflies and bees fly no more
  • Even clouds do not want to come
  • And rain stops coming too.
  • Remember how much fun we had
  • When picnic and food we shared
  • Under the big apple tree
  • And you laughed and laughed.
  • Come back and bring the horse with you

10. I am sad for him, too!

reading and writing skills
Reading and Writing skills
  • Have students commit everyday to reading and writing, from the very beginning.
  • One paragraph or at least a couple of lines will be okay for beginners
  • Teach them how to use the dictionary, the old fashioned way or an online dictionary.
  • The themes for writing could be from what they had read; copying what they like most.
When they copy from a book it helps the student take note of sentence structures and reinforces vocabulary.
  • Ask students to read their work in small groups or partners
  • Another good exercise is to select a theme they like from a magazine, a novel or a poem and have them re-write it in their own words
Have them read a fairytale, poem, short story, or article and ask them to summarize it in their own words.
  • This allows the teacher to check for comprehension and encourages the student to use their own language ability to communicate about the theme
writing for creativity
Writing for creativity
  • Write for five or seven minutes per exercise
  • Once they begin do not stop writing until time is up
  • Do not re-read what they wrote and put it away
When they have about 10 pages written increase the time but not more than 20 minutes…
  • Students read through them and highlight anything that stands out
  • They pull out highlighted fragments and re-write the passages running three to five lines long, double spaced to give room for their own hand-written revisions.
  • They will end up with something new, maybe even a poem and with the satisfaction of having written it.