Creative writing: narrative to continue writing with a horizon of expectations 11.10.2011, 23:42

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A beginning of a story ("My brother"), which the students should continue to write. Suggestions for treatment in class and a fact sheet for teachers with criteria for evaluation (horizon of expectation). Secondary level I (limited II).

  • 11.10.2011 (changed: 12.04.2016 )

School level

In the beginning of the story "My brother" A first-person narrator is introduced who gets into a conflict with violent classmates. The topic is geared toward lower secondary students (10- to 15-year-olds); however, since the template provides enough literary latitude and options for further writing, the text can certainly be used at the upper secondary level as well. The expectation horizon can also be used in upper secondary school, but here the assessment idea has to be tightened a bit.

Treatment in class

Depending on the grade level, it may be helpful to first cover all or part of the Creative Writing analysis categories (in conjunction with the Ten Narrative Beginnings for Creative (Continuing) Writing). It can also be useful to clarify the central themes of the beginning of the narrative (group work or brainstorming). Some points of the horizon of expectation should be peeled out: Characters and their peculiarities, class situation, conflict, relationship between first-person narrator and brother, etc.

Evaluation of the continuation

Especially in creative writing, evaluation is a hairy business, since a good or bad writing style often obscures the view of the skills being tested. M.a.W.If a student continues the story perfectly in terms of style and narration, but completely neglects the reference to the central aspects, one is inclined to consider the work as "good" or "satisfactory" to evaluate. On the other hand, a student who recognizes, picks up and processes all the central aspects and topics, but does so in a language that is barely understandable, may receive an inadequate grade.

To help, a suggested criteria for the assessment is attached (page 2 of the PDF document). The suggestions for grade assignment (sufficient, satisfactory, good, very good) are to be understood as tendencies.

Excerpt from the expectation horizon for creative writing (continuing to write a story)

Contents of the worksheets

1. Beginning of the story "My brother

My brother

In 2008 we moved to Duisburg, because my father was transferred there and his only alternative would have been Hartz IV. Alf and I saw this. mother had died of cancer in 2002 and could not do much about it.

Duisburg was really not a dream city. "Duisburg is ugly and only assholes live here. When I finish school, I’m getting out of here right away", said my brother already on the second day after our arrival.

Alf was two years older than me and quite tall. If someone from his class came funny to him, he just grabbed him and pushed him into the bushes or against a house wall until he whimpered for mercy. "This was really fun made to show it to the sausage", he said afterwards. Once even had two trimmed at the same time he caught them peeing on his bike. "I twisted the one’s arm until it really cracked", he later said with satisfaction.

In my new class there was a clique of four boys. They lived in Marxloh, a district of Duisburg that actually only consists of high-rise buildings, and wore Nike shoes, white Nike jackets, and were draped in shiny gold chains like rappers. When they were hanging around outside the school building talking (if you can call their gangster talk that), they were spitting on the floor the whole time.

The boy I sat next to after the summer vacations, Told me that it was better not to mess with them. The "Crew", as they called themselves, wanted to go to the AQUApark Oberhausen "because of the bitches" on the last hiking day. Class representative Jonathan suggested going to the Legoland Discovery Centre, and the class enthusiastically agreed. Jonathan was sick for the next three days, then he showed up again and didn’t talk much. He had gotten the black eye and the busted lip in a silly fall down the stairs, he claimed. The other students knew better. The hiking day took place in the AQUApark. "It wasn’t that awesome, honestly", Bjorn finished his description dryly. "And of course I didn’t tell you."

In the third week of school, my coke bottle tipped over. It was open and almost full. Unfortunately it didn’t fall on the floor, but on the backpack of Justin, the leader of the "crew". Although I picked up the coke bottle immediately, at least half a liter was foaming over the backpack. Justin was stupidly standing right next to it. At that moment Mr. Schuster, our math teacher, came into the room, and Justin had to let it go with a nasty look. During the math lesson I got a note slipped to me. "You are as good as dead", Stand on it.

When it gong, I had already packed my things. I jumped up and ran out of the school building and like hell home. There I went to my room, slammed the door behind me and started to cry.

I have been lying on my bed for at least an hour. Then I heard the apartment door being unlocked. That was my brother – my father always came home from work in the evening. (. )

Write a sequel for this narrative!

2. Expectation horizon/assessment criteria

The grade assignments should be understood as non-exhaustive suggestions.
The linguistic level is not considered here.


For a passing grade, the key points of the situation must be understood and addressed.

  1. Narration continues in the first person and in the past tense.
  2. The conflict with the "crew must be fought out (in whatever way).
  3. Alf has to play a central role in the conflict (either as an advisor or as an actor).
  4. The physical strength of Alf is expressed.
  5. The first person narrator’s anxiety is expressed.
  6. The primitiveness and/or aggressiveness of the "crew" is expressed.


For a good or satisfactory grade, the above points should be worked out in more detail (v.a. points 3, 5, 6). In addition, should be worked out:

  1. Characteristics of the persons (Alf’s pleasure in fighting; arbitrariness and violence of the "crew")
  2. Conflict is resolved (in any way and with any outcome, if realistic and appropriate to the situation (s.o.) appropriate). Conflict can also be left unresolved; however, this requires that characters, the relationships between them, and situational circumstances be accurately addressed and elaborated upon.
  3. Relationship between the brothers is developed.

Further elaboration of the following aspects can mean a very good performance:

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