Blog Post #6; Dandelion Wine (Quiz #2); Opening a Story & Analysis

Starting out in the lab today, please post a review so far of your reading of Dandelion Wine by Ray Bradbury.

1. Select 2-3 scenes or chapters in the book you have read so far and evaluate them.
2. Discuss what you think works or is effective in Ray Bradbury's writing of these stories: is it his depiction of characters? Is it the conflict, the setting, the plot, the theme, the symbolism, the dialogue, the use of literary devices like anaphora, or other rhetorical devices (see links for a list of options)...or is it his use of imagery in his description, the creation of suspense or tone, maybe it's his message about the human condition, etc. that sets this book apart from others you may have read this year. Explain your answer.
3. Since your readers may not be familiar with the stories you are examining, make sure you give a short synopsis or summary of the story you are evaluating before you explain what you felt is working in the story.

Your post should include at least 2 or 3 scenes. You may do more if you like, but if you write less than 2, you will be penalized on development for this assignment.

After 15 minutes, please go next door to take our second reading quiz on Dandelion Wine.

Period 3/4: After all quizzes are collected, let's discuss the structure of a short story by taking a look at page 180-184. Let's read and examine this story:

• A hook or "inciting incident"
• A description of setting and character
• A conflict
• A relationship between cause and effect: plot (not this happens then that happens, but BECAUSE this happens, that happens...or when this happens this results in that happening, etc.)
• A problem that needs to be solved 
• An internal monologue (characterization, POV, & voice)
• Dialogue (characterization)
• Commentary on the human condition (theme)
• An ending that suggests resolution

Advice on beginning stories:

Beginning a Story

A beginning promises more to come. It should hook our attention, allow us entrance into the world of the story. Beginnings need to be full of potential for the characters (and the reader). Some simple ways writers do this is the following (taken from The Fiction Writer's Workshop by Josip Novakovich)

• Setting: setting sets the stage and raises our expectations, introduces us to location, time, and supports character, tone, mood and POV.

On the pleasant shore of the French Riviera, about half-way between Marseilles and the Italian border, stands a large, proud, rose-colored hotel. Deferential palms cool its flushed façade, and before it stretches a short dazzling beach. Lately it has become a summer resort of notable and fashionable people.

• Imagistic or Strong Sensations: Imagery invites your reader to experience your narrative, giving you a good start. It also helps establish setting, usually.

1956. The air-conditioned darkness of the Avenue Theater smells of flowery pomade, sugary chocolates, cigarette smoke, and sweat.

• A Need or Motive: Need is essential for all major characters. It is usually what drives the conflict and characterization, also the plot in a story. Starting off with a motive or need is the fastest way to learn what characters want.

On his way to the station William remembered with a fresh pang of disappointment that he was taking nothing down to the kiddies. Their first words always were as they ran to greet him, “What have you got for me, daddy?” and he had nothing.

• Action: Action catches our attention. When we start a story in the middle of an action (a good idea in any case) this is called: in media res.

The pass was high and wide and he jumped for it, feeling it slap flatly against his hands, as he shook his hips to throw off the halfback who was diving at him.

• Scene: Usually in one sentence, combines action, setting, and character.

Card-playing was going on in the quarters of Narumov, an officer in the Guards.

• Symbolic Object: Describe an object that has significance to your story, characters, plot. Usually a reader will recognize the importance of an object if mentioned in the first paragraph of a story.

An antique sleigh stood in the yard, snow after snow banked up against its eroded runners.

• Character portrait: Introduces a reader to your protagonist or an important character.

The girl’s scalp looked as though it had been singed by fire—strands of thatchy red hair snaked away from her face, then settled against her skin, pasted there by sweat and sunscreen and the blown grit and dust of travel.

• Character’s Thoughts: Like a portrait, this one’s internal.

If I am out of my mind, it’s all right with me, thought Moses Herzog.

Helpful Writing Activities to Get a Good Opening or Hook:

1. In your journal write a variety of "opening lines." Practice a few of each type.

2. Hold a contest with a friend as to who can write the best opening line of a story. Practice coming up with ideas. When you come up with a great opening, write it down in your journal.

