Assisting Young Writers To Develop A Sense Of SETTING
Recently I
have been working with young writers who are developing narratives. We have
been focusing on helping our reading audience to visualize where the story
takes place- the setting.
For many student writers setting is often
receives a cursory mention and glossed over. The rush to get to the action
means the all important sense of place receives little attention. And
yet, a sense of place is strongly linked to our hearts and minds. It makes
sense to tap into this rich vein as writers.In my classroom work I have undertaken some
awareness training around setting by investigating how other authors develop
this aspect of their writing and how it assists the reader. I want young
writers to understand the potential of settings to enhance the quality of their
writing.
Ralph Fletcher in his book, What A Writer Needs writes about setting in this way, ‘The setting or place, creates the world in which the characters live and struggle. In this world, the plot unfolds. Something will happen.’ As teachers, we need to help our student writers link their characters to the setting. So, when we ask students to think of a setting, it is helpful to have them think about describing it in terms of the senses.
•Touch •Smell •Sight •Sound •Taste
Ralph Fletcher in his book, What A Writer Needs writes about setting in this way, ‘The setting or place, creates the world in which the characters live and struggle. In this world, the plot unfolds. Something will happen.’ As teachers, we need to help our student writers link their characters to the setting. So, when we ask students to think of a setting, it is helpful to have them think about describing it in terms of the senses.
•Touch •Smell •Sight •Sound •Taste
Some Ways to Centre on Settings: A brief description of a place is an excellent way to set the scene and lead into a piece of writing. It gives the reader time to feel at home before moving into the real action. The setting does NOT have to mean a large place. Place could be as confined as a cupboard, a hiding place under a house, a branch of a tree.
Example From Quality Literature: ‘Jedda was utterly embarrassing and I had to share a bedroom with her. She made stables out of furniture on her side of the room and slept in them instead of her proper bed. She ate in there too, which I didn’t think was very hygienic. There was always a long line of ants parading across the bedroom floor after Jedda’s left over jam sandwiches and soggy cornflakes.’
Hating Alison Ashley, Robin Klein
I modeled my own
writing to show how I write about contrasting settings.
Remembering the Forest
The forest had a magical feel to it. It began directly where our fence line ended. - A magical place to run, hide or explore. We found snakes and lizards. We heard kookaburras. Bright orange fungi sprouted out of fallen logs. Some distance into the forest, there was a clearing that sloped away down the valley. At the base, spring water trickled out of the side of the hill. Just a little beyond that, a creek snaked slowly through the forest. In some places the creek was so narrow, you could leap over it.The forest surrounding the creek created shadows and dappled light where the sunlight squeezed through the canopy of trees. It was a damp dimly lit place most of the year. The smell of dank earth floated up from the forest floor. Moss covered logs, frogs and leeches were features of this cool place. We knew the creek as the home of native black-fish, rainbow trout and yabbies. On occasions wallabies visited this tranquil place, grazing on the grasses that covered the hillside above the creek line. Over the years, I was lucky to also meet up with echidnas and wombats.
The forest had a magical feel to it. It began directly where our fence line ended. - A magical place to run, hide or explore. We found snakes and lizards. We heard kookaburras. Bright orange fungi sprouted out of fallen logs. Some distance into the forest, there was a clearing that sloped away down the valley. At the base, spring water trickled out of the side of the hill. Just a little beyond that, a creek snaked slowly through the forest. In some places the creek was so narrow, you could leap over it.The forest surrounding the creek created shadows and dappled light where the sunlight squeezed through the canopy of trees. It was a damp dimly lit place most of the year. The smell of dank earth floated up from the forest floor. Moss covered logs, frogs and leeches were features of this cool place. We knew the creek as the home of native black-fish, rainbow trout and yabbies. On occasions wallabies visited this tranquil place, grazing on the grasses that covered the hillside above the creek line. Over the years, I was lucky to also meet up with echidnas and wombats.
With the start of spring,
In
I encouraged students to turn and talk about settings they were familiar with in real life, or settings they clearly recall from books they have read; inviting them to jot down their ideas for settings in their notebooks.
Follow up possibilities:
- ·Find further examples from
books where authors develop a strong sense of place in their writing. Add
an exemplar to your notebook as a reference.
- Choose to rewrite an existing
piece of writing that deals with a setting
- Place yourself in a different
setting.
- Write about a setting in which
an animal or insect may live.
- Think
of a meaningful place. It could be anything from the kitchen table in your home
to your favorite place. List
small moments related to that place.
It
is the writer’s challenge to create a convincing sense of place in the reader’s
mind. If the writer can achieve this, the reader is more likely to make an
enduring connection with the text they are reading.
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