Sophomore Meltdown

Wednesday. Tenth grade English, special ed. Seventh period.

It's district writing assessment time, and that includes the special ed students. Ms. C gave me very specific instructions on what to do. 

Their routine is to grab a Chromebook, log in, and do a warmup. But we were switching things up so they'd have more time to write. As I got class started, I informed the class they wouldn't need their Chromebooks, so would they please put them back. 

Adrian was not pleased. While the rest of the class put their computers back and I passed out the packets they'd need for their writing, Adrian wailed. He did not want to give up his computer. 

Luckily (or maybe obviously), Adrian had a one-to-one aide. Mr. J went over to Adrian and pointed out that Adrian was disrupting the class. Adrian needed to put his Chromebook back. 

Adrian? Laid on the floor. Wailing. 

One is not often treated to a fifteen-year-old throwing a toddler temper tantrum. At least he wasn't flailing his limbs and screaming. 

While the rest of the class looked on, Mr. J calmly pointed out that Adrian was disrupting the class, and maybe Adrian needed to take a little walk to calm down. Adrian didn't like that idea. He didn't want to be in trouble. And somehow that got Adrian off the floor. He put away his computer. And we continued class. 

Of course Adrian complained about the essay. And the topic. (They had an argumentative essay. Topic: the space program--continued funding, yea or nay.) And he objected to how they spelled "center" in the articles they were to use as their sources. (Apparently Adrian is obsessed with English spelling and said it should be "centre". Well, if he wants English spellings, fine.) 

Did Adrian finish the essay? Nope. But he did actually write something. So, that's a win. 

Angry Birds IRL

Thursday. Ninth grade English, special ed. Eighth period.

It's district writing assessment time (as I've mentioned in previous posts). While the other classes I've been in have been in the midst of writing these or finishing them up, this class was just getting started. 

Their essay was to be an argumentative one. They had studied the structure of the thing. This day was for the introduction of the topic. It had to do with climbing Mt. Everest and whether or not they should block people from doing so. (The kiddos get to pick a side and argue it.) 

I showed them a quick video that the teacher had assigned. Then they read the first two of the three articles that were to be their sources. We read the articles together, looking at statements for allowing climbers in and statements against. 

In the second article, one of the arguments against described how people did this thing in Moab, Utah with ropes and slingshots and... The description sounded horrifying. 

"That sounds like Angry Birds in real life." 

Absolutely brilliant statement, and totally funny. The whole class erupted in laughter.

Oh, I should probably mention that there were a total of four students in the class. But yeah, all four of them busted up laughing. 

Me too, really. 

Because yeah, that sounded suspiciously like Angry Birds. 

I was now curious, so I went looking. Yeah, there's video... 

Nope. Nope, nope, nope. Not tempted in the slightest. Nor did the class seem tempted either. 

Once they were done laughing, we finished up the article. They'll spend more time reading a third article and figuring out what they're going to write, but I won't be there for it. 

These essays are interesting as the teachers really go into the nitty-gritty of how to write. And part of it is how to think for oneself. Important lessons, truly. 

Vindicated

Wednesday. I was covering the special ed co-teacher of a tenth grade English class. Which contained several familiar faces. 

(That's what happens when I do long term assignments. Several of the students were also in Mr. J's math classes.)

The general ed teacher, Ms. C, warned me that it would be a boring day. It was their third and final day to complete an in-class essay. (The in-class part and written by hand part are kind of necessary to combat the chance that the kiddos might try to use AI instead of writing it themselves.) 

The topic? They had just finished reading Night by Elie Wiesel. They were to use the text and another source to talk about dehumanization and the importance of bearing witness. (The English classes spend a lot of time on teaching them not only to write but to analyze texts and use higher order thinking skills.)

Sixth period. Lots of students had questions, so I was trying to field some of them so Ms. C wasn't doing all the work. A girl raised her hand.

The girl was working on her concluding paragraph, and she had forgotten a transition phrase. Could she just squeeze it in? 

Considering how this essay was being done, I didn't see a problem with that. And I said so. I told the girl she could double check with Ms. C, but it should be okay.

Ms. C got to the girl's desk. The girl asked the question.

And... My instinct had been correct. This was not a problem. (The girl had another question, too. My answer again matched Ms. C's.) 

I guess I do know how to do this sort of thing. 

Although, not all of the students wanted my help. But some of the questions were more in depth, so it was better that Ms. C, who had taught them the book, answered them. Like, one student asked specifically where one incident occurred as he needed to refer back to it in his essay.

