4 = Exemplary (A/A+): Thoroughly developed characters, plot, structure, conflict, theme, and setting. Uses vivid description, effective diction and word choice, tone or voice, POV, imagery, and compelling dialogue throughout story. Uses a variety of effective literary devices. Writing can be considered “art,” effectively communicating issues central to the human condition. Has few errors in spelling punctuation, syntax, and usage. Work includes evidence of several revised drafts. Accomplishes writing task, but exceeds rules by working them in creatively and appropriately.
3 = Accomplished (B/B+): Well developed characters, plot, conflict, theme, and setting. Uses good description, diction, dialogue, voice, POV, imagery, etc. but work may not be as insightful or artfully constructed. Uses some literary devices, but with uneven success. Has some errors in spelling, punctuation, and usage but nothing that gets in the way of the reader’s ability to discern meaning. Work includes evidence of some revision (more than a second draft). Accomplishes writing task, but not as adeptly as exemplary stories.
2 = Developing (C/C+): Fairly well developed characters, plot and setting, but story may have gaps. Uses some description, imagery, dialogue, voice, but with uneven success. Work suggests craft or insight into the human condition, but falls short of this goal. May use an occasional literary device, but work is abstract, too personal, clichéd, but does not lack meaning. Has errors in spelling punctuation and usage that distracts the reader. Work may be accomplished, but portfolio was late. Work includes some evidence of revision, but revision is largely in grammar and syntax, rather than restructuring. Attempts writing task, but draft falls short of the assigned goal.
1 = Beginning (D): Development of character, plot and setting is on a very basic level, although these elements are present. Uses limited description, imagery, dialogue. Work is hastily done or lacks artistic style. Does not use literary devices, or work is largely abstract, or lacks meaning. Has careless errors in spelling, punctuation, and usage. Story is incomplete. Work includes little or no evidence of revision. Work may be developing, but story was turned in late. Draft falls short of the assigned task.
Monday, November 30, 2009
Workshop
Please send ONE of the following to the WORKSHOP folder:
1. Your 10th Chapter - 3rd person POV story
2. Your 9th Chapter - 1st person POV, multi-event, setting/characterization story (draft 2 or more)
3. Your 8th Chapter - 1st person POV, story with dialogue (draft 3 or more)
The following students will be grouped as workshop partners. As a workshop partner, please follow these instructions:
1. Read the story drafts in the workshop folder for each member of the group
2. Insert comments by opening the INSERT menu in WORD and selecting "INSERT COMMENT"
3. Select the part of the story/text that you want to comment on, then insert comment and write your comment in the box provided.
4. You should help your partners with the following:
A. Does the hook or beginning of the story grab you?
B. If there is no title, suggest one.
C. Correct grammar and formatting when you notice it is incorrect.
D. Is the protagonist the interesting character in the story? Suggest ways to improve or strengthen the characterization of the protagonist.
E. Are there characters that are not needed in the story? If so, which ones and why are they not needed?
F. Do the characters have appropriate reason for being in the story?
G. Do the characters' actions make sense?
H. Suggest ways to use minor characters as setting, symbols, or foils to the protagonist.
I. What questions do you have as a reader about any of the characters?
J. Is the setting well described?
K. Is the writer using imagery? If not, what scenes can be improved by using imagery?
L. Is the setting appropriate to the plot and characters? Does the setting create appropriate tone? Is the setting used symbolically?
M. Does the setting reflect the main character or major conflict in some way?
N. Is dialogue appropriate and does it help to move the scene forward or help characterization?
O. Is there an inciting incident that begins the plot and involves the protagonist?
P. Are scenes clearly indicated by white space? Is white space used correctly?
Q. Do the conflicts and events or scenes in the story involve the protagonist making CHOICES?
R. Are the events in the plot a cause/effect relationship?
S. Does the writer interrupt or delay satisfaction in order to create suspense in the story?
T. Does the writer use flashback/flash forward techniques?
U. Is the story enjoyable?
V. What has been left out in the story?
W. What questions do you have as a reader for the author?
You should make at least 10 comments on your partner's manuscript. If you did not, go back to this list and select a few questions to answer.
Add your name to the workshop file (SAVE AS + YOUR NAME + Author's NAME/TITLE) for class credit.
After you read and comment on each of your partners' drafts, read the comments others have left on your work and revise your story (create another draft). Please make sure to label this draft #.
Workshop partners:
A: Danielle, Valerie, Zach, Wade
B: Brianna, Nautica, Kennethea, Jenee, Chris
C: Marissa, Shayla, Alaina, Whitney
D: Tashae, Justice, Monica, Victoria, Jerry
E: Addie, Alex, Aubrey, Khari
Homework: read the handout on SCENE. Choose 1 of the exercises and complete this in your journal (this is brainstorming and may lead to our next story). Finish reading the Martian Chronicles (test Friday)
1. Your 10th Chapter - 3rd person POV story
2. Your 9th Chapter - 1st person POV, multi-event, setting/characterization story (draft 2 or more)
3. Your 8th Chapter - 1st person POV, story with dialogue (draft 3 or more)
The following students will be grouped as workshop partners. As a workshop partner, please follow these instructions:
1. Read the story drafts in the workshop folder for each member of the group
2. Insert comments by opening the INSERT menu in WORD and selecting "INSERT COMMENT"
3. Select the part of the story/text that you want to comment on, then insert comment and write your comment in the box provided.
4. You should help your partners with the following:
A. Does the hook or beginning of the story grab you?
B. If there is no title, suggest one.
C. Correct grammar and formatting when you notice it is incorrect.
D. Is the protagonist the interesting character in the story? Suggest ways to improve or strengthen the characterization of the protagonist.
E. Are there characters that are not needed in the story? If so, which ones and why are they not needed?
F. Do the characters have appropriate reason for being in the story?
G. Do the characters' actions make sense?
H. Suggest ways to use minor characters as setting, symbols, or foils to the protagonist.
I. What questions do you have as a reader about any of the characters?
J. Is the setting well described?
K. Is the writer using imagery? If not, what scenes can be improved by using imagery?
L. Is the setting appropriate to the plot and characters? Does the setting create appropriate tone? Is the setting used symbolically?
M. Does the setting reflect the main character or major conflict in some way?
N. Is dialogue appropriate and does it help to move the scene forward or help characterization?
O. Is there an inciting incident that begins the plot and involves the protagonist?
P. Are scenes clearly indicated by white space? Is white space used correctly?
Q. Do the conflicts and events or scenes in the story involve the protagonist making CHOICES?
R. Are the events in the plot a cause/effect relationship?
S. Does the writer interrupt or delay satisfaction in order to create suspense in the story?
T. Does the writer use flashback/flash forward techniques?
U. Is the story enjoyable?
V. What has been left out in the story?
W. What questions do you have as a reader for the author?
You should make at least 10 comments on your partner's manuscript. If you did not, go back to this list and select a few questions to answer.
Add your name to the workshop file (SAVE AS + YOUR NAME + Author's NAME/TITLE) for class credit.
After you read and comment on each of your partners' drafts, read the comments others have left on your work and revise your story (create another draft). Please make sure to label this draft #.
Workshop partners:
A: Danielle, Valerie, Zach, Wade
B: Brianna, Nautica, Kennethea, Jenee, Chris
C: Marissa, Shayla, Alaina, Whitney
D: Tashae, Justice, Monica, Victoria, Jerry
E: Addie, Alex, Aubrey, Khari
Homework: read the handout on SCENE. Choose 1 of the exercises and complete this in your journal (this is brainstorming and may lead to our next story). Finish reading the Martian Chronicles (test Friday)
Monday, November 23, 2009
Chapter 10 - Draft due today!
Your first draft of your 3rd person POV story is due at the end of class today. Please complete your first draft. See previous posts for requirements and rubrics.
HOMEWORK: Keep reading The Martian Chronicles.
Here's a few sample videos of some of the short stories:
The Third Expedition:
And part II:
And part III:
And the first part of the second episode of the TV series: The Martian Chronicles:
You can find the 2-10, and the third part on youtube if you'd like. Link here.
HOMEWORK: Keep reading The Martian Chronicles.
Here's a few sample videos of some of the short stories:
The Third Expedition:
And part II:
And part III:
And the first part of the second episode of the TV series: The Martian Chronicles:
You can find the 2-10, and the third part on youtube if you'd like. Link here.
Wednesday, November 18, 2009
Martian Chronicles & Chp. 10 draft
Today we are working on writing the first draft of our 10th chapter stories. The 10th chapter story has asked you to:
1. Create a character and setting
2. Write in 3rd person POV (either limited or omniscient, your choice)
3. Your story should have 3 or more characters
4. Use suspense to delay or interrupt major conflicts
5. Complicate your situation by developing your rising action (your story should have at least 2 more more episodes of rising action before you reach your climax)
6. Resolve your story after protagonist and antagonist meet in a climax
All of these details (and models concerning how to do this) are found in your Creative Writer's Craft books (chp. 10 - pg. 196-216). You should have your first draft of this assignment done by Monday, Nov. 23.
Tired of writing or need a break? Read Martian Chronicles & take a look at these videos that relate to the first few chapters:
Ray Bradbury's advice about being persistent when writing.
Ray Bradbury: Good Advice for Young Writers
Ray Bradbury: Short Biography and Early Life (How life events can help us write or inspire us)
Ylla (part 1, from the perspective of high school students like yourselves; the other part can be found on You.tube.)
Homework: Keep reading the Martian Chronicles. As you read, pay close attention to how Bradbury sets up his plot. How, for example, does ONE action in 1999 (Rocket Summer) lead to 1999: Ylla. How does what happens in Ylla affect what happens in "The Earth Men" and how what we learn in these earlier stories affect how we understand "The Third Expedition"?
The Third Expedition (computer animated)
1. Create a character and setting
2. Write in 3rd person POV (either limited or omniscient, your choice)
3. Your story should have 3 or more characters
4. Use suspense to delay or interrupt major conflicts
5. Complicate your situation by developing your rising action (your story should have at least 2 more more episodes of rising action before you reach your climax)
6. Resolve your story after protagonist and antagonist meet in a climax
All of these details (and models concerning how to do this) are found in your Creative Writer's Craft books (chp. 10 - pg. 196-216). You should have your first draft of this assignment done by Monday, Nov. 23.
Tired of writing or need a break? Read Martian Chronicles & take a look at these videos that relate to the first few chapters:
Ray Bradbury's advice about being persistent when writing.
Ray Bradbury: Good Advice for Young Writers
Ray Bradbury: Short Biography and Early Life (How life events can help us write or inspire us)
Ylla (part 1, from the perspective of high school students like yourselves; the other part can be found on You.tube.)
Homework: Keep reading the Martian Chronicles. As you read, pay close attention to how Bradbury sets up his plot. How, for example, does ONE action in 1999 (Rocket Summer) lead to 1999: Ylla. How does what happens in Ylla affect what happens in "The Earth Men" and how what we learn in these earlier stories affect how we understand "The Third Expedition"?
The Third Expedition (computer animated)
Tuesday, November 17, 2009
Martian Chronicles - The first few chapters
Please visit Bradbury's website and take some notes about the author and Martian Chronicles.
Here's a few more things to note:
Please read the following article:
100 Years of Martian Fiction.
Here's a few other authors who have written about Mars:
Authors who have written about life on Mars.
Here's a little history:
The Frontier in American History
1940's American History
Sputnik
1950's
Now that you have some background to work with, let's continue:
Pick up the book The Martian Chronicles by Ray Bradbury from our library. In class we will begin to read and discuss Bradbury's writing. After today, continue to read at your own pace, but realize that we will be picking up a new book in a few weeks.
Ray Bradbury Talks about his inspiration in writing The Martian Chronicles
After our discussion, please continue to write your short story draft (see below).
Here's a few more things to note:
Please read the following article:
100 Years of Martian Fiction.
Here's a few other authors who have written about Mars:
Authors who have written about life on Mars.
Here's a little history:
The Frontier in American History
1940's American History
Sputnik
1950's
Now that you have some background to work with, let's continue:
Pick up the book The Martian Chronicles by Ray Bradbury from our library. In class we will begin to read and discuss Bradbury's writing. After today, continue to read at your own pace, but realize that we will be picking up a new book in a few weeks.
Ray Bradbury Talks about his inspiration in writing The Martian Chronicles
After our discussion, please continue to write your short story draft (see below).
Friday, November 13, 2009
Plot and Structure
Plot refers to: the actions or incidents occurring in a story (usually in chronological order, but not always).
Without plot, we do not have a story. A plot is a plan or groundwork of human motivations, with the actions resulting from believable and realistic human responses. In simple terms, plot deals with CAUSE and EFFECT.
E.M. Forester:
“The king died, and then the queen died.”
To have a good plot, a sequence of events must include motivation which is based on reaction to action.
“The king died, and then the queen died of grief.”
Events and time in a story are not important in and of themselves but because one thing happens because of another thing (i.e. cause and effect).
Conflict is the essential element of plot because this is where human responses are brought out to their highest degree.
Once two (or more) forces are in opposition, there is doubt about the outcome, thus producing tension and suspense as well.
Plot Structure: The arrangement and placement of materials within a narrative or drama.
Plot: Describes the conflicts in a story or narrative.
Structure deals with the way a work is laid out and given form to bring out the conflict.
Categories of Plot Structure:
Exposition
Rising Action/Complication
Crisis or turning point
Climax
Denouement/falling action/resolution
Without plot, we do not have a story. A plot is a plan or groundwork of human motivations, with the actions resulting from believable and realistic human responses. In simple terms, plot deals with CAUSE and EFFECT.
E.M. Forester:
“The king died, and then the queen died.”
To have a good plot, a sequence of events must include motivation which is based on reaction to action.
“The king died, and then the queen died of grief.”
Events and time in a story are not important in and of themselves but because one thing happens because of another thing (i.e. cause and effect).
Conflict is the essential element of plot because this is where human responses are brought out to their highest degree.
Once two (or more) forces are in opposition, there is doubt about the outcome, thus producing tension and suspense as well.
Plot Structure: The arrangement and placement of materials within a narrative or drama.
Plot: Describes the conflicts in a story or narrative.
Structure deals with the way a work is laid out and given form to bring out the conflict.
Categories of Plot Structure:
Exposition
Rising Action/Complication
Crisis or turning point
Climax
Denouement/falling action/resolution
Gathering the pieces - Brokeback Mountain
Today, you will have time to do any of the following:
--gather ideas from your journal or the exercises we did in class. Begin writing a first draft of an original story. RULES: tell your story in objective 3rd person POV. Your story should include at least 3 distinct events that move the story along. Complicate your situation by giving your character(s) problems that need solving. When you get stuck, keep thinking: what happens next? How will the characters react to the trouble? What exactly is the trouble?
--add setting and characterization to one of your previously written stories. Apply what you have written to the work you have already completed. Remember to # this new draft with a new #.
--Read Brokeback Mountain. See HOMEWORK below to figure out what you need to do with this story.
--Complete homework from last class: storyboard & questions about the short story Marigolds (see below for details).
HOMEWORK: Please read chapter 10 in your Creative Writer's Craft books (pg. 196-216). This information will be helpful to you as you write your new story. You will also be tested on the information later.
Read: Brokeback Mountain. This famous story does a lot of what we've been doing in our own stories. It uses flashback, characterization, uses setting (locale) as a symbol, and moves the story along one event at a time, skipping large chunks of time in between scenes, uses white space, etc. As you read, please look for these elements. To turn in: please complete a storyboard of the PLOT (see above). For each new event or complication, draw a little picture in the box and then describe in a caption what scene this is underneath the picture. This is due next class.
--gather ideas from your journal or the exercises we did in class. Begin writing a first draft of an original story. RULES: tell your story in objective 3rd person POV. Your story should include at least 3 distinct events that move the story along. Complicate your situation by giving your character(s) problems that need solving. When you get stuck, keep thinking: what happens next? How will the characters react to the trouble? What exactly is the trouble?
--add setting and characterization to one of your previously written stories. Apply what you have written to the work you have already completed. Remember to # this new draft with a new #.
--Read Brokeback Mountain. See HOMEWORK below to figure out what you need to do with this story.
--Complete homework from last class: storyboard & questions about the short story Marigolds (see below for details).
HOMEWORK: Please read chapter 10 in your Creative Writer's Craft books (pg. 196-216). This information will be helpful to you as you write your new story. You will also be tested on the information later.
Read: Brokeback Mountain. This famous story does a lot of what we've been doing in our own stories. It uses flashback, characterization, uses setting (locale) as a symbol, and moves the story along one event at a time, skipping large chunks of time in between scenes, uses white space, etc. As you read, please look for these elements. To turn in: please complete a storyboard of the PLOT (see above). For each new event or complication, draw a little picture in the box and then describe in a caption what scene this is underneath the picture. This is due next class.
Tuesday, November 10, 2009
Setting Quiz & Gathering More Ideas for Your Next Story
Today, prepare to take a quiz on setting. Look at previous posts concerning setting to prepare for the quiz.
