Writing A Great Story

A TCAP test that tests your writing abilityTimed; 35 minutesFirst week in FebruaryYou will be scored from 1-6. 6 is the

highest.You will be given a prompt or story

starter, and then you will write a story.

If you’ll do and practice the things I tell you, you will score very well!

BeginningPlotEndingSpicing up your story!Mechanics

During the writing assessment you will have only 35 minutes to complete a story.

This means you’ll have to use your time wisely!!!

The first 5 – 7 minutes will be the most important part of your entire story!

Spend 5-7 minutes on pre-writing.

Don’t skip it!Saves time at the end.

Spend time brainstorming ideas for your story.

What is brainstorming?A way to generate lots of ideas Rules Write as fast as you can. Write down any and everything that comes to

mind, no matter if it’s silly or seems worthless. Don’t judge. Piggy-back

Sometimes called the “conflict”Your problem must be planned.Decide how the problem will be solved.Brainstorm as many problems as you can

before deciding.Must be able to be solved quickly – you

only have 35 minutes.Try to think of problems and solutions

that are different - that most people wouldn’t think of!

The worst day ever!

You become invisible for one day.

On your birthday, a strange-looking lady came to you door and handed you a wrapped present. You rattled it. It made a noise. Write a story about this present.

A distant relative willed you a strange ring. As you put this ring on, you discover that it has strange powers. What does it look like? What does it do? Tell a story about this ring.

Plot is what happens in the story.Has to make senseMust be plannedThe events in your plot introduce your

problem, and later bring about the problem’s solution.

This story is short – keep your plot simple.

What is the message of your story?What’s the point of your story?Sometimes called the “theme”

Hannah Montana episode:• Hannah realizes that life as only Hannah would be

without her most treasured parts of Miley’s life: her relationship with dad, friendship with Lily, living with her brother, etc.

Characters = people in your storyDetails make your characters interesting,

believable, and likeable.Give your characters distinctive traits.

“Mitch had been in 5 different schools by the 5th grade.”

“No one knew that I had an extreme fear of clowns.”

Readers find out about the character by:

What the writer directly says about the character:“He had never disobeyed the order to hide.”

What the character says:

“Maybe I just don’t mind hiding as much as you do,” Luke whispered.

What the character does

“Jackal boy had his fists up, a taunting grin spread across his face.”

Also called a “lead”.Very important to your storyMakes reader want to read more but…Don’t give whole story awayDo not do…. “One day….” “Last

week…”Several different ways

Question• “Have you ever thought that you were going to

die?”

Action• “The bus swerved bumping up against the curb

as Mr. Rollston clutched his chest and slumped against the steering wheel.”

Dialogue• “ ‘Get your hands back in the bus you jokers!’ Mr.

Rollston yelled. We just laughed at him. Then suddenly he went all stiff in his seat. ‘Aaahg! My heart!’ Mr. Rollston moaned as he grabbed his chest and fell from his seat at the front of the bus.

Bold Statement• “I nearly got killed on the way to school today.”

An announcement• “I just learned that the most dangerous part of any

kid's day is getting on to the school bus.”

Description of feeling• “My hands clamped up. My stomach twisted in a

knot. Everything happened in slow motion. The bus just seemed to drift towards the oncoming traffic as Mr. Rollston tumbled out of his seat.”

Puzzle or riddle• “What's black and yellow and doesn't get to

school on time?”

Details = salt (McDonald’s fries)Makes your story stand out from the restDon’t overdo it! Too much salt is worse

than none at all!Not TV – the reader depends on YOUR

words to paint a picture for him/her.Make the reader feel like he’s actually

there in your story.

Add adjectives – words that describe

Use vivid verbs – action words that tell exactly what’s happening

Use why phrases – phrases in your sentences that reveal “why” something’s going on

Add adverbs – words that describe your verbs more clearly

Similes – comparing 2 things using “like” or “as”

Metaphors – like simile, but doesn’t use “like” or “as”

Personification – giving an non-living object human characteristics

Hyperbole – an exaggeration, often humorous

Tell who’s talkingDon’t overuse “said”Make sure you use quotation

marks.Use it sparingly; don’t go crazy

with too much dialogue.

When the speaker changes, start a new paragraph.

Kelli said, "I want my band shirt back right now. You didn't have permission to borrow it." "No," said Paul, "but you didn't have permission to take my CD either, and I can see it on your desk.“

Kelli said, "I want my band shirt back right now. You didn't have permission to borrow it."

"No," said Paul, "but you didn't have permission to take my CD either, and I can see it on your desk."

Your last chance to impress your readerDon’t leave the reader hanging.Needs to be plannedWriting “The End” does not mean you’ve

written the ending.Avoid … “It was all a dream.”

ParagraphsRun-on sentencesEnd marks, capitalizationQuotation marks for dialogueSpellingNo crazy commas or apostrophesDon’t forget a title.