By Kendall Haven
Those field-tested writing options and methods create a gently sequenced and balanced technique that fosters efficient narrative and expository writing. via basic and potent writing strategies this crucial instructor source illustrates ways that each scholar can start and grasp the writing technique. eventually, writing is enjoyable back! comprises: designated academics' consultant and a scholar workbook element incorporated on a CD advent to the 8 crucial components and steps for spotting the vital development blocks of each narrative instruments for development strong, potent characters and exploring pursuits, explanations, conflicts and difficulties guideline for college kids in utilizing tale parts to construct potent expository and narrative writing.
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Extra resources for Get It Write!: Creating Lifelong Writers from Expository to Narrative
Sample text
We still don't know what's going to happen in the story—what we'll have to create details for. A, C, and D call for the creation of plot. Finally, it is time to plan what is going to happen in this story. All three answers are correct. However, the key word to help students understand and develop effective plot and action is struggle (Element #7). D is the best answer. The action and events in a plot must create opportunities for a character to struggle. Here are some quick definitions: Action: Anything that a character does is an action.
Time Estimate:10 minutes Directions: This activity may be completed individually, or it may be conducted as a group activity. Student worksheets do not include follow-up discussion of each answer. Use the following paragraphs to guide that discussion. Ensure that students see why each possible character either is, or is not, a good choice for a main character. A good main character is one who will be easy for the writer to develop and write about and one who fits easily with the subject, goals, and conflicts of the story.
Characters must information that make for effective first impressions. think and act on their own behalf, Tell your students to pretend they are going to meet some- which is what differentiates characone for the first time. What would they want to know about this ters from objects, new person right away? Have students make a list of eight things they would first want to know on the lines provided on their activity worksheet. Do not allow them to collaborate on these lists. They should work individually.