Enhanced Creative Writing with Structure and Style
Flashback Dialogue Five Senses, Five W's Triples Similes & Metaphors Personification
Alliteration Allusion Poetry Irony Allegory Foreshadowing
by Bev
and Bryan Rempel
Master Teachers of Blended Structure and Style Accomplished Instructors - The Institute for Excellence in Writing
Vid-Ebook
Founders of Websters Academy for Excellence in Writing
Table of Contents ENHANCED CREATIVE WRITING LESSONS - SCOPE AND SEQUENCE ................................................................ 4 INTRODUCTION ............................................................................................................................................. 5 Lesson 1 – Introduction and Review .............................................................................................................. 7 Lesson 2 – Descriptive Composition - Style - Triples ..................................................................................... 13 Lesson 3 – Theme Composition - '5 Senses' .................................................................................................. 19 Lesson 4 – Descriptive Composition - 3 Decorations .................................................................................... 23 Lesson 5 – Theme Composition - GPG ......................................................................................................... 33 Lesson 6 – Descriptive Composition – 4 New Decorations ............................................................................ 37 Lesson 7 – Theme Composition - 5 W's ........................................................................................................ 41 Lesson 8 – Upgrading Your Composition ...................................................................................................... 45 Lesson 9 – Flashback Paragraphs ................................................................................................................. 51 Lesson 10 – Dialogue ................................................................................................................................... 55 Lesson 11 - Theme Composition .................................................................................................................. 61 Lesson 12 – Advanced Decorations - Personification .................................................................................... 63 Lesson 13 – Advanced Decorations - Allusion .............................................................................................. 67 Lesson 14 – Advanced Decorations - Foreshadowing ................................................................................... 73 Lesson 15 – Advanced Decorations - Irony/Sarcasm, Reference ................................................................... 77 Lesson 16 – Advanced Decorations - Allegory .............................................................................................. 85 Lesson 17 - Poetry ....................................................................................................................................... 89
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ENHANCED CREATIVE WRITING LESSONS - SCOPE AND SEQUENCE Lesson
STRUCTURE
Style
1
Introduction Review
Dual verbs, dual adjectives Adjectival Teeter/totters
2
Story Sequence Outline
Triples
3
THEME COMPOSITION 5 Senses
4
Story Sequence Outline
Simile Metaphor Alliteration
5
THEME COMPOSITION General/Particulars/General
6
3sss Question/Conversation Dramatic Opening/Closing
7
THEME COMPOSITION 5 W’s
8
UPGRADING YOUR COMPOSTION
Wheel of Options Transitions
9
THEME COMPOSITION Flashback
Past tense of verbs Dual 'lys' Adverbial teeter/totter
10
THEME COMPOSITION Dialogue Sets
Enhancing ‘said is dead’
11
Putting it all Together
12
ADVANCED DECORATIONS
Personification
13
ADVANCED DECORATIONS
Allusion
14
ADVANCED DECORATIONS
Foreshadowing
15
ADVANCED DECORATIONS
Irony/Sarcasm, Reference
16
ADVANCED DECORATIONS
Allegory
17
POETRY
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INTRODUCTION ENHANCED CREATIVE WRITING lessons have been created with JR/SR HIGH students in mind who have completed one of the Student Writing levels or one the Canadian Theme Based Writing Lessons. The lessons assume the student has a working knowledge and competence with the concepts presented in the SWI or Canadian Theme Based Writing Lessons. Lessons should be completed as a student is able. Students should write every day. Using the creative writing skills learned in the Enhance Creative Writing lessons students will have a toolbox of creative writing tools to enhance their future writing. Each lesson has a teaching video. Before beginning the lesson, you and your student will watch this teaching. Extra videos may also be included with the lesson. When extra help sheets are required, these will be supplied along with the teaching video. To access all the videos for Enhanced Creative Writing, go to the Master Video Page at the link below:
http://tinyurl.com/EnhancedCreativeWriting
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Lesson 1 – Introduction and Review
Lesson 1
GOALS:
STYLE:
VIEW ASSIGNMENT:
Review of Dress-ups and Sentence Openers Review Key Word Outline Review Topic/Clincher Create KWO (key word outlines) from the brain. Write assignment with 6/6 including new style Dual verbs, dual adjectives Adjectival Teeter/totter Lesson 1 "About Me"
.
