Writing the Case Study
Authors usually begin writing case studies by deciding on the case study plot and then jotting down settings, characters, and events in very broad and general terms.  Then, using lesson objectives, the authors begin describing settings, characters, and events within each storyline and with enough detail so readers can connect specific storylines to lesson objectives.

Storyboarding
Authors use storyboarding to develop well-written case studies.  This is the process of visual thinking and planning that allows a group of people to brainstorm together, placing their ideas on storyboards and then arranging the storyboards on the wall.  This fosters more ideas and generates consensus inside the group.
One advantage of using storyboards is that it allows users to experiment with changes in the storyline to evoke stronger reaction or interest.  Another advantage of storyboards is they allow users to ensure events are in sequence or, to place certain events out of sequence to stimulate discussion.  
One of the most effective methods of storyboarding is to develop lesson-specific settings, or characters, or events (or all three) for each lesson principle that must be included in the case study. 

Lesson-Specific Settings, Characters, or Events
The goal here is to draft rough descriptions of settings, characters, or events that readers can clearly connect to a specific lesson principle.  Authors may use only a few words or phrases to describe elements of lesson principles or they may provide detailed information.  The amount of detail depends on what the authors are trying to accomplish at that particular location in the storyline.  In later steps, these descriptions are refined as the authors determine their final positions in the case study.

Note: Even the best authors find it difficult to write material that does not apply to other lesson principles.  Learners often make connections between material and lesson principles that the authors never intended.  However, as long as facilitators know the authors' intent ahead of time, they can ensure learners make the correct connection and any additional connection by learners is bonus learning.

After creating settings, characters, or events for each lesson, it is time to storyboard them.  This involves printing an abstract of each item on a 5 x 7 card and printing the lesson name in bold at the top of the card.  Next, post each card on a whiteboard, bulletin board, or blank wall so lesson clusters can be determined and the real writing can begin.

Lesson Clusters
Lesson principles often interrelate and influence, positively or negatively, the outcome of events and courses of action.  Therefore, it is good practice to identify connections among lesson principles and then use them to support each other within a storyline.  For example, people experiencing organizational and extra-organizational stress may also be having trouble managing their time well or interacting with other people.  By clustering stress, time-management, and leader influence, authors can write a storyline that makes sense and helps learners better understand lesson principles as an integrated whole rather than stand alone lessons.

Case Study - Beginning to End
Up to this point, authors have been drafting settings, characters, or events and developing draft storylines.  However, with every lesson principle represented and lesson clusters determined, it is time to get down to the business of writing the actual case study.

The plot and individual storylines should be obvious albeit still in draft form.  Now, authors begin filling in gaps in the information such as openings, transitions, times, dates, proper names, acronyms, and so forth. 

The goal is to write a narrative that is easy to read, flows logically from start to finish and people enjoy reading.  Put another way, having knowledge of lesson principles should not be necessary in order to understand the case study.