Thursday, December 3, 2009

Thursday, 3 December, 2009

6th and 7th period Writers had a different lesson than 5th. 5th period is listed below.

Writers considered the role of the restaurant reviewer. Several reviews from the packet were compared to the rubric in the Restaurant Review Packet. Writers completed the questions in the packet about why they and why people go out to eat.

The Restaurant Review is due on Thursday 17 December at the beginning of class.

In class today 5th period writers did the following:
Read and listened to a radio essay (on Npr.org) called "Raising Chorizo). This was compared to a restaurant review using the rubric in the Restaurant Review packet.

Then writers read the three reviews in the packet, and analyzed how well they met the criteria for a well written review.

The Restaurant Review is due on Thursday, 17 December at the start of class.

5th period writers received a handout on personal essay topics. This handout is available in class. the handout is pasted here:

Personal Essays for Seniors

You are to write drafts for ALL of the OSAC topics 1-4.

These drafts are due on Thursday, December 10th.

You are to write drafts for at least two (2) of the Common Application Topics A-E.

The Common Application Topics are due Friday, December 11th.

Even if you don’t want a scholarship; even if you are not planning on attending college or a trade school, these drafts are due.

Writing a Personal Essay is similar to writing a memoir. All good writing uses various elements of story telling.

OSAC (Oregon Scholarships)

The following are the four personal statement questions that students must submit for the OSAC scholarship application, which houses most all of our Grant scholarships and about 200 other Oregon scholarships.

Four Required Personal Statements for OSAC (1000 characters about 150 words each)

1. Explain your career aspirations and your educational plan to meet these goals.

2. Describe a challenge or obstacle you faced in the last ten years. What did you learn about yourself from this experience?

3. Describe a personal accomplishment and the strengths and skills you used to achieve it.

4. Explain how you have helped your family or made your community a better place to live. Please provide specific examples.

Common Application Essays

These essays must be at least 250 words (one typed page).

A) Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.

B) Discuss some issue of personal, local, national, or international concern and its importance to you.

C) Indicate a person who has had a significant influence on you, and describe that influence.

D) Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.

E) A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.

Tuesday, December 1, 2009

Tuesday, 1 December 2009

Permission slips were handed out. You can download on here. Extra credit for bringing it it!

Karen Karbo taught today. Of course she reminded writers of the deadline for their memoir 26 January, 2009.

She also invited them to attend the WITS Anthology 2009 Release party at the EcoTrust building 721 NW 9th Ave from 6:30 to 8:00 Wednesday December 2nd. Extra credit is possible for attending.

The lesson focused on the importance of including not only Sight, but also Sound; Smell; Feeling (texture); and Taste in descriptive writing. Karen says that she uses this sensory checklist when her writing feels accurate but doesn't "pop".

She read a passage from A Girl Named Zippy (Page 138) as an example of good descriptive, multi-sensory writing.

Writer's were then asked to write a full page description based on a strong childhood memory of a place.

Writer's then had a chance to share; those who shard got both positive feedback and "notes" (constructive feedback).

Writers turned in their Senior quotes for yearbook.

Monday, November 30, 2009

30 November, 2009

Writers presented toasts as needed. Any writer who has not yet presented their toast, will need to do so during Wednesday conference period.

Writers wrote to the prompt: What I learned about food this Thanksgiving.

Writers worked on a written self portrait in order to come up with a senior quote due on Tuesday, 1 December.

Writers learned that they could turn their spirals in as late as 11:07 on Wednesday; fifteen (15) pages are due.

Karen Karbo is teaching on Tuesday.

Monday, November 23, 2009

Friday, 20 November

Writers conferenced on and revised their toasts which will be presented on Monday the 23rd

Thursday, 19 November

Writers have a packet on the "Toast". Rough draft of the toast is due on Friday.

Tuesday, 17 November

Karen Karbo was out sick.

Writers read and analyzed restaurant reviews. Writer's reviewed the review criteria. Writers discussed the MANY options for writing a review of a meal that does NOT require going out.

