IMAGINATIVE WRITING

WRITING A STORY

GENRE USING DIALOGUE BEGINNINGS ENDINGS

IMAGINATIVE WRITING

FORMAT: WRITING A STORY

Some elements of story writing to practise in this unit are:

Writing in different genre styles for imaginative writing (horror, adventure etc)

Practising dialogue to reveal a character’s personality Developing beginnings which ‘hook’ the reader Developing endings which satisfy the reader

The Big Picture

You are going to write a particular type of story.It can be one of the following: a war story, a science fiction story, a mystery

story, an adventure story, a school story…

You will practise writing a particular genre type and focus on

Using dialogue to reveal your main character’s personality Writing an introduction which ‘hooks’ the reader

Bring the story to a satisfying conclusion

WHAT’S IN THIS programme?

SECTION ONE will examine different genre types of story

SECTION TWO will examine how characters reveal their personality through what they say

SECTION THREE will examine different ways of introducing stories and ways to ‘hook’ the reader

SECTION FOUR will examine different ways of ending stories and how to write a satisfying ending

SECTION ONE

DIFFERENT GENRES IN IMAGINATIVE WRITING

SCIENCE FICTION

MYSTERY

ADVENTURE HORROR

ROMANCE

WAR

CRIME/DETECTIVE

CONTENTS SECTION ONE GENRE

Section One Looking at different genres in Imaginative Writing

Number Task Text Class arrangement

1. Genre types and their featuresCompleting a Table identifying features

Ben Dickens extracts

Group activity

2. Identifying Genre Features and Word ChoiceCompleting a Table

Extracts from stories

Group activity

3. Writing in Pairs Writing a Paragraph in a specific genre (Model given)

‘Dull’ paragraph to improve

Pair activity

4. Optional Writing activityPupil choice of Genre

Individual activity

SECTION ONE

LOOKING AT DIFFERENT GENRES IN IMAGINATIVE WRITING

There are very many different kinds of stories which a writer can choose to write. Each particular type of story has its own specific features.Below are examples of BEGINNINGS to different types of stories.

GENRES

HORROR GHOST SCIENCE FICTION ADVENTURE CRIME

MAIN CHARACTER: BEN DICKENS

GENRE 1 Ben is spending the night in a castle which is said to be haunted.

A faint tapping on the window woke Ben from his uneasy sleep. As he tried to adjust to the darkness he was aware of an icy chill in the room and the sound of someone else breathing.

GENRE 2 Ben is following a suspect and waiting for him to emerge from a telephone box.

Ben lifted the newspaper slowly, making sure that the pages covered his face. He pulled his collar up, lit a cigarette, all the time keeping an eye on the figure inside the phone box…

GENRE 3 Ben the navigator sees strange signals on his E-screen.

Ben blinked, but the signal on his E-screen remained. It was too big to be simply an air disturbance or electrical interference. No one knew about their mission, he thought. It was impossible that they were being tracked…

GENRE 4 Ben has followed a trail into a cave

Ben screamed and screamed. They had left him there to die, entombed in the cave now that they had sealed the entrance. When his screaming subsided and the echo vanished, Ben heard another sound. A low moaning sound which seemed to be coming closer…

GENRE 5 Ben is enjoying his first night camping on safari in the Kenyan bush.The air was absolutely still, not a breath of wind. Ben settled himself in the tent, exhausted from his tiring day’s activities. Still it was a pleasant tiredness. Slowly his eyes closed…

GENRE TYPES AND THEIR FEATURES

GROUP ACTIVITYIn your group complete the table below by identifying the setting of the stories and listing some features of the different genres.

GENRE SETTING FEATURES ‘uneasy’ - Threatening atmosphere Ghost haunted castle strange noises ‘tapping’ Mysterious ‘someone breathing’ Time – Night, darkness ‘Icy chill’ intensifies fear

Crime/Detective

Science space craft advanced technology ‘E-screen’Fiction possible existence of other beings The word ‘mission’ Reference to external influences ‘air disturbance’ ‘electrical interference’

Horror

Adventure

SOME IDEAS TO CONSIDER ON STYLISTIC FEATURES OF VARIOUS IMAGINATIVE WRITING GENRES

Writers consider very carefully all of these aspects BEFORE or AS they write.

GHOST STORY

SETTING: Can be isolated, mysterious, frightening, unusual, threatening

e.g. castles, old houses, dark woods etc. unexpected sounds, unusual sounds intensify fear darkness, extreme weather conditions, winter dramatic change in weather

CHARACTERS: frightening, unusual, mysterious frightened, innocent, unsuspecting, brave

PLOT: usually builds up to a climax often an unusual unexpected twist at the end

WORD CHOICE: deliberately chosen to heighten suspense use of figurative language and sound words

SOME IDEAS TO CONSIDER ON STYLISTIC FEATURES OF VARIOUS IMAGINATIVE WRITING GENRES

CRIME STORY

SETTING: creates tension, puzzlement, intrigue etc. by deliberate choice

of situation setting can be very ordinary, normal, everyday location

CHARACTERS: a ‘hero’ type figure as the main character his actions ( and description) show him to be clever,

resourceful, brave, alert etc a ‘villain’ figure as his adversary his actions (and description) may reveal him to be cunning,

unscrupulous, devious, cruel, unfeeling, a hypocrite

PLOT: builds up to a climax and normally a resolution keeps the reader in suspense

