Today, you will complete your second and third drafts for your original baseline piece. When you have completed your second draft (a second draft should be about 50% longer than the original -- see instructions below) please begin work on your third draft. Try to finish your third draft by the end of class.
--Make sure you label and save your draft as DRAFT THREE.
--Make sure you SAVE your second draft.
--Never throw away a draft!
Third Draft: Cut. Cut about 1/4 or 25% (or more) of your second draft. Remove tired, boring language. Juice up your verbs by making them active. Cut redundant or obvious words, phrases, sentences, paragraphs. Cut stuff that doesn't make sense, is boring, or not important to the overall story.
By the third draft you should have a story with a beginning, middle, end. Even poems have a beginning, middle, end. You want to keep this beginning, middle, end in tact somewhat, but at the end of your third draft you should have trimmed the fat.
Finally, proofread your third draft. Correct grammar and spelling errors. Make your writing concise and clear! Give your work a title, if you haven't done so yet.
Print out your third draft, attach it to your second draft and your first draft. Make sure all drafts are labeled and titled. Turn in your drafts as the "workshop" draft for this exercise. Students will see this third draft in a workshop next week.
Friday, September 11, 2009
Friday, September 4, 2009
Baseline - Draft #2 (revision part one)
In draft one, you wrote a poem, short story, scene/script, or creative non-fiction piece. Effectively, this was freewriting, generating new material, and composing (the first two steps in the writing process).
Start a 2nd draft. Please label this draft as draft 2. Do not save over your original draft.
In draft two, I’d like you to “find the story” of your poem, short story, script, or non-fiction. To find the “story” identify:
a. What the major conflict of your story is.
b. Who or What the main character of your story is (and why).
c. What the most important scene in your story is.
d. What you want to say (theme) about the human condition in your story.
e. What your setting is in your story.
At the top of your 2nd draft, write a short paragraph answering A-E. This is for you, initially and will be removed later, (but I will be checking to see if you have written this important step). Skip a line or two.
After “finding the story” of your baseline piece, add details, scenes, other characters, description, setting, dialogue, etc. to your original draft. For poems, consider staying with a similar theme, but adding a second part or POV to your first poem. This will ultimately make your draft longer. As a rule of thumb, you should double the length of your first draft. For example, if your poem was 20 lines, your second draft should be around 40. If your short story was 2 pages, double spaced, then after this exercise it should be around 4 pages, double spaced.
As you write, you may also choose to remove or delete irrelevant material. Try to make sure you have included the answers to the question: “what is your story?”
Draft #2 is due at the end of class. Keep this draft (make sure it's labeled as draft #2!) in your portfolio with a copy of draft #1. DO NOT TURN IN THIS DRAFT TO ME YET!
Start a 2nd draft. Please label this draft as draft 2. Do not save over your original draft.
In draft two, I’d like you to “find the story” of your poem, short story, script, or non-fiction. To find the “story” identify:
a. What the major conflict of your story is.
b. Who or What the main character of your story is (and why).
c. What the most important scene in your story is.
d. What you want to say (theme) about the human condition in your story.
e. What your setting is in your story.
At the top of your 2nd draft, write a short paragraph answering A-E. This is for you, initially and will be removed later, (but I will be checking to see if you have written this important step). Skip a line or two.
After “finding the story” of your baseline piece, add details, scenes, other characters, description, setting, dialogue, etc. to your original draft. For poems, consider staying with a similar theme, but adding a second part or POV to your first poem. This will ultimately make your draft longer. As a rule of thumb, you should double the length of your first draft. For example, if your poem was 20 lines, your second draft should be around 40. If your short story was 2 pages, double spaced, then after this exercise it should be around 4 pages, double spaced.
As you write, you may also choose to remove or delete irrelevant material. Try to make sure you have included the answers to the question: “what is your story?”
Draft #2 is due at the end of class. Keep this draft (make sure it's labeled as draft #2!) in your portfolio with a copy of draft #1. DO NOT TURN IN THIS DRAFT TO ME YET!
The Writing Process
All writers go through a similar writing process. The five basic steps are examined below:
1. Coming up with an idea: Generating raw material freewriting Journal exercises Reading Experience Choosing the gem among the rocks (expanding and exploring the idea) Getting stuck and moving on
2. Writing the first draft: Composing and structuring Experiment with technique Decide on a genre Decide on the best structure to tell the story
3. Revising: developing meaning, Rereading your work to look for a deeper meaning, Sharing your work in a readers’ circle/workshop, Getting feedback and response, Revision: transforming, rearranging, expanding, cutting
4. Editing: Fine cutting (cutting unnecessary words and paragraphs), Line by line editing, Reviewing word choice, Proofreading for errors
5. Publication: Preparing the manuscript for public perusal, Sending your manuscript out to publishers, The rejection letter/the acceptance letter, working with an editor/agent/publisher, Publication
Think about your own process. What do you need to do to get your writing done? Do you skip a step or move around? In your journal, jot down your own experience writing your baseline first draft. How did it go for you?
