Our first Weekly Writing Workshop! The Stone Soup Weekly Writing Workshop is open to all Stone Soup contributors and subscribers during the COVID-19-related school closures and shelter-in-place arrangements. Every Friday, we meet for one hour via Zoom to respond to a new writing challenge, write together in our virtual room, and then share what we have written with one another. At our first session on Friday April 3, we introduced ourselves, broke the ice by naming our favourite animal (if we had one!), and then got to work on a word challenge. Everyone in the room came up with a random favourite word, which we captured on our whiteboard, and then we got down to half an hour of serious writing. The Writing Challenge: Write a story, poem, or other prose, using at least 5 of the words on the list! The Words: orange, trustworthy, glass, scrapbook, future, luscious, garden, biography, grandfather, run, gallop, sniff, canter The Participants: Lena (10), Anya (13), Liam (12), Eli (7), Jay (9), Abhi (11), Vivian (11), Anna (15), Lucy (12), Ma’ayan (11), Ever (10), Mico (13), Silas (10), Catherine (13), Stella (13) We were so impressed by the writing the participants produced. From haunting poems and reflective prose to outer space adventure, free verse, and a tale of a fruit’s imaginary life, it was just amazing what the workshop inspired, and incredible to see what polished work could emerge in such a short time. Read on for the great pleasure of reading some of our writers’ work. The Storyteller by Lena Aloise, 10 I descend the narrow staircase of my thoughts, Slice the lock from the pirate’s chest of my mind, But the treasure that lies amongst the settling dust, Is not buttery golden coins, Nor rough slices of glistening jade. But the firm feeling against my palms, The satisfaction pouring into my soul is but the same. I pull a story from its cage, Wrestle it under a thin coating of dreams. Sprinkle gently with a handful of wishes, Then part the mist surrounding and reveal a truth. As I jump from the shores of the world I have crafted, I dive into those perilous waters, And return to the banks with something all new. The Garden through the Mirror by Lena Aloise, 10 I stare back at an unfamiliar soul, Through the portal of crystal glass. Eyes two inky pools of brown, Staring back into mine, Swirling clouds of emotion, My past, my future, My fate. Cover the room in a thick fog, And from the misty tendrils, I emerge, Pushing through the uncertainty. I wander through those narrow corridors, Until I enter a world, One of color, Vibrant reds and oranges, One of light, Lucious rays that fill me with warmth. A garden. Spilling off their narrow stems, Are the fruits of memory. And the green shoots that sprout, From the soil of knowledge, Are those of triumph, Those of success. I run through the waving grasses of sorrow, Nipping at my ankles, The crimson droplets forming on my skin, Are those of tearful memories. And the soft breeze, Gently tugging at my shoulder, Whisking away the sharp pain. Is that of stories. This garden of my mind, A scrapbook of my past, My biography, Not yet written. A chamber of possibility, Containing the keys to the doors, Of who I can become. Untitled, by Anya G., 13 It was a dark and cold night, a night when all wild things are best left to their sulking devices. It was the type of night where it might as well rain; it might as well pour, just to fill the vacancy of life and soul in the world. However, the night had no effect on the young girl. At half-past ten, by the toll of the old grandfather clock in the parlor, which stood gathering dust in an untouched corner, she rose from bed, pushing her silk curtains open to admit the silver, luscious moonlight into her room, spilling across the floor; light; the opposite of a shadow. And so she tiptoed down the great hall, past the looming oak doors that guarded her family from the menacing shadows of night. She slipped downstairs, just a flicker of light across the black shapes of furniture silhouetted in the night. She could only contain her excitement for so long though, and upon reaching the great glass doors that led to the terrace, flung them open and flew into the night like a bird getting its first taste of fresh air. It didn’t matter that the air was heavy with malice or that chilling whispers of the wind caused the hair on the end of her neck to stand up. It didn’t matter that the stone on the terrace was cold on her bare feet, cracked and invaded by damp moss. She ran, her blue nightgown trailing behind her. If she were a horse, her mane waving in her wake, the expanse of the front yard was her pasture, the promise of fresh green grass stretching on forever. She reached the end of the yard, and paused, her breath coming in long gasps. Her cheeks were flushed from the run, her fingers tingling from the clawing cold of the night, but she had not accomplished her mission yet. She jumped over the hedge that bordered the lawn, and winded her way through thorny bushes that snagged her gown, and ensnared her blond hair that flowed like a waterfall. And then she reached it, a small clearing in the bramble. She sat on the cold, firm soil, inhaling the sweet aroma of fresh earth. She bent over into the bushes, moonlight splashing her face with an all-knowing light, and retrieved a lantern. Reaching over again, she produced a box of matches, and struck one. Once she had lit the lantern, it filled the space with a warm, orange light. It was a light that was like a piece of sweet candy melting on your
Teaching Writing
Writing Activity: Using Framing to Add Depth and Power
