Monday, December 12
Share Journal #1 Writing
Read “The Chase” (handout)
For discussion:
- Which details convince you this really happened?
- What makes her happy with getting in trouble, and the chaser heroic?
- Whom do you think she is writing for?
- What message do you think Dillard is trying to convey?
In-class Journal Prompt #2:
This essay covers the classic conflict that arises because of the acts of children and the response of an adult. Brainstorm a few times in your own life that fit this description. Select one to write about in a 1-2 page narrative. Be prepared to share with the class.
HW: Complete today’s journal entry if necessary
Wednesday, December 14
Read “Conversations With My Father” (handout)
- respond and discuss
Journal #3: Autobiographical Narrative assignment
- brainstorm interview subject
- generate possible interview questions
- share examples of sample interview and biographical essay
HW: Interview a family member or family friend (an adult) about a real event from his or her life. Then write a creative nonfiction narrative that documents their experience OR that documents your conversation with them about that experience. Be sure to include all the elements of fiction, as we’ve discussed.
Part One: Write up the interview questions and responses.
Part Two: Write the 1½ - 2 page account.
Have a safe and relaxing Winter Break!
Saturday, December 10, 2011
Saturday, December 3, 2011
Weekly Agenda: December 5-9
Tuesday, December 6
First Drafts DUE
Peer Review and Optional Teacher Conferencing
HW: Complete final draft for Thursday
Thursday, December 8
Final Drafts DUE
Introduction to Creative Nonfiction (slide show w/ slide notes)
- forms
- purposes & possibilities
- examples
Today’s focus: Literary Memoir
- Read “Snapshot of a Dog” (handout). Explain:
- What does this short example of literary memoir reveal about the dog, and what does it reveal about the writer?
- What elements of fiction are found here? How are they used?
- Why do you believe James Thurber chose to write this essay?
Journal: We have all likely lost someone or something (whether a pet, family member, friend, etc.). Write your own brief (1-2page) creative nonfiction piece based on Thurber’s title, completing it with your own subject: “Snapshot of a….” (Be prepared to share with others)
HW: Complete journal, if necessary.
First Drafts DUE
Peer Review and Optional Teacher Conferencing
HW: Complete final draft for Thursday
Thursday, December 8
Final Drafts DUE
Introduction to Creative Nonfiction (slide show w/ slide notes)
- forms
- purposes & possibilities
- examples
Today’s focus: Literary Memoir
- Read “Snapshot of a Dog” (handout). Explain:
- What does this short example of literary memoir reveal about the dog, and what does it reveal about the writer?
- What elements of fiction are found here? How are they used?
- Why do you believe James Thurber chose to write this essay?
Journal: We have all likely lost someone or something (whether a pet, family member, friend, etc.). Write your own brief (1-2page) creative nonfiction piece based on Thurber’s title, completing it with your own subject: “Snapshot of a….” (Be prepared to share with others)
HW: Complete journal, if necessary.
Saturday, November 26, 2011
November 28 - December 1
Tuesday, November 29
Genre Sign-Up
Oregon Shakespeare Festival: Workshop or Performance, depending on section
HW: Complete synopsis
Thursday, December 1
Synopsis DUE
Oregon Shakespeare Festival: Workshop or Performance, depending on section
HW: Complete Genre Fiction Story First Draft. DUE NEXT CLASS FOR WORKSHOP
Genre Sign-Up
Oregon Shakespeare Festival: Workshop or Performance, depending on section
HW: Complete synopsis
Thursday, December 1
Synopsis DUE
Oregon Shakespeare Festival: Workshop or Performance, depending on section
HW: Complete Genre Fiction Story First Draft. DUE NEXT CLASS FOR WORKSHOP
Saturday, November 19, 2011
Weekly Agenda: November 21-23
Monday, November 21
Trade journals with partner, share feedback (based on conventions of fantasy)
Volunteers share their writing
Last Fantasy Journal: Create an antagonist. First, create a character profile (it can even be illustrated!) Then, write a brief scene featuring the antagonist, imagining that it is the first scene in a larger fantasy work introducing the central antagonist. Be creative; build a worthy foe for a hero.
Introduction of Story Assignment #2 (requirements, rubric, peer review guide)
HW: Complete the journal prompt
Wednesday, November 23
Introduction to Mystery Writing Conventions – Focus: Cozy mysteries
Read “The Adventure of the Crooked Man” (handout)
- Discuss conventions
Plotting a mystery: Planning the end and planting the evidence
- outline evidence in “The Adventure of the Crooked Man”
Journal prompt: Creating an amateur detective: Person & Place
HW: Complete Journal Prompt → Journals due next class
Happy Thanksgiving!
Trade journals with partner, share feedback (based on conventions of fantasy)
Volunteers share their writing
Last Fantasy Journal: Create an antagonist. First, create a character profile (it can even be illustrated!) Then, write a brief scene featuring the antagonist, imagining that it is the first scene in a larger fantasy work introducing the central antagonist. Be creative; build a worthy foe for a hero.
Introduction of Story Assignment #2 (requirements, rubric, peer review guide)
HW: Complete the journal prompt
Wednesday, November 23
Introduction to Mystery Writing Conventions – Focus: Cozy mysteries
Read “The Adventure of the Crooked Man” (handout)
- Discuss conventions
Plotting a mystery: Planning the end and planting the evidence
- outline evidence in “The Adventure of the Crooked Man”
Journal prompt: Creating an amateur detective: Person & Place
HW: Complete Journal Prompt → Journals due next class
Happy Thanksgiving!
Sunday, November 13, 2011
Weekly Agenda: November 14-18
Tuesday, November 15
Partner Work:
Read and discuss excerpts from Italo Calvino’s Invisible Cities (handout)
- determine purpose and message for each vignette
- highlight use of conventions for each
- summarize setting & locate vivid and/or sensory description
Share/discuss
In-class Journal Prompt: We have discussed how protagonists can be drawn into a fantasy story’s quest in a number of ways – and not always willingly. Write only the beginning scene of a potentially much larger fantasy story, introducing the protagonist, the quest, and how he/she is drawn into the journey. The hero can be daring, reluctant, antiheroic, or something else entirely. Focuses for this prompt should be on characterization and world-building.
HW:
1st Period: Read “The Dome” (handout). Write a ½ page discussing fantasy conventions used, whether obvious or subtle. What in this story seems fantastic (in other words, stretches or defies believability, and asks us to suspend our disbelief)? What moral or message does the writer seem to be getting at through the spin on our world that he creates?
2nd Period: Finish prompt.
Thursday, November 17
Discuss homework reading and story conventions
Read and discuss prologue from Sabriel (handout)
- plot, characters and setting – how does the writer hint at bigger things?
- fantasy conventions?
- emerging themes or ideas?
Journal Prompt: As we have seen, fantasy hinges on creating settings (or entire worlds) that are different than our own or that include elements that could not possibly exist in our own reality. These worlds can defy our laws and scientific explanations through the use of magic and mysticism. The worlds can be whimsical, serious, or downright dark. Using the conventions we’ve discussed, build a fantasy setting that you might want to use for the unit fiction project. Remember to include vivid and specific details, and choose those details wisely so that, like Nix, you are able to hint at a deeper world through a relatively short description.
HW: Complete journal assignment for Monday, 11/21
Partner Work:
Read and discuss excerpts from Italo Calvino’s Invisible Cities (handout)
- determine purpose and message for each vignette
- highlight use of conventions for each
- summarize setting & locate vivid and/or sensory description
Share/discuss
In-class Journal Prompt: We have discussed how protagonists can be drawn into a fantasy story’s quest in a number of ways – and not always willingly. Write only the beginning scene of a potentially much larger fantasy story, introducing the protagonist, the quest, and how he/she is drawn into the journey. The hero can be daring, reluctant, antiheroic, or something else entirely. Focuses for this prompt should be on characterization and world-building.
HW:
1st Period: Read “The Dome” (handout). Write a ½ page discussing fantasy conventions used, whether obvious or subtle. What in this story seems fantastic (in other words, stretches or defies believability, and asks us to suspend our disbelief)? What moral or message does the writer seem to be getting at through the spin on our world that he creates?
2nd Period: Finish prompt.
Thursday, November 17
Discuss homework reading and story conventions
Read and discuss prologue from Sabriel (handout)
- plot, characters and setting – how does the writer hint at bigger things?
- fantasy conventions?
- emerging themes or ideas?
Journal Prompt: As we have seen, fantasy hinges on creating settings (or entire worlds) that are different than our own or that include elements that could not possibly exist in our own reality. These worlds can defy our laws and scientific explanations through the use of magic and mysticism. The worlds can be whimsical, serious, or downright dark. Using the conventions we’ve discussed, build a fantasy setting that you might want to use for the unit fiction project. Remember to include vivid and specific details, and choose those details wisely so that, like Nix, you are able to hint at a deeper world through a relatively short description.
HW: Complete journal assignment for Monday, 11/21
Sunday, November 6, 2011
Weekly Agenda: November 7-9
Monday, November 7
Discuss homework reading and story conventions
Read and discuss “The Nine Billion Names of God” and “There Will Be Soft Rains”
- plot, characters and setting?
- science fiction conventions?
- purpose, theme or message?
HW:
Journal Prompt: In all the examples of science fiction we have read, the course of human (and sometimes the universe’s) history is shifted because people have somehow tampered with science or technology. Brainstorm types of technology or forms of science that strike you as potentially destructive if abused. Then select one from your list and cluster out some ideas until you have a rough idea of a plot. Finally, write a 1 or 2 page scene (NOT whole story) that depicts the moment a) right before something goes terribly and irrevocably wrong; b) the moment when the characters or human race realize something has just gone disastrously wrong; or c) long after the turning point in human history, from the point of view of whoever or whatever remains. Complete by Wednesday, 11/9.
Wednesday, November 9
Volunteers share journals
Introduction to Conventions of Fantasy & Speculative Fiction
Partner Work:
Read and discuss excerpts from Italo Calvino’s Invisible Cities (handout)
- determine purpose and message for each vignette
- highlight use of conventions for each
- summarize setting & locate vivid and/or sensory description
Share/discuss
HW: Read “The Dome” (handout). Write a ½ page journal entry discussing fantasy conventions used, whether obvious or subtle. What in this story seems fantastic (in other words, stretches or defies believability, and asks us to suspend our disbelief)? What moral or message does the writer seem to be getting at through the spin on our world that he creates?
Discuss homework reading and story conventions
Read and discuss “The Nine Billion Names of God” and “There Will Be Soft Rains”
- plot, characters and setting?
- science fiction conventions?
- purpose, theme or message?
HW:
Journal Prompt: In all the examples of science fiction we have read, the course of human (and sometimes the universe’s) history is shifted because people have somehow tampered with science or technology. Brainstorm types of technology or forms of science that strike you as potentially destructive if abused. Then select one from your list and cluster out some ideas until you have a rough idea of a plot. Finally, write a 1 or 2 page scene (NOT whole story) that depicts the moment a) right before something goes terribly and irrevocably wrong; b) the moment when the characters or human race realize something has just gone disastrously wrong; or c) long after the turning point in human history, from the point of view of whoever or whatever remains. Complete by Wednesday, 11/9.
Wednesday, November 9
Volunteers share journals
Introduction to Conventions of Fantasy & Speculative Fiction
Partner Work:
Read and discuss excerpts from Italo Calvino’s Invisible Cities (handout)
- determine purpose and message for each vignette
- highlight use of conventions for each
- summarize setting & locate vivid and/or sensory description
Share/discuss
HW: Read “The Dome” (handout). Write a ½ page journal entry discussing fantasy conventions used, whether obvious or subtle. What in this story seems fantastic (in other words, stretches or defies believability, and asks us to suspend our disbelief)? What moral or message does the writer seem to be getting at through the spin on our world that he creates?
Sunday, October 30, 2011
Weekly Agenda: October 31- November 4
Tuesday, November 1
In-class:
Share results of Friday’s in-class prompt
- trade with a partner
- volunteers share with the class
Writing dialogue (purposes and punctuation)
- Read PFN Roles of Dialogue, pp.
- Punctuation Practice
- Dialogue Practice: One-sided Conversation Activity (see example – handout)
- (Halloween) Journal prompt: A group of five friends have gathered with a medium to perform a séance. At least one of these friends has recently lost someone close to them. Unbeknownst to everyone, another friend is responsible for that person’s death. Write 2 pages of dialogue that provide characterization, advance the plot, and allow for description of setting and atmosphere.
HW: Complete journal
Thursday, November 3
In-class:
Introduction to Conventions of Science Fiction
Read and discuss “By the Waters of Babylon”
- purpose and message?
- use of conventions?
- setting & vivid, sensory description
HW: Read “There Will Be Soft Rains” and write a half page (in your journal) explaining how and where this story employs science fiction conventions.
In-class:
Share results of Friday’s in-class prompt
- trade with a partner
- volunteers share with the class
Writing dialogue (purposes and punctuation)
- Read PFN Roles of Dialogue, pp.
- Punctuation Practice
- Dialogue Practice: One-sided Conversation Activity (see example – handout)
- (Halloween) Journal prompt: A group of five friends have gathered with a medium to perform a séance. At least one of these friends has recently lost someone close to them. Unbeknownst to everyone, another friend is responsible for that person’s death. Write 2 pages of dialogue that provide characterization, advance the plot, and allow for description of setting and atmosphere.
HW: Complete journal
Thursday, November 3
In-class:
Introduction to Conventions of Science Fiction
Read and discuss “By the Waters of Babylon”
- purpose and message?
- use of conventions?
- setting & vivid, sensory description
HW: Read “There Will Be Soft Rains” and write a half page (in your journal) explaining how and where this story employs science fiction conventions.
Saturday, October 22, 2011
Weekly Agenda: October 25-28
Wednesday, October 26
Discuss “The Fall of the House of Usher” (handout) and homework responses
- outline plot
- discuss characterization
- identify key gothic horror conventions
- analyze diction ←→ mood and atmosphere
Journal Prompt:
In “The Fall of the House of Usher” we get an immediate introduction to the story’s setting, written to immediately inspire dread, fascination and fear in both the narrator and the reader. In your journal, imagine your own gothic setting. Then, drawing on aptly chosen description, diction and gothic detail, write a first-person account of a traveler’s arrival at the place. Try to create a sense of dread, fascination and fear.
HW: Read “The Monkey’s Paw” and underline/highlight and label all instances of Gothic horror conventions that you find (use your slide notes as a reference).
Friday, October 28
Discuss “The Monkey’s Paw”
- identify gothic horror conventions at work
- characterization
- mood and atmosphere ←→ diction
Journal prompt:
1. Read aloud the excerpt from “Colour Out of Space” (handout)
2. Many horror stories are told by supposed witnesses of the story’s events who have themselves lived to tell the tale (like in “The Fall of the House of Usher” and the excerpt from Lovecraft’s “The Colour Out of Space”). For the rest of this period, write the tale you imagine Ammi to have told the narrator, explaining the devastated heath near Arkham and the eerie atmosphere that remains. Remember, whatever tale he told convinces the narrator that he must never return to that part of the world.
3. Think about characters, setting, plot, atmosphere, and sensory details while writing.
4. Apply gothic horror conventions!
HW: None, unless you still need to finish today’s in-class writing
Discuss “The Fall of the House of Usher” (handout) and homework responses
- outline plot
- discuss characterization
- identify key gothic horror conventions
- analyze diction ←→ mood and atmosphere
Journal Prompt:
In “The Fall of the House of Usher” we get an immediate introduction to the story’s setting, written to immediately inspire dread, fascination and fear in both the narrator and the reader. In your journal, imagine your own gothic setting. Then, drawing on aptly chosen description, diction and gothic detail, write a first-person account of a traveler’s arrival at the place. Try to create a sense of dread, fascination and fear.
HW: Read “The Monkey’s Paw” and underline/highlight and label all instances of Gothic horror conventions that you find (use your slide notes as a reference).
