Unit Title: A Study in Genre: The Short Story
By William Cope
Grade Levels: 10 – 12
Estimate Timeline for Teaching: Fifteen 60 minute sessions (3 weeks)
Unit Overview: This unit, part of a greater Creative Writing class, will focus on short story
writing. Students will study short stories as character pieces, look at different genres of short
stories (including drama, comedy, sci-fi, and even autobiographical stories), and eventually
create a short story of their own. There will be extensive focus on the writing process, with
students creating many prewriting pieces (such as character sketches, setting descriptions, and
plot outlines), two rough drafts, and one final published draft. Students will also have at least
two days to peer review in class and get feedback on each of their rough drafts. Lessons on
grammar will be integrated into the process as well.
Theory to Practice: This unit is based on the theory that students need to be able to express
themselves in a variety of genres to truly understand and use the English language to its full
potential. It is based on studies discussing how students can express themselves through creative
writing, specifically in using genres outside of the standard five paragraph essay. While the unit
focuses on one genre in particular, it is meant to be included in a class that focuses on other
genres as well. This unit examines the short story genre as a character study first and foremost,
emphasizing the fact that a good story needs compelling human conflicts even more than it needs
an elaborate setting or fanciful plot. Whether a story is about a dinner in a restaurant or an alien
invasion, students will learn that it ultimately needs to be about characters growing in reaction to
the obstacles they face. Students will examine short stories and their various elements before
eventually writing their own.
Bedard, C., and C. Fuhrken. ""Everybody Wants Somebody to Hear Their Story": High School Students Writing
Screenplays. " English Journal 100.1 (2010): 47-52. Print.
Goebel, B.. "Comic Relief: Engaging Students through Humor Writing. " English Journal 98.6 (2009): 38-43.
Print.
Nobles, S.. "Writing That Excites and Educates: A Class Novel. " English Journal 99.2 (2009): 25-29. Print.
Student Objectives:
 Students will be able to recognize basic story elements like characters, setting, conflict,
rising action, climax, and falling action.
 Students will be able to analyze and discover how characters work within a given text’s
plot, conflict, and theme.
 Students will create at least one three-dimensional character with personality traits, flaws,
and motivations.
 Students will create detailed settings for a story that serve a thematic purpose.
 Students will create a plot that has conflict, rising action, a climax, and a satisfying
falling action/concludion.
 Students will write, revise, and publish a story amongst their peers containing all the
elements a good story needs (compelling characters, detailed setting, plot, and theme).
 Students will be able to integrate research into their fiction writing.
 Students will present knowledge of correct grammar in writing, particularly in regards to
colons and semi-colons.
Michigan Content Expectations:
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,
revising, and editing complex texts.
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,
revising, and editing complex texts.
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position,
explore a topic, tell a story, or serve another purpose, while simultaneously considering the
constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and
mechanics) of the selected form or genre.
CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others,
self-reflection, and reading one’s own work with the eye of a reader; then refine the text—
deleting and/or reorganizing ideas, and addressing potential readers’ questions.
CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that provide
sentence variety, fluency, and flow.
CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.
CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight
(e.g., diary, journal writing, portfolio self-assessment).
CE 1.5.5 Respond to and use feedback to strengthen written and multimedia presentations (e.g., clarify and
defend ideas, expand on a topic, use logical arguments, modify organization, evaluate effectiveness of
images, set goals for future presentations).
CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make
connections, generate questions, make predictions, scan a text for a particular purpose or audience,
analyze text structure and features) to make conscious choices about how to approach the reading
based on purpose, genre, level of difficulty, text demands and features.
CE 2.2.2 Examine the ways in which prior knowledge and personal experience affect the understanding of
written, spoken, or multimedia text.
CE 2.3.2 Read, view, and/or listen independently to a variety of fiction, nonfiction, and multimedia genres
based on student interest and curiosity.
CE 3.1.1 Interpret literary language (e.g., imagery, allusions, symbolism, metaphor) while reading literary and
expository works.
CE 3.1.2 Demonstrate an understanding of literary characterization, character development, the function of major
and minor characters, motives and causes for action, and moral dilemmas that characters encounter by
describing their function in specific works.
