- This topic has 151 replies, 9 voices, and was last updated September 5, 2022 by
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Summary for Lesson 1
In today’s lesson we began our new course on the elements of writing, thinking in this class about character development. We began with a discussion of what character development entailed, debating whether characters act as the motor or most important element of a story. We spoke about static vs. dynamic characters and analysed characters from literature in reference to this dichotomy, discussing why an author may choose to have a static character and what message that may achieve. We also touched upon elements of character creation such as motivation, want, internal and external conflict and thought about how these elements sometimes conflict with one another. Finally, the class dug into character creation of their own, thinking about the psychology of their characters and how an understanding of a character’s past can help facilitate a deeper analytical reading of their role in a story. Everyone debated and discussed very well today and I really enjoyed hearing their analysis of famous characters from literature. There were loads of great contributions today and the class engaged with the writing tasks beautifully and with huge creativity. Well done everyone- see you next week 🙂
Video on character development: https://www.youtube.com/watch?v=PqKxLx3As28&feature=emb_logo
Homework
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Hi Beth, I’ve got my homework attached. I’ve written the monologue as a script and have divided it up into paragraphs so it is not too hard to read.
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Yuri
I wonder if the literature club is helping or not. It’s true they help me speak out aloud and not judge me but Natsuki and I always seems to fight. Do they care about me? What if its all fake and my friends are just pretending? I shouldn’t think of them that way. They are my friends after all. They’ve been with me for months now. Even Nectar has been with me for months. He helped me a lot by studying. He’s quite smart really. Monika too. Natsuki will never get along with me to much. We typically are the opposite of each other. I’m shy, she’s confident. I’m polite she’s sort of rude. Sayori though… she’s quite nice but often doesn’t help me a lot. I guess Nectar cares about me the most. I enjoy my time being there. I love it there.
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Hi Beth,
Here is my homework. Sorry for the lateness, but I had a very busy week! Can’t wait for tomorrow (the next lesson!)
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Summary for Writing Elements 2
In today’s lesson we completed our work on plot development, thinking about the different ways in which we can think about, inspire and workshop story arcs and plot points. We spoke about several different approaches to plot in writing, beginning with discussing the notion of the plot pyramid (Freytag’s pyramid) and whether it is structurally necessary to writing, then moving on to thinking about the seven archetypes of plot and finishing with an exercise involving working with inciting incidents, characters and classic story-lines in order to create fresh and exciting plotlines. We touched on the role and importance of the inciting incident and the students articulated their thoughts fantastically throughout the lesson, sharing some brilliant ideas and analysing their own writing styles and approaches beautifully. They came up with excellent plot outlines, playing around with genre, inciting incidents and characterisation in original and intriguing ways. Amazing work from everyone today- well done class 🙂
Writing exercises for homework: https://writingcooperative.com/six-fun-writing-exercises-to-help-you-spot-plot-points-9cbeb9dc41c8
Video on plot that we watched: https://www.youtube.com/watch?v=vtakiFbRel0&feature=emb_logo
Homework
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I felt like I was charging forwards through the rain. I could almost feel the heat of a summer’s day in the forest. But I was in the dead of night, it was January, and I was walking at the pace of a snail. The wind battered me, the rain lashing out at my face. The creepers were tangling my ankles as if wanting me to stop.
Abruptly, just like how it started, the forest ended, giving way to a massive clearing with a two-storey house in the centre of it. Although the clearing was less sheltered, I realised that the rain had ceased, and the wind had stopped howling, as if the house was welcoming me, as if the clearing was protected by some sort of spell. I was hungry, and somehow thirsty although I had been in the rain for days now. My spirits were raised when I saw the house. I ran towards the house like I was attracted to it, like two ends of a magnet, or bees to honey.
The house, mainly made of wood, looked fragile and old, with moss growing everywhere on the roof. There were cobwebs in every corner of the house imaginable, they were literarily ubiquitous! Slowly, I walked up the stairs leading to the front door there was a knocker illustrated with a skeleton holding a scythe dripping blood. Uncertainly, I knocked. No answer. I tried the door handle; it gave in easily. Opening the door, I ventured in. As I entered the dark hallway, the door behind me slammed shut, and the once-lit, but dying candles were easily snuffed out, plunging me into total darkness. There was no way back now, someone or something had trapped me.
