The document outlines an EWRT 30 class agenda that includes:
1. A terms test, discussion of "The Most Dangerous Game", and a lecture on suspense.
2. The lecture on suspense provides strategies for increasing uncertainty and tension in stories, such as starting with a strong conflict, adding uncertainty, making readers root for characters, including compelling villains and escalating conflicts.
3. Students are assigned a guided writing exercise to practice applying the suspense-building techniques to their own stories.
The document provides the agenda for an EWRT 30 class, which includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. The lecture on suspense outlines various techniques for building suspense in a story, such as creating an initial conflict, adding elements of uncertainty, making readers root for characters, including believable villains, escalating conflicts, using sensory details, establishing consequences, and employing scene cuts and pacing. Many of these techniques are exemplified in brief summaries and quotes from "The Most Dangerous Game".
This document contains lecture notes on creating suspense in fiction writing. It discusses various techniques for building suspense such as beginning with a strong conflict, adding elements of uncertainty, making the reader root for characters, including compelling villains, escalating conflicts throughout the story, providing vivid sensory details, demonstrating the consequences of failure, using scene cuts to leave the reader hanging, and manipulating pacing to control intensity. Examples are provided from the short story "The Most Dangerous Game" to illustrate how it employs many of these suspense-creating techniques effectively. The lecture concludes with a guided writing exercise asking students to add suspense to their own stories using the strategies discussed.
The document provides the agenda and materials for an EWRT 30 class. It includes a discussion of the short story "The Most Dangerous Game" by Richard Connell, terms test #2, and a lecture on suspense. The story is about two hunters pitted against each other in a life-or-death hunting competition on a remote island. The lecture discusses how to build suspense through uncertainty, escalating conflicts, vivid details, and leaving the reader hanging at the end of scenes.
The document provides the agenda and materials for an EWRT 30 class. The agenda includes a project and test being due, discussing the short story "The Most Dangerous Game", and a lecture and guided writing on suspense. "The Most Dangerous Game" pits two hunters against each other in a life-or-death competition and is used to illustrate suspense. The lecture covers how to create suspense through uncertainty, escalating conflicts, developing characters the reader roots for, an intimidating villain, sensory details, and consequences of failure.
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
The document provides an agenda for an EWRT 30 class that includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. It then gives details on each item, including discussion questions about the short story's plot and characters, elements of how to build suspense through conflict, uncertainty, evoking emotions in readers, and pacing details in a story. Key scenes from "The Most Dangerous Game" are referenced that leave the reader in suspense.
The document outlines the agenda for an EWRT 30 class. It includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and a guided writing exercise. The lecture provides strategies for building suspense, such as starting with conflict, adding uncertainty, making readers root for characters, including vivid details, escalating the conflict, and using pacing and anticipation/dread. Students will then apply these techniques in a short story writing exercise.
This document provides an agenda and information for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice and different writing genres, and a guided writing exercise using active voice across genres. The document then provides information on creating suspense, defines and discusses 7 different fiction genres, and gives students a guided writing exercise where they choose genres and words to include in a short story. It concludes with assigning reading and homework.
The document provides the agenda for an EWRT 30 class, which includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. The lecture on suspense outlines various techniques for building suspense in a story, such as creating an initial conflict, adding elements of uncertainty, making readers root for characters, including believable villains, escalating conflicts, using sensory details, establishing consequences, and employing scene cuts and pacing. Many of these techniques are exemplified in brief summaries and quotes from "The Most Dangerous Game".
This document contains lecture notes on creating suspense in fiction writing. It discusses various techniques for building suspense such as beginning with a strong conflict, adding elements of uncertainty, making the reader root for characters, including compelling villains, escalating conflicts throughout the story, providing vivid sensory details, demonstrating the consequences of failure, using scene cuts to leave the reader hanging, and manipulating pacing to control intensity. Examples are provided from the short story "The Most Dangerous Game" to illustrate how it employs many of these suspense-creating techniques effectively. The lecture concludes with a guided writing exercise asking students to add suspense to their own stories using the strategies discussed.
The document provides the agenda and materials for an EWRT 30 class. It includes a discussion of the short story "The Most Dangerous Game" by Richard Connell, terms test #2, and a lecture on suspense. The story is about two hunters pitted against each other in a life-or-death hunting competition on a remote island. The lecture discusses how to build suspense through uncertainty, escalating conflicts, vivid details, and leaving the reader hanging at the end of scenes.
The document provides the agenda and materials for an EWRT 30 class. The agenda includes a project and test being due, discussing the short story "The Most Dangerous Game", and a lecture and guided writing on suspense. "The Most Dangerous Game" pits two hunters against each other in a life-or-death competition and is used to illustrate suspense. The lecture covers how to create suspense through uncertainty, escalating conflicts, developing characters the reader roots for, an intimidating villain, sensory details, and consequences of failure.
This document provides an agenda and lecture materials for an English writing class. It discusses the short story "The Most Dangerous Game" and how to create suspense in fiction writing. Some key points covered include:
- Starting the story with strong initial conflict but leaving room for escalation.
- Adding elements of uncertainty and allowing readers to root for characters.
- Developing believable, logical villains and evoking strong emotions through critical conflicts that get progressively worse.