CE 3.1.3 Recognize a variety of plot structures and elements (e.g., story within a story, rising action, foreshadowing,
flash backs, cause-and-effect relationships, conflicts, resolutions) and describe their impact on the reader
in specific literary works.
CE 3.1.9 Analyze how the tensions among characters, communities, themes, and issues in literature and other
texts reflect human experience.
CE 3.2.1 Recognize a variety of literary genres and forms (e.g., poetry, drama, novels, short stories,
autobiographies, biographies, multi-genre texts, satire, parody, allegory) and demonstrate an
understanding of the way in which genre and form influence meaning.
CE 3.3.2 Read and analyze classic and contemporary works of literature (American, British, world) representing
a variety of genres and traditions and consider their significance in their own time period as well as
how they may be relevant to contemporary society.
CE 3.4.1 Use methods of close and contextualized reading and viewing to examine, interpret, and evaluate
print and visual media and other works from popular culture.
CE 4.1.1 Use sentence structures and vocabulary effectively within different modes (oral and written, formal
and informal) and for various rhetorical purposes.
CE 4.1.5 Demonstrate use of conventions of grammar, usage, and mechanics in written texts, including parts
of speech, sentence structure and variety, spelling, capitalization, and punctuation.
Unit Components:
Resources:
 “The Foghorn” by Ray Bradbury
 “Five Characters in Search of an Exit” (Twilight Zone Episode)




“The Yellow Wallpaper” by Charlotte Perkins Gillman
“The White Heron” by Sarah Orne Jewett
“The Story of the Good Little Boy Who Did Not Prosper” by Mark Twain
“The Twirp,” and autobiographical short story by William Cope, the teacher of this unit
(Other teachers: you should include a sample of your own writing for this unit. I chose
an autobiographical piece from my own high school years to showcase another genre
AND to give my students something that can be easily pried apart. What you choose to
present is up to you.)
 Writing Utensils
 Paper
 Computer Lab Access
 DVD player
 Projector connected to DVD player
Teacher Preparation: The teacher will have to make photocopies of all the assignment sheets that
comprise this unit (including enough copies of the peer revision sheet for every student to do
multiple peer revision sessions), as well as photocopies of the short stories listed under the unit
resources. The teacher will also need to find a copy of the Twilight Zone episode “In Search of
an Exit,” which, at the time of this writing, can be found online for free at CBS.com. The
teacher will also need to make sure the class is familiar with terms such as “protagonist,”
“antagonist,” “setting,” “rising action,” “climax,” etc. Securing access to a computer lab for in
class writing sessions is also a must.
Detailed Lesson Plans:
Day 1
Detailed Lesson Plan
Journal Writing Prompt: Write about your favorite fictional character (See the document titled
“Today’s Journal/Discussion Prompt” for more information.) Five minutes.
Discussion: Based on the Journal prompt, the class will discuss what makes their favorite
characters so interesting. This will eventually lead into a discussion about the difference
between well-rounded characters and static characters. This in turn will lead into a discussion of
the importance of having intriguing characters in a story. Ten minutes.
First Activity: “In Search of an Exit” – the class will watch The Twilight Zone episode “In
Search of an Exit.” A story with an almost nonexistent setting and an incredibly simple external
conflict, this episode shows how well developed characters can make or break a story. Twentyfour minutes.
Second Activity: “In Search of an Exit” discussion. - Students will examine the episode,
particularly its characters, together in class. Ten minutes.
Third Activity: Big Assignment – Students will be given the unit’s big assignment: the short
story project. We will go over the assignment sheet and rubric in class, and students will have an
opportunity to ask questions. When discussion of the assignment dies down, students may begin
brainstorming for the assignment. Ten minutes.
Day 2:
Detailed Lesson Plan
Journal Writing Prompt: Write about an event in your life that you find mysterious in some way.
Focus on how the mystery affected you as a person. Five minutes.
Discussion: After discussing the journal prompt, the class will continue its discussion of
character. The class will talk about the difference between protagonists, antagonists, and
supporting characters. The teacher will stress that a character need not be human, and that a
story does not need an antagonist or a supporting cast (but they help). Ten minutes.
