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Thursday, September 27

September 27, 2012

CNF Workshop: Today: Cavender and Andrasko. Nice work, everyone. The discussions are going well and people are making really perceptive observations, I think.

Tuesday: McClintock and Roscoe. Thursday: Black.

For Tuesday: annotations and comments for Black. For Thursday: your second rotation essay is due on the blog.

Screenwriting Workshop: Today was a work day. Hope you got some work done! Sydney and Zack have the opportunity to repost on Monday along with Ashley and Autumn. Tuesday will be a work day once again and you’ll be expected to have all four screenplays ready to workshop on Thursday. All due dates remain the same; your workshop dates will likely shift, so be ready.

The Siren: We turned over most of the copy to our friends in Media. Some people started on their second edition stuff. Happy to hear the ideas many of you have — it’s your paper, so you should run with it!

Be ready next week, however: we have a full day of folding and stapling ahead of us.

Style: Talked about and took notes on Kerouac.

When you are working on your own piece in this style, try to utilize Kerouac’s prose writing process. A few notes on how it works:
– Write uninterrupted but with a general sense of the idea or plot in mind. Kerouac used a typewriter and an extremely long piece of paper. You have the extra convenience of using a word processor, which does more of the less the same thing – typing without having to pause for paper reloading, etc.
– Utilize stream-of-consciousness to extend passages.
– Model sentences after jazz musical phrases (or some other music style, perhaps, if you decide to go outside of the box). In the case of bebop, extended sentences that utilize the semicolon and the dash to extend sentences and phrases, with moments of breath in between. (Feel free to look this up if you’re in the mood, there’s plenty of online resources on the Beat Generation and these writers in particular.)
– You may also want to consider using characters and experiences from your own life to transform.

Jazz musicians to reference, if desired: Charlie Parker. Miles Davis. Dizzy Gillespie. “Bebop” style.

Reading for Writers: Today I finished meeting with those of you that had stories to discuss. Everyone read the introductions to The Elements of Style, which you have been assigned a copy of (and should bring to class next week). We then took about 20 minutes to begin discussing the “Toolbox,” which we will continue discussing on Tuesday. Come with questions if you have them!

Survey: Poetry: Today we took one more quiz on types of rhyme and sound devices. Then we talked about the following terms from Chapter 6:

syllabic poetry: poetry based upon the counting of syllables (like haiku)

metered or metrical poetry: poetry based upon patterns of stressed (and unstressed) syllables

foot: the name for those patterns of stressed and unstressed syllables

iamb: the most common foot pattern — unstressed/stressed

iambic pentameter: the most common combination of foot pattern and line length. A line of iambic pentameter has ten syllables, with alternating unstressed and stressed syllables.

There are five stresses in each line. The “penta” in “pentameter” gives you that clue. (“penta” = five)

Why is it so common? It most closely duplicates the pattern of human speech.

blank verse: lines of unrhymed iambic pentameter. Shakespeare used it a lot.

stanza: a group of lines. If a line in poetry is like a sentence in prose, then a stanza in poetry is like a paragraph in prose.

How do you know where to break up lines into stanzas? It can be tricky. You can keep the numbers equal and keep things neat (some forms of formal poetry will tell you exactly how many lines are in each stanza), or you can break things up when you want to give the reader a pause or establish emphasis.

In the last half of class we partnered up and tried to write a conversation entirely in iambic pentameter. I collected them; you’ll have a chance to read (and scan) them on Tuesday, perhaps for a bit of extra credit.

7th Grade: Today we established a town – Pulpton! After drawing a rough map of the place, we went down to the computers to type up stories. The specific assignment was to write a story that takes place in Pulpton (and involves some of the landmarks we came up with). You create your own characters and story! If you didn’t finish in class, feel free to do so at home. We’ll share and discuss them next week.

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