If in traditional lessons, individual work tasks were usually carried out as part of homework, in modern lessons, transparent, explicit, meaningful learning is ensured, centered on the real needs of students, through exercises to guide study and writing. For the formation and development of creative writing skills, there are used two categories: methods for teaching creative reading (explanatory reading, SINELG, concept maps, author questioning, the hermeneutic method, reading with written text production, proficient reading, the hourglass method, creative-constructive reading, subjective reading, or the reader’s autobiography, reader response) and methods for teaching creative writing (writing a response, circular revision, writing marathon, RAFT, text predictions, freewriting, exit tickets, the lost manuscript, the journal page, guessing through key terms). The use of these methods and techniques involves the distribution of various tasks to the students, oriented both towards the assimilation of knowledge (knowing) and their application (learning how to do), as well as towards the formation of behaviors and the manifestation of certain attitudes (knowing how to be). The definition, characteristic elements, development stages, and advantages and disadvantages are presented for each teaching method. The methods and techniques are valuable because they help students show initiative, engage in activity with their full intellectual, physical, volitional, and affective potential, demonstrate a critical and creative spirit, and acquire transferable knowledge and skills in new contexts.