At our most recent Book Club meeting on May 29, the Stone Soup Book Club read Look Both Ways: A Tale Told in Ten Blocks, by Jason Reynolds (you can read about the meeting here). As a writing activity, we decided it would be fun to make our own Look Both Ways, an anthology by our participants about what happens to people on their walk home from school. Each of our participants wrote their own stories, and then several of them submitted their writing to be published in an “anthology” format, right here. Below you can read some of the writing from this Book Club. Some of the stories are based on real life, and others are fictional. Enjoy! Jared Ashman, 14San Diego, CA 1. Untitled – Jordan and Jared Ashman, 14 Jordan was your average 12 year old kid. He walked home from school alone each day, and got home to play video games and eat candy. One day, after a particularly tiring day at school, he decided he wanted to take a shortcut home from school. Before, his mother had warned him about taking this shortcut, for she said it could be dangerous. However, Jordan was particularly tired today, and ignored his mother’s warning. He started walking into the forest, and after only a few steps, he found himself lost in the forest. Was he supposed to turn left, or right? There was barely even any light here. After almost an hour, he discovered a thin path of pebbles that he decided to follow. At the very end of the path, he discovered a temple! After pausing for a moment to take it all in, he walked inside. When Jordan walked inside, he found a deep tunnel going down to what he could only imagine was a secret layer. Walking down, he heard weird sounds inside. Coming to the bottom of the tunnel, he paused to stare in awe at the massive gate that hadn’t been there before. Walking in, he saw a massive monitor with arrows pointing all over… was that the world? He barely had a chance to register what he saw, before he was hit on the head by something from behind. He woke up in his bed, and realised it must have all been a dream. Or so he thought… Anya Geist, 14Worcester, MA 2. Apricot Street – Anya Geist, 14 I walk quickly down Main Street, joining the crowd of kids rushing toward the buses. Main Street’s not an actual street; it’s a hallway in my school (and it smells like a subway station), but because it’s a pretty big hallway, everyone calls it Main Street. Outside, the roar of the buses, all lined up in a row, threatens to drown out the joyful laughter and yells of high schoolers out of school for the day. I find my way over to my friend Lily, standing with a boy on our bus, Owen. “Is the bus here yet?” Lily shakes her head. “Nope. I walked all up and down the line with Sara.” “Again? Really?” Lately bus 51 has been coming later and later. I think our driver is kind of senile. “At least we didn’t miss it,” Owen says, half-jokingly; a few weeks ago the bus left me and him at school and the assistant principal had to give us a ride home. “That’s true,” I laugh, “but still.” Eventually the bus does arrive, though, and we load onto it. There’s not a ton of kids, because of COVID, so it’s pretty quiet as it barrels down Apricot Street, where our school is located. In middle school my bus took a different route, one that went up Goddard Memorial and Airport Hill, then through the traffic jam that is Tatnuck Square. I liked that route. I liked when the bus drove past the airport; on clear days, you could see Boston from up there (or at least that’s what Liam Forester said; I never saw it myself). But now we go down Main Street (a real street this time), alongside the rest of the buses from school, until they each break off to drive their respective routes. I think it’s pretty funny how all of the buses drive together at first; it’s like a big, yellow army, slowly separating to carry out different missions. My bus’s mission has only a few stops. Owen’s is the first. “I wonder what happened with your neighbor,” I ask him when the bus is pretty close to his corner. This morning he came to school saying the police were looking for his neighbor; it was all he could talk about in first period. “Yeah . . .” he says, “I wonder if all the cop cars are still there. No kidding, it was scary when they showed up this morning, just knocking on the door, asking if we’d the guy a few doors down. I bet he did something pretty bad, though. It wouldn’t surprise me.” “Well,” I tell him, as the bus pulls to a stop, “let me know what happens.” “Yeah, I will. Bye!” The bus shakes as he and a few others get off. Coes Pond flies by as the bus navigates the city, and the rows of grey seats slowly empty, till it’s just me and Lily, talking about our classes. “Where’s your class in Romeo and Juliet?” I ask. Our English teacher is making us read it. “Act 3, I think.” “Okay. Okay. George and Jonathan” (they’re two best friends in my class) “read the balcony scene the other day—they insisted on it.” I’m laughing now. “But Jonathan couldn’t stop cracking up, so he totally ruined it. He also pronounced Capulet wrong, it was hilarious—everyone in our class was trying so hard not to laugh.” “No, really?” “Yeah, he said, like, Capultet, or something. It was so funny.” “That’s great.” Now the bus is wheeling through Newton Square, down Pleasant Street, where Berry Fusion is located—a frozen yogurt place all the kids in
Writing activity
Writing Activity: take a character on a believable journey from zero to hero
‘Tom Green,’ a story by 10-year-old Zahra Batteh, is a classic redemption tale. Tom Green, a horrible, spoiled, lazy young man loses all his money and privilege, and through a series of misfortunes and (eventually) hard work over several years develops compassion and gratitude, and becomes a better person. In the end, he finds happiness not in the material things that were all he cared about in the beginning but in a simpler, more generous-spirited life spent helping others. What makes this story extra special is the writer’s style: Zahra Batteh tells the story of Tom in a natural, almost conversational voice, but without wasting a word. Every short sentence moves the action forward and paints a picture of Tom’s life and character. In just four pages, Zahra manages to make the reader feel as though they know everything about Tom and how he has spent four whole years of his life. I think she achieves this feat partly though the spareness of her language. She doesn’t hint, or judge, or indulge in long, flowery descriptions; she lays out the facts plainly and simply, showing us who Tom was and who he becomes without ever telling us what she thinks he is like. It’s a great example of the power of “show, don’t tell.” The story also has a well-judged turning point about half way through where the previously unpleasant character begins to transform. The Activity First, read ‘Tom Green’ at least once, paying particular attention to the ways Tom’s character and behaviour are revealed all the way through the story. What language does Zahra use to describe Tom Green? You can also click on the audio link at the top of the story’s page to hear the author reading the story aloud herself at Soundcloud. After you have read it for yourself, try listening to the way Zahra reads, especially where she places emphasis, to get an insight into how she was thinking about Tom Green as she wrote his story. Show don’t tell: One of the things you will notice is how few adjectives and adverbs Zahra uses when she talks about Tom’s actions. She tells us what happens, but she doesn’t make a judgement or tell us readers what we should think of him. For example, in the first paragraph, she tells us that Tom expects all his food to taste incredible: “If there was ever something that didn’t meet his taste buds’ expectations, it would instantly hit the bottom of his trash can with a small thud, and the chef would be off to prepare a new and better dish.” Zahra doesn’t actually say that Tom Green spits out his food, throws it away, shouts at the chef (he has a personal chef!) and so on, but as we read this explanation of what happens, we can just imagine the horrible behaviour that Tom is displaying. Zahra leads us gently, showing us paragraph by paragraph what Tom’s qualities are. By showing us the actions without telling us exactly what to think of them she makes it possible for Tom’s ultimate transformation to sound believable. A clear turning point: Zahra is also very careful not to say too much about what Tom is feeling, which makes the nuggets she gives us speak loudly about him. At the beginning of the story, we learn that Tom “threatened” his parents with a lie, and then did a “small happy dance” when he learned they were dead. When he first loses all his money and has to move into a shed, we learn “he hated everything about” it. We hear that he has been fired from every job he has had over the past year, so it is a surprise to read on the third page that he feels “guilty” when the manager of Pick-up car service is nice to him, because he knows that a few years ago he would have treated this man like an “annoying fly”. This is the turning point. After this, Tom starts to “enjoy” his work, to listen to others, and to feel gratitude for what he has. He decides he wants to help to change the world for the better. Because Zahra has focused on his behaviour, rather than telling us Tom has a fundamentally bad character, her turning point is believable. Tom Green can change, and he does. Invent your own flawed character and think about what might lead them to redemption. Then, try to write their story as simply, and with as little judgement of their actions, as you can. Identify a believable turning point where they start to change for the better. Show us, don’t tell us, who your main character is. Let your readers make up their own minds about who they are and what they are like.
Writing and Art Activity: Capture a Moment where Stillness is Disrupted
The cover image for the March 2021 issue of Stone Soup is incredibly striking. Aiyla Syed’s photograph “Sensation” (pictured above) perfectly captures a moment that feels familiar and playful in a visually compelling way. FRANCE. Paris. Place de l’Europe. Gare Saint Lazare. 1932. The composition of the photograph is wonderful. While the main attention in the foreground is Aiyla’s brother jumping in a puddle, the line of the road in the background and the horizon line provide a pleasing frame for the action. And the shadow provides a doubling of the subject that gives the image a really nice sense of symmetry. For me, this photo reminds me of Henri Cartier-Bresson’s famous 1932 photograph of a different puddle jumper (pictured right). In “Sensation,” there is also an interesting tension between the stillness of the surroundings and the sudden movement of the splash that Aiyla’s brother is making. What sounds do you think were happening as Aiyla was taking this photo? In addition to being an interesting piece of art, this photograph could be an excellent starting-off point for a story or a poem. The Activity For a writing or art activity, try to capture a moment where a silence or sense of peace is suddenly broken. You can do this with words or through a visual medium. What does the scene look like while it’s quiet? And what is it that suddenly disrupts this peacefulness? Maybe it’s a happy disruption, like a sudden laugh, or maybe it’s more serious, like an alarm. In any case, explore the sensation that occurs when the disturbance takes place.
