20 Steps To Creative Writing Success - Updated With Credits

20 Steps
to
Creative Writing
Success
Narrative and Report Writing
Written By Miss Ann M. L. Jacob
Compiled By Mrs. Stacy A. S. Supersad
NOT FOR SALE.
FOR PERSONAL USE ONLY.
20 Steps to Creative Writing Success
Contents Page
................................................................................................................................................................................................ 1
Step 1- Planning Skills .................................................................................................................................................. 4
Step 2- Imaginative Introductions ......................................................................................................................... 7
Step 3- Effective Settings ............................................................................................................................................. 9
Step 4- Vivid Verbs ..................................................................................................................................................... 12
Step 5- Sentences that Pack a Powerful Punch .............................................................................................. 13
Step 6- The Rising Action ......................................................................................................................................... 14
Step 7 - An Exciting Climax.................................................................................................................................... 16
Step 8- The Falling Action ....................................................................................................................................... 18
Step 9- Satisfying Conclusions ................................................................................................................................ 19
Step 10- Striking Similes, Marvelous Metaphors ........................................................................................... 20
Narrative Writing Rubric ...................................................................................................................................... 22
The Five Essential Elements Of A Story ........................................................................................................... 23
Five In Five: A Technique For Planning The Narrative ......................................................................... 24
Narrative Writing 1- Introducing the Conflict ............................................................................................. 26
Narrative Writing: Sensory details .................................................................................................................... 28
Narrative Writing: Characters That Steal A Reader’s Attention ...................................................... 29
Step 11- Planning the Report ................................................................................................................................... 30
Step 12- Giving Details when Reporting............................................................................................................ 32
Step 13- The Introduction to the Report ............................................................................................................ 33
Step 14- Transitional Expressions ......................................................................................................................... 34
Step 15- First Person vs Third Person in Report Writing ......................................................................... 37
Step 16- Concluding the Report .............................................................................................................................. 39
Step 17- Formal versus Informal Language ..................................................................................................... 40
Step 18- Writing Directions ..................................................................................................................................... 41
Step 19- Writing Instructions ................................................................................................................................. 42
Step 20- Proofreading and Editing ...................................................................................................................... 43
Report Writing Rubric.............................................................................................................................................. 45
Links to the 20 Steps Series as seen on Writer Plus: .................................................................................... 46
2 STRICTLY NOT FOR SALE

I do not own the rights to any content compiled in this document. Credit goes to the original
authors of the content and images used in this document.
Some material such as graphic organizers and illustrations were taken from the internet,
and all attempts were made to credit the copyright holders where possible. No copyright
infringement was intended.
This document is intended for personal use and educational purposes only.
Not for sale or use resulting in financial gain.
Please join the Writers Plus Facebook Group via the link for more useful content. in
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Special thanks to Mrs. Ann M L Jacobs and the Writers Plus Facebook Group.
Credits
Mrs. Ann M L Jacobs (content)
Sherry Ann Maraj-Lakhan (content for Step 12)
http://www.moe.gov.tt (supporting documents and exemplars)
http://www.eslforums.com (image)
http://friendsoncampus.weebly.com (images)
https://i.pinimg.com (images)
https://www.myfonts.com/fonts/resistenza/modern-love/ (font)
https://www.cufonfonts.com/font/cavolini (font)

Step 1- Planning Skills
 Before the Activity: Five In Five: A Technique For Planning The Narrative
Your child will need: a pen or pencil and three sheets of paper. On each sheet
write the following headings with enough writing space between, as is shown in
the attached picture:
• Introduction (opening scene)

• Rising actions (what happens before)
• Climax (big moment in the story)
• Descending action
• Conclusion
 The method:
Show your children that the writing prompt usually indicates the “big moment”.
Train them to identify and underline this. For example: You and your siblings are
playing in the porch when you hear a loud crash from the road outside. You run
to see what had happened. Write the story. It is evident that the climax, or big
moment is the loud crash.
The plan can be:
• Introduction (opening scene): I was entertaining my younger twin

brothers Kirby and Kerry by playing Ludo while we waited for
mommy to finish cooking lunch.
• Rising actions (what happens before): Kirby won game after game
and Kerry and I were getting bored of losing so we decided to build
some puzzles instead.
• Climax (big moment in the story): Just as we were about to start
putting the Black Panther puzzle together, we were startled by the
sound of a loud crash, and rushed with mommy to the gate to see
that two cars had collided and one had overturned onto its hood.

• Descending action: We looked on in excitement as villagers rushed to
rescue the driver of the overturned car.
• Conclusion: Just as the ambulance rushed off with the injured driver,
we smelled the aroma of barbecued meat and noticed thick smoke
coming from the kitchen where, in her excitement, mommy had
forgotten to turn off the stove and the meal was ruined.
 The activity
Give your child some the following writing prompts. Have him or her write a
plan for any three (3) stories, aiming to do so in five sentences, one for each
heading. Each plan should take 5 to 7 minutes to write, perhaps even less, so
the activity should not take more than about 20 minutes.
1. The boys in your village like to tease old Mr Hills. One day Mr Hills decides to
play a trick on them to teach them a lesson. Write the exciting story of what
happens.
2. Write a story about an inquisitive neighbour who solves a crime.
3. Your scout troupe goes on a hike in the forest. You get distracted and wander
off. You panic when you realize that you are lost. Write what happened.
4. You receive a ring that your great-grandfather once wore. You try it in, only
to realize that it gives you a superpower. Write about how you were able to
save someone’s life because of this amazing ring.
5. Write a story that includes the following words: The cave was dark and here
were a lot of twists and turns and funny corners. I was scared but kept going.

