Writing a Short Story

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 11^th. 

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Plot	Story not only has conflict but conflict, plot, character and idea weave effortlessly.  Each element of plot is given adequate space for development	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.	Story is missing either conflict, or missing one or more parts of plot.	Not Evident
Details	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	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.	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.	Not Evident
Characters	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.	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	The main characters are not all believable.  They don’t seem human or are not dynamic or the plot is forced around them.	Not evident
Voice	The narration is individualistic, engaging and impressive.  The writer’s own enthusiasm or interest is apparent	The narration does have a strong sense of personal commitment or involvement.  The writer may seem self-conscious and the story lacks individuality	Story is lifeless, mechanical and stilted.  The writer and narrator are indifferent to the topic.	Not Evident
Mechanics	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	Errors in mechanics are noticeable but do not impair the understanding of the story	Numerous errors that distract the reader and effect the readability of the story	Not Evident
Grade

                                   

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: