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Wednesday, December 2

December 2, 2015
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CNF Workshop: Today: Blackham and Holley. We will conclude Round 4 on Monday with Miss Hamilton’s piece.

Your Round Five essays are due on the blog tomorrow by 8:45 a.m. I’ll give out packets with a couple of essays assigned for Monday.

Screenwriting Workshop: Today we workshopped Kat. Abby’s screenplay was handed out for Monday.

Reminder: your due dates are not negotiable. This is the last round of the semester and it is airtight – there is absolutely no room for us to stray from the schedule (even on the bold assumption that there will be no snow days or other interruptions). If your piece is handed in late, there will be grade deductions and there is even a chance that your work may not be workshopped. It is important to get your work posted ASAP if you miss your date so that we might be able to remain on schedule.

I do not think that all of this should need to be stated so late in the semester, nor in a class this advanced, and yet here we are.

Less Miserables: You worked on edits/revisions and sent me (I hope) a new, cleaned-up version of your musical. I met with the Pointe group; we did a read-through and I gave notes. I’ll repeat that (probably minus the readings) with at least two of the other three groups Friday.

BatCat: If there is anything you can do outside of class for Handmade, do it! 🙂

Middle School: Watched this video of a talk by Malcolm Gladwell about The Tipping Point. I’m hoping it’ll give you a little more context for the book and why it was written.

I gave back your linked haiku. Remember: please read Chapter Three for Monday.

Survey: Poetry: We reviewed the external and internal organizers from Chapters 8 and 9. We will have a quiz — as well as our regular class — on Friday.

Chapter 8 is a very short chapter about external organizers. These are ways to organize a poem that you can see (anaphora, deliberate typography, prose poetry, concrete/shaped poetry, non-recurrent stanzas) and hear (anaphora — again; you can see AND hear it, syntactical rhythms, non-recurrent sound devices, like assonance, consonance, alliteration, etc.).

Chapter 9 focuses on six common internal organizers. These are ways to organize a poem from the inside — things you have to read the poem to understand fully:

  1. Narrative
  2. Repetition (and refrain)
  3. Shift in attitude
  4. Overt theme (remember, this one is tricky and should be used with caution. “Anger Sweetened” or “The Narrow Mind” in Chapter 2 in your textbook are good examples.)
  5. Image clusters
  6. Compare and contrast (sometimes via extended metaphor or a controlling image)

In free verse, external and internal organizers take the place of the rules of formal poetry. (And sometimes they are combined with those rules, like meter or even rhyme.) Both of these sets of organizers put the lie to the idea that “free verse” just means “do whatever the hell you want.” It doesn’t.

We then looked at this sample PowerPoint presentation of the poetry of Sir John Betjeman. We talked about your final presentations, which are due Dec. 11. You need a minimum of four poems — I recommend more. And you need to find multiple examples of each element you choose.

Please look up your poet and try to identify the poems you’ll be using. If you need more examples, please let me know this on Friday, so I can provide them to you over the weekend.

Survey: Fiction: Today we spent one last day taking notes on character (as desire, as image, as action, as voice, as thought, as expressed by narrator, and as conflict, as well as protagonist).

Assignment 3 (Fiction 12.1.15 – Assignment #3, Inanimate Microfiction) was handed out and you got your assigned inanimate object in class. We will be talking more about this on Friday; BRING YOUR NOTECARDS BACK.

No other homework.

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