Chapter 6 Story Discussion and Responses





Chapter 6 Story Discussion and Responses

Part 1

Janet Barroway delves into the art of creative writing that is applied in poems and nonfiction works. In particular, she provides an elaboration of the skill sets required for a person to formulate a draft and subsequently publish a story. Furthermore, chapter six is laden with stories from different genres and accompanying explanations that seek to identify the various writing styles. By tackling this subject, the author aims to help the reader to internalize the process of writing stories that are believable and easily understandable to a wider audience. In fact, Barroway categorizes the examples into distinct themes with separate formats. As such, the reader is exposed to several craft skills vital in conveying a specific message for each story.

Similarly, there are exercises at the end of this chapter for the reader to undertake. Their inclusion is meant to make the book interactive and help in refreshing the memory of the skills learnt. Moreover, they facilitate the development of an analytical mind in which the storyteller does not exaggerate. Rather, he/she makes use of stylistic devices to refer to events thereby making the recipients to be proactive when reading the text. Likewise, she segments the process of writing the nonfiction genre into three parts in order to illustrate the need for strong introductions, dramatic twists to the plot and unpredictable endings. Thus, she articulates these approaches in a systematic manner that offers precise guidance as well as providing an allowance for one to be imaginative. While the examples given match the skills explored throughout the chapter, there is an emphasis on the creation of factual story lines. These need to have appealing scenes that stir the interest of readers. Hence, it would then ensure that they read the story in its entirety.

Part 2

The first response aptly captures the theme presented in chapter six of the book. Its reference to the simple words used by the author symbolizes an in-depth understanding of the subject as well as the format used. In addition, this reaction contains personal inclinations such as the student’s acknowledgement of forgetting important stylistic devices used in the nonfiction genre. As such, it offers an honest reflection of the text and is the depiction of an objective analysis of the literature. However, it contains minor grammatical mistakes such as lacking proper punctuation marks at the right places. Moreover, it is brief thereby omitting certain aspects of the writing skills discussed. As such, it offers readers a limited view of the concepts explored in the book.

The second student’s response is eloquently written and contains several examples to support the claims made. It chronicles the author’s approach to various discussions and this is insightful into the nature of character development requirements when creating plots. By giving personal views about the text, it helps to sway the reader’s opinion thereby being in agreement with the drafter of the response. It also provides many relevant examples from the book’s chapter and this gives credence to the assertions made. Furthermore, its use of rhetorical questions builds its interactiveness since it makes the reader engaged on the accuracy of its claims. As such, it ensures that the reader is focused on its contents. Whereas it offers plenty of information, there exists poor sentence structure in some parts, which distorts the message put across. Similarly, difficult vocabulary is used in a few areas thereby hampering the comprehension of the statements. Some of the words used are informal as well and this reduces its academic integrity. The paragraphs are also uneven.





















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