How to Write a Combat Training Scene SHARE THIS SITE WITH YOUR FELLOW WRITERS! Part One Decide whether the character(s) is already in the training or is about to go to the combat training. »A. What are the beginning emotions for this scene. Then compare it to the ending emotions. I. What does the character bring? 3 days worth of plain white undies, socks, t shirts, shirts, extra pair of pants, toothbrush, deodorant, $100, coat, pen, paper, envelopes, stamps. Does the character say goodbye to their loved ones? Is the character so nervous they are about to pass out? How about calm because the training is with a fellow friend. Tough times don’t last. Tough people do. Training only lasts 4-9 weeks. But it will be rough. Not only physically, but mentally. The worst part is missing family and friends and being able to be lazy. II. What does the place look like when the character arrives? Describe the obstacle course, the place where the loo is, the cafeteria. Describe the area of rest and how the character may or may not miss home already. Example 1: (Coming Soon). »B. Leaving the Old for the New Combat Life. Note: Combat is used- To protect soldiers against threats without using firearms To provide a non-lethal response to situations on the battlefield To provide the necessary aggression to meet the enemy with warrior instinct. I. What is different for the character now that they are in training? Do they resort to old habits or throw them away to prevent from getting in trouble. Ex: eating candy, obsessive texter, someone who talks back. These qualities are prohibited in the training. (Most training at least). The cell phone would be thrown out, the person who talks back would have to do 100 pushups and the candy either has to be hidden or eaten a.s.a.p. Give you character a habit that they must learn to overcome while in training. If not, give their friend a habit that may get both the characters into trouble. A few other habits or qualities would be: asthma which can slow a runner down. Maybe the friend holds back the main character from completing the 5k run in time. Or swearing. Just by association, the sergeant may make the friend and main character scub the floors with sponges because of the constant swearing. Uncontrollable twitches or gestures can be taken the wrong way. It could start fights if other soldiers are offended. You decide. II. The food during combat training isn’t always… ideal. Nor is the living arrangement or the people one has to be around 24/7. In the early stages of the scene, clearly lay out any difficulties the character has to adjusting. This way, towards the middle of the scene or even the end, you will be able to show that without having to go in great detail. For example: the main character is not happy with being around a fellow soldier. Talk about their arguments and interactions. Later on in the scene you can describe how that rival soldier threw the main character’s clothes into the toilet or when they are in practice combat the rival soldier does a move “against the rules” to try and injure the main character. Example 2: (Coming Soon). »C.Emotions Running Haywire! I. Your character is most likely human. Humans have needs…. do you see where I’m going with this? We need to vent, love, breath, etc. Allow everything that is going on around your character to show not only through them but through their environment/surroundings. For example: the main character initially always made up their bed during the first three weeks. But let’s say the rival soldier, the bad food, and missing home has taken a toll on the soldier. Of course you can show the character moping or not wanting to talk to anyone, even yelling. But also show how they are probably not making their bed up on time and might get in trouble for that. They may not be as cordial to their fellow soldiers anymore such as purposely locking them out of the cabin. Maybe they become more messy or their attitude changes those around them as well. Like a ripple effect. Show this over the course of the scene if that is your main direction. II. Take a few moments to write about the character writing to their loved ones. Soldiers need that to pretty much remain sane. Then show what keeps them motivated. Did their mom send them grandpa’s old army badge? Did their significant other write a compelling letter stating “You better not give up; you’ve come way too far!” Describe what is keeping the character motivated. The reader needs to know that the character can be broken but will not be. Give them reasons. Training can be very stressful both physically and mentally and letters from loved ones can give the soldier that break he needs. Soldiers cherish these letters, and although the have to do push ups for them, they think it’s worth it. Its basically the only contact they have with their loved ones. III. What type of gossip and/or romance is going on? It may be forbidden given the circumstances but how does the character maintain secrecy. If at all. What if their romance is caught? Is there a punishment? Also, sometimes soldiers get bored. And with no technology around this leads to gossip. Gossip among the soldiers is a great way to reveal important story information and so on. Maybe one of the gossip topics is: “Billy got Jessica pregnant! Jessica is being sent home and Billy has to do 500 push-ups with a 5lb pack of rice on his back.” Example 3: (Coming Soon). ** Part Two Now for the actual combat in detail. You can always move this up a little if you want, however establishing a connection with the character, fellow soldiers, and the environment will make the combat training more emotionally intense for the reader. »A. What does the drill Sergeant Make Them Do? Note: The soldiers go through phrases. IN the united states– red phrase, white and blue before graduation. I. Drills were designed to rapidly teach core concepts. The first drill teaches several techniques like escaping blows, maintaining and escaping the mount, maintaining and passing the guard, assuming and maintaining side control. To maximize training benefits the drill can be done repeatedly with varying levels of resistance. Subsequent courses adds throws and takedowns from wrestling and Judo, striking skills from boxing and Muay Thai, weapons fighting from Eskrima and the western martial arts. Mount: one combatant sits on the other combatants torso with the face pointing towards the opponent’s head Drill One is as follows: Student A starts in the mount on student B B escapes from the mount by trapping one of A’s