10-13 December

I apologize for missing blog entries this week.

The most significant aspect of the week was writers turning in two (2) completed personal essays today, Thursday. These essays were attached to conferencing worksheets and self evaluations. The self evaluations answered these questions (one set of answers for each essay).

1) What do you think your essay shows about who you are?
2) How does this reflect what you think the audience is interested in?
3) What grade would you assign to your essay?

We studied humor and satire this week; we began with a prompt, "Dear Santa." We then analyzed this cliche form and found ways to "twist" the normal expectations to find humor.

We also listened to David Sedaris' memoir "Santa Land Diaries" and discussed it as humor and satire.

Happy Holidays!

Thursday, 6 December 2012

Today's writing prompt was this image.

Next writers had some additional time to work on conferencing and revising their personal / college essays.

Due Date: Two (2) personal essays are due one week from today on Thursday, 13 December. These should be typed, double spaced, etc.

The class then read and analyzed the essay "River Teeth" from the eponymous book River Teeth, by David James Duncan. (Eponymous means by the same name.)

Writers made a list of their own "river teeth" before the end of class.

The prompt for the opening Free Write was "You can't always get what you want, but if you try some time, you just might find you get what you need."

Today's class was built largely around writers having the opportunity to conference with their peers on their college/ personal essays. Writers received credit for having their rough drafts today.

Then each writer received two of these conferencing worksheets. 

Monday, 3 December

Class began with the prompt:
"The first time I met...."

Then, after checking homework, writers circulated through the room finding another writer who had chosen the same personal essay author as a friend. These writers shared their rationale.

After sharing writers reported on what about the essays revealed the character of the authors.

Homework: Personal essay drafts are due at the start of class tomorrow.

Thursday, 29 November, 2012

Writers were given this video prompt to begin class.

We reviewed the audience for personal essays.

Some writers who had not yet had a chance to so so, shared their morbid fiction.

In pairs, students read and evaluated a variety of personal essays according to whether or not they met the criteria for college admissions audiences.

Students reported on their findings.

Homework:
One art teacher I know judges self-portraits by asking whether he would like to have dinner with the artist.

Read three (3) more of the essays. Then write one to two (1-2) pages explaining which author your would rather have dinner (or be friends) with. Due Monday.

Tuesday, 26 November, 2012

To create the prompt for class today writers began by listing things that change, and how they are different before and after. Then writers used these examples of change as a writing prompt.

We then reviewed the criteria for a well written essay.
Clear purpose
Well organized (including thesis and related topic sentences)
Specific, vivid word choice
concrete imagery
figurative language
carefully chosen and developed ideas
well edited
strong lede or hook
good balance of scene and summary


Homework was checked.

Then writers were asked to see which items in their list of experiences could be entered under more than one heading. Writers identified those experiences that involved the most categories. 

Next the class looked at the questions asked for the OSAC Scholarships and the Common Application:

OSAC

Requires writing on each of the following four topics, each essay to be no more than 150 words.

1.    Explain your career aspirations an 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. Provide specific examples.

Common App

The length for the common app essays is 250-500 words.

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

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

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

4.    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.

5.    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.

6.    Topic of your choice.

The next step in class was for writers to identify an experience that seemed to match with one of the questions, and to write about that experience.

The last thing we did in class was to consider what the audience for the essays might be looking for. Ideas included:

Who are you?

Why do you deserve it?

Are you a learner?

Will you take advantage of the opportunity? Do you have aspirations?

What do you bring?

How are you unique?

Sincerity / honesty

Can you overcome adversity

are you committed / dedicated?

are you likable?

Are you passionate or interested in something?

independence

Do you provide service to others? Are you pro-social?

HOMEWORK: Bring a rough draft of an essay to class on Thursday.

Monday, 26 November

The opening prompt for today was to write either about your Thanksgiving or previous Thanksgivings OR to write about a Thanksgiving or Thanksgivings you would like to have.

Writers made up their toasts as needed.

The class reviewed the qualities of a good essay:
Clear purpose
Well organized (including thesis and related topic sentences)
Specific, vivid word choice
concrete imagery
figurative language
carefully chosen and developed ideas
well edited
strong lede or hook
good balance of scene and summary

Next writers developed a chart of seven categories of experiences:

Exciting    Boring    Satisfying    Unusual     Family    Learning    Failure
1
2
3
4
5
6
7
8
9
10

For homework, students are to have at least seven (7) and preferably ten (10) experiences for each category.

12-15 November and Homework for Break

Monday was a holiday to celebrate Veteran's Day!

Tuesday, 13 November, writers gave their toasts in class.

Thursday, 15 November

The prompt for the day was: "As rare as sun in November...."

Writer's who could not toast on Tuesday, toasted today.

We heard several pieces of Morbid fiction that have not perviously been shared.

Writers began by making a list that described who they are.

Mr. Zartler began the next unit with the following notes:

College Essays a form of the Personal Essay

A personal essay is a kind of a self-portrait. By telling a story, and also sharing objective facts the author shows what kind of person he or she is, and attempts to engage the reader in thinking about an event, issue, or thing in a new way. By examining some aspect of the world that anyone might experience, but showing that examination from a personal point of view, the author tries to help the reader connect the idea being examined to the rest of the world. Also the author may reveal him or herself to the reader – particularly in an college application personal essay.

The college essay is a special case. In a college essay you want to “put your best foot forward.” However you want to avoid the clichés and common pitfalls that the situation invites  (see reverse). An art professor, who I hate, but who is pretty smart used to say, “One way I judge a self portrait is by whether or not I would want to have dinner with the artist.”  He meant that when he looked at a self-portrait he was looking to see if it revealed something interesting about the artist. You HAVE HAD interesting experiences and thoughts: babysitting you little brother; talking with you grandma; sitting on a swing…. You probably have not devised an elegant solution to the problem of world hunger. Yet you have good friends, people who have known you and seen you do dumb things and learn from them. Take a risk: show yourself!

A Personal Essay Should:

ü  Essay reveals something about the author

ü  Essay prompts the reader to think through asking questions; challenging assumptions; and introducing and examining multiple perspectives

ü  Essay grabs the reader’s interest

ü  Essay contains interesting language including imagery, vivid descriptions, specific (rather than general) words; Essay employs the elements of story telling

ü  Essay is passionate with evidence of author’s knowledge of the subject

ü  Essay is presented in a careful, complete, and mechanically polished way.

ü  Essay avoids repetition

Think about SOAPS + Claim when considering your essay. Your essay should have a Subject, Occasion, Audience, Purpose, Speaker, and a Claim.

HOMEWORK: Writers are to write two pages on one of the following topics, or one page on two of the following topics:

Describe any personal hardships or barriers you’ve had to overcome and explain how they affected your education.

In the context of your life experience describe your understanding of differences, how this awareness was acquired, and how it has affected you.

What motivates you?

Who is your role model?

What is your favorite book and why?

What is significant either negative or positive that has happened to you and why was it significant?

Who do you consider to be a role model and why?

Are there things that humans should not know?

What makes you feel alive?

What character in a book that you have read can you relate to best?  How do you see yourself in this character?

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

Evaluate a significant experience, achievement, risk you’ve taken, or ethical dilemma you have faced and it’s impact on you.

Describe your room and relate it to you personality, interests, and dreams.

How have you taken advantage of the education opportunities you have had to prepare for college?

Tell us a talent, experience, contribution, a personal quality you have to bring to the school.

What is the point of a high school education?

Tuesday/ Thursday 6-8 November

Sorry for the late blog entry.
This week we've been working on developing Toasts that are due in class on Tuesday, 13 November. On Tuesday students received a handout with instructions and a variety of advice about toast style and structure.

We established the the ritual format for a toast is:
State the purpose of the toast
Thanks the hosts
Tell an anecdote (story) that illustrates the reason for the toast
Make (state) the toast.

On Thursday students were to bring a rough draft of their toast. The toast should be between one and two minutes long.

On Thursday we reviewed the state scoring guide for speaking, and then reviewed videos of toasts that were done well (or not) and analyzed what was done well and what not done well.

Finally students worked in groups to get feedback on their own toasts, and to begin revising these toasts for Tuesday.

Here are links to some of the toasts we reviewed:
Gets some of it just right

Many things NOT to do.

Bad job.

Strengths and weaknesses

Well done.

One more we didn't get to.

REMEMBER: Toasts due on Tuesday!

Tuesday, 30 October, 2012

Class began and ended with writer's sharing their morbid fiction and receiving positive feedback from their peers.

Writers made a list of things that they are grateful for. Writers shared their lists, and wrote down items they heard others share that they also were grateful for.

Writers wrote about how and why they are grateful for one of these things.

The list and writing done from the list is the beginning of the next two units. This month writers will be creating a toast, a short speech of gratitude or thanks, and will begin working on a personal essay (the kind written for college applications).

