18 Creative Writing

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Page 239 from Write for College

The Plot Line (Cont.)

As volunteers read through the parts of the sample story, point out that the problem (conflict) relates to what the main character wants. At first, Sam just wants to "get by" in an easy class, but then he wants to create a beard balm. At first, the problem is how to create it. Later, the problem shifts to how to sell the beard balm. Students will create their own characters who want different things, so the conflict will be different, and the rising action will be shaped by the conflict.

The climactic moment is the most interesting because that's when the problem is most intense and the character succeeds or fails.

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Page 240 from Write for College

Guidelines: Writing a Story

Tell students that they are going to write their own stories. As the introduction on this page points out, they can take inspiration from a character, a setting, a conflict, or an event. From that starting point, they need to develop the other components of a story. Help them understand that readers care most about characters. If they like a character, they will keep reading to find out what happens to the person.

Have students read the sample story on pages 241–243 before they write their own stories.

Give students time to come up with story ideas. When they are ready to draft their stories, lead them through the instruction for beginning, middle, and ending parts. Refer them back to pages 238–239 for the plot line. You can also direct them to the minilessons for starting stories.

Provide students the Checklist for Revising and Editing Stories. Have students revise until they can check off all traits in that section, and then ask a peer reviewer to use the checklist to provide feedback. After integrating reviewer suggestions, the student should edit using the checklist.

Downloads:

Checklist for Revising and Editing Stories

State Standard Reference:

LAFS Standard:

LAFS.1112.W.1.3

TEKS Standard:

110.38.c.9, 110.38.c.10.A, 110.39.c.9, 110.39.c.10.A

NE ELA Standard:

LA 12.2.1.b, LA 12.2.2, LA 12.2.2.a

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Writing Process Prewriting Writing Revising Editing

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Page 241 from Write for College

Story

Ask students to read the story "Reepicheep" silently to themselves. Afterward, use the side notes to lead a discussion about the features of the story.

Note how the writer introduces the setting, main character, and conflict very early. Then the writer combines description, action, and dialogue to keep the story moving.

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Page 242 from Write for College

Story (Cont.)

On this page, show students how the writer controls time, sometimes zeroing in on a specific event, and at other times allowing days or weeks to pass with only a sentence or two. Encourage students to do the same, focusing on the key events but not narrating every moment.

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Page 243 from Write for College

Story (Cont.)

Discuss with students the climax of the story. Why is the disappearance of Reepicheep climactic? (Because the central problem is Rachel's attempt to raise the squirrel. His disappearance might mean she is successful in teaching him independence or that she has failed because he has died.)

Also show how this story is "about" raising a squirrel, but the theme is broader, about life in general. At the same time that Rachel is helping Reepicheep mature, she is helping herself mature. She is growing along with him. The theme of the story is about outgrowing a stage of dependency. In becoming Reepicheep's caregiver, Rachel has entered a new stage of independence.

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Page 244 from Write for College

Story Patterns

Before covering this page, let students know that they should not feel constrained to write a story that fits a specific pattern. This page can help students see the similarities between many novels, plays, and TV episodes, but students should feel free to explore ideas on their own. If they are struggling to come up with a story idea, students may find inspiration in one of these patterns.

As you present each pattern, ask students to volunteer other stories they know that fit the pattern. (For example, "Reepicheep" is a rite-of-passage story, as is The Godfather, though the two could not be more different.)

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Page 245 from Write for College

Evaluating Stories

When students finish writing, revising, and editing their stories, provide them the Assessment Rubric for Stories and have them evaluate their work. You also can use the rubric to provide a final grade for each story.

Downloads:

Assessment Rubric for Stories

State Standard Reference:

LAFS Standard:

LAFS.1112.W.1.3

TEKS Standard:

110.38.c.9, 110.38.c.10.A, 110.39.c.9, 110.39.c.10.A

NE ELA Standard:

LA 12.2.1.b, LA 12.2.2, LA 12.2.2.a

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Writing

Page 246 from Write for College

What Is Poetry?

Let students know that they will be writing poems of their own after they review a number of example student poems.

Poetry speaks to the senses.

Help students understand that poetry centers around strong imagery (visual and other sensory details). Have a student read aloud "Jeffrey, the Tan Man Van," and ask how many students know of a vehicle like the one described. Have students search the poem for sights, sounds, textures, and so on. Note how "Eyes" and "Idle Time" focus on visual imagery, while "Room 101" combines strong sounds and sights.

Poetry speaks to the heart.

