Creative Writing Prompt: Point of View

In this lesson, we considered point of view. One of the tactics I have been using lately in teaching creative writing is to always attach it to a concept of writing. I think I was largely just doing fun or quirky ideas before, but now I'm actually thinking about one thing they're getting out of the lesson (For example: character, plot, setting, dialogue, etc). It's pretty basic, but I think I get more bang for my buck this way: I give them something fun to do, but I also give them a concept from writing which will serve them well.

*****************************

Point of View

You may not realize it, but every story is written from someone’s point of view: that means that someone is telling the story based on how they see things happening. A narrator is the person telling the story.

You can have one of three different types of narrator:

The first-person perspective: the person telling the story is the person who the story is about. This person describes things that happen to them using the words “I” or “me” or “my.” This type of story has a lot of perspective on a person’s feelings, because they often share how they feel in the narrative. This narrator is a character in the story.

 The third-person perspective: the person telling this story describes what is happening to other people who are in the story using the words “he” or “she” or “they.” This type of story will usually have one person as the main focus, but the narrator will not know what their feelings are, so the reader will have to wait to see how the characters are described, or to read what they say in order to find out how they feel. This narrator is not often a character in the story.

 The omniscient narrator: the person telling this story also uses the words “he” or “she” or “they” to describe the characters and their actions. The word “omniscient” means “all-knowing.” The difference between this narrator and the third-person narrator is that the omniscient narrator knows what everyone is thinking: this narrator will often describes their thoughts and feelings so that the reader knows everything that is going on in the minds of the characters. This narrator is almost never a character in the story

(I can think of one really great exception: The Book Thief by Marcus Zusak has an omniscient narrator, who is the character of Death, personified. An omniscient narrator who appears in the text is probably going to be someone with supernatural or god-like powers in most cases).

When you write a story, it is important that you know from whose perspective you write: if the narrator is a character in the story, the story is told from their point of view.

It is also important that the point of view remains consistent: you don’t want to change from a first-person narrator to an omniscient narrator part way through.

Also, the point of view should make logical sense:

-          A story told by a princess will look different from a story told by a vampire: they will think differently about their actions and how they justify their thoughts and feelings.

-          You should ask yourself who and what your narrator is so that you can feel the way they feel: a story with an omniscient narrator should be pretty neutral. You don’t want your omniscient narrator to be too present. That is, you should not be able to notice there is a narrator when that narrator is omniscient. By contrast, a story told from the perspective of a shark should feel like a shark wrote it. Their thoughts should sound like shark-thoughts, and their actions should look like shark-actions.

Today you will practice writing from different points of view.

Pick one of the following Point of View Prompts:

Write a story about a dragon that saves a princess from a knight (You may use any of the following points of view: the perspective of the dragon, the princess, the knight, or an unnamed narrator). 

Imagine you live in a world where sharks swim in the forest, and you become lost in a forest overnight. Tell the story of what happens.

Tell a story from the perspective of a painting in a museum.

 A teenager has just discovered undeniable, 100% accurate proof that everyone around them is an alien. Describe what they do tomorrow.

 Imagine you are a fairy-tale villain (of your choice). Write about how someone wronged you in the past, causing you to become villainous.

 Tell the story of a lost button becoming reunited with its coat.

 You have picked up a rock which gives you the ability to know everyone’s thoughts and feelings. Tell the story of the first day you take your mind-reading rock to school.

Consider the following questions for the point of view that you choose:

Who is the narrator?

How do they think?

What are their goals and motivations? (What do they want?)

Why do they want what they want?

How are they going to get what they want?

Now, write that story! 

*** I ended up needing a bit of further explanation for a few of my young listeners. So I told the story of Little Red Riding Hood from three different perspectives. Not for the first time was I reminded that examples are often the trick! 

Creative Writing Prompt: Mobius Strip Poetry

Think of a circle; think of all the things that are circles, or made of circles.