More Information??
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Step 2- Imaginative Introductions
Many students do not know how to come up with a great beginning, so they
use story starts such as:
• It was a lovely day. The sky was a bright blue…

• One stormy night…
• Last Saturday (or Sunday, or Monday, etc.) I was …
These starts are boringly predictable. They inspire neither the writer nor the
reader, and they certainly would not get the essay to be rated as above average
or excellent (7 to 10 marks).
Please discuss these with your child about how can they add interest with an
imaginative introduction. We will be working on three of these imaginative
introductions that any child can quickly master:
 The conversation (dialogue)

Example
“Help!” I heard a faint voice in the distance. “Oh God! Somebody please help me!”
“Listen! Do you hear that?” I asked my elder brother Nick.
“Yes!” he replied as he started to move towards the ravine at the edge of our
garden. “It seems to be coming from over there.”
Do you see how this technique immediately grabs your attention and makes
you want to know more?
 The sound (the fancy name for it is onomatopoeia)

Example:
Rat-tat-tat! I jumped at the sound of the loud knock at our front door. Rat-tat-
tat-tat-tat! The knock sounded again, longer and louder, as if the person could
not wait.
Maybe by now your attention is hooked, and you will want to hear the rest of
the story.

 The question
Example:
Have you ever felt as though someone was standing behind you but when you
look around you do not see anyone? Well, maybe, just maybe it was me. You see,
I have a secret power that I have decided to reveal to the world. It all started
when…
Are you hooked? This is what we want from your child’s introductory sentences.
Activity
A. For one of the following story prompts, have your child create a conversation
between two or three characters.
1. Lou and Pat are walking along the beach when they notice a large, brilliantly
coloured seashell. When they pick it up something remarkable happens. Write
their story.
2. Three friends are on their way home from school when they are chased by a
large dog. Tell their exciting story.
B. Have your child write the opening sentences for one of these stories by
beginning with a sound.
1. Jacky finds a stray dog and take it home. Jacky soon realizes that every time
it howls something strange happens. Write the story of what happens.
2. On Christmas Eve you hear a strange sound on your roof. Write an
imaginative story about what it was.
C. Let your child use a question or a series of questions to write the start of
one of these stories.
1. You accidentally break your mother’s favorite vase and do not know what to
do about it. Tell the story of what you did and what happened as a result.
2. It is your birthday but it seems as though nobody in your family remembers.
You have no idea what is planned for you. Describe how your birthday turns out.

Step 3- Effective Settings
The introductory paragraph should create the setting and introduce the
characters. By the end of the first paragraph the reader should have a clear idea
of when and where the events in the story occur.
Here are some simple exercises that can help your children add details to
effectively create a setting. The first one has been done for you.
A. Adding details
Example: Paul entered a fast food restaurant for lunch. He smelled fries in the
air, and so he decided that it was what he wanted to order. As he walked
towards the counter to order, Paul heard shouting behind him. It was his co-
worker, Dan.
“Hey, buddy!” shouted Dan. Dan punched Paul’s shoulder playfully and offered to
buy lunch.
1. Lawrence walked inside the_____________. He heard___________, so he

decided to see what was going on. He saw his little brother Mike
___________________.
“May I join you?” asked Lawrence.
“Yeah,” responded Mike as he ____________________.
Both brothers _______________________________.
2. Andy realizes that he lost his bag that was filled with ______________. so,
he drives to the _______________ to replace the ones he lost. He has never
been inside the ______________, so he asks someone who works there for
some help. The gentleman shows Andy where to find _________________ and
Andy selected ___________________.
“I’ll help you at the register,” he says.
Andy briskly walks back outside and places his new____________ in the
back seat of his car. To his surprise he sees that his bag of
________________ was there the whole time.

B. Creating a Setting
Create a setting with the given key word or phrase. Remember to use any of
the five senses (see, hear, taste, smell, touch) to describe the setting. The first
example has been given to you.
Example: A new classroom

The new classroom has a chalkboard, the teacher’s desk and chair, and five
groups of four desks. Each desk has a red, apple-shaped nametag with a child’s
name on it. The window was cracked and let in the aroma of fresh trees into the
room. The feeling of the breeze is cool. I hear other students entering the
classroom and trying to figure out where to sit.
Now try it yourself with the following phrases:
1. A hospital
2. A fancy restaurant
3. A shoe store
4. A barbecue at school
C. Five Words
Read each situation below. For each situation, come up with five words or
phrases that come to mind that can be used to create a setting. The first one
has been done for you.
1. Michael is having his 11th birthday party.

1. Friday
2. South Park
3. Laughing
4. Pizza
5. Pepperoni

2. Michelle is visiting her 3. Vanessa is cleaning her room.

grandmother. 1. ____________________
1. ____________________ 2. ____________________
2. ____________________ 3. ____________________
3. ____________________ 4. ____________________
5. ____________________
4. ____________________
5. ____________________

Step 4- Vivid Verbs
An easy and effective way to add interest and excitement to a narrative is by

the use of vivid verbs. These verbs do not only tell *what* was done; they help
to show *how* it was done. They also hint at a character's personality, physical
characteristics and feelings.
Consider the following sentence, for example: John walked off the field.
While it tells us what John did, it does not convey much more meaning than
that. For this reason, 'to walk' is considered a weak verb. Now consider these:
John limped off the field. (suggests injury)

John marched off the field. (suggests determination)
John swaggered off the field. (suggests pride)
John stormed off the field. (suggests anger)
John tiptoed off the field. (suggests fear or caution)
You will notice how we get a clearer mental image of how John left the field
with each of these stronger verbs. The reader can also make inferences about
John's physical and emotional state when these vivid verbs are used.
Activity Write at least three vivid verbs to replace each of the following
Example spin: twirl, rotate, revolve
1. take 6. Ate
2. Laugh 7. Took
3. Drink 8. Run
4. Said 9. Sit
5. See 10. Pull

Step 5- Sentences that Pack a Powerful Punch
Many students think that they need to use polysyllabic words to make their
writing more effective. While these 'big words' have their place at times,
they are not the secret to building power sentences. Here is simple skill can
easily convert a sentence from average to awesome, without using 'big
words' that a student might have difficulty spelling or might use in the
wrong context. All it takes is the addition of two groups of words and a vivid
verb.
Here are a few examples:
Weak sentence: The cat knocked over the glass of milk.

