Five Poetry Prompts: Generating Material for Poems

Recently, I wrote a blog post sharing five fiction prompts, to help you get to know your character. In the interests of balance, I thought I would write a post with some poetry prompts as well.

None of these prompts suggests a subject for a poem, or tells you what to write about. (I may do this kind of prompt post in the future, but I’ll see how it goes.) Instead, each of these prompts is a way of generating material using the language itself.

Language makes up the bricks and mortar of our work. It’s what allows us to build. So, to continue this possibly-a-bit-overplayed analogy: these prompts won’t tell you what kind of house to build, but they will help you create more (and hopefully better) bricks.

Ready? Got your notebook handy?

Then I’ll begin.

Poetry Cairn, Lakes Alive Festival

1 – Freewrite

Different writers use freewriting in different ways, but for me it’s a bit like practising scales on an instrument, or like doing stretches before a race. I tend to freewrite for 5-10 minutes at the start of a writing morning / writing day, just to clear away the cobwebs and warm up the writing muscles. Sometimes, the thing I write becomes the basis for a poem, and sometimes not. I doesn’t really matter either way; the point is the writing of it.

So what is freewriting?

The idea is that you write without thinking too hard about it. You set yourself a timer (3-5 is probably a good amount, particularly if you’re new to freewriting), and you start writing. You don’t stop writing until the timer goes.

It doesn’t really matter what you write, and it certainly isn’t supposed to be a poem, or anything ‘poem shaped’. The aim is to just get words down on the page without worrying whether they’re any good or not. You can’t stop to censor yourself, so you just keep going. If you get stuck, write the first thing that comes into your head – even if that’s ‘I don’t know what to write about’.

The hardest bit about freewriting is working out how to start, so it can be useful to have a stock list of phrases or first lines as a jumping off point. Some of mine are:

  • I want to give you…
  • There was something about…
  • Do you remember…
  • What happened was…
  • That was the day…
  • It tasted of…
  • My body is…

Or another good exercise, when you’re feeling particularly creative, is to come up with a list of 5-10 first lines you could use for poems that you haven’t written yet, and then use them as the starting points for freewrites – one a day until you run out of first lines, and have to come up with another list.

You can use a line from someone else’s poem as a prompt, but of course if the freewrite does turn into a poem in its own right, make sure you change your first line, or credit the original writer.

Freewriting can be useful in two ways: one is to reach past all the day-to-day fluff that clutters our brains so much of the time, and allow you to access the edge of the dream state that exists just below the conscious mind; and the other is that you actually end up writing down all of that day-to-day fluff and clutter, but at least that clears it out of the way ready for you to move onto some other writing afterwards. Either way, you’ll probably come out with some words / phrases / ideas that you weren’t expecting.


I bought some fancy coloured gel pens for editing

2 – Phrases Breed Phrases

Sometimes, you write a phrase that won’t let you rest until you’ve written another phrase. I don’t mean those instances where you get so caught on the excitement and inspiration of writing that you can’t bear to put your pen down even though you’re desperate for the loo – though those moments can be very useful as well. Instead, I’m talking about the phrases that demand a certain syntax, which in itself demands that you write more in order for the sentence to work as a grammatically correct sentence.

For example:

Even though the dark was coming in.

is not a complete sentence in its own right. It’s only half of a thought, and as such it leads us asking questions, wanting to know more. It’s an idea that demands to be completed: Even though the dark was coming in… what?

Even though the dark was coming in, I couldn’t leave the silence of the lake.

Now I’m not saying that’s a great line, but it’s certainly fuller than it was a paragraph ago. The syntax of ‘even though’ has forced me to add a second part to the sentence, which suddenly doesn’t just contain the images of darkness and of a drawing nearer, but also contains a lake, a silence, and me as the speaker of the poem. The picture is starting to build.