Writers were introduced to the "Toast" lesson

Monday, 16 November

Writers learned of a "Toast" assignment.

Writers received a packet on how to make a toast.

Thursday, 12 November, 2009

Writer's discussed various pieces in the "food packet" (which is available from Mr. Zartler)

Including "Chewing the Fat While It's Fresh" by Frank Bruni

Tuesday, 10 November

Writers worked with Karen Karbo on "group essays."

Please see a class mate or Mr. Zartler for more details.

Remember January 26th deadline for memoir pieces!

Monday, 9 November

Readings from the "Food Packet" inlcuding "Eating the Fat While It's Fresh" "Chocolate is Better than Kissing"

Thursday, November 5, 2009

5 November

Writer's took notes on editing marks.

Writer's who missed Karen's class on Tuesday were assigned a work group for Karen's next class.

Mr. Zartler announced that he would be out Monday and Tuesday of next week.

Writer's shared stories.

7th period met with author Lydia Davis

Writer's reviewed two deadlines for the next unit:
Toast: 19 November
Spirals: 1 December
Resteraunt Review: 17 December

3 November, Karen Karbo

Karen came and taught a memoir lesson. As usual she mentioned the due date for the final project, Tuesday, 26 January, 2010!!!!

The focusing theme for this lesson was Anger. Each class made a list of things that made them angry.

Karen read a short memoir/ essay piece called "Tar Baby" from Reading, Writing, Rising Up and asked to writers to notice the various kinds of evidence that the author, a former Jefferson H.S. student had used.

Types of evidence included: Personal Experience; Friends' Experience; Stuff that Happened at School; Newspapers; Internet; Movies; Books; the experience of the "Flaneur" (one who walks around philosophizing).

Writers eventually picked, or were assigned to a group. Writer's homework assignment was to search for evidence about why their topic would make them angry, using the suggested sources above, or others.

Writer's who missed Tuesday will be assigned a group in class on Thursday.

2 November

Writer's studied the stories of Lydia Davis.

Ms. Davis will be visiting Grant on Thursday, 5 November during 7th period. All writers are invited.

Writers should bring questions for Ms. Davis.

Tuesday, October 27, 2009

Tuesday, 27 October

Writers had class with Karen Karbo.
First Karen read an essay from Morgan Doff
Reed College Class of 2010
(it's half way down the page, the name is above the essay).

Karen pointed out how the essay was a series of anecdotes that kept referring back to one main idea; this is a form memoir can take.

Next the class brainstormed a three column chart: People/Places/Things that are importnat to them. After the brainstorm each writer took on peerson, one place, and one thing to write a sentence about their life. "My Uncle Tony took me on my first trip fishing on the Deschutes River, and I have been a fishing addict ever since. " This sentence then became the starting point for a page of memoir writing.

People: My mom, sisters, 13th cousin of my step father, celbrities, friends, teachers, bad teachers, Zartler, Malone, cousins, Ms. Peoples, counselors, "A turkey", stranger, "frenemies", best friend, ex best friend

Places: School, the streets, house/ home, skate park, Deshutes River, timberline, ampitherater plaground, E.r. Room, doctor's office, o.r. room, California, Sun Valley ID, coffee shopes, Milo's, Turkey, Sauvie Island, hot tub, Starbucks, casino, Rose Garden, sea side

Things: Fishing, skateboarding, chewing gum, rain , car, paper, thai food, shots, Trkey, concerts, poker, cats, shotgun, jeans, pants that are too short, nikes, patches, Popeye's, broccolli, chicken, mashed potatoes, skiing, horses


I will edit this post to make the chart available on Wednesday morning.

Mr. Zartler handout this reminder:

Morbid Fiction: Final instructions and reminders.

1) Morbid Fiction is due Thursday, 29 October the moment class begins.

2) Most stories will be four or more pages long (but you can write a good story that has fewer pages).

3) Switching tense is a common error that you can avoid.

4) Stories have titles.