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Assignment: In this lesson, you will write a report about yourself. It will be 3 paragraphs long with an Introductory Sentence and a Concluding Sentence. Each paragraph will be about one characteristic or skill, hobby, or relationship which you would like to share. For example: I am a good student. I like building with Lego. I am a quiet person. Step 1: List 10 things, characteristics, hobbies, friends etc. about yourself. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Step 2: Look over your list and choose 3 topics you think would be the most interesting to share. 1. 2. 3.
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Step 3: Key Word Outline each of your topics. Ask your brain questions for the content. 5W's - Who, What, Where, When, Why and How.
TOPIC 1 I. _____________________________________________________
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
(6.) _______________________________________________
(7.) _______________________________________________
TOPIC 2 II. _____________________________________________________
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
(6.) _______________________________________________
(7.) _______________________________________________
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TOPIC 3 III. ___________________________________________________
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
(6.) _______________________________________________
(7.) _______________________________________________
Step 4: Before you begin to write, look at each of the Key Word Outlines. Are the points in the order which would create a well organized paragraph? This is an ideal time to re-order the points in the outline. Organize before you write.
Step 5: Write the first draft of your paragraphs.
HELPFUL HINT: Use statements which show you acting, moving, or operating instead of
statements that identify or predicate - ie: I am a quiet person. A writer should be given the courtesy of devising his own predictions. You will find your writing will begin to move....to
sparkle a little!
Here are some examples:
I am a quiet person. I stutter when I talk to anyone. I bite my fingernails when asked a question. I enjoy playing solitaire in the evenings. I like to walk alone. I usually eat alone.
The cafeteria food is lousy. The cooks serve mystery meat on Monday, Tuesday, and Wednesday. By the end of the week, the lettuce sags. I needed a jackhammer to puncture the baked potato last Friday. The chocolate pudding tastes like brown glue.
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Step 6: Using the checklist, edit your paragraphs to include all the requirements. Step 7: Write an Introductory Sentence and a Concluding Sentence.
"About Me" Checklist Introductory Sentence
5
Concluding Sentence
5
Structure (indicated in r/h margin) I II III Clear Topic Sentence
10
Clincher Sentence (highlight key words from topic sentence)
10
Dress-ups (underline only 1 of each, named in l/h margin)
who/which
6
**dual quality adjective
6
**dual strong verb
6
-ly word
6
because clause
6
when, while, where, as, since, if, although
6
ADJECTIVAL Teeter/Totter
6
Sentence Openers (marked in l/h margin) I II III #1 Subject
6
# 2 Prepositional Phrase
6
# 3 “-ly"
6
#4 "-ing"
6
# 5 Clausal (when, while, where, as, since, if, although)
6
# 6 VSS
6
TOTAL POSSIBLE
102
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ADJECTIVAL TEETER/TOTTER To create an adjectival teeter/totter two adjectives are placed in front of a noun. A who/which clause, an adjectival clause, is placed after the noun. 1. Place a specific noun in the triangle. 2. On the LEFT side of the teeter/totter, add two adjectives to describe the noun. 3. On the RIGHT side, add a who/which clause. (adjectival clause) 5. Add a strong verb and complete the sentence. Try some here: Example: The dog
inquisitive, young
who dashed into the brush,
disappeared from sight.
The boy
beagle
The car
The ball
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Lesson 2 – Descriptive Composition - Style - Triples
GOALS:
Introduce the Six Triples and use them in your writing.
STYLE:
Triples Lesson 2
VIEW ASSIGNMENT: "Ugly Duckling" story with triples
Lesson 2
TRIPLES: 1. 2. 3. 4. 5. 6.
Word Repetition Phrase and Clausal Repetition Triple “-ings” Triple “-lys” Triple Adjectives or Nouns Triple Verbs
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STORY SEQUENCE OUTLINE CHART Setting
Where? When?
