Countdown to Creative Writing: Step by Step Approach to by Stephen Bowkett

By Stephen Bowkett

Developing kid's writing talents boosts their self assurance, creates entertainment and relevance within the activity and cultivates a variety of decision-making and problem-solving abilities which may then be utilized around the curriculum. The Countdown sequence presents all of the help you wish in aiding kids to enhance their prose, poetry and non-fiction writing.

Countdown to artistic Writing is a finished and versatile source so you might use in several ways:

  • 60 stand-alone modules that conceal all of the crucial points of writing a story
  • countdown flowchart delivering an summary exhibiting how modules are associated and the way academics can development via them with the kids
  • photocopiable task sheets for every module that express find out how to make the choices and remedy the issues that each one writers face alongside the line from first suggestion to entire piece of labor
  • teachers' notes for every module with counsel and assistance together with how modules should be used as stand-alone devices, but in addition with feedback for priceless hyperlinks among modules, and curriculum hyperlinks
  • a self-study part in order that youngsters could make their very own development during the fabrics, giving younger writers a feeling of independence in pondering their paintings
  • 'headers' for every module exhibiting the place alongside the 'countdown direction' you're at that time.

In brief Countdown to inventive Writing saves necessary making plans time and provides you the entire flexibility you would like - academics will need to utilise both the self-study or 'countdown' points of the publication, or just dip into it for person lesson actions to slot in with their very own programmes of work.

 

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Extra resources for Countdown to Creative Writing: Step by Step Approach to Writing Techniques for 7-12 Years

Example text

That’s why we learn about alliteration, assonance and onomatopoeia in class. In fact, these are the ideas we’re playing with now. If you don’t know or have forgotten what those words mean, check with your teacher now. C O U N T D O W N T O C R E AT I V E W R I T I N G ‘SOUNDS AS IT SAYS’ 41 ᭤ FOR THE PUPIL le u od M 8 4 Playing with water Let’s play with water a bit more. ᭤ Imagine dropping a small object into three puddles. Here are the three sounds it makes – splish, splash, splosh. How are those three puddles different in your imagination?

I suppose two or more characters in your story could be writing diaries, but that could confuse the reader. Another option is to write your story in the ordinary way but to include some diary extracts from one or more of the characters. So you could say for example ‘It was raining when Steve arrived home. He was tired but pleased with his day. He made a cup of tea then sat in his armchair to write up his diary. This is what it said . ’ If you decide to structure your story this way you need to know a lot about the different characters whose diaries you feature.

44 C O U N T D O W N T O C R E AT I V E W R I T I N G THE STRUCTURE OF A STORY ᭤ FOR THE PUPIL M od 47 ule The structure of a story Imagining the big picture Imagine your entire house. Now imagine a room in that house. Now look at the house from the outside and imagine one brick of it. If you can do all of those things, well done because you have the skill of thinking easily about big things and small things. It’s a bit like this with a story. When you have an idea for a story do you: ᭤ Have a big idea about what the whole story will look like?

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