5 Ways to Leverage Speaking & Listening to Build Better Writers

If you’ve ever waited longer than you thought humanly possible for a complete sentence to appear during a writing assignment (only to discover nothing but tumbleweeds and doodles in the margins), you’re not alone. Middle schoolers often have great ideas, but getting those ideas onto paper is the struggle.

Here’s the secret: the more we guide students to talk it out, the more confident and capable they become as writers. Speaking and listening aren’t just side dishes in the ELA standards buffet; they’re the savory spices that make writing flavorful. 

The results we want from leveraging speaking and listening come in the consistency and guidance of making this part of the ongoing writing process. 

That’s why I’m sharing my five favorite, easily repeatable ELA-specific strategies you can use in your middle school classroom starting tomorrow. I’ll even share ten sentence/question stems for each strategy so you are truly prep-free when ready to implement. Each strategy ties directly to CCSS/TEKS standards (totally applicable even if you use different standards), builds classroom culture, and, most importantly, helps your students put more words on the page.

STRATEGY #1: Character Debate Club

Turn your classroom into a mini courtroom or debate hall. Assign students character roles from your current novel or short story, and ask them to defend decisions, motives, or actions.

Specific Examples:

• The Giver: Should Jonas have shared the memories sooner?
  
  
• Esperanza Rising: Was Esperanza right to trust Miguel?
  
  
• Bud, Not Buddy: Did Bud make the right choice to run away?
  
  

Why it works: Oral debate = rehearsal for claims and evidence. Students hear multiple sentence frames and ideas before writing.

Bonus: Builds empathy and teaches respectful disagreement.

Character Debate Club (Any Novel/Story)

1. Is the character’s biggest decision brave or reckless?
   
   
2. Does this character act out of selfishness or selflessness?
   
   
3. Should this character be forgiven for their choices? Why or why not?
   
   
4. Would you say the conflict has been solved fairly or unfairly?
   
   
5. Are there signs that the character is growing or staying the same?
   
   
6. Does the character seem motivated more by fear or by courage?
   
   
7. How does the setting make the character’s choices harder or easier?
   
   
8. Should the character have trusted another character more (or less)?
   
   
9. Is this character really learning the lesson the author intended?
   
   
10. Was the character’s ending satisfying—or disappointing?

STRATEGY #2:  Say It, Then Write It

Give students sentence starters (like training wheels for their writing). First, they practice saying a full sentence out loud to a partner. Then they immediately write that same sentence.

Why it works: Hearing themselves speak fluently first lowers anxiety and builds confidence.

Say It, Then Write It (Fiction and Nonfiction Stems)

1. One reason ___ is important is…
   
   
2. The author’s main idea is ___, which is shown by…
   
   
3. Some people believe ___, but I think…
   
   
4. This detail matters because it shows…
   
   
5. The evidence proves ___ because…
   
   
6. A symbol/example of ___ is ___ because…
   
   
7. If I had been ___, I would have…
   
   
8. In my opinion, the most convincing point is…
   
   
9. A counterpoint someone might make is ___, but…
   
   
10. This connects to real life because…

STRATEGY #3:  Podcasting Prewrites

Middle schoolers love to talk, so let’s leverage that! Have students record a 60-second “mini-podcast” on their phone, Chromebook, or even just by speaking to another student in a partner or small group setup. When listening back from a recording device, they jot down keywords and use those notes to jump-start their draft. If doing this with a partner or small group, then that person (or persons) will share the keywords and phrases they jotted down as the talking student spoke. 

Quick prompts:

• Rant about whether the narrator can be trusted.
  
  
• Explain the author’s biggest message in one minute.
  
  
• Share advice you’d give to the main character.
  
  

Why it works: Talking is faster than writing. Students realize they already have plenty to say—they just need to capture it on paper.

Podcasting Prewrites (Quick Rant/Reflection Prompts)

1. Explain the most surprising part so far.
   
   
2. Rant about a choice the author made that you loved—or hated.
   
   
3. Predict what might happen next and why.
   
   
4. Argue who the most important character is right now.
   
   
5. Share what you think the author’s purpose is.
   
   
6. Talk through a scene or a quote that stood out to you.
   
   
7. Explain how the text connects to the current world.
   
   
8. Share one part that confused you and why.
   
   
9. Describe how the setting impacts the story.
   
   
10. Give advice to the author: what would you change in the text?

STRATEGY #4:  Peer Interviews

Pair students and let them interview each other before writing. This works beautifully for personal narratives, reflective writing, or even literary analysis. 