- Using sensory details, scene cuts, pacing techniques, and showing characters' dread to build anticipation and suspense throughout the story.
The document provides an agenda for an EWRT 30 class that includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and guided writing on fiction. It then gives details on each item, including discussion questions about the short story's plot and characters, elements of how to build suspense through conflict, uncertainty, evoking emotions in readers, and pacing details in a story. Key scenes from "The Most Dangerous Game" are referenced that leave the reader in suspense.
The document outlines the agenda for an EWRT 30 class. It includes a terms test, discussion of the short story "The Most Dangerous Game", a lecture on suspense, and a guided writing exercise. The lecture provides strategies for building suspense, such as starting with conflict, adding uncertainty, making readers root for characters, including vivid details, escalating the conflict, and using pacing and anticipation/dread. Students will then apply these techniques in a short story writing exercise.
This document provides an agenda and information for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice and different writing genres, and a guided writing exercise using active voice across genres. The document then provides information on creating suspense, defines and discusses 7 different fiction genres, and gives students a guided writing exercise where they choose genres and words to include in a short story. It concludes with assigning reading and homework.
This document summarizes Christopher Booker's theory of the seven basic plots in storytelling. It discusses each of the seven plots - overcoming the monster, rags to riches, the quest, voyage and return, comedy, tragedy, and rebirth. For each plot, it provides a synopsis and typical examples. It also discusses how all stories incorporate universal elements of a hero's journey from an initial state of lack to a final resolution or transformation. The document concludes with prompting students to identify which plot their own writing incorporates and to outline or write a scene for their story.
The document provides background information and analysis of Richard Connell's short story "The Most Dangerous Game". It discusses that the story was written after World War I and explores the nature of man through the conflict between the protagonist Rainsford and antagonist Zaroff, who hunts humans for sport. The setting is a remote island in the Caribbean sea where Rainsford finds himself hunted by the wealthy hunter Zaroff. Key themes examined are reason versus instinct in man and the effects of war in brutalizing humanity.
Huntress in Heels by amanda litton — dyer outdoor l.l.c.Hilary Overcash
Take a trip into the outdoors from a woman's perspective and let's give the outdoors some FLARE! Feel free to join in on all the shenanigans and experiences of a women in the outdoors. - Huntress in Heels
This document provides an overview and summary of key points from EWRT 30 Class 14. It discusses eliminating "to be" verbs in writing and the 7 main genres of fiction - mystery, romance, science fiction/fantasy, suspense/thriller, western, horror, and young adult. The document then summarizes Christopher Booker's theory of the 7 basic plots that all stories fall into - overcoming the monster, rags to riches, the quest, voyage and return, comedy, tragedy, and rebirth. Each plot is defined and its typical story elements and stages are outlined. The document emphasizes that while these plots can be categorized, ultimately all stories share universal elements of beginning in an undeveloped state, falling
3rd hour "The Most Dangerous Game" Analysisddenison76
This document analyzes key literary elements in the short story "The Most Dangerous Game" including figurative language, plot, conflict, characterization, mood, theme, syntax and tone. It provides examples from the story to illustrate these elements, such as the use of personification to describe Rainsford's emotions and the direct conflict created between Rainsford and General Zaroff. The analysis examines how these elements engage the reader by providing details, creating tension and resonating the story's meaning.
The document provides an overview of key elements of short stories, including setting, characters, plot, point of view, theme, irony, symbolism, flashback, and foreshadowing. It defines these elements and provides examples from short stories to illustrate how authors use each element in crafting their works.
This document summarizes a lecture on Christopher Booker's theory of the seven basic plots. It discusses each of the seven plots - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot, it provides examples from literature and film and outlines the typical plot points. It emphasizes that while these seven plots are distinct, there is also significant overlap between them and they reflect universal storytelling elements of a hero transforming from an initial state of lack to a final state of fulfillment. The document concludes with guiding writing prompts for students to analyze which plots are in their stories and ways to potentially improve their stories.
This document provides an overview of a proposed video game called "Morkim's Demise". The game follows a Viking warrior who sets out on a quest to behead the evil king Morkim after he killed the Viking's father. The game would involve the player making choices that affect the character's journey through forests, mountains, and other locations on his way to confront Morkim at his castle. It describes gameplay mechanics, enemy encounters, cutscenes, and competitive titles on mobile app stores.
The document defines vocabulary words including: frigate, a light boat propelled by oars or sails; dilemma, a fight between two equally conclusive alternatives; and exasperated, to excite anger. It also defines lunatic, meaning insane; undertaker, one who manages a business; and elated, marked by high spirits. Further words are petrified, meaning to freeze; idly, lacking worth; bedrock, the lowest point; and fisticuffs, a fight with fists.
The document defines and provides examples for 10 vocabulary words: frigate, dilemma, exasperated, lunatic, undertaker, elated, petrified, idly, bedrock, and fisticuffs. It defines each word and uses it in a short sentence to demonstrate its meaning.
This document summarizes Christopher Booker's theory of the seven basic plots. It discusses each of the seven plots - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot, it provides examples from literature and film and outlines the typical plot points and character arcs. It concludes by discussing how all stories incorporate elements from these basic plots and can be understood through the lens of the universal plot of a hero moving from a state of lack to completion or fulfillment.
This document provides an agenda and information for Class 13 of an EWRT 30 course. The agenda includes a discussion on "Labels", a lecture on eliminating the passive voice and writing in 7 genres, and a guided writing exercise using the active voice in genres. The document then provides information on creating suspense, discussion topics, strategies for eliminating the passive voice, definitions and examples of 7 fiction genres, and guided writing prompts for students to practice genres. It concludes with homework assignments.
This document provides an overview and outline of common plot structures and storytelling conventions. It discusses 7 common plot types - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot type, it outlines the typical stages or steps in the story's progression. It also discusses the idea of a universal plot structure that underlies all stories. The document concludes by providing writing prompts and exercises for developing stories that incorporate these plot structures.
Learning Lies: Using Her Story to Develop Skeptical Students - John Fallon, E...SeriousGamesAssoc
Fiction lies to tell the truth, and unreliable narrators may be the best epistemological tool of all. But, Sam Barlow’s 2015 game “Her Story” allows students to directly duel with one. A fragmented narrative is challenge enough, but the game’s multimedia delivery adds an essential visual analytical challenge that the Youtube generation needs in an era of “fake news”. This session’s project that has been taught by an experienced GBL teacher and will guide attendees from inception to reflection.
This document provides an overview and summary of key points from an EWRT 30 class. It discusses strategies for eliminating "to be" verbs in writing, covers Christopher Booker's seven basic story plots (Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, Rebirth), and provides plot outlines and examples for each. It also discusses the idea of a universal plot structure that underlies all storytelling. Students are assigned a guided writing exercise to analyze their own stories using these plot concepts.
The document provides an overview of key literary elements in Richard Connell's short story "The Most Dangerous Game" including:
- The story takes place on an isolated island setting which sets the mood.
- Possible themes include man versus nature, man versus man, and man versus himself.
- There are hints that foreshadow future events like hunting and being trapped.
- Characterization of the main characters Rainsford and General Zaroff is provided through direct description, behavior, and internal states.
- The story features conflicts between the main characters, man versus nature, and man versus one's philosophy.
- The title of the story is an example of verbal pun playing on multiple meanings of the word
This document provides a list of adjectives describing different tones and styles, followed by a list of 8 categories for analyzing tone in writing. The adjectives include both positive descriptors like "happy" and "brave" as well as more negative ones like "bereaved" and "horrifying". The categories then analyze elements such as tone, commitment, and connection in writing.
Chariots of Death (or Herod the Great, Herod the Dead)
By Kathy Applebee
First Julius Caesar is murdered and now Herod the Great. Right after the 4th and controversial chariot race. Who killed him?
Mystery party games are an engaging alternative to studying life in the Roman Empire and make wonderful drama activities. Add spice to Bible classes or youth group activities while immersing everyone in Roman customs of the first century. Acting experience and knowledge of police procedures are not necessary for a party no one will forget. Each guests serves as both a suspect and investigator.
Kit includes character dossiers for 6-13 players (and as many extras as you wish), a host pack with complete instructions, menu suggestions, and the clues needed to solve the murder.
1) The author struggled to photograph the elusive mandarin fish until hearing they had been seen mating, which sparked an obsession to capture images of their courtship rituals.
2) Through research, the author learned the fish mate at low light in the evenings, and followed males and females to maximize chances of seeing mating.
3) Observations found rejection behaviors between males and females, territorial fights between males, and one exceptionally active male who mated over ten times in one night before resting the next day.
This document provides instructions for Timed Essay #3. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem and convince the board it is worth solving, without proposing a solution. Students can use a one-page outline and blue book for the essay. They must take a photo of their essay for the next assignment. The essay should have an introduction, thesis stating the problem and causes/consequences, and 3-5 body paragraphs on causes and consequences. It should conclude by restating the problem and who should care. Students must cite at least two outside sources and include their works cited.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the assignment for Essay #3, which is to present a problem in education. Students will brainstorm issues, choose one to focus on, and narrow it. They will prepare an outline presenting the problem, citing sources. The class will then visit the library to conduct research for their essays.
This document summarizes Christopher Booker's theory of the seven basic plots in storytelling. It discusses each of the seven plots - overcoming the monster, rags to riches, the quest, voyage and return, comedy, tragedy, and rebirth. For each plot, it provides a synopsis and typical examples. It also discusses how all stories incorporate universal elements of a hero's journey from an initial state of lack to a final resolution or transformation. The document concludes with prompting students to identify which plot their own writing incorporates and to outline or write a scene for their story.
The document provides background information and analysis of Richard Connell's short story "The Most Dangerous Game". It discusses that the story was written after World War I and explores the nature of man through the conflict between the protagonist Rainsford and antagonist Zaroff, who hunts humans for sport. The setting is a remote island in the Caribbean sea where Rainsford finds himself hunted by the wealthy hunter Zaroff. Key themes examined are reason versus instinct in man and the effects of war in brutalizing humanity.
