Monday / Tuesday 7 / 8 February

We began the semester with conversations about culture at Grant.

OAKS testing and / or in-class essay writing will be February 15-21st (this is a change).

Writers should be focusing on a topic for their Junior/ Senior thesis, and should bring initial research materials (reading) to class for the time being.

End of the Semester

Writers have been sharing writing. SO FABULOUS!

Each writer is responsible for sharing positive feedback with three of their peers.

We've also used the writing that has been shared as prompts.

On Monday we wrote fortune cookie fortunes and some writers have begun to incorporate those fortunes into stories.

Final Exams will include the the final written piece(s); sharing the piece(s); a written self evaluation.

Tuesday, 24 January

Writers were asked to think of someone who they have known well who has a distinct way of speaking, after making a list of people they were asked to choose one, and to try to write down how and why this persons speech was distinctive. Next students were asked to use these memories as a prompt.


The class discussed the post modern trend to have texts that write about texts.


Writers chose a character from their current piece and identified aspects of his or her relationship with their father. Then Mr. Zartler presented a song "Father & Farther" by Sherman Alexie performed by Jim Boyd that describes a father / son relationship. The class discussed what the poem showed about the speaker's relationship with his father. Next Mr. Zartler presented John Donne's Holy Sonnet XIV, a poem about the speaker's relationship with the "Holy Father." The class discussed the complex relationship (which is in some ways similar to the relationship in Father & Farther). The writers were then asked to write a poem in the voice of their character about their character's father.


Writers then formed random groups to conference about their pieces. Final drafts of the Choice Project is due at the next class.

Monday, 23 January

Writers were asked to think of someone who they have known well who has a distinct way of speaking, after making a list of people they were asked to choose one, and to try to write down how and why this persons speech was distinctive. Next students were asked to use these memories as a prompt.

Writers were presented with a series of poems written with distinct voice. The class tried writing poems in the voice of characters.

The writers discussed how to use voice, or poems written in the voice of a character in their current pieces.


Writers then conferenced with their peers on their drafts.


The final piece is next class.

Friday 20 January

The opening prompt was, "I don't remember ..."

Writers were presented with a series of poems written with distinct voice. The class tried writing poems in the voice of characters.

The writers discussed how to use voice, or poems written in the voice of a character in their current pieces.

Rough drafts of the Final Choice Piece is due on Tuesday, 24 January.

Wednesday / Thursday 18 / 19 January

ROUGH DRAFTS of finals should be brought to class on Monday/Tuesday 23/24 January!

Writers wrote to various prompts to begin class: "I remember..." and "I don't remember" chief among them.

Writers were introduced to the "Carrying Poem".

Writers had time to draft.

Writers have their final projects due on the 25th / 26th of January.

Friday, 13 January, 2012 / Tuesday 17 January.

Class today began with announcing the final project for the semester.

Writers are to choose a type of creative writing to complete. They may write a short story, personal essay, play, songs, poem or collection of poem. Pieces should represent the author's best (and concerted) work. All pieces are due on the 25th & 26th of January. Writers will have to share their pieces with the class.

Writers were presented with a variety of photographic and written prompts to help generate ideas and material for the writers.