9/30 Agenda

Together as a class let's read and discuss Raymond Carver's "Popular Mechanics"

To help understand this story, let's take a look on the internet for King Solomon and the Baby. Read that story. Then let's read Carver's version.

Afterward, please complete the short story exercise from last class. Directions are posted on the 9/28 entry.

When you have completed a draft of this new story, please read the following short stories in Sudden Fiction:

70-78.

A draft of your short story should be completed by the end of class 10/2.

9/28 Grade Report/Sudden Fiction/Stream of Consciousness

During 3rd period we will return to the ensemble theatre to perform and practice our performance skills. 4th period, we will return to the lab.

For class/homework, please read the next five stories in the Sudden Fiction collection.

"The Merry Chase" by Gordon Lish
"Yours" by Mary Robison
"A Walled Garden" by Peter Taylor
"Heart Attack" by Max Apple
"Thank You, M'am" by Langston Hughes

Stream of Consciousness: There is a type of writing that uses what is called stream of consciousness (also called interior monologue). In a nutshell this is trying to write the way the human brain works--without stopping, with digressions, and change of thought. It is characterized by a flow of thought. It can be very effective as illustrated in the short story "The Merry Chase."

After reading these stories, complete any of the following:

--Write about something stolen
--Write about sickness (or loss)
--Write a story that uses the technique of stream of consciousness
--Write a story that uses anaphora.
--Write a story about the interaction or relationship between a child and an older person (adult).

Today, you will be given grade reports. Please take these home and get them signed by your parents. Those of you missing work can turn in missing work up to Friday, Oct. 2. After that, you will receive no credit from these assignments.

Performance Activity

Today we will be performing in the ensemble theatre. Please prepare some writing piece that you would like to work with. You can alternatively use your journal as your performance source.

Please bring your journals with you to the ensemble theatre anyway.

You will need a pen or pencil as well.

9/22 Agenda

Today, please begin class by writing in your journal. Complete the handout journal exercise in your...journal. You will have 10 minutes to complete this portion of the class.

Today, during 4th period, we will be moving to room a240 to continue hearing performances. Please bring a copy of your original interview story or your homework (the 200-400 word story). Alternatively, you may bring your newly written poem if you have it finished and would like to work with it.

When journaling is done, please look at the entry below regarding the poetry word collection exercise.

HOMEWORK:
Please read pgs. 36-49. Be prepared to discuss these stories next class (and any of the short stories we have already read pg. 5-49)).

Word Bank - Poetry Exercise

Creating a word bank for poetry

Go to the following website:

http://www.loc.gov/poetry/180

Read poems #1-5. As you read, choose 3 words from EACH poem and make a list. (The best way to do this is either in your journal – where you will get credit; or you may keep a word document open and minimized on the bottom of your screen to collect the words).
Choose interesting or “powerful” words—words that draw YOUR attention; the best 3 single words in the poem. Avoid phrases.

Once you have a list with 15 words, use your word bank to create a poem of your own.
• You DO NOT have to use all 15 words in your poem.
• Your poem should make sense. Try to avoid sentence fragments. (Consider your character, setting, theme, conflict, etc. to help write a story...yes, even poetry has a story.)
• You may include as many OTHER words as you’d like.

Sudden Fiction Homework

Please read the following stories in Sudden Fiction:

"Sunday in the Park" by Bel Kaufman
"Five Ives" by Roy Blount, Jr.
"Song on the Royal Street" by Richard Blessing
"Pygmalion" by John Updike

From this group, choose one short story to base a 200 word to 400 (about a page or two) word short, short story on. You can select a similar theme, write about a similar character, use a similar style or setting, or include an event that happened in the story as an opening for your own story: ex. start a story with a child throwing sand on your main character (from: Sunday in the Park)

Type or write out your story by hand. Be prepared to share this story with the class on Tuesday, September 22.