1. Coming up with an idea: Generating raw material freewriting Journal exercises Reading Experience Choosing the gem among the rocks (expanding and exploring the idea) Getting stuck and moving on
2. Writing the first draft: Composing and structuring Experiment with technique Decide on a genre Decide on the best structure to tell the story
3. Revising: developing meaning, Rereading your work to look for a deeper meaning, Sharing your work in a readers’ circle/workshop, Getting feedback and response, Revision: transforming, rearranging, expanding, cutting
4. Editing: Fine cutting (cutting unnecessary words and paragraphs), Line by line editing, Reviewing word choice, Proofreading for errors
5. Publication: Preparing the manuscript for public perusal, Sending your manuscript out to publishers, The rejection letter/the acceptance letter, working with an editor/agent/publisher, Publication
Think about your own process. What do you need to do to get your writing done? Do you skip a step or move around? In your journal, jot down your own experience writing your baseline first draft. How did it go for you?
Tuesday, September 1, 2009
Baseline Piece - Brainstorming and Composition
Write.
You choose the format, the style, the genre. Use the guidelines below. Please note the due date for DRAFT ONE.
1. Write a poem, short story, scene/script, or creative non-fiction piece.
2. You can write about anything you want, using characters, setting, theme, plot and everything else you create.
3. Length: as a guideline try to write at least 20 lines or more for a poem, 2-3 pages for a fiction or non-fiction narrative piece (double spaced), and 3-4 pages for a script (in script format--remember to skip lines between speakers or indent properly).
Use the lab time to complete or nearly complete your work. I will notify you about time left in class. If you do NOT complete your work today in class, you should take the file home (print or send yourself an attachment in email or copy the file to a jump drive) and complete it. Bring in DRAFT ONE as homework. We will be using what you write in our next class. Draft one due Friday, September 4 (beginning of class).
You choose the format, the style, the genre. Use the guidelines below. Please note the due date for DRAFT ONE.
1. Write a poem, short story, scene/script, or creative non-fiction piece.
2. You can write about anything you want, using characters, setting, theme, plot and everything else you create.
3. Length: as a guideline try to write at least 20 lines or more for a poem, 2-3 pages for a fiction or non-fiction narrative piece (double spaced), and 3-4 pages for a script (in script format--remember to skip lines between speakers or indent properly).
Use the lab time to complete or nearly complete your work. I will notify you about time left in class. If you do NOT complete your work today in class, you should take the file home (print or send yourself an attachment in email or copy the file to a jump drive) and complete it. Bring in DRAFT ONE as homework. We will be using what you write in our next class. Draft one due Friday, September 4 (beginning of class).
Enemies of the Artistic Process
Writing is difficult. But knowing who or what is keeping you from completing your writing can be helpful. Read about the various types of "enemies of the artistic process" and then complete the writing exercise below IN YOUR JOURNAL!
The Procrastinator
• Don’t put off tomorrow what can be accomplished today.
o He says:
• “You can just write tomorrow or the day after or the day after….”
• “You should write after you get all your other work done.”
• “You have too much to do right now to write.”
• “Write after your life gets back to ‘normal’.”
• “Hey, what’s that over there…coffee!”
The Victim
• Bottom line: stop making your lack of a creative life the fault of someone or something else other than yourself.
o He says:
• “My family doesn’t understand or appreciate me.”
• “My teachers are too demanding and fill my life with stress.”
• “My friends demand all my time and attention.”
• “I’m going through a tough time and can’t think to write.”
The Talker
• Don’t talk excessively about it until it’s done. Writing is, by nature, a lonely art.
o He says:
• “Hey, I’ve got a great idea for a story—want to hear it?”
The Critic
• Every artist (even a successful one) has to deal with this guy sooner or later.
o He says:
• “That’s a stupid idea.”
• “This is going nowhere.”
• “This sucks!”
• “You can’t write!”
The Judge
• For everything there is a season.
o He says:
• “You should be doing something more meaningful with your time.”
• “How dare you sit there and write when there’s stuff to be done!”
• “Your family and friends need you more than your art!”
The Perfectionist
• Nothing in this world is perfect. & To err is human.
o He says:
• “It’s not good enough.”
• “I’ll never be a writer!”
• “No one will like my story/poem!”
• “I can’t show this to anyone or they’ll think I’m stupid.”
When you write, who would you say is your biggest enemy? In your journal, write a "hate" letter to your chosen "enemy". Go ahead and "blast" them, tell your enemy that you are not going to take their "crap" anymore. Be creative!
Then believe your letter. Don't let the enemy win!
The Procrastinator
• Don’t put off tomorrow what can be accomplished today.
o He says:
• “You can just write tomorrow or the day after or the day after….”
• “You should write after you get all your other work done.”
• “You have too much to do right now to write.”
• “Write after your life gets back to ‘normal’.”
• “Hey, what’s that over there…coffee!”
The Victim
• Bottom line: stop making your lack of a creative life the fault of someone or something else other than yourself.
o He says:
• “My family doesn’t understand or appreciate me.”
• “My teachers are too demanding and fill my life with stress.”
• “My friends demand all my time and attention.”
• “I’m going through a tough time and can’t think to write.”
The Talker
• Don’t talk excessively about it until it’s done. Writing is, by nature, a lonely art.
o He says:
• “Hey, I’ve got a great idea for a story—want to hear it?”
The Critic
• Every artist (even a successful one) has to deal with this guy sooner or later.
o He says:
• “That’s a stupid idea.”
• “This is going nowhere.”
• “This sucks!”
• “You can’t write!”
The Judge
• For everything there is a season.
o He says:
• “You should be doing something more meaningful with your time.”
• “How dare you sit there and write when there’s stuff to be done!”
• “Your family and friends need you more than your art!”
The Perfectionist
• Nothing in this world is perfect. & To err is human.
o He says:
• “It’s not good enough.”
• “I’ll never be a writer!”
• “No one will like my story/poem!”
• “I can’t show this to anyone or they’ll think I’m stupid.”
When you write, who would you say is your biggest enemy? In your journal, write a "hate" letter to your chosen "enemy". Go ahead and "blast" them, tell your enemy that you are not going to take their "crap" anymore. Be creative!
Then believe your letter. Don't let the enemy win!
Craft of Writing course criteria
Course Description:
This course emphasizes understanding the characteristics and techniques in the literary genres of fiction, poetry and dramatic writing. This course will continue to build on students’ reading and writing skills begun in Grammar & Style, Writing for Publication and Self Discovery & Performance Word and Text (i.e., 9th grade). Readings of works by major writers will be read and examined as inspiration and models of fine writing. Students will keep a portfolio of their writing progress, a writing journal, and participate in writing workshops.
Course Objectives:
• To understand and explore the characteristics of effective writing
• To learn successful writing techniques for fiction, poetry, and script writing
• To explore and develop each writer’s own authentic voice
• To practice the writing process (from brainstorming through publication)
• To communicate effectively in writers’ workshops
• To read a variety of different authors as models, inspiration, and for a better understanding of what makes ‘good’ writing ‘good’
Course Requirements:
• Participate in class assignments and projects
• Read, read, read; write, write, write!
• Engage in the complete writing process
• Keep a folder for handouts/work in progress/writing exercises
• Keep a writer’s portfolio of all work in progress and completed/revised work
• Keep a journal or writing notebook for writing assignments and practices
• Adhere to standard written English language conventions and grammar
• Communicate regularly with the teacher and peers through conference and workshop
• Participate in writing contests or send writing to publishers
• Attend school events and author’s nights (extra credit available*)
• Respect and follow the rules and procedures of the school and classroom
Course Evaluation:
25% Attendance, behavior, participation, homework, readers’ circle, writing workshops
25% Portfolio (graded each term), journal
25% Writing practices, writing projects
25% Tests/quizzes
This course emphasizes understanding the characteristics and techniques in the literary genres of fiction, poetry and dramatic writing. This course will continue to build on students’ reading and writing skills begun in Grammar & Style, Writing for Publication and Self Discovery & Performance Word and Text (i.e., 9th grade). Readings of works by major writers will be read and examined as inspiration and models of fine writing. Students will keep a portfolio of their writing progress, a writing journal, and participate in writing workshops.
Course Objectives:
• To understand and explore the characteristics of effective writing
• To learn successful writing techniques for fiction, poetry, and script writing
• To explore and develop each writer’s own authentic voice
• To practice the writing process (from brainstorming through publication)
• To communicate effectively in writers’ workshops
• To read a variety of different authors as models, inspiration, and for a better understanding of what makes ‘good’ writing ‘good’
Course Requirements:
• Participate in class assignments and projects
• Read, read, read; write, write, write!
• Engage in the complete writing process
• Keep a folder for handouts/work in progress/writing exercises
• Keep a writer’s portfolio of all work in progress and completed/revised work
• Keep a journal or writing notebook for writing assignments and practices
• Adhere to standard written English language conventions and grammar
• Communicate regularly with the teacher and peers through conference and workshop
• Participate in writing contests or send writing to publishers
• Attend school events and author’s nights (extra credit available*)
• Respect and follow the rules and procedures of the school and classroom
Course Evaluation:
25% Attendance, behavior, participation, homework, readers’ circle, writing workshops
25% Portfolio (graded each term), journal
25% Writing practices, writing projects
25% Tests/quizzes
Sunday, August 16, 2009
New Academic Year!
Our new academic year begins September 2. The Craft of Writing is scheduled for room A239. The course's syllabus will be posted here September 1.
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