Monday, 29 October, 2012

Class began with the prompt, "It was a dark and stormy night...."

Next writers worked on a self-evaluation of their morbid fiction. Topics addressed in the self-evaluation are:
What I liked about my story:
Writing techniques that I used well:
The story needs improvement in:
The grade I deserve for this piece of writing:

All writing to the above prompts should include the question stem, and a detailed explanation of "why" including evidence from the story.

While writers share their stories other writers take notes on aspects of the story or lines of the story that they like. These may be borrowed in future writing assignments, and are being used to provide positve feedback to the authors.

Thursday, 25 October

Mr. Zartler checked on the homework of bringing a typed draft to class.

Class began with a two part prompt:
What I fear
What I don't fear

Writer's then choose one of the items from their list for personal or fictional writing. Many were shared.

Next we read a piece by Annie Lamott Sh**** First Drafts, and discussed her suggestions for successful writing.

Students presented their Writing Down the Bones project. Grades are now posted. Anyone without a grade should see Mr. Zartler immediately.

Next writers analyzed their current draft of the morbid fiction. When writers could not come up with ways to address weaknesses on their own, the class and Mr. Zartler helped them problem solve.

Morbid Fiction pieces are due on Monday.

Tuesday, 23 October

Class began with students presenting Writing Down the Bones projects. Each student then choose one of the presentations as a prompt. After sharing writing the class had a lesson in properly editing of dialogue. This assignment was turned in so should be completed by all students who missed class.

Writers then discussed what kinds of feedback they needed to help them revise and improve the morbid fiction piece that is due on Monday. Ideas included feedback on the elements of story telling; feedback on pacing and variety; the balance of scene and summary. Some writers wanted feedback on questions such as, "What stays?" "What goes?" "What feels right?" "What's missing?"

Writers had time to conference with randomly assigned partners.

Monday, 22 October

Homework:
Finish reading Edgar Allen Poe's "Masque of the Red Death."

Then looking at your current draft of your morbid fiction piece, choose a passage to revise the setting description, or to add setting description. Bring the draft and the new writing to class on Tuesday.

In class we began reading Poe's "Masque of the Red Death."

The prompt today was to write a dialogue. There was a short lesson on how to properly edit and present dialogue. The key rules for editing and presenting dialogue are:

Begin an new paragraph (don't forget to indent) each time the speaker changes.

Use quotation marks to indicate the exact words spoken.

Set off the quotation from the tag using a comma or other appropriate punctuation mark:

     "Hi," said Tom.
    "Hello," replied Julie. "Do you think it will rain today?"
     Tom looked up at the sky, then down at his bare feet. He thought about how miserable it would be to get wet in his brand new silk shirt. "I certainly hope not!"
     "Me neither." Julie smiled and walked away.

The opening prompt today was:
Write about your favorite place.

Next writers read and compared the following vignettes:

            Number 200 was at the far end of the building.  Zoë walked the quarter mile from math class, passing no less than forty-nine classroom doors, at least six of which were English classrooms.  “That Zartler guy had better be as good as everyone says,” Zoë thought. 

            After walking a year, Zoë reached room 200.  A wide wooden door, with a huge chip of veneer missing was all that stood between Zoë and his last class of the day.  Zoë reached for the door, just as his fingertips touched the knob, the door swung wide open, nearly clipping his nose.  “I can’t take it!” yelled a tall blonde girl in a General’s soccer jersey, “It’s just too much!” she screamed as she fled down the hall.

             Zoë walked in. Half the shades were halfway up, and the other half were closed.  A strange smell swirled through Zoë’s nose – it reminded him of old lemons.  A paunchy man with a goatee and a school ID labeled “Zartler” was leaning against the chalkboard, a thin layer of white chalk dust hung like vocadandruff on the collar of his worn polyester shirt.

            “Welcome to creative writing,” beamed the teacher.

            Zoë knew this wasn’t going to be good.

           

            Leaving room 274 was anguishing.  Zoë had loved her first day in geometry.  The teacher Ms. Willow had been clear, funny, and had not assigned too much homework.  At the other end of the school was an unknown. “Zartler – English Lit.”  Every time she had shown her schedule to someone they had frowned, or just stopped talking when they got to seventh period.

