INTRODUCTION

The original plots the class offers later may have been suggested
in many ways. Newspaper accounts, court reports, historical
incidents, family traditions--all may contribute. Sometimes the
student proudly declares of his plot, "I made it out of my own
head." These plots are arranged in outline form to show how
incident 1 developed incident 2, that incident 3, and so on to the
conclusion. The class points out the weak places in these plots
and offers helpful suggestions. This co-operation often produces
surprisingly good results. A solution that the troubled originator
of the plot never thought of may come almost as an inspiration
from the class. Criticism throughout is largely constructive.
After the student has developed several plots in outline, he
usually finds among them one that he wishes to use for his story.
This is worked out in some detail, submitted to the class, and
later in a revised form to the teacher. The story when complete is
corrected and sometimes rewritten.

Most of the class prefer to write stories of plot, but some insist
upon trying stories of character or of setting. These pupils are
shown the difficulties in their way, but are allowed to try their
hand if they insist. Sometimes the results are good; more often
the writer, after an honest effort, admits that he cannot handle
his subject well and substitutes a story of plot.

In any case the final draft is sure to leave much to be desired;
but even so, the gain has been great. The pupil writer has