Continuing On: Stephen King On Writing

Stephen King: On Writing Post Ideas

READING: Read On Writing. In your journal, take notes about key or important tips about writing as you read.

Stephen King invites us as readers into his life. He says of his memoir that it is his attempt to "show how one writer was formed...snapshots, most out of focus" (page 4, On Writing). Along the way, he drops some pretty solid advice to young writers. Read for these nuggets of wisdom. You can also gain nuggets of wisdom from watching these short interviews/videos with Stephen King:

Stephen King on "The Outsider"
Stephen King: On Childhood
Stephen King: Top 10 Amazing Facts about Stephen King

WRITING TASK #1: Write a short (200-300 word) scene that involves a specific character involved in a specific conflict. Keep your scene tight--in other words, just focus on the now of the character in the conflict.

For now, just write that scene...you will be adding to this scene in future writing sessions. To get you started, you may use material from your journal as to character, situation, and setting--or choose a similar character and situation from a book you are reading. Don't plagiarize, just borrow the type of character or conflict in the chapter you're on, for example. Change names/details as necessary.

Please keep the draft of your 200-300 word story safe for next week's lesson!

While are not going to read Stephen King's first section of his book On Writing due to length and time. We can still use what he wrote to spur us on to greatness and a bunch of ideas for our own writing.

WRITING TASK #2: In chapter 5 of his book, Stephen King provides writing students with an exercise. He provides a detailed backstory for two characters. Then asks you to alter the story a bit, and write a 6-page story. Do that. Except, instead of 6 pages, write at least 6 paragraphs. [If you want to try the whole 6 pages, feel free to do so!]

Try to add some of the suspense techniques we covered in our last class (see the previous posts for details on how to do this!)

You will turn in this draft in our Google classroom by the end of the marking period. More details and support coming your way! 

Stephen King: On Writing Post Ideas for YOUR blog

BLOG WRITING TASKS: Stephen King invites us as readers into his life. He says of his memoir that it is his attempt to "show how one writer was formed...snapshots, most out of focus" (page 4, On Writing).

For your next few blog posts, you will be asked to reflect on your OWN life as to how YOU were formed. These 'snapshots' will be collected together for your own mini-autobiography/memoir that will be collected on YOUR BLOG as part of your final journal. I will be adding to this list as we continue.

Please use any of the following prompts to write your posts. You may write as many of these as you can or want.

Remember: our goal is to approach writing fluency. You can't get better at writing by avoiding it. Use these prompts to give your ideas a good jumping-off point for your inspiration and reflection. Above all, try to tell as much of the truth as possible. Where you don't recall a detail, it is fine to make something up. Feel free to use dialogue, imagery, or other effective writing techniques to tell your story or communicate your ideas.

PROMPTS (with chapter models from On Writing by Stephen King):

• Chapter One: Write about your earliest memory.
• Chapter One: Write about an injury you suffered when you were young.
• Chapter Two: Write about one of your babysitters (or one of your babysitting jobs, if you'd like)
• Chapter Two: Write about a time when you were sick or violently ill
• Chapter Three: Write about a crazy stunt your brother, sister, or you did
• Chapter Four: Write about your experience or first memory of death (if you can't think of one, ask your parents, or a sibling)
• Chapter Five/Six: Write about getting a childhood sickness (the measles, chickenpox, pneumonia, ear aches, stomach viruses, etc.) or operation (even your first shot at the doctor's office...)
• Chapter Five/Six: Write about a doctor's visit (include some dialogue...)
• Chapter Seven/Eight: Write about your first story you ever wrote
• Chapter Nine: Write about your first crush, kiss, or date
• Chapter Nine: Write about an embarrassing moment (how did you survive?)
• Chapter Ten: Write about one of your siblings (or a friend, if you are an only child)
• Chapter Ten: Write about your first "scientific experiment"; or write about your first experience with a "blackout" or when the electricity (or internet) went out
• Chapter Eleven: Write about a favorite t.v. show when you were growing up
• Chapter Twelve: Write about your first 'rejection'

HOMEWORK: Read Stephen King's On Writing (from the packet you received in school...if you don't have it, there's a copy on our Google Classroom). Begin the writing prompts detailed on this post. Stay safe and healthy!

