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Prompts To Generate Ideas

This document provides a variety of creative exercises aimed at generating ideas for writing, helping individuals overcome writer's block. It includes prompts for generating material, developing characters, and crafting poetry and essays, encouraging detailed descriptions and emotional exploration. The exercises are designed to stimulate creativity and enhance writing skills through reflective and imaginative practices.

Uploaded by

Jonathan Griffin
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11 views2 pages

Prompts To Generate Ideas

This document provides a variety of creative exercises aimed at generating ideas for writing, helping individuals overcome writer's block. It includes prompts for generating material, developing characters, and crafting poetry and essays, encouraging detailed descriptions and emotional exploration. The exercises are designed to stimulate creativity and enhance writing skills through reflective and imaginative practices.

Uploaded by

Jonathan Griffin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Created by John Chapman

Creative Exercises:
Generating Ideas
Use these prompts to get your creativity flowing. They’re ideal for someone
battling writer’s block or someone with an idea, but who doesn’t know what to do
with it. Writing prompts don’t have to expand into something substantial; sometimes
they’re just a way to keep you writing every day or between projects.

Generating Material:

ͻ Recall a very specific place from your childhood. List five things you remember using each of
your five senses (25 details total). Be as descriptive as possible. Use these lists to write a
description of the place.

ͻ Pick a person from your memories (the class clown, the outcast in school, the eccentric family
member, etc) and write down as many details about them as you can recall that shows, rather
that states, how you feel or felt about them. Also try writing similar descriptions from others’
opinions (other family members, classmates, teacher, etc). For example, you can describe their
clothing, their actions, anecdotes, etc.

ͻ Recall a time as a teen when you felt vulnerable. Describe how you felt without using abstract
words like sad, lonely, etc. Strive for concrete images and experiences.

ͻ Make lists of words you associate with a specific person (mother, best friend) or possession
(phone, trophy). Use that list to write a paragraph or poem.

ͻ Make a list of ten small places (desk drawer, inside an orange) and an object you’d be unlikely
to find in them. Don’t think too hard or long. Then go back and add adjectives. See which
images inspire you and write a small passage or poem around it.

ͻ Pick a common place, such as a library. Write a list of five actions you’d be likely to see there.
Then, write a list of ten actions you’d be unlikely to see there. Using these lists, write a short
narrative about your trip to this place.

ͻ Memorable characters often produce mixed feelings in readers. Think of a character or person
who you admire and list their positive qualities, then negative qualities. (Or, chose someone you
dislike and do the same.) Then, freewrite about this person, moving between their negative and
positive attributes.

Begin with the turning point / character’s conflict:


ͻ Make a list of issues you can’t make up your mind about. Chose one and write a verbal picture
of each alternative (if you do it or don’t do it) using all five senses.

Exercises adapted from The Creative Process by Carol Burke and Molly Best Tinsley.
Created by John Chapman
ͻ Make a list of five tough choices you’ve faced recently. Select one and imagine what would
have happened if you had chosen differently. Write this in the third person, as if detailing who
you would be right now under these new circumstances.

The Short Story


ͻ Pick one of your characters and compose a monologue in their voice introducing and
describing him/herself (physical characteristics, likes and dislikes, habits, family, beliefs, hopes,
etc). Let the character ramble and try to bring in specific details whenever possible.

ͻ Protagonist and antagonist: Write a brief list of their major encounters in the story (meeting,
an argument, etc). Write a vivid description of one of these events from the protagonist’s
perspective, including impressions of the other character, perceived significance of events, etc.
Then write the antagonist’s perspective as a rebuttal, correcting or changing facts.

ͻ Motives: Pick a character in your story (preferably the protagonist or antagonist). Write a list of
ten detailed facts (“she rides horses competitively, but rarely wins”). Then, next to each fact, list
all the possible reasons why the character might do/dress/act in this way (she loves riding, she
loves animals, her parents make her compete but she has trouble with competitions/pressure).

The Poem
Line Breaks:
ͻ Find a short passage from an ad, textbook, newspaper, syllabus, etc that can be viewed in several
lights. Turn the prose into a poem by creating line breaks. Remember that a line break places
emphasis on the last word of a line and first word of a line. Change where you place the line break
to change the emphasis.
ͻ Using an existing poem, experiment with your line breaks back writing the same poem with long
lines, very short lines, and alternating long and short.

The Essay / Creative Non-Fiction


ͻ Authority: Write a list of 5-10 areas you’re an “expert” at (an activity, an action, an idea). Pick
one and write a list of 10 facts or experiences that you have regarding this expertise. What
conclusion do these experiences and facts lead you to?

ͻ Audience: Pick one paragraph or section of your piece. Write a list of some things you would do
differently if you were writing this to someone who is also an “expert” but would disagree with
your opinion. Do the same thing but to someone who thinks this subject/activity is pointless.
Consider other types of audiences you might write to and how you would approach the topic
differently (all women/men, complete novices versus experts, etc).

ͻ Transitions: Start by creating a list of transitional phrases, avoiding the formal (therefore,
furthermore, however). Then pick an area you’re considered an expert at and/or the topic of your
piece. Write one concrete sentence about the last time you engaged in this activity. Write 9-10
sentences following, using the list of transition words.

Exercises adapted from The Creative Process by Carol Burke and Molly Best Tinsley.

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