Story Analysis (pg. 158-176). Get into groups of 2-3. Together read the short story on pages 158-176. As you read, answer the questions and examine the text to analyze Bradbury's use of suspense in this story. When you have completed the story, please turn in your notes for participation credit.

Time left? We'll begin writing an original story with some of the advice we've learned. No time left and incomplete? We'll finish up next class if more time is needed.

HOMEWORK: Please continue to read Dandelion Wine (we'll finish the book by Friday). Read up to page 210. There will be a test on the entire book Friday.

Blogs and Brochures!

BLOG POST #5: Please read Andrew Varnon's poem: "Be My Sherpa", Then, write your own love (or anti-love) poem as your post assignment on your blog.

Brochure Project: Please complete your genre brochure projects today and print them out. Proofread your work before printing. Do NOT staple your brochures. I'll make them for you.

HOMEWORK: Please read Dandelion Wine, pg. 90-157. Expect your second quiz when you return from Feb. break. Catch up on your blog writing. Have a nice break!

Dandelion Wine Quiz #1; Love Poem Post; Genre Brochure Project: Day 4

After our quiz on pages 1-67 of Dandelion Wine, then turn in your quizzes, and please use the rest of period 3 to read pg. 68-89.

After all the tests are collected, and the class is quietly reading, we will move over to the lab.

It's Valentine's Day!

BLOG POST #5: Please read Andrew Varnon's poem: "Be My Sherpa", Then, write your own love (or anti-love) poem as your post assignment on your blog.

You might find it helpful for your brainstorming to:

• List objects, ideas, associative words on a page
• Find random words in a dictionary or thesaurus and write them down (the more random the better)
• Find a random article from the internet and select a variety of words and include them on your list
• Listen to snippets of conversation and select random words from what you hear and write them down

Then use a stem prompt like:

• Be my...
• I love you like...
• You're my...
• You're not my...
• Don't be my...

Etc.

After completing your blog post, please continue to work on your genre brochure. The brochure will be due at the end of next class.

HOMEWORK: Please read up to pages 89 in Dandelion Wine. Bring your books to our next class. 

Brochure Project; Dandelion Wine (Day 2)

Period 3:

Please continue working on your genre brochure project. These will be due next week!

Brochures are mainly pictures. The information you provide in writing on a brochure should be clear, concise, and just the main points.

However, in the inside copy (the second page of your brochure), you can get more detailed. Leave the first page for bulleted lists, cover page, and your name. Your cover should include an eye-catching graphic JPG or photo.

Graphics are necessary to catch the eye. Remember that we don't have a color printer, so be careful about light color print or dark backgrounds. See my model as a guideline for your brochure if you are confused.

See previous posts for more details about what you should include in your brochure! There are requirements!

Period 4:

Dandelion Wine: At 10:00, please go next door with your journals and books. We will start reading again on page 26. If you did not read pages 5-25, please do so during period 3. Absent students, please pick up the book from the library during 3rd period.

Writing exercise: keep track of things...divide your page into two lists:

• Rites and ceremonies (things you usually do)
• Discoveries and revelations (new things you do/or new ideas you have about the world)

Examine your seasons: Winter, Spring, Summer, Fall. Place rites and ceremonies & discoveries/revelations in their proper place. Summer/Fall: football practice, Winter/Spring: basketball practice, Revelation: I am not tall enough to be a professional basketball player...etc.

HOMEWORK: Please continue reading through pages 67. Expect a short quiz on your reading of pages 1-67. If you need help, check out this site: context and summary: chp. 1-3 & chp. 4-7&  chp. 8-11 and chp. 12-13. Information about the main characters so far in the book can be found here. 

Genre Brochure Project: Day 2

Period 3:

Blog Post #4: Today please take the first 5-10 minutes of class adding a post to your blog about your favorite writing genre. What do YOU like to read for pleasure? What type of books do you like? Who might your favorite author(s) be? Why do you like the genre you picked? What films or books of this genre inspire you? Why?

