Week 6: Your autobiography

NOTE: Over the weekend, your homework was to BRAINSTORM and OUTLINE the first chapter of your autobiography…if you wrote the whole thing, you need to backtrack and start with the following exercises.

Writing Chapter 1 of your autobiography:

Review your outline by asking these questions:

1. Can readers connect to my main topic?
2. Does the chapter have an arch (does the action rise slowly and then come to a close)?
3. Will the material be 3-5 pages (double spaced and typed)?
4. Does this topic really introduce me to the reader? Why?

Before you begin drafting:

1) Choose a motif, or bead, to include throughout this chapter. For Burroughs, it was broken and/or tarnished objects. For Walls, it was fire. Choose a bead to “thread” throughout this chapter. Then, think of ways you can use it to create metaphors—Burroughs used his to show us that he’s OCD; Walls used hers to show us that her parents dangerous behavior shaped her life.

2) Decide on the conversations that will take place in this chapter. Map/outline them before you begin. Do this in MS Word. Example: Conversation between my mom and I about why Granny died—about ½ a page. This will show how upset I was about not being there when she died. My mom will assure me that Granny would have wanted me in school.

3) Decide, clearly, how you want your first chapter to end. Write the ending paragraph first. Even if it feels awkward, try it! Some authors do this in order to keep in mind while writing where they want their chapter/story to end.

Complete Draft due Friday, May 2nd, at the end of class (Tuesday and Friday we will be in the Lab)

Test Monday in Creative Writing

(picture of Jeannette Walls)

Test Monday

Reading Short fiction

• The Glass Castle
• Wunderkind
• YA books we read as research

Writing short ficton

• characterization
• dialogue
• narration
• showing v. telling

Updates, Reminders, and Announcements (Well, commas are used in a list, too.)

Frankly, the entire class need some help with comma usage. The following are rules that should be reivew. We're going to go over them together. You are going to incorporate them into your short story. Then, they'll be included in the test we'll have on Monday, April 21st.

#1 Use a comma after an introductory prepositional phrase that contations additional prepositional phrases.

• At the break of day, I water my flowers.

#2 Use a comma after introductory words or mild interjections such as oh, yes, no, and well.

• No, Sam, you can’t go to the party.
• Well, I do think it’s a possibility, Susie.

#3 Use a comma after verbal phrases and adverb clauses that are used as introductory elements.

• After the storm ended, I examined the damage to my crops.

#4 Use commas to set off one or more words that interrupt the flow of thought in a sentence.

• Tending a garden, I believe, improves my mental health.

#5 Use commas to set off nouns of direct address.

• Doug, go pick some tomatoes for a salad.
• It isn’t a possibility, George.
• Listen, Amy, it is totally out of the question.

#6 Use commas to set off nonessential appositives.

• My youngest sister, Amy, helps me with my math.
  Ms. Lambert, our teacher, never listens when we complain.

Need Help? Read below--link at the end!!!!

Suggestions for Writing a Catchy First Paragraph
(From Seaton Hill Writing Website)

In today's fast-moving world, the first sentence of your short story should catch your reader's attention with the unusual, the unexpected, an action, or a conflict Begin with tension and immediacy. Remember that short stories need to start close to their end.

I heard my neighbor through the wall.

*This is dry and uninteresting.

The neighbor behind us practiced scream therapy in his shower almost every day.

*The second sentence catches the reader's attention. Who is this guy who goes in his shower every day and screams? Why does he do that? What, exactly, is "scream therapy"? Let's keep reading...

The first time I heard him, I stood in the bathroom listening at our shared wall for ten minutes, debating the wisdom of calling the police. It was very different from living in the duplex over middle-aged Mr. and Mrs. Brown and their two young sons in Duluth.

The rest of the paragraph introduces the main character/narrator and an internal conflict as the protagonist debates a course of action and introduces an intriguing contrast of past and present setting.