First Activity: “The Foghorn” – students will read The Foghorn by Ray Bradbury, then write a
short response to it. This activity is described in greater detail in the document titled “The
Foghorn – Reading Activities.” Thirty to forty minutes.
Second Activity: Brainstorming – if the students finish the Foghorn activity early, they may
continue brainstorming for the short story project. Fifteen to five minutes.
Day 3:
The discussion of character will continue in the same fashion as it did in days one and two, this
time focusing on the text “The Story of the Good Little Boy Who Did Not Prosper.”
Day 4:
The class will continue its discussion of character, then do a shared pre-writing activity (The
“Character Sketches” assignment included in this document).
Day 5.
This is the first day the class will discuss setting and conflict, focusing on how both elements
interact in the story “The White Heron.”
Day 6:
The setting and conflict discussion from the previous day will be continued, this time focusing
on “The Yellow Wallpaper.” How the setting and conflict also relate to the protagonist’s inner
conflict in this story will also be brought up.
Day 7:
The setting and conflict discussion will be continued, this time focusing on the text “The Twirp.”
Peer revision will also be brought up, as will the idea of presenting stories to the class.
Day 8:
The setting and conflict discussion will continue again, this time with a pre-writing activity
similar to the character sketch (a setting sketch, if you will).
Day 9:
Detailed Lesson Plan
Journal Writing Prompt: What kind of story do you want to write? Five minutes.
Discussion: The class will discuss their plans for the short story project, airing any concerns or
thoughts they have about it. Five minutes.
First Activity: Pre-writing Workshop: Students will spend the majority of the class time
brainstorming their story. Using their character, setting, and conflict sketches, as well as any
journals or other bits of pre-writing they’ve done in earlier classes, students will work on getting
a rough outline of their story’s major elements: character, setting, conflict, rising action, climax,
and resolution. Fifty minutes.
Day 10:
Students will be in the computer lab writing the first draft of their story, which will be due the
following week/class period.
Day 11:
Detailed Lesson Plan
Journal Writing Prompt: How has your story changed from the pre-writing stage to the drafting
stage? Five minutes
Discussion: The class discussion will focus on the students’ progress with their story. Students
will once again get to air any concerns or questions they have about the project. This will lead
into a discussion about peer revision, wherein the teacher will hand out the peer revision sheets
and give students instructions for the following activity. Five to ten minutes.
First Activity: Students will spend the rest of the class period getting feedback on their first draft
from their peers. They will fill out the “Peer Revision Sheet” (attached to this document) for
each peer revision session, getting detailed and structured feedback from their fellows. The
teacher will mainly serve as a supervisor and facilitator during this activity, making sure students
stay on task and helping them when problems arise. Forty-five to fifty minutes.
Day 12:
This will be a second peer revision day, and will follow the same schedule as day eleven.
Day 13:
Students will be given access to the computer lab to work on their second draft, which is due the
following class period. They may also continue peer revision sessions in the classroom.
Day 14:
Final workshop day: students will work on getting the final draft of their paper done. They may
use the day to get peer feedback for their second draft, go to the computer lab to actually write
the final draft, or do whatever else they need to.
Day 15:
Detailed Lesson Plan
Journal Writing Prompt: What have you learned working on this short story project? Do you
think you’ve grown as a writer? How? Five minutes.
Discussion: Students will discuss their final thoughts on the short story project, relating how
easy or hard they found the process, which parts gave them trouble, what they learned, etc. Five
to ten minutes.
First Activity: Students will be given the opportunity to share they story with the class. They
may either read it aloud themselves, or let the teacher or one of their other classmates read it for
them (if some of the students are shy about public speaking). This will be entirely voluntary,
serving as a publishing opportunity of sorts for students who are particularly proud of their work.
After each reading, the class will be allowed to comment on the work, giving the author their due
praise and constructive criticism. This will go on till the end of class, at which point the teacher
will collect the final drafts from the students. Forty-five to fifty minutes.
