We have come to expect a few groups in college classes to write this kind of satisfying denouement. In college classes, preservice teachers have expressed a great deal of interest in using this flexible assignment in their own classes, for it can lead into many other lesson plans. While reading a story aloud, teachers stop a few times to ask students to write down their predictions of the story's next events. By the end of the story, the teacher needs to be sure that the class has tapped into their personal experiences several times, stimulating their interest in reading while strengthening their reading skills. This structured reading and writing assignment typically results in final drafts ranging from the fantastic to the realistic, all based on the original text yet originals in their own right.
Student groups create a story they can feel proud of.
The reading-writing connections lead to insights into character development as well as an understanding of how to write believable dialogue. After working with a few structured writing assignments like this one, many students learn to relax more as they write and begin to draft inventive prose. More writing about the stuff we like. More short stories we can finish reading at school. Works Cited Adams, Peter.