If you’ve ever thought, “I don’t know what happens next,” you’re not alone—and you’re not broken. In this quick teacher–student conversation, you’ll learn a simple “bridge sentence” to generate the next scene in seconds, plus a 10-minute rescue plan (Goal → Obstacle → Outcome) to get your draft moving again—without outlining your whole story
Teacher
Okay, tell me where you’re stuck.
Student
I started strong… and now I hit a wall. Like page 6. I keep rereading the beginning hoping the next scene will just appear.
Teacher
Classic “I don’t know what happens next.” Here’s the sneaky part: you’re trying to discover the story and draft it cleanly at the same time.
Student
…That’s bad?
Teacher
It’s two jobs at once. Discovery is messy. Drafting clean is fussy. When you combine them, you stall.
Student
So what do I do? Outline the whole thing?
Teacher
Nope. Not the whole outline. You only need a bridge.
Student
A bridge?
Teacher
A single ugly sentence that gets you from “here” to “next.”
Student
But I don’t know what “next” is.
Teacher
Then don’t ask “What’s the perfect next scene?” Ask three smaller questions.
Student
Okay…
Teacher
One: What is the next change?
Student
Like… what shifts?
Teacher
Exactly. Two: What does the character want right now, in this moment?
Student
A short-term want. Not their life dream.
Teacher
Yes. Three: What goes wrong in the next five minutes of story time?
Student
Five minutes. That makes it… manageable.
Teacher
Great. Now plug it into this sentence.
Student
What sentence?
Teacher
“So they go to ___ to get ___, but ___ happens.”
Student
That’s it?
Teacher
That’s it. Ugly is allowed. Useful is the goal.
Student
Uh… “So they go to the library to get the old map, but the librarian recognizes them.”
Teacher
Perfect. You have motion. You have trouble. You have a scene.
Student
But what if that’s not the best choice?
Teacher
You don’t need the best choice. You need a choice. Now we do a 10-minute rescue plan.
Student
I’m listening.
Teacher
Set a timer for 10 minutes. First step: write three possible “next wrong things” that could happen.
Student
Wrong things… not right things.
Teacher
Yes. Complications.
Student
Okay: (1) The librarian recognizes them. (2) The map is missing. (3) Someone else is already asking for it.
Teacher
Nice. Step two: pick the one that creates the biggest complication.
Student
Biggest complication… not biggest explosion.
Teacher
Exactly. Which one tangles the character’s goal the most?
Student
The recognition. Because now there are consequences.
Teacher
Great pick. Step three: draft the scene as a sketch: Goal → Obstacle → Outcome.
Student
Only three parts?
Teacher
Only three. Three paragraphs is enough.
Student
Goal: get the map. Obstacle: librarian recognizes them and won’t hand it over. Outcome: they have to lie, bargain, or bolt.
Teacher
You can write that scene right now.
Student
But what if the prose is bad?
Teacher
It will be. And that’s fine. You’re discovering. Clean comes later.
Student
Okay. So… goal, obstacle, outcome. Three paragraphs. Timer.
Teacher
And remember the rule: if you can name the goal, you can write the scene.
Student
I can name the goal.
Teacher
Then you can write the scene.
Student
…I’m going to go do it.
Teacher
Go build your bridge.