WORD CHOICE: descriptive words for both the hero and the villain words to influence the reader’s opinion of the two main

characters words to build up a sense of suspense setting sometimes described in a lot of detail

SOME IDEAS TO CONSIDER ON STYLISTIC FEATURES OF VARIOUS IMAGINATIVE WRITING GENRES

SCIENCE FICTION STORY

SETTING: in a future world with advanced technology perhaps similar but with important differences from our own the setting may indicate a ‘better’ world but often a ‘world’ which

is in some way ‘threatening’ to the people objects often have unusual names

CHARACTER: often have unusual names the ‘hero’ figure often reveals by his actions/thoughts that he is

intelligent, resourceful, calm when faced with life-threatening situations

often contrasted with other characters the villain might not be human, could be a machine of some

type

PLOT: there is often a resolution to a situation of danger or there could be no resolution if the writer merely wants to

warn us about ‘what could happen in the future’

WORD CHOICE: often includes ideas and vocabulary referring to advanced

technology many ‘made-up’ names for objects and places but with some

similarity to life as we know it

SOME IDEAS TO CONSIDER ON STYLISTIC FEATURES OF VARIOUS IMAGINATIVE WRITING GENRES

HORROR STORY

SETTING: often an isolated or scary location one where there is little chance of escape or a normal location which has become very menacing and

threatening to the occupants

CHARACTER: often the sense that the main character is an innocent victim

threatened by a more powerful force the adversary is often supernatural and evil

PLOT: the victim struggles against incredible odds to free him/herself

from an unpleasant fate sometimes the struggle is successful but sometimes it is not there is a build up of tension there are possibly some cliffhangers

WORD CHOICE: words are chosen to intensify the fear words are chosen to build up the suspense sound words and figurative language are used to build up

atmosphere

SOME IDEAS TO CONSIDER ON STYLISTIC FEATURES OF VARIOUS IMAGINATIVE WRITING GENRES

ADVENTURE STORY

SETTING: tension is created by the deliberate choice of situation usually NOT an everyday situation or setting e.g. the bush, a

glacier, moors, a mountain

CHARACTER: usually a ‘hero’ type figure description of his actions reveal his courage, quick-thinking etc. his enemies might be motivated by money, politics etc. we want the hero to win

PLOT: the story presents the hero with a problem it build up to a climax, often a battle with his enemy usually a resolution where the hero by virtue of some quality or

strength wins through

WORD CHOICE: description of the hero and villain which show their personalities creating atmosphere to build up suspense

GENRE TYPES AND THEIR FEATURES

GROUP ACTIVITY

Now in your groups complete the table below after reading the extracts which follow.You will need to find evidence to support your decision on genre by referring to

The features of the story (plot, character, setting) The writer’s word choice

EXTRACT GENRE EVIDENCE/WORD CHOICE

1.

2.

3.

4.

5.

GENRES

WAR SCHOOL MYSTERY ADVENTURE CRIME

HORROR GHOST ROMANCE SCIENCE FICTION

EXTRACTS FROM STORIES

EXTRACT ONE

Ivan lay down on the lowest bunk of a three tier wooden bunk-bed and wrapped himself in the coarse grey blanket. His naked feet were frozen and his whole body numb with cold. He could hear the sleet on the tin roof of the prison hut and in the distance the boom of the guns. He thought of the burning cornfields and the destruction of the forests – a vain attempt to halt the German advance.

EXTRACT TWO

“James!” the voice shouted. “Mr. Beaton wants to see you in his office. Immediately!” the voice added.James stood up in the uncomfortable silence of the classroom and shuffled his feet, aware that a few of his classmates were trying to stifle their giggles. He jerked himself into motion, glaring across at Robert Ellis whose face was at once transformed into an angelic smile.

EXTRACT THREE

Sharon stared around her without seeing anything at all. The rain had turned into a downpour, and her thin coat was soaked through. A heaviness filled her heart and mind. But she would not cry, at least not in public. She looked ahead, grey-faced and dry-eyed. Plunging her hands into her pockets, she felt something strange at the bottom of her right pocket. Something which was definitely not there before!

EXTRACT FOUR

Captain Nemo looked at his touch screen as the spacecraft executed a perfect landing on the planet Kriston. He sighed deeply with satisfaction. At least the first part of his mission had been completed successfully – navigating the craft to a remote planet nine thousand light years from Planet Earth. Now for the second part of his mission.

EXTRACT FIVE

Tex opened his eyes, and quickly closed them against the fierceness of the African sun which was at its full height. He must have been asleep for at least ten hours. The heat in the tree house overwhelmed him. He dragged himself up from his bunk and parted the mosquito nets. His eyes took in the empty bunk below him. Where was Chuck and what was he doing?

HOMEWORK GRADED WRITING ACTIVITY

IMPROVE A DULL PIECE OF WRITING BY CREATING A PARTICULAR GENRE

1. Read the following very ordinary piece of writing produced by a pupil and change it into a definite genre. (A model is given )

2. After you and your partner have completed writing the paragraph we will listen to a few examples from the class and try to see if we can identify the genre.