Friday, October 28
Discuss “The Monkey’s Paw”
- identify gothic horror conventions at work
- characterization
- mood and atmosphere ←→ diction
Journal prompt:
1. Read aloud the excerpt from “Colour Out of Space” (handout)
2. Many horror stories are told by supposed witnesses of the story’s events who have themselves lived to tell the tale (like in “The Fall of the House of Usher” and the excerpt from Lovecraft’s “The Colour Out of Space”). For the rest of this period, write the tale you imagine Ammi to have told the narrator, explaining the devastated heath near Arkham and the eerie atmosphere that remains. Remember, whatever tale he told convinces the narrator that he must never return to that part of the world.
3. Think about characters, setting, plot, atmosphere, and sensory details while writing.
4. Apply gothic horror conventions!
HW: None, unless you still need to finish today’s in-class writing
Sunday, October 16, 2011
Weekly Agenda: October 17-20
Tuesday, October 18
Literary Fiction First Draft DUE
Peer Workshop:
- Trade stories with partners of your choice
- Complete draft feedback forms, then discuss
In-class revision time & optional teacher conferencing (for additional feedback and assistance with plot development)
HW: Complete typed final draft. DUE Thursday, 10/20
Thursday, October 20
Literary Fiction Story DUE
Introduction to genre fiction (see Powerpoint slide notes)
Overviews of:
- gothic/horror
- science fiction
- fantasy
- mystery
Elements of gothic/horror writing
Read “The Fall of the House of Usher” (handout)
-annotate gothic conventions wherever you find them
HW: Complete annotations and be ready to discuss/share
Literary Fiction First Draft DUE
Peer Workshop:
- Trade stories with partners of your choice
- Complete draft feedback forms, then discuss
In-class revision time & optional teacher conferencing (for additional feedback and assistance with plot development)
HW: Complete typed final draft. DUE Thursday, 10/20
Thursday, October 20
Literary Fiction Story DUE
Introduction to genre fiction (see Powerpoint slide notes)
Overviews of:
- gothic/horror
- science fiction
- fantasy
- mystery
Elements of gothic/horror writing
Read “The Fall of the House of Usher” (handout)
-annotate gothic conventions wherever you find them
HW: Complete annotations and be ready to discuss/share
Sunday, October 2, 2011
Weekly Agenda: October 4-7
Tuesday, October 4
Analyze setting passages (PFN pp. 90-92) – Partner Work with Element Questions
In-class Journal assignment: Write in response to PFN prompt #2, p. 93
Cinematic Listening Exercise: Setting (Turn in to basket!)
Story Settings DUE (Benchmark Deadline #1)
HW: Read PFN pp. 138-144 (Middles, Types of Plot, Questions to ask about plot)
Thursday, October 6
Read and discuss “Videotape”
- Selective use of description
- Answer post-reading questions to turn in (in packet)
Review guidelines for developing plot:
- Keep length in mind (1-page synopsis, 4-6 page story)
- Depth over breadth
- Dynamic character development over complex plot development
In-class work time: Begin plot synopsis for unit story
HW: Complete Literary Fiction Plot Synopsis (Benchmark Deadline #2 – Monday, 10/10)
Analyze setting passages (PFN pp. 90-92) – Partner Work with Element Questions
In-class Journal assignment: Write in response to PFN prompt #2, p. 93
Cinematic Listening Exercise: Setting (Turn in to basket!)
Story Settings DUE (Benchmark Deadline #1)
HW: Read PFN pp. 138-144 (Middles, Types of Plot, Questions to ask about plot)
Thursday, October 6
Read and discuss “Videotape”
- Selective use of description
- Answer post-reading questions to turn in (in packet)
Review guidelines for developing plot:
- Keep length in mind (1-page synopsis, 4-6 page story)
- Depth over breadth
- Dynamic character development over complex plot development
In-class work time: Begin plot synopsis for unit story
HW: Complete Literary Fiction Plot Synopsis (Benchmark Deadline #2 – Monday, 10/10)
Sunday, September 25, 2011
Weekly Agenda: September 26-29
Monday, September 26
Lecture: Plot
- basic plot structure
- 11 roles of plot according to Passion for Narrative reading
Read “The Use of Force” (fiction packet) with questions. Discuss:
- post-reading questions
- characterization
- conflict & plot → roles of plot in this story?