A Message from our Superintendent

I will be contacting you through this blog site and our Google Classroom for updates or important new information regarding our course. In the meantime, please stay safe and calm. See the following message from our Superintendent...

"After consultation with Monroe County Executive Adam Bello, Public Health Commissioner Dr. Mike Mendoza, and the Monroe County Superintendents, it was decided that all Monroe County Public Schools, including the Rochester City School District, will be closed to students beginning Monday, March 16 until further notice. This closing includes all school-related activities including sports and other extracurricular activities.

[If you need any assistance or have questions/concerns or additional help, please call the Main Office at SOTA and we'll try to help!]

While this situation remains fluid, RCSD will begin implementing supports for families, including meals for students, beginning Monday, March 16. Please check the District’s Updates and Resources About COVID-19  (www.rcsdk12.org/covid19) webpage for information about these resources, as well as other updates.

We will continue to monitor this situation in partnership with the Monroe County Health Department and school leaders on a week-to-week basis and will provide an update by midday Friday. As a reminder...monitor your email regularly for updated communications. Please continue to check the District’s Updates and Resources About COVID-19  (www.rcsdk12.org/covid19) webpage for updates as well.

Our goal is to provide as many supports and resources to you, our students, and the entire community. In times like these, it is essential for us to prioritize health and safety while doing everything we can to support our students and families throughout this ever-changing situation. Please take care of each other. We will get through this working together as one Rochester family.

Sincerely,

Terry Dade

Superintendent of Schools

Stephen King: On Writing: Day 2

If you have not already done so, please submit your Thief of Always story draft to our google classroom. Title your story the name of the chapter you chose to inspire you.

Let's begin reading Stephen King's On Writing (his book has 5 parts, you're only reading part 3). As you read, consider your goals as a writer. Consider how a master storyteller like Stephen King can help you achieve your writing goal(s). Take his advice. He's a successful writer and probably has something to teach us. 

We'll read pages 135-150 (chapters 1 & 2) together and stop occasionally to discuss what's important in these chapters.

Stephen King: On Writing Post Ideas

TASK #1: Read On Writing. In your journal, take notes about key or important tips about writing as you read. We will use your notes to help us create class discussions in future classes in this unit.

TASK #2: Stephen King invites us as readers into his life. He says of his memoir that it is his attempt to "show how one writer was formed...snapshots, most out of focus" (page 4, On Writing). Along the way, he drops some pretty solid advice to young writers. Read for these nuggets of wisdom.

HOMEWORK: Read Stephen King's On Writing, Part 3 (the handout you were given) pages 150-170 for homework. If you are ready for it, please complete the assignment King gives you in chapter 5.

Please bring your packets back to our next class Monday, March 16.

Stephen King on "The Outsider"
Stephen King: On Childhood
Stephen King: Top 10 Amazing Facts about Stephen King

Stephen King: On Writing Introduction; Chapters 1 & 2

Stephen King: Creative Writing

In Stephen King's book On Writing, he has a section called "Toolbox" in which he reminds us that:

• Writers have a figurative "toolbox" just like a carpenter does. We use the tools of our trade to make stuff or fix stuff.
• On the first shelf of the writer's toolbox is: vocabulary. Words. The more words you know or come to know, the better. Some writers use a lot of words, others not as many, but writers have a way of collecting words so they can use them in their writing. You can too!
• Write a short list of your favorite words (try to get at least 10) in your journal. You can also write a post on YOUR BLOG discussing with the world your favorite words and why they are your favorite...
• On the second shelf is grammar. While you are learning this, note that well-constructed sentences can have a lot of power in a story. You have to master enough grammar to communicate your ideas effectively when you write. There's no way around this. Luckily, you're currently in the right place to improve your grammar.
• Write a short sentence that is grammatically correct.  Ex. The cat scratched him.
• Then write a long sentence that is grammatically correct that communicates the same basic information.  Ex. The black and white calico cat reached out her paw without hesitation or provocation and slashed him across the back of the neck, drawing rigged welts of blood in parallel lines, forcing a shrill screech to fill the otherwise quiet and dark basement--then the cat fled back up the stairs, leaving him alone in stinging pain.
• Then write a third time, dividing up your long sentence into a variety of short and long sentences. Ex. The black and white calico cat reached out her paw. Without hesitation or provocation, it slashed him across the back of the neck. The claws drew rigged welts where blood appeared slowing, like peeking from behind a curtain of skin. A forced and shrill screech filled the quiet and dark basement. The cat fled. It scampered back up the stairs. He was alone with his stinging pain.
• And finally, on the third shelf is style. Style includes your use of tenses (present, past, future), POV (1st, 2nd, 3rd), diction (word choice), paragraphs (how long or short they are), sentence length, and, of course, the use of various literary elements and techniques. We'll discuss this more at length later.

Throughout this unit, we will be working with the techniques of suspense. For mystery, suspense, action, and horror writers, this skill is essential. But any writer's story can be improved with the use of suspense. Suspense is used in all good storytelling, no matter the genre. Romance and Science Fiction or Westerns and Fantasy or Comedy or Realistic Fiction and children's literature. Even poetry and plays use suspense. So let's learn how to improve our craft.

Stephen King: Writing is Hypnosis
Stephen King: Writing Process

Suspense: delaying the reader's gratification. The intense feeling (often of anxiety) a reader feels when characters in stories/films, etc. are either in danger, threatened or the outcome of the story is in question. This uncertainty creates a feeling of suspense. The feeling a reader gets is called MOOD. The way the writer uses words (diction) to create that mood is called TONE. Tone is your job as a writer. With the proper tone (say a suspenseful tone) your mysteries, horror, and suspense stories will be more effective.

As writers, we want to make sure our readers ask: what's going to happen to my favorite character in this situation or what will happen because this is happening to my favorite character?

Some ways to create suspense:

• Show (describe) the danger or threat
• Hint at possibilities through your diction (careful word choice) and imagery
• Delay gratification by keeping your reader guessing as to what will happen next
• Use description as a way to break up or slow down the resolution of events
• Use dialogue as a way to break up or distract characters from the resolution of events
• Cut to a different scene--use white space to transition from one scene to another
• Cut to the POV of a different character--this is called parallel action
• Stop the scene before you resolve it--this is often called a cliffhanger

YOUR TASK: Let's begin reading Stephen King's On Writing (his book has 5 parts, you're only reading part 3). As you read, consider your goals as a writer. Consider how a master storyteller like Stephen King can help you achieve your writing goal(s). Take his advice. He's a successful writer and probably has something to teach us. 

We'll read pages 135-150 (chapters 1 & 2) together and stop occasionally to discuss what's important in these chapters.

Stephen King: On Writing Post Ideas

TASK #1: Read On Writing. In your journal, take notes about key or important tips about writing as you read. We will use your notes to help us create class discussions in future classes in this unit.

TASK #2: Stephen King invites us as readers into his life. He says of his memoir that it is his attempt to "show how one writer was formed...snapshots, most out of focus" (page 4, On Writing). Along the way, he drops some pretty solid advice to young writers. Read for these nuggets of wisdom.

If we finish early, I'll give you time to continue working on your short story drafts from The Thief of Always. Try to complete a draft of this story by next class if you can or, at least, by the end of the week. We will be starting something new next class, so don't delay your draft.

HOMEWORK: Read Stephen King's On Writing, Part 3 (the handout you were given) pages 150-170 for homework.

Please bring your packets back to our next class Thursday, March 12.

Stephen King on "The Outsider"
Stephen King: On Childhood
Stephen King: Top 10 Amazing Facts about Stephen King

The Thief of Always Draft & Discussion; Introduction to Stephen King's On Writing

Period 3:

If you were absent last class, please take the test on The Thief of Always in our Google Classroom. This is NOT an open book test.