PUPIL’S PARAGRAPH

Marc walked into the room. He looked around and saw something which made him look a bit more closely. Quickly, he prepared himself for the task ahead.His mind was full of thoughts which would not go away.

MODEL OF AN IMPROVED PARAGRAPH: MYSTERY STORY

Marc glanced nervously over his shoulder, listening for the slightest sound before tiptoeing silently into Mr. Hardcastle’s private study. In the darkness, he could just make out the shape of the oak desk. He knew the blotting pad concealed the key he sought. Crouching, he opened the wooden drawer, pulling it out slowly to avoid any creaking noises which might disturb any of the other occupants of the house. Hands damp with sweat, he lifted out a small locked box. Could it possibly hold the answer he so needed?

Now, go ahead and write a paragraph in a particular genre. You should aim to write about 100 words. You will be graded on the following traits of writing: Word Choice, Content & Ideas and

Conventions.

OPTIONAL WRITING ACTIVITY

If you feel happy with the beginning of your story (crime/mystery/science fiction etc.) and have discussed it with

your teacher you can continue the story.

Idea! You can create a suitable cover after you have discussed your writing with your teacher.

SECTION TWO

CHARACTERS REVEAL THEMSELVES THROUGH WHAT THEY SAY

“ Speak up, boy! Cat got your tongue, eh?” sneered Mr. Taylor

“You miserable little gumboil!” the Trunchbull screamed.

CONTENTS OF SECTION TWO

Section Two – characters reveal themselves through what they say and how they say it

Characters reveal themselves through what they say

Number Task Text Class Arrangement1. Identifying personality

features from speech Mix and Match

Variety of Texts Group activity

2. Identifying aspects of personality from speech

Extract from ‘Matilda’ Group activity

3. Practice Writing activity / Writing a Paragraph

Individual activity

4. Matching dialogue with personality features (Words are given)

Extract from ‘Carrie’s War’

Pair activity

Characters are revealed by HOW they speak1. Alternatives to the

word ‘said’Various sentences Group activity

2. R. Dahl’s alternatives to ‘said’

Extract from ‘Matilda’ Pair activity

3. N. Bawden’s alternatives to ‘said’

Extract from ‘Carrie’s War’

Pair activity

4. Changing the dialogue to suit the personality

Mr. Taylor extract Individual activity

5. Optional Writing activity

Individual activity

SECTION TWO

CHARACTERS REVEAL THEMSELVES THROUGH WHAT THEY SAY

We can often see what kind of person a character is through what s/he says.

Most stories contain some element of dialogue. We are going to learn how to write effective dialogue. We will do this by examining some models.

The main elements which we need to remember when writing dialogue are:

to make sure that the dialogue reveals something about the character’s personality

to make sure that we consider not only WHAT is said, but HOW it is said to use dialogue SPARINGLY and only where it is appropriate

GROUP ACTIVITY

CHARACTERS REVEAL THEIR PERSONALITY BY WHAT THEY SAY

Even in a short piece of speech, characters can reveal some element of their personality.

Read the following eight short pieces of speech, and then try to match the personality features with the list given on the next page.

1. “Why, thank you Matilda,” Miss Honey said, still smiling. “That is a remarkable answer. Excellent. Really excellent,” she added.

2. “Shut Up! I don’t care what you have to say. I don’t intend to listen to a word!” Mr. Baker pronounced.

3. Miss Hardcastle merely glanced at her secretary before barking out her orders. “Haven’t you finished that letter yet? What have you been doing all afternoon? You’d better get a move on. There’s another six to be completed before five o’clock!”

4. “Sit down and don’t try to talk. Take things slowly. First of all we’ll get you out of that wet raincoat and things will feel a lot better,” said Marjory, patting the child’s head as she spoke.

5. Miss Evans smiled shyly at Nick and Carrie. “My brother is a good man, but strict. Manners and tidiness and keeping things clean matter to him. He says dirt and sloppy habits are an insult to the Lord. So you will be good, won’t you?” she pleaded.

6. “Speak up, boy. Cat got your tongue, eh? Too many lies running around loose in your head? You wouldn’t recognise the truth if it was standing right in front of you!” sneered Mr. Taylor.

7. “I’ll tell you what, you suppurating little blister! You stole the cake. Do you deny it, you miserable little gumboil?” the Trunchbull screamed.

8. “I d-d-don’t know what to do. I won’t b-b-be able to do it. I just can’t…” whispered Ellen.

MATCH THESE ANSWERS WITH THE CORRECT CHARACTER

1. Bossy and harsh, insensitive to others

2. Concerned and thoughtful, kind-hearted

3. Kind, eager to give praise, encouraging

4. Sarcastic and menacing, bullying

5. Rude, unfair and harsh

6. Angry, threatening and deeply insulting

7. Helpless, weak, lacking in confidence

8. Friendly, but a little frightened, giving a friendly warning

USING DIALOGUE: CHARACTERS REVEAL THEMSELVES THROUGH WHAT THEY SAY

Read the following extract from ‘Matilda’ by R. Dahl.

Mr. Wormwood has returned from work, his hat firmly stuck to his head with superglue. He is extremely angry. His daughter Matilda was responsible for the prank.

When he got home that evening he still couldn’t get the hat off.