- symbolism/message/meaning
Scenes returned; groups share their partner work
HW: Read PFN pp. 138-144 (Middles, Types of Plot, Questions to ask about plot)
Wednesday, September 28
LATE START
Read PFN pp.79-89 (Roles of Setting, Time, Questions to ask about setting)
Analyze setting passages (PFN pp. 90-92) – Partner Work with Element Questions
In-class Journal assignment: Write in response to PFN prompt #2, p. 93
HW: None
Friday, September 30
NO SCHOOL
Lecture: Plot
- basic plot structure
- 11 roles of plot according to Passion for Narrative reading
Read “The Use of Force” (fiction packet) with questions. Discuss:
- post-reading questions
- characterization
- conflict & plot → roles of plot in this story?
- symbolism/message/meaning
Scenes returned; groups share their partner work
HW: Read PFN pp. 138-144 (Middles, Types of Plot, Questions to ask about plot)
Wednesday, September 28
LATE START
Read PFN pp.79-89 (Roles of Setting, Time, Questions to ask about setting)
Analyze setting passages (PFN pp. 90-92) – Partner Work with Element Questions
In-class Journal assignment: Write in response to PFN prompt #2, p. 93
HW: None
Friday, September 30
NO SCHOOL
Sunday, September 18, 2011
Weekly Agenda: September 19-23
Tuesday, September 20
Read “Miss Brill” (fiction packet)
- complete and discuss post-reading questions
- identify direct and indirect characterization that build those traits
Demonstrations: Creating a character
Traits → Character background information
Background information → Character traits
Select a partner:
- Share the traits of each character
- Discuss how traits and dossiers will inform characters’ actions and
dialogue
- Using your characters from the weekend, write an extended conflict
between those two characters, incorporating narration, description,
and dialogue. Using whatever point of view you choose. Stay true to
your respective characters; have them act as they would based on
who you’ve developed them to be. This should be two pages. We’ll
finish next class.
HW: None
Thursday, September 22
Lecture: Conflict in Literature
- types
- examples
Read “The Use of Force” (fiction packet). Discuss:
- post-reading questions
- characterization
- conflict
- symbolism/message/meaning
Finish partner scenes → Volunteers share → turn in
HW: Read Passion for Narrative pp. 125-138. Takes notes on the 11 Roles of Plot.
Read “Miss Brill” (fiction packet)
- complete and discuss post-reading questions
- identify direct and indirect characterization that build those traits
Demonstrations: Creating a character
Traits → Character background information
Background information → Character traits
Select a partner:
- Share the traits of each character
- Discuss how traits and dossiers will inform characters’ actions and
dialogue
- Using your characters from the weekend, write an extended conflict
between those two characters, incorporating narration, description,
and dialogue. Using whatever point of view you choose. Stay true to
your respective characters; have them act as they would based on
who you’ve developed them to be. This should be two pages. We’ll
finish next class.
HW: None
Thursday, September 22
Lecture: Conflict in Literature
- types
- examples
Read “The Use of Force” (fiction packet). Discuss:
- post-reading questions
- characterization
- conflict
- symbolism/message/meaning
Finish partner scenes → Volunteers share → turn in
HW: Read Passion for Narrative pp. 125-138. Takes notes on the 11 Roles of Plot.
Thursday, August 18, 2011
Chapter One...
Hello, and welcome to Creative Writing! I'm Mrs. Case, and as an avid reader and writer, I am excited and honored to be teaching this class this year. This is going to be a busy year, full of writing, but also reading. We will cover just about everything, from fiction and poetry to creative nonfiction and drama. During each unit, we will be creating our own work, but also taking a tip or two from the pros -- in other words, in addition to reading and discussing our own writing, we will read work from well-known and talented authors, poets, and dramatists. I am confident that whether you are new to creative writing or an aspiring Nobel laureate, you will gain valuable techniques, skills, and feedback this year.