Characters Who? What are they like? Background Info
Problem/Plot
What? Do/say/think/feel
Climax
Solution How?
Moral/Lesson TITLE
Use this chart to create your Key Word Outline from "The Ugly Duckling"
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Step 2: Write your story in three paragraphs. Step 3: Edit your story using this checklist
The Ugly Duckling Checklist
Dress-ups (underline only 1 of each, named in l/h margin) I II III who/which
6
dual quality adjective
6
dual strong verb
6
-ly word
6
because clause
6
when, while, where, as, since, if, although
6
ADJECTIVAL Teeter/Totter
6
Sentence Openers (marked in l/h margin) I II III #1 Subject
6
# 2 Prepositional Phrase
6
# 3 “-ly"
6
#4 "-ing"
6
# 5 Clausal (when, while, where, as, since, if, although)
6
# 6 VSS
6
Triples - 1 of each in your story (marked in r/h margin) TWR - Word Repetition (in the same sentence or in sequential sentences)
3
TPC - Phrase & clausal repetition
3
Ting - Triple “-ings” (consecutive or spaced)
3
TLY - Triple “lys” (consecutive or spaced)
3
TAN - Triple adjectives or nouns (consecutive)
3
TV - Triple verbs (consecutive or spaced)
3
TOTAL POSSIBLE
90
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Lesson 3
Lesson 3 – Theme Composition - '5 Senses' GOALS:
STYLE:
VIEW ASSIGNMENT:
Choose a Theme for your Descriptive Paragraph Composition Use '5 Senses' Words List Create KWO (key word outlines) from your brain. Write one '5 Senses' descriptive paragraph with six Dress ups and six Sentence Openers and one triple. '5 Senses' Triples Lesson 3 '5 Senses' Paragraph
STRUCTURE FOR THE “5 SENSES” DESCRIPTIVE PARAGAPH
I. Topic Sentence: General Statement 1. See 2. Hear
The '5 senses' details may be in any order.
3. Feel 4. Smell 5. Taste Clincher Sentence: General Statement: Repeats key words of Topic Sentence
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Lesson 4 – Descriptive Composition - 3 Decorations
Lesson 4
GOALS:
STYLE: VIEW ASSIGNMENT:
Practise using the Literary Devices - Similes, Metaphors, and Alliteration Simile, Metaphor, Alliteration Lesson 4 Write story using 3 Decorations
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph HELPFUL HINT: Create a file in a notebook or on your computer and begin to collect examples of similes, metaphors and alliteration which you may find when you read or listen to speeches. By creating a collection, you will have many examples to use in your own writing. The collection may even inspire you to create your own.
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THE FOX AND THE CROW One morning a plain black crow sat on a branch holding in her beak a delicious piece of cheese. Along came a fox, who had smelled the delicious cheese. The fox came and stood under the tree, and bowed politely to the crow. “Good morning, my friend” said the fox. “My how well you are looking today!” The crow was very pleased at this but of course could not reply because of the cheese she held in her mouth. “Your eyes are the most beautiful I have ever seen,” the fox went on, “and, as for your feathers – how black and glossy they are!” The crow was even more pleased, but still said nothing. She just sat on her branch and swelled with pride. But the fox went on. “I have been told,” he continued, “how beautiful you sing, and I should like so much to hear you! Your voice could not possibly be so lovely as your feathers, but if it were – why you would be the most wonderful bird of the whole forest. Do sing just a few notes for me, won’t you?” This was too much for the crow. She opened her beak wide, cawed loudly, and dropped the cheese right into the mouth of the waiting fox. “Thank you so much!” said the fox, gobbling up the cheese. “Your song was very ugly, but your cheese was delicious. Another time, perhaps you won’t be so ready to believe all the good things you hear about yourself.” And, with a wave of his tail, he trotted off gaily into the woods.
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STORY SEQUENCE OUTLINE I. Characters/Setting/Background
II. Problem/Conflict
III. Climax/Solution
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STEP 7: Edit your story using the checklist.