"It is important to understand the basic elements of fiction writing before you consider how to put everything together. This process is comparable to producing something delectable in the kitchen--any ingredient that you put into your bowl of dough impacts your finished loaf of bread. To create a perfect loaf, you must balance ingredients baked for the correct amount of time and enhanced with the right polishing glaze." -Laurel Yourke

For more advice like this, check out their website "10 Tips for Novice Creative Writers"

Historical Fiction Workshop Tues, Wed and Friday

While in the lab these days we will not have journal work.

You're assignment is to complete 5 pages of your short story. Please use the rubric to be sure you are meeting the requirements.

If you'd like, you can also redo your bibliography, in order to raise your grade.

Due Friday at the end of class.

Suggestions:

• Aim to have the first rising action occur within the first 2 pages
• By the 5th page, you should have about 3 rising action occurances
• Make short goals. Examples: "I'd like to have this dialogue introduce another main character" or "I will use this paragraph to characterize the narrator"
• You should have some dialogue on about every other page
• Dialogue shouldn't be much longer than about 1 page.
• Avoid using exclaimation points, bold, italics, all caps, etc. Make statements will your words and the arrangement of them.
• Narrate in the past tense. Example: Susie walked to the store. She bought milk and eggs for their dinner. Breakfast for dinner has always been her favorite.

"Wunderkind" Frances or Heime?

Journal: Think about the time off you have next week. How are you going to spend this time?

Class work:

• Reminders about simple language mechanics--punctuation, proper nouns, apostrophes
• Quiz over "Wunderkind" 182-7
• Discussion about characterization techniques, McCullers' subtlety

Homework: Finish "Wunderkind"

This is a picture of Carson McCullers ------>

"Wunderkind"

Journal: Think of something that has been important to you today or during the last few days. It may be a problem, or something that surprised you, or disturbed you in some way. It can be anything you think is important enough to write about. Your first sentence can be "I was so happy when __" or "I had a lot of fun when ___" Write for 5-7 mins without stopping.

Classwork:
Creative Writing Group Work
“Wunderkind” by Carson McCullers

First, share your paraphrases. In a different color ink, add or take away as you find necessary after your discussion

Next, do not read any further. Answer the following questions under your paraphrase.
Discuss Mr. Lafkowitz: What is his relationship to Frances? What feelings does she have about it? Using what we know about her, why?

How does McCuller’s description of him characterize him—give at least 2 physical traits and 2 emotional/mental traits.

Read to the end of the page. What does McCullers describe in the next paragraph (after Mr. Lafkowitz’s question)? Why does she include this before Frances’ answers?

What is a wunderkind? Who is the wunderkind in the story? What does Frances’ answer to Mr. Lafkowitz reveal about our protagonist?

Homework: Read through pg 187.

Welcome to Quarter 4

In class:

• Journal: Picture an old photograph of yourself (at least 2 years ago). Describe the photo in great detail (not the event, but the 2 dimensional picture). Use any literary techniques you have to communicate the photograph's contents to the reader
• Reading--"Wunderkind" by Carson McCullers
• Class reads and stops to analyze characterization

Homework:

• Paraphrase the 4th full paragraph on page 183. Use your own words. Look up words you don't know. Be ready to explain the characterization technique being used.

Updates

Quote: "Success is a lousy teacher. It seduces smart people into thinking they can't lose." --Bill Gates

Bibliography extension: Due Tuesday, March 4th

Both "Cathedral" and "To Room 19" should be finished by Friday (Monday for Mock Trial Team)

Characterization questions due Monday.

Many people still need to complete synopsis/elements of fiction for the YA/Juv book--was due today!

Last day in the lab

Excessive and unnecessary talking in the lab will result in negative points towards this project. You may or may not be notified when these points are attributed. Conversely, quiet and diligent work will be rewarded with positive points towards your project.

Quiz on the second short fiction ("Cathedral" or "To Room 19") Friday.
YA or Juv fiction reading must be completed by tomorrow. Don't forget to return the book!

Bibliography due Friday--

• Check the assignment to see how many sources are required
• It must be in proper MLA format.
• Use your MLA handouts from English class, or see me for a handbook to borrow.