I ventured into the kitchen, hoping there was something there to eat. But all that met my eye was a couple of abandoned knives, dripping with lamb blood, all pointing at pointless angles on the table, there was even a lamb’s heart, it was still beating, trying to keep its last few moments of life. There was though, nothing edible.
Next, I ventured into the study. On the desk were some documents, the paper all yellow with age, the gasoline lamp flickering, dying. Behind the oak desk and chair, there was a bookshelf, with the most horrifying titles: How to spot a ghost, demonology, witchcraft, ways to kill a zombie. These were only some of the horrifying titles. In the corner, facing the window was a small girl, about the age of 5, reading a book. She then slowly lifted her head, turned towards me, and smiled, revealing teeth as sharp as knives she then pounced on me.
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The Spy with No Gun
As he hastily entered the school, it was grim,dark and ancient. He didn’t understand why he wasn’t given a gun for this important mission, it was to save the Prime Minister from the clutches of a evil figure who’s name is anonymous, he is called “the Enigma”. We suspected him of this because, he is the the adviser to the PM. He is the only one who is that close to the prime minister’s ear.
He is a great man outside but inside there lies lots of unknown dark secrets inside. He is actually the crime boss Al Bigunaro a wealthy man the owns the dark casinos of the underworld. He has many cover names as he was once a spy for the exact agency that I work for, MI6. He has worked for the MiB, CIA, FBI and the KGB. He decided to betray his friends, teammates and even his own son( which is me)!
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Hi Beth
Thanks for the wonderful lesson! (*^▽^*) I loved it!
Here is my slightly late homework.
Yichen
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Summary for Writing Elements 3
In today’s class we explored the element of setting, thinking of many different perspectives and ways of categorising setting- from the geographical to the locational to the cultural. We began by discussing what role setting plays in a story, before moving on to thinking about the ways in which a character’s relationship with their setting mirrors real life conditioning by one’s environment. We looked at two famous examples of setting from Harper Lee and Zadie Smith, considering the ways in which they had utilised place and time to reflect the tone of their novels. The class completed a research task on setting which they did fantastically- diving deep into settings to place a story against and researching the place/time/space or culture in the way professional authors do. They developed these settings through debate, questions and discussion beautifully. Finally we touched upon advanced setting techniques- i.e., setting as character, setting as metaphor- workshopping various ideas on how to develop a character’s environment in order to reify events for the reader. Brilliant work from everyone this week- every student came up with fascinating and in depth setting brainstorms and grasped the concepts outlined fantastically well. Well done class! 🙂
Setting video: https://www.youtube.com/watch?v=ORKI1h1xWLM&feature=emb_logo
Homework
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homework:
When my mum drove me back home after school, we always passed a small, deserted village called the Knife’s edge. The reason the petite town was called the Knife’s edge, was because the layout of the town looked a bit like a knife. It was a beautiful town, full of history, with its mudbrick-built houses and its hay-made roofs. The fences were even an ostentatious but modest piece of art itself, sprawled out across the village in an intricate pattern, one that was put to good use by the farmers, creating a one-way system between the cattle and the farmer.
Over the past years, the power of nature has been gradually taking over, moss growing on the houses, wild weeds penetrating the ground everywhere. Even the well at the most eastern side of the town (forming the hilt of the knife) was covered in mould. Legend has it, that back in medieval times, they would throw a child into the well once each week, to receive a message from God. And when the child came out shivering from the frigorific waters, the people in the village would believe what the child said. But often they never made it out alive. If you looked down the well today, if you listen very carefully, you can still hear the muffled screams of dead children…
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Summary for Writing Elements 4
In today’s lesson we touched on the huge topics of form and structure, thinking about different and experimental ways in which to treat these two elements. We began with an analysis of structure, digging into different approaches to structure and thinking about the macro (beat -> scene -> act etc.) and the micro (paragraph form etc.) aspects of using structural features. The students completed a writing exercise which they then used to analyse their own use of structure, comparing this with a model answer. We touched on the notion of story beats and the way of using a three part beat structure to keep the story moving (goal, but, therefore). We then moved onto form, considering ideas such as the unity of form and concept, illustrating this through thinking about poetry and experimental forms of fiction i.e., telling a story through newspaper clippings or social media posts. Lastly we spoke about different forms of creative writing (i.e., epistolary novels) and how to create the unexpected, making sure things are not what they appear to be in order to keep the reader gripped. The students came up with their own experimental ideas for thinking about form and structure, which should be used to help them in their homework. Fantastic and super engaged work from the class today, I was really impressed by their contributions and creativity. Keep up the amazing work as ever class 🙂
Experimental form video: https://www.youtube.com/watch?v=oFpiPH1nF0M&feature=emb_logo
Anatomy of a scene video (watch for further clarification of the idea of three part story beats): https://www.youtube.com/watch?v=gT5xXBiBTpo&feature=emb_logo
Homework
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Dear Beth,
Can you please check the video because it will not allow me to watch the video from the PowerPoint or link?