Over the course of the year, I hope that this blog serves as a useful resource by allowing you to:
- keep updated on daily assignments and important upcoming class deadlines
- link to extra, interesting articles, stories, and images related to the units we study
- post comments, ask questions, or share your thoughts
- get in touch with me (in addition to email, phone, or drop-in communication)
- easily link to the school Home Access Center (i.e. student grades and more)
As you may have noticed, comments to this page will be moderated (by me) to keep things (reasonably) friendly and civilized, but unless you say something that is highly insensitive or inexcusably offensive, you can feel pretty confident that your comments will be posted. I will not edit comments that have been approved; whatever is posted can and very well may be read by everyone with access to this blog (which, really, is literally everyone with internet access).
That said, please take a moment to comment on this post by briefly summarizing what you hope to get out of this class this year (personally, academically, technically, creatively, intellectually, etc.). Thanks, and I look forward to hearing your thoughts!
Over the course of the year, I hope that this blog serves as a useful resource by allowing you to:
- keep updated on daily assignments and important upcoming class deadlines
- link to extra, interesting articles, stories, and images related to the units we study
- post comments, ask questions, or share your thoughts
- get in touch with me (in addition to email, phone, or drop-in communication)
- easily link to the school Home Access Center (i.e. student grades and more)
As you may have noticed, comments to this page will be moderated (by me) to keep things (reasonably) friendly and civilized, but unless you say something that is highly insensitive or inexcusably offensive, you can feel pretty confident that your comments will be posted. I will not edit comments that have been approved; whatever is posted can and very well may be read by everyone with access to this blog (which, really, is literally everyone with internet access).
That said, please take a moment to comment on this post by briefly summarizing what you hope to get out of this class this year (personally, academically, technically, creatively, intellectually, etc.). Thanks, and I look forward to hearing your thoughts!
Weekly Agenda: Sept. 8-16
Thursday, September 8
Assigned seating
Welcome and introductions
Course Overview
Review syllabus and class expectations
Class “tour”
Student survey
Monday, September 12
Pick up "textbook"
Set up Writer’s Journal
Discovering what you need to write
Identifying sources for ideas / journaling
"I Am..." creative activity
HW: Read Passion For Narrative, pp. 23-35; Journal: List sources for ideas and
write half a page on what you feel you need in order to write
Wednesday, September 14
Introduction to Story #1 Assignment: Fictional Narrative; discuss
Talk about sources for ideas
Idea generation and development
- freewriting → practice
- clustering → practice
HW: Read PFN, pp. 99-107; Journal: Use characterization methods b, c, & d to elaborate upon the following direct characterization: “Joe came across as a jerk to strangers, but was fiercely loyal to his friends.”
Friday, September 16
Discuss homework reading (characterization methods and their benefits and drawbacks)
Generate characterization methods within categories c and d
Read pp. 108-113
Group Activity: Read and analyze 7 characterization examples, pp. 113-117
Character brainstorm
Generate a character of your own
Use all 4 methods to characterize him/her
HW: Complete PFN Exercises #1 & 2A., p. 117 (be prepared to use it next class)
Assigned seating
Welcome and introductions
Course Overview
Review syllabus and class expectations
Class “tour”
Student survey
Monday, September 12
Pick up "textbook"
Set up Writer’s Journal
Discovering what you need to write
Identifying sources for ideas / journaling
"I Am..." creative activity
HW: Read Passion For Narrative, pp. 23-35; Journal: List sources for ideas and
write half a page on what you feel you need in order to write
Wednesday, September 14
Introduction to Story #1 Assignment: Fictional Narrative; discuss
Talk about sources for ideas
Idea generation and development
- freewriting → practice
- clustering → practice
HW: Read PFN, pp. 99-107; Journal: Use characterization methods b, c, & d to elaborate upon the following direct characterization: “Joe came across as a jerk to strangers, but was fiercely loyal to his friends.”
Friday, September 16
Discuss homework reading (characterization methods and their benefits and drawbacks)
Generate characterization methods within categories c and d
Read pp. 108-113
Group Activity: Read and analyze 7 characterization examples, pp. 113-117
Character brainstorm
Generate a character of your own
Use all 4 methods to characterize him/her
HW: Complete PFN Exercises #1 & 2A., p. 117 (be prepared to use it next class)
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