Scrivener

Since it's IWSG day, I thought rather than reviewing a TV show, I'd review a word processing program. 

I remember hearing about Scrivener a while back, and at the time I thought that Word was doing an adequate job of allowing me to write. But those who were talking about Scrivener were raving. So, I kept it in the back of my mind for a future when I was ready to make the switch.

This spring I decided it was time. But, I knew I wasn't going to have time to learn a new program while I was busy covering classes long-term, so I figured it would be a summer project. Just after school got out, I took the plunge.

And it's so much better than I expected. 

I have an odd way of writing. I like to write in one document, including my asides to myself and just general things of "what do I want to say here?" (and seriously, I have written that more than once) along with writing actual story that goes into the novel. Then I copy the novel bits and those stay in a separate document. (It works for me.)

I can do this in Word. I split my screen and have two documents going at the same time. 

But in Scrivener it is so much easier to do just that. 

On the left, there's access to a bunch of files. I can jump between anything and pull it up to look at it as needed. That includes my outline or any of the other random research files I keep. I don't have to minimize a window, find a file, and then open that file. It's all at my fingertips.

The program encourages titles for chapters and scenes within chapters. Also, each scene within a chapter is given its own file. The program compiles it all into one document when needed, but while writing, it's easy to jump back to a previous scene to see if I wrote something there or not.

Each scene is also given an "index card" where I can write a quick synopsis so I know what's in that scene. Then there are the "notes". Each scene has notes and metadata and comments associated with it, so I can easily make a note to myself about something I want to do later.

The functionality of Scrivener is amazing. And I'm just starting out. I've had the thing less than a month, and I'm already a fan. 

I know I'm late to the Scrivener party, but better late than never. 

13 Grammar Faux Pas

Last week was dead on the subbing front. And as I write this over the weekend (all of my posts are written the weekend before), I've got a bit of nervous energy going, so I'm channeling it into a grammar post. 

From reading blogs to tweets to everything else on the internet, I encounter many grammar faux pas. Some are just typos. Others are because those doing the writing don't know better. In the interests of general education, I'm going to point out 13 such errors that I run across frequently.

This is a Thursday 13. I learned about this meme via Barefoot Susie. 

I don't intend to call anyone out, so if you recognize yourself, I do mean these kindly. And, I'm fully aware I'm tempting Muphry's Law (or any of the other variants of this theme) wherein any post written about grammar will have at least one grammar error in it. Feel free to point out my mistakes in the comments. 

So, in no particular order: 

1. Plurals vs. possessives

If the word is plural, add an S. If the word is possessive, add an apostrophe plus S. 

2. Plural last names

On your Christmas cards, say "Greetings from the Smiths". Not "the Smith's". The second is a possessive. Sometimes pluralizing last names can be a challenge if your name ends with an S already. Jones would be the Joneses. Just don't use an apostrophe. Please. 

3. To/too/two

Ah, the commonly confused homophones. These are frequent fliers. It's pretty simple to tell them apart, though. First, is it a number? If you mean 2 of something, it's "two". 

Next, do you mean also? Or, is it an intensifier? That's "too". The weather is "too cold". Harold borrowed a sweater. Then Jane did, "too". 

If it's neither, then it's "to". "To" is a preposition. You went "to the store". Oh, and you can use "to" to end a sentence, so long as it's this one you want.

4. They're/there/their

While we're on homophones, this one is a biggie. Start with "they're". It's a contraction of they and are. So, if you reread the sentence in your head, replace with "they are". If it works, it's "they're". (This works for all such contractions. I've been doing the rereading thing ever since high school, so more than 30 years. I'm correct 99% of the time.) 

Next, is it a possessive? That is, are you saying that something belongs to them? Then it's "their". 

And then we're left with "there". It can mean a place. Or a state of being. Or sometimes it's kind of a place holder. So, eliminate that you mean they're or their, then it has to be there. 

5. You're/your

Second verse, same as the first. Start with "you're". It's just you and are. So, if you replace in your sentence with "you are", then it's "you're". 

"Your" is possessive. (Reread the previous sentence replacing my "your" with "you are". Sounds wrong, doesn't it? That's how I knew it was "your". Seriously, I do it every time.) 

6. Should've/would've/could've

Yes, it sounds like "should of", "would of", and "could of", but it's not. It's the contraction of should and have (and would and have, and could and have). It's not "of", it's " 've". 

7. Then/than

This is one I've seen a lot of lately. Everywhere. "Then" is when you're talking about time. "Than" is used for comparison.