“Fox & Crow” CHECKLIST
Story Sequence I. SETTING, CHARACTERS, BACKGROUND
5
II. CONFLICT CLEAR
5
III. CLIMAX/RESOLUTION
5
5
Style I II III Triples: Use at least one in each paragraph Dress-ups (underline only 1 of each in each paragraph, named in l/h margin ) I II III
9
dual quality adjective
6
dual strong verb
6
-ly word
6
who/which
6
because
6
adverbial clause
6
TITLE (from last sentence in story, Title in center &underlined)
Sentence Openers (marked in l/h margin) I II III # 1 Subject
6
# 2 Prepositional
6
# 3 ‘ly’
6
#4 –ing
6
# 5 clausal,
6
# 6 v.s.s.
6
Simile
6
Metaphor
6
"G" words (one point for each "G" word included up to 25)
25
Decorations
TOTAL POSSIBLE
138
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Lesson 5 – Theme Composition - GPG
Lesson 5
GOALS:
STYLE: VIEW ASSIGNMENT:
Create KWO (key word outlines) from the brain. Learn and write with the structure of the General/Particular/General paragraph Simile, Metaphor, Alliteration Lesson 5
Write General/Particular/General paragraph on your theme.
STRUCTURE OF FIVE PARTICULARS (GPG) PARAGRAPH I. Topic Sentence: General Statement 1. 2. 3.
Details guided by 5 particulars
4. 5. Clincher Sentence: General: Repeats Key Words of Topic
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Lesson 6 – Descriptive Composition – 4 New Decorations
Lesson 6
GOALS:
Practise using 4 new decorations in writing.
STYLE:
VIEW ASSIGNMENT:
3sss, Question/Conversation, Dramatic Opening/Closing Lesson 6
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 37
Lesson 7 – Theme Composition - 5 W's
Lesson 7
GOALS:
STYLE: VIEW ASSIGNMENT:
Create KWO (key word outlines) from the brain. Learn and write with the structure of the 5 W's 3sss, Question/Conversation, Lesson 7
STRUCTURE OF FIVE W's PARAGRAPH I. Topic Sentence: General Statement 1. Who? 2. What? The 5 W's details may be in any order.
3. Where? 4. When? 5. Why?
Clincher Sentence: General: Repeats Key Words of Topic
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Step 5: Edit your paragraph using the checklist.
5W’s Paragraph CHECKLIST
Structure (indicated in the r/h margin) Topic Sentence – General
2
5 W’s answered and indicated
10
Clincher Sentence – reflects topic
2
6
3
Dual strong verb
2
“ly” adverb
2
Dual quality adjective
2
who/which
2
because
2
adverbial clause (when, while, where, as, since, if, although)
2
Style Decorations Use 2 of the 6 (simile, metaphor, alliteration, 3 sss, dramatic opening/closing, conversation/question)
Triples Use at least one: Word repetition, phrase/clausal repetition, triple ‘ings’, triple ‘ly’, triple adjectives/nouns, triple verbs
Dress-ups (underline one of each in the 5 W’s paragraph)
Sentence Openers(one of each in the 5 W’s marked in l/h margin) #1 Subject
2
# 2 Prepositional Phrase
2
# 3 “-ly
2
# 4 –ing/ed
2
# 5 Clausal (when, while, where, as, since, if, although)
2
# 6 VSS
2
47
TOTAL POSSIBLE
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Lesson 8
Lesson 8 – Upgrading Your Composition
GOALS:
Edit your three paragraphs to 'upgrade' STYLE: Wheel of Options Transitions Dual 'lys' and adverbial teeter/totter VIEW Lesson 8 ASSIGNMENT: Upgrade and Enhance Theme Composition
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Adverbial Teeter/Totter To create an adverbial teeter/totter dual 'ly' words are placed in front of the verb. An adverbial clause is placed after the verb 1. Place a strong verb in the triangle. 2. On the LEFT side of the teeter/totter, add dual 'ly' words in front of the verb. 3. On the RIGHT side, add a www.asia clause. (adverbial clause) (when, while, where, as, since, if, although) 4. Add a strong verb and complete the sentence. Try some here: Example: The beagle
frantically and excitedly
when he spied the squirrel.
