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Monday, February 8

February 8, 2016

Poetry Workshop: I gave out copies of the first seven poems to be workshopped. The first three poems (Swogger, Hall, Lepczyk) are due Wednesday — that means annotations ready to hand in at 8:45 a.m., and all comments on the blog before that time.The remaining four poems in the packet will be due next Wednesday, Feb. 17. No school Monday the 15th, which is Presidents Day. (No apostrophe in “Presidents” — that is AP Style, SIREN folks.)

As stated several times, I am not going to accept late comments in this workshop. You can access this stuff through the blog; you also should have hard copies that you can use to write a written comment on if you are having connectivity issues.

I gave out copies of the most recent Survey Poetry final exam review guide Survey Poetry study guide Final Exam 2016, which should look pretty familiar to all of you, and copies of the most recent addendum, “Common Tropes and Terms,” Common poetic tropes and terms for final which should look familiar to at least some of you. (We don’t get to it every year in Survey; last year we didn’t, for example, but the year before, we did.)

The reason for giving these documents to everyone is that I want comments to reflect the proper terminology, which all of you have learned. As an example, I know I pick on the word “flow,” but it’s essentially a BS term that means any or all of the following:

  1. Word choice (perhaps the use of euphonious words/letters, like “l”s or “s”s, or other sound devices, like assonance.)
  2. The use of enjambment to continue lines seamlessly into the following line.
  3. The use of regular meter and/or rhyme, which creates a regular rhythm and sound effects.
  4. The coherence of an element of a poem — perhaps the use of an extended metaphor or image cluster to make imagery consistent, or the way disparate ideas are connected.

The point is that people who don’t know any better say “flow,” and things like it. You do know better — so I expect better.

Fiction Workshop: Today the stories to be workshopped on Wednesday were handed out (Owen and Emmett). Your online comments are due to the blog by the time class starts, and your annotations will be checked before the workshop begins. If you have any issues, see me sooner rather than later. In class, we did a writing prompt for flash fiction involving old encyclopedia entries (using the entries to inform a piece of flash fiction; treating the entries as our “research”).

Here are the rest of the due dates:

Monday, Feb. 8: Owen, Emmett

Wednesday, Feb. 10: Kira, Sara

Monday, Feb. 15: —no school—

Wednesday, Feb. 17: Anthony, Haley

Monday, Feb. 22: Victoria, Danielle

Wednesday, Feb. 24: Nova, Andi

Monday, Feb. 29: Kat, Kendal

Stories are due to be posted to the blog by 8 am on the dates listed above. Workshops will take place on the following class meeting.

Please note that if you are late handing in your work, you may be bumped from the round and may receive a 0/50 for your Round 1 grade.

Cultural Literacy: “We Are The World” prompt Cultural Literacy We Are the World Feb 2016, due Wednesday. If you were absent, please see me to get your country.

BatCat: Please keep thinking about 3rd manuscript ideas (people to approach; check out McSweeney’s, maybe). Also keep thinking about AWP handout ideas (some good stuff was suggested today – let’s keep on it). We will pick these issues up again later this week.

Check your calendars for Saturday, March 12 – this is the date that we’re looking at for the weekend adult class. We will know if we have approval for it by Wednesday.

Seventh/Eighth Grade Literary Arts: Talked about attributive verbs and how to use the clues they give you to punctuate sentences correctly. Attributive verbs (like said, stated, remarked) usually demand a comma at the end of the quote. Like:

“I am not going to the concert,” she said.

“She” is not capitalized, because the comma means this is all just one sentence.

The exception is if the attributive verb suggests a different type of punctuation. For example:

“I am not going to the concert!” she shouted.


“Are you going to the concert?” she asked.

“Shouted” is an attributive verb that suggests you should use an exclamation point, while “asked” suggests you should use a question mark. But in both cases, we don’t capitalize “she” — because the attributive verb means we are still just continuing the same sentence.

But if the verb that follows the quotation is NOT attributive, you should end the quote with a period, instead of a comma. Like:

“I am not going to the concert.” She turned her back and began talking to Emily.

“Turned” is not an attributive verb, so we must end the quote with a period. And “she” is now capitalized, because we are beginning a new sentence.

Remember this stuff! We’ll review it again in a week or two. It’s basic, but super-important for writers (including journalists).

Then we created images for these five statements:

  1. I never want to see you again.
  2. This has been the best day of my life.
  3. This teacher just doesn’t get me.
  4. I never want to visit this place again.
  5. This is a place I can go to escape.

Remember: an image is not just a visual. It’s anything we can experience with the five senses.

Bring back your notecards on Wednesday: I’m going to have you use the images you created to turn one of these five statements into a poem, which will be due the following Wednesday (Feb. 17).

Middle School: Rehearsing for Mr. Cageao’s class tomorrow.

Survey: CNF: With the help of a skinned Furby, more on moment and riffs, including different types of moments:

  1. Moments embedded inside riffs.
  2. Flashbacks, which are just what they sound like.
  3. Montage moments, which are like the “cleanup” montage or the “get buff” montage you’ve all seen in endless sitcoms and films. It’s a device used to suggest the passage of a much longer period of time that we don’t want to show, as well as suggest that a given moment has happened over and over again, with only minor variations.

You wrote a moment, and a moment tree, about a time that changed the way you thought about school, for good or ill. Bring these cards back Wednesday: you will begin your first essay based on one of the first five prompts we have done:

  1. A significant “first” in your life.
  2. A moment when you discovered something important.
  3. A moment where you learned adults can’t always be trusted.
  4. A moment when you confronted a fear.
  5. And then today’s prompt, a moment that changed the way you felt about school.

Survey: Screenwriting: Assignment 2 was collected. If you did not hand this in for any reason (whether you were here or not!) get it to me ASAP! Don’t wait till we have class again – sooner is always better.

Today we continued our discussion from last week, regarding three act structure. We talked about what was established or accomplished in each act of Some Like It Hot, and then graphed out this model on a line. This is the model that we will return to time and again, adding more points to it, so please make sure that you have it in your notes!

We also read the first 16 pages of Toy Story 3 (Screenplay-Toy_Story_3 <- this is the complete screenplay, if you’re interested).

There is no homework for Wednesday!

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