Between+the+Lines

~Sol Stein, //How to Grow a Novel//

 * __ Subtext- __** Underlying meaning in a character's text; when a character is saying one thing and thinking something very different.
 * Subtexting reveals the internal motivation and goals of the character in a story.
 * It helps build the anticipation in the readers.
 * __ Real Life Examples: __**
 * People in relationships say something in order to cover up what is really bothering them in order to keep from hurting their partner’s feelings or to protect themselves from vulnerability.
 * Things said in order to win someone over to their point of view while making the other person think that it was their original idea or to simply sugar-coat an unpleasant reality.

After explaining the meaning of subtext, the teacher will demonstrate the power of subtext to enhance the words on the page. Each student will deliver a simple line of dialogue in different ways in order to give it a different nuance. Consider the following:
 * Delivering Dialogue Exercise:**
 * “You’ve got to be joking.” (chirping joyfully)
 * “You’ve got to be joking!” (aghast/in horror)
 * “You’ve got to be joking!” (in disbelief)
 * “You’ve got to be joking.” (groaning in despair)
 * “You’ve got to be joking.” (sarcastically)
 * “You’ve got to be joking.” (laughing)


 * __Discussion:__**
 * 1) Under what kind of circumstances would the lines be delivered?
 * 2) Describe a character type for each line delivery.
 * 3) What is the subtext for each line delivery?
 * 4) What might someone say to each example that "you've got to be joking" would be a response?

Some examples to consider, if students get stuck: __ Dialogue exercise: __ Students divide into pairs. Students are given similar texts, but different situations and/or partner relationships for each group. In groups, they will develop their own subtext to the scene. The groups will present their scenes to the class who will try to guess the situation/relationship based on the perceived subtext.
 * I'm postponing the midterm until next week.
 * Did you remember that the paper is due today?
 * You just won a trip to the Bahamas!
 * Get dressed out, we're running laps today.
 * Can you believe that Peggy-Sue is dating a college guy?!?
 * Hey, did you know that Mr. Smith has pet ferrets that he's trained to style his hair?

Consider: What do the characters want? What is their motivation? How do they feel in the scene towards their partner? Does the character get what they want?

A: Well

B: How are you

A: I’m not all that well really

B: Why What’s the matter

A: The usual things How are you

B: I’m fine

A: Mmm It’s been a long time

B: Yes I thought of you the other day

A: Why

B: It’s nice sometimes to think back isn’t it

A: Absolutely How’s everything

B: Oh not bad Do you know how long it’s been since we met

A: Uuh

B: Two years

A: Long time

__Scene ideas:__

 * 1) Brother/sister gone away for a long time. Wants to reconcile with sibling.
 * 2) Student/teacher reunion. Student wants a recommendation from a favorite teacher.
 * 3) Two old classmates bump into each other at the mall. One is still mad at the other.

__ Advanced: __ Students will follow the open ended dialogue requirements and create their own characters, scene, and what is needed between characters from scratch and then perform for the class.

__Advanced Alternative:__Students could be tasked with first writing down a memory of a time when they wanted something and then perform the scene as if their character wanted that same thing. (This would create interesting and potentially humorous conflict in the scenes, but is certainly a challenge meant for students who are comfortable with performance.)

**An example:** Character "A" plays the scene as if he were 5 years old trying to get his parents to buy him a toy and Character "B" plays the scene as if she were a college student trying to persuade her teacher to increase her grade. They would only indicate their characters through subtext. The actual text they said out loud needs to be relatively generic.

After doing subtext activities, to get students familiar with the concept of reading between the lines, take a look at the text, "Hills Like White Elephants". Ernest Hemingway allows for a lot of subtext in his story.
 * Using what you know about subtext, what do you think is being said between the lines?
 * Instruct students to read the story silently to themselves, they should write briefly on what they think the characters are really saying.
 * After reading the story the first time, instruct students to re-read the story and circle the context clues that support their characters' subtext notes.
 * Place students into groups of 2-3 and have them discuss their thoughts with their peers. They will discuss their notes and their questions about the story.
 * Have students move towards determining how the story might look if staged as a play - remind them to apply the concepts from the subtext activities they just did.
 * Ask for volunteers to share their interpretations with the class.
 * Perhaps show the videos at this point to aid in discussing how the story lends itself easily to multiple interpretations.


 * __Some more information on subtext - useful websites - food for thought - etc:__**

"Say What?" - Subtexting - an article about using subtext effectively in writing.

[|subtext exercise]

Another subtext exercise, though I wouldn't use this site as it is with students, but use it as a springboard to create an activity along similar lines.

An amusing post listing "translations" to common phrases uttered by people in relationships: How to Read Between the Lines.


 * __A few humorous cartoons making commentary on the use of subtext:__**
 * Cartoons could be used at the beginning of class to engage the students about the concept of "subtext". Analytical discussion is a great way to warm up the students into a new concept. Once students have an understanding about "subtext", the teacher can begin with the definition at the top of the page and continue through the lesson plan on this page. Many cartoons are supplied below to introduce subtext to students.