8. Choose/chose and loose/lose

Choose is "ch-ew-zzz". Chose is "ch-oh-zzz". "Choose" when you're trying to pick between things. "Chose" when that decision has been made. 

Loose is "l-oo-ss". Lose is "l-ew-zzz". "Loose" is the opposite of tight. "Lose" is when something goes missing.

9. Breath/breathe

Breath ends on a harder "th". You take a breath. Or you breathe. Breath is the noun. Breathe is the verb.

10. Cloth/clothe

Cloth is fabric. Clothe is when you wrap yourself in clothing. Cloth is a noun. Clothe is a verb.

11. Shelf/shelve

You may have a bookcase full of shelves, but if you only have one, it's a shelf. To shelve is to put something on a shelf. 

12. Something/some things

You can have something. Or some can have things. There is no "somethings". If it is, then it should be written "some things".

13. Peak/peek/pique

It's not so much the peak/peek thing. Most of us get that right. Peak is the top of a mountain. Peek is to quickly look at something. But some use either peek or peak when they mean pique. Pique is to stimulate interest or curiosity. I hope I've piqued your interest in the third homonym of number thirteen.

His Original Sentence

I was back in one of those very special ed. classes. These are the classes where the high school aged kiddos are doing first grade work.

First period. They did "calendar" where they colored in a calendar on that day's (and the weekend's as it was a Friday) date. Then they were to work on their News-2-You packets. (It's a very cool current events kind of assignment. Click on the link to learn a bit about it.)

The students I was working with were doing pretty well on their own. They didn't need me prompting them to do the work. And they didn't need a lot of help.

But when Adam had to write sentences, he did need help. He brought me a white board, dry erase marker, and eraser. Then he pulled out the sheet. The instructions said: Use one, two, or all of the following picture/word cards to write a sentence or story.

The words were: brown bears, fattest, vote, contest, and people.

Okay, so context... The week's story was on Fat Bear Week held in Alaska's Katmai National Park. (They declared a winner on Wednesday.) Did you know there's a live Brown Bear Cam? (They had the video feed on for three periods.) Anyway, the story was about how annually they have this contest to determine the fattest bear before they go into hibernation.

The activities for the kiddos were related to that, hence the word choices for the "story". I did not know any of this as Adam constructed his story, but his work page was pretty clear.

At times like these, I ask leading questions to get a sentence. Adam started with "brown bears". Okay. I asked, "Brown bears do what?"

His sentence was grammatically correct...

His sentence reads: The brown bears at the fattest people.

So it was a bit bloodthirsty... I suppose I probably should have talked him out of it. Yeah, I probably should have.

The Bad News

It's district writing assessment time!

Four times a year, the district requires all the kiddos write an essay on a given topic. Each grade level is assigned a prompt and is given articles (and sometimes videos) to use as sources.

They've been doing this a couple years now, so the kiddos are used to the procedure. (And I've covered this a few times, so I'm used to the procedure as well.)

I was at the continuation high school. It was day two. (They get three days to write.)

Period one went much as I expected. I had to keep after kiddos who kept talking.

Period two went a bit better on the talking front. However, well, this is what I wrote in the note:

The good news: They stayed pretty quiet and I didn't have to keep after them whispering...
The bad news: ...because most of them were sleeping, so I had to keep waking them up. 

Although, to be fair, it was the week after the time change. I was dragging myself. However, I'm sure we would have had a similar issue even without Daylight Saving.

Longer

Ninth grade special ed English class. They were doing a lesson on comparative and superlative adjectives.

The instructional aide warned me that fifth period was a bit challenging. Freshman boys? That's kind of like warning me I'll get wet when it's raining.

Liam did all the usual delay tactics. No pencil. No paper. Not sure what to do. Then the assurance he was brilliant and could complete the whole assignment with minimal effort.

Although, when Liam finally did do some work (I was shocked), he did breeze through the first two sets of questions. (I did not check his work, so it might have been sloppily and incompletely done.) The third set of questions had words he was to put in a sentence. Number one was "funny".

I didn't much care what his sentences were, but he felt the need to announce them. (Notably, no other boys in the class felt this need.)

Then he got to number three. "Longer".

Liam: "Mine is longer than everyone's, especially Carl."

I should have seen this coming. Because, seriously, they do have a one track mind.

Me: "There will be no comparing of body parts."

Liam: "I can't say, 'My arms are longer than Carl's?'"

Carl: "I'd say, 'My legs are longer than Liam's.'"