Characterization questions (About the story you're going to write), due Monday--

1. How old is the main character (Remember, the readers age 9-13 must be able to relate to this character)?
2. What gender is the main character? What does he look like? (Give detailed physical description)
3. What are her personality traits? What does she like to do, hate to do, etc?
4. What personal difficulties does he have? For example, does he have trouble waiting, cheating, lying?
5. How do her friends see her? What would they say about her if asked to describe her?
6. What major mistakes has he made in the past? (Remember, he is a child still, so this mistake will seem less important to an adult)
7. Who is her mentor? Why?
8. What historical event is taking place during his childhood and early adolescence? How does it impact his life? (The character does not necessarily have to be "in" the conflict--it may indirectly affect him)
9. What is the conflict of the story? (What problem is she directly involved in?) How is this problem affecting her?
10. How does his past mistake(s) help him make decisions about this new conflict?

In the Lab TODAY

First, take the reading comprehension quiz over either "Cathedral" or "To Room Nineteen."

• Go to www.classmarker.com
• Login with the information Ms. Miller gave you.
• Take the appropriate quiz.
• Then log off.
• No looking at the person next to you!
• No talking!

When you're finished, continue working on your Historical Fiction Project. Today you should

• Finalize the place and time you're writing about.
• Begin to study, in depth, the major historical events during the time.

Historical Fiction

Today in the lab, you're going to determine the time and place of your setting.
Specifically, you must

• Choose a decade between 1800-1970
• Choose a town, city, or specific area in any of the fifty states

As you work, you'll need to take notes on various aspects of the time and place you're writing in. Such as

• Major historical events taking place in the decade
• Information about people's daily lives in the decade (Were there telephones? Were women citizens?
• Sub-cultures--a group having social, economic, ethnic, or other traits distinctive enough to distinguish it from others within the same culture or society.
• How particular people in the decade and place behaved--Were women able to vote? Was it normal for a child to defy a parent?
• The geographic information about the town/city your characters will live in
• The way people in this time and place earned money

Use the links below to help you get started. Be sure all sites you use are reliable and collect bibliographic information as you work. All sites must be cited.

TIME
Animated Atlas --Timeline by Animated Atlas
American History Timeline--Smithsonian
American Memory Timeline--Library of Congress

PLACE
Fifty States--Information about each state
Interactive Map--Brief information on states
50 States--Unbelievably long list of links to information in each state

Remember: We have Britannica Online and other useful sources avaliable!

HW: Begin reading either "Cathedral" or "To Room Nineteen"

Historical Fiction Project

Historical Juvenile/Young Adult Fiction

Assignment Objective:
To write an original piece of short fiction aimed at an audience ages 9-13, set during a historically significant event, which explores a coming of age situation and models a wise decision made or lesson learned.

Requirements:
a Read a published model of YA or Juvenile Historical Fiction
o Complete the book by Thursday, 2/28
o Create a list of all of the Elements of Fiction for the story
o Write a book review of the book, including a short synopsis—1 pg or less typed
a Research the decade you’re assigned
o At least 1 print source
o At least 2 reliable internet sources (.org, .gov, .edu)
o At least 1 online database source
a Create a bibliography
o MLA format
o Include model story
a A 10-15 page young adult/juvenile historical short fiction which:
o Includes a historical event
o Includes a main character who experiences a rite of passage*
o Includes all of the elements of fiction

Please note: Your character’s rite of passage does not have to be directly connected to the historical event. In fact, the historical event could be in the background of the play, or the source of the main conflict in your play. These decisions are up to you as a writer.

Due Monday

Read both "Cathedral" by Raymond Carver and "To Room 119" by Doris Lessing. For each identify the Characters, Conflict, Setting, Plot, Theme and Point of View.

St. Valentine's Day

First, finish the Publishing activity. Print and turn in today (tomorrow, at the latest).

Then, in honor of the day, read the history of Valentine's day and some of the greatest love poems ever written. Then write one of your own--due Monday.


I will collect Journals next week. Check previous blog entries to find missed quotes. This week, we've only had one quote,

Tuesday:
"Few people even scratch the surface, much less exhaust the contemplation of their own experience."--Randolph Bourne

Short Research Project--Publication

The links below are to my PSM Intranet Page for Creative Writing. You will not be able to reach them outside of PSM.