Good beginnings for this kind of enforced building up of a sentence are:

  • Even though…
  • And if…
  • Because…
  • Before…
  • After…
  • Once…
  • Under…
  • Despite…

Each of these are words you can use to begin a sentence, that force you to take the sentence somewhere new part way along. And if you want to get even more mileage out of your words? Then you can repeat your start words to build up a bigger picture. E.g.

Even though the dark was coming in, I couldn’t leave the silence of the lake.
And even though the air was full of midges, I sat without twitching.
And even though someone was calling me, far away, from across the fields, I pretended not to hear.

These might not all make it into a final poem, but it’s a way of getting words and thoughts on the page.


writing prompt - Katie Hale

3 – Repeat Yourself. Repeat Yourself.

Repeating yourself might sound like a cheat’s way of generating material for a poem, but it can actually be incredibly useful in providing a structure and a music to a poem. This can be repeating an entire line, as a kind of chorus returning us to the same idea, or it can be a word or words, woven through the poem like a tapestry.

  • Repeat the start of the sentence (anaphora): e.g. I went down the stairs. I went alone. I went because I wasn’t afraid of the dark.
  • Repeat the end of the sentence (epistrophe): e.g. The room was old. Everything about it felt old. Even the darkness felt old.
  • Repeat the end of one sentence at the start of the next (anadiplosis): e.g. I went down the stairs. The stairs creaked in the dark and the dark swallowed the torch beam.
  • Repeat a single word or its derivatives (polyptoton): e.g. The room was old and dark. In the darkness, I felt my fears darken.
  • Repeat the sentence structure (isocolon): e.g. The room was old and dark. My torch was weak and flickering.

This is a great exercise to use for generating material. Do it with your writing hat on, and leave your editing hat well and truly to the side. Don’t worry about whether you’re repeating things too much – just write and use it as a way to discover thoughts and images you didn’t know were hiding in your brain.

Afterwards (and only afterwards), you can put your editing / shaping hat on, and heed this word of caution: repeating anything has to be handled with great care, particularly in poems, which tend to be short enough that repeating any word anywhere is noticeable and so has to be deliberate. Make sure you’re repeating something for a reason, not just because it’s an easier way of making the page look fuller. Is the repetition adding something to your poem? Meaning? Rhythm? Music? Connection between apparently disparate ideas? You don’t necessarily need to be able to specify exactly what each repetition is adding, but you have to be able to feel it.


writing prompt - Katie Hale

4 – A Brave New Word

Words have a wonderful way of suggesting other words – a bit like with the freewriting prompt, or the phrases breeding phrases prompt, above. Those two prompts both work on a syntactical level, and speak to our human need to complete and organise; we have an incomplete sentence, and we force ourselves to finish it. However, this next prompt works in much finer detail, on the level of individual sounds.

The first step is to pick some words you would like to include in your poem. These can be anything, but try to make them words that you like the sound of, and preferably words you wouldn’t normally use in your poetry. For example, for a while I had a tendency to put ‘meagre’ into everything I wrote, so I wouldn’t be allowed to choose ‘meagre’ for this exercise, as it’s already too heavily placed in my active writing vocabulary. We all know those words that we keep coming back to – our own little writing tics that we can’t seem to shake. Stay away from them – for this exercise at least. Find something more unusual to you – a new word you want to try out. Flick through books, if you like. See what kind of vocabulary other writers use. Choose one or two of their words (though not too many from each writer, or it’ll make it too easy to slip into attempting that writer’s voice as well).

My words might be: shotgun, fascinator, primal, staccato, grudge, cormorant, startle

Don’t worry – you don’t necessarily have to put all of those into the same poem. Although you can do, if that’s the sort of challenge you want to set yourself. Instead, you’re going to focus on the sounds. For each word, you’re going to build up a sentence that contains more of the same consonantal sounds.

Let’s take ‘shotgun’. The word ‘shotgun’ contains 4 consonantal sounds: ‘sh’, ‘t’, ‘g’ and ‘n’. So you might want to make a list of words that include those sounds: nag, gin, gaunt, shatter, tosh, shutters, tiger, grain, grant, train, shunt, gauche, hunt

So your sentence could be: The tiger was gaunt and hunting, but the shotgun was a train shunting through the trees, shattering the jungle.

