Learning Goal: Students will write a short story using effective techniques (plot, dialogue, descriptions, characters) by utilizing the six elements in the writing process.
Today I want to go over the rubric and six elements in the writing process, discuss short story ideas, and then begin pre-writing. Your pre-writing will be due at the end of class (you can hand it in or post it to your blog). Before you can leave I want you to tell me an idea for your story.
Here is the assignment and rubric:
WRITING A SHORT
STORY:
Outline = 25
points Short Story = 100
points
Every student will be responsible
for writing one short story of 5-10 pages of length. Each story must be about the search for
identity in some way and each student must be able to explain this search to
class. It should be fictional, though it
could contain some real events. The
story must have a protagonist, an antagonist, a dynamic character, a static
character, conflict and all parts of plot—exposition, inciting event, rising
action, climax, falling action, and resolution.
Furthermore the protagonist must be a round character who completely
aligns him/herself with the three elements of characterization (check your
notes). The dynamic character must fit
the three elements of believable change (check your notes). You will be graded, partially, on how well
you meet the above requirements. You
will also be graded on your development of character, plot, your voice,
sentence structure, conventions, and use of physical descriptions to allow the
reader into the world of your story.
While very few
authors begin with a detailed theme written out, all authors do begin a story
by prewriting. Depending on the story
and how the story is driven (plot, characterization, or theme) they either jot
down ideas for events, a physical and emotional description of the main
characters or they describe a situation in which a character might or might not
change in some radical way. All authors
do think about point of view and their exposition. Every story will need to go through a
prewrite, an outline guide (this guide), and three drafts.
First Draft due on October 22nd.
Final Draft due on
November 11th.
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Exceeds the Standard
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Meets the Standard
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Needs Improvement
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Not Evident
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Plot
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Story not only has
conflict but conflict, plot, character and idea weave effortlessly. Each element of plot is given adequate
space for development
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Story has conflict and all
six elements of plot. One or more of
the parts of plot are rushed or not given adequate space for development.
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Story is missing either
conflict, or missing one or more parts of plot.
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Not Evident
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Details
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The use of imagery has a
near-poetic effect and the reader feels apart of the world evoked by the
story. Imagery and emotion are
connected. The writer uses 4-5 senses
to create images. Metaphors, similes are an integrated part of the
story. The student my also be using
symbols to express themes
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The use of imagery allows
the reader to experience the world of the story. The writer evokes more than two of the five senses to create this effect
and the story uses some metaphors and similes to help explain emotions or
ideas.
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Story lacks some essential
imagery to allow the reader into the world of the story. The writer evokes less than two of the five
senses, and uses little or no metaphors or similes, or the metaphors or
similes used are cliché.
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Not Evident
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Characters
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The main characters are
real. The reader develops an
attachment to them or against them by the end of the story. Conflict and character are one.
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The main characters are
believable: they are round and have both good and bad traits. There is a dynamic character. The protagonist may help determine the
conflict
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The main characters are
not all believable. They don’t seem
human or are not dynamic or the plot is forced around them.
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Not evident
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Voice
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The narration is
individualistic, engaging and impressive.
The writer’s own enthusiasm or interest is apparent
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The narration does have a
strong sense of personal commitment or involvement. The writer may seem self-conscious and the
story lacks individuality
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Story is lifeless,
mechanical and stilted. The writer and
narrator are indifferent to the topic.
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Not Evident
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Mechanics
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There may be occasional
errors in the mechanics (spelling, fragments, run-ons, punctuation,
capitalization, usage, etc.) However
it is hard to find the errors unless you look for them
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Errors in mechanics are
noticeable but do not impair the understanding of the story
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Numerous errors that
distract the reader and effect the readability of the story
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Not Evident
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Grade
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Teachers Notes to Student:
Standards Met:
Once you finish the pre-writing, you can start on filling out this outline guide:
IDEA FOR STORY:
My story is driven
by PLOT/ CHARACTERIZATION/ THEME
(circle one)
Point of view:
Type of conflict:
Briefly describe the
conflict:
Setting of story:
Ideas for plot (make
a list—use back if necessary):
CHARACTERS (begin a
list of characters you think you want to include in your story and begin to
briefly describe them. List both their
emotion and physical description. Also
discuss if a character is dynamic, static, flat or round).
PROTAGONIST:
Antagonist (if it is
a character):
Other characters:
Briefly describe the
major events in your story:
Most authors begin
writing out their exposition and some of them figure out their resolution
before they begin writing. All authors
think about parts of plot. A close
friend of my says that the key to fiction is simple: “Every event must further the plot. If it does not get rid of it.”
EXPOSTION (remember
this is an introduction to the main character, the setting and contains a hint
at the main idea of the story):
RESOLUTION:
Any important tools that
you want to use in your story—you must use figurative language (examples:
allusions, foreshadows, metaphors, symbols, similes, descriptions, dialogue):
Give examples of
these tools:
