ass.

The general aim of the teacher should be to keep the student writing,
but writing with a definite aim. The simplest sort of story to write, of
course, is the story of plain action, and, concomitantly with discussion
of plot, it will be advisable to outline for writing two or three
relatively simple stories. Choose these from magazines not too recent;
give the class the main course of events, the people, and the setting to
work from; and read the original story when reading and discussing the
work of the class, for a fixed standard of comparison is extremely
valuable. As the course proceeds, more complicated stories can be
outlined for reproduction, and from the first it will be useful to
require the student to hand in with the story he has written an outline
of a story of the same general type, but original with himself. After
telling the class where they may find each story they have unconsciously
worked upon, state its chief values as succinctly as possible, and point
out wherein each student's work has or has not realized such values, and
also indicate any value in the class-work not present in the original.
Incidentally, point out the merits and defects of the original outlines
handed in with the complete stories. Of course, the whole business must
be highly selective; discuss fully a little of the best work, rather
than say a few inadequate words as to each student's.

As the opportunity offers, it will be advisable to engage in oral
story-building with the class. State two or more traits or motives that
involve a conflict, and then call upon individuals to outline a story
presenting the dramatic opposition. Or assign for reading a particular
newspaper of particular date, and require individuals first to state
what news item seems to offer the best suggestion for a story and then
to outline the story suggested by it. This sort of work is extremely
valuable in itself and to keep the class from forgetting that they are
trying to learn the secret to find, develop, and write good stories.

Finally, as to the matter of original work. When the student is asked
completely to develop and write a story of his own, it will be best to
let him work in any direction he pleases, rather than to require him to
show some particular type of story. The matter of type can be touched on
in discussion. And, to emphasize the importance of construction, it will
be well to require submission of a completely developed outline of each