Huntress in Heels by amanda litton — dyer outdoor l.l.c.Hilary Overcash
Take a trip into the outdoors from a woman's perspective and let's give the outdoors some FLARE! Feel free to join in on all the shenanigans and experiences of a women in the outdoors. - Huntress in Heels
This document provides an overview and summary of key points from EWRT 30 Class 14. It discusses eliminating "to be" verbs in writing and the 7 main genres of fiction - mystery, romance, science fiction/fantasy, suspense/thriller, western, horror, and young adult. The document then summarizes Christopher Booker's theory of the 7 basic plots that all stories fall into - overcoming the monster, rags to riches, the quest, voyage and return, comedy, tragedy, and rebirth. Each plot is defined and its typical story elements and stages are outlined. The document emphasizes that while these plots can be categorized, ultimately all stories share universal elements of beginning in an undeveloped state, falling
3rd hour "The Most Dangerous Game" Analysisddenison76
This document analyzes key literary elements in the short story "The Most Dangerous Game" including figurative language, plot, conflict, characterization, mood, theme, syntax and tone. It provides examples from the story to illustrate these elements, such as the use of personification to describe Rainsford's emotions and the direct conflict created between Rainsford and General Zaroff. The analysis examines how these elements engage the reader by providing details, creating tension and resonating the story's meaning.
The document provides an overview of key elements of short stories, including setting, characters, plot, point of view, theme, irony, symbolism, flashback, and foreshadowing. It defines these elements and provides examples from short stories to illustrate how authors use each element in crafting their works.
This document summarizes a lecture on Christopher Booker's theory of the seven basic plots. It discusses each of the seven plots - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot, it provides examples from literature and film and outlines the typical plot points. It emphasizes that while these seven plots are distinct, there is also significant overlap between them and they reflect universal storytelling elements of a hero transforming from an initial state of lack to a final state of fulfillment. The document concludes with guiding writing prompts for students to analyze which plots are in their stories and ways to potentially improve their stories.
This document provides an overview of a proposed video game called "Morkim's Demise". The game follows a Viking warrior who sets out on a quest to behead the evil king Morkim after he killed the Viking's father. The game would involve the player making choices that affect the character's journey through forests, mountains, and other locations on his way to confront Morkim at his castle. It describes gameplay mechanics, enemy encounters, cutscenes, and competitive titles on mobile app stores.
The document defines vocabulary words including: frigate, a light boat propelled by oars or sails; dilemma, a fight between two equally conclusive alternatives; and exasperated, to excite anger. It also defines lunatic, meaning insane; undertaker, one who manages a business; and elated, marked by high spirits. Further words are petrified, meaning to freeze; idly, lacking worth; bedrock, the lowest point; and fisticuffs, a fight with fists.
The document defines and provides examples for 10 vocabulary words: frigate, dilemma, exasperated, lunatic, undertaker, elated, petrified, idly, bedrock, and fisticuffs. It defines each word and uses it in a short sentence to demonstrate its meaning.
This document summarizes Christopher Booker's theory of the seven basic plots. It discusses each of the seven plots - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot, it provides examples from literature and film and outlines the typical plot points and character arcs. It concludes by discussing how all stories incorporate elements from these basic plots and can be understood through the lens of the universal plot of a hero moving from a state of lack to completion or fulfillment.
This document provides an agenda and information for Class 13 of an EWRT 30 course. The agenda includes a discussion on "Labels", a lecture on eliminating the passive voice and writing in 7 genres, and a guided writing exercise using the active voice in genres. The document then provides information on creating suspense, discussion topics, strategies for eliminating the passive voice, definitions and examples of 7 fiction genres, and guided writing prompts for students to practice genres. It concludes with homework assignments.
This document provides an overview and outline of common plot structures and storytelling conventions. It discusses 7 common plot types - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot type, it outlines the typical stages or steps in the story's progression. It also discusses the idea of a universal plot structure that underlies all stories. The document concludes by providing writing prompts and exercises for developing stories that incorporate these plot structures.
Learning Lies: Using Her Story to Develop Skeptical Students - John Fallon, E...SeriousGamesAssoc
Fiction lies to tell the truth, and unreliable narrators may be the best epistemological tool of all. But, Sam Barlow’s 2015 game “Her Story” allows students to directly duel with one. A fragmented narrative is challenge enough, but the game’s multimedia delivery adds an essential visual analytical challenge that the Youtube generation needs in an era of “fake news”. This session’s project that has been taught by an experienced GBL teacher and will guide attendees from inception to reflection.
This document provides an overview and summary of key points from an EWRT 30 class. It discusses strategies for eliminating "to be" verbs in writing, covers Christopher Booker's seven basic story plots (Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, Rebirth), and provides plot outlines and examples for each. It also discusses the idea of a universal plot structure that underlies all storytelling. Students are assigned a guided writing exercise to analyze their own stories using these plot concepts.
The document provides an overview of key literary elements in Richard Connell's short story "The Most Dangerous Game" including:
- The story takes place on an isolated island setting which sets the mood.
- Possible themes include man versus nature, man versus man, and man versus himself.
- There are hints that foreshadow future events like hunting and being trapped.
- Characterization of the main characters Rainsford and General Zaroff is provided through direct description, behavior, and internal states.
- The story features conflicts between the main characters, man versus nature, and man versus one's philosophy.
- The title of the story is an example of verbal pun playing on multiple meanings of the word
This document provides a list of adjectives describing different tones and styles, followed by a list of 8 categories for analyzing tone in writing. The adjectives include both positive descriptors like "happy" and "brave" as well as more negative ones like "bereaved" and "horrifying". The categories then analyze elements such as tone, commitment, and connection in writing.