My “pro tip” is to have students do this as a bell ringer (warm-up, hook, do-now) once a week for a few weeks leading up to your impending narrative writing unit. By the time you get into that unit, students will have a library of personal accounts to draw from so they’re not starting from scratch when it’s time to think of a narrative topic.

Instant interview questions (serious, funny, off-the-wall, etc):

• “Tell me about a time you felt proud.”
  
  
• “What’s the weirdest thing you’ve ever eaten?”
  
  
• “Which character from our book would you be friends with, and why?”
  
  

Why it works: Oral storytelling is the natural bridge to written narratives. Plus, it builds community and makes students feel heard.

Peer Interviews (Instant Questions)

1. Tell me about a time you faced a tough choice.
   
   
2. What’s one thing you’d never want to lose? Why?
   
   
3. Describe a moment when you felt proud of yourself.
   
   
4. Share a challenge you overcame.
   
   
5. What’s a risk you’ve taken—did it pay off?
   
   
6. Who inspires you most, and why?
   
   
7. What’s the funniest thing that’s ever happened to you?
   
   
8. What’s your dream job or goal?
   
   
9. If you could change one thing about the world, what would it be?
   
   
10. Who would you trust most in a difficult situation?

STRATEGY #5:  3-Minute Talk, 3-Minute Write

This one’s short, sweet, and effective. Pose a big question, give students three minutes to discuss with a partner, then three minutes to write. Repeat throughout the unit.

Sample questions:

• “What’s the most important conflict so far?”
  
  
• “How does the setting affect the mood?”
  
  
• “What lesson do you think the author wants us to learn?”
  
  

Why it works: Low-stakes, timed “bursts” normalize writing fluency and stamina.

3-Minute Talk, 3-Minute Write (General Prompts)

1. What’s the biggest conflict in the text so far?
   
   
2. How does the setting affect the mood?
   
   
3. Which character (or person) has changed the most?
   
   
4. What lesson does this text teach about life?
   
   
5. How would this story change if it were set today?
   
   
6. Which quote best represents the author’s message?
   
   
7. What’s one prediction you have for what comes next?
   
   
8. What surprised you most in this section?
   
   
9. How would you describe the author’s tone?
   
   
10. What’s one connection you can make between this text and your own life?

BONUS STRATEGY: Compliments & Counterclaims

[This one is perfect for a closure activity, especially if you’re running a writing workshop]

End class with a mini “feedback circle.” Students read one strong line aloud from their own drafts. Peers respond with sentence stems for feedback, like:

• “I like how you used ___, can you add more about ___?”
  
  
• “Your evidence is strong; what if you included ___?”
  
  
• “I agree with your idea, but consider ___.”
  
  

Why it works: Oral feedback boosts confidence and models revision. It also strengthens classroom culture by making peer critique productive and supportive.

Compliments & Counterclaims (Feedback Stems)

1. I like how you used ___, can you add more about ___?
   
   
2. Your evidence is strong; what if you included ___ too?
   
   
3. I agree with your idea, but what about ___?
   
   
4. I noticed your beginning was strong—can you make your ending match that?
   
   
5. The tone fits well, but maybe try varying your word choice here.
   
   
6. I like your example; could you explain it more clearly?
   
   
7. I think your conclusion is solid, but could you add one more detail?
   
   
8. You made a good point; what’s one counterpoint someone might argue?
   
   
9. I like how you organized your ideas; could you add a transition here?
   
   
10. Your writing is clear—what’s one way you could make it even more persuasive?

Final Thoughts

None of these strategies require hours of prep or fancy materials. They lean on what middle schoolers are already naturally doing—talking—and channel that energy into stronger, more confident writing.

Next time your students are stuck staring at the page, try flipping the script: let them say it first, then write it down. You’ll be amazed at how speaking and listening can encourage written words that otherwise wouldn’t make it onto the paper.