Stronger sentence: While I was asleep, the cat knocked over the glass of milk.
Even stronger sentence: While I was asleep, the cat knocked over the glass of milk
which I had forgotten on the table.
Weak sentence: I could not buy the ice-cream.

Stronger sentence: As I did not have sufficient money, I could not buy the ice-cream.
Even stronger sentence: As I did not have sufficient money, I could not buy the ice-
cream that I wanted so much.
Weak sentence: Gem jumped out of bed.

Stronger sentence: With a happy laugh, Gem jumped out of bed.
Even stronger sentence: With a happy laugh, Gem vaulted out of bed and
rushed to get ready for school.
Activity Instruction: Convert each of these sentences into power sentences

by adding a dependent clause to the beginning, an additional detail to the
end and a vivid verb.
1. I looked for my missing 5. I will tell you the truth.
baseball. 6. Remember to bring your bag.
2. We won the game. 7. Dad will buy a ticket.
3. Kerry ate the wonderful food. 8. We got wet on the ride.
4. All the students listened.

Step 6- The Rising Action
Have you noticed that sometimes your children's stories might start off really
well, quickly get to the "big moment" and then lose momentum? In some cases
they run out of things to write. In others they try to add events in the hope of
extending the story to the required five or six paragraphs. If this sounds
familiar to you, then this step should help: The Rising Action
In order to order to effectively build a story to a climax, there should be

sufficient rising action. This should be done in the second (and possibly third)
paragraph. The rising action should actually be the longest part of the story. It
consists of all the actions, situations and changes that take the characters to
the big turning point in the story.
Let us consider the following story prompt, taken from the 2001 SEA
examination:
‘Write a story, using the following sentences to begin the story:

On my way out of the school yard I noticed the school bully standing near to
the gate.
Continue the story, describing the events which followed.’
The danger with a prompt like this is that the student typically moves straight
into the confrontation. Then the rest of the story is anticlimactic. Instead,
think of the story as though it is a good action movie. To build excitement you
must stretch out the moment before that big event.
So what is a possible plot outline for this prompt?
• Introduction: Start with the sentences that were given, as instructed,

then describe the scene. It is dismissal time; tell of the noise and chaos as
students rush to get home. Describe the bully. Express the fear you feel,
the trickle of sweat down your spine as you stand hesitating in the
afternoon sun, and so on.

• Rising Action: Think of what can happen before you face off with the bully.
Maybe one of your friends comes up to you and asks why you have not
left as yet. You can then explain what had happened in school that day to
make you the bully's target. With the encouragement of your friend, you
build up the courage to walk to the gate. Create tension by describing how
the bully reacts when he/she sees you. Tell of your feelings as you draw
nearer and nearer.
• Climax: The confrontation- you build up the courage to approach the bully.
• Resolution: Does it result in a fight or is there a surprising twist to the

story?
• Conclusion
Activity
For each of the following story prompts, write out your introduction and the
rising action. Do not forget to hook your reader with an interesting start such
as a conversation, question, and onomatopoeia. You do not have to write the
entire story
1. Your classmate sets off a firecracker in school and you are blamed for it.
2. You find a wallet full of money and have to decide whether to spend it or
return it to its owner.
3. Your parent asks you to watch your younger sibling for an hour and
everything goes wrong.

Step 7 - An Exciting Climax
The climax is supposed to be the 'big moment' in the narrative. It should be the
part with the most excitement. Unfortunately, this is the stage of the narrative
that students tend to rush through, making the story seem rather pointless.
The climax of the story is when the conflict or tension reaches the highest
point.
In an earlier post I shared some techniques for 'exploding the moment'. It is
important to apply these techniques when writing the climax. How is this done?
1. Give sensory details
2. Share the thoughts and feelings of the characters.
3. Try to create a dilemma, that is, a point at which the character must make a
difficult decision that will change the outcome of the story.
4. Use some short sentences, including appropriate exclamations.
The story prompt usually indicates the climax, either directly or indirectly. Here
is an example:
1. You are at the mall when you see a child crying. When you ask what is
wrong, he tells you that he is lost. Tell the story of how you are able to help the
lost boy reunite with his family.
What is the climax in that story? The reunion with the family. This is the point
at which you must have the most drama. You must show the feelings of all
involved, for example, the frantic parents' relief at seeing their son, how the
boy's fear turns to joy, the pride that you feel.
"Look! Look!" Jeshuel exclaimed, tugging at my hand! "Mom! Mom!" he yelled.

Up ahead I saw a short, dark woman in a green dress turn around, her eyes
frantically darting back and forth.
"Oh God! Jeshuel!" she screamed. She rushed forward and pulled Jeshuel in arms,
alternately hugging and scolding him. "Why did you wander away? I told you to
stay!" she said sternly. Just as Jeshuel tried to explain, she turned to me. I could

see her reddened eyes and the tracks of her tears. However, the most beautiful
smile beamed on her face, like the first rays of sunshine after a storm. "How can
I repay you?" she asked.
I thought of the phone that I wanted, and how I was short by just one hundred
dollars. Here was my chance to get the money I needed.
"I...I...I am just happy that you two are together again" I replied. "That is my
greatest reward," I continued with a smile. "Bye Jeshuel. Good day, Ma'am."
As I turned away I felt a deep sense of pride and satisfaction. The knowledge
that I had been a hero that day was worth more to me than any monetary
reward.
Activity
Apply all that you have learned from Steps 1 to 7 to write an interesting
introduction, effective rising action and an exciting climax to this story:
You and your friends were walking home from school when you heard a strange
noise coming from the bushes at the side of the road. Full of curiosity, you
decided to investigate. Write the story of what you found.

