Because student writers are often suspicious of plot structure, believing it to be too mathematical or too cliché, it’s helpful to teach plotting as mechanics rather than invention, as usage rather than creation. Students should learn to exercise their “plotting muscles,” and with practice they can become confident in their abilities to build solid plot structure.
In class, I use a sequence of out-loud group storytelling exercises. By emphasizing quickness and collaboration, these exercises urge students to see plot as a skill to be practiced, rather than as a unique art object to be labored over. By working quickly, students learn that plot can be generated without unnecessary headaches. And by attending carefully to what comes before and trying to adapt to the developing plot, students work toward what Aristotle would call a “unity of action.”
Here’s how the exercises work:
- STEP ONE. The class tells a story one word at a time, going around the room two or three times. This step serves largely as a warm-up, but it also demonstrates that plot balances individuality and utility — sometimes a student is lucky enough to get a noun or verb; other times, an article or preposition is required. This step can be repeated until students are comfortable.
- STEP TWO. The class tells a story with each student saying five words at a time. After a few runs, you should urge the class to build the story to a logical end. You can encourage a stronger ending by identifying the last student in advance and telling him or her that his or her last two words must be “The End.”
- STEP THREE. Five members of the class sit in chairs at the front of the room and tell a story in twenty-second increments. Give each chair a label, such as “set-up,” “inciting incident,” “escalating conflict,” “climax,” and “dénouement.” After the students understand their functions, they tell a story. I count aloud quietly for each student’s twenty-second turn. After the first story, students can switch positions to try new functions; they should repeat the exercise until some measure of success is achieved.
Interspersed with the individual stories, you can make comments and lead brief discussions. For example, early on, the story often “de-rails.” You can ask the class why this happened and how the story might be fixed. You can also make minimal side comments while the exercise is in progress, such as, “Just say anything,” or “Let’s bring the story to an end.”
These exercises help to demystify dramatic structure and give students experience using their “plotting muscles.” Of course, this series works best in a class where students are comfortable with each other and feel free to express themselves. It is ideal if some exercises in improvisation have occurred earlier in the semester.
How do you teach plot in the classroom?