Varied Assignments:
a. Assignment Sheet
a. Titled “Project: Height Deficient Tale”
b. Pre-Reading/During-Reading/After-Reading
a. Pre-Reading: Titled “Today’s Journal/Discussion Prompt”
b. During & Post-Reading: Titled “The Foghorn – Reading Activities”
c. Pre-Writing Activity
a. Titled “Character Sketch”
d. Discussion Activity/Prompt
a. Titled “Today’s Journal/Discussion Prompt” (Same as Pre-Reading activity)
e. Peer Review
a. Titled “Peer Revision Sheet”
f. Grammar Mini-Lesson
a. Titled “Fun with Colons!”
g. Self-Reflection for Students
a. Titled “Short Story Project Rubric”
h. Assessment Rubric
a. Titled “Short Story Project Rubric” (Same as Self Reflection for Students
activity)
Project: Height Deficient Tale
The first genre we will be tackling in this Creative Writing course is the short story.
Short stories can have multiple topics, as I’m sure you can imagine. A short story can be
realistic or fantastic, comedic or tragic, even fictional or non-fictional. You don’t even have to
limit yourself to choosing between those dichotomies, either! You can make a story that has a
mix of comedy and tragedy, realistic and fantastic elements, and even fictional and non-fictional
elements.
Let’s not get ahead of ourselves, though. Every good story, short or otherwise, begins
with at least one interesting character. There should be at least one character who is at the center
of your story – the protagonist. A protagonist needs to be an interesting character, as a good
story should be about the protagonist’s journey. If we don’t care about the protagonist, we don’t
care about the story, and what good does that do? You may have more than one protagonist, but
remember that this is a short story – too many protagonists may make the plot confusing in such
a short medium.
Once you have your protagonist, your story needs setting and conflict. Setting is the
when and where of your story. Conflict is the main problem your protagonist faces. These two
elements should be developed at roughly the same time. A conflict can come from the setting,
or, alternatively, a conflict can help you figure out what setting would be most appropriate.
Conflict and setting don’t need to be related to each other directly, but your story will have more
unity if they are.
Your conflict may also be tied to another character in the story. A character who causes
or is otherwise part of the conflict is called an antagonist. Your story does not need an
antagonist, but antagonists can make your story more interesting. Your story may have multiple
settings, conflicts, and antagonists – however, since this is a short story, you’ll probably want to
keep the total number of each in the single digits.
You may also want to make a supporting cast, which consists of characters who, while
not central to the story, are nonetheless important to the protagonist’s journey. The supporting
cast may contribute to the conflict or help the protagonist end it, but either way they do not play
as big a role in the story as the protagonist or antagonist.
After establishing these four main elements – protagonist, setting, conflict, and antagonist
– you will need to write your story. A story consists of actions done by characters and events
that happen to characters, either as a result of the characters’ actions or as the cause of said
actions. Each story is a chain of actions and events that leads to a climax, which is an
event/action that resolves the conflict of the story. After the climax your character will be
changed, having completed his or her (or its) story.
In short, your story needs a protagonist, setting, conflict, actions, events, and a climax.
It should probably also have an antagonist and a supporting cast, but they are not absolutely
necessary. Your final product will include a final draft of your story, along with rough drafts and
prewriting material. You will also upload the final draft to the class website.
TODAY’S JOURNAL/DISCUSSION PROMPT
Today we will be discussing what makes a good character. For this morning’s optional journal
writing prompt, think about one of your favorite characters. They can be from a book, movie,
comic, or any other genre you can think of. Why do you like that character? What makes that
character unique? What does this character look like? Act like? What does this character want?
What obstacles keep this character from getting the thing they want?
TEACHER INSTRUCTIONS FOR PRE-WRITING/DISCUSSION PROMPT
The prompt for today’s journal and class discussion deals with characters. Display the prompt
on the overhead projector and give students five minutes to write. Afterwards, begin discussion
with the same prompt. Make it clear that even the students who didn’t write on the prompt can
still share their thoughts on it in the discussion. The goal of this discussion is to get students
thinking about what makes a character interesting. Ultimately they should be led to discover
several important facts about characters. An interesting character has unique personality traits,
an intriguing back-story, flaws to overcome, and a goal to pursue. This will help students create
interesting characters of their own, as well as analyze characters in other works of literature –
both of which are skills that will make them better writers and thinkers.
This journal part of this activity will serve as a pre-reading activity for one of our class resources,
“Five Characters in Search of an Exit,” as we will bring up our discussion on what makes a
character work once again after watching the short.
