2.3 Process for sensitive writing

Honesty Is The Best Policy

• You will find the following guidelines helpful when you write your short, short story.
• Your educator will evaluate this assignment.

Guidelines for writing a short, short story

1 . Introduction : The first line must suggest the tone of the story: is it going to be exciting, funny, scary or sad? The first paragraph must introduce the main character, the place, the time and the plot. The plot often starts with a crisis situation.

e.g. Once upon a time, in the most beautiful valley in the whole wide world, there lived a little old lady who was very, very sad.

2 . Body : This part contains the action of your story. For this particular assignment, you have only one paragraph to spend on the action and events. This means: Every word must be meaningful.

3 . Ending : End your story on a positive, strong note. The final paragraph must contain the climax of your story. The final line sometimes contains a subtle message or “a twist in the tail.”

4 . Word choice : Choose your words with great care. Every word must contribute to the story. e.g. ‘colour’ words can create the right atmosphere; synonyms can create tension and suspense.

5 . Be brief : Make use of similes and metaphors. This will save you from having to write long explanations that might bore your reader. It will also reveal your personal style and creative ability.

6 . Plan before you write! Write down your story idea; the characters; the setting; the crisis; the ending. Then re-arrange the idea in the best order to achieve suspense and an element of surprise at the end.

7 . Plot and characters : These aspects deserve a lot of thought. Give your characters names and personalities ! The plot must be interesting. It must have a starting-point, then reach a turning point, then come to a gratifying conclusion.

Assessment

Memorandum

ACTIVITY 1:

Perhaps get in an interior decorator to talk about the effects of colour in a house. Quite fascinating! Go on to using colourful foods to encourage a sick patient to eat!

ACTIVITY 2:

Perhaps read some extracts from novels which depict a scene marvellously. They need exposure to good writing and good ideas. But again, stress the value of HAVING a vocabulary to start with!

ACTIVITY 3:

Let them hand in the rough draft too to show evidence of editing. Again motivate, stimulate and PRAISE! Frame the best!

ACTIVITY 4:

Let someone read this to the class but the meaning must come across by the way it is read. Then they will feel the magic of the words.

USE SIMILES : Spend time on this so that clichés are avoided and novel thoughts are rewarded!

ACTIVITY 5:

As with similes go over the check list. Now let them go to the library and each find a poem which they find extremely evocative. They must present it to the class, give the title of the book, the compiler etc and then read the poem with feeling! This very often encourages others to look for that book!

ACTIVITY 6:

Explain about the Khoi-San and their method of passing on their history; about the “scop” who told tales of daring at banquets, about epic poetry, about telling stories to children, about soapies and their success because of the story element. Then see how WELL they can tell a story. Perhaps tell them some of your favourite stories. Go on to fables and legends (e.g. Indaba, My Children).