The document discusses the five stages of developing a story: idea, report, organize, draft, and revise. It provides guidance on each stage, including focusing the story, developing the central idea through reporting, organizing around a theme statement, and revising to maintain the focus. Various story forms like block, layer cake, and wine glass are presented to help shape the story at the organization stage. The five stages provide a process for writers to move from an initial idea to a finished story.
Welcome to a movie script! The screenplay is the fundamental document that describes the story, the characters, the dialogue, and the events that take place in a film. It serves as a guide for production and direction, allowing those involved to have a clear vision of what will be filmed and how the story will be told. The script is the basis for everything in a film, it is from this that the production team, director and cast begin working to create a work of art that can be appreciated by the audience. In this script, we will follow an exciting and surprising story that will capture your attention from beginning to end. Get ready for an unforgettable adventure!
Different Rhetorical StrategiesIt is 8 essays short.1.Inssuzannewarch
Different Rhetorical Strategies
It is 8 essays short.
1.Instructions
Print
Start Writing
F. Scott Fitzgerald's best known novel is in part a description of America in the 1920's - the Jazz Age. A tragic, horrible war has just ended and the country is obsessed with having a good time. The self-made, corrupt millionaire Jay Gatsby typifies the period’s obsessions: money, pleasure, and, according to Fitzgerald, the endless reaching for an “orgiastic future that year by year recedes before us.” Gatsby never achieves his dreams, just as many Americans lose their way toward the American Dream by embracing hollow values.
Write a short essay describing a well-known person, group, or event that is inherently interesting but even more interesting when thought of as symptomatic of a trend in society or a period in history. Think of a dominant impression that expresses the essence of your subject and support it with sensory and vivid details and examples.
Use the following tips to help you complete the assignment:
- Narrow your topic to a single person, group, or event. Focus on the dominant impression for your subject. Include examples and details that support that dominant impression.
- Organize your essay logically. Description essays are typically organized in spatial order or in general-to-specific order or specific-to-general order, but you can use any organization pattern that works best.
- Use sensory and vivid details and examples to help your reader visualize your subject.
- To expand the essay, you might imagine something surprising that could happen involving your subject in the near future. Continue to support your dominant impression with vivid details and examples.
2.The Mexican-American author Richard Rodriguez has written in a narrative essay that he grew up in a home in California in which Spanish was primarily spoken. He gradually learned English and later became a prominent writer and essayist. However, he also felt that his success in America had cost him a high price—his alienation from his past, his parents, and his culture.
Write a short essay about an experience—yours or that of someone you know—that taught you something important. Think about an important experience in which you learned something about yourself. Then, use the following tips to help you complete the assignment:
- Limit your focus. Narrow your topic to one experience and your thoughts about that.
- Organize logically. Most narrative essays use chronological (time) organization, the order in which events occurred.
- Include specifics. Use specific examples and, if appropriate, sensory details to help readers to understand how and why you learned what you did (your main point).
- To expand the essay, you might write about the effects of what you learned. Did it change your life, even in a small way? Did it have an effect on others? Are you a different person now because of what you learned? Why?
3.Visit the website of a public figure or can ...
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
ENG 520 Final Project Milestone One Guidelines and Rubric troutmanboris
ENG 520 Final Project Milestone One Guidelines and Rubric
Overview: In this first milestone, you will submit a paper that discusses the story ideas you are interested in writing, along with any potential themes you may
cover along the way.
In The Art of Fiction, John Gardner suggests that the ways writers work out plots can be broken down into a trio of methods. Gardner says, “The writer works out
plot in one of three ways: by borrowing some traditional plot or action from real life (the method of the Greek tragedians, Shakespeare, Dostoevsky, and many
other writers, ancient and modern); by working his way back from his story climax; or by groping his way forward from an initial situation” (56–57).
The purpose of this milestone is to discuss what you will write about and how. What you compose here should be thought of as being written in “pencil,” and
will become sharper as you study storytelling elements in the course. During your brainstorming process, consider the following questions: Do you have a
particular character in mind? If so, imagine the different scenarios that might test his or her will, or change him or her fundamentally. Do you know that you
would like to write about a specific event, such as a battle during a particular hero’s quest in a dystopian world? Two characters finding love? An earthquake?