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Brookland
Brookland Rd.
Brookland School.
Principal’s Office
Dear Principal,
I am writing to you today because, there are lots of parents from you school complaining that their children have brought back drugs! It is absolutely despicable for that kind of behaviour at your school, if you don’t stop this then I will have no choice but to take down your school.
Sender Signature
Lord Nielson
Receiver Signature
J. Philibert
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Summary for Writing Elements 5
Today we built on our work from last week and dove into the topic of narration, considering different elements of the craft such as perspective, point of view and narrative voice. We began with an in depth analysis and discussion of the way in which perspective can be used, thinking about the limitations and benefits of 1st, 2nd and 3rd person. We then moved on to a writing task where the students were encouraged to test this themselves through responding to a prompt from a variety of perspectives and then analysing the result. In the second half of the lesson we thought about different narrative techniques, such as multi-character narration and unreliable narrators, to unpick some unusual and fun ways to tell a story. The class learnt about examples of unusual narration and used this to inspire their own takes on this, coming up with intriguing and creative points of view to write from. Everyone engaged beautifully today & I was particularly impressed with their writing task which they all completed with fantastic flair. Great work everyone- well done for today 🙂
Video on unusual POV: https://www.youtube.com/watch?v=-G-G80OORLk&feature=emb_logo
Homework
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Dear Beth,
Here is my homework attached. I wrote it from the point of view of a dog and it may be a bit informal.
Kind regards,
Yunshu
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This is my homework, I don’t think that this was unusual but it was weird because I’ve never did this perspective before.
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Dear Beth,
Here is my homework. I wrote it from the point of view of the son of death. It’s first person omniscient.
Thank you
Adrian
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Dear Beth,
Thanks for the class (^人^)! Plus sorry for submitting late. Anyways, please find my homework attached.
Thanks,
Aryan
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Summary for Writing Elements 6
In today’s lesson we considered symbolism and theme, thinking about how the two concepts intertwine and working on analysing the students’ use of both symbols and theme in their work. We began with a discussion of how the students view symbolism and thematic elements in their work currently, before moving on to considering the difference between universal and non-universal symbols and how to establish symbolism through repetition and the exploration of a character’s emotional state. The class then created their own symbols beautifully, thinking about the kinds of stories to weave around them in order to match the symbol’s meaning. We moved on to thinking about theme discussing different ways of communicating theme and how this relates to symbolism- the class workshopped some ideas inspired by this beautifully coming up with lots of different ways to communicate a thematic idea in a story. Finally we discussed the notion of a symbolic landscape, using examples from literature. Really excellent work from the class today, I was really impressed by their creativity and quick-thinking abilities. Well done everyone, brilliant work today and some absolutely fantastic writing ideas! 🙂
Symbolism video: https://www.youtube.com/watch?v=8H2rxjFsbE4
Homework
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Hi Beth
I’m sorry about my late homework, i’ve been trying to catch up since i’ve missed out a lot because of a very busy holiday,
Anyways, this is homework for lesson 5,
Have a nice weekend and day!
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Dear Beth,
Thanks for the amazing lesson yet again q(≧▽≦q)! Please find my homework attached.
Thanks,
Aryan
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Hi Beth,
Thanks for the lovely lesson! Here is my homework. Hope you have a wonderful day and a super summer holiday (if you have one, I’m not really sure.)
