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Course Information:
Course Description
Complete Syllabus
Assignments:
Writing from Setting
Writing from Character
Writing from Theme
Culminating Projects
Expectations:
Primary Literary Elements
Requirements
Format Guidelines
Secondary Literary Elements
Tertiary Literary Elements
Quaternary Literary Elements
Readings:
Current-García & Hitchcock
Ernest Hemingway
Richard Powers
Milan Kundera


Mr. Francis
SHS English Department

I do not know much about gods; but I think that the river
Is a strong brown god—sullen, untamed and intractable,
Patient to some degree, at first recognised as a frontier;
Useful, untrustworthy, as a conveyor of commerce;
Then only a problem confronting the builder of bridges.
The problem once solved, the brown god is almost forgotten
By the dwellers in cities—ever, however, implacable.
Keeping his seasons and rages, destroyer, reminder
Of what men choose to forget. Unhonoured, unpropitiated
By worshippers of the machine, but waiting, watching and waiting.
His rhythm was present in the nursery bedroom,
In the rank ailanthus of the April dooryard,
In the smell of grapes on the autumn table,
And the evening circle in the winter gaslight.

       The river is within us, the sea is all about us;
The sea is the land's edge also, the granite
Into which it reaches, the beaches where it tosses
Its hints of earlier and other creation:
The starfish, the horseshoe crab, the whale's backbone;
The pools where it offers to our curiosity
The more delicate algae and the sea anemone.
It tosses up our losses, the torn seine,
The shattered lobsterpot, the broken oar
And the gear of foreign dead men. The sea has many voices,
Many gods and many voices.

--from T. S. Eliot's "The Dry Salvages"


...course description

This course is designed to make students aware of the wide-variety of techniques used by fiction writers and to guide students in practicing those techniques in their own fiction. Students will build an awareness of fiction writing conventions while developing their understanding of voice.

Students will discuss the effectiveness of a variety of pieces of fiction, will consider the theory of fiction writing, will produce original fiction, and will devote effort to editing the fiction of classmates. Assigned readings will be for the purpose of identifying writing techniques, discussing fiction writing theory, evaluating the choices that fiction writers make, and building a community of writers.

All drafts must be original fiction produced specifically for our class. I have a zero indifference policy regarding plagiarism or other forms of academic misconduct and regarding cutting or other violations of Stuyvesant and/or DOE policies . . . [Complete syllabus]


N.B. All units, readings, reading schedules, & assignments below are tentative & subject to change.

...assignments

1st marking period
  • Setting Assignment #1
  • Setting Assignment #2
  • Setting Assignment #3
  • Major Fragment #1
  • Workshop Expectations
  • Workshop Groups (to be used for writing from setting assignments)
  • 2nd marking period
  • Character Assignment #1
  • Character Assignment #2
  • Character Assignment #3
  • Major Fragment #2
  • Workshop Groups (to be used for writing from character assignments)
  • 3rd marking period
  • Theme Assignment #1
  • Theme Assignment #2
  • Theme Assignment #3
  • Major Fragment #3
  • Workshop Groups (to be used for writing from theme assignments)
  • Culminating Projects
  • Final Project
  • Workshop groups (to be used for revised & expanded edition manuscripts)
  • Portfolio Project

  • ...expectations

    Primary Literary Elements
  • With limited exceptions, assignments should meet the conventions of standard written English. Written work will be assessed based on clarity, specificity, accuracy, fluency, rhythm, and development, as well as grammar, punctuation, style, tone, organization, and effective use of vocabulary.
  • For each assignment, the instructor will be principally concerned with the fiction elements of setting, character, and/or theme. Each marking period will focus on a different approach to creating a story:
  • Unit 1: writing from setting
    Unit 2: writing from character
    Unit 3: writing from theme
    Requirements
    academic honesty: students are expected to submit original fiction that has been specifically composed to earn credit in this course. Each assignment must include a declaration and must meet the instructor's standards for academic and artistic integrity. The instructor will only accept assignments that have been uploaded to turnitin.com in a timely manner. [further details]
    text: written assignments will typically be drafts of a complete or incomplete short story (consult individual assignments for length guidelines, etc.). With special permission, students may craft a manuscript that represents a portion of a novel.
    genre: students are encouraged to focus on realistic fiction. With permission, students may begin to explore other genres like mystery/noir, thriller/suspense, speculative (science fiction, fantasy, etc.), historical, etc.
    point of view: with limited exceptions, stories should use a third-person omniscient narration. With permission, students may explore a first person or third-person limited perspective. In any manuscript, the second person may be effective when used judiciously.
    tense: with limited exceptions, students should use the past tense.
    autobiographical content: students are encouraged to draw from personal experience, which may include using semi-autobiographical narrative arcs or describing settings or characters based on firsthand observation. Historical details should be changed when appropriate to reflect the demands of fiction writing.
    lateness: students are expected to submit a weekly writing sample (due on Wednesdays--the English Department test day--whenever possible). Due to the resulting marking/grading constraints for the instructor, late assignments will typically not be accepted. Please consult the instructor if lateness is an issue.
    marks: one poor pass/fail assignment during the semester will be ignored in the face of eight other quality minor assignments, while credit for a missing major fragment must be followed up by a student submitting an exemplary revised and expanded draft as part of the final project (but only for a marking period in which minor assignments were conscientiously submitted).
    length guidelines: due to the marking/grading constraints for the instructor, students should do their best to adhere to length guidelines. Please avoid exceeding established length guidelines by more than half a page for minor assignments or by more than a page for major assignments.
    Format Guidelines Checklist
    Disclaimer: format requirements for this course are intended to encourage students to be in the habit of being aware of the importance of a professional presentation. There are many real-life instances (including querying agents and submitting manuscripts) in which submissions will be immediately or ultimately rejected for failing to meet strict formatting guidelines.
    Template: students are encouraged to create a read-only document file with proper formatting settings to use for each assignment.
    Save v. Save As: at any point in the writing process, students are encouraged to create new documents (using "Save As," etc.) at the start of a writing session to preserve outdated drafts, to demonstrate the progress of a rewrite/revision, or to otherwise document the development of a manuscript.
    □ Font: 12-point Courier New
    □ Margins: One-inch all around
    □ Spacing: Double (do not add additional space between paragraphs of the same style)
    □ Paragraphs indented: 1/2-inch
    □ Alignment: left-justified
    □ Writers Workshop Heading: Author's name, name of assignment
    □ Declaration: Immediately following the text (use the footer if necessary to avoid wasting paper)
    □ Section breaks: use a left-justified pound sign (#) to indicate a section break
    □ Italics: use underlined text in lieu of italics to indicate emphasis (or titles when appropriate)
    □ Numbers: in most instances, you should use words instead of numerals
    □ Dashes: use an em dash (--). I recommend disabling autoformat options to avoid — or –
    □ Titles: centered (major fragments & final drafts should include a working title)
    -- advanced guidelines for submitting manuscripts for publication --
    □ Header: title left justified; last name & page number (e.g., Smith 1) right justified
    □ Spacing: Exactly 25 pt. (not double-spaced)
    □ Heading: for writing contests or professional submissions, include your contact information
    Secondary Literary Elements
    The instructor will also evaluate the student's awareness, based on class discussion, of the following secondary aspects of each assignment.
    characterization
    conflict
    description
    dialogue
    diction
    images & imagery
    immediacy
    mood & atmosphere
    pace
    paragraphing
    parallel structure
    plot & narrative arc
    punctuation
    rhythm
    structure
    style
    tone
    unity
    verb tenses: simple & perfect
    voice
    Tertiary Literary Elements
    These tertiary elements--while not required to be part of every assignment--will be evaluated by the instructor.
    euphony & cacophony
    figures of speech (simile, metaphor, personification, idiom, etc.)
    flashback
    foreshadowing
    inderect interior monologue
    motif
    symbolism
    Quaternary Literary Elements
    Special consideration will be given to effective use of other literary devices, including the following: .
    alliteration
    allusion
    humor
    hyperbole (under & overstatement, etc.)
    oxymoron & paradox
    puns & other wordplay
    repetition
    stream of consciousness
    ...readings

    American Short Stories (6th ed.), editors Current-García & Hitchcock (1997):
    ...unit one
  • "The School" (1976) by Donald Barthelme
  • "The Secret Life of Walter Mitty" (1939) by James Thurber
  • "To Build a Fire" (1908) by Jack London
  • ...unit two
  • "Babylon Revisited" (1931) by F. Scott Fitzgerald
  • "The Bride Comes to Yellow Sky" (1898) by Stephen Crane
  • "Thank you, Ma'm" (1958) by Langston Hughes
  • ...unit three
  • "The Swimmer" by John Cheever
  • "Barn Burning" by William Faulkner
  • "Samuel" by Grace Paley

  • Ernest Hemingway's A Moveable Feast (1964):
    ...unit one
  • Day 1 Chapter 1. (15-9)
  • Day 2 Chapters 3 & 4. (31-9)
  • Day 3 Chapters 5 & 6. (41-55)
  • Day 4 Chapter 16. (113-23)
  • ...unit two
  • Day 1 Chapters 9-11 (73-90)
  • Day 2 Chapter 13 (95-100)
  • Day 3 Chapter 15 (109-12)
  • Day 4 Chapter 17. (125-51)
  • ...unit three
  • Day 1 Chapters 18 & 19 (153-65)
  • Day 2 Chapters 2, 7, 12 (21-30, 57-63, 91-3)
  • Day 3 Chapter 8 (65-72)
  • Day 4 Chapter 14. (101-7)

  • Richard Powers's Galatea 2.2 (1995):
  • Day 1 3-31.
  • Day 2 31-66.
  • Day 3 66-103.
  • Day 4 103-39.
  • Day 5 139-70.
  • Day 6 170-99.
  • Day 7 199-235.
  • Day 8 235-66.
  • Day 9 266-97.
  • Day 10 297-end.
  • Guided Reading Assignment

    Milan Kundera's The Art of the Novel (1986):
  • Day 1 3-6.
  • Day 2 6-13.
  • Day 3 13-20.
  • Day 4 23-33.
  • Day 5 33-44.
  • etc. TBA.
  • Last modified 15 November 2017 06:36