5) Your Name (two of them); date; and period MUST be in the upper left hand corner of your paper

6) It’s really due at the beginning of class. If you must print at school, arrive early!

Special Note: School computers are old, and janky. You need to have your story in “.doc” or “.pdf” (or “.rtf”) format to print them from your email. (“.pdf” will print anywhere, but you can’t edit that kind of file.)

If your computer makes .wps or some other kind of file use the “Save As….” command to choose one of the formats that will print here at Grant. You can also get a “.pdf” through the “Print” command.

Monday, 26 October

Writers worked on conferencing on and revising the drafts of their morbid fiction.

Friday, October 23, 2009

Friday, 23 October

Writers had a lesson on the proper way to present dialogue.

Key points:
• Each time the speaker changes there is a new paragraph.
• Each new paragraph is indented.
• Quotation marks are used. A comma separates the quote from a tag (he said, Tony replied, etc.)

Morbid Fiction will NOT be accepted with incorrectly presente dialogue.

Writer's worked on their pieces.

Morbid Fiction is due 29 October.

Thursday, 22 October

Morbid Fiction is due in one week, 29 October!

Writers were given this syllabus for first semester, including major due dates.

Writers showed their drafts to the teacher, and discussed what they were working on revising in their drafts based on their conferences from Monday.

There were mini-lessons on tense, and other issues depending on the class.

Writers were reminded that stories are about things that happend, so are almost always in Past Tense.

Thursday, October 22, 2009

Tuesday, 20 October (Karen Karbo- Memoir)

Writers worked with Karen to brainstorm a list of events from childhood e.g.: Losing a tooth, surgery and injuries
learning to ride a bike, learning to swim; falling down; nap time; faking being sick; favorite toys; furbies; 1st day of school; vacation -- Disney Land, getting food poisoining.

Then students wrote for 15 minutes .

REMEMBER: 1,000 word memoir is due on January 26th, 2010!

19 October, 2009

Writers had structured conferences on their morbid fiction drafts.

Writers requested specific feedback on one or more elements of storytelling.

Revised (typed) drafts based on these conferences are due on Thursday.

Thursday, October 15, 2009

Thursday, 15 October, 2009

Writers read the story "People Watching" and did an analysis of elements using color again.

HOMEWORK: Writers are to bring a substantial "chunk" of the piece of their morbid fiction to class on Friday. Students working on a computer should print their current draft and bring it to class.

Tuesday, 14 October

Writers discussed the story exposed.

Writers used a color coding system to analyze the authors use of the elements of storytelling within the piece.

Monday, 12 October

Writers made a commitment to work on one idea for the Morbid Fiction due 29 October.

Writers received a handout called "The Elements of Fiction/ Storytelling" and a short story "Exposed."

Homework: Writers were to write a response to the story for homework.

Thursday, 7 October, 2009

There writing time and discussion; the prompt was "Toga Day"

Wednesday, October 7, 2009

Tuesday, 6 October

Tuesday was a "Thursday Block Schedule".

Writers worked with Mr. Zartler on the definition of "morbid." Writers made lists of things that can die (biologically or metaphorically).

Writers read the essay "Broccoli" by Anne Lamott. Writer's gave a name to their intuition, and made a list of things that really mattered to them.

WITS Residency began. Writer Karen Karbo taught her first lessons.

She introduced herself as an author of 11 books (one of which won an Oregon Book Award, another of which was nominate for a Pulitzer Prize). She has written many magazine articles.

Writer's will be writing a memoir or a personal narrative during her residency. The DEADLINE for turning these in is January 26th. NO pieces will be accepted after the deadline.

Writer's were asked to fill out their "real" profile (e.g. Facebook profile). To honestly answer the following (the first four are less interesting than the rest of the list).

Name
Birthday
Hometown
Political Views

Activities
Passions
Favorite Arguements
Things I hate
Most Traumatic Experience
Biggest Disappointment
Secrets
Best Personal Trait

These profile were put into the black WITS folders and turned in.

Karen will return for her next lessons on Thursday, 15 October.