Step 8- The Falling Action
The falling action is the series of events that occur after the climax of the
story. It tells the reader how things work out (or do not work out). The falling
action forms a bridge between the climax and the concluding paragraph.
Consider the following story prompt: One of your classmates was climbing a
tree when a branch broke. Your classmate fell to the ground and was injured.
Write the story about the event.
By now your child should be able to write a plot outline, with a sentence for
each of the five main elements, for example:
• Introduction: (use dialogue) While they were playing in the schoolyard, Josh Peters
dares Kyle Davis to climb to the top of the large samaan tree in the school yard.
• Rising action: At first Kyle climbs fairly easily, but it gets more difficult the higher
he goes.
• Climax: Just as he is nearing the top, the branch on which he is standing breaks
with a deafening crack and Kyle tumbles to the ground.
• Falling action: Groaning in agony, Kyle tries to stand, but his leg can not support
his weight, so he remains on the ground until a teacher rushes up to take him to
the hospital.
• Conclusion: Kyle returns to school with his leg in a cast, so he is unable to play
any schoolyard games for a very long time.
Students should provide sufficient descending action to lead the story to a

satisfactory conclusion. However, they should be careful to limit the descending
action to events that are relevant to the plot.
Challenge: Create a five-sentence plan for the following prompt and then write
out the story. Make sure to use a separate paragraph for each element of the
plot.
You wake one day to see your name on a large, beautifully wrapped box which
is on your bedroom floor. You cannot believe your eyes when you open the box.
Write an exciting story about your surprise gift.

Step 9- Satisfying Conclusions
The conclusion is an essential part of the narrative- It brings the story to a
satisfactory end. The conclusion leaves a final impression on the reader, so it
should be as well-written as the rest of the essay.
There are several ways to conclude a story. One of the most common ways is to
say the lesson that the character learned from the experience, how he or she
changed or developed.
Another effective way is to tie-back the conclusion to the introduction. For

example, dd the story begin with the main character getting out of bed? Then it
may conclude with him or her going to bed at the end of the day, tired but
satisfied, or happy but reflective, or sad but hopeful, and so on.
A third possible conclusion is to provide a surprise twist to the ending-

something the reader definitely did not expect.
A fourth suggestion is to end with a wish, hope or feeling that the character
might have. For example:
As Marty looked at the rest of the money that had caused him so much trouble,
he wished that he had never bought that raffle ticket. He thought of the friends
that he had lost that day and regretted the decisions that he had made.
Whichever ending that is used, never, ever write, "The End" to conclude a
narrative! That might have worked for fairy tales in the past, but it definitely
does not constitute an effective ending for an essay for the SEA Creative
Writing.
Activity: Plan and write a story in which your disobedience gets you into
trouble. Be sure to write an effective ending.

Step 10- Striking Similes, Marvelous Metaphors
Our students are expected to use figurative language in their essays. The rubric
states that an essay that is rated as Superior (10 - 9 marks out of 10) "uses
figurative language effectively – images, symbols, colours."
This activity is designed to help our children to use figurative language

effectively by writing similes and metaphors that reflect their creativity. These
can be drawn from their own experiences and environment. For example, did a
mosquito bother you last night? Did it return again and again, despite your
frequent slaps? Then use that in your writing, such as:
John was as determined as a mosquito intent on drinking blood.
Mary was as annoying as a mosquito buzzing around my ears when I am
attempting to sleep.
Despite the teacher’s calls for silence, the students droned on and on like a
swarm of mosquitos in the wet season.
What about metaphors? A metaphor is also a comparison, except it does not

use the words like or as. Therefore, using the same mosquito imagery we can
say:
John was a mosquito out for blood, focused on his goals with firm
determination.
Mary was a mosquito buzzing annoyingly around me no matter how hard I tried
to get rid of her.
The students were a swarm of mosquitoes, droning on and on, despite the
teacher's call for silence.
So, instead of the usual: simile as sweet as sugar: how about as sweet as a
stale starch mango? Not only does it make an effective comparison, but it also
creates another literary device called sibilance by the repetition of the letter 's'.
Do you want to describe moving quickly? Then how about this? I was Usain Bolt
at the sound of the starter's pistol, and the safety of my home was my finish
line.

CAUTION! Similes and metaphors should be used like spices that are sprinkled to
enhance the flavour of your dish. Over-using these figurative devices will spoil
the essay just as surely as too much salt or pepper will spoil your meal.
Activity
A. Think of an original simile for each of these prompts:
• as happy as • as dull as
• as light as • as pretty as
• as excited as • as clean as
• as dry as • as big as
• as good as • as quick as
• as heavy as • as rich as
• as frightening as
B. Create original metaphors to express the following
• The brightness of the midday sun
• Excitement
• Your heart pounding with fear
• A student's reaction when caught in wrongdoing by a teacher
• Great joy

