The article presents problematic aspects of one of the varieties of creative writing tasks in literature – tasks based on reflective writing. The purpose of the article is to identify and substantiate the didactic potential of creative tasks based on reflective writing in the development of reading competencies of middle and senior schoolchildren. Methodology. Content analysis was applied to samples of creative tasks based on reflective writing, and conceptual analysis provided the basis for developing a definition and classification of “creative tasks.” The presented theoretical material and samples of creative tasks will help literature teachers and methodologists in developing the skill of co-creative reading among schoolchildren. Results. Creative tasks based on reflective writing help expand the reader’s horizons and develop the ability of school readers to express their thoughts in writing. Testing the ability to create texts within the framework of reflexive genres does not occur directly in the “creative task”. Reflection is initiated, aimed at a variety of aspects of the existence of literary works that sometimes do not easily attract the attention of the reader: what is creatively productive contact with a literary work and what are the signs of a “real reader”, what are the aspects of interaction between the reader and a literary work in culture and many other problems. Conclusion. Unlike tasks based on creative writing, a creative task based on reflective writing requires literal, precise language, a reasoned solution to the problem, and the use of linguistic means depending on the communicative goal of reflection specified in the creative task. At the same time, the very concept of “writing” places emphasis on the process of writing a reflective text in the first person, which is due to the task of awakening the reader’s analytical activity, following co-creative activity.