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31 Writing Stories

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271
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Writing Stories Chapter Opener

Start-Up Activity

Tell an engaging ghost story:

An old man was sitting out on his front porch one evening when he heard his wife call his name from inside the house: "Frank!" She had died two years before, so the old man figured he was just hearing things. However, the call came again, more distinctly: "Frank!" The old man wondered if someone was playing a trick. Then the voice shouted, "FRANK!" He leaped up from his seat and went inside to find out where the sound was coming from. Suddenly behind him came a huge CRASH! A car had plowed into his front porch, smashing it and destroying the chair where Frank had been sitting moments before. Frank rushed out to help the driver. After the paramedics took the person away, Frank checked his house again, but neither saw nor heard his wife speak again.

Lead a discussion about this story. What makes it interesting? Why do stories like this catch our attention? Gently guide the discussion to characters (Frank), conflict (a voice from the past), plot (repeated warnings), a climax (the car crash), and a resolution (never seeing or hearing his wife again).

Think About It

“Sometimes a good story's got a ghost in it; sometimes a panther chases my Uncle Bill and Fred Price home from a coon hunt.”

—Tony Earley

Page 272 from Write Ahead

The Shape of Stories

Introduce the plot line by having students graph a great experience. Label the x axis with "Beginning" "Middle" and "End". Label the y axis with "Hooray!" at the top and "Whatever" at the bottom. Then ask students to tell a story of a great experience and graph their level of excitement and interest from beginning to end. You will find that great experiences roughly form the plot line. That's why writers create stories with this shape. They want their readers to have a great experience.

If you need more proof, have students plot a bad, disappointing, annoying, or depressing experience. It will have a much different shape.

Help your students realize that stories are more than a series of events: "First this happened . . . then this . . . afterward this . . ." Although most stories follow a chronological pattern, if time order is all that holds the pieces together, the story isn't much of a story.

The plot line shows the difference. Instead of simply giving a chronology of events, the story builds interest, moment to moment. That's because the central problem (conflict) becomes more pronounced with each event, leading inevitably to a climactic confrontation.

Then start to lead students through the example story.

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Page 273 from Write Ahead

The Shape of Stories (Cont.)

Use this page to help students understand the basic parts of a successful story. Point out that this reflective piece embodies the plot line in just seven paragraphs. Some stories take even less space.

Challenge students to write six-word stories. In six words, they should tell a powerful tale. The most famous example is this:

Baby shoes for sale; never worn.

That story includes characters (parents), a conflict (trying to have a baby), a climax (they never did), and a resolution (now they are selling the shoes). Challenge students to devise their own six-word stories. If they can tell a story in six words, they can tell one at any length.

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Page 274 from Write Ahead

Sample Story

This page and the next contain a very short story that includes all of the main elements of the plot. Have volunteers read paragraphs (or sections, in case of short lines with dialogue). Don't interrupt the story, but let it play out. Afterward, on the next page, lead a discussion.

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Page 275 from Write Ahead

Sample Story (Cont.)

Have volunteers finish reading the sample story. Then lead a discussion about it, asking questions like the following:

  • How has the writer made you like Terrell and his group of friends? (By showing his appreciation for the neighborhood and the fact that he was about to lose his "house"; also showing the caring friendship among them)
  • How does the writer make you suspicious of the people who take the house? (By making Terrell against them, by making their sign ALL CAPS [shouting], by saying "strangers went in with tools to rip out everything valuable before they tore the house down")
  • How does the writer create surprise during the climax. (Instead of a fight over the house, Terrell and his friends realize these are people who will make it even better, for someone else.)
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Page 276 from Write Ahead

Story Patterns

Lead students through the story patterns on this page, but let them know that these are just a few of the options available to them. Human beings have been telling stories to each other as long as we have had language, and the best stories aren't ones that follow an established pattern but ones that set their own pattern.

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Page 277 from Write Ahead

Writing Guidelines

When students are ready to write their own stories, lead them through the material on this page. Help them understand that a story can start in any place, from a great character to a critical conflict to a fascinating setting to amazing action. Stories can even begin with a fragment of conversation. However a student gets started, the main thing is to get started. Afterward, the writer needs to come up with all of the components of story: character, setting, conflict, and plot.

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Page 278 from Write Ahead

Writing

After students have devised some of the story elements—character, setting, conflict, plot—lead them through the suggestions on this page for building their stories. Remind them of the plot line (page 272) and give them the tips for generating each part.

Then set them loose to write. Help writers know that the first draft of a story is a "discovery draft." Often the writer discovers the best ideas along the way. Twists and turns make drafting fun and make stories surprising.

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Page 279 from Write Ahead

Revising and Editing

After students have written their stories, support their revisions by downloading and distributing the Story Revising Checklist. Also provide the Response Sheet to help students read and respond constructively to each others' works.

Then lead students through the editing materials. Provide the Editing and Proofreading Checklist to support their work.

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Page 280 from Write Ahead

Evaluating Stories

When students complete their stories, provide them the Stories Assessment Rubric for self-evaluations.

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