Monday, 5 October

Writer's checked out a copy of Writing Down the Bones, and read the section called "Baking a Cake."

Writer's discussed the following list:
Ronald Tobias, in his popular and practical book, 20 Master Plots, and how
to build them, describes 20 common story plots and gives lots of detail on
how to construct complete stories around them.

The 20 Plots

*1. Quest

The hero searches for something, someone, or somewhere. In reality, they may
be searching for themselves, with the outer journey mirrored internally.
They may be joined by a companion, who takes care of minor detail and whose
limitations contrast with the hero's greater qualities.

*2. Adventure

The protagonist goes on an adventure, much like a quest, but with less of a
focus on the end goal or the personal development of hero hero. In the
adventure, there is more action for action's sake.

*3. Pursuit

In this plot, the focus is on chase, with one person chasing another (and
perhaps with multiple and alternating chase). The pursued person may be
often cornered and somehow escape, so that the pursuit can continue.
Depending on the story, the pursued person may be caught or may escape.

*4. Rescue

In the rescue, somebody is captured, who must be released by the hero or
heroic party. A triangle may form between the protagonist, the antagonist
and the victim. There may be a grand duel between the protagonist and
antagonist, after which the victim is freed.

*5. Escape

In a kind of reversal of the rescue, a person must escape, perhaps with
little help from others. In this, there may well be elements of capture and
unjust imprisonment. There may also be a pursuit after the escape.

*6. Revenge

In the revenge plot, a wronged person seeks retribution against the person
or organization which has betrayed or otherwise harmed them or loved ones,
physically or emotionally. This plot depends on moral outrage for gaining
sympathy from the audience.

*7. The Riddle

The riddle plot entertains the audience and challenges them to find the
solution before the hero, who steadily and carefully uncovers clues and
hence the final solution. The story may also be spiced up with terrible
consequences if the riddle is not solved in time.

*8. Rivalry

In rivalry, two people or groups are set as competitors that may be good
hearted or as bitter enemies. Rivals often face a zero-sum game, in which
there can only be one winner, for example where they compete for a scarce
resource or the heart of a single other person.

*9. Underdog

The underdog plot is similar to rivalry, but where one person (usually the
hero) has less advantage and might normally be expected to lose. The
underdog usually wins through greater tenacity and determination (and
perhaps with the help of friendly others).

*10. Temptation

In the temptation plot, a person is tempted by something that, if taken,
would somehow diminish them, often morally. Their battle is thus internal,
fighting against their inner voices which tell them to succumb.

11. Metamorphosis

In this fantastic plot, the protagonist is physically transformed, perhaps
into beast or perhaps into some spiritual or alien form. The story may then
continue with the changed person struggling to be released or to use their
new form for some particular purpose. Eventually, the hero is released,
perhaps through some great act of love.

*12. Transformation

The transformation plot leads to change of a person in some way, often
driven by unexpected circumstance or event. After setbacks, the person
learns and usually becomes something better.

Like above 13. Maturation

The maturation plot is a special form of transformation, in which a person
grows up. The veils of younger times are lost as they learn and grow. Thus
the rudderless youth finds meaning or perhaps an older person re-finds their
purpose.

****14. Love

The love story is a perennial tale of lovers finding one another, perhaps
through a background of danger and woe. Along the way, they become separated
in some way, but eventually come together in a final joyous reunion.

*15. Forbidden Love

The story of forbidden love happens when lovers are breaking some social
rules, such as in an adulterous relationship or worse. The story may thus
turn around their inner conflicts and the effects of others discovering
their tryst.

*16. Sacrifice

In sacrifice, the nobler elements of the human sprit are extolled as someone
gives much more than most people would give. The person may not start with
the intent of personal sacrifice and may thus be an unintentional hero, thus
emphasizing the heroic nature of the choice and act.

17. Discovery

The discovery plot is strongly focused on the character of the hero who
discovers something great or terrible and hence must make a difficult
choice. The importance of the discovery might not be known at first and the
process of revelation be important to the story.