             Zoë walked by room 243; the fluorescent light overhead was flickering.  As she got to room 206 she entered a long stretch of hall where the lights all seemed to be out, and where the janitor seemed not to come at all.  At the very end of there was one door.  It was labeled “200,” though the “2” was hanging cockeyed from one nail, and one of the zeroes seemed to have been cut out of red construction paper so long ago that it was now the same faded brown as an old scab.

             Zoë stood in front of the door.  The was a large scar in the wood, a place where a chunk of it’s skin had been torn off.  It was all that stood between Zoë and his last class.

            Inside the room was a patchwork of shadow and light.  Shades were randomly up, down and in between.  A couple of football players, still in their huge jersey’s even though it was December cowered in one corner of light.  In the back of the room, almost hidden by shadow a dark, goateed figure nearly as ominous as the blackboard he was writing dense, tiny sentences on.

            “You’re late.  Copy what’s on the board before it’s too late,” the teacher said.

The class discussed how the second version using setting to create a much more ominous and sinister character. The class discussed the use of the opposite of what is expected as irony.

The majority of class time was devoted to conferencing on writers morbid fiction drafts in triads. The class followed the following procedures. The 

1) Writer describes what he /she is trying to "do".

2) Writer describes what she / he thinks that they have done well.

3) Writer offers two questions he / she has about their draft and asks either for positive feedback or positive feedback AND constructive criticism.

     a) Their story, e.g. plot, character, theme, etc

     b) Their writing, e.g., use of the elements of story telling, pacing, etc.

4) Writer shares their story

5) Writer receives feedback

6) Repeat for all members of the group.

With the remaining time writers had time to revise or have additional conferences.

Tuesday, 16 October

The class began with writers considering an event in their life or the life of a character that had a strong impact.

After sharing we read, analyzed and discussed "A Perfect Day for Bananafish" by J. D. Salinger.

Homework (a significant draft of morbid fiction) was checked.

For homework for Thursday, writers were asked to expand their draft, and to write
1) one thing they think they have done well on their draft
2) two questions they have about their story draft or their writing.

Writing Down the Bones Projects were due today.
Writers all turned in their projects (a "receipt" was entered in Edbox). Writers began presenting their projects to the class.

Mr. Zartler gave a brief lesson on the idea of "exploding the moment," he asked writers to try exploding a moment using memories, fantasies, predictions, flashback, connections, or confessions as the material.

The class read and discussed "Bullet in the Brain" by Tobias Wolff. This story has excellent examples of exploded moments.

Writers were reminded that at least the beginning of their morbid fiction piece is due on Tuesday 16 October.

Tuesday, 9 October, 2012

Class began with the vocabulary word: pathetic fallacy. Pathetic fallacy is the term for when non-human things are portrayed with human characteristics. Sometimes setting is treated with pathetic fallacy in order to help create a mood.

Free Write: Writers were encouraged to develop a descriptive list for fall, then to use setting for their writing. Writers were encouraged to use the writing to develop material for their morbid fiction.

The class then reviewed direct and indirect characterization. Direct characterization being when the author explicitly makes a statement about the character (the reader may still need to draw an inference). Indirect characterization is when the author describes how others react to the character in order to explain what kind of person the character is. (An analogy is when one person flinches their head back, one may assume that someone else had been about to hit them.)

Writer's then identified direct and indirect character attribution in "In the South." The class discussed Raymond and Jill and created a Venn Diagram of their personalities.

HOMEWORK: Writers have their Writing Down the Bones project due on Thursday!

Thursday, 4 October, 2012

The opening writing prompt for class was, "The relationship was dying...."

Most of class was dedicated to reading and analyzing the story "In the South". Students received a graphic organizer to help each of them organize their analysis of the story in terms of the symbols and metaphors for death, decay, and dissolution.

This analysis will be continued on Monday.

Tuesday, 2 October, 2012

Class began with the following two quotes as prompts:

"It's not the tool; it's the craftsman."

"Sin has many tools, but a lie is the handle that fits them all." -- Oliver Wendell Holmes

Mr. Zartler checked that students had brought at least two different writing instruments.
A new due date was given; a rough draft of the morbid fiction is due on Tuesday, 16 October.

Students received a handout on the Seven Deadly Sins & Seven Cardinal Virtues; these powerful motivators were discussed int he context of conflict in story stories (and in life).

Mr. Zartler taught a lesson in the creation of metaphors; writers created metaphors for the sins and virtues.

Writers experimented with writing tools.

Monday, 1 October 2012

In class today writers began with the prompt:
"What I've learned about writing so far is....."

