After school, I was back home as fast as I could. I made plans for the CE students during the fifth period and wanted to go through the LP once more for any loopholes or drawbacks.

My LP looked something like this:

L.P.NO:

Class: XII (CE)

Topic: Story Writing

When I met the students sharp at 5.30, I started with the objectives of the Lesson first.

BY the end of the lesson, students should be able to:

1.       Clear their doubts regarding the short story in general and story writing in particular,

2.      Write a short story of their own with the help of the prompt properly and within the given time limit, and

3.      Have fun while writing their stories and listening to the stories of their friends.

The strategies were the oft-used ones like the Short Lecture Method, Pair-work, and Questioning etc.

The materials required were mostly the usual staff – the green board, How to write a short story, the chalks and some papers.

Of the two hours allotted to the CE tutors, the first 5 minutes I kept aside for the attendance. I decided to introduce the topic, that is Story Writing and to clear their doubts regarding the different elements of the short story (i.e. the setting, characters, plot, theme, conflict and the moral).

I had to be prepared to answer their questions regarding the definition of the short story and the different parts of the plot (i.e. Exposition, the Opening Incident, Rising Action. Climax and the Dénouement). For reasons of my own, I prefer not to let my students pay too much importance to the Falling Action.

I decided not to take more than 15 minutes for the above purpose. A couple of years back, while asking the CE class to write their own stories, instead of going round providing them help, I had made the best of the time by writing a story with the given prompt. Later on when the students wanted to hear my story, I obliged and the last few moments of the class were spent on letting them talk about the different elements of the story. I rued the fact that I could not get to hear their stories as a result.

So this time for a change, I decided to write the story during the free time and I couldn’t have taken more than a half hour for writing my story.

I would like to share my story with the reader after a while, but let me tell you what happened in the CE class next. Once I answered some of their questions mainly related to the plot parts, Mr. Ugyen asked me if the students employing some of the techniques of story writing during the Board Examinations score more marks than the ones who fail to use any. I told him in this connection that it is good if someone employs the usual techniques like the Flashback, the Foreshadowing or the stories within story and such staff. But if the story is interesting even without the techniques, the student may score high marks in the examinations as well, provided there are not too many grammatical errors.

When the class was satisfied with my answers, I informed them that the best way to mastering the art of story writing is by writing a story. I asked them to write a story of their own with the help of the prompt written on the board:

Write an original short story of about 350 – 400 words, using all the elements with the following:

Setting: In and around CHSS,

Characters: Norden Wangchuk, Vijay and Gaki Wangmo.

Theme: Betrayal & Revenge.

The students were also reminded to try to finish writing their stories within 50 minutes. While they started writing their stories, I requested them to let me know if they were faced with any problem whatsoever. I also decided to go round the class monitoring their work and providing help, if need be.

I was very impressed with their commitment and seriousness. But what impressed me the most was the way they seemed to be enjoying themselves while in the act, talking to their friends, laughing as their characters came alive in their stories and all. I felt a bit relieved then as I was unsure not knowing how they would react to my plan.

The students took more than 50 minutes for writing their stories. So that is what I started with once they were done with their stories. I told them once more like I did earlier time and again that the Board Exam would be a three-hour-paper. They would take at least 1 hour of which for answering Question 1, which is writing an argumentative essay. Question 2, story writing, will also take another hour. So they will be left with the last of the allotted 3 hours for answering the questions (3 & 4) on Language and 30 grammar questions (5 – 8). If they take more time for answering either Q 1 or 2, they may not be able to finish answering all the questions in time.

After an hour, I asked anyone to volunteer to read out their story to the class. But as is often the case, it was difficult to get anyone to come in front. So I requested Mr. Ugyen to do it. Their story had a nice beginning, but faded out as it progressed. While commenting on the story, I had to be honest and praising them for the interesting start, I said that the story was not really based on the theme of betrayal and revenge. Besides, the story was devoid of any conflict as such. Another vital mistake that cropped up later on during the discussion was the fact that the story was untitled – this is a mistake frequently made by our students.

I asked the next pair for their story, but Ms. Yeshey informed that their story was not structured properly. “Practice” I told her,” was the only solution.” If they do not write at least 4/5 stories within the next few months, they will be lost in the exam hall.

As time was running out, I asked them if I could read out my story. I was not happy with the ending and would try to change it later. Let me now share my story “The Soulmate” with you, Reader.

Contd on page-2.