After five minutes, please clear your desks. Take the quiz on setting.
After the quiz, please use one of the writing prompts given to you to brainstorm (in your journal, or typed out...your choice). Work until the end of period 7 on your brainstorming/writing.
During period 8, please get into groups of 1-2 (you may work alone), and read the short story: Marigolds by Eugenia Collier. As you read, please notice how the author uses setting and sensory details to help create characterization. Notice that the story, again is written in 1st person POV. Answer these questions to hand in as participation credit:
--Why do you think that Collier chose 1st person POV for this story? How does POV help create "voice."
--Who is the protagonist in the story? (TO DISCUSS - verbally): Is this the best choice for the central conflict? Who else could the story be about? How would this change the story?
--Why does Collier set her story in this particular setting (remember: setting is not only place, but time, weather, etc.)
--Why does Collier title her story "Marigolds?" What do the marigolds represent or symbolize?
Homework: Please read: Bastard Out of Carolina and Eyes and Teeth. Pick one of the short stories and complete a storyboard for the story.
Q: How do I complete a storyboard?
A: Use the empty panel to draw or jot a picture of the different "scenes" the author uses in the short story. Every time the story moves to a different setting (time or place) start a new panel. Underneath, in the space provided, write a short summary or synopsis of what happened in that scene.
After five minutes, please clear your desks. Take the quiz on setting.
After the quiz, please use one of the writing prompts given to you to brainstorm (in your journal, or typed out...your choice). Work until the end of period 7 on your brainstorming/writing.
During period 8, please get into groups of 1-2 (you may work alone), and read the short story: Marigolds by Eugenia Collier. As you read, please notice how the author uses setting and sensory details to help create characterization. Notice that the story, again is written in 1st person POV. Answer these questions to hand in as participation credit:
--Why do you think that Collier chose 1st person POV for this story? How does POV help create "voice."
--Who is the protagonist in the story? (TO DISCUSS - verbally): Is this the best choice for the central conflict? Who else could the story be about? How would this change the story?
--Why does Collier set her story in this particular setting (remember: setting is not only place, but time, weather, etc.)
--Why does Collier title her story "Marigolds?" What do the marigolds represent or symbolize?
Homework: Please read: Bastard Out of Carolina and Eyes and Teeth. Pick one of the short stories and complete a storyboard for the story.
Q: How do I complete a storyboard?
A: Use the empty panel to draw or jot a picture of the different "scenes" the author uses in the short story. Every time the story moves to a different setting (time or place) start a new panel. Underneath, in the space provided, write a short summary or synopsis of what happened in that scene.
Wednesday, November 4, 2009
Agenda - 11/6
Read the handout on SETTING. Answer the following question and hand in today for participation credit:
1. How can you not only entertain your reader, but also inform or teach your reader?
2. Why do we want to avoid thinking of our writing (and setting in particular) as BORING?
3. What are five different types of stories that use setting predominantly?
4. List advice that the author gives about how to create an effective setting. How can you use this advice to improve your writing?
After 20 minutes we will move on to the second part of our class today. If you are still writing your chapter 9 assignment, please work on that until 20 minutes have lapsed. Try to avoid fooling around and wasting your valuable time--you will hate yourself for it later.
At 1:10 we will stop. A bell will ring. Please save your work and prepare for our next writing assignment. Minimize your windows and pay attention to instructions.
Journal/Brainstorming: (new story or help with a previous story)
1. pick a stick. This will serve as your setting.
2. pick a character from the list. Put this character in your chosen setting.
3. pick an action. Begin the story by describing your character engaged in this action.
4. Lost or bored? Try one of these tips:
+ Get your character moving! Give your character an action to perform. This often helps drag us into writing a story.
+ identify what your character wants. Without motivation a character doesn't know what to act toward.
+ Identify where your character is. Setting provides a stage for your character. All settings create limits for your character.
+ If you feel you must take a break - talk to someone OTHER than the person you always talk to. Talking to other people sometimes gives us ideas to use in our stories. Don't do this TOO often or you will not get your work done and fail this course.
+ Get into your character's head! Share your protagonist's feelings. Feeling bored, maybe your character is too; write about your character's boredom.
+ Use your own experiences; recall what happened to you in a similar situation, if appropriate. Or imagine what you would do in a similar situation.
+ Read. Sometimes seeing others' work is helpful in jump starting ours.