After sharing, the class discussed what makes a good project. Clarity, creativity, and care are a lovely alliteration of the qualities that seemed most important.

Writers were then given the due date for their Writing Down the Bones project. The project is due on Thursday, 11 October. That means that conference period this week and next week are the best times to get some help. There were a variety of in class activities to help writers figure out the best ideas for their project including ....

The homework assignment was graded, and used to help prepare writers for their projects. Students who did not have the homework must write a summary of two chapters of Writing Down the Bones  as an alternative assignment.

HOMEWORK: For tomorrow bring in at least two different writing implements.

Back to School Night: Thursday, 27 September 2012

Jamie Zartler
Creative Writing English 7-8

Thank you for being here this evening. We should partner because we have the same goals.

To partner we need to be in communication.
Email: JZartler@pps.net works best for me. 503.916..5160 75 700 might work better for you.

I'm generally not at Grant Monday afternoons, Wednesdays, and Fridays.

I do use Edbox, and you should, too.

All this contact information  is on the school web page:
Zartler on granths.com .

This is also the place to find my syllabus for this course. The main ideas captured there are: This is an English Course; students need to read and to write. Students should learn thinking skills as well as skills that will help them learn and be productive their entire lives.

You can also find my Creative Writing Blog. The blog is vital to your student's success. The blog is primarily designed to help students track what they missed (or forgot that they didn't miss) in class. I generally ask students to "check the blog" as a first step when they have missed class. However, they may need to follow up with me for handouts or other activities. (Interestingly, some parents have found the blog a useful cure for the short lived question, "What did you do in school today?")

If you have concerns that I don't have time or that are not appropriate to address now, please contact me as soon as possible.

Again, thank you for being part of your student's education and the Grant Community.

Thursday, 27 September

Class began with the prompt: "The alarm went...."

Today we began a new habit. Before writers share their writing they tell the class if they would like positive feedback or not. After sharing their writing the writer chooses another writer or writers to get positive feedback from.

Next the writers used colored highlighters to color code the story "That Girl" according to the author's use of the Elements of Story telling. The class discussed how the aspects were used.


Homework: You should have read at least 12 sections of Writing Down the Bones by Monday. On Monday each student should have written in large letters the title of three chapters of Writing Down the Bones that they enjoyed and / or found valuable.

Additionally, every writer needs to have read the section "Beginner's Mind, Pen, and Paper". Each writer should bring in at least two different pens based on the observations and suggestions in the chapter for class on Tuesday.

Writers were told that their first full story is due Monday, 29 October. The story must have death or dying in it; death or dying can be a metaphor. This assignment is called the "Morbid Fiction" assignment.

Tuesday, 25 September

Writers: I'm sorry, the following entry got posted on the Food & Culture Blog Tuesday, instead of this one. Here is the missing entry:

Class began with writing a scene between the writer and the character for whom they wrote a diary entry for homework.

After writing, writers shared.

Next the class read the story "That Girl." We had a long discussion about issues raised by the story:  the nature of conflict in fiction; the role of stereotypes in fiction, and others. Writers who missed class should get a copy from Mr. Zartler as we will be doing a detailed analysis of the story in class on Thursday.

The last part of class was spent studying ten elements of story telling. Writers should get a handout from Mr. Zartler. As this will be a vital reference.

Monday, 24 September

In class today writers addressed  the prompt:

Who am I?

Mr. Zartler checked off and writers shared the homework assignment from Thursday.

The class discussed back writing, work writers do in order to understand their characters, and which is generally not going to go explicitly into the text.

Homework for tomorrow: After looking at your "Who am I?" writing, choose one trait to change that would make you a very different person. Spend ten minutes or more writing a diary or journal entry AS this new person.

Thursday, 20 September

Writer's began with the prompt: "It was the best of dates; it was the worst of dates."

After writing and sharing we continued our analysis of "People Watching."

The class discussed the concept of "the mask." This is the idea that people may act or portray themselves differently in different situations.

Mr. Zartler then shared this worksheet for creating characters. 

The class then had time to develop two characters using these sheets.

Next writers were to choose one of their characters and one of the prompts from the bottom of the page.

After doing this Backwriting activity (writing about a character so that the author knows about him / her / it but the writing is not meant to be included int he story), writers were to work on a page and a half story that contains the two characters. This activity is due next Monday.

Tuesday, 18 September, 2012

The class began with writing to the prompt:

Make a list of objects smaller than a fist .....

List three things that are in your pocket ... or purse ... or european man bag ...

