Realistic Fiction-Time To Get Real
Realistic fiction is a genre that doesn’t get the attention it deserves. It’s there under our noses, yet the writing of other genres and styles is more frequently encouraged.
It’s perfectly legitimate to use a real life event as a starting point for a realistic fiction writing piece. I have put together some possible ways to use a real event as a launching pad for a fictional piece. Kids also need to know that they can combine aspects of various real life events and mix them into the one story.
Ask students to:
Make a list of at least five real life events (funny, exciting, weird, scary) that have directly affected them. Choose one to use as the starting point for their ‘made up’ story. This becomes the impetus for the writing that follows:
Another strategy is to use ‘brainstorming’ to discover a possible ‘problem’ that will guide the writing.
Here’s how it works:
List one or two problems that may be linked to the following writing territories:
Challenge student writers decide if the main character they have in mind could possibly solve one of the listed problems. If not, think of a problem that character could adequately resolve. If that fails –change the character to someone more able to deal with such challenges!
*Listing ideas as a pre writing strategy may prove helpful to many young writers. It will assist them to see more clearly if they have covered the basics.
Characters: Who are the main characters? What do they look like? How do they speak? Behave?
Setting: Where and when the action takes place. There may be multiple settings.
Problem/s: What problems does the main character need to overcome? Remember, no struggle, no story.
Story Scenes: What are some of the things the main character may attempt in order to solve the problem? This is where the writer needs to stretch out the problem. The solution needs to be stretched out in the same way to build some tension.
Tone: Will the story line be dramatic, humorous, scary, sad? This is an important consideration as it will guide the writing.
One of the great things about introducing this writing genre is that there is an abundance of great literary models for students to read and follow. Encourage them to read as writers and notice particular techniques employed by other writers. This will significantly improve the uptake of ideas. Such craft moves can be readily applied to the student’s own written pieces. If you are a teacher of writing, I urge you to try getting real with your aspiring writers!
Interestingly, much of the fiction that students have read to them, or they select for themselves, incorporates this genre. So they are quite familiar with its structure and features. Further, it adds a broader dimension to writing possibilities. A dimension that challenges the young writer to venture beyond fantasy and dystopian worlds and allows them to write about characters who may be experiencing life in a manner not too dissimilar to themselves.
Realistic fiction involves stories that are true to life. Students quickly realize that you don’t have things such as talking animals and cars that fly in realistic fiction. If students are taught to ask the question, ‘Could this actually happen? It will keep them away from potential pitfalls should they choose to write in this style.
It’s perfectly legitimate to use a real life event as a starting point for a realistic fiction writing piece. I have put together some possible ways to use a real event as a launching pad for a fictional piece. Kids also need to know that they can combine aspects of various real life events and mix them into the one story. Ask students to:
Make a list of at least five real life events (funny, exciting, weird, scary) that have directly affected them. Choose one to use as the starting point for their ‘made up’ story. This becomes the impetus for the writing that follows:
- Find an alternative problem for the characters to solve
- Change the names of characters.
- Add additional characters to a real event
- Change how characters talk, behave or react.
- Change the setting where the action takes place.
- Change the beginning.
- Change the way the event begins and concludes
- Add more to the story.
- Move parts of the story around
Another strategy is to use ‘brainstorming’ to discover a possible ‘problem’ that will guide the writing.
Here’s how it works:
List one or two problems that may be linked to the following writing territories:
Challenge student writers decide if the main character they have in mind could possibly solve one of the listed problems. If not, think of a problem that character could adequately resolve. If that fails –change the character to someone more able to deal with such challenges!
*Listing ideas as a pre writing strategy may prove helpful to many young writers. It will assist them to see more clearly if they have covered the basics.
Characters: Who are the main characters? What do they look like? How do they speak? Behave?
Setting: Where and when the action takes place. There may be multiple settings.
Problem/s: What problems does the main character need to overcome? Remember, no struggle, no story.
Story Scenes: What are some of the things the main character may attempt in order to solve the problem? This is where the writer needs to stretch out the problem. The solution needs to be stretched out in the same way to build some tension.
Tone: Will the story line be dramatic, humorous, scary, sad? This is an important consideration as it will guide the writing.
One of the great things about introducing this writing genre is that there is an abundance of great literary models for students to read and follow. Encourage them to read as writers and notice particular techniques employed by other writers. This will significantly improve the uptake of ideas. Such craft moves can be readily applied to the student’s own written pieces. If you are a teacher of writing, I urge you to try getting real with your aspiring writers!
Interestingly, much of the fiction that students have read to them, or they select for themselves, incorporates this genre. So they are quite familiar with its structure and features. Further, it adds a broader dimension to writing possibilities. A dimension that challenges the young writer to venture beyond fantasy and dystopian worlds and allows them to write about characters who may be experiencing life in a manner not too dissimilar to themselves.
Realistic fiction involves stories that are true to life. Students quickly realize that you don’t have things such as talking animals and cars that fly in realistic fiction. If students are taught to ask the question, ‘Could this actually happen? It will keep them away from potential pitfalls should they choose to write in this style.
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