What is a Flashback and How to Use It in Your Writing Effectively

By WR!TERS@WORK

Many students will be familiar with superhero movies, where audiences are sometimes figuratively transported back in time to past events, seeing things that happened before or dramatic memories recalled by the protagonist. Similarly, a flashback in writing has the same effect – it is meant for the characters to recall what happened in the past, so that the readers may glean some additional context as to what is happening in the present. Explaining things using a flashback in English creative writing requires technique, something that WRITERS AT WORK teachers are well-versed to share with primary and secondary school students.

What is a Flashback?

A flashback is a description of a past incident which provides exposition (more information about how the present situation came to be). At times, it may not be so clear why the main character does certain things, or why he is about to do something. Our past experiences colour our decisions – by experiencing good or bad things, we are motivated to either do the same, or avoid doing something again. Similarly, your characters will be motivated just like you! By using a flashback, we can make the reader aware of why the character does the things he does.

Why Should You Use a Flashback in Your Writing?

A plot should be quite obvious to the reader – characters should attempt to move the story forward with purpose and intent. There must be, as Shakespeare said, a method to this madness – there need to be motivations as to why characters do things. A flashback takes people back to the past and allows them to feel how the main character felt in the past and understand the decisions the character makes today. Writers use this technique to allow the readers to empathise with the main character. When we can understand someone, we start to root for them, because we are invested in what they do and the reasons behind those actions.

Example of a Flashback in Writing:

“I realised that I was much stronger than I had previously thought.” Write about a time when you felt like this.

(O Level Composition Question, 2022)

I stared at the complicated set of music notes written on the page my teacher had just put before me. All of a sudden, the memory of what happened in the past hit me like a truck. I sat there, quiet as a mouse, realising that the obstacle in front of me mirrored what I had faced a year ago. My teacher wanted to challenge me, just as the examiners did last year. I remembered everything vividly – the fear, panic, and the shame I had felt afterwards leaving the exam room.

It was as if I were still there.

I sat in front of the piano, trying to keep my knees from knocking together. The examiner had just put a piece of paper in front of me. On it were two bars of music – I had ten minutes to invent a song in my head and play it for them to hear. How foolish of me to take the exam when I was not ready! I had but four months of preparation, but I wanted to go anyway. My teacher had warned me that I was not ready, but I did not listen. The ten minutes were up. I began to play. I tried my hardest not to make any mistakes, but my hands were shaking so badly.

The examiners sat me down in front of them to give me their comments. It was as if I were underwater – I barely heard what they had to say. They asked me why I had come, and how long I had taken to prepare. My inexperience showed – they said I played without emotion. I felt myself getting redder and redder in the face. I knew I was going to fail – without a doubt.

“Your time’s up.”

I snapped back into the present upon hearing those words.

“Are you ready?” my teacher asked.

I played my composition for him. Over the last year, after the bitter failure of my piano performance exam, I worked harder at attaining the goals my teacher set for me. I was no longer the arrogant young musician that I was before – I realised that I was much stronger than I was before. My hard work had paid off. I could see it in the beatific smile on my teacher’s face.

“You’re ready.”

By simply compressing as many writing techniques into your composition does not necessarily mean that it will score well. Flashbacks need to be utilized in the context of their writing in order to make sense as a whole. It takes a calculated, purposeful use of flashbacks and other writing techniques to create the desired effect to immerse both reader and examiner deep within the heart of the story. WRITERS AT WORK students are taught various writing techniques such as the use of flashbacks, and our educators show students how to apply such methods strategically into their composition writing for both PSLE and O Level examinations.

Attain Stellar Results With W@W!

English is a compulsory subject which all students must undertake. However, mastering the English language is not something which happens overnight – it takes consistent practice and effort to learn the nuances of the language. Students must read more and practice writing to gradually improve. Cramming for a language subject nearer to the exams is an impossible feat. After all, Rome was not built in a day! Attaining such a skill will have positive implications for not only your child’s education in school, but also employment prospects in future.

At WRITERS@WORK, we are committed to providing the smoothest learning experience for your child sitting for their English exams. With our carefully curated methods of teaching your child how to write well, your child will learn how to present their thoughts and arguments in a coherent and concise manner. W@W reinforces your child’s language skills and provides a strong foundation for their academic success, keeping up with all aspects of their progress both inside and outside of the classroom to nurture them holistically. For more information about how W@W makes a difference, feel free to explore our website and watch our YouTube videos!

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Frequently Asked Questions (FAQ):

1. Is Creative Writing Good for Kids?

Creative writing is good for children as it teaches them how to use their imagination. Children have a vivid imagination and will enjoy coming up with different storylines and characters. Through the use of creative writing, children can express themselves using the English language, which is also good for their emotional development and maturity.

2. What are Good Creative Writing Topics?

A good start is to write about what you know. Students can start by writing about things that are familiar to them, such as school or family. Then, students can move on to more complex topics, requiring them to use their imagination about events which would be unlikely to happen in real life, such as a fairytale or an adventure story. Older students can write descriptive essays about being in a situation or about more abstract concepts, such as regret.

3. How to Begin a Story?

A good story should have just the right amount of exposition to illuminate the setting and the characters for the reader without giving away the entire plot. The story should begin where it is relevant, and the general gist of the situation should be outlined. The writer should know how to move the plot along from where they start easily, and the story should flow logically.

4. What are the Basic Steps in Creative Writing?

A good first step would be to plan out the story – it is important that the story follows a Plot Curve which has a logical sequence of events and a clear conclusion. The main and supporting characters should be clear – there should not be a whole village of characters – just enough to further the plot. Moreover, the central conflict of the story should be clear.