The Corn Planting

Short Story Unit Project

Grade Page

The Story of an Hour- B

The Corn Planting- A- (inclusion)

A Wagner Matinee- F (against inclusion)

Cannibalism in the Cars- B+

Yellow Wallpapers- C+

The Outcasts of Poker Flat- A+ (inclusion)

Antojos- C

Untitled- D (against inclusion)

An Occurrence at Owl Creek Bridge- A (inclusion)

The Life You Save May Be Your Own- B

To Build A Fire- D+ (against inclusion)

The Rockpile- C-

Criteria Page

Anyone can tell a story, but there is a noticeable difference between a good storyteller and a bad storyteller. In a story, good or bad, there must be a beginning, a middle and an ending, whether they be in the correct chronological order is up to the author. All stories are a telling of something, and that something could be fictional or nonfictional. A story must connect with the emotions of the reader in a way that they will care about the story and want to read on.The stories of a good storyteller differentiate in many ways from that of a bad storyteller, many of which ways will be named in an explanation of a good story.

For a story to be a good story, the plot must be about something interesting. If Edgar Allen Poe wrote about watching the grass grow, using all the literary devices in the world, it still would not be a good story. There must be some sort of main conflict in the story, such as good vs. evil. Heroes and villains are essential in a story in which the reader is to pick a side. Another key to a good story is relatability. Being able to relate to a story and understand it better is an important aspect of "liking" a story. However, not everyone can relate to every situation, so the author must do a good job of not expecting much from the reader and explain in detail. Descriptive words are very helpful in putting the reader in the story, but too many adjectives can become overbearing, so there is a fine line.

A good story must have twist and turns in the plot. Unknowns and use of literary devices is needed to explain the world they are envisioning to the reader. Surprises and unexpected events help enhance stories too. Characters in good stories are usually someone that the reader can feel in common with, and there should be at least one in which the reader can root for. These characters, especially the main character, should not be perfect and should have at least one flaw. Humor is also a good addition to some stories, but not all. The diction and style of an author help create the atmosphere, and in a good story, the reader can place themselves inside the text. The resolution of a good story should have a moral, or lesson, learned from it.

A good story for study would have all of these elements. These stories provoke thought and can be interpreted in many different ways. A story with an ending that involves a cliffhanger or give no true ending would be an example of a good story for study. Having the ability to brainstorm and come up with multiple ideas after reading a story is key in study. Context clue are important in a story, and especially in a story for study. Hints and foreshadowings should be included throughout the book. Being thought provoking is the most important aspect of a story that is good for study. Any story can be studied, but to make it a good story for study it must be deep and have various levels to it.

The criteria for a good story for honors level juniors would be relatively similar to the criteria for a good story for study. The only difference would be the relatability to the audience of sixteen to eighteen year old teenagers. At that age, excitement in the story will help keep the reader involved and wanted to read on. Literary devices(allusions, allegories, foreshadowings, etc.) should be used in the stories for honors level juniors as to help the discussion and to make the students think more. Honors level juniors have a relatively high capacity for absorbing and understanding information, but only to a certain extent. Relatability is very important to honors level juniors for study. The stories do not have to be about a high schooler, they just need to have something connectable for a high school honors study to relate to.

Inclusion #1-The Corn Planting

My case for inclusion for "The Corn Planting" starts with the relatability of the story. Sherwood Anderson does a great job of creating the dynamic of the Hutchenson family. He gets the reader to cheer for Hatch, who took over the farm at a young age after his war veteran father was wounded in battle. Hatch's fields are described, on page 815, as "one of the best-kept and best-worked places" in the area. Hatch's son, Will, is also described on that same page as a "cheerful, talented" boy. Anderson creates likeable characters in this story, and all of these characters are just normal people that the reader can feel in common with.

Anderson does a great job of character development. The story seems extremely personal, as if the reader knows the Hutchenson family. The main conflict in this story is on an emotional level. It is of the separation of Will and his parents, and then the devastation of Will's death. It hits the target level of the sixteen to eighteen year olds in the sense that Will is of that age or slightly older, and these honors level juniors can possibly relate to the situation of having parents who do not want to adapt to change. Anderson does a good job of describing aspects in the story, and he also does a good job in not over describing them.

The story provokes thought throughout. The stubbornness of Hatch can be discussed as well as possible reasons to why Will went to Chicago and did not want to come back. Another point of discussion could be the theme of the potential passing of the torch in the family when Will starts providing money for his parents. The act of Hatch and his wife planting corn after finding out about their son's death is also a very interesting point of discussion. As an honors level junior, I can attest to the relatability, as I could relate to Will wanting to leave his home and explore. My grandparents are much like Hatch's