Complete the short research project "Publishing Options for Creative Writers"
Due Monday, 2/18
In class today, you should be able to complete apx half of this assignment

CW intranet homepage:
http://intranet.psm.k12.il.us:2003/Teachers/millers/creative%20writing/Creative%20Writing.htm

Updates

Tuesday's journal:
Two quotes from Zora Neale Hurston--you choose which you'd like to write about:
"Learning without wisdom is a load of books on a donkey's back. "
"No matter how far a person can go the horizon is still way beyond you. "

Wednesday's journal:
"Be content with your lot; one cannot be first in everything." --Aesop

Thursday's journal:
"Talk not of wasted affection! Affection never was wasted. . . .
Nor deem the irrevocable past
As wholly wasted, wholly vain"
--Henry Wadsworth Longfellow

Due Monday:
Thoughtful revison of one of your Metamorphosis poems, using the poetry rubric, my comments, and your evaluator's suggestions.

Sensory Images

No Quote

Classwork: In class writing and sharing on the following 3 topics (will be completed tomorrow in class and turned in.)

Sensory images--descriptions/language that appeals to and stimulates specific senses.

This exercise should be completed in long flowing sentences--try to write what comes to mind without stopping or letting yourself be interrupted. Try to feel the words.

Sight--Imagine the most beautiful place you've ever been. Close your eyes and go there. Describe it to a blind person.

Sound--Think about your favorite genre of music. Feel the tune, harmony and melody. Write a sentence that will explain your love of it to a deaf man.

Taste--Envision being trapped on a deserted island, just like "Lost." You are starving, so hungry you're delusional and can almost tast your favorite meal. Describe it.

Homework: Handout, copied below

Today we will judge poetry. As we become more qualified readers, we are skilled enough to judge the worthiness of a poem. Using "The Want of You" answer the following questions in essay form:

What is the central purpose of the poem?
How fully has this purpose been accomplished?
How important is this purpose?

Think carefully and thoughtfully on these questions. Assess the perfection and significance of this poem. Consult the prior class discussions we've had. What literary devices are used, and are they helping the purpose of the poem come out? Be thoughtful and opinionated.

The Want of You by Ivan Leonard Wright

The want of you is like no other thing;
It smites my soul with sudden sickening;
It binds my being with a wreath of rue -
This want of you.

It flashes on me with the waking sun;
It creeps upon me when the day is done;
It hammers at my heart the long night through -
This want of you.

It sighs within me with the misting skies;
Oh, all the day within my heart it cries,
Old as your absence, yet each moment new -
This want of you.

Mad with demand and aching with despair,
It leaps within my heart and you are - where?
God has forgotten, or he never knew -
This want of you.

Metamorphosis

Journal: Freewrite. Remember, journals were collected for grading today.

Classwork: Peer revisions of "I Want"

Homework: Write 2 metamorphosis poems. Look to the student and published examples for inspiration or assistance.

Revision

Journal: Dream Deferred by Langston Hughes

What happens to a dream deferred?
Does it dry up like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags like a heavy load.
Or does it explode?

Classwork: Poetry reading strategy for "Crabs" by Richard Littmore

Homework: Using the rubric and my comments, revise your "I Want" poem for class tomorrow.

Abnormalities.

Quote: Beauty as we feel it is something indescribable; what it is or what it means can never be said--George Santayana

Classwork:

• Analyzing and annotating "The Two-Headed Calf" by Laura Gilpin
• Learning a poetry reading strategy

Homework: Use the poetry reading strategy with "Crabs" by Richmond Lattimore

Freak?

Quote: "I'd rather not have anything than be a liar."--Alicia Keys

Classwork: Free Association

Homework: Brainstorm ideas about how and why the calf in Laura Gilpin's "The Two-Headed Calf" dies.

Martin Luther King Day, 2008

Quote: "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." Martin Luther King Jr., Strength to Love, 1963

Classwork: WRiting with Dr. King--using Dr. King's words and our own, we create a new poem paying tribute to his accomplishments for human kind.

Homework: Remember to bring your chosen poem and paragraph explaination to class Tuesday--since I won't see all of you Monday.