18. Wretched Excess

In stories of wretched excess, the protagonist goes beyond normally accepted
behavior as the world looks on, horrified, perhaps in realization that
'there before the grace of God go I' and that the veneer of civilization is
indeed thin.

19. Ascension

In the ascension plot, the protagonist starts in the virtual gutter, as a
sinner of some kind. The plot then shows their ascension to becoming a
better person, often in response to stress that would defeat a normal
person. Thus they achieve deserved heroic status.

20. Descension

In the opposite to ascension, a person of initially high standing descends
to the gutter and moral turpitude, perhaps sympathetically as they are
unable to handle stress and perhaps just giving in to baser vices.

Pick some of your favorites so that the writers have some ideas (I’ve put *
next to the ones I think are most useful….

Friday, October 2, 2009

Friday, 2 October

Ms. Margolis was the guest teacher.

Writers took the Conflict in Literature quiz.

Writer's discussed the concept of many stories based on very few plots. One man claims that there are only 20 plots total. Writers discussed how to create variety of story among these plots.

Writers wrote from these plot descriptions.

Spirals are due on Monday: 20 pages of writing practice is the goal.

Karen Karbo will begin her residency on Tuesday, 6 October.

The Teen Lounge sponsored by WITS at Wordstock is a great thing to do this weekend.

Thursday, October 1, 2009

Writers in the Schools Residency Announced!

Yeah!!!!!! I'm very excited to announce that Writer's in the Schools -- a program of Literary Arts -- has provided a writer in residence to Grant's Creative Writing Classes!

Author Karen Karbo -- her website / her page on Amazon.com -- will be teaching a 15 week unit on memoir and the personal essay. Ms. Karbo will also discuss and share details of being a professional writer (or novels; non-fiction books; young adult fiction; and many non-fiction pieces for magazines).

Karen will be teaching on the following dates:
6, 15, 20, and 27 October. 3, 10, 17 November. 1, 8, 15 December. 4, 12, 19, and 26 January.

Thursday, 1 October

The quiz on conflict in literature was postponed until Friday.

Writers in periods 6 & 7 were introduced to Writer in Residence Karen Karbo -- and her page on Amazon. Writers received folders for their WITS work, and a handout to take home for their parents information. 5th Period will meet Karen Friday or Monday (TBA)

Writers wrote to the prompt "It was obvious he/she/ it was sufferring" or "You know when someone is suffering because..."


Writers were given a flyer inviting them to WITS Teen Lounge during Wordstock this coming weekend.

Writers read "Bannafish", a story by J. D. Salinger and discussed the character of Seymour Hirsch in particular.

Writers were reminded of quiz on conflict (Friday) and spiral due date (Monday).

Karen Karbo will begin her teaching residency on Tuesday, 6 October.

Tuesday, 27 September

Writers discussed various kinds of motivations.

Writers discussed the handout on conflict in literature (remember the quiz on Thursday!).

Spirals are due (approximately 20 pages) next Monday.

Tuesday, September 29, 2009

Monday, 28 September (handouts still to be attached)

Writers read two news stories and discussed how to use these as prompts. Students received a handout on conflict in literature.

There will be a quiz on conflict on Thursday.

WRITING SPRIALS ARE DUE NEXT MONDAY, 5 OCTOBER. 20 Pages is the target for full credit.

Thursday-Friday 24-25 September

Working with Ms. Margolis, writers discussed lists of what is and is not remembered, and how that describes the character of the person to whom the list belongs. Writers read and analyzed the story "The Things They Carried." Writers discussed tangible and intangible "things that people carry".

On Friday the discussion and work in class continued around the concept of "backwriting" the development of details about a character to make him or her (or it) more believable and life like.

Some of the questions to consider / ways to begin thinking about a character include:

What does he/she carry with them every day?
What "things" are visibile to the world? What is hidden?
Does your character have keepsakes or cherished objects?
Descrivbbe a room in your character's house
Are there "things" yhour character wished he /s he could get rid of?
What "things" has your character lost?
How does yoru character carry herself/ himself?