arms and rolling him to his back A holds B in his guard B passes A’s guard to side control B achieves the mount B is now in the same position that A was in the beginning of the drill The drill is repeated, with the roles reversed II. How is the drill sergeant responding to his soldiers as a whole during the training, especially the main character? What does he make them do and does he constantly point out flaws about the main character? Like have inspections where the sergeant will bust a soldiers’ chops over one little speck of dust, or one little thread out of place on his uniform. III. Be specific, even if it’s brief, about a combat or obstacle course the main character does. Be sure to get in their head. A few combat moves that are popular: Choke-holds– The most beneficial category of submission technique. Soldiers are taught several different chokes and how a properly applied choke feels so that they know the difference between a choke that they must break or submit to immediately and one that they can safely ignore if they have an opening for a submission hold of their own. Joint locks– are not the preferred method for attacking an enemy, because they do not completely disable the enemy. However, they do inflict large amounts of pain and can secure compliance from the enemy. IV. Does the character or anyone else do anything significant during the actually training? How does that affect the overall group if at all? And what happens directly after the training? Is there a round two? Does someone faint or die from exhaustion? Is the group all of a sudden called out to war (think Mulan Movie)? Does the group sing which builds a great bond: They say that in the Army The Chow is mighty fine A biscuit rolled off the table And killed a friend of mine They say that in the Army The Coffee’s mighty fine It looks like muddy water And tastes like turpentine. They say that in the Army The chickens mighty fine. One jumped up on the table And started marking time…. You decide. Example 4: (Coming Soon). ** Part Three This is the time to describe how the character is changing for better or worse. Most likely better. »A. Compare the emotions from the beginning to now. I. From part one to part three a course of several weeks could have already happened and the final training is almost complete. But only if you want. If the entire book is about the training then you can still compare the emotions mid-way. Has the character grown up if they were a young lad that left their mother’s home? Is he more of a man in terms of muscles, maturity and such? Has the character become patient or more respectful? What has changed for the better? The soldiers will exercise and run until they are exhausted, but that only makes them stronger and be able to run farther. They will do endless rifle drills, but that makes them quicker and sharper. All of the skills they learn will not only help the main character to be the best soldier they can be, it will help them to be a better person and give them skills that he/she will have for the rest of his/her life. II. When there is good there is usually some type of bad. With that said, how has the character changed for the worse? Are they less talkative, less emotional in terms or feeling anything at all, less passionate, hyper aware, overly-sensitive, PTSD from close calls of guns being fired over his head during training, etc? Did he just lose a girlfriend through a letter? Has his father or mother past away and he is notified right before graduation? Is he not graduating at all? Has he accidentally killed or injure someone during combat? Did he get dismissed? There is endless options. Be sure to balance it out with the good. Ex: The character has become more of a man since leaving his mother’s home and is about to graduate. But when he sends out the letter to invite his mother to his graduation, the Sergeant calls him into the office to tell him she past away. Heart broken and depressed, the soldier volunteers to go into a dangerous war with minimum experience, and because he can’t stop thinking about his mother passing away, he’s reckless and gets killed. Or it can be the opposite! The main character was at the brink of quitting when he receives a letter from his father that his mother past away. And now, instead of quitting, he continues the training because he wanted to make his deceased mother proud. He ends up becoming one of the greatest Sergeants ever. III. How has the people around the character changed because of their actions, whether good or bad? Has someone who was suicidal now at the top of the training because of the main character’s encouragement? Did the main character prevent two people from making a major mistake that would cost them big time? How is the character rewarded by his/her actions? Do they become popular as a direct result? Does the Sergeant recommend them to a higher rank? Were they the underdog and now superior? Did that rival soldier from the beginning come up to the character and say “Sorry, man. I was wrong. Didn’t think you had it in ya.”? Show the interactions with the environment as well. If the character stopped making up his bed does he start it up again all of a sudden? Does the character, who may have never written a letter, start to write to his loved ones? Example 6: (Coming Soon). ** Part Four Now for graduation and leaving the training field. »A. When all is said and done, the soldiers must leave. Do they call if quits after that or continue on with their army journey? I. What traditions do they have during graduation? Maybe there is a march done, a drill, or a chant? How about the top students are awarded with honors and badges. II. Describe the character packing away their things and saying goodbye to the trainee life. Emphasis their thoughts for this part. What exactly is going through their head. Are they too tough to cry now? What does the character feel like they are leaving behind? If anything at all. III. Pranks have to be pulled. It’s human nature. As long as they don’t get caught. Think of senior year pranks in high school. Is your main character a part of it or does he/she advise against it? Does this prank end up making the entire trainee group do a last minute drill? IV. Lastly, does the character leave in a pack or alone? Where do they go afterwards? Back home? With their new army girlfriend/boyfriend? Example 7: (No Example Added- but you can add one for your scene). ** !You might have to scroll down the textbox with your mouse! 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