Dr. Lyle Weis Conference notes dr.lyleweis@yahoo.ca

My instruction modules for high school fiction writing are developed according to clear stages. Each stage may represent a class meeting, though in practice there may be overlaps between meetings:

Stage 1:

This is the pre-writing stage. I offer an introduction and overview of the sub-categories of fiction (mystery, sci-fi, romance, etc.). Students are asked to choose a favorite kind from the list and get ready to write a short story of between 5-7 pages. They are asked to plan and prepare the following:

a. a statement of theme
-- I sometimes call this “The Big Idea,” or governing principal. Choosing a sub-category often implies a choice of theme (Romance: “The journey to true love always demands a sacrifice of some kind.”)

b. a setting map of the main action
-- this sketch gives the student a concrete sense of physical place: I encourage using, when possible, a familiar or local setting

c. a brief plot summary
-- given the short nature of the story, the student should be able to apply the classic movements of plot (initial circumstance, rising action, etc.)

d. a list of characters
-- initially, all the student needs during this pre-writing stage is a manageable list of characters, their names and ages

Stage 2:

We begin with a follow up discussion of the preparation materials, perhaps sharing a setting map and plot summary. The lesson that follows covers the importance of characterization and the dynamics of the opening scene.

a. Students are assigned a character profile sheet
-- this sheet lists the physical, environmental, social and psychological traits of the main character (hair color, size, a scar with brief background, a favorite food, a photo or poster the character has on a bedroom wall, a significant fear, and so on)

b. writing of the opening scene
-- the opening scene needs to introduce the main character, provide setting details and initiate action that may already hint at the major conflict. An attention-grabbing “hook” might be employed.

Stage 3:

An example of an opening scene is shared, via an overhead copy. Discussion of the components seen there (characterization, the seed of conflict). The lesson that follows covers the nature and use of suspense.

a. Students are assigned the middle section of the story, and asked to include an element of suspense. Use of sensory images is encouraged.
-- suspense often depends upon the use of sensory information delivered in a controlled, calculated way. Examples from literature or famous movies is helpful.

Stage 4:

Review of the middle section and the suspense scene. A lesson follows regarding the use of dialogue as a tool, with examples.

a. Students are assigned the ending of the story, with hints with regard to the function of the ending. A resolution to the main conflict or challenge is expected and must be logical in terms of plot.

b. The use of dialogue, and its function in the various stages of a story, is reiterated. I often give students a “bare bones” example of dialogue, which looks like a script excerpt, with only the character’s spoken words used. Then, I show them what can be achieved when setting description, characters’ body movements, clothing and inner thoughts are shared.

Stage 5:

Lesson on the importance of revision, with suggested tools. I encourage peer editing of student work, using specific guidelines with regard to paragraph control, the balance between description and action and consistency of voice.