“Don’t be silly,” his wife said. “Come here. I’ll take it off for you.”

She gave the hat a sharp yank. Mr. Wormwood let out a yell that rattled the window-panes. “Ow-w-w!” he screamed. “Don’t do that! Let go! You’ll take half the skin off my forehead!”

“What’s the matter, daddy?” asked Matilda. “Has your head suddenly swollen or something?”

Mrs. Wormwood said to him. “It must be Superglue. It couldn’t be anything else. That’ll teach you to go playing round with nasty stuff like that.”

“I haven’t touched the flaming stuff!” Mr. Wormwood shouted. He turned and looked at Matilda who looked back at him with large innocent eyes.

Mrs. Wormwood said to him, “You should read the label on the tube before you start messing with dangerous products. Always follow the instructions on the label.”

“What in heaven’s name are you talking about, you stupid witch?” Mr. Wormwood yelled, clutching the brim of his hat to stop anyone trying to pull it off again. “Do you think I’m so stupid I’d glue this thing to my head on purpose?”

Matilda said, “There’s a boy down the road who got some Superglue on his finger and then he put his finger to his nose.”

Mr. Wormwood jumped. “What happened to him?” he spluttered.

“The finger got stuck inside his nose,” Matilda said, “and he had to go around like that for a week.”

“Serves him right,” Mrs. Wormwood stated. “He shouldn’t have put his finger up there in the first place. It’s a nasty habit children have,” she added.

Matilda said, “Grown ups do it too, mummy. I saw you doing it yesterday.”

“That’s quite enough from you,” Mrs. Wormwood replied, turning pink.

GROUP ACTIVITYLook at what each of the three character says in the extract. Discuss in your groups what the dialogue shows about each character.

CHARACTER WHAT S/HE SAYS WHAT IT REVEALS ABOUT HIS/HER PERSONALITY

Mr. Wormwood “Don’t do that! Let go!” always giving orders “I haven’t touched the bad-tempered flaming stuff!” gets angry easily “…you stupid witch!” insults others

Mrs. Wormwood

Matilda “I saw you doing it truthful, honest yesterday.”

PRACTICE WRITING ACTIVITY INDIVIDUAL WORK

The Wormwood’s next door neighbour, a loud sneering man called Mr. Glotall calls to see what all the shouting is about. He hates Mr, Wormwood and enjoys having the chance to gloat at his discomfort. You have to create the dialogue which further develops the situation and reveals Mr. Glotall’s personality. (1/2 paragraphs only)

EXTENSION ACTIVITY

Read the following extract with your partner. It is an extract from ‘Carrie’s War by Nina Bawden.

Carrie and her brother Nick are wartime evacuees sent from London to Wales. As they reach their destination Carrie meets Albert for the first time. Miss Fazackerly is the adult accompanying the evacuees.

The train was slowing. “Here we are,” Miss Fazackerly announced. “Collect your things, everyone, don’t leave anything. Take care of Nick, Carrie.’

Carrie scowled. She hated being told to do something she was going to do anyway.

“Pick up your suitcases, and any bags you have,” Miss Fazackerly instructed them. “Carrie, don’t forget your coat, child.”

Carrie picked up the two suitcases, and the carrier bag, and her gas mask. Her gas mask banged her knee as she walked.

“Someone help Carrie, please,” Miss Fazackerly cried, rushing up and down the line of children like a sheep dog. Someone did – Carrie felt a hand take the carrier bag from her. It was a bigger boy, but he didn’t seem to be any older than she was.

“Thank you so much,” she said in a grown-up voice like her mother’s.

“Well, I suppose this is what they call our ultimate destination. Not much of a place, is it?” the boy asked.

“Bound to be dirty,” Carrie said. “A coal-mining town.”

“I didn’t mean dirt. Just that it’s not big enough to have a good public library,” said the boy.

Carrie peered at his label and read his name. Albert Sandwich. “Do your friends call you Ally or Bert?” she asked.

“I don’t care for my name to be abbreviated,” he said. “Nor do I like being called Jam, or Jelly, or even Peanut Butter.”

“I hadn’t thought of sandwiches,” Carrie said. “Only of the town Sandwich in Kent. My granny lives there. She’s not frightened of anyone. I bet she could even stop Hitler. Go up on her roof and pour boiling oil down!”

Albert looked at her, frowning. ‘I don’t think that would be very helpful. Old people aren’t much use in a war. Like kids – best out of the way.”

His grave tone made Carrie feel foolish. She wanted to say it was only a joke but it was too late. They had arrived at a building with several steps leading up to it.

EXTENSION ACTIVITY

Miss Fazackerly’s dialogue is in bold print.Albert’s dialogue is underlined.Carrie’s dialogue is in italics.

Look at the list of words below.

READING closely what they say, which words would you choose to describe

Miss Fazackerly Albert Sandwich

Carrie

cruel proper fussy talkative well-mannered clever strict babyish

dutiful concerned silly friendly unfriendly

serious frightened bossy shy

old-fashioned amusing embarrassed polite

For each word you choose to describe a character, find a piece of evidence (quote) to back up what you say. Make notes in your reading journal.

RECAP! What a character says should reveal something about his/her personality.

