This study discusses a method to promote raising critical consciousness in the English as a foreign language (EFL) classroom via creative writing activities by having students write journals and/or personal letters from the perspective of individuals from outside groups that have been marginalized or vilified in the students' dominant culture. These activities are intended to encourage students to adopt new perspectives on polarizing topics while also being an enjoyable and effective means to practice English writing. Furthermore, it is recommended that these activities also be used to serve as segues to deeper critical discourse on related issues. The author incorporates several examples of implementation as well as student impressions of the activities taken from surveys in a Japanese university EFL context.