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.
Sunday, September 13, 2009
Thursday, September 10, 2009
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.
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.
Wednesday, September 9, 2009
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.
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.
Tuesday, September 8, 2009
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)
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)
Thursday, September 3, 2009
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.
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.
Tuesday, September 1, 2009
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
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
Monday, July 13, 2009
Summer Wipe Out!
To all the followers of this blog, I am reconfiguring the site for the new incoming students. Its look and most of the links will be removed. All material from 2008-2009 will be archived. Thanks for your support.
Monday, June 8, 2009
Final Exam - Portfolio
There are two (2) parts to your final portfolio.
A. A 4-6 page, double-spaced, typed self evaluation essay
B. A variety of your best work chosen from all your CW classes
Your final portfolio will count for both 9th grade creative writing classes and will be reviewed by Mr. Craddock & Ms. Gamzon. It will constitute 25% of your final grade.
Part A. Self Evaluation Essay
Part B. Portfolio
Select work that you created this year in Ms. Gamzon or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.
Table of contents. Your table of contents should order your portfolio into the following parts:
a. Poetry
b. Fiction
c. Non-fiction
d. Scripts
e. Special projects
Poetry. Choose 5-7 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed on the table of contents.
Fiction. Choose 3-4 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed on the table of contents.
Non-fiction. Choose 1-2 of your best non-fiction pieces. Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed on the table of contents.
Scripts: Choose 1-2 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed on the table of contents.
Special Projects: Choose 2-3 of your special projects (newsletter, slideshow*, brochure, literary magazine, web design, blog, etc.) which show your growth and creative ability. Each project should be listed on the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please talk about these projects in your reflection.
Self Reflection Non Fiction - Creative Essay:
During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics and the material in your portfolio. Reflect on your work this year.
Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. What did you learn about writing and about yourself through these assignments this year?
Rubric
_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (5-7 poems) 10 points
_____ Fiction (3-4 short stories) 10 points
_____ Non Fiction (1-2 creative essays) 10 points
_____ Special Projects (1-2 special projects) 10 points
_____ Grammar (Work is clean, copy-edited, free of errors) 10 points
Penalty: (-1/2 point for each grammar error. Up to -10 points)
_____ Portfolio turned in complete and on time 10 points
Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above)
The final portfolio is due Friday, June 12 along with your journal.
A. A 4-6 page, double-spaced, typed self evaluation essay
B. A variety of your best work chosen from all your CW classes
Your final portfolio will count for both 9th grade creative writing classes and will be reviewed by Mr. Craddock & Ms. Gamzon. It will constitute 25% of your final grade.
Part A. Self Evaluation Essay
Part B. Portfolio
Select work that you created this year in Ms. Gamzon or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.
Table of contents. Your table of contents should order your portfolio into the following parts:
a. Poetry
b. Fiction
c. Non-fiction
d. Scripts
e. Special projects
Poetry. Choose 5-7 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed on the table of contents.
Fiction. Choose 3-4 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed on the table of contents.
Non-fiction. Choose 1-2 of your best non-fiction pieces. Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed on the table of contents.
Scripts: Choose 1-2 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed on the table of contents.
Special Projects: Choose 2-3 of your special projects (newsletter, slideshow*, brochure, literary magazine, web design, blog, etc.) which show your growth and creative ability. Each project should be listed on the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please talk about these projects in your reflection.
Self Reflection Non Fiction - Creative Essay:
During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics and the material in your portfolio. Reflect on your work this year.
Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. What did you learn about writing and about yourself through these assignments this year?
Rubric
_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (5-7 poems) 10 points
_____ Fiction (3-4 short stories) 10 points
_____ Non Fiction (1-2 creative essays) 10 points
_____ Special Projects (1-2 special projects) 10 points
_____ Grammar (Work is clean, copy-edited, free of errors) 10 points
Penalty: (-1/2 point for each grammar error. Up to -10 points)
_____ Portfolio turned in complete and on time 10 points
Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above)
The final portfolio is due Friday, June 12 along with your journal.
End of Year Projects
Take 3 minutes to review the quest archetype.
After your Hobbit quiz, please complete your fantasy story. The draft of this is due at the end of class. Those of you not completing the assignment have homework to finish the draft by Wednesday.
I will be collecting your journals Friday. Please prepare them.
When you are finished with your fantasy story, please begin working on the FINAL PORTFOLIO. This assignment will count as a final exam for both classes.
After your Hobbit quiz, please complete your fantasy story. The draft of this is due at the end of class. Those of you not completing the assignment have homework to finish the draft by Wednesday.
I will be collecting your journals Friday. Please prepare them.
When you are finished with your fantasy story, please begin working on the FINAL PORTFOLIO. This assignment will count as a final exam for both classes.
Tuesday, June 2, 2009
Fantasy Project - Beginning Your Draft
Today, write.
Write. Write your fantasy story.
Start by describing your setting. Then introduce your character in his/her normal duties. Then introduce the inciting incident. After you introduce your inciting incident that draws your protagonist into the story, continue to write the story. You should include 3 episodes (the last episode should reach your story's climax). Order your events/episodes so that they build on one another and that the events illustrate some aspect of your protagonist. Of course, use dialogue and description where appropriate in your story.
Try to use the quest archetype in your story.
Homework: Read up to chapter 15 in the Hobbit. There will be a test on chapters 10-15 next class.
Write. Write your fantasy story.
Start by describing your setting. Then introduce your character in his/her normal duties. Then introduce the inciting incident. After you introduce your inciting incident that draws your protagonist into the story, continue to write the story. You should include 3 episodes (the last episode should reach your story's climax). Order your events/episodes so that they build on one another and that the events illustrate some aspect of your protagonist. Of course, use dialogue and description where appropriate in your story.
Try to use the quest archetype in your story.
Homework: Read up to chapter 15 in the Hobbit. There will be a test on chapters 10-15 next class.
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