CHARACTERS ARE REVEALED BY HOW THEY SPEAK

Characters reveal their personality not only by WHAT they say, but also by HOW they say it.When we are writing dialogue we need to consider

When to speed up the dialogue by NOT adding in the name of the person who spoke

When it is appropriate to use the simple word ‘said’ When we should use more expressive words (shouted, whispered) When we should put the verb before and when after the speaker

( said Robert, Robert retorted) When we should use an adverb after the verb (sadly, angrily)

GROUP ACTIVITY

Read these examples again.

1. “Shut up! I don’t care what you have to say. I don’t intend to listen to a word!” Mr. Baker pronounced.

2. “Speak up, boy. Cat got your tongue, eh? Too may lies running around loose in your head? You wouldn’t recognise the truth if it was standing right in front of you!” sneered Mr. Taylor.

3. “I’ll tell you what, you suppurating little blister! You stole the cake. Do you deny it, you miserable little gumboil?” the Trunchbull screamed.

4. “I d-d-don’t know what to do. I won’t b-b-be able to do it. I just can’t…” whispered Ellen.

In your group, DISCUSS what MOOD is suggested in each case by the word chosen.

CHARACTERS ARE REVEALED BY HOW THEY SPEAK

Read the ‘Matilda’ extract again.

PAIR ACTIVITY

In the table below fill in the words that R. Dahl chooses to use to describe the way Mr. Wormwood, Mrs. Wormwood and Matilda speak.

Mr. Wormwood Mrs. Wormwood Matilda

1. screamed 1. 1. asked2. 2. 2.3. yelled 3. said 3. said 4. 4. 4. 5. 6.

What do you notice? Which character is most animated?What is the reaction of the other two characters?

Can you think of any reasons why the writer should choose particular wordsTo describe how each character spoke?

EXTENSION

Pick out the words the writer uses to describe the way the characters speak in the ‘Carrie’s War’ extract.What do the words chosen by the writer tell us about the characters?

INDIVIDUAL ACTIVITY

DIALOGUE SHOULD REVEAL PERSONALITY

Read the extract of dialogue which follows. It comes from a piece a pupil has written in his school story to show the conflict developing between

Paul – a ‘laid-back’ and sometimes insolent 13 year old

Mr. Taylor – a quick tempered P.E. teacher who often uses sarcasm.

Change the dialogue to reveal the personality of the speakers.

Mr. Taylor stood at the changing room, noisily drumming his fingers against the wooden door, his brow creased with wrinkles of annoyance and his face red with anger. He watched as Paul Barnes ambled slowly up the corridor, swinging his bag and whistling as if he had not a care in the world.

Mr. Taylor said, “Why are you so late, Paul?”“I was held back at Music,” Paul said.“Why were you held back at Music?” said Mr. Taylor.“Someone let off a stink bomb,” said Paul.“You’ve missed half your P.E. lesson,” said Mr. Taylor.Paul said, “It wasn’t my fault.”“Go and get changed quickly, then,” said Mr. Taylor.

Does this brief conversation reveal the personalities of the two characters? Is the word ‘said’ always appropriate?

INDIVIDUAL WRITING ACTIVITYRewrite the dialogue

Making it more appropriate and realistic Making it reveal the personalities of the two characters

through what they say Changing the word ‘said’ where you think it is necessary

OPTIONAL WRITING ACTIVITY

If you feel happy about the creation of these two characters

‘laid back’ Paul quick-tempered Mr. Taylor

place them in the following situation.

Mr. Taylor has organised a school trip and on this trip Paul is late meeting up with the others. There is a real danger that they will miss a connecting ferry. Mr. Taylor is enraged. However Paul has a genuine reason for being late. The turning point is that Paul does explain. Mr. Taylor’s opinion of Paul changes.

(You must reflect these changes using dialogue in your story)

SECTION THREE

HOW TO WRITE OPENINGS TO HOOK THE READER

ATMOSPHERIC SETTINGS

STRANGE CHARACTERS

INTERESTING DIALOGUE

A PROBLEM

CONTENTS PAGE SECTION THREE

Section Three – Openings to Hook the Reader

Openings to ‘hook’ the readerNumber Task Text Class

Arrangement1. Examples of

different types of story openings

Various extracts Class activity

2. Completing a Table identifying different types of story openings

Various extracts Group activity

3. Cloze Procedure (words given) Creating an opening for a story

Adapted from ‘The Silver Sword’

Pair activity

4. Choosing a Starting PointWriting an Opening Paragraph

Individual activity

5. Optional Writing Activity

Individual activity

SECTION THREEOPENINGS TO ‘HOOK’ THE READER

A writer must decide HOW to begin a story. The opening sentences or paragraphs are very important because the writer has to grab the reader’s attention and make him/her want to read ON.Professional writers often start their stories by

A description of the setting A description of a character A line or lines of dialogue or a conversation A description of an action or a problem A main character speaking to the reader (first person narrative) often

outlining a problem

Below are some examples of story openings.