Uh huh. Sure. Arms and legs were what they were thinking. And Mexico is going to pay for that wall.

Freshman boys. Deep sigh.

Yes, they do grow out of it. Eventually.

Not Today

It's district writing assessment time. Oh joy...

During the prep/lunch period (at the continuation high school, one prep period is considered lunch), the counselor came in to deliver three writing assessments for students in the next period. She pointed out one, mentioned the boy by name, and said he really needed to work on this in class. Okay, then.

The next period arrived. I passed out the writing assessments. The boy had turned on his computer and had Krunker going. (This is the game of the moment at that school.) I realized he was the one the counselor had told me about. (I'm slow with names, but at a certain point I realize who is who.) I handed him his assessment.

"I'm not doing this today."

Me: "Ms. D said you need to write this."

"No, I talked to Ms. D. She said I don't have to do this today as I'm leaving at 1:55. I'll do it tomorrow."

Me: "That's about a half hour away. You have plenty of time to start."

And around it went. He wasn't having any of it. He was going to play his game.

Of course, on my way out, I ran into Ms. D. I told her all about what the boy had not done in class. (The principal was there, too.) She confirmed that she had told him to start writing the essay. Apparently, he doesn't realize I talk to people at the school.

Deep sigh. There's a whole lot of apathy and not doing any work going on at the continuation high school right now. We'll see if they get any more motivated the closer they get to their projected graduation date.

Wasting his Time

It was one of those easy days. 12th grade English. They had a writing assessment to do. (It's something they've done four times a year every year since they were freshmen.)

At lunch I ran into another sub (Ms. I.). (Those of us who have been around a while are on friendly terms with each other.) She also had an English class (10th or 11th graders, I think). They were also doing the writing assessment.

So, we were comparing notes.

The writing assessment is done the same for all English classes. A day or so before the writing day, the kiddos are given a set of articles (two or three), and sometimes they also get a video to watch. These all tie in to the topic of the essay. They have the period to read the articles and annotate them. They can make as many notes as they wish. Then they leave the articles with the teacher.

On the writing day, they get their articles back, and they also get the writing prompt. They have the period to write.

Ms. I. was telling me about her group. Same as me, her day was going pretty smoothly. Except there was this one boy...

Ms. I. had the usual cell phone battle with him. (I was lucky enough to tell my group no cell phones, and they complied.) She told him to put his cell phone away, and he took his time doing it. Then he needed to use the restroom. And he was gone a good 15 minutes.

So, they got to the end of the period, and the boy wasn't finished with his essay. He asked Ms. I. if he could come back in the next class to finish it.

I laughed. I probably would have laughed in the boy's face, too. Ms. I. is nicer than me, though. She did not, however, let him continue working on the essay.

They had the period to complete the essay. It's not our problem if they wasted that time. I think we need one of those signs, kind of like the "a lack of planning on your part does not constitute an emergency on my part".

Short Horror Story

Since it's Halloween, rather than a what if, I thought I'd try my hand at a two sentence horror story. (Thanks for the idea, Jeanne.)

If you want some really good ones, go here. And if you'd like to try it out yourself, I'd love to see what you come up with in the comments (or go ahead and link to your own post).

After days starving, trapped by the snowstorm, we thank James for his sacrifice today. But the children are going to be hungry again tomorrow.

Writing Assessment Day

"The senioritis is strong with this group..."

12th graders. It's April. Graduation is eight weeks away.

The district does these writing assessments in every quarter. (Two quarters per semester. Two semesters per year.) They are given article excerpts to read a couple days ahead of time so they can read them and annotate them. Then, they have a period to write an essay for a prompt based off the sources.

I've covered various English classes on writing assessment day. But apparently not seniors.

Every period began with the same discussion:

"Does this count for points?"

"No, it's just for the district."

(I hedged and said it might count. To be honest, I don't know. Some teachers might include it in their grades. But, the students were discussing this amongst themselves.)

So, of course the inevitable happened...

"Then I'm not doing it."

Ugh.

As there was no way I could force them to scribble coherent words on paper, my only recourse was to make note of the conversation and take down names of those blatantly avoiding the writing task.

(In some cases, I didn't have to look very hard...

Seriously, this is what this boy turned in for the task.)

I so hope the teacher made this worth points. I would love to be there when they find that out...

How bad did you get senioritis? Would you have skipped the writing task? How would you discipline the students who did not do the assessment?

Today's A to Z Challenge post brought to you by the letter...

Me, Too

Freshman English. On the agenda for the day was vocabulary, some time to finish their work from the prior day, and some time to write a story.

