In the teaching module described in this article a collaborative creative writing module in ESL is described and discussed. Specifically, the articles explores how sets of wordless pictures were interpreted, sequenced, read, discussed, and given literary form by two cohorts of students in Sweden, one in upper secondary education (ESL), the other one in tertiary education (teacher students). The underlying assumption is that literature is a suitable training ground for the language learner. It presents well-defined chunks of memor¬able language that can be approached, analyzed, and processed in different ways. Moreover, although literature can be characterized by its language content, it is also an aesthetic object, and a carrier of cultural content.