You’ll notice the use of words that weren’t on my original list – particularly ‘trees’ and ‘jungle’. That’s ok. After all, we don’t want a completely homogenous sound world in our poems, and the sentence needs to make sense as well. Having said that, ‘trees’ pretty much belongs in this soundscape anyway, with that ‘t’, and the ‘s’ that sort of speaks to the existing ‘sh’.

And as for ‘jungle’? Well, that definitely belongs.

Why? Consonants have pairings and groupings that give them a similar music. This is easiest to spot in the voiced and unvoiced versions of consonants, such as ‘b’ and ‘p’. Try saying these two letters. You’ll notice that one of them (b) uses your vocal chords, while the other (p) is composed of nothing but air. That’s because they are, in a sense, the same letter, but formed either using or not using the voice.

The same is true of ‘c’ and ‘g’. And ‘t’ and ‘d’. And also ‘ch’ and ‘j’ – which is why I said that ‘jungle’ belongs in the sentence above: ‘j’ belongs in the same sound world as ‘ch’, and ‘ch’ is not a million miles away from ‘sh’ (the only difference being the hard beginning on the ‘ch’ sound as opposed to the ‘sh’).

So what does this mean? Effectively, it just gives you a bigger sound world to play with. Suddenly, the word ‘shotgun’ lets you play with more consonantal sounds: ‘sh’, ‘ch’, ‘j’, ‘t’, ‘d’, g’, ‘c’, ‘k’, ‘ck’, ‘n’ and ‘m’.

So my list of words might include: danger, ticking, marked, shake, dodge, juggernaut, decode, game, knocking, cudgel, untangle, conglomerate, tug, ghost, gamut, mango, teach, crèche, niche, manchego, jumping, imagine, dawn, need, meadow… The list goes on and on.

Some consonantal sounds that go together:

  • b / p
  • c / g / k / ck / qu / x
  • d / t
  • f / v
  • h
  • j / ch / sh
  • l / r / w / y
  • m / n
  • s / z

Play around with these, using the sounds within a single word to create a sentence within the same musical soundworld. Often, this will force you to put words and images together that surprise you – and the added bonus is that it nearly always sounds beautiful and musical.


Writing poetry in a cafe in Grasmere

5 – Challenges

This is a technique I use a lot when I’m working in primary schools, as it keeps children on their toes during the writing process, and it gives them something to work towards if they’re struggling for ideas. As with many of the exercises I do with children, I find that it can also be fun and challenging for adults, too. It’s a good exercise to use when you’re freewriting / jotting down ideas for a poem, as a way of forcing yourself to include images you wouldn’t ordinarily have thought of, or a way of taking your thoughts in new directions.

Essentially, you challenge yourself to include something in your poem. You might want to choose 3 of the following, and challenge yourself to include them in your next freewrite / your next poem:

  • an insect
  • some sort of water
  • a landscape feature
  • something made from wood
  • a municipal building
  • a plant
  • something dead
  • something alive
  • some kind of weather
  • an organ (bodily or musical – it’s up to you)
  • a piece of furniture
  • a bird

You can include these in a literal way in your poem (e.g. a grasshopper was announcing the evening), or you can use them to form your imagery (e.g. my heart was a grasshopper in the uncertain grass of my chest).

The trick with all of them is to try to be specific. So if you choose ‘water’ as one of your challenges, don’t actually use the word ‘water’, but something like ‘puddle’ or ‘dripping tap’ or ‘river’. Even better, be specific about the type of puddle, or dripping tap, or river. Is it a clear stream tinkling down the mountainside in summer? Or is it a gushing river, brown, full of silt and swollen with too much rain?

Use these challenges to force yourself to think outside the normal bounds of your creative comfort zone, and to generate imagery.


And those are the five. Notebook at the ready – and good luck with your writing!

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