In modern educational context, one of the most important role of a teacher as a facilitator is generating an atmosphere which provides learners with the opportunity of trying new experiences along with feeling pleasure of learning new concepts an master them.

In my opinion, writing class is a manifest trail for a teacher to display this function in her performance. Because based on my experience lots of students attribute accomplishment in writing to inborn talent. Thus in face of new concepts and new subjects in writing class, especially around Creative Writing, they feel frustrated.

In this situation, rendering the successful examples of conventional literary works, both in prose or poetry module, almost makes them worrier rather than calm, because they start to compare their own writing abilities with the masterpiece makers and continue to feel suspicious about themselves. In other words, the more we suggest them to read long fictions and great poems, the further they see themselves to create a literary work, rather than imitate them and inspired by them. This experience leads me to a key fact: one of the main mental obstacles in students’ mind to start writing a creative work is this misconception that a good example of story or poem inevitably should be long and great in amount. They are frustrated to write long pieces of creative writing because they believe that their ideas are not developed enough and their ability of organization and word choice are not under their control enough to cover a long written work. In addition they are almost such novice that they have not fined their individual voice or maintain it through a long work. Hence, instead of keeping their effort to improve these features in their writing, they unconsciously prefer to refuse any attempt in this field.

This analysis led me to the practice I have been gradually incorporating in all my writing classes during six-year teaching experience: applying Haiku and Flash Story (Micro-Story) in my writing class. These two example of creative writing almost more achievable for students and lots of them feel themselves able to produce at least one written work in every of these styles. And in this way the first and foremost aim of mine has been fulfilled: generation of feeling confident in my students!

When a student write a Flash Story or rhyme a Haiku, no matter how accurate or literary it is, she is equipped with the imagination of being a writer or a poet, and the notion of being a writer or a poet is encouraging enough to tempt them for more attempts and write more seriously. These concepts perform a miracle! More than any other trick should we exert or great deal of energy should we spend to make them convinced for more efforts.

Although this step is the most important step of applying Flash Story and Haiku in writing class, it is not the only aim. Both Haiku and Flash Story comprise some fundamental features which focusing on and being practiced in them can serve other models of writings. Haikus are intended to convey a clear picture (mental image), a distinct emotion, and a spiritual insight. This assignment requires very little writing but requires much thought and focus and if done correctly, the benefits carry on to longer assignments. It also begins a right brain shift so students can write more creatively. And Flash Story is a concise model of story comprises all features of a complete story.