Narrative Writing Rubric
Taken from http://www.moe.gov.tt

The Five Essential Elements Of A Story
A story has five basic but important elements. These five components are: the characters, the
setting, the plot, the conflict, and the resolution. These essential elements keep the story running
smoothly and allow the action to develop in a logical way that the reader can follow.
CHARACTERS The characters are the individuals that the story is about. The author should
introduce the characters in the story with enough information that the reader can visualize each
person. This is achieved by providing detailed descriptions of a character’s physical attributes and
personality traits. Every story should have a main character. The main character determines the
way the plot will develop and is usually who will solve the problem the story centers upon. However,
the other characters are also very important because they supply additional details, explanations,
or actions. All characters should stay true to the author’s descriptions throughout the story so that
the reader can understand and believe the action that is taking place—and perhaps even predict
which character may do what next.
SETTING The setting is the location of the action. An author should describe the environment or
surroundings of the story in such detail that the reader feels that he or she can picture the scene.
Unusual settings (such as a fantasy world) can be interesting, but everyday settings can help a
reader to better visualize the story and feel connected to the plot!
LOT The plot is the actual story around which the entire book is based. A plot should have a very
clear beginning, middle, and end—with all the necessary descriptions and suspense, called
exposition—so that the reader can make sense of the action and follow along from start to finish.
CONFLICT Every story has a conflict to solve. The plot is centered on this conflict and the ways in
which the characters attempt to resolve the problem. When the story’s action becomes most
exciting, right before the resolution, it is called the climax.
RESOLUTION The solution to the problem is the way the action is resolved. For example, Katie often
resolves a conflict by finding a compromise for two fighting characters or helping fix any mistakes
she made while switcherooed into someone else. It is important that the resolution fit the rest of the
story in tone and creativity and solve all parts of the conflict.

Five In Five: A Technique For Planning The Narrative
For the SEA narrative, a candidate is expected to write a story with the five distinct
parts that are illustrated in the attached graphic organizer. They must do so in less than
the allocated 50 minutes, as they must leave time for proofreading and editing. How
though, can you easily assist your child to master these five elements?
Sometimes candidates take so long to plan their narrative that they run out of time.
Here is a quick and easy way to teach your child the five parts of a narrative and train them
to plan these parts in five minutes or less. It is so simple that even a small child can
understand, so please, try it out with the younger ones too.
 Discuss your child's favourite story and ask him or her to tell you the biggest
moment or huge problem in the story- that is the climax.
 Then ask your child how the big issue worked out- that is the resolution.
 Next ask for two or three events that led to the big moment- that is the rising action
that came before the big issue.
 Now ask where and when the story began- that is the setting
 Finally, ask the child how the story ended- that is the conclusion.
Train your child to summarize a story, using a sentence for each of the five key parts. I will
illustrate with an old classic "Jack and the Beanstalk".
• Setting: Jack and his old widowed mother are so poor and hungry that they
decide to sell the only thing they had, a cow.
• Rising action: Jack meets a man who talks him into selling the cow for a
handful of beans which his mother throws away.
• Climax- The beans grow into a massive beanstalk that reaches to the home of a
giant, where Jack steals some treasures.
• Resolution- The giant chases him but is killed when Jack chops down the
beanstalk.
• Conclusion- Jack and his mother are able to live off the giant's treasures.
Emphasize that the paragraphs in the story are made up of the details that are
related to each of these parts.
After you have discussed a few of their favorites, have your child tell you a story in
five sentences. It is easiest if you help them to identify the 'big moment' first.
Image taken from: http://friendsoncampus.weebly.com/uploads/1/4/0/4/14040671/3282348_orig.png

Narrative Writing 1- Introducing the Conflict
Over the past few weeks I have been paying attention to report writing. Between those eight
lessons, and the many that I shared in the past, you will doubtlessly have enough material
to assist your child/student to write a well-structured report. I will therefore begin to share
lessons that focus on the narrative.
In this first lesson I will address a question asked about a school's requirements with
regard to the story structure. Basically they are insisting that the student introduce the
problem in the first paragraph and in subsequent paragraphs the problem worsens and
then the problem is solved, and the story concludes with the lesson learnt. Most likely they
are trying to get the students to understand that there must be a 'conflict' that drives the
story along.
Some students tell an entire story without building the required tension that will lead to a
climax. This results in their story 'flat-lining' rather than having the story mountain
structure. The school's recommended approach can help to prevent that error. However
some students find it difficult to build a story with sufficient length when the problem is
introduced too early. Maybe this structure will help:
• Paragraph 1: Create setting, introduce characters, hint at challenge via brief

dialogue, thought or description.
• Paragraph 2: The main character's attempts to address challenge lead to

greater conflict
• Paragraph 3: Matters come to a head. This is the point of the greatest crisis
• Paragraph 4: The issue is resolved in some way (this does not have to be all
'happily ever after' as there can be a twist in the story
• Paragraph 5: Reveal the impact of the experience on the characters.
Example: An encounter with a ferocious dog
Plot summary:
Anna and Petra are terrified of the dog that guards the house at the corner, and discuss how
they can avoid passing that dreaded place.
They try to walk on the other side of the busy street but are almost hit by a passing car. The
driver insists that they cross to the sidewalk, forcing them to pass their nemesis.
As they approach the corner house, the dog lunges against the gate, which was not properly
latched, causing it to swing open. (Really build up drama here)They are frozen with terror,
clutching each other too afraid to move.
Their nemesis reaches them, growling menacingly and pacing around them, but its owner lets
out a piercing whistle that makes it sit.
The owner comes up, introduces them to the dog as 'friend' at which time the dog's demeanor
changes and it wags its tail and rolls over for a tummy rub.
Anna and Petra, while having some reservations, overcome their fear enough to give the dog
some hesitant pats. As they walk away they discuss whether tomorrow the dog will allow
them to pass by without barking at them.