Chariots of Death (or Herod the Great, Herod the Dead)
By Kathy Applebee
First Julius Caesar is murdered and now Herod the Great. Right after the 4th and controversial chariot race. Who killed him?
Mystery party games are an engaging alternative to studying life in the Roman Empire and make wonderful drama activities. Add spice to Bible classes or youth group activities while immersing everyone in Roman customs of the first century. Acting experience and knowledge of police procedures are not necessary for a party no one will forget. Each guests serves as both a suspect and investigator.
Kit includes character dossiers for 6-13 players (and as many extras as you wish), a host pack with complete instructions, menu suggestions, and the clues needed to solve the murder.
1) The author struggled to photograph the elusive mandarin fish until hearing they had been seen mating, which sparked an obsession to capture images of their courtship rituals.
2) Through research, the author learned the fish mate at low light in the evenings, and followed males and females to maximize chances of seeing mating.
3) Observations found rejection behaviors between males and females, territorial fights between males, and one exceptionally active male who mated over ten times in one night before resting the next day.
This document provides instructions for Timed Essay #3. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem and convince the board it is worth solving, without proposing a solution. Students can use a one-page outline and blue book for the essay. They must take a photo of their essay for the next assignment. The essay should have an introduction, thesis stating the problem and causes/consequences, and 3-5 body paragraphs on causes and consequences. It should conclude by restating the problem and who should care. Students must cite at least two outside sources and include their works cited.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the assignment for Essay #3, which is to present a problem in education. Students will brainstorm issues, choose one to focus on, and narrow it. They will prepare an outline presenting the problem, citing sources. The class will then visit the library to conduct research for their essays.
This document discusses various topics:
1. It mentions French, cars, and unicorns in the first item.
2. The second item refers to bicycle tires, toothpaste, and a chemistry lab.
3. The third item mentions Africa, Little Red Riding Hood, and a matador.
This document provides instructions for a timed essay assignment. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem, but not yet propose a solution. Students can only use the provided tools and must submit an outline with their paper. They are also instructed to take a photo of their essay for reference in the next assignment. The prompt gives guidelines for introducing and defining the problem, including causes and consequences in body paragraphs, and concluding without a solution. Students must include at least two citations from provided sources.
This document provides an outline and instructions for students to write an essay presenting an education problem. It reviews the assignment, discusses developing a thesis statement, and provides strategies for defining the problem, causes, and consequences. Sample components of a student essay are annotated and highlighted as an example. Students are instructed to start outlining their own essay, including a thesis, topic sentences, quotations, and a works cited page. The homework is to submit an outline for peer review and discussion.
This document provides an agenda and instructions for an EWRT 1A library orientation class. It introduces the library liaison Lena Chang and provides directions for students to find two sources on their topic - one scholarly journal article and one news magazine article. It demonstrates how to format a works cited page in MLA style and provides an example. Students are instructed to post an electronic copy of their works cited page to the class discussion before leaving in order to earn participation points. The homework listed at the end includes finishing reading Harry Potter, completing a reading journal, and starting to develop their works cited page by summarizing and including quotes from the sources.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the genre of proposal essays. It assigns essay #3 on presenting an education problem and provides guidance on choosing and narrowing a topic, including brainstorming causes and consequences. Students are instructed to prepare for an upcoming library visit by watching videos on research resources and credibility. They will use the library during the next class to find sources for their essay on an education problem.
This document provides an agenda and discussion notes for an English writing class. The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character and comparing it to real-world examples. The document provides guidance on revising, editing, and finalizing the draft essay.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
This document provides an agenda and discussion notes for an English writing class (EWRT 1AT). The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character in Harry Potter and the Chamber of Secrets or Prisoner of Azkoran and comparing it to contemporary issues. The document provides guidance on developing counterarguments, concluding effectively, integrating citations, and preparing a final draft.
This document provides an overview of a class on Elizabeth Barrett Browning and her poem "The Cry of the Children." It discusses the social context that inspired the poem, its critique of the industrialization and its impact on child labor. It also covers discussion questions about the poem's form, themes, and viewpoint. The document aims to analyze how Browning uses language and imagery to convey the dreary reality of the factory environment and her indictment of a society that allows such conditions.
The document outlines the agenda and homework for an upcoming class. It states that the class will include a discussion on portfolios, in-class time to work on plays, and optional make-up testing. It provides the portfolio submission requirements which include submitting one word document with either a story and poems or multiple shorter stories and poems. Students are instructed to work in groups on their plays during class and complete any online work.
This document provides an agenda for an EWRT 1A class discussing the outline and requirements for Essay #5. It reviews that the essay should present an education problem by describing its causes and consequences without proposing a solution. Students will annotate a sample essay, then outline their own essay describing an education problem they have chosen. The homework is to post the outline to the class discussion board.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for having two copies of a draft essay for peer review and participation points.
2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion.
3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.
This document contains the agenda for an EWRT 1A class. The agenda includes a student-instructor check-in, choosing an in-class essay for the portfolio, and an in-class writing assignment. It also reviews draft essay #7 and checks that it meets MLA formatting standards and includes specific examples. Students will then meet one-on-one with the instructor to review their work and progress towards submitting their portfolio, which is due on Thursday and must include a reflective essay, in-class essay, and out-of-class essay.