Reading Groups - Exercise

Today, please prepare your short story (this is due). Join 1 other partner group (your original partner should be with you in your group.) This will mean you have 4 students (unless someone's absent) in your group.

Each student should take time to read their short story aloud to the group. This is practice reading your words out loud as well as fun to share your original writing with others.

For the second part of our class today we will be moving to room a240. A few volunteers will read their stories to the class as examples of performance.

In any case, please turn in your homework from Sudden Fiction and the short story by the end of class.

Short Story History and a Few Examples

Students often ask: "How long should my story be?" instead of realizing that any story needs to have a beginning, middle, and end. This sort of open ended question really has no answer. How long should a story be? Well, traditionally, short stories are shorter than novels. That's a good place to begin.

Short stories are shorter than novels, and are usually not as complex or involved. Short stories were originally meant to be read in one sitting. As our culture has sped ahead, and we don't have much free time, short stories have become as short as a sentence or two and as long as the traditional short stories, fewer than 20,000 words. A short novel is about 50,000 words. Most publishers want novels that are anywhere from 75,000 to 100,000 words or more.

Usually a short story focuses on only one event or incident. It usually has a single plot, a single setting, a small number of characters, and covers a short period of time. Most writing students start off writing short stories because they are manageable. But the form is tricky and hard to perfect. Many authors spend their whole lives learning the craft of writing short fiction.

Longer short stories usually contain elements of dramatic structure: exposition (the introduction of setting, situation and main characters); complication (the event that introduces the conflict); rising action (development of the conflict), crisis (the decisive moment for the protagonist and her commitment to a course of action); climax (the point of highest tension and the point the protagonist faces her antagonist); resolution (the point when the conflict is resolved); and a sense of enlightenment, epiphany, or moral.

Short stories may or may not follow this pattern. Some do not follow patterns at all. Modern short stories only occasionally have an exposition. An abrupt beginning, with the story starting in the middle of the action (in media res) is more standard or typical.

Usually all short stories have a turning point and climax, but endings may be sudden or what is called "open"--leaving the story incomplete. As with all art forms, short stories will vary by author.

Read a few short short stories here. Discuss with your neighbor which stories are best and try to figure out why.

Writing Your Short Story

Today, continue to write your short story started last class. As a reminder, use the notes you took on your "partner" for the interview exercise, come up with a fictionalized character based on your partner and write a short story of your own inclination.

After discussing the short story "Mother" by Grace Paley, please continue writing your story. Your first draft should be completed and ready to hand in at the end of today's class. It is okay if you need the extra time to hand in your story next class. Please take the story home, if you need more time, and finish it there, or send the work to yourself through an attachment on email. In any case, finish your story for next class. Due to problems printing, you may send an attachment of your FINISHED word document file to my address: bradley.craddock@rcsdk12.org when you have completed it. Please always remember to spellcheck and proofread your work before handing it in.

If you get done early, start working on your homework.

HOMEWORK: Due to the # of books available for our students, please complete last class's homework for next class. The instructions again, are as follows:

For homework, please read the following stories in the collection:
"Can-Can" by Arturo Vivante (pp. 5-6)
"Even Greenland" by Barry Hannah (pp. 7-9)
"The King of Jazz" by Donald Barthelme (pp. 10-13)
"Reunion" by John Cheever (pp. 14-16)
"Twirler" by Jane Martin (pp. 17-19)

For each of these short stories (to turn in as homework, Wednesday, Sept. 16) please write a very short synopsis of the story. Try to keep your synopsis/summary to 1 or 2 sentences. Then add one sentence as to how you reacted to the story as a reader. Did you like it, not like it, feel indifferent, etc. and why?

If you have already completed this homework, please turn it in for credit.

Sudden Fiction

Today, after watching Obama's speech, we will be getting our first Creative Writing book from our library, SUDDEN FICTION.

