Flash Ficiton

Introduction

What is flash fiction?

Works of creative writing that are less than 1000 words are considered flash fiction. Some might say that flash fiction must be less than 300 words, but for our purposes, 1000 words is plenty brief.

Why should I read flash fiction?

Because flash fiction is so brief, it may be a good alternative for those who like to read but do not have time, who are too impatient to read longer novels, or who do not have a book with them (as many thousands of whole flash fiction stories are available for free online). It is also a good way to pass the time while waiting for something or someone, or when Facebook's posts have become redundant.

Why should I write flash fiction?

Flash fiction exercises challenge a writer to weed out what is not necessary to their story and to choose their words precisely and wisely. Also, writers of flash fiction are often required to write several drafts, beginning very roughly and ending with a brief, rich, polished final product.

Task

1. Know and understand what makes a flash fiction.

2. Read and discuss several flash fiction stories.

3. Write our own flash fiction story.

4. Those who are comfortable may share their story and allow the class to discuss it.

Process

Day 1, Class Time:

Discuss what is necessary for a story to be complete.

Day 1, Homework:

Read "Ramona" by Sarah Gerkensmeyer and "Enlightened" by Lydia Davis. Identify in each story the elements on our list of necessities, one thing that you liked, and one thing that you didn't like.

Day 2, Class Time:

Discuss the important elements of these stories, what students liked about them, what they didn't like about them, and what was confusing or unclear. Discuss action packed verbs and detailed imagery.

Day 2, Homework:

Consider who, what, or where you would like to write about, and perhaps jot down some notes.

Day 3, 4, 5, Class Time:

Begin writing your flash fiction first draft. This draft does not need to be less than 1,000 words; it is more important that the story is a complete thought.

Day 3, 4, 5, Homework:

Continue writing flash fiction first draft.

Day 6+7, Class Time:

Discuss your story as it is with me. We will talk about how you feel about your progress, what we like about your story, what we would like to change, and how you can change those things. While others are discussing, you may continue to work.

Day 6+7, Homework:

Finish first draft. After consulting with me, begin a second draft, using the notes we discussed.

Day 8, Class Time:

Work with any edits that need to be made for a complete second draft. During this stage, you should be working towards less than 1,000 words.

Day 8, Homework:

Finish any edits that need to be made for a complete second draft.

Day 9, Class Time:

Discuss and edit your second draft with a peer. Give your partner at least one question, one piece of constructive criticism, and one compliment. The more discussion, the better.

Day 9, Homework:

Consider any discussions had with your partner in class, and complete a final draft. A 1,000 word limit will be required.

Day 10, Class Time:

Anyone who is comfortable may share their work with the class. A respectful audience will be expected. At the end of class, all students should have passed in a word-processed final copy.

Day 10, Homework:

Nice work these last two weeks! Enjoy a weekend free of English homework!

Day 11+12, Class Time:

I will have read and graded your flash fictions over the weekend. During class, I will conference with each of you individually and pass your stories back. Those who are not in a conference should be reading or working quietly.

Evaluation

Students may be graded 1-7 on each of the following criteria. They may earn up to 98 points, so 2 points will be awarded free to all students, adding up to a possible 100%.

Length:

  • Story is 1,000 words or less, but represents a complete thought.
  • The work does not need a resolve, but it does need a clear ending. Readers may be left curious, but should not be left confused.
  • Writer has eliminated any "fluff"; everything written is important to the story.

Style:

  • Story is engaging.
  • Writing shows the author's true style; nothing feels forced.
  • Words are chosen wisely.
  • No grammar or spelling issues were observed.

Time:

  • Student was focused and used class time wisely.
  • Significant improvement was shown over the three drafts.
  • Final copy was passed in on time.

Peer Edit:

  • Student was focused with partner during peer edit, producing one question, one piece of constructive criticism, and one compliment.
  • Student was respectful, open, and appreciative when listening to what their partner had to say about their story.

Class Participation:

  • Student read and wrote brief notes on both given flash fictions.
  • Student was a respectful listener while classmates shared their work.

Conclusion

With this lesson, we will achieve the following:

  • An introduction to flash fiction as a genre
  • Three drafts of a flash fiction story to be put in students' portfolios, demonstrating persistence and growth while adding another polished final product to their collections
  • Practice using action packed verbs and detailed imagery
  • Practice in peer editing
  • Practice in being a respectful audience

I would hope that you all enjoy this lesson, and that you would find and pursue an interest in flash fiction. However, this is up to YOU!

Credits