For the rest of us, while we wait for the other students to finish their test, please continue to work on writing your project. Drafts will be due next week:

• Write a story that includes the following elements: (we started this story last week...pick a chapter heading from The Thief of Always and use it to inspire a story.
• Title your story the name of the chapter (for now)
• Your story will be graded on or should have the following elements:
1. A beginning, middle, and end
2. A motif (remember that you will need to establish your motif by repeating your event, object, or character at least 3 times--see previous posts for help.)
3. Personification (at least 1 or more examples of personification)
4. Similes (at least 1 or more examples of similes)
5. Names that add to the theme and tone of your story
6. Transformation (your protagonist should be dynamic and change in some way (physical or mental or emotional, such as maturing in a coming of age story, etc.) by the end of the story.
7. Horror tropes (see link for some ideas); include an element of horror in your story. See and read about the tropes at the link. Try to incorporate one in your story draft.

Period  3 or 4:

After absent students complete their tests, we will have a class discussion on The Thief of Always. Please follow instructions for our class discussion & scoring. 

Discussion Questions:

• What kind of reader would enjoy this book? Did you enjoy the book? Why or why not?
• Which character is your favorite? Why?
• What scene/chapter/event is your favorite in the book? Why?
• What did you learn about writing from reading this book?
• What surprised you or made you question or think about your own life while reading this book? Can you relate to the characters/events? Why or why not?
• Discuss the setting of this book. Would the story be better or worse in your opinion set in a different place? Why or why not?
• Discuss the lesson or theme central to this book. How is this a "coming of age" story?
• What horror tropes do you recognize in the book? 
• Does Barker surprise us with them or did you expect the plot to happen as it did?
• Placing this book on a scale from favorite to least favorite--where would you place The Thief of Always? Would this book make a better movie or play or graphic novel or video game or tv show? Why do you think Barker chose to tell his story through the idiom of writing young adult horror fiction? 

With time remaining we will pick up Stephen King's On Writing.

In Stephen King's book On Writing, he has a section called "Toolbox" in which he reminds us that:

• Writers have a figurative "toolbox" just like a carpenter does. We use the tools of our trade to make stuff or fix stuff.
• On the first shelf of the writer's toolbox is: vocabulary. Words. The more words you know or come to know, the better. Some writers use a lot of words, others not as many, but writers have a way of collecting words so they can use them in their writing. You can too!
• Write a short list of your favorite words (try to get at least 10) in your journal. You can also write a post on YOUR BLOG discussing with the world your favorite words and why they are your favorite...
• On the second shelf is grammar. While you are learning this, note that well-constructed sentences can have a lot of power in a story. You have to master enough grammar to communicate your ideas effectively when you write. There's no way around this. Luckily, you're currently in the right place to improve your grammar.
• Write a short sentence that is grammatically correct.  Ex. The cat scratched him.
• Then write a long sentence that is grammatically correct that communicates the same basic information.  Ex. The black and white calico cat reached out his paw without hesitation or provocation and slashed him across the back of the neck, drawing rigged welts of blood in parallel lines, forcing a shrill screech to fill the otherwise quiet and dark basement--then the cat fled back up the stairs, leaving him alone in stinging pain.
• Then write a third time, dividing up your long sentence into a variety of short and long sentences. Ex. The black and white calico cat reached out his paw. Without hesitation or provocation, it slashed him across the back of the neck. The claws drew rigged welts where blood appeared slowing, like peeking from behind a curtain of skin. A forced and shrill screech filled the quiet and dark basement. The cat fled. It scampered back up the stairs. He was alone with his stinging pain.
• And finally, on the third shelf is style. Style includes your use of tenses (present, past, future), POV (1st, 2nd, 3rd), diction (word choice), paragraphs (how long or short they are), sentence length, and, of course, the use of various literary elements and techniques. We'll discuss this more at length later.

Throughout this unit, we will be working with the techniques of suspense. For mystery, suspense, action, and horror writers, this skill is essential. But any writer's story can be improved with the use of suspense. Suspense is used in all good storytelling, no matter the genre. Romance and Science Fiction or Westerns and Fantasy or Comedy or Realistic Fiction and children's literature. Even poetry and plays use suspense. So let's learn how to improve our craft.