What subjects or themes are you drawn to reading, and how would you implement them in your writing?
As such, you might wish to work from a single point of conflict, or an inciting incident, and see where the story will lead you. In this instance, you will move your
way forward, as Gardner suggests. Or, if you see similarities between your story and a classic work, you might choose to model your work after the works of the
masters. This has been the mark of success for many modern films and novels. Finally, if you have no beginning but you have a climax planned that will floor your
audience, then you can work backward to see how your characters may have come to that particular point in time, and look forward to see how it might affect
your characters.
Work Cited
Gardner, John. The Art of Fiction: Notes on Craft for Young Writers. Vintage Books. New York: Vintage, 1991. Print.
Prompt: The following critical elements must be addressed in your milestone:
● Story Stats: In this section, you will develop a working title, genre, and point of view and define the structure and form for your story. In your opening
paragraph, specify a working title, genre, and point of view for your story. Next, define its structure and form. Is this a novel, a short story, a screenplay
or play, a personal essay, a narrative poem, or something else? Will you use chapters or any particular formats? Remember that as you progress through
the course, this can change.
● Plot Points: Explain the plot of your story and offer examples of scenes or main events. To address the plot points of the story, write two to three
pa ...
ENG 520 Final Project Milestone One Guidelines and Rubric .docxShiraPrater50
ENG 520 Final Project Milestone One Guidelines and Rubric
Overview: In this first milestone, you will submit a paper that discusses the story ideas you are interested in writing, along with any potential themes you may
cover along the way.
In The Art of Fiction, John Gardner suggests that the ways writers work out plots can be broken down into a trio of methods. Gardner says, “The writer works out
plot in one of three ways: by borrowing some traditional plot or action from real life (the method of the Greek tragedians, Shakespeare, Dostoevsky, and many
other writers, ancient and modern); by working his way back from his story climax; or by groping his way forward from an initial situation” (56–57).
The purpose of this milestone is to discuss what you will write about and how. What you compose here should be thought of as being written in “pencil,” and
will become sharper as you study storytelling elements in the course. During your brainstorming process, consider the following questions: Do you have a
particular character in mind? If so, imagine the different scenarios that might test his or her will, or change him or her fundamentally. Do you know that you
would like to write about a specific event, such as a battle during a particular hero’s quest in a dystopian world? Two characters finding love? An earthquake?
What subjects or themes are you drawn to reading, and how would you implement them in your writing?
As such, you might wish to work from a single point of conflict, or an inciting incident, and see where the story will lead you. In this instance, you will move your
way forward, as Gardner suggests. Or, if you see similarities between your story and a classic work, you might choose to model your work after the works of the
masters. This has been the mark of success for many modern films and novels. Finally, if you have no beginning but you have a climax planned that will floor your
audience, then you can work backward to see how your characters may have come to that particular point in time, and look forward to see how it might affect
your characters.
Work Cited
Gardner, John. The Art of Fiction: Notes on Craft for Young Writers. Vintage Books. New York: Vintage, 1991. Print.
Prompt: The following critical elements must be addressed in your milestone:
● Story Stats: In this section, you will develop a working title, genre, and point of view and define the structure and form for your story. In your opening
paragraph, specify a working title, genre, and point of view for your story. Next, define its structure and form. Is this a novel, a short story, a screenplay
or play, a personal essay, a narrative poem, or something else? Will you use chapters or any particular formats? Remember that as you progress through
the course, this can change.
● Plot Points: Explain the plot of your story and offer examples of scenes or main events. To address the plot points of the story, write two to three
pa ...
Welcome to a movie script! The screenplay is the fundamental document that describes the story, the characters, the dialogue, and the events that take place in a film. It serves as a guide for production and direction, allowing those involved to have a clear vision of what will be filmed and how the story will be told. The script is the basis for everything in a film, it is from this that the production team, director and cast begin working to create a work of art that can be appreciated by the audience. In this script, we will follow an exciting and surprising story that will capture your attention from beginning to end. Get ready for an unforgettable adventure!
Different Rhetorical StrategiesIt is 8 essays short.1.Inssuzannewarch
Different Rhetorical Strategies
It is 8 essays short.
