Let's write a story
Dahlia Bartley, Contributor

I know you are anxious to compare your answers to the comprehension passage with mine, so I will not disappoint you.

1. B	6. D
2. A	7. B
3. A	8. B
4. C	9. A
5. D	10. A

As the series continues, we will do more practise together.

Today, we will turn our attention to story writing. I will again remind you that in Section Three of the examination paper, you may opt to write EITHER a story OR a description. This has been the case since 2006. You ought to know the difference between the two for, if you write a narrative when you ought to be doing a descriptive piece, then you are going to be heavily penalised. I want you to pay special attention here, for your ability to write imaginative stories, using appropriate language, can earn you full marks; yes, all of the 35 marks allotted to the section. Let's 'listen' to the following arguments between two young high school students:

Pat: So tell me the story about Grace and the prefect!

Ann: Well, my dear, it was break time ... under the tree and ... she screamed ... the prefect reprimanded her ... as fast as Asafa Powell . . . the principal ... .

Oh, those stories at break and lunch times! Your minds are ticking as you think of possible outcomes to this conversation. I have just given you an ordinary discourse between two girls. The word 'story' is casually introduced by Pat and what follows includes characters, a definite time, and action. So why does the thought of having to write a story, be it in class or for the exam, drive fear into the heart of so many students? This should not be so, since it is in our nature, as human beings, to tell stories. We, in Jamaica, have such a vibrant oral tradition.

As students, you tell stories with such ease every chance you get. So why are you afraid to write them? There are certain elements which you must try to build into your stories and I shall briefly review these.

PLOT

This may be seen as a series of events mapping out incidents from beginning to end. It must be very simple. Of great importance to the plot is conflict. If this does not exist, your story will be boring. Now there are three types of conflict:

• Conflict within yourself.
  Imagine that a new child has moved into a neighbourhood. To make friends and prove himself, he may have to perform a dishonest deed. The conflict then arises as he must make a choice - to remain alone or to commit an act to attract attention.
• Conflict between/among characters.
  Think of two students in a school. Both want to be on the football/netball/basketball/quiz/debate team (when there is place for only one). So how do they stake their claim and how is this resolved?
• Conflict in circumstances, for example, a fire, a hurricane or any other 'big' incident will impact greatly on the lives of characters who were previously at loggerheads.
  Conflicts, even those in short stories, must be resolved.

THEME

This is the central idea on which the story is based.

SETTING

The time and place for the action/event in the story, for example, a story set in the 1950s, would not have a character driving a Lexus or using a cellular phone. In your setting, too, atmosphere is important and must match the setting.

CHARACTERS

Keep the number small, as each character you introduce has to be given a role. Characters must also be presented convincingly. You could perhaps pattern them off someone you know.

LANGUAGE

Use 'colourful' language. Put adjectives, adverbs and figures of speech to work. You may want to review previous lessons. Choice of words is vital and you must use language in a lively and creative manner.

DIALOGUE

This must be used creatively to reveal character traits and advance the plot. There is no point, then, in writing - Lisa's mother called her. "Yes," she answered.

I must remind you, too, that you may use dialect in Section Three of the exam paper, but do not overdo it.

POINT OF VIEW

You have two choices:

• The first person, which is the character, 'I'. You will be using such pronouns as indicated here - singular - 'I', 'me', 'my'; plural - 'we', 'us', 'our'.
• The third person. Use the appropriate pronouns, as well - singular - 'he', 'she', 'it'; plural - 'they'.
  But be careful! You must choose the point of view which best fits the demands of the question and, throughout your story, you must stick to it.

TWIST

A good story writer may choose to give a surprise element or an unexpected ending to his story, for example, 'the unexpected visitor' may very well be the cat you forgot to put outside before going to bed, when all along the reader is led to believe that a human being is in the house.

HUMOUR

This can be a vital element to make your story come alive.

Now I want you to spend some time absorbing all we have discussed today. I really want you to work hard on the topic, story writing, as this, for some students, is one of the weak areas in the examination. I leave you with these words from Lily Tomlin - The road to success is always under construction.

See you next week.

Penwood High School students (from left) Ricardo Frater, P.R.O., Ligha Wilmot (treasurer), Roger Allen (head boy), and Monique Francis (head girl), look at items to be done for a peace day concert later on Tuesday, March 4. The concert went under theme, Peace for Prosperity.-Anthony Minott/Freelance Photographer

Dahlia Bartley teaches at Glenmuir High School.