THE FOGHORN
Reading Activities
Today you will be reading Ray Bradbury’s science fiction short story “The Foghorn.” While
reading the story, make notes in the margins about anything you think is important. Underline
pieces of dialogue you think give important details about the plot, conflict, setting, and/or traits
of the characters in the story. Also underline any motifs or symbols you notice in the story.
After you finish reading the story, write a short response to it. The form of your response is up
to you. You may write a short piece explaining your opinions about the story. You may write a
review of it. You may even write a continuation, showing what happens to the characters
afterwards.
Both your notes and your response will be collected and graded on a credit/no credit basis. You
will receive feedback on both as well.
Character Sketch
The most important element of any story, and the element you should develop first and
foremost, is the protagonist. A good story needs at least one central character that draws the
reader’s interest. To do that, the character needs to be three dimensional and well rounded – i.e.
they need to feel like a real person. In other words, your character needs to have:
Personality traits
Motivations
Physical Characteristics
Back-story
For this assignment, you need to create a character who has all of these. Give him her it a
name and at least three personality traits, at least one motivation, at least three physical
characteristics, and at least one piece of back-story.
Peer Revision Sheet
AUTHOR NAME:____________________
REVISOR NAME:______________________
Use one of these sheets for each of your peer revision sessions in class today.
AUTHOR: What do you need the most help with in this paper?
REVISOR: Please read through the story and write any comments you have on the margins. Be
sure to note things you like about the story as well as any problems you found in it.
Afterwards, circle an answer for each of the following questions:
1. Does the story have a rising action, climax, and resolution?
YES
2. Are the characters and setting of the story established early on? YES
NO
NO
3. Is the main character well developed, with unique personality traits, physical
characteristics, a detailed back-story, and clear motivations?
YES
NO
4. Is there a specific Inciting Incident (the moment when the action begins or the problem is
introduced)? YES NO
5. Is the major conflict in the story identified early on?
If yes, is the conflict INTERNAL EXTERNAL
YES
NO
6. Does the writer use vivid imagery to describe the setting of the story?
7. Does the conflict seem real and meaningful?
YES
NO
8. Does the conflict lead to a sensible climax?
YES
NO
YES
9. Does the character undergo a significant change because of the conflict/climax?
a. YES
NO
10. Does the falling action and resolution fit the story?
YES
NO
a. If NO, was it: Too Rushed
Too Drawn-out
(circle one)
NO
Overall Evaluation:
What parts of the story (characters, setting, conflict, specific scenes, etc.) do you think work the
best?
What parts of the story are less successful than others?
Write any other comments, critique, opinions, feelings, etc. you have about the story here.
After you have finished this sheet, exchange it with your partner and discuss what you wrote
down. Make sure your partner is clear on your answers and comments so you can both create
better stories in the future!
TEACHER INSTRUCTIONS:
Print out multiple copies of the above worksheet for students to fill out during class today.
Students will exchange worksheets and rough drafts of their story. The worksheets will guide
students in the revision process, so your main role is to play the part of a facilitator while the
students go about their business. Make sure to clear up any questions they have about the
revision sheet, and that they stay on task during the peer revision session.
Fun with Colons!
The special grammatical sorcery we’ll be applying today involves colons and their
misunderstood subordinates, the semi-colons. Both are used to connect separate ideas, much like
conjunctions. A colon is used to connect a list or explanation relating to an earlier clause in the
sentence. For example:
“He knew only one person could have made that jump. Joe was that person.”
Can be rewritten as:
“He knew only one person could have made that jump: Joe.”
Another example:
“Sally needed to pick up some things at the store. Products she was looking for including milk,
eggs, bread, and toenail clippings.”
Can become:
“Sally needed to pick up some things at the store: milk, eggs, bread, and toenail clippings.”
A semi-colon is a bit harder to use. Semi-colons connect two independent yet closely related
clauses. For example:
“Dracula loved ice cream. The taste of chocolate, strawberry, and vanilla was an unparalleled
delight.”
Can become:
“Dracula loved ice cream; the taste of chocolate, strawberry, and vanilla was an unparalleled
delight.”