Reading: What's the deal?

HW: For Monday, find a poem that you feel is worthwhile, beautiful or important.

Then, write a paragraph that explains

1. The reason you enjoy the poem,
2. The message you get from the poem, and
3. The reason the poem is important (Why should others read it, also?).

Long quotes, boring poems...

Quote: Neither let mistakes nor wrong directions, of which every man, in his studies and elsewhere, falls into many, discourage you. There is precious instruction to be got by finding we were wrong. Let a man try faithfully, manfully to be right; he will grow daily more and more right. --Thomas Carlyle


HW: For Monday, find a poem that you feel is worthwhile, beautiful or important.

Is the world too much with us, or not enough?

Quote: In Chinese, the word for crisis is wei ji, composed of the character wei, which means danger, and ji, which means opportunity. -Jan Wong

Classwork: Working with a partner, decide where line breaks should occur in Lucille Clifton's
poem "the poet." Then explain what line break technique you've used and why.

Homework: Read William Wordsworth and Denise Levertov's poems "The World is Too Much With Us" and "O Taste and See." Then answer the literary analysis questions provided. Always answer in complete sentences, providing evidence. Finally, create a Venn diagram comparing the two poems.

Line Breaks

Quote:
"The secret point of money and power in America is neither the things that money can buy nor power for power's sake but absolute personal freedom, mobility, and privacy.
-Joan Didion

Homework: Complete the line breaks exercise at the end of the Line Breaks handout.

I want...

Quote:
Happiness can be defined in part as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.
~ Chinese Proverb

Homework: Using the list you created in class and the poems we read together, write you're own "I Want" poem. Include at least three of the following: hyperbole, personification, simile, metaphor, or allusion.

Don't forget to refer to the criteria used in the Poetry Rubric.

Welcome home, class of '08!

No quote, classwork, or homework.

Retreat, Day 2. Thinking of you!

Josh, Shanelle, and I hope that retreat is everything it should be. We'll see you Monday!


No quote, classwork, or homework.

Retreat, day 1

No quotes, classwork, or homework.

Good Luck on Retreat, Seniors!

Journal Quote:
"Courage is not the absence of fear, but rather the judgment that something else is more important than fear." --Ambrose Redmoon

Classwork:

1) Reading Poetry as a Poet/Reading Strategy:

• What lines stand out to you? Why?
• What is the purpose of the poem?
• What is the main message of the poem?
• How does the poet get the message to the reader (if in fact, it does get to the reader)

2) Use this simple, yet effective, strategy to read both poems assigned yesterday

3) Write a HAIKU defining either poet or poetry, to post in the classroom.

Haikus are 3 line poems:
5 syllable line
7 syllable line
5 syllable line

EXAMPLE:

Quiet Observer

Silently noting details

Of the lives we lead

Welcome to Creative Writing

Journal Quote:
"Words have weight, sound and appearance; it is only by considering these that you can write a sentence that is good to look at and good to listen to. " --Somerset W. Maugham

Classwork:
Write a Biopoem to introduce yourself--use the template and examples below

Diana
Beautiful, kind, noble, generous
Mother of William and Harry, Sister of Charles
Lover of children, life, the downtrodden
Who felt anguish, hope, and compassion for whom she toiled
Who needed love, understanding, and acceptance for all of God's people
Who feared for victims of ignorance, intolerance, and discrimination
Who gave hope to those who had none, help to those in need, and happiness to those in despair
Who would have liked to see her sons reach manhood, the world at peace, people free from oppression
Resident of Great Britain
Spencer, Princess of Wales

TEMPLATE
Line 1: First Name
Line 2: Four descriptive traits
Line 3: Realtive of...
Line 4: Lover of
Line 5: Who fears...
Line 6: Who needs...
Line 7: Who gives...
Line 8: Who would like to see...
Line 9: Resident of...
Line 10: Last Name

HW:
Read "What is Poetry?" by T. S. Eliot and "What is a Poet?" by e. e. cummings
Then, create your own definitions of "poetry" and "poet."
Be creative and try to encompass the meaning of these words.