Randomly choose one of the objects from the first list. Now you have a person who has four things in their pocket. Try imagining who this person is, write about this person, or write a story that includes this character.....


Writers discussed ways to modify the prompt to make it work in other ways.

The class discussed chapters in Writing Down the Bones and aspects of Goldberg's approach to writing that they liked and responded to as well as aspects that weren't working for them. We discussed ways to share Goldberg's ideas in the form of projects that will be assigned next week.

The class read the story "People Watching". We discussed characterization and tone.

We will review the story in class next Thursday as well.

HOMEWORK: Writers should read at least two more chapters of Writing Down the Bones and bring at least one more "try this" activity.

Monday, 17 September 2012

Writers made lists of things that people hide.

Writers then used to select a prompt for either fictional or non-fiction writing; there was an opportunity for writers to share.

The class then discussed the story "Who Kept One Hand In Her Pocket" in the context of whether or not it is a story according to the definition provided last week.

Writers were reminded that they have a homework assignment for tomorrow based in reading Writing Down the Bones (see previous post).

Thursday, 13 September, 2012

Class began with developing a list of memorable places. Then writers either wrote a description of this place (with a focus on sensory details), or they wrote about something happen in or at this place.

The class then discussed the homework assignment. In various ways writers described which essays in Writing Down the Bones had been useful or challenging (or not useful to them). Mr. Zartler briefly described the upcoming assignment of creating a project to demonstrate one of Goldberg's suggestions to other writers.

Homework: Writers are to read four additional essays from Writing Down the Bones and to try at least one of Goldberg's suggestions for next Tuesday.

Mr. Zartler then lectured on the structure of a story. He argued that

A story = character(s) + conflict => resolution

He discussed the concept of a "shaggy dog story," a story without conflict or resolution.

The class then read "Pocket Gopher Feet" by Jim Heynen and discussed if it was a story or not.

Homework: for Monday's class students are to read "Who Kept One Hand In Her Pocket," also by Heynen and to take notes on whether or not IT is a story.

Tuesday, 11 September, 2012

Today's free write prompt was, "Happiness is...."

Writer's checked out a copy of Writing Down the Bones from the library.

Writers in class today practiced descriptive writing from two different points of view.

Mr. Zartler presented eight elements of story telling. Though these elements were not discussed in general how each is a tool for writing a story was briefly examined.

• Scene (showing) / Summary (telling)
• Character Description
• Setting Description
• Dialogue (spoken words)
• Blocking (actions of characters)
• Figurative Language
• Interior Monologue (words thought but not spoken)
• Flashback

As a class writers read the essay "Beginner's Mind".

Homework:
Writers are to choose and read any three of the essays in Writing Down the Bones. Then the writer is to choose at least one of the suggested activities in one of the essays and complete that activity for class on Thursday.

Monday, 10 September, 2012

Writers today wrote to the prompt: "I remember...."

The class read the essay "First Thoughts" in Writing Down the Bones and learned the six rules for writing practice:

1) Keep you hand moving.

2) Don't cross out

3) Don't worry about spelling, punctuation, grammar (of course this rule does NOT apply to work being turned in or published.)

4) Lose control

5) Don't think. Don't get logical.

6) Go for the jugular.

Introduction to Creative Writing

Welcome to our Creative Writing class.

You will be writing in a variety of forms this year.

You will need to have a dedicated writing journal (a spiral notebook will serve admirably), a pen, and some additional paper for each class.

Writers will be required to write in their journals regularly; read works assigned to the entire class and chosen for independent reading. Writers will be expected to participate by sharing their own work and by providing appropriate feedback to other writers in the class.

During the first semester major writing projects will include writing a piece of Morbid Fiction due the October 29th. Other major assignments will include a personal essay of the type appropriate for college applications, a second piece of fiction, a toast that will be prepared for use in the writer's family but which will also be presented in class, and many shorter less refined pieces.

Writers will also be assigned projects to demonstrate their learning.

First quarter writers will read the book Writing Down the Bones: Free the Writer Within by Natalie Goldberg.

The course syllabus is available at http://www.pps.k12.or.us/depts-c/otl/syllabus/2012-13/10876

23-27 April

It's been kind of a strange week. ACT testing, etc.

So, just to review.
A Childrens' book is:
Written for a specific age child.
Written specifically to be read TO a child; to be read BY a child; (or to be read WITH a child).
Has utility to a parent or adult; including teaching children something that they should know.