The difference between the two is subtle, but the use of a semi-colon makes the relation between
clause one (Dracula likes ice cream) and clause two (the taste of ice cream was delightful) more
apparent.
For today’s activity, look over your past journal entries and find at least three sentences where
you can use a colon to change the feel of the piece. Try to incorporate one semi-colon as well.
When you are finished, discuss your new sentences with your group.
TEACHER INSTRUCTIONS
After giving a short but informative lecture on colon use, hand out this assignment sheet to the
class. Go over the sheet aloud, as it provides a brief synopsis for the lecture you just gave. You
will then allow students to go through their journals and attempt to incorporate colons into their
writing. Eventually the students should discuss their new sentences in their small groups. When
the group discussion takes off, walk around and make sure students are staying on task and
actually know how to incorporate the colons. Help them correct any errors they’ve made, and
also encourage them for using different sentence structure in their writing.
SHORT STORY PROJECT RUBRIC
When you think you have finished the final draft of your short story, look over this rubric to see how well your paper meets the assignment
requirements. It may also help to reread the assignment sheet. Then look over your story one last time and make any revisions and edits you see
fit. When you are done, circle the grade you think your paper deserves for each of the categories on this rubric. You will then write a short
reflection (one page or less) on what you have learned about writing during this project, and how you feel your story has developed over the
course of this unit.
Student Name:
CATEGORY
Characters
Setting
Action
Dialogue
Creativity
Organization
Writing Process
Spelling and
Punctuation
________________________________________
4
3
The main characters are
The main characters are
named and clearly
named and described.
described in text as well
Most readers would
as pictures. Most readers
have some idea of what
could describe the
the characters looked
characters accurately.
like.
Many vivid, descriptive
Some vivid, descriptive
words are used to tell
words are used to tell
when and where the story
the audience when and
took place.
where the story took
place.
Several action verbs
Several action verbs are
(active voice) are used to
used to describe what is
describe what is
happening in the story,
happening in the story.
but the word choice
The story seems exciting! doesn't make the story
as exciting as it could
be.
There is an appropriate
There is too much
amount of dialogue to
dialogue in this story,
bring the characters to
but it is always clear
life and it is always clear
which character is
which character is
speaking.
speaking.
The story contains many
The story contains a few
creative details and/or
creative details and/or
descriptions that
descriptions that
contribute to the reader's
contribute to the reader's
enjoyment. The author
enjoyment. The author
has really used his
has used his
imagination.
imagination.
The story is very well
The story is pretty well
organized. One idea or
organized. One idea or
scene follows another in a scene may seem out of
logical sequence with
place. Clear transitions
clear transitions.
are used.
Student devotes a lot of
Student devotes
time and effort to the
sufficient time and
writing process
effort to the writing
(prewriting, drafting,
process (prewriting,
reviewing, and editing).
drafting, reviewing, and
Works hard to make the
editing). Works and gets
story wonderful.
the job done.
There are no spelling or
There is one spelling or
punctuation errors in the
punctuation error in the
final draft. Character and
final draft.
place names that the
author invented are
spelled consistently
throughout.
2
The main characters are
named. The reader knows
very little about the
characters.
1
It is hard to tell who the main
characters are.
The reader can figure out
when and where the story
took place, but the author
didn't supply much detail.
The reader has trouble
figuring out when and where
the story took place.
A variety of verbs (passive
voice) are used and describe
the action accurately but not
in a very exciting way.
Little variety seen in the verbs
that are used. The story seems
a little boring.
There is not quite enough
dialogue in this story, but it
is always clear which
character is speaking.
It is not clear which character
is speaking.
The story contains a few
creative details and/or
descriptions, but they
distract from the story. The
author has tried to use his
imagination.
There is little evidence of
creativity in the story. The
author does not seem to have
used much imagination.
The story is a little hard to
follow. The transitions are
sometimes not clear.
Ideas and scenes seem to be
randomly arranged.
Student devotes some time
and effort to the writing
process but was not very
thorough. Does enough to
get by.
Student devotes little time
and effort to the writing
process. Doesn't seem to care.
There are 2-3 spelling and
punctuation errors in the
final draft.
The final draft has more than
3 spelling and punctuation
errors.