Poetry also connects to emotion. Have a student read aloud "Pictures Are Good." Ask the class what they think has happened and how it makes them feel. Have them search the poem for words and phrases that evoke emotion.

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Page 247 from Write for College

Poetry sounds different.

Most people think of rhyme as the sound of poetry, but free-verse poetry uses many other techniques.

Onomatopoeia refers to words that make the sound they describe. The poem "Home Work" includes many examples: skirl, mumble, creak, crackles, shout, laughing, and sigh.
Consonance refers to the repetition of consonant sounds. In the poem "Conversation," the words clicker, clicked, and crackled repeat c, ck, cl, and ckl sounds.
Assonance refers to the repetition of vowel sounds. In the poem "Ought or Not?" the ough sound of thorough and borough is contrasted to the ough sound in cough and trough, and nought and thought, as well as the ough sound in tough, enough, and rough.
Eye rhyme refers to words that look the same but sound different, like cough and hiccough or thorough and through. "Ought or Not" is based on eye rhyme.

You'll find many more ways to shape sound on pages 252–254.

Poetry looks different.

Traditional poems often have short lines stacked in even stanzas, with a capital letter at the beginning of each line. Modern poetic forms can take whatever shape best suits the ideas. "Iknowwhythebabycries" experiments with lack of space and tight lines to evoke riding in a crammed airplane. "With Friends Like These" simulates the nonlinear layout of messages written by many hands on a cast.

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Page 248 from Write for College

Guidelines: Writing a Poem

Use this page to help students write their own poems. First, though, share with them the sample student poem on page 249.

When students are ready to begin writing their own poems, have them answer the PAST questions:

What is their Purpose in writing a poem?
Who is the Audience they hope to reach?
What Subject do they wish to write about?
What Type of poem would they like to write? (These guidelines focus on free-verse poetry, but students can find more forms on pages 250–251.)

Students should brainstorm possible subjects, images, sensory details, words, rhymes, rhythms, and lines. Encourage students to freely experiment with ideas, creating a sensory chart or cluster. Also, point students to pages 252–254, which provide helpful poetic terms and techniques.

Once students have gathered enough material to start drafting their poems, lead them through the suggestions under "Writing." Then give them time to work.

Provide students the Checklist for Revising and Editing Poetry to guide their revisions. Also make sure to have students read and respond to each others' work throughout the revising and editing process.

Downloads:

Checklist for Revising and Editing Poetry

State Standard Reference:

LAFS Standard:

LAFS.1112.W.2.4

TEKS Standard:

110.38.c.9, 110.39.c.9

NE ELA Standard:

LA 12.2.2

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Writing

Page 249 from Write for College

Free-Verse Poem

Have volunteers read aloud each stanza of the free-verse poem on this page. After finishing the poem, ask students what it is about and how it makes them feel. Have them suggest favorite lines or images and indicate what they like about them. Ask students if they ever took a long road trip. How was it similar to and different from the one in this poem?

After students have had plenty of time to reflect on the poem holistically, return to the side notes to lead a discussion about the parts. Help students explore the choices the poet made, and encourage them to similarly structure their lines for effect.

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Reading

Page 250 from Write for College

Traditional Poems

This page and the one that follows provides explanations and examples of traditional poetic forms. Encourage interested students to experiment with these forms, which use regular rhythm and rhyme, and specific structures for lines and stanzas.

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Page 251 from Write for College

Traditional Poems (Cont.)

Students will perhaps be most familiar with haiku and limericks. Challenge interested students to create scenes of natural serenity with haiku or scenes of unnatural hilarity with limericks. Also, of course, allow them to experiment with elegies and lyric poetry.

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Page 252 from Write for College

Poetic Terms and Techniques

This page and the next two help students gain the vocabulary of poetry writing (and reading) and experiment with poetic effects.

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Writing Reading

Page 253 from Write for College

Poetic Terms and Techniques (Cont.)

Direct students to these definitions and examples as they read and write poetry.

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Page 254 from Write for College

Poetry Terms and Techniques (Cont.)

Use this page to deepen discussions of poetry that students read or write.

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Page 255 from Write for College

Evaluating Poetry

Provide students with the Assessment Rubric for Poetry to guide their revising and editing. (You could even provide this rubric up front so that students understand their writing goal.)

Downloads:

Assessment Rubric for Poetry

State Standard Reference:

LAFS Standard:

LAFS.1112.W.2.4

TEKS Standard:

110.38.c.9, 110.39.c.9

NE ELA Standard:

LA 12.2.2

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