SETTING“The air was clogged with heat. Through open windows steamed the dusty sunlight of another city afternoon. An undercurrent of fretfulness ripples around the room.”‘The Runaways’ – Ruth Thomas

CHARACTER“Henry Was horrid. Everyone said so, even his mother. Henry threw food, Henry snatched, Henry pushed and shoved and pinched. Even his teddy avoided him when possible.”‘Horrid Henry’ – Francesca Simon

DIALOGUE“Look at the cat,” said Prissy Pinkerton. “Why is he so fat?”‘Blossom’s Revenge’ – Adele Geras

ACTION“I woke up when the bomb came through the roof. It came through at an angle, overflew my bed by inches, bounced over my mother’s bed, hit the mirror, dropped into the grate and exploded up the chimney.”‘War Boy’ – Michael Foreman

A PROBLEM OUTLINED BY THE MAIN CHARACTER“I disappeared on the night before my twelfth birthday, July 28 1999. Only now can I at last tell the whole extraordinary story. The true story.”.”Kensuke’s Kingdom’ – Michael Morpungo

STORY OPENINGS MUST SUIT THE PURPOSE OF THE STORY AND THE GENRE CHOSEN

The story opening MUST suit the purpose of the writing and the genre chosen. For example, if you are writing a MYSTERY story there are a number of suitable openings.

1. You can begin by surprising the reader and causing suspense by describing something unusual which has happened some time ago

e.g. I had never been particularly keen to cross the moor at night – especially after that strange disappearance or murder on one year ago. I’ll never forget…

2. You can begin the story by surprising the reader by describing something intended to shock or puzzle

e.g.

He vaguely remembered the dark moor as he slowly opened his eyes only to be met by total darkness. He tried to rub his eyes, only to find that he was unable to move his arms. He was unaware that his arms and legs were bound and that he was lying in the darkness on a mortuary slab.

3. You can begin by describing the setting so that it suggests atmosphere

e.g.

The moor is a strange, gloomy and mysterious place. During the day it seemed unwelcoming, cold and constantly wet. The wind constantly prowls, whipping the rain into you like a knife. However, the moor is, at night, even more mysterious. With darkness comes fear. You have no sense of direction. You feel lost in the blackness of the night.

4. You can begin by starting at an important point of action in the story

e.g.

John ran for his life. He could sense the presence behind him. But he knew that he had a two minute start. Fear made his feet fly.

GROUP ACTIVITY

In your group you are going to read the openings to a number of stories and you are going to discuss and decide on

what kind of opening the writer has chosen what the PURPOSE of the opening is and what kind of story it is likely to be.

There is a table for you to complete after reading the openings.NB Sometimes a writer uses a combination of two elements.

STORY OPENINGS

STORY TYPE OF PURPOSE KIND OF STORY OPENING OF OPENING TO FOLLOW1.

2

3.

4.

5.

6.

7.

8.

STORY OPENINGS

They chased me home again today and the new boy, Scott, joined in. When he smiled at me yesterday I hoped he was going to be my friend, but he’s not. He was yelling Raggedy-Ann just like everybody else as I ran up Taylor Hill.Abomination by Robert Swindells

Even before they reached the haunted house, the night had turned wild. The face of the minibus driver flickered from blue to white under the lightning. Each peal of thunder made the map in Mr. Plumley’s hand shiver. They peered anxiously through the rain-spattered windows into the storm and the black night.Step by Wicked Step by Anne Fine

Josh groped his way out of sleep, immediately remembering that the twins had a secret. Naturally, it was one he didn’t share. He was always being left out now. But he was getting used to that, so why was he so scared?Wicked by Anthony Masters

It’s late evening in early January, winter-cold. Mightymouth Mulloney, the school caretaker, makes his last rounds of the school before the start of the new term. The corridors are as quiet as ghosts. He glances briefly into the silent rooms to check that chairs and desks are straight, and goes back across the yard.Tough Luck by Berlie Doherty

Peter Carey cut across the scrum by the gate as the schoolyard emptied and stopped in front of Jan.“Doing anything on Friday night?”For a second she was stuck for words, embarrassed. She made a face and shrugged. He went on. “There’s a disco at the college…”It’s My Life by Robert Leeson

You are not going to believe me, nobody in their right minds could possibly believe me, but it’s true, really it is! When I woke up this morning, I found I’d turned into my mother.Freaky Friday by Mary Rodgers

Aunt Patsy arrived the morning after the accident and as she had always lived in Edinburgh and we had always lived in London and neither of us had had enough money for the fares, we had never met her before. She was Mother’s sister, tall and thin, with dark straight hair so smooth it looked polished, grey eyes, a pointed nose and long nervous hands.The High House by Honor Arundel

My story must begin when I boarded the Charming Molly at Bristol. Before that there’s little to tell. My name is Jack, surnamed ‘Holborn’ after the parish where I was found: for I had neither father nor mother who’d cared enough to leave me a name of my own.Jack Holborn by Leon Garfield

CREATING AN OPENING FOR A STORY

EXTENSION ACTIVITYRead the following opening to a WAR story. The writer has chosen to describe a bleak SETTING which creates a GRIM atmosphereWith your partner you have to choose suitable words to fill the blanks. A WORD BANK is given below but you can choose other words if you wish. You are trying to create the impression of a forbidding POW camp in Poland.

All the missing words are NOUNS.