The boy
yelped
The car
The ball
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Transitional Words and Phrases
Words That Show Sequence and Time before later immediately in an instant temporarily frequently without exception at the same time after
meanwhile when directly rarely repeatedly sporadically first during then
while as soon as intermittently oftentimes momentarily secondly eventually next just then
suddenly occasionally periodically usually cyclically earlier moments later
Words That Show Addition, That Link Thoughts Also In addition Then Finally To add to that point Equally important Most of all
Simultaneously Besides Moreover Following that Once more Plus Another
Yet Further Next Subsequently In like manner Another Likewise
Nevertheless Furthermore Second Ultimately Above all Similarly Least of all Again
Words that Give Examples For example Specifically To bring to light To clarify
For instance To exemplify In particular To illustrate
A case in point At the same time For one thing More particularly In fact
In particular Thus In the same manner By way of illustration
Words to Emphasize Above all More importantly Emphatically Without at doubt Unquestionably Surely It follows that
Primarily Considerably Definitely Unequivocally In fact Undoubtedly For this reason
Chiefly Significantly Decidedly Absolutely Truly Indeed The end result
Strikingly Nonetheless Naturally Certainly In short As such Notably
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Lesson 9
Lesson 9 – Flashback Paragraphs
GOALS:
STYLE: VIEW ASSIGNMENT:
Create KWO (key word outlines) from the brain. Learn and write with the structure of the Flashback paragraph Past tense of verbs Lesson 9 Write a Flashback Paragraph for Theme Composition
FLASHBACK STRUCTURE & RULES I. Topic Sentence: Character, location, feeling : past tense - felt, included, was... Signal the flashback: ie: She recalled many years ago when.... Clincher: Return to location and feelings of topic & Return to past tense
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Lesson 10
Lesson 10 – Dialogue
GOALS:
Create KWO (key word outlines) from the brain. Learn and write with the structures of the Dialogue Paragraph
STYLE: VIEW ASSIGNMENT:
Enhancing 'said is dead' Lesson 10 Write a dialogue set for your Theme Composition.
DIALOGUE SET - STRUCTURE
Structure
1. Five to seven paragraphs is a dialogue set
2. New paragraph each speaker 3. Two to four sentences each paragraph 4. Two characters only Style
Mechanics
1. Six dress-ups in set 2. Six openers, one decoration, one triple within set 3. Thoughts, appearance and feelings of main character only 4. Minimum three split quotations in set 1. Begin quotations with capitals 2. Learn complex punctuation 3. Use contractions 4. “Said” remains dead (Use ‘star’ chart) ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 55
Step 3: Edit your dialogue set using the checklist. Note: Dress-ups and Sentence Openers have now been placed on one line. By now these should be memorized. If needed refer back to previous checklists to refresh your memory on the 6 dress-ups and 6 sentence openers.
DIALOGUE CHECKLIST Structure 5 – 7 paragraphs = Dialogue set
5
New paragraph each speaker
5
2 – 4 sentences in each paragraph
5
2 characters only
5
5 12
3
3
12
12
Style Thoughts, appearance and feelings of main character only Minimum 3 split quotations in dialogue set Minimum 12 synonyms for the word "said" (said is dead)
6
Decorations Use 1 of the 6 (simile, metaphor, alliteration, 3 sss, dramatic opening/closing, conversation/question)
Triples Use at least one: Word repetition, phrase/clausal repetition, triple ‘ings’, triple ‘ly’, triple adjectives/nouns, triple verbs
Dress-ups (underline one of each in the Dialogue Set) dual strong verb, dual “ly” adverb, dual quality adjective, who/which, because, adverbial clause (when, while, where, as, since, if, although)
Sentence Openers (one of each in the Dialogue Set marked in l/h margin) #1 Subject, # 2 Prepositional Phrase, # 3 “-ly", # 4 –ing/ed, # 5 Clausal (when, while, where, as, since, if, although), # 6 VSS
Mechanics (maximum deductions = 10) Begin quotations with capital (2 marks deducted for each mistake)
-2
Punctuation correct (inside quotation marks)(deduct 2 marks for each incorrect punctuation)
-2
Use contractions (deduct 2 marks when contraction should have been used)(should’ve J)
-2
“Said” is DEAD – deduct 2 marks for each use of said