Classroom Project: Genre Brochure

• Choose one of the genres in bold--check the subcategories so that you know what you're getting into:
• General fiction: chick lit, domestic drama, sports, vampire lit, LGBT, humor, war, urban/black or minority literature, literary (melange)
• Historical fiction: romance, detective thriller, adventure, family saga, drama, multi-volume, African-American/urban
• Romance: paranormal, historical, regency, horror/gothic, LGBT, inspirational, contemporary, African-American/urban
• Mysteries and Thrillers: detectives, cozy, Christian, noir, forensic, police procedural, courtroom/legal, LGBT, historical, thriller, ghost story/paranormal, horror, spy, action
• Science Fiction: soft, hard, apocalypse, cyberpunk, feminist, comic/humor, first contact, colonization, military, time travel, steampunk, space opera, dystopian, speculative
• Fantasy: heroic, Arthurian, dark, urban, alternate history, RPG, high, science fantasy, speculative, magical-realism, fable
• Autobiography & Memoir: boot strap, political, family, celebrity, travel, survival, extraordinary lives, confession/conversion, spiritual memoir, writer's memoir, new journalism
• Literary Fiction: any of the above, but with better writing quality, skill, and attention to craft 
• Children's/Young Adult: any of the above, usually with more fantasy or realist elements 
• Have you chosen a genre? If so, continue on. If not, stop. Go back and choose.
• You will be expected to create a brochure for your chosen genre.
• Take a look at the questions bulleted below. You will want to be able to answer these questions in your brochure.
• In Microsoft Word, from the FILE menu, please select New From Template.
• Choose BROCHURE as a template. Select one you like. Create only a 6 panel brochure (not an 8 panel one or half page). 
• Use the handout chapter on genres to help you research your topic. You may also use the internet for sources, definitions, and graphics or illustrations for your brochure.
• Create a brochure about your chosen genre by following the steps below. Be creative. Play around with design and how you present the information in a clear and creative way. You may use graphics and lists to provide answers to these questions:

1. Describe this genre. What is it?
2. Who is the target reader (a fantasist, a realist, a pragmatist, or what combination?)
3. What are some expectations a reader of this genre might expect?
4. What are some categories of this genre? AND what are the expectations a reader might expect from this genre?
5. Examples of some popular or famous books or films that fit this genre; and/or examples of authors who write in this type of genre.

NOTE: Brochures should not have too much text--they should use graphics and pictures to get information across. Big concepts (like subgenres) can be listed, as opposed to painstakingly explained. Write your notes in your journal (double dipping!) and organize your notes to select only the most important information about your chosen genre in the brochure! More tips on the way. The brochure project is not due yet.

Period 4: 10 Minute Author Research

Please research and take notes in your journal of the author Ray Bradbury. Find out a little bit about this author. Note what he is known for, and, if possible, a little bit about his life. We will be picking up the novel Dandelion Wine (a collection of interconnected short stories inspired by the author's life & memory) from the library today. When you return from the library, please go next door to begin reading Dandelion Wine and working on some writing prompts.

Association exercise #1 

1. Select a specific noun that means or meant something to you when you were younger than you are now and write it boldly in your journal. Ex. Fried chicken or Bubble-gum ice-cream or white washed picket fences or broken concrete or boa constrictor. The noun should be specific enough and relatable to you.
2. Write the first word that comes into your mind when thinking about this noun. Add this word to your list.
3. Add at least 10 more words to your list. Do not get ahead of yourself. Only write down the next word that you associate with the previous one. Do not simply list a series of similar words.
Not: boa constrictor, gardner snake, cobra, anaconda, python... but: boa constrictor, straw, horse stall, riding helmet, green bicycle, skinned knee, mercurocrome, etc. 

Let's read a little bit of the book together. Remember to look for how an author uses memory as the ignition to his/her inspiration while writing. As E.M. Forester reminds us: we want a story to be surprising, but convincing. Let's see how a masterful author does this.

HOMEWORK: Read up to page 25 of Dandelion Wine. Write down characters names and a short 1-2 sentence description or summary of each "chapter" story. Bring your journal notes and Dandelion Wine book back with you next class as we will continue to work with it.

Classroom Blogs

Our classroom blogs can be found linked here. Take a look at the work your peers are doing and send them an encouraging comment or two!