All thesis rough drafts that were turned in ON TIME have been returned. Late drafts will be returned on Monday of next week.

Mr. Zartler will be in DC next Wednesday through Friday, and Ms. Margolis will be teaching for him

20 / 23 April

All writers had due two pieces of very short fiction.

Seniors worked on this self-evaluation

While Juniors completed paper work for the ACT testing next Tuesday.

18/19 April

Writers received instructions in how to put illustrations and text boxes into their thesis final drafts.

Writers received a rubric to help them ensure that their finals drafts are excellent.

Monday/ Tuesday 17 /18 April

End of the Year Due Dates: Creative Writing

Senior Finals dates are: May 22-25 Seniors will have a reflective piece due during this time.

Submission to the Grant Literary Magazine by emailing your piece to grantlitmag@gmail.com is due on or before the 19th of April.

Thesis Due Dates:

Your Thesis is due one week (7 days) after you get the rough draft back from me. If this date is the same date as one of the two other major assignments listed below, you will have two (2) additional days to revise your thesis and turn in your final draft of the thesis.

Bound and Illustrated Children’s Book: Due 9/10 May.

Bound and Illustrated “Not Quite” Children’s Book: Due 21/22 May.

Juniors remaining after the Seniors’ last day will have one additional major writing project and a reflective piece due during finals.

Class on Wednesday and Thursday of this week will be devoted to turning your rough thesis into you final; lessons will include putting illustrations into your piece; inserting text boxes (in order to include ghazal); common editing problems, etc.

Monday / Tuesday & Wednesday / Thursday 9-12 April

New Assignments and Due Dates

Writers already have a piece of Micro-Fiction (exactly 55 words, etc) due on Monday/ Tuesday 16/17 April.

Writers must also write either a Sudden Fiction (exactly 100 words) or short, short story (under 250 words). This second short piece and a self-evaluation is due on 19/20 of April.

All writers are required to submit a piece to the Grant Literary Magazine. Submissions must be emailed to grantlitmag@gmail.com between April 12th and 19th. This is a required assignment.

Writers developed lists of locations and situations to use as writing prompts in class.

Mr. Zartler has been turning back rough drafts of the thesis with comments.

Friday / Monday 7 / 10 April

Class was focused on analyzing two additional short, short fiction forms. Writers should get a hand out from Mr. Zartler or copy the handout of a classmate.

Monday / Tuesday 2/3 April

Rough drafts of the thesis were due today. Finals are going to be due no earlier than 23/24 April.

We began the next unit in which writers will be writing forms of very short fiction.

In class we analyzed "Micro Fiction" examples in order to deduce the rules of the format. Those rules are:

Is a story.

Exactly 55 words long.

Plus a title.

Has an ironic or surprising twist.

Includes dialogue.

It was noted that Micro-Fiction is almost entirely "scene" as opposed to summary.

Writers are to bring a complete rough draft of one or more Micro Fiction pieces to the next class.

19/ 20 March

Writers were given an inductive reasoning task. Given three examples of the poetic form the Ghazal there were to infer the rules for writing one. Every writer must include a Ghazal on the topic of their thesis as a side bar in their thesis final draft.

Writers who have turned in their model sections and complete outlines on time have gotten them back.

Writers who need help were (and are) urged to meet with Mr. Zartler as soon as possible.

Because outlines were just turned back, the due dates for the full rough draft have been extended. Full rough drafts are now due on Monday/ Tuesday 2/3 April. Final Drafts of the thesis are now due on 19/20 April.

12-15 March

Writers had time in class and in the library this week to conduct research and to work on creating the outline for their thesis.

Mr. Zartler has returned the model sections to most of the students who turned theirs' in on time. The rest will be returned by Monday.

Outlines are due on Friday or Monday of next week. The outline should include a thesis statement for each section as well as topic sentences for each paragraph. The notes below were used in lessons about how to correctly create an outline.

Monday / Tuesday 5/6 March

Writers wrote about the day after the day after graduation day.

Writers made lists of topics, genres, and characters they would like to write about in the future.

Mr. Zartler introduced "the pitch". Students developed a pitch for their feature article, then received feedback on structure and content from the editors they pitched to.

For the next class writers should bring as much of a draft of their section as they can, and research materials. Writers will turn in model sections on Thursday and Friday. These model sections should have the "Working Hypothesis" for the entire paper clearly stated on the first page.

Writers will be in the library to do research on Thursday and Friday of this week.