Yichen
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Summary for Writing Elements 7
In today’s class we considered our seventh element of the course: conflict and tension. We began by dissecting the six main types of conflict, before discussing the phrase ‘fiction is friction’ to help us understand the role of conflict in a piece of writing. We then considered three main ways of creating conflict (internal, interpersonal and societal) before the class wrote some great pieces of writing outlining an everyday occurance in a character’s life. We then injected different types or flavours of conflict into the story- some internal, some external- analysing how this effected the trajectory of the character’s arc. We spoke about the three kinds of death a character can face, thinking about how to raise the stakes of a story, and touched on the notion of how to build consequence for decisions the character makes in order to make the tension feel relevant and important. Finally, we thought about how to put a character in a position where they must confront and sometimes fail to uphold their values and beliefs. The class worked wonderfully today and were able to play around with loads of different ideas and attitudes towards this lesson’s central topic. Excellent work everyone- well done 🙂
Conflict video: https://www.youtube.com/watch?v=vuiJPr2YgA0
Homework
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Dear Beth,
Thanks for the most amazing lesson in the course (till now) ( •̀ ω •́ )✧! Please find my homework attached.
Thanks,
Aryan
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Summary for Writing Elements 8
In today’s class we focused on the element of dialogue, considering how to link a character’s voice and disposition to their speech patterns. We began by discussing common pitfalls in writing dialogue (which the class did an outstanding job of outlining) before moving on to thinking about viewing dialogue through the lens of screenplay and scripts. We developed characters who spoke in totally unique ways, which the students used to uncover ideas around subtext and how to utilise it. Finally we spoke about character voice and developed our understanding of how to use inferences to analyse speech effectively. Everyone worked really well today, I was really impressed by their depth of understanding and all the work they completed. Fantastic work class- keep it up and I’ll see you next lesson 🙂
Video on character voice to watch before doing the homework if you can: https://www.youtube.com/watch?v=qIWQCvZqkNw&feature=emb_logo
Video on dialogue: https://www.youtube.com/watch?v=48yflVkJY9A&feature=emb_logo
Website on dialogue writing tips: https://blog.reedsy.com/guide/how-to-write-dialogue/
Homework
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Passage 2 (I’ve named this passage: <span style=”text-decoration: underline;”>A Small Problem Becomes a Big One</span>)
‘That’s good.’ Jake’s older sister, Katherine, told her little brother.
‘But-‘ Jake tried to argue.
‘You just need to chill, okay? Don’t worry. I know grandma was being rather annoying towards you, saying something like “You can’t go to James’s birthday party if you don’t finish your veggies!” but you need to control yourself. Just in case you still feel like arguing, I’ll tell you how grandma hurt her finger if you promise to listen carefully and not interrupt me.’ Katherine said this in an “older sister fashion”.
‘Okay.’ Jake scowled and cracked his knuckles. ‘Fine, Kat, since you were quite persuasive and bossy.’
Although Kat retorted angrily with a “Well that’s my job as an older sister and the word’s imperative, not bossy”, there was the faintest trace of a smile on her face and she told Jake what happened. ‘Look, grandma was very upset that you had pointed an imaginary gun at her- you know sometimes tiny actions and words can influence a person forever or plant an impression of that person in another’s mind. Grandma meant you well, making you eat all those veggies. Mum told us both that we need to eat fewer snacks and more vegetables- or we’ll get sker-vey. You know that disease sailors used to catch at sea?’
‘Yeah…’ Jake made an impatient noise. ‘Get to the point.’
‘Fine!’ Kat stamped her foot onto Jake’s toes and he let out a cry of pain. Kat showed no remorse at having harmed her brother. She was enraged by Jake’s unwillingness to listen and his impatience. ‘You say what you think to your heart’s pleasure, Jake Hastings, I won’t speak since you are so willing to speak instead!’
This made Jake cross, but more upset. Tears were streaming from his eyes. He gave his sister one fleeting look and stormed out of the sitting room, slamming the door behind him and upsetting Velvet, who was curled up on Katherine’s knees, with her belly exposed to Kat for a massage. Velvet immediately jumped off Kat and stood up straight on his hind legs, his dark ears pointed up, his tail held high and whiskers bristling.