The document provides an agenda and guidance for students to work on their final portfolio assignments for an English writing course. It includes instructions to post introductions and body paragraphs to discussion forums for feedback. Students are asked to revise an out-of-class essay for their portfolio and write a reflective essay discussing what they learned in the course as well as areas for further improvement. Suggested topics for the reflective essay include writing skills gained, examples from their own work, and future writing plans.
This document provides guidance for students writing a reflective essay for EWRT 1A Class 39. It outlines that the essay should have an introduction, multiple body paragraphs about what was learned, and a body paragraph about areas for further improvement. The body paragraphs should use the PIE (Point, Information, Explanation) structure and include specific examples and quotes from the student's own work. Students are provided examples for starting their introduction and advised to discuss at least three or four things learned in the course and one area still needing work. The document assigns homework of posting an introduction and a body paragraph to the discussion board.
This document provides the agenda and homework assignments for a hybrid writing class. The agenda includes selecting two essays from class assignments to include in a writing portfolio. The homework assignments are to list the two selected essays, discuss the goal of each assignment, summarize each essay using the thesis as a guide, and explain at least three strengths of each essay.
This document provides instructions and guidance for students completing their end-of-quarter portfolio for an English composition course. It outlines the components of the portfolio, including Paper 7, a reflective essay. Students are instructed to write a 3-4 page essay reflecting on their progress over the quarter, focusing on what led to their success and growth as readers, writers, and thinkers. They are to discuss strategies and skills learned, providing specific examples from their coursework. The document provides examples and brainstorming activities to help students structure their reflective essay, including outlining an introduction, thesis, body paragraphs, and conclusion. It emphasizes using examples and evidence from the students' own writing to demonstrate skills learned.
The document provides an agenda and instructions for a class on revising essays. It discusses revising Essay #6 and preparing for the portfolio submission. Students are instructed to identify parts of their essay like the introduction and conclusion. They are given tips on revising like using feedback and checking for errors. The document also provides references on integrating and citing quotes and summaries correctly in the essay. It reviews punctuation rules and formatting for quotes, block quotes, and the works cited page. Finally, it discusses choosing essays for the portfolio and preparing materials.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
5. Basic Elements of a Story
1. PLOT - the story line; a unified, progressive pattern of action or events in a
story
2. POINT OF VIEW (POV) - the position from which the story is told
3. CHARACTER - Types: person portraying himself or another
1. Characterization: Methods
4. SETTING - the time and place of the action in a story
5. TONE - the attitude of the author toward his subject or toward the reader
6. MOOD - the feeling or state of mind that predominates in a story creating a
certain atmosphere
7. Suspense
Suspense is created by an uncertainty about what happens
next in your story. So–what does happen next? The
unexpected, of course. But let’s think back to the basic plot
outline to understand how to create uncertainty.
The plot of a story is driven by conflict; without a conflict
creating tension, you simply don’t have a story. Suspense is
the reader’s worry about what will happen because of that
conflict.
9. Begin at the right place
Looking over the broad picture of your story, the need for
escalation requires that you start at a place of strong conflict,
but not so strong that the situation can’t get worse. You must
find a strong enough place to create suspense; yet, that exact
situation and time in the story must allow for a progression of
scenes in which things get worse. In other words, make sure
the sequence of scenes makes sense.
What is the initial conflict in “The Most
Dangerous Game”?
10. Hunting
We should have some good hunting up the Amazon. Great sport, hunting."
"The best sport in the world," agreed Rainsford.
"For the hunter," amended Whitney. "Not for the jaguar."
"Don't talk rot, Whitney," said Rainsford. "You're a big-game hunter, not a
philosopher. Who cares how a jaguar feels?"
"Perhaps the jaguar does," observed Whitney.
"Bah! They've no understanding."
"Even so, I rather think they understand one thing--fear. The fear of pain and
the fear of death."
"Nonsense," laughed Rainsford. "This hot weather is making you soft,
Whitney. Be a realist. The world is made up of two classes--the hunters and
the huntees. Luckily, you and I are hunters.
11. Add uncertainty
As you work with the plot and conflicts,
search for ways to bring in or to imply
uncertainly.
Which are scenes of
uncertainty in the story?
12. Uncertainty about the Island
"The place has a reputation--a bad one."
"Cannibals?" suggested Rainsford.
"Hardly. Even cannibals wouldn't live in
such a God-forsaken place. But it's gotten
into sailor lore, somehow. Didn't you notice
that the crew's nerves seemed a bit jumpy
today? [. . .] All I could get out of him was
`This place has an evil name among
seafaring men, sir.’
13. Let readers root for a character or
characters.
Give readers a person to root for. If we care for the
characters, we worry more. Good characterization
gives us cause to root for a character and his/her
eventual success over the conflict. If we know that a
woman has been abused, but come out of it and
successfully raised two lovely children, then we
worry more when she starts dating a man we
suspect of being an alcoholic.
14. Who do we root for in “The
Most Dangerous Game”?
Is he round or flat? Dynamic or
static?
How is he characterized?
What drives readers to root for
him?
15. Give the readers a great
villain
Make villains credible, logical, and believable,
but not likeable. Readers need to understand
why the antagonist is doing what he does, and
why he believes his actions are justified and
rational.
