Your short story draft is due at the end of class today. Some of you are already finished. When you do finish, please check your grammar, make any changes you wish to make, add details, remove redundancies in your writing, and make sure your name and title are on your paper, then print. Hand in to my in-box by the end of class.
Finished early? Check this out!
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, but they can be. 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 80,000 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.
HOMEWORK: Sudden Fiction: A Walled Garden, Heart Attack, Thank You Mam, Turning, Say Yes. (We will read Popular Mechanics next class) Please bring your books to class next class and bring any questions about the reading so far (pp. 3-78)
Thursday, September 16, 2010
Tuesday, September 14, 2010
Writing Day!
Please continue to write your character baseline piece. When you get stuck, I suggest turning to Sudden Fiction and reading a story or two. Then go back to your writing. Try to stay away from frivolous conversation with your peers. They need to write, and so do you. Do not waste your time in this lab!
HOMEWORK: Please read the following in Sudden Fiction (pp. 39-58):
The Moving
The Cliff
No One's a Mystery
The Merry Chase
Yours
HOMEWORK: Please read the following in Sudden Fiction (pp. 39-58):
The Moving
The Cliff
No One's a Mystery
The Merry Chase
Yours
Friday, September 10, 2010
Character Baseline Story
Today we will get started writing our character baseline story. The character that you are creating for your story should start with the notes from your interview. Use these notes to create a new fictional character inspired by the interview you had a few days ago.
For more information please check the post below this one.
All in all, to prepare, ask these basic questions:
1. What genre do I want to write? (Ex. western, spy-thriller, science-fiction/fantasy, zombie holocaust cross-over, situational comedy, drama, chick-lit, romance, etc.)
2. What might be a possible setting or settings for my story?
3. What important "scene" do I see in my head? You can start there or work toward that image.
4. Consider a problem that your fictional protagonist needs to solve. Don't solve it until at least the second page or more.
Then stop. You've begun to plan, but let's look at the Sudden Fiction anthology for a moment.
In groups of two, please read the following stories OUT LOUD to one another. Your partner should pay attention and follow along with you as you read.
Sunday In the Park (pg. 20-23)
Five Ives (pg. 24-28)
After reading these two short stories, please go back to your ideas, and begin writing. Use the lab time to write your story. Don't get too distracted. If you tire out and can't continue, pick up Sudden Fiction, and read the homework:
HOMEWORK: Please read in Sudden Fiction (pp. 29-38):
Song on Royal Street
Pygmalion
A Fable
For more information please check the post below this one.
All in all, to prepare, ask these basic questions:
1. What genre do I want to write? (Ex. western, spy-thriller, science-fiction/fantasy, zombie holocaust cross-over, situational comedy, drama, chick-lit, romance, etc.)
HINT: write in the genre you like to read
2. What might be a possible setting or settings for my story?
3. What important "scene" do I see in my head? You can start there or work toward that image.
4. Consider a problem that your fictional protagonist needs to solve. Don't solve it until at least the second page or more.
Then stop. You've begun to plan, but let's look at the Sudden Fiction anthology for a moment.
In groups of two, please read the following stories OUT LOUD to one another. Your partner should pay attention and follow along with you as you read.
Sunday In the Park (pg. 20-23)
Five Ives (pg. 24-28)
After reading these two short stories, please go back to your ideas, and begin writing. Use the lab time to write your story. Don't get too distracted. If you tire out and can't continue, pick up Sudden Fiction, and read the homework:
HOMEWORK: Please read in Sudden Fiction (pp. 29-38):
Song on Royal Street
Pygmalion
A Fable
Tuesday, September 7, 2010
Introductory Speech & Character Baseline Exercise
Today we are continuing our introductions from the interview you conducted last Friday. Please prepare your notes to introduce your partner (and vice versa). If you were absent, please prepare to talk about yourself to the class. Look at the ?'s posted from Friday, September 3 for ideas.
Take a few minutes in the beginning of class to prepare your notes, and decide what you learned from your interview and want to share with the class. Speeches usually open with an interesting statement or lead-in. Begin your introductory speech with a clever attention-grabber. Write an interesting opening line for your speech to introduce your partner.
When called, please stand up and introduce your partner. You may use your notes if you get stuck, but try to also "talk" to us. No one likes to be "read" to.
Politely listen to each speech. Listening is an important element in the communication process.
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 (approx. 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)
Take a few minutes in the beginning of class to prepare your notes, and decide what you learned from your interview and want to share with the class. Speeches usually open with an interesting statement or lead-in. Begin your introductory speech with a clever attention-grabber. Write an interesting opening line for your speech to introduce your partner.
When called, please stand up and introduce your partner. You may use your notes if you get stuck, but try to also "talk" to us. No one likes to be "read" to.
Politely listen to each speech. Listening is an important element in the communication process.
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 (approx. 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)
Friday, September 3, 2010
Introductory Speech (Exercise #1)
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 during our next class.
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 in your journal.
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 in your journal.
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.
Thursday, September 2, 2010
Welcome Freshmen!
Welcome to Performance, Word, & Text. Please read the course description, objectives, and requirements for this class. My teacher website is also posted on the side links. You or your parents can check there for a PDF Course Criteria File and more information about the Creative Writing department, our class, and SOTA.
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
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
Monday, June 21, 2010
Thursday, June 10, 2010
Tuesday, June 8, 2010
Blog Posts, Reading Circle, Portfolio
Today, spend the first 10 minutes of class posting a blog entry on your blog regarding the reading you have been doing with your chosen book. What do you think so far? How far have you read? What have you learned about writing through reading the novel? What questions do you have? Etc.
Then, gather with your reading group and chat about the book. Each reader should discuss the book. Create a survey with your group members. Find out how many people enjoy the book (write the number down), how many dislike the book or are having trouble understanding or relating to the book, and answer any questions that group members may have. Discuss for about 15 minutes. Then: go back to your portfolio preparation.
The portfolio is due on Friday.
Then, gather with your reading group and chat about the book. Each reader should discuss the book. Create a survey with your group members. Find out how many people enjoy the book (write the number down), how many dislike the book or are having trouble understanding or relating to the book, and answer any questions that group members may have. Discuss for about 15 minutes. Then: go back to your portfolio preparation.
The portfolio is due on Friday.
Monday, June 7, 2010
Final 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 6-8 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 4-5 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 2-3 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 2-3 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 3-4 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 11
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 6-8 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 4-5 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 2-3 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 2-3 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 3-4 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 11
Wednesday, June 2, 2010
Quiz, Blog, & Last Book Choice
Today, after I answer any specific questions about the memoirs you read, we will take a quiz on the books. Please answer the essay portion of the test on your blog.
Before the test, you will be picking up one of four books:
All books have similar archetypal plots dealing with character growth and "self discovery" (the name of our course). You may choose from:
Cantora by Sylvia Lopez-Medina (Romance)
The Color Purple by Alice Walker (Realism)
The Hobbit by J.R.R. Tolkein (fantasy)
A Wizard of Earthsea by Ursula LeGuin (fantasy)
After you complete your test, please begin reading your chosen book. Please bring your book with you next class as we will be reading outside with it (weather permitting).
Before the test, you will be picking up one of four books:
All books have similar archetypal plots dealing with character growth and "self discovery" (the name of our course). You may choose from:
Cantora by Sylvia Lopez-Medina (Romance)
The Color Purple by Alice Walker (Realism)
The Hobbit by J.R.R. Tolkein (fantasy)
A Wizard of Earthsea by Ursula LeGuin (fantasy)
After you complete your test, please begin reading your chosen book. Please bring your book with you next class as we will be reading outside with it (weather permitting).
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