Stephen King; Reading as Writers; Exercises; The Lottery/Monkey's Paw

Let's start. Stephen King interview: A  Good Read-Writers with Stephen King

Take 10 minutes and complete at least 1 of the blog assignments from your homework (see post on Stephen King's "On Writing" below!) (Linden: if you've already done this--btw, thank you--go for the extra credit and write another post on your blog perhaps using one of the other prompts. There are, btw, several options here....)

Then, let's discuss a typical problem with young writers. Reading. Watch these videos, take notes, respond in your journal or blog after. What do you like about reading? Why read? What's in it for a writer? Other comments?

• Writers on Writing: Joshua Henkin on Reading (2 min.)
• Why Writers Must Read (2 min.)
• Famous writers on the Power & Beauty of Reading (15 min.)

Tips to help you succeed:
Some of us read because we have to (as part of our growth or part of our studies), sometimes to seek out knowledge and learn something, and sometimes we read because we want to relax or be entertained.

As much as we'd love for everything you read to be the kind of book you would pick up on your own and devour, that's simply not going to happen often. Students often are too "busy" to read (or at least that's the excuse) and may hate reading what they're told to because they are told to read. Many of you would rather hurt yourselves than follow the practical advice of someone older (or wiser) than yourself. Welcome to adolescence, you rebel.

Other reasons? Take 2 minutes to write down all the other reasons why you don't read. Anyone have something different?

Still, how do we handle the problem of reading as writers? Here are a few tips (not that you're likely to follow my advice...but, hell, maybe someday...):

1. Find time to read. Set aside at least 30 min. each day--if you can--devoted to nothing else but reading. If you can't find 30 minutes, start with 5, or 10, or 15...and work your way up.
2. Stop making excuses about why you can't read. And read. We often make excuses for our habits and shortcomings rather than put forth the effort to change.
3. When you find yourself stuck in the writing process, read--instead of talking or complaining or avoiding the inevitable. After a few minutes try going back to your writing. Keep doing this as needed.
4. Know why you're reading. There are a few kinds of reading: scanning/skimming, close reading, guided reading, etc. Most of the books you're likely to have to read will be skimmed or scanned. Other passages or stories may be guided reading--that's when I force you to listen while we read in class or I give you something to look for when you're reading. Close reading involves analysis and requires you to think. This is the sort of thing we want to achieve in a classroom or instructional setting where I am asking you to read to learn about how to write better. But, as much as I might insist you do this, many of you would rather fall asleep or avoid any kind of effort or work to improve. I hope you'll particiapte in class by asking questions or challenging a line of thinking--even this line of thinking. Most of won't put the time or effort in to reading and engaging in close reading, but if you can, you can really improve your writing and learning skills. So, my tip: try to engage more in close reading as opposed to skimming/scanning and particapte in class by asking specific questions or raising concerns.
5. If you are a struggling reader (only about 10% of Rochester students in our district are reading at proficient levels...), start with less imposing or scary types of books to practice reading. Many of you might not like reading because you don't understand the words and their placement in a sentence. Instead of avoiding what's uncomfortable, aim to be okay with uncertainty. In the meantime, read children's books that you avoided when you were younger to practice safely, or read high-interest subjects like books on dinosaurs, games or sports. Comic books or manga, graphic novels, song lyrics, plays, and picture books can be le ss formidable. Practice with these. 

So let's get reading today. We have crossed over to horror/suspense writing. There are two literary terms you need to come to understand for this unit (we've covered these before, but here they are again:)

A. Tone: the writer's attitude or feeling about the subject matter (characters, setting, theme, plot events) in a story. Tone is created through diction: the careful, specific use of certain words. Sample tones to use with suspense/horror fiction: horrifying, suspenseful, mysterious, fearful, frightening, cautious, spooky, etc.

B. Mood: The feeling a story creates in the reader through the use of description and diction. Similar to tone, the mood of a story can be mysterious or horrifying or suspenseful or frightening, etc.

Guided Reading: As we read "The Lottery" by Shirley Jackson, find and underline or highlight passages or lines in the story that Jackson uses to create TONE. In the margins identify the TONE Jackson probably wants us to feel. Note how this TONE may shift as the story progresses. What words tend to stick out or cause you as a reader to wonder or feel a certain way?

As you read "The Monkey's Paw" by W. W. Jacobs, find and underline or highlight (or comment in the margins how the story makes you FEEL--aka, MOOD). Look for passages or lines or description that makes you feel nervous or scared or worried for the characters in the story. Mark or annotate your copies.

HOMEWORK: #1: Complete the two short stories if we did not complete them in class; annotate and complete the task above as you read.

#2. Continue reading Stephen King's "On Writing". Aim to complete this "book" by Monday at the latest. You will be asked to create a video review of the book. More details to follow. If you didn't complete your homework during Spring Break, please do so by Monday's class.

Finally, read the article on "What Kind of Reader Are You"? and post a comment on YOUR blog about which kind of reader you are.

Next class we'll start working on a horror/suspense story of your own, so start thinking of some ideas about what scares or disturbs you...