1.Instructions
Print
Start Writing
F. Scott Fitzgerald's best known novel is in part a description of America in the 1920's - the Jazz Age. A tragic, horrible war has just ended and the country is obsessed with having a good time. The self-made, corrupt millionaire Jay Gatsby typifies the period’s obsessions: money, pleasure, and, according to Fitzgerald, the endless reaching for an “orgiastic future that year by year recedes before us.” Gatsby never achieves his dreams, just as many Americans lose their way toward the American Dream by embracing hollow values.
Write a short essay describing a well-known person, group, or event that is inherently interesting but even more interesting when thought of as symptomatic of a trend in society or a period in history. Think of a dominant impression that expresses the essence of your subject and support it with sensory and vivid details and examples.
Use the following tips to help you complete the assignment:
- Narrow your topic to a single person, group, or event. Focus on the dominant impression for your subject. Include examples and details that support that dominant impression.
- Organize your essay logically. Description essays are typically organized in spatial order or in general-to-specific order or specific-to-general order, but you can use any organization pattern that works best.
- Use sensory and vivid details and examples to help your reader visualize your subject.
- To expand the essay, you might imagine something surprising that could happen involving your subject in the near future. Continue to support your dominant impression with vivid details and examples.
2.The Mexican-American author Richard Rodriguez has written in a narrative essay that he grew up in a home in California in which Spanish was primarily spoken. He gradually learned English and later became a prominent writer and essayist. However, he also felt that his success in America had cost him a high price—his alienation from his past, his parents, and his culture.
Write a short essay about an experience—yours or that of someone you know—that taught you something important. Think about an important experience in which you learned something about yourself. Then, use the following tips to help you complete the assignment:
- Limit your focus. Narrow your topic to one experience and your thoughts about that.
- Organize logically. Most narrative essays use chronological (time) organization, the order in which events occurred.
- Include specifics. Use specific examples and, if appropriate, sensory details to help readers to understand how and why you learned what you did (your main point).
- To expand the essay, you might write about the effects of what you learned. Did it change your life, even in a small way? Did it have an effect on others? Are you a different person now because of what you learned? Why?
3.Visit the website of a public figure or can ...
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
ENG 520 Final Project Milestone One Guidelines and Rubric troutmanboris
ENG 520 Final Project Milestone One Guidelines and Rubric
Overview: In this first milestone, you will submit a paper that discusses the story ideas you are interested in writing, along with any potential themes you may
cover along the way.
In The Art of Fiction, John Gardner suggests that the ways writers work out plots can be broken down into a trio of methods. Gardner says, “The writer works out
plot in one of three ways: by borrowing some traditional plot or action from real life (the method of the Greek tragedians, Shakespeare, Dostoevsky, and many
other writers, ancient and modern); by working his way back from his story climax; or by groping his way forward from an initial situation” (56–57).
The purpose of this milestone is to discuss what you will write about and how. What you compose here should be thought of as being written in “pencil,” and
will become sharper as you study storytelling elements in the course. During your brainstorming process, consider the following questions: Do you have a
particular character in mind? If so, imagine the different scenarios that might test his or her will, or change him or her fundamentally. Do you know that you
would like to write about a specific event, such as a battle during a particular hero’s quest in a dystopian world? Two characters finding love? An earthquake?
What subjects or themes are you drawn to reading, and how would you implement them in your writing?
As such, you might wish to work from a single point of conflict, or an inciting incident, and see where the story will lead you. In this instance, you will move your
way forward, as Gardner suggests. Or, if you see similarities between your story and a classic work, you might choose to model your work after the works of the
masters. This has been the mark of success for many modern films and novels. Finally, if you have no beginning but you have a climax planned that will floor your
audience, then you can work backward to see how your characters may have come to that particular point in time, and look forward to see how it might affect
your characters.
Work Cited
Gardner, John. The Art of Fiction: Notes on Craft for Young Writers. Vintage Books. New York: Vintage, 1991. Print.
Prompt: The following critical elements must be addressed in your milestone:
● Story Stats: In this section, you will develop a working title, genre, and point of view and define the structure and form for your story. In your opening
paragraph, specify a working title, genre, and point of view for your story. Next, define its structure and form. Is this a novel, a short story, a screenplay
or play, a personal essay, a narrative poem, or something else? Will you use chapters or any particular formats? Remember that as you progress through
the course, this can change.