Unsurprisingly, they came in a boisterous crowd. I conserved my ire and waited for them to become compliant. (It usually happens some time after the bell. A few "let's get started"s tend to help things along.) Eventually, they took down the day's vocabulary words into their notebooks.

A few seemed befuddled by the word "debut". So, I made sure to pronounce each word before we checked their sentences for correctness.

Next, I reminded them of assignments due the next day. For one, their teacher wanted to make sure their final copy was word processed in MLA format. I related a tip I heard from another student. For clarity, use Google Images for the MLA format search. There are actual pictures of what the final paper should look like.

Finally, for the last half hour of class, they were to write a story using their vocabulary words. One student wrote that his character came down with a blight. I tried to explain that that was not quite how that word should be used. Another student wrote that the devil had a gory smile. Well, maybe...

As I walked the room, listening to amiable conversations only tangentially related to the assignment, I attempted to redirect them back to their stories. I was largely unsuccessful. So, I was unsurprised when many scrambled as I called for their finished work. Many stories were unfinished.

Typical freshmen.

I think I had more fun with their assignment than they did. I couldn't resist. Here were the words they were to use. I think I shoehorned them in rather well:

1. agenda
2. amiable
3. befuddle
4. blight
5. boisterous
6. clarity
7. compliant
8. conserve
9. debut
10. gory

Feel free to try it. It's kind of fun. 

Beta Reading

9th grade special ed. English

The class was working on writing a short story. Specifically, they were writing a "sequel" to "The Most Dangerous Game". They had started this on a previous day. This day they were to finish it up so they could type it and turn it in.

Several students wanted me to read their stories. And tell them what I thought.

What I really thought: There were some grammar issues, but not as many as I expected. A couple of the stories went in interesting directions. Many of the characters were wandering around without any clear objective. Or any hope of running into one.

What I said: Very good.

They weren't asking for my opinion. They wanted to know that what they were writing was okay. And it was. They were doing the assignment. And it was written pretty well considering.

But it made me think that when I ask someone to read my writing, this wasn't the sort of feedback I want. I want someone to point out that that whole conversation where the two characters are meeting can be cut. (I don't need the whole, "My name is..." bit.) I want to know that the whole long explanation as to why someone is on the island could be inserted without that big info dump.

I want to know where the issues really are.

It's time for me to find beta readers again. For the first time. I think.

I'm wavering. My novel is in a place where I could take another pass. Or I could send it out to readers. 

Now, I just need to find some willing volunteers...

A Major Award

Every Wednesday (hmmm, that would be today) Crystal Collier hosts Writerly Wednesdays which highlights a different young adult author each week. There's also a two-truths-and-one-lie contest with a prize drawing for all those that guess correctly.

Why am I bringing this up?

A couple weeks ago, I was the winner. See my prize.

Cool, huh? This was from C.M. Keller. I got an ecopy of the book as well. (Which I'll read one of these days. You should see my Nook library. Or, then again, maybe you'd better not.)

Reply Hazy, Try Again

Oh, goody, another meme. The 2nd this week. Thanks, Marcy.

The rules: 

1. Post the button with a link to the originator.
2. Share an excerpt from your current WIP, perhaps something you're struggling with, are stuck on, or just can't "get right."
3. Ask a question about your excerpt. It can be something easy such as "What do you think?" or something more in-depth, such as "Can you suggest a better way to word such-and-such," or "How can I make the emotions in this scene more realistic?"
4. Tag 8 people.

I'm struggling with my whole WIP, but that's normal. However, I just wrote a scene that I did have a question about. First, here's the scene:

“Polly? Is that you?”

If I had been alone I would have ducked behind another group of people, but Lord Raynor wouldn’t let me go. The man approaching us was dark haired and of medium build. The face seemed familiar, but I had no idea what his name was.

“Lord Simon, good evening,” Lord Raynor said.

“Lord Raynor. And Polly?” the man asked.

“I’m sorry, I don’t think we’ve met,” I said. “My name is Vertiline.”

“Vertiline? Really? You look just like this girl I met out in… Well, I guess you wouldn’t be her, would you?”

“It sounds like you have a twin somewhere,” Lord Raynor said. “Who is this look-alike?”

This was not a conversation I wanted to have. I needed a dodge, and fast.

“This wasn’t in Zebulon’s Spring, was it?” I asked.

“Um, yeah,” Lord Simon said. “You know…”

“I’ve heard of her,” I said. “Whatever you do, don’t mention it to my father. Please. He doesn’t know I know.”