When we return to the room we will be doing a little class reading. Please read silently the short, short story by Robert Coover "A Sudden Story" on the fourth page in. We will read "Mother" by Grace Paley together in class.

For homework, please read the following stories in the collection:
"Can-Can" by Arturo Vivante (pp. 5-6)
"Even Greenland" by Barry Hannah (pp. 7-9)
"The King of Jazz" by Donald Barthelme (pp. 10-13)
"Reunion" by John Cheever (pp. 14-16)
"Twirler" by Jane Martin (pp. 17-19)

For each of these short stories (to turn in as homework, Monday, Sept. 14) please write a very short synopsis of the story. Try to keep your synopsis/summary to 1 or 2 sentences. Then add one sentence as to how you reacted to the story as a reader. Did you like it, not like it, feel indifferent, etc. and why?

Finally, after reading "Mother", we will begin coming up with an idea for a story based on our previous interview exercise. More directions to come.

Obama's Speech - Video

Speech writing is not easy. A speech writer needs to know what his/her goal is. Luckily, most speeches come in only a few types. Some speeches are used to inspire or inform, others are used to persuade, introduce, or entertain. As you watch Obama's speech, consider what you think his goal is in giving this speech.

When writing a speech, a speech writer uses what is called Rhetorical technique or Rhetoric.

Rhetoric is broken down into three distinct tactics to persuade or inspire a listener or reader.

1. Logos (logic): this is the logical, sense argument inherent in the speech. Logic appeals to our rational mind. It makes us think and in thinking, we understand how one thing causes another. Listen for facts or statistics, listen for examples, listen for the word "think" or "consider". When you hear these type of words, that's the speech writer telling you that he/she is using logos. Good speech writers are subtle.

2. Pathos (heart/passion): this is the heart-felt argument in the speech. Pathos appeals to our feelings. It makes us sympathize or consider the argument for how it can affect us as listeners or readers. Listen for personal accounts, personal challenges, listen for words like "imagine" or "feel". Listen for the speaker to sympathize with his/her audience. Listen for testimony (opinions from famous role models). Often a speaker will use second person POV to help create pathos.

3. Ethos (confidence/strength of character): this is the speaker's skill and confidence that what he or she is saying is important, relevant, or necessary for a listener or reader. A good speaker sounds like he or she KNOWS what the issue is all about, that the subject is well researched and the speaker is knowledgeable. Also, watch the speaker's eyes, his posture, the way he stresses his words, the way he delivers the speech. Is there anaphora in the speech (a repetition of a phrase or statement)? This builds pace and stresses the important parts of an argument.

These three rhetorical techniques, by the way, are also used in essay writing. Next time you write an English paper or Social Studies paper, try using rhetoric to create your essay.

In groups of 1, 2, or 3, watch Pres. Obama's speech to Students (given Tuesday, 9/8). Identify his use of rhetoric. Give an example of Obama using PATHOS, ETHOS, and LOGOS.

Later in this course, we are going to come back to this subject. You will write speeches and learn how to deliver text effectively, using rhetorical devices.

Pres. Obama's speech to students

Please go to the link for Pres. Obama's speech. Read the speech. As you do, notice what words Mr. Obama uses to "motivate" his audience. Why do you think he's talking to students? Consider his speech as creative writing. What is creative about it? Do you think it is well written?

Introductions (cont.) & Character exercise

Today we are continuing our introductions from the interview you conducted last Thursday. Please prepare your notes to introduce your partner (and vice versa).

After we complete the introductions, follow the steps below to begin a baseline writing assignment.

Character exercise:

Most writers design and build their characters from people they know. Interviewing interesting people is a great help in coming up with realistic characters. However, remember in fiction, the name of the character should be "disguised" so as not to bring unwanted attention to that single person. Writers usually begin with what they know, but then branch out and add details that have nothing to do with the original model. In this exercise, it is perfectly okay to change details, add false information, and, otherwise, fictionalize your character completely.