● Plot Points: Explain the plot of your story and offer examples of scenes or main events. To address the plot points of the story, write two to three
pa ...
ENG 520 Final Project Milestone One Guidelines and Rubric .docxShiraPrater50
ENG 520 Final Project Milestone One Guidelines and Rubric
Overview: In this first milestone, you will submit a paper that discusses the story ideas you are interested in writing, along with any potential themes you may
cover along the way.
In The Art of Fiction, John Gardner suggests that the ways writers work out plots can be broken down into a trio of methods. Gardner says, “The writer works out
plot in one of three ways: by borrowing some traditional plot or action from real life (the method of the Greek tragedians, Shakespeare, Dostoevsky, and many
other writers, ancient and modern); by working his way back from his story climax; or by groping his way forward from an initial situation” (56–57).
The purpose of this milestone is to discuss what you will write about and how. What you compose here should be thought of as being written in “pencil,” and
will become sharper as you study storytelling elements in the course. During your brainstorming process, consider the following questions: Do you have a
particular character in mind? If so, imagine the different scenarios that might test his or her will, or change him or her fundamentally. Do you know that you
would like to write about a specific event, such as a battle during a particular hero’s quest in a dystopian world? Two characters finding love? An earthquake?
What subjects or themes are you drawn to reading, and how would you implement them in your writing?
As such, you might wish to work from a single point of conflict, or an inciting incident, and see where the story will lead you. In this instance, you will move your
way forward, as Gardner suggests. Or, if you see similarities between your story and a classic work, you might choose to model your work after the works of the
masters. This has been the mark of success for many modern films and novels. Finally, if you have no beginning but you have a climax planned that will floor your
audience, then you can work backward to see how your characters may have come to that particular point in time, and look forward to see how it might affect
your characters.
Work Cited
Gardner, John. The Art of Fiction: Notes on Craft for Young Writers. Vintage Books. New York: Vintage, 1991. Print.
Prompt: The following critical elements must be addressed in your milestone:
● Story Stats: In this section, you will develop a working title, genre, and point of view and define the structure and form for your story. In your opening
paragraph, specify a working title, genre, and point of view for your story. Next, define its structure and form. Is this a novel, a short story, a screenplay
or play, a personal essay, a narrative poem, or something else? Will you use chapters or any particular formats? Remember that as you progress through
the course, this can change.
● Plot Points: Explain the plot of your story and offer examples of scenes or main events. To address the plot points of the story, write two to three
pa ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Model Attribute Check Company Auto PropertyCeline George
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5. Choose a suitable design and hold to it. A basic
structural design underlies every kind of writing.
Writing, to be effective, must follow closely the
thoughts of the writer, but not necessarily in the
order in which those thoughts occur. This calls for
a scheme or procedure…planning must be a
deliberate prelude to writing. The first principle of
composition, therefore, is to foresee or
determine the shape of what is to come and
pursue that shape.
-- William Strunk, E.B. White,
The Elements of Style
6. Artful and impeccable use of the language is
less important in storytelling than you think. A
well-shaped idea, convincing illustration and
interpretation of it, and sound story structure
count for more. Lacking these, the writer who
follows all the instructions on fine-tuning his prose
in all the book’s extant will produce a well-written
failure.
-- William Blundell,
The Art and Craft of Feature Writing
7. Perhaps the central step in the writing process,
focus gives a story unity and coherence. Most
stories should be about one thing. The writer
should understand and capture the heart of the
story and offer it to the reader. Focus determines
what to toss out as well as what to include. Many
problems, especially disorganization, result when
stories lack focus. Writers and editors search for
focus by using a variety of tools; writing the lead,
coming up with a headline, making a list of the
most important points in the story, and developing
a theme or point statement.
-- Roy Peter Clark, Don Fry, Coaching Writers
8. The most important thing in the story is finding
the central idea. It’s the one thing to be given a
topic, but you have to find the idea or the concept
within that topic. Once you have that idea or
thread, all the other anecdotes, illustrations
and quotes are pearls that hang on this
thread. The thread may seem very humble, the
pearls may seem very flashy, but it’s still the
thread that makes the necklace.