-          The sun

-          The moon

-          A ball

-          An orange

-          A hula hoop

A circle is infinite, but the symbol for infinity is not a circle, but a sideways 8, as shown here:

We often think of cycles as being infinite. What are some kinds of cycles, or sets of events that repeat themselves?

-          Seasons

-          Time

-          Water cycle

-          Life cycle

-          Laundry

-          Growth Cycle

-          Metamorphic Cycle

-          Rock Cycle

If we were to write a poem about these things, there would be no way to indicate on the paper that what was occurring was infinite; a poem is linear, which means it has a beginning, a middle, and an end. Perhaps we could write such a poem in a circle shape on the page, but what if we used the infinity shape instead?

A Mobius strip is a type of infinity shape. It is the only three-dimensional object that has only one side: you can run a pen or a pencil along it and it will continue on without leaving the page. It was discovered in 1858 by German mathematicians, and is frequently used in machinery that need rubber belts to wear evenly on both sides. MC Escher used the Mobius strip in his art.

As you can see, the ants crawling on the Mobius strip will always crawl on it, all going in the same direction. The ants are in fact meant to show how the shape is infinite.

Today, we are going to use the Mobius strip in our poetry.

1)      We will first write a poem that is cyclical, or contains an idea that is infinite (or seems infinite, like laundry!).

2)      Once you have written your infinite poem, you will transfer it on to a piece of paper.

3)      This is what your piece of paper will look like:

4)  Make sure that you leave at least an inch on each outside edge of the rectangle:

5)  Write the first half of your poem on one side of the piece of paper, like this:

6)    When you flip your piece of paper, it is very important that you flip the page correctly:

a.       Flip it towards you or away from you, but DO NOT flip it like you would flip a page (that is, do not pick up the righthand edge and move your hand across yourself. The lefthand edge will stay on the left and the righthand edge will stay on the right.)

b.       Or, you may think of it as flipping on the long edge

7)      Write your other half of the poem on the other side:

8)      You can see how the poem uses transition words to lead from one end to the next.

9)      Next, you need to attach the two ends together. You should have left a space at each of the ends on both sides to make sure that you don’t accidentally overlap the text.

a.       Pull the ends together as if you were making a circle.

b.       Before you put the ends together, however, give ONE of the ends a half-twist (not both, and not a full twist! Just 180 degrees)

c.       Then tape or staple the two edges together.

d.       Read the poem to make sure you can follow it all the way through until it starts over again. (If the line is suddenly upside down and goes in the wrong order, that means that strip of paper was flipped on the short edge, ie it was flipped incorrectly)

e.       Here is a diagram to show you how to attach the ends of the paper strip:

10)   Once you get the hang of it, see how many Mobius strip poems you can make!

Summary:

A Mobius strip poem shows us that a poem does not have to have a beginning, a middle, and an end. 

It allows us to write in a new way.

It should also show us that we should be able to experiment with our poetry, either with what we write OR what we write on OR both! 

Villains Vindicated (Creative Writing Seeds)

A “villain” is the term used to describe the bad person in a book or film. We usually use the word villain for a particularly “bad” or “evil” character, while we might say the word “antagonist” for someone whose actions block or create barriers for the main character. (For example, if your story is about a little girl whose bully keeps stealing her candy, the bully wouldn’t really be a villain, but they would definitely be an antagonist).

What are some examples of villains or antagonists that we can think of?

-          The Evil Stepmother (Cinderella

-          The Wicked Witch of the West (The Wonderful Wizard of Oz)

-          Jafar (Aladdin)

-          Ursula (The Little Mermaid)

-          The Queen (Snow White)

-          Maleficent (Sleeping Beauty)

-          Scar (The Lion King)

-          Magneto (X-Men)

-          The Sheriff of Nottingham (Robin Hood)

-          Voldemort (Harry Potter)

-          Goldfinger (James Bond)

-          The Joker (Batman)

-          Darth Vader (Star Wars)

All of these villains are meant to make life very difficult for the main character. But what were these villains like before they met the hero?

