Story Writing SampleCopywriting Example
Writing Example 1
There was a first-class gal who made this story. Following William Steig's Amos and Boris, the pupils were asked to create a story with an unlikely relationship between two animals. It is an incomplete play; the book's novelist added more to the story after this example was collected. So what can this kid do as a novelist?
She' s got a story idea - a Hawaiian atmosphere, several different personalities and a dilemma ('Jay got bogged down in Hweh'). Pupils have made the story in a meaningful order. Hover your mouse over each blister for observation of this child's writing. The end of this story does not match the end of the story.
She could use a graphical organiser to schedule her story first, so she has a feel for how the story will evolve before she starts writing. As well as the story maps, whole or small group sessions on the story structures and pre-writing brain storming can help the young scriptwriter think about every part of the story and make it all make perfect.
She tries to use transition words ("In thein" for And then), but she always depends on the same transition words. The diagram could then be replicated in a smaller format so that the pupils could keep the idea they had made in their own writing area.
One five-year-old female made this story during the writing workshops in the kindergarten, where the pupils have free selection of themes. So what can this kid do as a novelist? She has an invention that she wants to divide with her images and a phrase. She' s using a clear line to talk about her image.
She' s adding detail to her image to tell her story. It begins the phrase with a capitals and ends with a dots. Hover your mouse over each blister for observation of this child's writing. So what does this kid have to study next? That kid hasn't yet invented a complete notion of the term, words that must be split in the phrase ("raining outside" is combined).
Instructors could give brief words to separate words or the students could emphasize each of the words as they fathom and type them. That kid might be willing to start writing more phrases. She' s been writing about adjusting the image. It may be asked to tell you about the individual in the image.
The instructor could, for example, work with this kid using a 5W's graphics organiser. A few quizzes that the pupil should answer could help her write more: "Where does this painting take place?" "Who' s in the picture?" "It'?s like, what happens in this picture?"
"When' s this story gonna happen?" Tutor can put keywords on the graphical organiser (17K PDF) for the pupil.