The ____1_____ camp which the Nazis sent him to was in the ____2____ of South Poland. A few wooden _____3_____ clung to the edge of a _____4____hillside. Day and night the ____5______beat down upon them for the ______6_____trees were thin and gave little _____7_____. For five months of the year _____8_____lay thick upon the ground. It smothered the huts. It gave a ____9____ of white fur to the twelve foot double ____10___ of wire that surrounded the clearing. In stormy ______11______ it blew into the bare huts through _____12______ in the walls. There was no ____13______ in Zakyna.

Adapted from The Silver Sword by Ian Serraillier

WORD BANK

SHELTER COVER BARE PALM FROST

SNOW COATING FENCE WEATHER COMFORT

CRACKS PEACE HOLES TIMES COVERING

GAPS DAYS WALL PINE RAIN

WIND SUNNY GREEN BLEAK MOUNTAINS

HOUSES CHALETS VALLEYS HOLIDAY PRISON

ASSESSMENT TASK: WRITING AN OPENING PARAGRAPH

INDIVIDUAL ACTIVITY

A pupil has jotted down some of his ideas for his short story.

It is going to be a MYSTERY STORY. Here are his ideas.

Setting: empty railway station late one winter’s night

Weather: violent storm, strong wind, rain pouring

Characters: a young person curled up on a bench A shadowy figure in the distance

Plot: the young person has run away from home after an argument with her mother and stepfather. Many unkind things have been said

You need to choose your starting point and write the opening paragraph.

You should choose ONE of the following:

A description of the setting/atmosphere A description of the young person A description of the shadowy figure Lines of dialogue ( perhaps the cruel words remembered) Description of an action/problem

NB Your aim is to make your reader want to READ ON!

OPTIONAL WRITING ACTIVITY

If you feel happy with your story so far, discuss it with your writing partner and/or your teacher, and continue with it if you wish.

[Do NOT write the ENDING as there are ideas for endings in the next section]

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SECTION FOUR

ENDINGS TO SATISFY THE READER

A SURPRISE

A TWIST IN THE TAIL

THE PROBLEM RESOLVED TIES UP LOOSE ENDS

CONTENTS FOR SECTION FOUR

Section Four – Endings to satisfy the reader

Endings to satisfy the readerNumber Task Text Class

Arrangement1. Choosing the

Correct EndingExtract from Jan Mark story

Group activity

2. Identifying different kinds of endings to stories

Various extracts Pair activity

3. Writing an Ending Individual activity

SECTION FOUR

ENDINGS TO SATISFY THE READER

There are very many ways of ending a story, but a good ending is one which leaves the reader satisfied. It can do this in a number of ways.

An ending might

Tie up all the ‘loose’ ends of the story Answer all the questions in the reader’s mind Bring a resolution to the problem Offer a surprise Have a ‘twist in the tail’ A line of dialogue

It might be a combination of some of the above.Some more sophisticated stories even have an OPEN ending where the problem appears to be unresolved and the reader is left with questions.

However, when we write a story it is best to have an ending which we think will satisfy the reader. For this, we need to think about what kind of ending suits our story.

GROUP ACTIVITY

Read the following extract from the middle of a short story by Jan Mark. Then read the THREE possible endings provided. Only ONE is the correct ending.

DISCUSS in your group which ending you think is most satisfying and give reasons for your choice.

One of the group will be asked to report back to the class.

CHOOSING A SATISFYING ENDING

Anthony and Jenny together build a guy (called Flabber) for Guy Fawkes night. But Anthony becomes more and more attached to the guy and decides he doesn’t want it burned.

“No! No! I don’t want it burned,” Anthony yelled, swinging the Guy wildly so that Flabber sashayed in and out of the torchlight.“Well, we’re going to burn it, Anthony Clayton, so there!” Jenny shouted, and darting forward she seized Flabber by its feet. Simultaneously, Anthony dropped the clothes prop and flung his arms around Flabber’s chest. They both dug in their heels and tugged.The grown-ups tutted and shuffled, and one voice in the dark muttered, “Oh that awful child!”Mrs. Clayton hoped it meant Jenny. Everyone else assumed it meant Anthony.

ENDING ONEAfter the awful disturbance, Anthony was told to go home and go to bed. He dragged his feet as he set off, upset that he was missing the firework display.

ENDING TWOAnthony was not allowed to stay for the firework party. With Flabber’s short corpse tucked under his arm, he was sent home in disgrace, and told to go straight to bed, which he did. But for the first time in his life, he fell asleep with a big smile on his face.

ENDING THREE Jenny was delighted. Anthony had been punished for what he had done, just as he deserved. She glanced at the bonfire without a guy, then turned round to join the firework party.

EXAMPLES OF STORY ENDINGS

There are so many different ways of ending a story that it is impossible to mention them all. Some examples of ways of ending stories are given below.These are among the types most often used by writers.

1. the problem is solved and the ending is a happy one2. looking to the future – a new start

3. the writer tells the reader what happens to the main character4. the writer talks directly to the reader

5. the writer returns to the same character or setting used at the start of the story

PAIR ACTIVITYRead the following endings to some well-known children’s stories and see if you can match them to the list given above. You need to justify your answer by referring to aspects of the ending.

ENDING TYPE OF ENDING REASONS/EVIDENCE

1.

2.

3.

4.

5.

6.

7.

8.