Narrative Writing: Sensory details
The term 'Sensory details' is rather self-explanatory. They are details that are based on the
five senses: sight, hearing, touch, taste and smell. Simple as this is, it is a skill with which
many students struggle. The attached video will provide some further clarification.
Encourage the young writer to express exactly what is seen, heard, felt, tasted and smelled.
Of course, a candidate does not have to use all five senses each and every time. However,
have your child aim for at least two sensory details in each paragraph, and several in the
setting and climax.
Image taken from: https://i.pinimg.com/564x/8a/fa/63/8afa63de647f4cd44e6e8dba0c569085.jpg

Narrative Writing: Characters That Steal A Reader’s Attention
For a story to be classified as above average to excellent (7 to 10 marks) it must contain
characters that are well-developed through description, action and dialogue. How is this
done?
There are two forms of characterization: direct and indirect. Direct characterization is done
through the use of adjectives and other details. Here is an example:
Nine year old Kassie Peters is a short,chubby boy with a round face and bright brown eyes.
He is afraid to take an injection.
While direct characterization is acceptable, it does not really STEAL the reader's interest.
Indirect characterization, on the other hand, is far more fascinating. It reveals details
through the character's words, thoughts, actions, effects on others and looks.

Step 11- Planning the Report
First, there are different types of reports. A newspaper report is significantly
different from one written about a scientific experiment. The financial report
for a business will have a different format from a status report prepared by
that business' Health and Safety Officer.SEA candidates are expected to write a
basic academic report, usually of an incident. An incident report is a simple but
detailed account of what happened, broken down into each sequential occurrence.
For the SEA level, the sample reports typically consist of four or five paragraphs.
While there is no prescribed length, the report must have a distinct introduction,
body and conclusion.
A basic report structure is:
 Paragraph 1- Introduction- Specifics of what occurred, where and when it
occurred and the persons involved, including eyewitnesses. The full name
of location should be given, with an address if necessary. The full names of
the persons involved should be stated.
 Paragraph 2- The series of occurrences leading up to the event.
 Paragraph 3 (and more if necessary)-A detailed account of the event itself
 Paragraph 4/- What happened immediately after the event
 Paragraph 5- A brief conclusion in which the outcome or subsequent
actions/consequences are stated,
The report should reflect awareness of the audience and purpose of the report. For
example, if the report is for the principal, do not write what the principal said
and or did.
NOTE: Report writing for SEA does not require a summary for the conclusion.
These summaries are for complex, multi-page reports, not one to be written in
five paragraphs in 50 minutes.
The Ministry of Education has established the requirements and rubric for report
writing. Please do not be misled by publications that contain examples that
differ widely from the MOE's standards.

Activity:
Plan a report outline for the following prompts:
1. Your dog escapes through the open gate and attacks a man riding a bicycle
on your street. Write a report of the incident.
2. You represented your school in a national competition and won a prize.
Report on the event and your winnings. Be sure to provide details about the
prize you won.

Step 12- Giving Details when Reporting
Students should ensure that their details are relevant and factual. The
fundamental purpose of the report is to provide information. Therefore, the
student should think about what information the reader will need to have, and
provide those details. Ensure that the report answers the 5W+H questions,
which are:
 Who
 What
 Where
 When
 Why
 How
You can include a twist in your report so that it does not sound like everyone
else's. What do I mean? Let's say you are writing a report on a Calypso
Competition, put in something a little extra or unexpected e.g. a singer fell off
or on the stage or someone fainted while performing. A sport competition? You
may want to add in some people stormed the field. A field trip? One of the
students was injured because he or she did not follow a certain rule.
All these 'twists' can be done while still being factual and keeping the formal
tone.
The key to writing is trying to be as creative as possible. You dont want the
examiner reading the same thing over and over.
Activity
Help your child to identify the details that should be provided for the following
prompts:
The children of the village are flying kites. One of them dips down and the tail
tangles with the electric wires, causing a loud explosion and a power outage.
Write a report of the incident.

Step 13- The Introduction to the Report
The introduction to a report must provide the following information:
 The event or incident that is being reported
 When the event occurred (date/time)
 Where the event occurred (specific location)
 The persons involved and the eyewitnesses, if any
Example: A team of students represented your school at the finals of the

National Spelling Bee Championships. Write a report of the event.
A team of four students of Fairvale Secondary School participated in the finals

of the National Spelling Bee Championships at the National Library, Port of
Spain, on Tuesday 27th April, 2018, from 9:30 a.m. to 1:45 p.m. The participants
were Fess Davis, Nila de Ville, Amit Dean and Kai Lee, all of Standard 4W. They
were accompanied by their teacher, Ms Pilla Weiber. Seven other primary
schools participated in this event.
Activity:
Write the introductory paragraph of a report on an accident involving a cyclist
that occurred on your street.

Step 14- Transitional Expressions
When providing details in the report, it is essential for the student to use
transitional words and phrases. Transitions are used to show the connections
between ideas and help to create a smoothly flowing essay. Transitions bridge the
gap between ideas. They may be words or phrases used in the beginning, middle,
and/or end of body paragraphs to lead the reader to a new idea and explain
connections between the old and new ideas.
There are several different types of transitional expressions. The ones that most
students would have been taught from Infant level are: First...next...last. These
are used to show sequence. Some transitions signal that additional information
is being provided, such as: also, another, additionally, similarly, and so on.
Further, there are expressions that indicate cause and effect, including: since,
therefore, and for this reason.
 Words that show the second idea ADD to the previous idea:
-also -furthermore -first -in addition
 Words that show a TIME or SEQUENCE relationship:
-first -next -then
 Words that show a DIFFERENCE between ideas:
-However -nevertheless -on the other hand
 Words that introduce an EXAMPLE:
-For example -for instance -to illustrate
 Words that show CAUSE and EFFECT:
-Consequently -therefore -thus
RULE: When these transitional words start sentences, a comma follows them.
When these words are in the middle of sentences, they have a comma before and
after them.