For the purposes of this assignment, let’s treat these villains as real people.

·        Before they were villainous, what were their lives like?

·        Were they happy?

·        What did they like to do?

·        What happened to them to make them become villainous? (Were they betrayed, disappointed, or hurt by someone else?)

·        What kinds of bad choices did they make that led them to be so badly behaved?

·        What kind of story can we write so that we can explain or understand where these characters went wrong?

For some of these characters, we already have examples explaining how they got to be so bad, like Darth Vader or Magneto. We also have examples of how they are allegedly misunderstood, such as the Wicked Witch of the West or Maleficent. You can choose one of these characters, or another for whom there is not an existing explanation for how they became who they are.

These are your instructions:

1)      Choose a villain, either from the list above or of your own choosing.

Villain’s name: ________________________________________

2)      Use some of the following “autobiographical” questions to find out more about your character; put yourself in their shoes: how would they answer these questions?

a.       Where were you born?

b.       What are some of your hobbies?

c.       What are your parents’ names and occupations?

d.       How would you describe your childhood?

e.       What’s your favourite colour?

f.        What’s your favourite food?

g.       Who is your best friend in the whole world?

3)      Then answer these questions:

a.       How did your character go from being a good person to being a bad person? (Were they good to begin with?)

b.       What could have happened to them that changed them? Use your imagination!

4)      Then, tell a story from the perspective of the villainous character, explaining who they are and what happened to them. Your first line might be, “I wasn’t always a ‘villain’ … ”

Please note that all characters belong to their respective copyright owners. 

Operation: Show Don't Tell (Creative Writing Seeds)

Operation: Show, Don’t Tell

“Don’t tell me the moon is shining; show me the glint of light on broken glass” – Anton Chekhov

Images make up your writing. You create images using the words you write so that your reader creates the idea in their imagination. A really good image will make the reader forget they are reading words and only think about what they see in their mind’s eye.

Many writers have heard someone say, “Show, Don’t Tell!” about a piece of their writing. But what does that really mean?

The best way to show you how to “show, don’t tell” is by showing you! Here are some examples:

Tell:	Show:
Kate was tired.	Kate rubbed her eyes and willed herself to keep them open.
It was early spring.	New buds were pushing through the frost.
Charlie was blind.	Charlie wore dark glasses and was accompanied by a seeing-eye dog.
Sheena is a punk rocker.	Sheena has three piercings in her face and wears her hair in a purple mohawk.
James was the captain.	“At ease,” James called out before relaxing into the captain’s chair.
The girls were excited.	Giggles and screams filled the arena. The soft curls were now damp with perspiration and the anticipation of the event. They held tight to each other in a mock effort to contain themselves. Arms flailed upward, and voices echoed in varying tones. The moment was here.

You can see from the examples on the right that they are more interesting to read than the examples on the left, even though they mean the same thing. The “Show” examples use more of your senses, like sight, sound, smell, touch, and taste. Think about how you learn from movies; movies don’t tell you, but they show you. How do you know someone is upset, angry, happy, sad, frustrated, and so on? People don’t often say “I am angry,” but they do act angry! (They are very mature and communicative humans, indeed, if they know when they are angry and can then communicate that to someone else!)

For the following “Tells,” practice writing a “Show”! Show your reader what it looks like, whether it’s an emotion, an action, a place, or a thing.

The lawn was covered with leaves.
The room was perfect. She saw it and was immediately transported back to her childhood.
The house was old.
The fire is burning.
The cat’s fur is soft.
My head hurts.

Once you have finished these examples, you should get the hang of showing rather than telling. When you are done, write a short story or poem (about whatever you like!) where you show how things are rather than telling your audience. 

Brain Map Autobiography (Creative Writing Seeds)

Brain Map

What do you think makes you who you are?

What are the words, thoughts, beliefs, and ideas that make up you?

