Rapid Write:
Write something that could be titled "Outside in the Rain."
Grammar Girl Lesson 8
Writing Time:
20 minutes of free write, try to work in Smiley Face Tricks.
Peer editing
9/24/09
September 23 (Wednesday)
Rapid Write:
Consider a color. Get it in your mind. Now write. Poem, list, story, whatever.
Grammar Girl Lesson 7
Lesson: Smiley Face Tricks
Get handout in class.
Writing time:
Work on getting some Smiley Face Tricks into your current piece of fiction.
Consider a color. Get it in your mind. Now write. Poem, list, story, whatever.
Grammar Girl Lesson 7
Lesson: Smiley Face Tricks
Get handout in class.
Writing time:
Work on getting some Smiley Face Tricks into your current piece of fiction.
9/22/09
September 21 (Monday)
Rapid Write:
Setting: a zoo after closing
Character: a retired actor/actress
Action: a wizard duel
Using these three elements, compose a story.
Grammar Girl Lesson 6: Commas Part 1 (Serial Comma)
Lesson: Plot
Read the excerpt from Fiction Writers Workshop which is available in class. (I can't post it online due to copyright.) Then participate in the shoebox plot activity. Absent students can see me for the "cards."
Setting: a zoo after closing
Character: a retired actor/actress
Action: a wizard duel
Using these three elements, compose a story.
Grammar Girl Lesson 6: Commas Part 1 (Serial Comma)
Lesson: Plot
Read the excerpt from Fiction Writers Workshop which is available in class. (I can't post it online due to copyright.) Then participate in the shoebox plot activity. Absent students can see me for the "cards."
9/17/09
September 17 (Thursday)
Went to computer lab to revise and work on final drafts. Final stories are due to me via email before the end of Friday. As long as it isn't Saturday, it won't be late.
awoiwode@dsdmail.net
awoiwode@dsdmail.net
9/15/09
September 15 (Tuesday)
Rapid Write:
Describe the first time you did something. Work in as many of the five senses as possible.
Handed out a second copy of the Focused Peer Review. The first copy (from last time) should be filled out by classmates. The second copy should be filled out by "outsiders."
Handed out contest information.
Grammar and Lesson: Active vs. Passive -- Show, Don't Tell
Passive sentences come in two forms.
The first, which is often seen in scientific or "official" documents, take the object of a sentence and turn it into the object. This makes the actual do-er of the sentence vague. For example: "Mistakes were made." This is passive. "I made a mistakes" or "We made mistakes" are active.
The type of passive sentence that creative writers tend to combat more regularly are the sentences that rely on linking verbs, which are very weak. Using these verbs too regularly will result in boring writing, in which your reader is passive, since he is simply being told these things. Take the following sentences as an example:
These sentences all use the common linking verbs, which I like to refer to as the "telling verbs." These are all forms of "be."
As a creative writer, these should be the drunk uncle of your sentences. Sometimes it's necessary to invite the guy, but we try to limit his appearances to Christmas and Easter. When you use these, you simply tell your reader a fact, you don't show anything. Readers like to be involved, so let them.
See how the active sentences are better? They have more life, and they paint a picture. They show.
This is a rule of thumb that will help you to avoid writing in passive voice most of the time. It isn't fool-proof, but unless you're planning a career in linguistics, the rest is really just science.
Writing time:
Revise what you have so far. Get rid of as many "telling verbs" as possible.
Seek out any classmates for what you need to finish on your focused peer review.
Describe the first time you did something. Work in as many of the five senses as possible.
Handed out a second copy of the Focused Peer Review. The first copy (from last time) should be filled out by classmates. The second copy should be filled out by "outsiders."
Handed out contest information.
Grammar and Lesson: Active vs. Passive -- Show, Don't Tell
Passive sentences come in two forms.
The first, which is often seen in scientific or "official" documents, take the object of a sentence and turn it into the object. This makes the actual do-er of the sentence vague. For example: "Mistakes were made." This is passive. "I made a mistakes" or "We made mistakes" are active.
The type of passive sentence that creative writers tend to combat more regularly are the sentences that rely on linking verbs, which are very weak. Using these verbs too regularly will result in boring writing, in which your reader is passive, since he is simply being told these things. Take the following sentences as an example:
- I was tired.
- They are best friends.
- I am performing tonight.
- This is a busy day!
- Those two were late to class.
These sentences all use the common linking verbs, which I like to refer to as the "telling verbs." These are all forms of "be."
Am, Is, Are, Was, Were, Be, Being, Been
As a creative writer, these should be the drunk uncle of your sentences. Sometimes it's necessary to invite the guy, but we try to limit his appearances to Christmas and Easter. When you use these, you simply tell your reader a fact, you don't show anything. Readers like to be involved, so let them.
- I was tired. ---> I fought the urge to fall asleep.
- They are best friends. ---> I don't think anyone has ever seen them apart.
- I am performing tonight. ---> Tonight, I perform!
- This is a busy day. ---> Will I ever get everything done?
- Those two were late to class. ---> They walked into class a minute after the tardy bell.
See how the active sentences are better? They have more life, and they paint a picture. They show.
This is a rule of thumb that will help you to avoid writing in passive voice most of the time. It isn't fool-proof, but unless you're planning a career in linguistics, the rest is really just science.
Writing time:
Revise what you have so far. Get rid of as many "telling verbs" as possible.
Seek out any classmates for what you need to finish on your focused peer review.
9/10/09
September 11 (Friday)
Rapid Write:
Write down three songs you like. Summarize each song in three words. Now make a story out of those words.
Grammar Girl Lesson 5
Nothing Ever Happens on 90th Street Read Aloud
Activity:
Focused Peer Review:
Write down three songs you like. Summarize each song in three words. Now make a story out of those words.
Grammar Girl Lesson 5
Nothing Ever Happens on 90th Street Read Aloud
Activity:
Focused Peer Review:
- Objective 1: Character Dialogue: too much, not enough, or just right? Do they sound real?
- Objective 2: Character actions: do the characters make sense? Do they act real?
- Conflict: Is it intriguing and relatable to a human being?
- Show, Don't Tell: Is there anything that is being rushed or is unsatisfying? How is the pacing?
The first peer review should be done in class today by four different people. Revise your piece and then find people to complete the second one. You should try for four different people, but it's up to you. This activity is good in that it encourages you to share your work. Often, writers tend to be self-concious about asking someone, even a friend, to read and critique them. This gives you an excuse. Other writers are shy and this tends to be the quick-immersion therapy for that shyness. Why be a writer if you won't share?
Any leftover time can be used for writing, editing, or revision.
Your fiction assignments must be emailed to me by Friday, September 18! As long as it's not Saturday yet, they won't be marked late.
September 9 (Wednesday)
Computer lab: type your story, editing as you go. Email what you get finished to awoiwode@dsdmail.net.
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