Emma McKinny’s story “Windsong,” is about going to a performance of Dr. Atomic, an opera by John Adams with libretto by Peter Sellers. Her father is the lead singer. You can use your research skills to get information on the actual performance and its reviews online, but here we want to focus on one element of the story–the way in which Emma frames her narrative. Framing is the subject of this writing project. The basic history you need to know is that the United States invented and tested the first atomic bomb in Los Alamos, New Mexico during World War II. The bombs dropped on the Japanese cities of Hiroshima and Nagasaki were developed in Los Alamos. These bombs ended the war with Japan, which surrendered after they were dropped. Thousands upon thousands upon thousands of civilizations were killed by these weapons, whole sections of the two cities that were the victims of these bombs were obliterated. These bombs gave humans god-like powers which J. Robert Oppenheimer, director of the lab, and the Doctor in the opera’s title, Dr. Atomic, understood. He quickly became concerned about the consequences of his invention. You also need to know that Los Alamos is visible from Santa Fe and this is especially true at night when its lights glow from the mountain ridge where it is located. “Windsong” takes place in the Santa Fe Opera House, a fabulous outdoor theater that sits under the distant gaze of Los Alamos, the place where the bomb-making that is the center of the opera’s story took place. The author goes through a huge emotional experience during the Opera performance. Those of you who attend operas, ballet, and traditional theater may have experienced these deep emotional moments. And then there is the clapping. And the lights go back up. And then you have to get up from your seat and make your way home, behaving normally, with this deeply emotional experience still inside you: “turmoil boiling in the pit of” ones stomach, as Emma puts it. To help the reader understand her experience, and express it herself, she gives her feeling and emotion to the wind which blows through the Santa Fe Opera house. She whispers to the wind the same good-luck phrase she had called out to her father in the beginning, thus transferring the art of the opera and the performers to nature. Let the wind howl, like a wolf, adding its voice to the power of theater. The Activity Write a story where an element at the beginning–a framing device–introduces a powerful idea into the story, that you can use to develop your story, and then return to at the end to convey even greater depth of meaning to it. To help you see how this can work, read “Windsong”. In “Windsong,” the phrase “in bocca al lupo,” introduces a series of related ideas about sound and the elements: it relates to the wind, a wolf’s howl, the power of art and performance, all of which carry through the whole story in various ways. When the author of the story comes back to that same phrase at the end, we all have a greater depth of understanding that allows us to read even more into it. When you plan your story, think about your key message and image, and think of a way you can introduce it as a framing device early on. Try to carry your framing device through your story, and then, as in “Windsong”, come back to it explicitly towards the end. By this stage, if you have woven the ideas into your story, your frame–and your story–will have great depth.
Writing Activity: challenging prejudice and developing empathy through storytelling
The story by 11-year-old Nate Sheehan, “Conrad and Fate” is about prejudice based on a student’s ethnicity. This story, set in the late 1950s is about prejudice against Japanese people, something that was very strong in in the United States during and some time after World War II, which ended in 1945. If you follow the news at all, then you know that today (in 2019) there is a big rise in prejudice in the United States and in other parts of the world. People trying to come to the United States for a safer and better life are being stopped at the Mexican border. People who get caught sneaking through are being put in prison. This includes children. Adults and children are being treated badly. And in our schools, and on our streets, there is increasing intolerance for people born in other countries, or whose parents were born in other countries, especially if their skin tone is not “white.” And also an increase in prejudice against people who are not Christians. It is very easy to write an essay that talks about why prejudice against others is bad. But essays rarely convince people. Fiction can be a more effective way of arguing for things you believe in. Empathy, the ability to share and imagine the feelings of others is one of the most powerful human emotions. Empathy is what makes it possible for a writer to create convincing fictional characters. Your job as an author highlighting how it feels to be discriminated against is to make your readers identify with the character so that they can imagine what it would be like for this to happen to them. The activity In this writing activity we want you to write a story from the viewpoint of a person who is thought of as “other,” like the Japanese boy in the story “Conrad and Fate” published in the January/February 2015 issue of Stone Soup. Write about what it feels like to have to fight for acceptance because of something you have no control over–your religion, where you were born, or where your parents were born, or because of the color of your skin. Perhaps you have had personal experiences of prejudice of these kinds–I have. It has been fifty-five years since I was in middle school and bent down to pick a penny up off the concrete in front of a classroom only to discover it was glued down, and that I was surrounded by a group of boys shouting “Jew!” and laughing. This memory is fresh, like it happened yesterday. Think about your own experiences and the feelings you had at the time, and try to imagine them happening to someone else. What does it feel like to be mocked, teased, excluded, or worse, because you are not seen as a person by other students? This is a story, so show us what it feels like.