1. Take your notes from your interview. Read them over.
2. Choose those traits or parts of the interview that were most interesting. Begin there.
3. Use those interesting parts to design a character (your protagonist).
4. Put this character in a specific setting (a specific house, a specific room, a hospital ward, under the elms in Durand Park, on the precipice of a cliff, etc.) The more specific and detailed your setting, the easier your character can react to its environment.
5. Give your protagonist character something to do.
6. Give your protagonist character something to desire or want.
7. Write a story.

Your story can follow any genre (sci-fi, fantasy, horror, western, romance, realistic, action, comedy, etc.) Want to write about teenage vampires? Go ahead! Choose a genre or topic that you are interested in. This helps a writer write a story successfully.

Your story should be relatively short (2-5 pages, double spaced). You can always add to it later. When you have completed your first draft, please title your story, put your standard heading on the top left (or right) and proofread your work for spelling/grammar errors. When satisfied that this is your 'best' work, please print and turn in.

Deadline: Ongoing (or Sept. 14 at the latest)

Introductory Speech (Exercise)

Conversation is one of the most obvious processes of communication. Today you are going to "interview" a class member, then introduce this person to the rest of the class. The notes you take will also be used to create a "fictional" character based on a real person.

1. Please follow my verbal directions to choose a partner for this exercise.
2. Once you have a partner, take 10-15 minutes to ask the following questions and record what your partner says.
Please note: You do not have to write down everything your partner says. Part of communication is listening to what is being said, then remembering and retelling. Use your notes and ask follow-up questions to develop your partner's answers. (see below)
3. After you have completed the set of questions, allow your partner to conduct an interview of you as well. Again, take 10-15 minutes to complete this portion of the exercise.
4. During the second period, you and your partner will present each other to the class in a short introductory speech.
5. Keep your notes for the next writing assignment (more details to follow).

Sample Questions to ask:
A. How were you shaped by your environment or cultural background as you grew up?
B. Name a friend, relative, or childhood friend or hero figure that had an impact (positive or negative) on your life. Describe how this person influenced you.
C. Describe a personal experience that had a major impact on your life and/or creating the person that you are today.
D. What activities or hobbies or interests bring pleasure and meaning to your life?
E. Name a goal that you have set for yourself. How are you going to achieve that goal?
F. What value or philosophical belief do you hold dear? Why do you hold this belief or value so highly? How does it affect your life?
G. Any other question you wish to ask within the time limit of this exercise.

Your short introductory speech should reveal the nature or character of the person you interviewed. When asked, please introduce your partner to the rest of the class. You may use your notes to help guide you, but try not to simply read off of your notes. Try to remember what your partner told you, then report this to us.

This assignment is worth participation credit.

Course Criteria and Syllabus

Course Description:
This introductory creative writing course will introduce students to such topics as performance poetry, speech communication, oral interpretation, and writing for a public forum. Through the course, the students will gain an understanding of the field of communication, improve communication and listening skills, build self-esteem and self-confidence writing and speaking in public. Students will compose their own speeches, plays, films, stories, presentations and poetry to be shared in class or read aloud in public venues like the Coffee House Readings. This course is paired with Reading and Writing for Self Discovery.

Course Objectives:
• Students will examine and engage in the communication process
• Students will prepare and perform “readings” or “performances” in a public event (Poetry Slam, Coffeehouse Readings, Reader’s Theatre, Speech and Debate, etc.)
• Students will be required to participate in class assignments, homework and/or projects
• Curricular material for this course meets the New York State Standards in English/Language Arts

Course Evaluation:
25% Participation, homework, behavior, attendance
25% Writing projects
25% Tests, quizzes
25% Portfolio, journal

Long Range Curriculum:
1st term: the communication process, introduction to performance, speech writing, oral interpretation
2nd term: interpersonal communication and performance poetry
3rd term: performance poetry (cont.), debate, theatre and mass communication; final assessment