Turon P.
Victoria G.
Raeona H.
Jenna L.
Joshua P.
Jesziah V.
Darnell S.
Kemani W.
Britney R.
Kordae S. 
Ja'Miah S.
Pahz C.
Asia
Javant
Akhiyar
Isobel

A few things to note:

• Don't be a jerk. Your blog is public. When you appear rude or ignorant or immature, people will label you as rude or  ignorant or immature. Make sure you present yourself in a way you want the world to view you.
• Is there missing information or an inappropriate title? You can change this in the design section of your editor.
• Is your background too distracting, inappropriate, or hard to read? You can change your blog template and background in your editor to correct these errors. 
• If you do not see your name in the list above, there may be a reason. One of those reasons may be that you did not send me the required URL for your blog site. Do so now! If I can't access your blog, I can't give you credit for it!

Blog Posts Due; Genre Brochure Project: Day 1

CLASSROOM: Reading/Writing Exercise

E.M. Forster was a British author of realistic, literary fiction. His novels were made into films, most notably A Room With a View, Howard's End, Maurice, and A Passage to India. He wrote a famous writing guide book called Aspects of the Novel in which he states that a characteristic of good writing is that it should be: "surprising, yet convincing."

Surprising: something that happens that surprises us or is unexpected--we didn't see that coming...and convincing--that we believe the unexpected thing could actually happen. We are convinced by the surprise, but after learning the surprise, we think: yeah. I can believe that.

In today's short story, read along. When the story surprises you, note it in the margins of the text. Consider how the author attempts to make the surprising situation convincing.

LAB: In the lab make sure you have set up your Blog and have written the 3 required post(s):

A. An introduction to your website. Your first blog entry should welcome your guests and explain that you are a student @ SOTA, taking a creative writing course. This is important so that people know you are a teenager. Feel free to omit (leave out) your last name. You can also use a pseudonym if you'd prefer for privacy sake.

B. Write a short entry (non-fiction, fiction, or poetry) about something you feel passionate about. You may use the writing prompt this morning as a starting point for your work. Use what we read in class as a model. Remember. Describe your memories. Visualize the situation. Write. You can rant, rave, etc. but remember that your blog is a public forum and other people in the world can access your writing. Don't embarrass yourself. Check your spelling and language so you don't come across as ignorant or unskilled. As always, it is important for a writer to think about his/her audience. 

C: On your newly created blog, personally respond to the linked articles/videos above. Which of the top ten writing rules makes the most sense to you? Which ones do you practice? Which ones do you need more work on? Reflect on your own writing in your blog post. Let your audience know that you take writing seriously (i.e., you think about it).

All blog post entries (3) are due today.

LAB TASK #2: Classroom Project: Genre Brochure

Writing is a business. Books are published, not only because they're good for you, are beautifully written, or introduce you to human characters, events, and culture, but also because they sell. Publishers count on readers to consume books. It's all about the $, and less about the art. But it is also an art.

In today's writing market there are a variety of genres in which writers tend to write. Knowing your audience and what readers expect from these genres will help you as a writer give your audience what it wants. So let's learn about these audiences and what they expect!

• Choose one of the genres in bold--check the subcategories so that you know what you're getting into:
• General fiction: chick lit, domestic drama, sports, vampire lit, LGBT, humor, war, urban/black or minority literature, literary (melange)
• Historical fiction: romance, detective thriller, adventure, family saga, drama, multi-volume, African-American/urban
• Romance: paranormal, historical, regency, horror/gothic, LGBT, inspirational, contemporary, African-American/urban
• Mysteries and Thrillers: detectives, cozy, Christian, noir, forensic, police procedural, courtroom/legal, LGBT, historical, thriller, ghost story/paranormal, horror, spy, action
• Science Fiction: soft, hard, apocalypse, cyberpunk, feminist, comic/humor, first contact, colonization, military, time travel, steampunk, space opera, dystopian, speculative
• Fantasy: heroic, Arthurian, dark, urban, alternate history, RPG, high, science fantasy, speculative, magical-realism, fable
• Autobiography & Memoir: boot strap, political, family, celebrity, travel, survival, extraordinary lives, confession/conversion, spiritual memoir, writer's memoir, new journalism
• Literary Fiction: any of the above, but with better writing quality, skill, and attention to craft 
• Children's/Young Adult: any of the above, usually with more fantasy or realist elements 
• Have you chosen a genre? If so, continue on. If not, stop. Go back and choose.
• You will be expected to create a brochure for your chosen genre.
• Take a look at the questions bulleted below. You will want to be able to answer these questions in your brochure.
• In Microsoft Word, from the FILE menu, please select New From Template.
• Choose BROCHURE as a template. Select one you like. Create only a 6 panel brochure (not an 8 panel one or half page). 
• Create a brochure about your chosen genre by following the steps below. Be creative. Play around with design and how you present the information in a clear and creative way. You may use graphics and lists to provide answers to these questions:

1. Describe this genre. What is it?
2. Who is the target reader (a fantasist, a realist, a pragmatist, or what combination?)
3. What are some expectations a reader of this genre might expect?
4. What are some categories of this genre? AND what are the expectations a reader might expect from this genre?
5. Examples of some popular or famous books or films that fit this genre; and/or examples of authors who write in this type of genre.

NOTE: Brochures should not have too much text--they should use graphics and pictures to get information across. Big concepts (like subgenres) can be listed, as opposed to painstakingly explained. Write your notes in your journal (double dipping!) and organize your notes to select only the most important information about your chosen genre in the brochure! More tips on the way. The brochure project is not due yet.

Our curricular map for this semester looks like this: [note: general and literary fiction, poetry, and coming of age young adult fiction will be covered primarily in Ms. Gamzon's class...]

1. Fantasy/Science Fiction
2. Children's Literature 
3. Mystery/Thriller
4. Horror/Suspense
5. Historical Fiction/Romance
6. Humor
7. Memoir & Autobiography

Some drama will be sprinkled in to various literary units. Of those completing the survey, 6 of you labeled yourselves primarily Fantasists, and 4 primarily Realists. 4 were absent or refused to participate in the survey (or turn it in).

HOMEWORK: None.

Writing Practice; Audience & Types of Readers; Marigolds; Blogs; Brochures

Video: Maya Angelou on Finding My Voice (2 min.) and for you later when you need it: Maya Angelou's Top Ten Rules for Success (20 min.)
Writing Practice: Style & Structure (Natalie Goldberg)
Short Story "Marigolds" (Group & Silent Reading); note the author's use of "memory"--"I remember..." in the story. Note as well, that each sentence builds on the one previous. As we read, begin to apply what we're learning to what we're reading.

AUDIENCE

There are 3 general types of readers that a writer should be aware of:

• Fantasists: readers who read to escape the tediousness of ordinary life, seeking new frontiers and imaginative fiction
• Realists: readers who read about contemporary life to learn about or reinforce personal experiences
• Pragmatists: readers who read for a specific purpose--from cooking to learning history or science

Most of us favor one or two of these styles when we read. Our tastes can change depending on our life experience and maturity. Well read and well rounded readers enjoy all types of reading styles at some point in their life.

Readers also become loyal to writers. Publishers count on this to occur. Remember above all, writing is a business. Books are published, not only because they're good for you, are beautifully written, or introduce you to human characters, events, and culture, but also because they sell. Publishers count on readers to consume books. It's all about the $, and less about the art. But it is also an art.

In today's writing market there are a variety of genres that writers tend to write. Knowing what readers expect from these genres will help you as a writer give your audience what it wants. So let's learn about these audiences and what they expect!

• General fiction: chick lit, domestic drama, sports, vampire lit, LGBT, humor, war, urban/black or minority literature, literary (melange)
• Historical fiction: romance, detective thriller, adventure, family saga, drama, multi-volume, African-American/urban
• Romance: paranormal, historical, regency, horror/gothic, LGBT, inspirational, contemporary, African-American/urban
• Mysteries and Thrillers: detectives, cozy, Christian, noir, forensic, police procedural, courtroom/legal, LGBT, historical, thriller, ghost story/paranormal, horror, spy, action
• Science Fiction: soft, hard, apocalypse, cyberpunk, feminist, comic/humor, first contact, colonization, military, time travel, steampunk, space opera, dystopian, speculative
• Fantasy: heroic, Arthurian, dark, urban, alternate history, RPG, high, science fantasy, speculative, magical-realism, fable
• Autobiography & Memoir: boot strap, political, family, celebrity, travel, survival, extraordinary lives, confession/conversion, spiritual memoir, writer's memoir, new journalism
• Literary Fiction: any of the above, but with better writing quality, skill, and attention to craft 
• Children's/Young Adult: any of the above, usually with more fantasy or realist elements 