-- Thomas Boswell,
Washington Post
9. By the way, when you’re telling these little
stories, here’s a good idea: Have a POINT! It
makes it so much more interesting for the
listener.
-- Neal Page (Steve Martin) to Del Griffith (John Candy),
Planes, Trains and Automobiles
10. Five Stages of a Story
Idea Report Organize Draft Revise
11. Tasks
IDEA: Identify a central question or premise.
REPORT: Gather enough information to answer the
question or test the premise.
ORGANIZE: Determine the point of the story, the central
theme, and plan the story around that central focus.
DRAFT: With plan in hand, write the story.
REVISE: Revise for clarity and precision, guided by the
central focus.
12. Developing ideas
Story mapping: Map the story idea as a web. Lay out
all aspects of the idea. Select the most important part of
the “map” as the focus of the story and the reporting to
come.
Central question: Identify the central question at the
heart of your story idea. Then set out to answer that
question.
Premise: Frame your idea as premise (rather than a
fact) and set out to prove or disprove the premise.
Remain open-minded as the reporting progresses.
13. Developing ideas
Point of view: Write your topic or question in the middle
of a circle. Around the circle list all the people with a
connection to the story. Decide which person’s point of
view might be the best way to report and tell the story.
Reader questions: Ask five questions a reader would
ask about the topic. Set out to answer those five
questions.
Five whys: Ask “why” five times. Each “why” should take
you deeper into the topic and closer to the central
question or central premise.
14. Organizing stories
Story mapping: Re-map the story with all the
information accumulated through reporting. If using a
specific point of view, re-map the story with the selected
point of view at the center.
Theme statement: In a sentence or two, express the
central point of your story, the heart of your story. This
can be the answer to your central question or a
restatement of the central premise. Use the theme
statement to help determine what material stays in the
story, what is left out.
15. Organizing stories
Jot outline: List key points in the order they will appear
in the story. Consider story focus, length and packaging.
Story forms: Select a story form that will help shape the
story. Consider inverted pyramid, block, wine glass or
layer cake forms.
16. Jot outline
New state proficiency tests
• Overview on why, schedule, problems
• Why the new tests
• Schedule; requirements for passing
• Problems for schools to administer
17. 1: LEAD / OVERVIEW 8”:
• Across the country NCLB prompts what
• Meanwhile in AZ – along with others – what happens
• As result, AZ scores now show… and deadline to fix pushed back 4 years (preview chunk 2)
• As a result AZ financial burden is what… who wins or loses re schools (preview chunk 4)
• Arizona’s story is a tale of what (how/who did this)…(preview chunk 5)
• And Arizona’s story shows how WHAT re NCLB nationally, and will play out with real people
(preview chunk 3 and 5)
2: SCORES
• NCLB is all about accountability, which is scores and deadlines, with loss of $$ as the stick
• AZ, like other states, was facing big failure rates and big costs as result of measuring stick
• AZ, like others, changed the measuring stick by arguing what??
• Along the way, they also changed the deadline for completing this diluted improvement
3: TWO EXAMPLES
• Two key examples of change in measuring stick
4: FINANCIAL IMPACT
• AZ, like other states, was looking at big $$ to meet NCLB criteria
• New measurement means costs have dropped
• New measurement shifts where money will go to narrow group schools
5: A YEAR INTO NCLB LEAVES US WHERE
• Across the country this process has played out. Good for states. How for people?
• Examples of what this means at school/people level overall
• Comment from people who pulled this off, as well as people affected
18. 1: LEAD / OVERVIEW 8”:
• Across the country NCLB prompts what
• Meanwhile in AZ – along with others – what happens
• As result, AZ scores now show… and deadline to fix
pushed back 4 years (preview chunk 2)
• As a result AZ financial burden is what… who wins or
loses re schools (preview chunk 4)
• Arizona’s story is a tale of what (how/who did this)…
(preview chunk 5)
• And Arizona’s story shows how WHAT re NCLB
nationally, and will play out with real people (preview
chunk 3 and 5)
19. 2: SCORES
• NCLB is all about accountability, which is scores and
deadlines, with loss of $$ as the stick
• AZ, like other states, was facing big failure rates and
big costs as result of measuring stick
• AZ, like others, changed the measuring stick by arguing
what??
• Along the way, they also changed the deadline for
completing this diluted improvement