Reading writing and romance plot outline

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To read samples of student writing click here: The first page consists of a narrative description of their experiences and the second page consists of an explanation of what they learned from the experiment.

Although the assignment covers two different modes of writing, it should be written as a single assignment. This assignment should be done individually, and not as a group, because the group experience lessens its value in strengthening perceptions.

Before turning the paper in to the instructor, they read it in class. This is a good first assignment for students to read orally before the class because it requires writing skills they already possess and therefore they should feel less uneasy about how their peers may react.

What does bring positive reactions from the class and one of the elements I look for when grading, is involvement with the assignment. When the writer has been involved, the class listens more intently and more actively develops their listening and discussion skills. The first exercise causes an awareness of the existence of plot as an element of the short story, and the second exercise- with the addition of a "theme" shows how plots are shaped by a theme.

The students sit in a circle, each having sufficient writing paper and their names on the first sheet. As the time for a conclusion draws near, the instructor announces that the next writer will begin to finish up the story and the one after that will conclude the story.

The instructor chooses 1 of the 3 sayings from each and puts one for each class member, and the instructor, on a slip of paper. When everyone has drawn their sayings from a box, the instructor says "Begin. These exercises are helpful in showing the function of "theme" by being absent and then present.

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The students then see how theme shapes the evolution of a story. As one joins in doing the assignment, its value and strength in teaching creative writing becomes apparent.

It develops inward and outward directed perceptions regarding real life people that can be transferred to the development of more realistic characters.

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The assignment was done when I had the option to have an evening class, pm. It may not be feasible to do in less than several hours, and I did not include it in my most recent classes. The procedure is as follows: They may vary from shoe boxes and hat boxes to packing boxes.

A few have made their boxes, some from plywood. On the outside of the box they place a collage of pictures and words from magazines, etc.

Then they cover the inside with pictures and words that describe them as they really are. Nowhere on the box should they put their name. They should turn the box in on the morning of the evening class. For the evening class arrange the boxes in the room with an identifying number on the desk which the box is on.

Then let them into the room with the boxes. The procedure is as follows. With sufficient notebook paper, the students go from box to box writing first their assessment of the external qualities of the box maker as portrayed by the exterior of the boxes and then doing the same with the interior of the boxes.

Then they are to make a guess as to whose box it is. If they change their minds, they should draw a single line through previous choices. Then when the sheets containing all the comments on their individual box are typed up and given to them, they can see which other students had similar boxes.

The students should not talk to each other during the writing and if they take a break they should not stand around mutually guessing the identity of the creator of each box. Then at a later class the students are given the typed copies of the collected comments for their respective box numbers.

They generally enjoy reading all of the comments. However please take care that if some comments are inappropriate, they should be deleted before the rest are handed out to the students.I have a confession to make. When I was in school and a teacher would assign us to write an outline for a story, I’d finish the story first, then go back and write the outline so I’d have something to turn in.

Even as a teenager I thought outlining was counterintuitive to the writing process. P lot is THE driving force of your screenplay, so it’s essential that you spend time on your plotting skills when you’re writing a script outline..

You can create the most interesting character in the world, but without an equally interesting plot, the audience will not want to spend minutes with that person. Definition. English novelist E. M. Forster described plot as the cause-and-effect relationship between events in a story. According to Forster, "The king died, and then the queen died, is a story, while The king died, and then the queen died of grief, is a plot."Consider the following: The prince searches for Cinderella with the glass shoe; .

In most video games the player is, by default, the main character, and by virtue of needing to be awesome (for game play) the hero. The nature of game writing often means, however, that the player character is never particularly protagonist-ish (protaggy?

In most video games the player is, by default, the main character, and by virtue of needing to be awesome (for game play) the hero. The nature of game writing often means, however, that the player character is never particularly protagonist-ish (protaggy?

Form. Unlike the later form of the novel and like the chansons de geste, the genre of romance dealt with traditional timberdesignmag.com were distinguished from earlier epics by heavy use of marvelous events, the elements of love, and the frequent use of a web of interwoven stories, rather than a simple plot unfolding about a main character.

The .