LAB: In the lab set up your Blog and write the following post(s):

A. An introduction to your website. Your first blog entry should welcome your guests and explain that you are a student @ SOTA, taking a creative writing course. This is important so that people know you are a teenager. Feel free to omit (leave out) your last name. You can also use a pseudonym if you'd prefer for privacy sake.

B. Write a short entry (non-fiction, fiction, or poetry) about something you feel passionate about. You may use the writing prompt this morning as a starting point for your work. Use what we read in class as a model. Remember. Describe your memories. Visualize the situation. Write. You can rant, rave, etc. but remember that your blog is a public forum and other people in the world can access your writing. Don't embarrass yourself. Check your spelling and language so you don't come across as ignorant or unskilled. As always, it is important for a writer to think about his/her audience. 

C: On your newly created blog, personally respond to the linked articles/videos above. Which of the top ten writing rules makes the most sense to you? Which ones do you practice? Which ones do you need more work on? Reflect on your own writing in your blog post. Let your audience know that you take writing seriously (i.e., you think about it).

All blog post entries (3) are due by Monday. Use the handout, freewriting, etc. to write posts on your newly created blog. Next class we'll be picking up a book, so get ready for that inevitability.

LAB TASK #2: Classroom Project: Genre Brochure

• Choose one of the genres in bold--check the subcategories so that you know what you're getting into:
• General fiction: chick lit, domestic drama, sports, vampire lit, LGBT, humor, war, urban/black or minority literature, literary (melange)
• Historical fiction: romance, detective thriller, adventure, family saga, drama, multi-volume, African-American/urban
• Romance: paranormal, historical, regency, horror/gothic, LGBT, inspirational, contemporary, African-American/urban
• Mysteries and Thrillers: detectives, cozy, Christian, noir, forensic, police procedural, courtroom/legal, LGBT, historical, thriller, ghost story/paranormal, horror, spy, action
• Science Fiction: soft, hard, apocalypse, cyberpunk, feminist, comic/humor, first contact, colonization, military, time travel, steampunk, space opera, dystopian, speculative
• Fantasy: heroic, Arthurian, dark, urban, alternate history, RPG, high, science fantasy, speculative, magical-realism, fable
• Autobiography & Memoir: boot strap, political, family, celebrity, travel, survival, extraordinary lives, confession/conversion, spiritual memoir, writer's memoir, new journalism
• Literary Fiction: any of the above, but with better writing quality, skill, and attention to craft 
• Children's/Young Adult: any of the above, usually with more fantasy or realist elements 
• Have you chosen a genre? If so, continue on. If not, stop. Go back and choose.
• You will be expected to create a brochure for your chosen genre.
• Take a look at the questions bulleted below. You will want to be able to answer these questions in your brochure.
• In Microsoft Word, from the FILE menu, please select New From Template.
• Choose BROCHURE as a template. Select one you like. Create only a 6 panel brochure (not an 8 panel one or half page). 
• Create a brochure about your chosen genre by following the steps below. Be creative. Play around with design and how you present the information in a clear and creative way. You may use graphics and lists to provide answers to these questions:

1. Describe this genre. What is it?
2. Who is the target reader (a fantasist, a realist, a pragmatist, or what combination?)
3. What are some expectations a reader of this genre might expect?
4. What are some categories of this genre? AND what are the expectations a reader might expect from this genre?
5. Examples of some popular or famous books or films that fit this genre; and/or examples of authors who write in this type of genre.

NOTE: Brochures should not have too much text--they should use graphics and pictures to get information across. Big concepts (like subgenres) can be listed, as opposed to painstakingly explained. Write your notes in your journal (double dipping!) and organize your notes to select only the most important information about your chosen genre in the brochure! More tips on the way. The brochure project is not due yet.

Finally, before you leave today, please complete the short survey regarding genre units for this course.