THE ENDINGS

Matilda by R. DahlMatilda leapt into Miss Honey’s arms and hugged her, and Miss Honey hugged her back, and then the mother and father and brother were inside the car and the car was pulling away with the tyres screaming. The brother gave a wave through the rear window, but the other two didn’t even look back. Miss Honey was still hugging the tiny girl in her arms and neither of them said a word as they stood there watching the big black car tearing round the corner at the end of the road and disappearing for ever into the distance.

The lion, the witch and the Wardrobe by C.S. LewisAnd that would have been the very end of the story if it hadn’t been that they felt they really must explain to the Professor why four of the coats out of his wardrobe were missing. And the Professor, who was a very remarkable man, didn’t tell them not to be silly or not to tell lies, but believed the whole story. And that is the end of the adventures of the wardrobe. But if the Professor was right it was only the beginning of the adventures of Narnia.

Stig of the Dump by Clive KingStig may be on the move. One report was that he’d been seen working at a garage by the main road, where they collect old wrecked cars and put the pieces in rusty piles. And somebody else saw him in a back lane of that woody country at the top of the Downs, mending a chicken-run with an old wire mattress. It certainly sounded like Barney’s friend Stig, but perhaps it was only a relative of his.

Freaky Friday by Mary RodgersYou’re not a very careful reader. Don’t you remember page one? The story begins:You are not going to believe me, but it’s true, really it is.And the story ends the same way.

Hatchet by Gary PaulsonBrian was standing now, silent. His tongue seemed to be stuck to the roof of his mouth and his throat didn’t work right. He looked at the pilot and the plane, and down at himself – dirty and ragged, burned and lean and tough – and he coughed to clear his throat.

“My name is Brian Robeson,” he said.

Tough Luck by Berlie Doherty“Off you go. Leave me to my peace and quiet.” Mightmouth Mulloney swings the school gate shut behind Joe Bead’s car and bolts it down. “Can’t say I’ll miss you all,” he says, making his way back to his bungalow. “Much.”

Abomination by Robert SwindellsI miss Mother and Father. I sent them a card with my love and no address but I expect it’s in the bin, torn in two. I’m looking forward to Wednesday. It’s Annette’s half day off and she’s promised she’ll show me how to surf the Net. You know – the Internet. Guess who I’m going to e-mail first.

Wicked by Anthony Masters“He’s coming out of the coma,” said Tom quietly.At first Josh could hardly believe what Tom was saying, but, as he gradually began to understand, he had the curious sensation that some of the wickedness had gone out of his world at last.

WRITING AN ENDING TO A STORY

INDIVIDUAL ACTIVITY

You are now going to practise writing an ending to a story. You can choose whatever type of ending you think is suitable. When we have finished, we will listen to some of the endings and decide how satisfying they are.

You have already written an opening paragraph for this story.

MYSTERY STORY

Setting: deserted railway station late one winter’s night

Weather: howling gale, fierce wind, pouring rain

Characters: a young person huddled on a bench A shadowy figure in the distance

Plot: the young person has run away from home after a fierce quarrel with his/her mother and stepfather where many unkind things have been said

Ending: the shadowy figure turns out to be - who?

Now write your ending!

Make up a suitable cover for your story.Use the computer if possible.

Make your story professional looking – after you have discussed the content with your teacher and have redrafted it.

WRITING YOUR OWN STORY

You have been learning to

recognise the features of different genre types of story write realistic dialogue which reveals personality

choose an opening which ‘hooks’ the reader bring a story to an ending which satisfies the reader

You are now going to PLAN your own story.You can choose the genre.

YOUR TASK

WRITE A STORY IN ANY OF THE GENRES WITH WHICH YOU ARE FAMILIAR.

In this story you will pay attention to

the features of the genre you have chosen and the appropriate language for that genre

writing effective dialogue which reveals the personality of your characters writing an opening which makes the reader want to read on bringing your story to an ending which satisfies the reader

WRITING FRAME FOR STORY WRITING

GENRE CHOSEN:

Make notes to help you in the frame provided.Write down the kind of OPENING you are choosing and any USEFUL words.Write down WHO your main characters are and what features of PERSONALITY you want to reveal when you use dialogue.Write down what kind of ENDING you plan to use.

OPENING How are you going to open your story?

CHARACTERS AND DIALOGUE Who are your main characters?What should their dialogue reveal about their personalities?

ENDING What kind of ending am I going to write?

WRITING A STORY IN A PARTICULAR GENRE PUPIL REVIEW

Before you hand your story to your teacher for assessment, REVIEW your own work by completing this evaluation sheet.

ELEMENT TICK EVIDENCE if used GENRE

1. the features of the story areappropriate to the genre ( plot,characters, setting)2.language appropriate to thegenre is used.

DIALOGUE1.dialogue reveals the personalityof the characters2.dialogue is used sparingly andappropriately3.attention has been paid to HOWthe character speaks

OPENING Why I think this is an effective openingI have chosen to open my story1.by describing the setting/atmosphere2.by describing a character3.by using dialogue4.by describing an action or a problem5.by addressing the reader

ENDING Why I think this is an effective endingI have chosen to end by story1.by resolving the problem/a happy ending2.looking to the future/a new start3.tying up all the loose ends4.by returning to the same character orsetting or image used at the beginning6.by giving the reader a surprise, a twistin the tail