I. Students finish reading “Chrysalis.” Group discussion follows.
II. They complete the body of their stories and wrap up the end.
III. The evaluation process:
a)
Self-Evaluations
These should be administered as soon as the project is completed, and should serve as a way of helping the student reflect on his experience with the short story. On the average, students respond honestly, and often tap the root of writing problems. If one has offered proper step-by-step guidance, this self-awareness may help enable a student to identify his stumbling blocks and go about problem-solving on his own.
b)
Peer Group Evaluations
In the proper atmosphere, these can help the student-writer identify areas that call for revision in his manuscript. Moreover, peer group evaluations can enable everyone in class to exercise objective revising skills that can later be manipulated for their own use.
There should be a handout to guide students in making supportive and kind evaluations, as well as a list with questions one can ask of a manuscript. Whether the stories are read aloud by their authors, or passed to the class as handouts, what is important is a block of supportive, group-sharing time that enables students to be resourceful, to work together, and helps writers avoid feelings of hopelessness or defensiveness.
A FINAL NOTE: With regard for everyone concerned, extensive revision of these first short stories is not recommended. One should allow students to indulge in the pleasure of having completed a long writing project. Activities immediately following should reflect this understanding.
In proceeding from this unit, a teacher can begin to incorporate revising and editing skills through the mini-lesson. Perhaps thought can be given to moving on to a light study of poetry (while reinforcing and strengthening revising skills), and then return to the short story to: (a) deepen an understanding of the elements of fiction; (b) include a selection of short stories that calls for more complex analysis; (c) allow students to work with two drafts; and (d) help students to manipulate techniques used by writers.