Image taken from: https://i.pinimg.com/564x/10/33/c5/1033c57766cfe41152e7f59a72ebe775.jpg

Step 15- First Person vs Third Person in Report Writing

In this post I will seek to resolve some of the confusion that persists regarding
the person or point of view in which a report should be written. Before doing
this, I will clarify what is meant by first person and third person.
 The first person singular pronouns are I, me, my, mine.
 The first person plural pronouns are we, us, our. ours.
 The third person singular pronouns are he, she, it, her, his, hers, its.
 The third person plural pronouns are they, their, theirs.
For the purposes of SEA Creative Writing, the person is determined by the prompt.
Some prompts position the writer as the observer of an event. Those essays
should be written in the third person. Other prompts position the writer as a
participant in the event. Those reports are, logically, written in the first person.
As is shown in the Ministry of Education's Creative Writing Exemplars, there is

no penalty for using the first person pronouns, when appropriate.
In the first example shown below, the prompt instructs the student to write as
the class prefect, who was instrumental in the execution of the class' clean-up
campaign. Hence, the use of first-person pronouns was quite appropriate. In
the second prompt, the writer is not a participant. As it was done from the
perspective of an observer, the report was written in the third person. You will
note that both reports earned 10 out of 10 marks.
Please do not confuse reports for SEA Creative Writing with the scientific reports
that are required for CSEC and beyond. While those significantly older Science
students are required to produce lab reports in the third person even when they
did the experiments, the younger candidates at SEA are allowed to write using
the first person.

Activity:
1. Your class successfully participated in a Young Gardeners competition. You
were the student coordinator. Write a report that provides details on how your
class grew the garden, and the prize won.
2. You were at the back of your classroom during lunch-time and observed that
a student from another class came in and removed an object from your
teacher's desk. Your teacher later stated that her phone was missing. Write a
report for your teacher.

Step 16- Concluding the Report
The Report-Writing rubric indicates that students are expected to write a
conclusion that brings the report to a satisfactory close. This conclusion does
not need to be long, and it certainly does not necessitate a re-stating of the
key points of the report. Moreover, it should not contain details that should
have been in the body of the report.
To illustrate what is required, I have attached copies of some conclusions that
satisfied the requirements of the Ministry of Education.

Step 17- Formal versus Informal Language
I have observed that students at the SEA level often have difficulty
differentiating between the informal tone that is used in a narrative and the
formal tone that is required in an expository essay such as a report.
Formal means official. It is the tone that is used when speaking or writing to
persons in high office. Informal is unofficial, and is the tone used when
communicating with persons with whom we are familiar or comfortable.
Telling a story puts the writer and reader in the role of friends or relatives, so
the informal tone is used. Emotions and opinions are welcome, figurative
language and adverbs are rewarded, and direct speech is accepted as it adds
interest and helps the story move along.
Giving a report puts the writer and reader in the role of officers of an
institution and so the tone must be formal. Opinions and feelings are prohibited,
direct speech is forbidden and precise terms are required.
The videos presented below explain the differences between formal and informal
tones in ways that a child can understand.
Video link: https://www.youtube.com/watch?v=sdDBY2-Wmis

Formal vs Informal Writing: What's the Difference and When to Use Them

Step 18- Writing Directions
The Standard 4-5 Curriculum includes three types of expository writing: reports,
directions and instructions. While much attention is given to report writing,
there seems to be little focus on the other two expository essays.
Directions are guidelines. For example, students may be given the following
prompt:
It will soon be the start of the hurricane season. Provide directions on how
citizens can keep themselves safe before, during and after a hurricane.
The students would be expected to provide the hurricane safety guidelines that
they have learned in Social Studies. Like reports, directions should be written in
formal language, have a logical structure and contain relevant supporting details.
The introduction to an essay giving directions will, however, be quite different
from the introduction to a report. It will not focus on who, what, where and
when. Instead, it will set the context by providing background and general
information about the topic. It will then briefly explain the situation and show
why the topic is important.
For example, an introduction to the essay prompt on hurricane safety might be:
A hurricane is a tropical storm with heavy rainfall and very strong winds that
can occur in the Caribbean region during the months of June to October.
Hurricanes can cause loss of lives and damage to property. However, there are
precautions that can be taken to reduce risk before, during and after a
hurricane.
The body of the essay can consist of three paragraphs, one for each aspect of
safety: before, during and after.
The instructions may be given as numbered or bulleted lists.
The conclusion may explain why it is important to follow the directions that
were provided.
Activity
1. Provide directions on how to care for a specific type of pet.
2. Write directions on how students can be safe on the roads when walking to
and from school.

Step 19- Writing Instructions
Instructions provide step-by-step guidance on how to perform a task. Think of
instructions with which you are familiar, such as a recipe or as the user's
manual for a new device. You will appreciate the need to be precise,
unambiguous and to arrange the steps in a logical sequence. Coming to think of
it, this 20 Steps to Creative Writing Success is a good example of how to do an
expository essay giving instructions. Each step was identified and explained in a
logical sequence.
The following sample tasks for instruction writing were provided by the
Ministry of Education, as was the attached illustration:
1. You gave your neighbour a puppy as a gift. Write a letter giving him/her
instructions on how to take care of the puppy. Be sure to say why it is
important to take good care of the puppy. In your instructions, include details
about:
 Feeding the puppy.

 Cleaning the puppy.
 Exercising and playing with the puppy.
2. You have made the best “chow” and your classmates want everyone at your
school to know how you made it. Your teacher asked you to write an article
giving instructions on how you made this chow for your school magazine.
Include the following details:
 How you learnt to make the chow.