Suspense: delaying the reader's gratification. The intense feeling (often of anxiety) a reader feels when characters in stories/films, etc. are either in danger, threatened or the outcome of the story is in question. This uncertainty creates a feeling of suspense. The feeling a reader gets is called MOOD. The way the writer uses words (diction) to create that mood is called TONE. Tone is your job as a writer. With the proper tone (say a suspenseful tone) your mysteries, horror, and suspense stories will be more effective.

As writers, we want to make sure our readers ask: what's going to happen to my favorite character in this situation or what will happen because this is happening to my favorite character?

Some ways to create suspense:

• Show (describe) the danger or threat
• Hint at possibilities through your diction (careful word choice) and imagery
• Delay gratification by keeping your reader guessing as to what will happen next
• Use description as a way to break up or slow down the resolution of events
• Use dialogue as a way to break up or distract characters from the resolution of events
• Cut to a different scene--use white space to transition from one scene to another
• Cut to the POV of a different character--this is called parallel action
• Stop the scene before you resolve it--this is often called a cliffhanger

YOUR TASK: Read Stephen King's On Writing (his book has 5 parts, you're only reading part 3). As you read, consider your goals as a writer. Consider how a master storyteller like Stephen King can help you achieve your writing goal(s). Take his advice. He's a successful writer and probably has something to teach us. 

Stephen King: On Writing Post Ideas

TASK #1: Read On Writing. In your journal, take notes about key or important tips about writing as you read. We will use your notes to help us create class discussions in future classes in this unit.

TASK #2: Stephen King invites us as readers into his life. He says of his memoir that it is his attempt to "show how one writer was formed...snapshots, most out of focus" (page 4, On Writing). Along the way, he drops some pretty solid advice to young writers. Read for these nuggets of wisdom.

HOMEWORK: Read Stephen King's On Writing, Part 3 (the handout you were given). We will not have this class Friday, so please make sure you make an honest attempt at reading the packet over the next week. Start today and read a little each day to keep up! Please bring your packets back to our next class Tuesday, March 10.

The Creative Process Post; Day 2: Story Project; The Thief of Always Quiz

Period 3: Please refer to the handout from last class by Scott McCloud.

The Creative Process: Six Steps of Art/or Becoming an Artist from Scott McCloud's Understanding Comics.

1. Idea/Purpose
2. Form
3. Idiom
4. Structure
5. Craft
6. Surface

In your journal, reflect for a couple minutes on the different stages. Which stage(s) do you seem to identify with most?

Then: When you finish reading, respond to Scott McCloud's ideas by writing a short personal response to the following question ON YOUR BLOG. Please answer ALL parts of the question; it has two essential parts:

• What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)--if you don't have a goal, make one now.
• Second part: What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.

Please complete your response and post it on your BLOG for credit. Realize that incomplete work results in lower grades, etc. Learn to use class time and home time efficiently.

If you did not finish reading The Thief of Always, please do so now or read and study the book for your test 4th period.

Period 4: Please take the test on The Thief of Always. This is NOT an open book test. Please take your test on our Google Classroom and submit it from there.

If you finish the test early (before the end of class) please continue to work on writing your project:

• Write a story that includes the following elements: (we started this story last class...pick a chapter heading from The Thief of Always and use it to inspire a story.
• Your story will be graded on or should have the following elements:
1. A beginning, middle, and end
2. A motif (remember that you will need to establish your motif by repeating your event, object, or character at least 3 times--see previous posts for help.)
3. Personification (at least 1 or more examples of personification)
4. Similes (at least 1 or more examples of similes)
5. Names that add to the theme and tone of your story
6. Transformation (your protagonist should be dynamic and change in some way (physical or mental or emotionally, such as maturing in a coming of age story, etc.) by the end of the story.
7. Horror tropes (see link for some ideas)

HOMEWORK: None. If you did not complete your reading of The Thief of Always, please read the book and bring your books back with you to our next class for our class discussion on the novel.