Creating Realistic Characters: Part 2 

In the last installment, I had my students select three character traits they regarded as positive and three character traits they regarded as negative. The traits selected are going to vary as widely as the personalities of the students who are creating these characters. That is perfectly acceptable, as there is no right or wrong answer to selecting the traits. I do, however, enforce one rule: the traits need to oppose each other. The goal is to have a sliding scale of behavior for the main character.

Elementary school personal narratives stress selecting a single incident with a focus on learning how to show the story with a clear beginning, middle, and end. By sixth grade, students are expected to add a reflection to the narrative to describe the “lesson learned” by the student. I’ve had the most success by having students practice this “lesson learned” part with a character the student creates rather than trying to put themselves into what could become an embarrassing lesson for the first round.

Once the students create a character, they make an “incident wheel” spinner. Each student selects eight scenarios to place on a pie chart. I usually dictate the setting as school for middle school students and home for elementary school students. I’ve found middle school students are more reluctant to write about their home lives than elementary students.

Here’s a sample incident list for sixth graders to choose from if the setting is school:

·         Fell in the hallway next to the classroom

·         Forgot to print and bring the report to school

·         Unable to find classes at a new school after a mid-semester move

·         Due to behavior issues, a parent had to shadow the character all day

·         Student caught cheating on a test by copying answers

·         Teacher selects student’s submission as a good example to show the class

·         Classmate tells student he or she likes the kid

·         One student does not do the assigned part while working on a group project

·         A student is recognized in the morning announcements for an outstanding performance

·         A student tries out for advanced orchestra, but does not make it

·         During art class, one student draws an unflattering cartoon of another student

·         A noisy student talks constantly while sitting next to a quiet student

Seventh graders usually add more situations about personal relationships, crushes, and friendships. Fifth and fourth graders usually add more situations about family events. I often start a bullet list, and allow the students to add scenarios they want to see on their wheels. By having twelve or more easily envisioned incidents, the task of selecting eight possibilities becomes easier. If you are working with a reluctant writer who is overwhelmed with anxiety, narrow the choice list.

Next, the students use the paperclip spinner wheel to pick one of the scenarios. They then use their sliding scale to determine how the character will react to the situation. For example, a student decides Character X (we don’t name them until later) has these opposing traits:

1.      Selfish……………………………………………………………Generous

2.      Outgoing……………………………………………………….Quiet

3.      Brave…………………………………………………………….Timid

The student spins, landing Character X in the scenario where the character falls in the hallway. The student first decides on which traits dominate the character’s response to the event and why (we often act out the event). Perhaps the student decides the character responds with severe embarrassment and anger, shouting out in wrath at an innocent character.

1.      Selfish………X……………………………………………………Generous

2.      Outgoing………X……………………………………………….Quiet

3.      Brave……X……………………………………………………….Timid

The student then writes the interaction as narrative text (we insert dialogue later).

Character X walked down the hall toward math class, but tripped on his own shoelace. He then landed with a thud, and yelled out at a nearby scapegoat.

Next, we rewrite the event from within the character as a first person narrator.

I was late. Despite the crowd, I almost made it through the doorway. Suddenly I careened into the lockers and sprawled on the floor. Leaping up, I shouted at a nearby sixth grader to watch where he was going. He didn’t actually trip me, but I wasn’t going to admit it!

The flaws for this character then become a quick temper, an unwillingness to be embarrassed, and a desire to pass blame onto others. These weaknesses reflect both moral and mental weaknesses. The mental weakness is the inability to control a flash temper and the struggle to handle embarrassment. The moral weakness is the desire to blame others instead of accepting responsibility. The moral weakness is the greater flaw, since it indicates a willingness to belittle or bully others. 

For the final step, they turn the scenario into a short narrative poem using the voice of the created character, and create a cartoon of the event.

By putting character X through more scenarios, the student adds more flaws to the character. Strengths can also surface. Suppose character X had hit the sixth grader when he fell, and apologized rather than casting blame. Putting characters through these small scenarios helps to round them.

Next time, we’ll look at setting a goal for the character, as well as deciding between wants and needs. Remember these are short writing sprints to help students see multiple sides of their characters. They also help students later write about themselves more freely than they otherwise would without the neutral character X practices.

Keywords: character, cartoon, traits, writing, writing sprints, character traits, students