I looked towards my father in what I hoped conveyed shame.

The topic was instantly dropped.

And the question: I'm trying for subtlety, but I don't want what I'm implying to be missed. Did I give enough clues, or should I add a little more to make it clear?

Tagging: Yeah, I don't do that. I'm where chain emails go to die (usually because by the time I get them, they've made the rounds), and I assume that you've already been tagged. However, if you have not, and you are reading this, consider yourself tagged. (You're welcome.)

Preventing the Fight

It's time for the First Campaigner Challenge. Here's my entry (inspired by a true story): 

The door swung open, and Crystal continued on out that door as if that’s what she had intended all along. Jean from school security gave Ana a look.

“You too.”

As Ana left the room, Gus turned on me.

“Why did you have to go and call security? We wanted to see the fight.”

Knowing this was an argument I couldn’t win, I instead told Gus to sit down and get back to his assignment.

None of the students wanted to work any longer. I heard all sorts of commentary.

“She shouldn’t have said what she said.”

“I wouldn’t have put up with that.”

“Why’d she even come to school today?”

I reminded the students that they did have work to do, but since I was the substitute, they weren’t having any of it. Then the door opened again, and the class went silent.

“Where is Crystal’s stuff?” Jean asked.

Crystal’s neighbors picked up her backpack and took it to Jean. Jean gave them all a look that said that she didn’t want to hear from this class again. The students acted like they had been working the whole time.

Jean and I exchanged looks. Then the door swung shut.

I'm #277 in the linky list in case you'd like to "like" this entry.

Type It Out

I get the worst writer's cramp. In school, it was the bane of my existence. Ever tried to keep up with a fast talking math professor? And don't even get me started on timed essay tests. (All this was in the dark ages, before the proliferation of cell phones and laptops, so I have no idea if it would be as bad now as it was then.)  

I still remember taking my AP English test and wondering if my hand would give out before I could get that essay finished.  

That's why I love computers. If I had to write my stories out longhand, I would not be writing.  

I love typing (or is it called keyboarding now?). I love the sound the keys make as the words appear letter by letter on the screen. I love the feel of the keyboard beneath my fingers. And I can type about as fast as I can think, so I don't spend too much time having my words catch up to my thoughts.  

A hard copy is good sometimes. I like to be able to cross out sections, circle words, and see my writing on a physical page. (Why is it that you can see your mistakes easier on a hard copy?) But when I'm writing, I need to type it out.  

Thinking About It

Before I sit down to write anything, I think about it. A lot.

I've spent the better part of today pondering what I'm going to blog about. Not continuously, but here and there over the course of the day. I was going to give it up as lost (since nothing was coming to me), but I didn't post yesterday, so I figured I should put something up today.

About then, it occurred to me that this thinking I do is part of how I write.

Last week, I got a couple comments about how I must be some combination of a plotter and a pantster since I don't follow my short draft very closely. I disagree. Just because my writing rarely goes according to plan doesn't make me any less of a plotter, I think.

I spend a lot of time figuring out my stories before I even start writing them. I spend a lot of time planning my blog topics before I even get online. I can't stare at a blank screen and put down the first thought that comes into my head. I have to have something in my head, a place to start, before I start.

I may diverge from the plan once I get started, but I can't start anything without something to start with.

That's just how I'm wired.

The Short Draft

As a writer, I'm a plotter. I have to know how the story is going to end before I can even think about beginning it. But, I can't outline.

I tried. I would sit down and try to bullet point each of the main plot points, but I couldn't get it right. I had a good idea of how the story was supposed to go in my head. Putting it down in written form was impossible.  

Eventually, I figured out the answer for me. I write what I call the short draft.  

As I'm plotting out the story, I write out a sort of summary or synopsis. Kind of what I want to happen in the story. I can work on this for weeks (a couple, anyway) until I have a cohesive story. Some sections I sort of skip over, while others I write out in some detail. The thing can end up being about 6000 words.

It's not a novel by any means, but once I'm done with the thing, I have an idea of where I'm going. I then take that document and turn each paragraph into a bullet point. As I write my first draft, I check off paragraphs as I write them into the story.  

So, I guess I do write an outline, sort of.  

Then, somewhere around chapter 3, I find that I deviate from my short draft. I start to go off on weird tangents. I add characters. I take out scenes that I thought would work. I rearrange events.  

Yeah, kind of like battle plans not surviving contact with the enemy, my "outline" doesn't survive contact with the actual writing.  

Ah well. I think this still qualifies me as a plotter.