How is Zaroff drawn as a believable character?
16. "Life is for the strong, to be lived by the
strong, and, if needs be, taken by the strong.
The weak of the world were put here to give
the strong pleasure. I am strong. Why
should I not use my gift? If I wish to hunt,
why should I not? I hunt the scum of the
earth: sailors from tramp ships--lassars,
blacks, Chinese, whites, mongrels--a
thoroughbred horse or hound is worth more
than a score of them."
17. Evoke strong emotions
through a critical conflict
Make sure the conflict evokes strong emotions. This usually
means a conflict that matters in some important way. The
possibility of walking through a thicket with thorns is trivial in
comparison to a life and death situation. On that continuum of
what is at risk, push more towards the “life and death” end to
increase suspense.
What is the next conflict in “The Most
Dangerous Game”? Consider Rainsford
and Zaroff’s conversation over dinner.
18. "But you can't mean--" gasped Rainsford.
"And why not?”
"I can't believe you are serious, General
Zaroff. This is a grisly joke.”
"Why should I not be serious? I am
speaking of hunting.”
"Hunting? Great Guns, General Zaroff,
what you speak of is murder."
19. The conflict must change
In some way, as the story progresses, the
character’s situation(s) must change, usually by
building on the initial conflict. You must ask how
things can get worse. Would it be worse at a
different time? A different place? With different
characters? Or try it from a different stance: what
is the worse thing your character would ever have
to face? That is the ending scene and how can
you back up from there and soften the conflict?
20. The conflict escalates again
Rainsford is in fact confronted with the original
conflict that his friend poses: the unfairness to
the animal. Next he learns that Zaroff is
hunting men on his island. Finally, he learns
that he will be hunted.
"My dear fellow," said the general, "have I
not told you I always mean what I say about
hunting? This is really an inspiration. I
drink to a foeman worthy of my steel--at
last." The general raised his glass, but
Rainsford sat staring at him.
21. Details.
To evoke strong emotions, you
must include great details. This
means you must think about what
the setting is like in terms of
sounds, sights, smells, tastes, and
tactile possibilities. Use specific
sensory details to evoke the
situation and give the reader a
blow by blow of the action of the
story.
22. "I'll give him a trail to follow," muttered Rainsford, and he struck off from the rude
path he had been following into the trackless wilderness. He executed a series of
intricate loops; he doubled on his trail again and again, recalling all the lore of the
fox hunt, and all the dodges of the fox. Night found him leg-weary, with hands and
face lashed by the branches, on a thickly wooded ridge.
An apprehensive night crawled slowly by like a wounded snake and sleep did not
visit Rainsford, although the silence of a dead world was on the jungle. Toward
morning when a dingy gray was varnishing the sky, the cry of some startled bird
focused Rainsford's attention in that direction. Something was coming through the
bush, coming slowly, carefully, coming by the same winding way Rainsford had
come. He flattened himself down on the limb and, through a screen of leaves
almost as thick as tapestry, he watched. . . . That which was approaching was a
man.
23. Feel the Consequences.
Once you place the reader in the situation, then evoke
even stronger emotions by making sure the reader
understands the consequences of failure. This is the,
“So What?” question. If X fails to do Y–so what? Who
cares? You must provide enough details on the
consequences or hint at it broadly enough for the
reader to guess the consequences.
What are the consequences?
24. "You'll find this game worth playing,"
the general said enthusiastically." Your
brain against mine. Your woodcraft
against mine. Your strength and
stamina against mine. Outdoor chess!
And the stake is not without value,
eh?"
"And if I win--" began Rainsford
huskily.
"I'll cheerfully acknowledge myself
defeat if I do not find you by midnight
of the third day," said General Zaroff.
"My sloop will place you on the
mainland near a town.”
25. Scene cuts.
Try using scene cuts to leave X hanging while you
present a scene with Y that leaves Y hanging; then
come back to X, finish the first scene and transition
immediately into the second scene which–of course–
leaves X hanging again. Repeat as needed.
Where is the reader left hanging?
26. "Nerve, nerve, nerve!" he panted, as he dashed along. A blue
gap showed between the trees dead ahead. Ever nearer drew
the hounds. Rainsford forced himself on toward that gap. He
reached it. It was the shore of the sea. Across a cove he
could see the gloomy gray stone of the chateau. Twenty feet
below him the sea rumbled and hissed. Rainsford hesitated.
He heard the hounds. Then he leaped far out into the sea. . . .
When the general and his pack reached the place by the sea,
the Cossack stopped. For some minutes he stood regarding
the blue-green expanse of water. He shrugged his shoulders.
Then be sat down, took a drink of brandy from a silver flask,
lit a cigarette, and hummed a bit from Madame Butterfly.
27. Pacing
Much of building suspense is an issue
of pacing, which is merely taking the
long picture of your story and thinking
about how scenes blend with each
other. For example, you might follow
two fast-paced action scenes with a
scene of simple action but more
complex character interaction.
You can control pacing with sentence
structure. Long, flowing sentences can
slow down the action. Short sentences
build tension by propelling the reader
forward.