-2
TOTAL POSSIBLE
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Sample Dialogue I: Using 50 synonyms for “said” Mother indicated she had become disappointed with the attitude of some of her children. “I am convinced I should have a right to my opinion,” she explained, “about your choice of friends.” Privately she understood she was expecting a lot. Mother worried. She had never liked any of Maria’s male friends and wondered why. It disturbed her. Maria forcefully spoke up, arguing that her friends were her own business. “Why should anyone else,” she demanded, “have anything to say about them?” Her remark was pointedly directed at her mother. “I’m an adult now,” she retorted, “and want to be treated with respect.” While she insisted upon her rights, she appealed for understanding. Maria looked flustered because secretly she half agreed with her mother. Mother stressed she only sought to help, alleging that young adults should be able to accept advice. Reasoning that experience counted for something, the older woman asserted she only sought Maria’s welfare. “Why should anyone abject,” mother pleaded, “when my objective is so benign?” While she questioned her daughter’s attitude, she maintained her rights as a mother. The hurt showed in the older woman’s eyes. The younger woman felt anger bubble up, as she pondered her mother’s words. “Have you ever liked,” she challenged her mother, “any boy I have ever brought home? You cannot be persuaded,” she emphasized with a stamp of her foot. She implored almost begged for her mother’s approval. It was painful. “Why was it,” Maria considered “that I only attract weird male types?” She mulled over the irony that she was lashing out at her mother when, in fact, they were mostly in agreement! “Better these losers, however than none at all!” she concluded. The older woman admitted she had been hard to please, conceded that she was less than enthusiastic about modern males and believed they were self-centered and rude. Realizing that Maria was partly justified in her anger, the mother sought forgiveness. “I promise to be less judgmental,” she vowed, “the next time your gang comes over.” The older woman was proposing a truce. The daughter acknowledged her mother’s generosity with a smile and regretted that a few of her friends seemed like losers even if she joked and pointed out, “They were lovable losers.” Both women laughed nervously. There followed a pregnant silence when both meditated upon what had just taken place, contemplated the concessions which had been made and reflected upon what it forebode for their future relationship. Had the ice been broken? The phone rang shattering the silence. After a short conversation Maria hung up. With a twinkle in her eyes, the older woman chided the younger and remarked, “Was that one of the loveable losers?” Maria nodded and confirmed that it was. Both women exploded in laughter.
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Lesson 11
Lesson 11 - Theme Composition Putting it all together! You have now written five paragraphs for your Theme Composition. It is time to put it all together, into one composition. Bring all five paragraphs together so you can examine them. Five Senses General/Particular/General Five W's Flashback Dialogue
Step 1: Decide the order in which you would like your paragraphs to be presented. Step 2: Read through the paragraphs. Are there corrections you would like to make? changes? Read them out loud. Step 3: Prepare your final draft. Perhaps a picture would be in order? Step 4: Create a TITLE. Your title will be repeated or reflected in the last sentence of your composition. Step 5: Share: This is quite an accomplishment! Share it with your family! Share it with us - email it to info@excellentresources.com and we will post it on our webpage. NOTE: To be able to post it on our webpage, the composition must be in the proper format. Please send it in a table as shown at that beginning. All structure and style must be indicated. Refer back to samples given in the lessons. We look forward to seeing many submissions.
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Lesson 12 – Advanced Decorations - Personification
Lesson 12
GOALS:
STYLE: VIEW ASSIGNMENT:
Learn to identify Personification Write using Personification in your paragraph Personification Lesson 12 Write a paragraph personifying an inanimate object.
