Teaching Creative Writing in Senior High

Getting Students to Read Like Writers (and How Modelling Helps)

If you’ve ever found yourself in front of a senior high creative writing class, wondering how to get students excited about reading and writing, you’re not alone. Creative writing can be one of the most fulfilling classes to teach, but also one of the trickiest. How do we move students beyond just writing what they feel and help them appreciate the craft behind it? One of the best ways I’ve found is by guiding them through reading as writers—and showing them a model of a process of my own writing.

First Things First: Reading Isn’t Just Reading

We know how it goes. You assign a beautiful story or poem, and your students either skim it, Google it, or give you a blank stare when you ask, “What did you notice about the writing?” That’s because most of them are still reading for plot or meaning—the kind of reading they’ve been trained to do for literature tests.

But in creative writing class, we need a different kind of reading. Reading like a writer means paying attention to how something is written, not just what it says. It’s like peeking under the hood of a story to see what makes it run. Once students learn to do that, they start borrowing techniques, experimenting with voice, and getting braver with their own writing.

Start with the Right Texts

Mentor texts are your best friend here. Short works that are strong on style—like flash fiction, poems, or personal essays—work really well. Choose pieces that highlight a surprising first line, strong imagery, a unique voice, or sharp dialogue. See Librokado for recommended examples of texts.

I try to pick texts that feel current, accessible, and emotionally resonant. Bonus points if they make students laugh, cry, or say, “Whoa.” Those are the ones they remember—and learn from.

Read It Together—And Talk About the How

I always read mentor texts aloud in class. Hearing the rhythm of the language out loud makes a difference. As I read, I’ll pause and share what’s going through my head:

• “I love how this line slows us down.”

• “That metaphor really surprised me—why do you think it works?”

• “Notice how the story started right in the middle of the action?”

The goal is to invite students in. We annotate together—highlighting action words, circling sensory details, underlining lines that evoke emotion. This is where they begin to see that writers make deliberate choices.

Ask Crafty Questions

After reading, I ask questions that help them think like writers:

• What stands out about this opening?

• How did the writer build tension?

• What makes the ending work (or not work)?

• If you wrote something similar, what would you try?

These discussions don’t have to be formal. In fact, they’re better when the class feels like a writer’s room—curious, creative, and full of “What ifs?”

This discussion reinforces that creative writing isn’t just talent or inspiration—it’s craft. When senior high teachers teach creative writing this way, students might gain more confidence and learn new writing skills.

Show, Don’t Just Tell: The Power of Modelling

This part can feel vulnerable at first: modelling your own writing in front of students. You don’t have to be perfect. Actually, it’s better if you’re not. Let them see the mess. Talk through your choices. Try a line, delete it, change a word, start over. Say things like:

• “I’m trying to make this line more specific—what do you think of this version?”

• “Hmm, this metaphor feels off. I’ll try a different one.”

• “I want the voice here to feel casual, like we’re in a conversation.”

They learn so much by watching you think on the page.

If live writing feels intimidating, I might also share something I've written beforehand and walk them through my process—what I'm trying to do, showing where I struggled, how I revised.

Let Them Try It—With Support

Now it’s their turn. After reading and modelling, give them a short writing task that builds on the technique you just explored. If the mentor text used dialogue to reveal character, have them try writing a short scene where two characters argue about something small but meaningful. If you modeled writing a vivid image, challenge them to describe a place from memory without using the word “beautiful.”

Encourage experimentation. Make it low-stakes. Let them write in their notebooks or on slips of paper—anything that feels casual and playful. Walk around, check in, and cheer them on. Offer prompts if someone gets stuck. You’re not grading here; you’re guiding.

Reflect, Share, Repeat

To wrap up, ask them to reflect:

• What did you try today?

• What worked for you?

• What would you do differently next time?

You can also ask a few brave souls to read their lines, or let students pair up and share with a partner.

This step helps them process what they learned and gives you insight into where they’re at. Plus, hearing each other’s writing builds community and confidence.

A Few Encouragements

“But My Students Don’t Like to Read…”

They might not yet. But once they see reading as a toolbox for their own writing, it becomes a lot more relevant. Keep the texts short, punchy, and full of voice. Offer choices when you can. Ask, “Which one grabbed you, and why?”

“They Just Copy the Text!”

At first, sure. They might mimic the structure or the tone a little too closely. That’s okay—it’s part of learning. Keep encouraging them to put their own spin on things. Over time, they’ll start to develop their own style.

Final Thoughts (From One Creative Writing Teacher to Another)

Teaching creative writing in senior high school gives me a unique joy—and a unique challenge. But when I invite my students to read like writers and give them a peek into my own process through modelling, I am also giving them the permission to think of themselves as real writers.

So if you’re a senior high teacher teaching creative writing, keep showing your students that writing isn’t a magic trick. It’s a craft. And it’s one they can learn, practice, and make their own.

You’re not just teaching writing—you’re nurturing brave, curious, thoughtful storytellers. And that’s a job worthy of your passionate patience.