In this writing exercise, use the “brain map” to the right to help you figure out what’s in your brain! Then, use those words to form a poem that tells us about you.

1.       Fill out this brain with words, thoughts, and ideas that make up the person that you are!

2.       Use the words that filled out your “brain,” and explain what they mean to you to make a poem.

For example, your poem might look like this:

Ex:

Elyn’s Mind

Family – Family is at the forefront of my thoughts, and so it is literally at the front of my brain.

Reading – I am always thinking about reading: what I have read, what I am reading, and what I want to read next.

Painting – I like art; I used to do a lot of drawing, but now when I do art, I find that I am mostly drawn to painting.

Brown – I love the colour brown! Many of my clothes are brown, my furniture is brown, and even my bedroom is brown. I love the warmth of the colour; I feel that I sink into it and it envelops me.

Roxette – Roxette is my favourite band. They are a band from the 80s that no one knows, but I hear their music and I feel perfect.

Now, you try! Use the words that filled up your brain to write an informally structured poem about who you are, what you do, and what you like.

Book Spine Poetry - Inspiration for Young Writers

This one is definitely my favourite. "Follow me." I snerk every time.

Creative Writing Prompt: Archaeology Stories

Archaeology is the study of human activity in the past. Usually, archaeologists find objects and think about them. They look at the environmental data that people of the past have left behind. This can include artifacts or objects, and even buildings.


Archaeologists often have the puzzle pieces, but no picture: they don't know what some objects were used for, or what some details might mean. For example, the Egyptian Pharaoh Tutankhamun died very mysteriously at the age of 19, over 3000 years ago.

There were hundreds of weird stories about his death, including snakebite, murder, and many others. To add to the weirdness surrounding his death, when they opened his sarcophagus in the early 1900s, they discovered his body had been burned! It wasn't until 2013 that they figured out why: a combination of chemicals in the embalming fluid and the linens that wrapped his body created friction and caught fire. The Egyptians would not have understood why that happened, so they would have made up stories to explain it. However, archaeologists were able to figure it out!


Can you imagine what an archaeologist 3000 years in the future might think of the things you own? Their lives will be so different! Maybe they won't have electricity, because they'll have replaced fuel with solar power, or some kind of battery. Maybe there won't be any children, because they've figured out how to beat the effects of ageing. Maybe everyone will live in space, and no one will know how to garden. Maybe they have never seen snow.

Your job today will be to tell the story of a future archaeologist discovering something from today and trying to ask questions to figure out what it is. You will have to think about how their life has changed from yours, and then try to think how a total stranger to your every way might ask questions about the object:
What does it look like? (does it still have all of its original colours? Has it been damaged by weather?)
What was it used for? (how can he or she tell?)
Was it important? (maybe people used it for worship, or to vote, or to count, or eat, or play, etc)
Who owned it? (kings and queens? Children?)
Was it a toy or a tool?
Remember when you tell your story that an archaeologist doesn't always have all the information, so sometimes they get things wrong!
What kinds of details might they get right?
What might they get wrong?


Here are some weird and random objects that just might stump an archaeologist from the future. You can pick one of these, or anything else you think might make an archaeologist from 3000 years in the future really scratch their heads!

• silly putty
• a picture of a polar bear
  
• a toy from a sandbox
  
• an Ipod / IPad
  
• an origami frog
  
• plant labels from a garden
  
• a Barbie doll shoe
  
• a yo-yo
  
• a CD
  
• a pencil
  
• a potato peeler
  
• an empty tube of lipstick (the lipstick would be all gone, probably!)
  
• a picture of you in a frame
  
• a snowshoe
  
• a fork
  
• a pair of earrings made of keyboard letters
  

How do you explain purple??!!

What if all you ever found was Cilantro?

Imagine if ten years AFTER you find this, you find a picture of people crossing the a white expanse with big long sticks attached to their feet. Do you instantly make the connection? How do you explain the white stuff?