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 63
Step 3: Become the inanimate object. Write your paragraph including at least 6 - 8 details. Step 4: Edit your paragraph using the checklist
PERSONIFICATION CHECKLIST Structure TOPIC SENTENCE
2
BODY - 6-8 details support topic
10
CLINCHER – reflects topic sentence – key words repeated
2
3
3
dual strong verb
2
dual “ly” adverb
2
dual quality adjective
2
who/which
2
because
2
adverbial clause (when, while, where, as, since, if, although)
2
Sentence Openers (marked in l/h margin)
#1 Subject
2
# 2 Prepositional Phrase
2
# 3 “-ly
2
# 4 –ing/ed
2
# 5 Clausal (when, while, where, as, since, if, although)
2
Style Decorations Use 1 of the following decorations (simile, metaphor, alliteration, 3 sss, dramatic opening/closing, conversation/question)
Triples Use at least one: Word repetition, phrase/clausal repetition, triple ‘ings’, triple ‘ly’, triple adjectives/nouns, triple verbs
Dress-ups (underline one of each per paragraph)
# 6 vss
2
TOTAL POSSIBLE
44
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Lesson 13
Lesson 13 – Advanced Decorations - Allusion
GOALS:
Learn to identify Allusion Write paragraph identifying allusion
STYLE: VIEW ASSIGNMENT:
Allusion Lesson 13 Write 3 Paragraphs identifying Allusions
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph
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Step 4: Write your paragraphs. Step 5: Edit your paragraphs using the checklist.
“I Have a Dream” Allusion Checklist Creative Structures I II III Allusion Identified
12
Description of Reference for Allusion
12
Meaning of the Allusion to the Audience
12
Triples (At least one word repeat, phrase/clausal repetition, triple “ing”, triple “-ly”, triple adjectives, triple verbs) Decoration (at least one per paragraph: simile, metaphor, 3SSS, dramatic opening/closing, conversation/question) Dress-ups (underlined)
12
12
who/which
6
dual quality adjective
6
dual strong verb
6
dual -ly word
6
because
6
www.asia (when, while, where, as, since, if, although)
6
# 1 Subject
6
# 2 Prepositional
6
# 3 „ly‟
6
# 4 -ing
6
# 5 clausal (when, while, where, as, since, if, although)
6
# 6 v.s.s.
6
Sentence Openers
132
TOTAL POSSIBLE
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Lesson 14 – Advanced Decorations - Foreshadowing
Lesson 14
GOALS:
Learn to identify Foreshadowing
STYLE:
Foreshadowing
VIEW
Lesson 14
ASSIGNMENT:
Write using Foreshadowing in your paragraph
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 73
Lesson 15 – Advanced Decorations - Irony/Sarcasm, Reference
Lesson 15
GOALS:
Learn to identify Irony/Sarcasm, Reference
STYLE:
Irony/Sarcasm, Reference
VIEW ASSIGNMENT:
Lesson 15 Critique of Romeo & Juliet
DECORATION CATEGORIES
Structural
Stylistic (Imagery) mark in left margin
1. dramatic opening/closing
1. simile
2. 3 sss
2. metaphor
3. conversation/quotations
3. alliteration/assonance
4. question in topic/elsewhere
4. personification
5. transition
5. irony/sarcasm
6. reference
6. allusions/foreshadowing
Mark in left margin: one from each category in every paragraph
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The following provides you with vocabulary to use in your critique. As you write your critique remember you are not recreating the story; you are telling about the story.
CRITIQUE VOCABULARY
CHARACTERS players, actors, hero, villain, personae, participants, figures, victim ROLE: main, central, leading, major, minor, subordinate, lesser, supporting, shadowy, background, secondary TYPES: adventurous, tragic, comic, bumbling, retiring, extroverted, pliant, scheming, sordid, acquisitive, inquisitive, impulsive, sinister ANALYSIS: well- or poorly-drawn, fully or underdeveloped, convincing / unconvincing, consistent / inconsistent, lifeless, too perfect, overly evil, not believable / believable, too predictable, idyllic SETTING TIME: long ago, ancient or biblical times, Middle Ages or Medieval, modern, contemporary, futuristic, mythical PLACE: rural, urban, small town, frontier, pioneer, war, space, slums, ghetto, exotic, foreign land MOOD: mysterious, foreboding, tragic, bland, comic, violent, suspenseful, compelling, sad, supernatural, emotional CONFLICT STAGES: initiated, promoted, continued, expanded, resolved INTENSITY: exacerbated, heightened, lessened ANALYSIS: over- or underplayed, realistic, unrealistic, convincing, contrived, stretched, sketchy PLOT: plan, conspiracy, scheme, intrigue, subplot, sequence of events, action, narrative, episode, unfolds CLIMAX turning point, most exciting moment, dramatic event, high, emotional crisis, anticlimactic, inevitable conclusion
Step 3: Create Outlines for two more paragraphs. One paragraph will discuss how and when irony/sarcasm is used in the story. The second paragraph will discuss examples of foreshadowing and allusion used in the story. ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 81
Lesson 16 – Advanced Decorations - Allegory
Lesson 16
GOALS:
Learn to identify Allegory
STYLE:
Allegory
VIEW
Lesson 16
ASSIGNMENT:
Write Paragraph Using Allegory
ALLEGORY STRUCTURE & RULES
Comparison of two events or things (A & B) I. Topic Sentence: includes A & B with a simile or metaphor
Vocabulary must be entirely from B
Clincher: Return to topic, noting A & B including a simile or metaphor.