Wednesday / Thursday / Friday 22-24 Februrary

While Juniors finished their OAKS testing, Seniors finished their exploration of writing by other Teen Authors.

When all testing was complete, the Seniors led discussions about good writing they found.

Seniors then turned in their work.

Thursday/Friday 16/17 February

Our Rockstar Librarian Ms. Battle came, and showed writers some great places to do research. First she highlighted these websites accessible through the Multnomah County Library:

Go to http://www.multcolib.org/ and sign in.
Then choose the following menu items:
Research
Databases
Electric Library

Then type in various search terms; see what comes up.
When you have found one, then you have the ability to automatically make citations.

Also
Research
AP Images (A good place to find photos and illustrations, but this database does not automatically create your citations.)

And Noodle Tools:
www.noodletools.com

Then the class was assigned two different assignments. Juniors are are working foremost on completing their OAKS Writing Assessment. After they finish they will have some time to work on the task that the Seniors are focusing on.

Ms. Brandy will be / was guest teacher on Friday. She will also guest teach next Wednesday through Friday.

Tuesday/Wednesday 14/15 February

While occasionally serenaded by Val-o-grams, writers wrote to the prompts:

What is curiosity like? or What is it like to learn something new?

After sharing responses writers began examining feature magazine articles from a variety of magazines in order to identify their characteristics. After the writers made their analysis, Mr. Zartler shared the following lecture notes explaining the characteristics: http://www.slideshare.net/john1306/feature-writing

Next writers were asked to consider questions: some are relatively simple: Who? Where? When? What? Others are slightly more complex: How? And big questions are often associated with: Why?

Writers are to have twenty-five questions about heir thesis topic for next class.

Next week, writers will be taking their OAKS and researching their thesis topics.

Optimist Essay Information

Wednesday / Thursday 8/9 February through Friday / Monday 10/13

Creative Writing Wednesday / Thursday 8/9 February

Dear Writers,

I’m sorry to say that the plans I informed you off when I was last here have fallen through. OAKS testing will occur on the 15^th, 16^th, 17^th, and 21^st not this week.

The Optimist Essay is an excellent chance. So today, that will be the main activity. The essay has an excellent topic, “How my Positive Outlook Benefits my Community.” Essays to be submitted for the contest must be submitted to Mr. Mears in room 204 by 3:00 pm Wednesday, 15 February. These essays MUST be between 700 and 800 words. There are number of other rules and procedures to follow. The complete set of rules is on the blog, and a few copies are in the room.

If, you are NOT a person with a positive outlook, you could approach the essay as a work of fiction. You could approach the prompt from a satirical point of view (you KNOW who you are), but I wouldn’t submit these essays to Mr. Mears.

If you prefer you may work instead on a draft from the Culture lessons of earlier this week. Those questions are below.

I will be “checking” to see that you’ve completed a draft on the 14^th and 15^th, so please bring a full draft (serious or ironic; optimist or not) to class on the 14^th or 15^th. If you do submit the essay to Mr. Mears, be sure to get a copy of the rules from the substitute or by downloading them from the blog; pay very careful attention to the rules, they are detailed and there are penalties for mistakes.

NOTE: You will have two full periods to work in class on these. This will allow those juniors who must take the OAKS practice in order to do a timed write.

Also, because periods 5 & 6 didn’t get an opportunity to respond to these questions:

1.     How we begin to rebuild a culture of mutual respect across our school?

2.     What is bullying?

3.     Can someone be emotionally assaulted and if so, is it bullying?

4.     What is the responsibility of teachers in a school to prevent bullying / make sure no one is physically or emotionally assaulted?

5.     Is the school response to what happened consistent with what we’ve talked about?  What else should we do?

6.     What is the responsibility of the students in this school?  What does it look like when you stand up to bullying?

7.     What do you think 8^th graders who are coming to Grant next year are thinking?

8.     What’s the difference between “kids will be kids” and “bullying?”

9.     When does teasing cross the line to become bullying?

10.   What can each of us (students in this class, teachers, counselors, administrators, etc) do to make sure the school is safe (physically and emotionally) for everyone?

11.   What do we need to do now to heal and change the dynamics of the school to prevent this from happening again?

Writing activity – a promise to yourself…a letter to an 8^th grader who is now afraid to come here, letter to Ms. Orlen (she promises to read them), a letter which may be published in our News Magazine.

When you have completed your in-class writing, you should have some reading on the subject you have chosen as your research topic to begin reading.