+ Include information you are covering in another class. Write about history or science or math. Use what you are learning. Write about what you are interested in. Life if just FULL of interesting things. Only observers are boring.
+ Write about something you care about. Often writers forget that you are writing for your own enjoyment or enrichment. Don't worry about your audience during a first draft.
+ Teenagers are apathetic by nature. You are sleepy and tired and stressed. You worry too much about peer pressure. You lack the wisdom of foresight that comes with age. Try to fight through this "phase" of your life. If you care about your writing, you will succeed.
Q: WHAT SHOULD I DO IF MY CHAPTER 9 STORY IS NOT DONE?
A: After working a bit on the journal exercise, finish it in lab today. It is due today at the end of class. If you didn't finish today, you have additional homework. We have already delayed this deadline, so get the work done and turned in.
HOMEWORK: Please read: Woman Hollering Creek. Be prepared to use it to answer a test on setting and characterization.
1. How can you not only entertain your reader, but also inform or teach your reader?
2. Why do we want to avoid thinking of our writing (and setting in particular) as BORING?
3. What are five different types of stories that use setting predominantly?
4. List advice that the author gives about how to create an effective setting. How can you use this advice to improve your writing?
After 20 minutes we will move on to the second part of our class today. If you are still writing your chapter 9 assignment, please work on that until 20 minutes have lapsed. Try to avoid fooling around and wasting your valuable time--you will hate yourself for it later.
At 1:10 we will stop. A bell will ring. Please save your work and prepare for our next writing assignment. Minimize your windows and pay attention to instructions.
Journal/Brainstorming: (new story or help with a previous story)
1. pick a stick. This will serve as your setting.
2. pick a character from the list. Put this character in your chosen setting.
3. pick an action. Begin the story by describing your character engaged in this action.
4. Lost or bored? Try one of these tips:
+ Get your character moving! Give your character an action to perform. This often helps drag us into writing a story.
+ identify what your character wants. Without motivation a character doesn't know what to act toward.
+ Identify where your character is. Setting provides a stage for your character. All settings create limits for your character.
+ If you feel you must take a break - talk to someone OTHER than the person you always talk to. Talking to other people sometimes gives us ideas to use in our stories. Don't do this TOO often or you will not get your work done and fail this course.
+ Get into your character's head! Share your protagonist's feelings. Feeling bored, maybe your character is too; write about your character's boredom.
+ Use your own experiences; recall what happened to you in a similar situation, if appropriate. Or imagine what you would do in a similar situation.
+ Read. Sometimes seeing others' work is helpful in jump starting ours.
+ Include information you are covering in another class. Write about history or science or math. Use what you are learning. Write about what you are interested in. Life if just FULL of interesting things. Only observers are boring.
+ Write about something you care about. Often writers forget that you are writing for your own enjoyment or enrichment. Don't worry about your audience during a first draft.
+ Teenagers are apathetic by nature. You are sleepy and tired and stressed. You worry too much about peer pressure. You lack the wisdom of foresight that comes with age. Try to fight through this "phase" of your life. If you care about your writing, you will succeed.
Q: WHAT SHOULD I DO IF MY CHAPTER 9 STORY IS NOT DONE?
A: After working a bit on the journal exercise, finish it in lab today. It is due today at the end of class. If you didn't finish today, you have additional homework. We have already delayed this deadline, so get the work done and turned in.
HOMEWORK: Please read: Woman Hollering Creek. Be prepared to use it to answer a test on setting and characterization.
9.4 Due!
Draft 1 of your Chapter 9 story is due. (pg. 174-195) Before you turn it in, please take a look at pg. 190--exercise 9.5.
1. Read over your rough draft.
2. Look for an action that can be repeated in your story. Repetition stresses importance in a story.
3. Look for a specific image that can be repeated at least twice in your story. This may be a description of the setting, or use an object and instill meaning into it.
Add step 2 & 3 to your rough draft. Give your story a title and then please print out this draft. Call it draft 1 in the heading.
Complete your draft - Due next class (no kidding this time).
1. Read over your rough draft.
2. Look for an action that can be repeated in your story. Repetition stresses importance in a story.
3. Look for a specific image that can be repeated at least twice in your story. This may be a description of the setting, or use an object and instill meaning into it.
Add step 2 & 3 to your rough draft. Give your story a title and then please print out this draft. Call it draft 1 in the heading.
Complete your draft - Due next class (no kidding this time).
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