Bullies, Bastards & Bitches: How to Write the Bad Guys of by Jessica Morrell

By Jessica Morrell

Get to understand Your Character's Sinister Side

A actually memorable antagonist isn't a one-dimensional great villain bent on international domination for no specific cause. practical, credible undesirable men create crucial tale problems, customize clash, upload immediacy to a narrative line, and strength the protagonist to evolve.

From mischief-makers to villains to arch nemeses, "Bullies, Bastards & Bitches" indicates you the way to create nuanced undesirable men who're essential to the tales within which they seem. via exact guideline and examples from modern bestsellers and vintage page-turners, writer Jessica web page Morrell additionally indicates you the way to:

Understand the sophisticated yet key ameliorations among unlikeable protagonists, anti-heroes, darkish heroes, and undesirable boys
Supply even your darkest sociopath with a sympathetic characteristic that might have interaction readers
Set the degree for an unforgettable standoff among your hero and your villain
Choose the fitting form of lady villain–femme fatale, mommy dearest, avenger, etc.–for your tale

"Bullies, Bastards & Bitches" is your all-encompassing bad-guy compendium to tapping into any character's darkish part.

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Additional info for Bullies, Bastards & Bitches: How to Write the Bad Guys of Fiction

Sample text

Research suggests that learners are not very different in their judgements from their teachers, and are certainly not, as originally assumed, any less harsh on themselves. 10 Oskarsson on self-assessment It is not uncommon to find that adult learners, especially middle-aged and older, underestimate their achievement. (1978: 29) In introducing his ‘Concrete Suggestions’ chapter, Oskarsson notes on behalf of the Modern Languages Project ‘our concern for the learner’s possibilities of assuming more responsibility for the structuring and evaluation of his [sic] own learning’ (1978: 13).

2005: 83) Assessment and the Learner 21 Faced directly with implementing the global institutional demand (often directly from government) for the standardised application of universal standards, it is only natural if language education professionals embrace a view of the learner that is compatible with such demands, but wholly antithetical to our Propositions. If this were the whole story, it would indeed be a very depressing one. We might even conclude that making room for our Propositions in language pedagogy would mean abandoning standards altogether.

2005: 83) Assessment and the Learner 21 Faced directly with implementing the global institutional demand (often directly from government) for the standardised application of universal standards, it is only natural if language education professionals embrace a view of the learner that is compatible with such demands, but wholly antithetical to our Propositions. If this were the whole story, it would indeed be a very depressing one. We might even conclude that making room for our Propositions in language pedagogy would mean abandoning standards altogether.

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