 The ingredients and how much you used for the chow.
 The instructions for making your excellent chow.
3. Your principal wants to know how to play your favourite game. Write a letter
giving the instructions of the game. Include the following details:
 The name of the game and the number of players

 The rules of the game.
 How to play the game.

Step 20- Proofreading and Editing
Students should aim to complete their essays in 40 minutes so that they will
have sufficient time to proofread and edit. Over the remaining days, I suggest
that you have your children read previously written essays, identify and correct
their errors, and make improvements based on the required criteria. Here are
the checklists that the MOE has provided to facilitate this process.


Report Writing Rubric

Links to the 20 Steps Series as seen on Writer Plus:
• Step 1 - Planning Skills
https://www.facebook.com/groups/409289136174527/permalink/421057658331008/
• Step 2 - Imaginative Introductions
• Step 3 - Effective Settings
• Step 4 - Vivid Verbs
• Step 5 - Power Sentences
• Step 6 - The Rising Action
• Step 7 - An Exciting Climax
• Step 8 - The Falling Action
• Step 9 - Satisfying Conclusions
• Step 10 - Sparkling Similes, Marvellous Metaphors
• Step 11- Step 11- Planning the Report
• Step 12- Giving Details when Reporting
• Step 13 - The Introduction to the Report
• Step 14- Using Transitions
• Step 15- First Person vs Third Person in Report Writing
• Step 16- Concluding the report
• Step 17- Formal versus Informal Language
• Step 18- Giving Directions
• Step 19- Writing Instructions
• Step 20- Proofreading and Editing
I DO NOT OWN THE RIGHTS TO ANY CONTENT COMPILED IN THIS DOCUMENT. ALL RIGHTS RESERVED
TO THE ORGINAL AUTHORS OF THE CONTENT AND IMAGES USED IN THIS DOCUMENT. THIS
DOCUMENT IS INTENDED FOR PERSONAL USE ONLY. NOT FOR SALE OR USE RESULTING IN FINANCIAL
GAIN. SPECIAL THANKS TO MRS. ANN M L JACOBS AND THE WRITERS PLUS FACEBOOK GROUP.

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20 Steps

Step 2- Imaginative Introductions ......................................................................................................................... 7

Step 3- Effective Settings ............................................................................................................................................. 9

Step 4- Vivid Verbs ..................................................................................................................................................... 12

Step 5- Sentences that Pack a Powerful Punch .............................................................................................. 13

Step 6- The Rising Action ......................................................................................................................................... 14

Step 7 - An Exciting Climax.................................................................................................................................... 16

Step 8- The Falling Action ....................................................................................................................................... 18

Step 9- Satisfying Conclusions ................................................................................................................................ 19

Step 10- Striking Similes, Marvelous Metaphors ........................................................................................... 20

Narrative Writing Rubric ...................................................................................................................................... 22

The Five Essential Elements Of A Story ........................................................................................................... 23

Five In Five: A Technique For Planning The Narrative ......................................................................... 24

Narrative Writing 1- Introducing the Conflict ............................................................................................. 26

Narrative Writing: Sensory details .................................................................................................................... 28

Narrative Writing: Characters That Steal A Reader’s Attention ...................................................... 29

Step 11- Planning the Report ................................................................................................................................... 30

Step 12- Giving Details when Reporting............................................................................................................ 32

Step 13- The Introduction to the Report ............................................................................................................ 33

Step 14- Transitional Expressions ......................................................................................................................... 34

Step 15- First Person vs Third Person in Report Writing ......................................................................... 37

Step 16- Concluding the Report .............................................................................................................................. 39

Step 17- Formal versus Informal Language ..................................................................................................... 40

Step 18- Writing Directions ..................................................................................................................................... 41

Step 19- Writing Instructions ................................................................................................................................. 42

Step 20- Proofreading and Editing ...................................................................................................................... 43

Report Writing Rubric.............................................................................................................................................. 45

Links to the 20 Steps Series as seen on Writer Plus: .................................................................................... 46

2 STRICTLY NOT FOR SALE

Not for sale or use resulting in financial gain.

Sherry Ann Maraj-Lakhan (content for Step 12)

http://www.moe.gov.tt (supporting documents and exemplars)

3 STRICTLY NOT FOR SALE

• Introduction (opening scene)

The plan can be:

• Introduction (opening scene): I was entertaining my younger twin

4 STRICTLY NOT FOR SALE

2. Write a story about an inquisitive neighbour who solves a crime.

5 STRICTLY NOT FOR SALE

6 STRICTLY NOT FOR SALE

• It was a lovely day. The sky was a bright blue…

 The conversation (dialogue)

 The sound (the fancy name for it is onomatopoeia)

7 STRICTLY NOT FOR SALE

8 STRICTLY NOT FOR SALE

1. Lawrence walked inside the_____________. He heard___________, so he

9 STRICTLY NOT FOR SALE

Example: A new classroom

Now try it yourself with the following phrases:

1. Michael is having his 11th birthday party.

10 STRICTLY NOT FOR SALE

2. Michelle is visiting her 3. Vanessa is cleaning her room.

11 STRICTLY NOT FOR SALE

An easy and effective way to add interest and excitement to a narrative is by

John limped off the field. (suggests injury)

Example spin: twirl, rotate, revolve

5. See 10. Pull

12 STRICTLY NOT FOR SALE

Here are a few examples:

Weak sentence: The cat knocked over the glass of milk.

Weak sentence: I could not buy the ice-cream.

Weak sentence: Gem jumped out of bed.

rushed to get ready for school.

1. Lawrence walked inside the___. He heard_, so he