Creative Nonfiction: Taking Chance
an HBO film
Introduction
In April 2004, Lieutenant Colonel Michael Strobl, USMC, came across the name of 19-year-old Lance Corporal Chance Phelps, a young Marine who had been killed by hostile fire in Al Anbar Province, Iraq. Strobl, a Desert Storm veteran with 17 years of military service, requested that he be assigned for military escort duty to accompany Chance's remains to his family in Dubois, Wyo.
Witnessing the spontaneous outpouring of support and respect for the fallen Marine - from the groundskeepers he passed along the road to the cargo handlers at the airport - Strobl was moved to capture the experience in his personal journal, writing “Taking Chance.”
Witnessing the spontaneous outpouring of support and respect for the fallen Marine - from the groundskeepers he passed along the road to the cargo handlers at the airport - Strobl was moved to capture the experience in his personal journal, writing “Taking Chance.”
Step 1: The Original Report
Strobl’s journal writing is strictly factual. He is reporting the details of his duty, the ‘cargo,’ the people involved, the travel, and the overall experience. Filmmakers used this document as the basis for their film – 95% of the film is absolutely factual, other elements have been added to tell the story in a compelling way. Read Strobl’s journal writing, and use your critical eye to pull extracts that answer the following questions.
(a) What are the details of an official military escort? Record ALL the things you can find that describe what it is, what it looks like, what it entails – from beginning to end. List at least 7-10 details from throughout the document.
(b) How would you describe Strobl’s frame of mind before, during, and after the experience? List at least 7-10 details from the text that prove your opinion.
(c) Your goal in this part is to pick out the small details that are separate from the full facts that a filmmaker would want to dramatize more fully on the screen. The full facts of the story are clear -- military escort from Dover to Dubois, the two airports, the ceremony, the reception, and the return -- but what other details need to be enlarged in order to personalize the characters, reveal internal feelings, or emphasize something minute but important? Find those and write a list of 10-15 of them from throughout the document. (i.e. Chance’s St Christopher medal was still around his neck.) This is how the story moves from nonfiction to Creative Nonfiction.
(a) What are the details of an official military escort? Record ALL the things you can find that describe what it is, what it looks like, what it entails – from beginning to end. List at least 7-10 details from throughout the document.
(b) How would you describe Strobl’s frame of mind before, during, and after the experience? List at least 7-10 details from the text that prove your opinion.
(c) Your goal in this part is to pick out the small details that are separate from the full facts that a filmmaker would want to dramatize more fully on the screen. The full facts of the story are clear -- military escort from Dover to Dubois, the two airports, the ceremony, the reception, and the return -- but what other details need to be enlarged in order to personalize the characters, reveal internal feelings, or emphasize something minute but important? Find those and write a list of 10-15 of them from throughout the document. (i.e. Chance’s St Christopher medal was still around his neck.) This is how the story moves from nonfiction to Creative Nonfiction.
Step 2: Chance Phelps and the Military
Now, you need more facts, some context to understand the military terms, images, and procedures in the film. Start with the young Marine, Chance Phelps. Your goal is to learn and record the following:
(a) Define the difference between a platoon, a battery, battalions, a regiment, and a division as each of these are essential in understanding who Phelps was, where he was, and what he did. Every troop will carry such a description with varying functions.
(b) Explain the medals Phelps’ received. There are several bars represented with different design and color. Use the various links to define each medal.
(c) See the Video Tribute to Chance Phelps on the Foundation website. The first four minutes review the film, so enjoy the last two minutes as you record new and personal information you discover from the memorabilia his family shared with the filmmakers.
Step 3: Understanding Lt. Col. Michael Strobl
Next up is Strobl . Watch "Exclusive: Kevin Bacon and Lt. Col. Strobl." Your goal is to learn about why Strobl wrote the journal entry that eventually became the film. Record information about the following:
(a) It is unusual for such a high-ranking officer to volunteer for military escort duty. Why did he do it?
(b) Why did Strobl end up writing about his experience in a journal? Write down the various things Strobl explains about his experience.
(c) Strobl asks Kevin Bacon a few questions, as well. Record at least 3 things you learn from Strobl’s questions.
(d) Write some closing statements to this interview – your own response or ideas or any significant closing words from the video clip.
Step 4: From Journal to Film
View this last video clips from the film’s official website.
"Taking Chance Greenlit"
(a) Write 3-5 sentences clearly explaining what the TRUE story is that will be told in the film.
(b) In addition to what you just wrote, record 3 small detail things you can already tell are being more fully dramatized for the film. Comment on if they match any of the things you picked out in Step 1.C.
Step 5: Analysis
Now that you've watched the film, combine all of your information: your work from steps 1-3, your notes on CNF, and your recall from the film. Use each of them to thoughtfully and thoroughly respond to the following questions.
(a) Name 3 significant events or characters that are in the original document but have been more fully dramatized on the screen. Explain the difference in how it appears in the text versus how it appears in the film. What effect does it create? Does it change the meaning or shift the focus? Is it helpful, informative, too sentimental or sensationalized, or does it create some other effect?
(b) Identify any elements from the original text that were left out of the film. Why do you think they are left out? Did it change the experience of the film for you?
(c) Identify any elements that are in the film but not in the original document. How does this effect your experience with the film and the story? Do these additions or modifications change the meaning of the film? Do they make the filmmakers unreliable? Does it turn the story of "Taking Chance" into fiction? Explain your responses.
(a) Name 3 significant events or characters that are in the original document but have been more fully dramatized on the screen. Explain the difference in how it appears in the text versus how it appears in the film. What effect does it create? Does it change the meaning or shift the focus? Is it helpful, informative, too sentimental or sensationalized, or does it create some other effect?
(b) Identify any elements from the original text that were left out of the film. Why do you think they are left out? Did it change the experience of the film for you?
(c) Identify any elements that are in the film but not in the original document. How does this effect your experience with the film and the story? Do these additions or modifications change the meaning of the film? Do they make the filmmakers unreliable? Does it turn the story of "Taking Chance" into fiction? Explain your responses.