HOMEWORK: If you did not complete your 3 blog posts, please do so. If you did not SEND ME THE LINK TO YOUR BLOG, please do so in the comment section below!

Welcome to Writing for Publication!

Welcome to Writing for Publication!

While we won't completely leave performance, word, and text this semester we are going to focus on writing as a career. To get started, let's read what Natalie Goldberg wrote about some writing tips in her book Wild Mind.

What does it take to be a "writer"? What skills do we need? What attitude do we need to cultivate? Let's find out.

• Top Ten Writing Rules Advice from Famous Writers

Let's read "Proofs" by Richard Rodriguez, "Senior Payroll" by William Barrett, & the poem:

From : "Afternoons" by Jorge H. Aigla

Those afternoons, the Saturdays of my tender childhood
in Mexico City
were just lovely...
I remember going to a store
that sold mountain climbing equipment:
my father knew “The Goat,”
one of the climbers of the great Popocatepetl,
and he would show us boots, ropes, and hammers,
and photographs of the Valley of Mexico and of snow.
In the old section of the city,
where they sold model airplanes
with gasoline engines,
I would watch the wealthy kids buy
and we in our dreams would fly.

Now it's our turn. Let's set the timer and bleed words and ideas on the page...

After writing, let's take a look at our first project. 

BLOG PROJECT: Setting up your very own blog

One of the most important marketing/writing skills you will need to succeed as a writer is having your own blog. Many authors have a blog where they can interact with their potential audience(s) and share the process of writing, or snippets of their personal lives.

First off, many of you are probably familiar with what a blog is, but if not, here you go--some important information:

A blog is a web log or web journal. A journal written online. Just like your physical writing journal, a blog can include ideas for stories, your own personal reaction to books/films/national events, etc. It can be a good place to publish your poetry, fiction, and plays before you eventually get paid for your writing. Some companies and media sources hire writers to set up and contribute to a company blog--and they pay you for it! For more info check here.

However, there's a lot to know about blogging. Check out the links below and read a little about blogs before attempting to create one.

Here's a few sample writers blogs (with tips about being a writer)

• Sci-Fi/Fantasy author: Neil Gaiman's Blog
• YA & Chick Lit author: Meg Cabot's Blog
• Non-Fiction/Memoir author: Stephanie Klein's Blog
• Sample blog (writing tips)
• Sample blogs and types: Teen Blog #1, Teen Blog #2, Teen Blog #3 (past SOTA students)

To set up your blog:

1. Go to blogspot.com. Some students like to use WordPress.com instead. I suggest blogger because it uses your school gmail account. You may use blogger (read link to set this up), this is Google's blog site. Use your student Google email address. You may also use word press at this link. The choice is yours. 

NOTE: If you have already started a blog as a side project, or because you have already been introduced to the idea, I don't want to stop you from using it. Use your original blog site, but I will be asking that you write things specifically on your blog for our class. If this bothers you, start a new blog. No big deal.

2. You may take a quick tour to get information about the blog site you are going to use, if interested. Otherwise, create a new account.
3. Consider an appropriate title for your blog. This can be your name, but please don't use your last name. Be creative, but remember this will be a WRITER'S BLOG. You can change the name of your blog later if you need to.

NOTE: You must enter an email account (if you have no email, use one from your family; if this isn’t working, use an email account from a trusted and valued friend.) You can set up a new email account at gmail.com. This is a free service. Your email account name will be your “username”--Write your password somewhere safe where you will remember it. You will need to keep track of this.

NOTE: Please send me your blog address in the COMMENT section below.

4. Create a password, display your name, look at terms of service, etc.
5. Log onto your blog. Follow the prompts to set up your page. Write down your address/passwords, etc. (Again, I can't help you if you screw this up.)
6. You may provide biographical info and so on as prompted. At some point, you will need to create a NEW Post. Each new post needs a title and you should edit it before you post it. NOTE: You can always go back and edit a mistake on your posts if you make one.

Today, you will need to set up your Blog and write the following post(s):

A. An introduction to your website. Your first blog entry should welcome your guests and explain that you are a student @ SOTA, taking a creative writing course. This is important so that people know you are a teenager. Feel free to omit (leave out) your last name. You can also use a pseudonym if you'd prefer for privacy sake.