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Step 3: Write your allegory paragraph. Step 4: Edit your paragraph with the checklist. Allegory Paragraph CHECKLIST
Structure (indicated in the r/h margin) Topic Sentence – includes both A & B with a simile or metaphor
5
Body includes only vocabulary from B
10
Clincher Sentence – notes A & B with a simile or metaphor
5
6
3
dual strong verb
2
dual “ly” adverb
2
dual quality adjective
2
who/which
2
because
2
adverbial clause (when, while, where, as, since, if, although)
2
Style Decorations Use 2 of the Advanced Decorations: 1 from each category (structural and stylistic)(see lesson 14 for table)
Triples Use at least one: Word repetition, phrase/clausal repetition, triple ‘ings’, triple ‘ly’, triple adjectives/nouns, triple verbs
Dress-ups (underline one of each in the paragraph)
Sentence Openers (one of each marked in l/h margin) #1 Subject
2
# 2 Prepositional Phrase
2
# 3 “-ly
2
# 4 –ing/ed
2
# 5 Clausal (when, while, where, as, since, if, although)
2
# 6 VSS
2
53
TOTAL POSSIBLE
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Lesson 17 - Poetry
Lesson 17
GOALS:
Turning prose into poetry Writing poetry from models
STYLE:
Poetry
VIEW ASSIGNMENT:
Lesson 17 Romeo & Juliet poem
Step 1: Read the poems on the next page - these will be the models for your poem about Romeo & Juliet. Step2: Decide on the poem you will use as your model. Note the techniques used in each poem. The Viking Couple: Hal & Sal Each stanza: 1. first two lines rhyme, and 2. third and fourth lines rhyme. Hal: The Five W's Each stanza begins with one of the five W's. Use the five W's with Romeo & Juliet in mind. Step 3: Create your poem about Romeo & Juliet. Use as many Style Techniques as possible.
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Poetry Checklist Creative Structures I Follow format of model poem Enhanced Literary Decorations: (use as many as possible) Personification, Allusion, Foreshadowing, Irony/Sarcasm, Allegory Triples (At least one: word repeat, phrase/clausal repetition, triple “ing”, triple “ly”, triple adjectives, triple verbs) Decoration (at least one: simile, metaphor, 3SSS, dramatic opening/closing, conversation/question)
TOTAL POSSIBLE
5 10 10 10 35
Step 4: Share your poem - with your family, with your friends Share at info@excellentresources.com ENHANCED CREATIVE WRITING LESSONS EXCELLENT RESOURCES www.excellentresources.com 91
CONGRATULATIONS! You have finished the ENHANCED CREATIVE WRITING LESSSONS
What is next? This writing program is not meant to remain just a writing program. The skills taught, practised and learned through this book should be continued in all writing. To continue practising and learning new skills: Student Intensive Continuation Course B or C Neighbours with a Difference Writing Lessons For more help and resources: www.excellentresources.com www.webstersacademy.com
This workbook is written by Bev & Bryan Rempel. It is produced by Excellent Resources and sold through outlets of Excellent Resources. Toll-Free 1-877-825-7414 info@excellentresources.com
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