‘K-a-a-t, Ka-f-err-ine!’ A voice came through the backdoor, which was open as their mum was outside doing gardening. Katherine’s mum was calling her. She panicked slightly. Why had her mum called her? Had Jake “told on” her? Kat’s mother called again. ‘Come here for a moment, Kat.’ Katherine got off the sofa and went out into the garden. Velvet followed her and she cradled him in her arms and he purred softly. Katherine saw her mum sitting on a garden bench, with Jake next to her. Jake’s eyes were puffy from crying and his face shone with tears. ‘Sit down, Katherine.’ Her mother indicated an outdoor chair opposite the bench. Kat’s whole body filled with fear and trepidation as she sat. She was going to be grounded for this. A whole week, perhaps two weeks. Her mother was quite strict.
‘Now, Kat, dear… I wanted to speak to you about something. Your brother, Jake, here has come to me full of tears. He told me that you had stamped on his toes and shouted at him. Is that true?’
‘Yes, mum.’ Kat nodded.
‘That was very wrong of you. Apologise at once, Katherine Hastings.’
Kat turned to Jake. ‘I’m very sorry indeed, Jake. I raged at you just because you were eager to hear the details. I shouldn’t have stepped on your toes.’
Her mother turned to Jake. ‘Do you accept?’
‘No!’ Jake got to his feet and looked like he was about to kill Katherine.
‘In that case,’ Jake’s mother continued, ‘you can calm down for a bit inside. Go and have some clotted cream on scones. You like that, do you?’
Jake nodded and went inside. Katherine was about to go when her mother stopped her. ‘May I ask why you were angry at Jake?’
‘Yes. He was sorry for having made grandma a bit upset and I was being patient and trying to explain everything to him, but he just kept interrupting me!’
Jake called from inside, ‘No! I interrupted her only once, mum!’
No more of this conversation I heard, but I found out from Lucy, the Hastings’ youngest child, that her older sister was stripped of pocket money and grounded for a month, after having a huge row with her mum and stepping on her mother’s toes and spitting on her mum and Jake…
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“Then all I saw was granny splutter blood and fall down dead.” She replied in a matter-of-factly way, as if she was dealing with a child crying in kindergarten other than with a “murder case”. “I didn’t even see the bullet; you just killed her with an imaginary bullet from an imaginary gun!”
“I don’t even know what I did!” Cried Jake. But he did know what he did. He had pulled out a coin from his pocket and flipped it without thinking about it. After catching it, he found a 35-calibre pistol in his hands, and pointed at granny. Without even knowing what he was doing, there was already a bullet buried in granny’s chest. That was the biggest mistake of Jake’s life. He felt like a complete and utter fool. He regretted that decision so wrong that he wanted to commit suicide.
“Of course you don’t know what you did!” retorted Della, Jake’s sister, as she was the only one who blamed him for the death of granny.
“I don’t!”
“You do!”
“I don’t!”
“You do!”
“I don’t!”
Immediately, they started fighting. They both went to taekwondo practice so you would know that the fight didn’t end well. Della came forwards with a sidekick, aiming for Jake’s chest, followed by a jumping snap kick aimed for his brother’s chin. Jake swiftly evaded the attacks and punched her sister in the stomach. Her sister though held strong and hurled a tsunami of attacks at his brother, knocking down a porcelain vase, a printer and a pile of books in the process. Jake was caught off guard by this and received a black eye as a reminder to never fight his sister again.
“What are you two doing?!” came a voice
“N-n-n-nothing…” the twins replied in unison
That night, Jake ran away from all his guilt and went to live out on the streets. He was never again seen.
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Beth’s Writing Homework
Here is my homework, I thought it was a bit short for a document, so here it is. Thanks for the great lesson, see you on Monday.
Passage 1 continued.
“Oh, how sweet of you, representing him of your own, how comforting. He must feel really at home. She exclaimed. “Wow, if only everyone was so inviting. Maybe I should do this as well.” Corleone suppressed a laugh at this, how incredulous he was at American expectations, and the fact that Adams thought it was unusual in Italy.
“ Well, I suppose it is. How about your family?” Asked Corleone, looking up from doing the dishes; pretending to be interested.