Tuesday, September 22, 2009

Syllabus

The syllabus, which contains many details about my class can be found at http://www.pps.k12.or.us/depts-c/otl/syllabus/syllabus.php?id=3477.

If you have any questions, please fell free to contact me. My goal is for all of my students to be successful readers, writers, speakers, and thinkers. So that they may achieve their goals in life, and be life-long learners. I believe that the activites we do in this class will help them throughout their lives.

Tuesday, 22 September

Writers considered the nature of memories today.

Writers read the short story "Bullet in the Brain" by Tobias Wolf.

Writers were reminded that characterization can be Direct or Indirect. Direct characterization tells the readers facts about a character. Indirect characterization is a form of "showing;" the reader infers from the text, a characters actions and reactions (as well as how characters react to others), and to other elements.

HOMEWORK: Writers are to make two lists for an imaginary character. One list is what the character remembers; the other list is what the character doesn't remember.

Monday, 21 September

Writer's read "Composting" in Writing Down the Bones. Writer's used various different pens and writing utensils to discover which worked best for them.

Writer's made a list of those topics they often think about, and wrote about the topic, and about why the topic was important.

6th period still needs to read "Compositng."

Friday, 18 September

Writer's read "Topics for Writing Practice", discussed and shared.

Thursday, September 17, 2009

Thursday, 17 September 2009

Tomorrow Ms. Margolis will be guest teaching.

HOMEWORK: On Monday, each writer is to bring at least three (I said 2 in 5th period, but 3 is better) different writing implements to class.

I introduced the blog.

Writers read the Introduction to Writing Down the Bones, and extracted writing prompts from it, and talked about what the phrase "writing down the bones, the essential awake talk of my mind" meant.

Writers read "Beginner's Mind, Pen, and Paper" in Writing Down the Bones.

Writers considered their favorite stories, and what they liked about the stories.

Writers discussed what made a story (beginning, middle, & end; character+conflict=resolution)
and what made a complete piece of writing: either issue&insight; question&answer; or story.


Rules for Writing Pracitce

Writers have been challenged to follow these rules suggested by Natalie Goldberg. Natalie has written Writing Down the Bones: Freeing the Writer Within, a class text and Wild Mind: Living the Writer's Life from which this version of her rules is taken.

  1. Keep Your Hand Moving
  2. lose Control
  3. Be Specific
  4. Don't Think
  5. Don't Worry About Punctuation, Spelling, Grammar
  6. You Are Free to Write the Worst Junk in America
  7. Go for the Jugular
(Of course these rules are for writing practice (generative writing) some may not apply to final drafts!)

Review of the First Week

During the first week, writers were encouraged to develop a "Writing Practice." Writers were required to get a spiral or other notebook dedicated to their writing. This journal will be turned in every few weeks and graded on volume of writing. Writers may put a Post-itTM that says "Don't Read" on something private, or may cover something with another page, but in general the spirals will just be glanced through.


Writers have: made lists of things they love and hate; written from the prompt "I Believe"; written from the prompt of listening to another person's "This I believe Essay: You Should Always Go to the Funeral."

Writers have read and discussed and written about Natalie Goldberg's views on creative writing and writing practice.

Welcome to the Blog!

I'm very happy to be teaching a Senior Creative Writing Class at Grant for the sixth year.

This blog is a place for you to review or to find out what happened in class. Not every idea discussed will be posted here (far from it -- there is NO SUBSTITUTE for being in class), but you will be able to get a general idea of what was missed, or a reminder of your homework.

If you need to contact me a great way to do so is through email: jzartler@pps.k12.or.us

James Zartler
Grant H.S. Room #200

The phone at Grant is 503.916.5160, but email messages generally get to me more quickly.

There are certain to be twelve day this year when I am difficult to reach. The dates are: 23-25 September; 9-11 December; 10-12 February; and 28-30 April. During these periods I will be working in Washington DC to represent educators. I strive to be as responsive as possible, but please be aware of the long hours, and time zone changes during these dates.