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What Makes a Good Story? (Tips for Young Authors)

What Makes a Good Story? (Tips for Young Authors)
Good writers often break rules—but they know they’re doing it! Here are some good rules to know. Theme A theme is something important the story tries to tell us—something that might help us in our own lives. Don’t get too preachy. Plot Plot is most often about a conflict or struggle that the main character goes through. The main character should win or lose at least partly on their own, and not just be rescued by someone or something else. The conflict should get more and more tense or exciting. The basic steps of a plot are: conflict begins, things go right, things go WRONG, final victory (or defeat), and wrap-up. A novel can have several conflicts, but a short story should have only one. Story Structure At the beginning, jump right into the action. Decide about writing the story either in “first person” or in “third person.” Even if you write in third person, try to tell the story through the eyes of just one character—most likely the main character. Characters Setting Style and Tone Related:  lfnewmanOnline Teaching Toolsmericksen

elements The Psychology of What Makes a Great Story “Stories,” Neil Gaiman asserted in his wonderful lecture on what makes stories last, “are genuinely symbiotic organisms that we live with, that allow human beings to advance.” But what is the natural selection of these organisms — what makes the ones that endure fit for survival? What, in other words, makes a great story? That’s what the great Harvard psychologist Jerome Bruner (October 1, 1915–June 6, 2016), who revolutionized cognitive psychology and pioneered the modern study of creativity in the 1960s, explores in his 1986 essay collection Actual Minds, Possible Worlds (public library). In an immensely insightful piece titled “Two Modes of Thought,” Bruner writes: There are two modes of cognitive functioning, two modes of thought, each providing distinctive ways of ordering experience, of constructing reality. Bruner calls these two contrasting modes the paradigmatic or logico-scientific, characterized by a mathematical framework of analysis and explanation, and the narrative.

The 8 Signs You’ve Written A Good Poem It can be difficult to know whether or not you’ve written a good poem. And while every reader is going to respond to a poem in his or her own way, there are signs that indicate a poem is solid, successful, and likely to be published. 1. 2. 3. 4. Then you’ll love the many other ways Writer’s Relief can help! From effectively targeting markets, writing dynamic query letters, building authors’ online platforms, and much more—find out how Writer’s Relief can boost your exposure and maximize your acceptance rate. 5. 6. 7. 8. As we said in the beginning of this article, each reader has his or her own expectations for a poem. If you are reading poetry regularly, if you are studying it diligently and passionately, and if you are applying what you have learned to your own craft, then there is a very good chance that you are writing good poems. We hope that you are also submitting your poems for publication! Photo by Photo by Pickersgill Reef

How to find your writing voice When you’re a writer or a blogger, you’re putting your voice out there. It’s a lot like standing on stage singing your heart out for all the world to see. But figuring out your writing voice isn’t easy. It’s especially hard for new writers to find their writing voice, because they already feel awkward having their work in the spotlight and subject to public approval. Maybe you’ve struggled with finding your writing voice yourself. This doesn’t feel right. Let’s start at the beginning: What is Writing Voice? That’s a good question. People can “hear” your writing voice subconsciously as they read your text through a process called sub-vocalization. Your writing voice is important, no doubt about it. Why We Struggle to Find our Voice Writers worry. We worry people might think we don’t sound professional, or smart, or expert, or friendly. One of the problems is that writers write in ways that fit our beliefs, not the reality. Why Are We Writing in the First Place? Forget that. Enjoy yourself.

SEVEN ELEMENTS OF GOOD STORYTELLING From: INDUCING REALITY The Holy Grail of Storytelling by Ken "frobber" Ramsley 1. A central premise. 2. 3. 4. 5. 6. 7. A premise is the point of the story, like "Power corrupts," or "Bad people can be turned to good," or "Saving the world is worth the effort," or even things that may not be true in the real world like "Good is the same as evil." To illustrate this, imagine a story that tries to say that "evil is bad," yet shows evil people getting off without a penalty. Many stories have more than one part to the premise, for example, "power corrupts, but goodness can redeem the corrupted" -- in fact, this very combination is perhaps what makes the first Star Wars movies so satisfying. Characters have their own premises as well -- mainly in the from of what they believe about themselves, even if it's not entirely true. We first see the story as characters who show up and do things. > Dialog is no substitute for action.

Collaborative writing activities Collaborative writing Some teachers tend to avoid writing in class, perhaps feeling that as it is something which learners do individually and in silence, it is better done for homework. However, when writing is done as a collaborative activity, it can have many of the same benefits of a group speaking activity: Discussing the writing process obviously provides more opportunities for learners to interact in English, a benefit in itself. It can also help learners to develop their communicative competence by forcing the negotiation of meaning. According to Vygostsky’s theory of ZPD (zone of proximal development), working with others can provide the opportunity for learners to work at a level slightly above their usual capacity, as co-operating with others who know a little more can boost achievement. Collaborative writing has been shown to lower anxiety and foster self-confidence, compared with completing tasks individually (Johnson and Johnson 1998) Planning collaboratively Like this:

multiple intelligences - howard gardners multiple intelligences theory - visual auditory kinesthetic learnings styles VAK model multiple intelligences theory Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible - a sure sign that Gardner had created a classic reference work and learning model. Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to German Jewish immigrant parents, and entered Harvard in 1961, where, after Gardner's shift from history into social relations (which included psychology, sociology, and anthropology) he met his early mentor Erik Erikson. multiple intelligences tests see also

To Teach Effective Writing, Model Effective Writing I strive to teach my high school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below about teaching writing: 1. To teach effective writing, we must be effective writers ourselves. 2. No matter what you teach, share your written work. 3. No matter what you teach, write in front of students. 4. 5. 6.

WRITING HABITS, Jason Bond Creative writing in the classroom: five top tips for teachers | Teacher Network 1. The rules of writing I always tell students that there are no set rules for writing and they can write whatever they like. I don't subscribe to the notion that all good stories must have, for example, an attention-grabbing opening, a turning point, a twist at the end and an extended metaphor. Incorporating these into writing doesn't automatically mean a story works, and you will read wonderful writing follows none of these rules. That said, there are two rules of writing that I encourage them to follow. For "show, don't tell", I display a selection of sentences that tell the reader something and ask the pupils to rewrite them in a way that shows the same information. When teaching "all adverbs must die", I concentrate on the importance of giving the power to the verb. 2. Not the most original method I'll wager, but this is tried and tested. 3. There's something a bit weird about the idea of being a writer; it's a vague, wishy-washy concept for students. 4. 5.

ILP-Guide-Web.pdf Att lära av gamla prov för att lyfta nivån på skrivandet Jag har letat fram gamla nationella prov i engelska för C-delen och elevlösningar som är bedöma i det röda häftet för att kunna använda i undervisningen. Jag har lyckats hitta fyra olika prov som inte har sekretess längre. Dessa kommer vi att titta på efter påsklovet fram till elevernas egna skrivande av texter på de nationella proven i engelska vilket blir ganska precis tre veckor. Vad är en article? Innan vi tittar på dem har jag satt ihop en presentation som inledning. I den tänkte jag visa på vad som menas med article och essay då det kan skapa lite förvirring i instruktionen de sedan kommer att få titta på. Att arbeta med strukturen I presentationens del 2 finns en kortare repetition av det ovan med hjälp av några flashcards och instruktionsfilmer, samt en genomgång av hur man bygger upp en text. Du hittar presentationen här! När jag har gått igenom hela presentationen har jag tänk att eleverna ska få analysera gamla elevlösningar från de röda häftena jag nämnde ovan. Ord och begrepp