28. Rainsford held his breath. The general's eyes had
left the ground and were traveling inch by inch up the
tree. Rainsford froze there, every muscle tensed for
a spring. But the sharp eyes of the hunter stopped
before they reached the limb where Rainsford lay; a
smile spread over his brown face. Very deliberately he
blew a smoke ring into the air; then he turned his back
on the tree and walked carelessly away, back along
the trail he had come.
29. When the general, nursing his bruised shoulder, had
gone, Rainsford took up his flight again. It was flight
now, a desperate, hopeless flight, that carried him on for
some hours. Dusk came, then darkness, and still he
pressed on. The ground grew softer under his
moccasins; the vegetation grew ranker, denser;
insects bit him savagely.
Then, as he stepped forward, his foot sank into the ooze.
He tried to wrench it back, but the muck sucked viciously
at his foot as if it were a giant leech. With a violent
effort, he tore his feet loose. He knew where he was
now. Death Swamp and its quicksand.
30. Dialogue and internal monologues can also affect
pacing by changing the rhythm . Short interchanges
of dialogue between characters increase the
reading speed. Long speeches by a certain
character will slow it down. If you feel like the story
needs to pick up the pace, look for areas with too
much dialogue, internal monologue, or exposition.
Or vice versa, not enough.
31. "Rainsford!" screamed the general. "How in God's name did you get
here?”
"Swam," said Rainsford. "I found it quicker than walking through the
jungle.”
The general sucked in his breath and smiled. "I congratulate you," he said.
"You have won the game.”
Rainsford did not smile. "I am still a beast at bay," he said, in a low, hoarse
voice. "Get ready, General Zaroff.”
The general made one of his deepest bows. "I see," he said. "Splendid! One
of us is to furnish a repast for
the hounds. The other will sleep in this very excellent bed. On guard,
Rainsford." . . .
32. Use Dread and Anticipation
Keep in mind the difference in dread and
anticipation.
Dread: bad things have happened and even worse
things are possible.
Anticipation: something bad could happen unless. .
.
Dread builds on past conflict, while anticipation
builds on hope of avoiding conflict. Try to use both as
you build the suspense of your story.
33. One way to convey your character’s dread or anxiety is to directly
tell the reader:
He felt scared
She was afraid
I grew more frightened by the second.
He experienced the really horrible feeling of absolute fear, an
emotion that was indescribably debilitating.
These are ok; they tell the reader how your character is feeling, but
they don’t really invoke any emotion from the reader. To make a
scene more suspenseful, show the character's fears instead of just
telling them; this permits the reader to feel the fear rather than just
think about it.
34. The showing of behavior or feelings is no more complicated than telling about it.
Consider, for example, your visceral reactions to fear. Sharing those corporeal
responses will heighten your readers’ involvement in your story.
A person may feel hot or cold, shiver or sweat. Palms get damp, the mouth dry, the
throat blocked.
People may experience an accelerated, pounding heartbeat, feeling it in unusual places:
in their ears, in their throat, or even in their fingers.
Breathing changes. It can become faster and shallower, though for some people it may
deepen and slow.
The skin can react in multiple ways: goose bumps may occur or the hairs on the arms
may stand up.
The stomach may tighten, clench, churn, or feel like it is filled with ice.
Pain drifts through the body; for example, the fillings of some people’s teeth hurt.
Fear causes clenching of the jaw and hands, involuntary noises, uncontrollable shaking.
35. “He struggled up to the surface and tried to cry out, but the wash from the
speeding yacht slapped him in the face and the salt water in his open mouth
made him gag and strangle.”
For a seemingly endless time he fought the sea. He began to count his strokes;
he could do possibly a hundred more and then--
“The general's left eyelid fluttered down in a wink.”
“Rainsford held his breath.”
“Rainsford froze there, every muscle tensed for a spring.”
“A smile spread over [Zaroff’s] brown face.”
“The pent-up air burst hotly from Rainsford's lungs. His first thought made him
feel sick and numb.”
37. 1. While on vacation and shopping in a department store, a middle-aged man comes face to face with the guy
who kidnapped his son ten years earlier.
1. At a Chinese restaurant, your character opens his fortune cookie and reads the following message: "Your life
is in danger. Say nothing to anyone. You must leave the city immediately and never return. Repeat: say
nothing.”
2. Your character has to tell his parents that he's getting a divorce. He knows his parents will take his wife's side,
and he is right...
3. Your character suspects her husband is having an affair and decides to spy on him. What she discovers is not
what she was expecting...
4. ·A man elbows your character in a crowd. After he is gone, she discovers her cell phone is too. She calls her
own number, and the man answers. She explains that the cell phone has personal information on it and asks
the man to send it back to her. He hangs up. Instead of going to the police, your character decides to take
matters into her own hands...
38. 1. Begin at the right place: the need for escalation requires that
you start at a place of strong conflict.
2. Add uncertainty
3. Let readers root for a character or characters
4. Give the readers a great villain
5. Evoke strong emotions through a critical conflict.
6. Change the conflict.
7. Include great details.
8. Make sure readers feel the consequences.
9. Use dramatic scene cuts
10.Use pacing to control the intensity of the story.
11.Use dread: bad things have happened and even worse things
are possible.
12. Use anticipation: something bad could happen unless. . .
How to Create Suspense
39. Homework
Submit Project 2: Before
Friday, Week 6, at noon
Make sure you complete the
work from the online hour!