Turning the colour of a tomato,
“ Well, I’ve never adopted a child, and my daughter is quite the rampage.” She said quickly, “ Well, hopefully I will be able to enforce better rules on her.” Well, the truth was revealed eventually, Corleone thought. Not all glimmer and shine as the Americans liked to boast. Not at all.
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Dear Beth,
Thanks for the ‘talkative’ class! Please find my homework attached (it’s passage 1).
Thanks,
Aryan -
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Hi Beth,
I remember uploading my lesson one homework, but I didn’t find it on the forum so here it is 🙂
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Summary for Writing Elements 9
In today’s class we completed a lesson on inspiration- thinking about approaches to overcoming writers’ block. We began with discussing personal approaches to writing, thinking about the kinds of places the students find inspiration and how this configures with style, genre etc. We then moved on to thinking back to the eight elements we have worked on discussing how these could be used as a building block for overcoming problems in writing, before thinking about how to use authors and extracts from texts the students enjoy to inspire new ways of thinking about writing. The students completed pieces of creative writing inspired by elements of texts they chose, before working with writing exercises that they curated to match their individual challenges in writing. This lesson was all about the students taking ownership of their writing and workshopping ways in which they could tease out any problems and consider their work from different perspectives. Fabulous work today class- have a look at the writing exercises below and think about which cater most closely to your style, preferred genre, and challenges & have fun with them. See you next week for our mock! 🙂
Homework
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Gossip had quickly spread through the school that Jack had been arrested by the police for setting the fire alarm off on Thursday. The whole school had been herded onto the sports field while the speakers wailed and cried about the fact that “this is not a drill!” even the fire brigade came only to find it was a false alarm and someone had deliberately pressed the “panic button”. Later, people with magnifying glasses came and checked for fingerprints on the fire alarm button. After school that day, Jack was taken by a police car.
All sorts of rumours had gone around the school during the week that Jack wasn’t in. Most people believed that he was sent to prison for ten months and would return as a hardened criminal, warning people to not be his friends when he came back. Others believed that his parents had decided to abandon him and he was sent to an orphanage.
However, when he came back a week later, it turned out that he only got suspended and was not sent to prison. The police car was his dad’s car and his dad worked for the police.
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Thanks for the nice review and inspiration lesson, sorry for abrupt ending, can’t really think of anyone and the too subtle changes in behaviour.
Have a good day Beth!
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PS: It’s the “Establishing how your character is perceived by others is a great way to give them greater context. It can provide the author with expectations to subvert for the reader and add an interesting mystique to the character. To give the Gatsby Method a go, write a scene in which your character is only present through the candid descriptions/ gossip about him/her by others.” one.
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Summary for Writing Elements 10
In today’s class we completed our mini mock exam which the students can use to track their progress over the past ten lessons. We began by watching a video that spoke about how to use the promise of a punchline in story-telling to give a story meaning and purpose. The class then completed their mock- which they did in a beautifully focused and hardworking manner. We finished with a self-evaluation, which can be compared with my feedback which I will give out over the next week or so. Well done for the past ten weeks class- you have all written some gorgeous pieces and demonstrated an impressive quality of original thought & a wonderful willingness to try out fresh ideas and approaches. Your progress has been fantastic to watch unfold and I have really enjoyed working with each and every one of you. See you soon 🙂
Homework
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Here is my mock exam. Have a good week and thanks for this Summer Course. Have a good day Beth! Hope to see you again.
dudee
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Hi Beth,
Thanks for the fantastic Elements course – so much knowledge and fun!😀
Here is my mock (I kind of rushed the end because I worked to slow and there was suddenly no time.)
Yichen
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Dear Beth,
Sorry I was not able to attend the lesson. However, I’ve watched the recorded lesson and downloaded the PowerPoint. I’ve done the mock as well in the set time conditions. I’ve also done my “even better ifs”. Thank you for the recording and I appreciate these lessons. 🙂
Thank you so much!
Kind regards,
Yunshu
P.S. I’ve responded to the fourth question and wrote it as a character telling his story (dialogue) to other characters. I hope that’s okay. Also, sorry for the kind-of violence included in the story. I just like writing action-packed stories!
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