B. Write a short entry (non-fiction, fiction, or poetry) about something you feel passionate about. You may use the writing prompt this morning as a starting point for your work. Use what we read in class as a model. Remember. Describe your memories. Visualize the situation. Write. You can rant, rave, etc. but remember that your blog is a public forum and other people in the world can access your writing. Don't embarrass yourself. Check your spelling and language so you don't come across as ignorant or unskilled. As always, it is important for a writer to think about his/her audience.

These two blog entries will be graded as participation credit. Please complete them today. The third post (see below) is due by next class.

HOMEWORK: If you did not complete any of these parts (or did not finish writing your blog posts in class today) do so by the beginning of next class. Add entries as you see fit to your blog. Post previous poems, short stories, essays, rants, whatever you would like. Have fun and publish!

POST #3: On your newly created blog, personally respond to the linked articles/videos above. Which of the top ten writing rules makes the most sense to you? Which ones do you practice? Which ones do you need more work on? Reflect on your own writing in your blog post. Let your audience know that you take writing seriously (i.e., you think about it).

End of Semester; Portfolio Due!

To start today, we have a speech that needs speaking. After hearing it, go to the lab and do the following:

• Please complete your portfolio and self-reflection today in the lab. 
• If you are missing any work for this course, please complete it now. This is your last chance.
• Turn in journals if you didn't already do that Friday. 

If you have done all that, please do one of the following (or all) tasks:

1. Spend your time writing anything you would like to write but were never asked to. 

2. Build your vocabulary on freerice.com.

3. Play a text based game from this website. 

4. Watch a TedTalk.

5. Learn more grammar.

6. Study for a mid-term you have this week. 

PLEASE USE YOUR FREE TIME TO DO ONE OF THE 6 OPTIONS HERE. This is not time to TALK or distract other students. Students talking excessively or avoiding one of these many tasks will be given a penalty to lower your grade for this marking period. Period. It's like extra credit, just in reverse. 

HOMEWORK: None. We have completed semester one. Make sure you have turned in your portfolio. Expect a new seating arrangement next semester! Good luck on your midterm exams! 

Informational Speeches; Midterm Portfolio & Reflection

Period 3: We will complete our performances of the Informational Speech Project.

When we have completed this activity, please return next door to the lab to complete the following midterm prep.

There are two (2) parts to your midterm portfolio:

A. A 2-3 page, double-spaced, typed self evaluation essay (about 500-750 words)
B. Your 1st semester drafts of all your CW class assignments (poetry, fiction, non-fiction/speeches, and scripts only). There is no need to put homework assignments, worksheets, or projects (like powerpoint poetry or presentations) in your portfolio. You may refer to these things in your reflection. Some pieces are already in your portfolio.

Part A. Self Evaluation Essay (see details below)

Part B. Portfolio

Self Reflection Non Fiction - Creative Essay:
During your freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did this 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 of your development and education. These introductory courses are designed to get you to know yourself as a student and writer a little better, and we're going to continue that trend into the second semester.

Reflective piece: 2-3 pages, double-spaced. Answer some of these questions:

• Write about how you’ve grown as a writer so far this year by taking Ms. Gamzon or my classes. 
• Reflect on what has been easy or hard for you. 
• Comment on what areas you feel you need more work in; 
• Reflect on your progress as a writer, a reader, and as a student. 
• Discuss the work you  have done so far in our classes. 
• What have you learned from writing these projects or drafts? 
• Comment on the value (if any) of Performance, Word, and Text and Grammar & Style.
• Comment on the value of keeping a writing journal. 
• Respond to the books you have read in Creative Writing and compare those to what you have read in your English classes. 
• Comment on your progress with grammar & writing in different genres or formats.
• What have you learned?

Finally, give yourself at least 1 writing goal for the second semester. You may give yourself more than one goal, if you'd like. 

HOMEWORK: Your journals are due! Please turn these in to us (Ms. Gamzon & me) tomorrow, Friday, Jan. 20. If you are absent tomorrow, please make sure you turn them in by Monday at the latest--or you will not receive a grade! We will not see you, most likely, during mid-term exam week.