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The document provides writing prompts and details for a creative writing assignment. Students are asked to write a 15-minute story where it is literally raining men and to incorporate sensory details that activate all five senses. The document also provides guidance on using descriptive details, setting the scene, and considering elements like character, plot, mood, time and socioeconomic factors when writing the story.
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Narrative Notes 2
The document provides guidance on using descriptive language and figurative language techniques when writing narratives. It recommends using precise words, sensory details, metaphor, simile, personification, imagery, and hyperbole. It also suggests avoiding abstract language and generalizations, and including figurative language to strengthen descriptions. An example is given of rewriting sentences more descriptively using various figurative language devices.
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This class covered the following terms: euphemism, hyperbole, imagery, metaphor, novel, pathos, personification, protagonist, scene, and drama. It also assigned reading an article on the transformation of the trickster and homework involving defining a character from a reading this quarter using one definition of a trickster. The agenda included an in-class essay response to the novel Stone Butch Blues.
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Elementsoffiction
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Ppt 2 ag&t Of Mice and Men
This document outlines the lesson plan for analyzing the opening setting of the novel "Of Mice and Men". Students will:
1. Read the opening in groups and mind map evidence of descriptive language techniques used by the author.
2. Analyze specific phrases from the next paragraph to understand how they establish a sense of omen or mystery.
3. Practice using similar descriptive language techniques to write their own opening paragraph for a novel setting.
Storytelling reflection
Diana wrote a fantasy story called "A Magical Adventure" set in an upside down jungle. She chose fantasy as the genre because she thought it would be fun to write a made up story using creativity. During the planning process, Diana enjoyed brainstorming ideas and creating a plot diagram. Her best idea was choosing the main characters of Witch, Sparkle and Snow. While drafting the story, Diana struggled with revising spelling mistakes and replacing whole scenes. She is proud of the story because they included dramatic pictures and voice acting. Through the process, Diana learned how to write engaging openings, use vivid verbs and write dialogue. Overall, Diana found creating the digital storyboard and recording enjoyable, and she learned new technology skills
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Drama is fiction intended to be performed by actors on stage and interpreted by directors. It aims to create tension that engages the audience and tells an intense story in a short period of time. Like fiction, drama tells a story of human change through a protagonist struggling against an antagonist. However, in drama the story is brought to life through actors, props, costumes and dialogue rather than just words on a page. Plays must externalize characters' thoughts, limit settings to what can be portrayed on stage, and use stage directions and dialogue rather than just narration to move the story forward in a focused and intense way over a continuous live performance.
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The document provides guidance on using descriptive language and figurative language techniques when writing narratives. It recommends using precise words, sensory details, metaphor, simile, personification, imagery, and hyperbole. It also suggests avoiding abstract language and generalizations, and including figurative language to strengthen descriptions. An example is given of rewriting sentences more descriptively using various figurative language devices.
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This document outlines the lesson plan for analyzing the opening setting of the novel "Of Mice and Men". Students will:
1. Read the opening in groups and mind map evidence of descriptive language techniques used by the author.
2. Analyze specific phrases from the next paragraph to understand how they establish a sense of omen or mystery.
3. Practice using similar descriptive language techniques to write their own opening paragraph for a novel setting.
Storytelling reflection
Diana wrote a fantasy story called "A Magical Adventure" set in an upside down jungle. She chose fantasy as the genre because she thought it would be fun to write a made up story using creativity. During the planning process, Diana enjoyed brainstorming ideas and creating a plot diagram. Her best idea was choosing the main characters of Witch, Sparkle and Snow. While drafting the story, Diana struggled with revising spelling mistakes and replacing whole scenes. She is proud of the story because they included dramatic pictures and voice acting. Through the process, Diana learned how to write engaging openings, use vivid verbs and write dialogue. Overall, Diana found creating the digital storyboard and recording enjoyable, and she learned new technology skills
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The document provides guidance for students on analyzing various elements of the short story "Job" as part of their studies. Students are instructed to create a digital study guide on the story using an app or website of their choice. The study guide should include plot details, characters, themes, language features, and setting. Examples of tasks for students include creating a flow chart of the story's progression, writing character profiles, and finding examples of repeated words or images.
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This document contains the agenda and notes from an EWRT 30 class. The agenda includes discussing terms 26-30, having a writers' workshop for fiction project #2, and reviewing the homework. The terms discussed are unreliable narrator, setting, tone, symbol, and theme. The writers' workshop section instructs students to get into groups, provide feedback on each other's fiction drafts using a handout as a guide, and write comments on the stories. It outlines revision steps to be done at home. The homework assigned is to post paragraphs from the fiction project, submit the full revised project by the deadline, read "The Most Dangerous Game", and study for terms on the next test.
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This document provides an agenda for an EWRT 30 class. It includes a list of terms to be covered, including unreliable narrator, setting, tone, symbol, and theme. It then defines each of these terms. The rest of the document outlines a writers' workshop where students will get into groups, read each other's fiction stories aloud, provide feedback and comments, and engage in the revision process at home before submitting their fiction project. Homework includes posting paragraphs from their fiction and submitting the full project by the deadline.
Ewrt 30 class 11 writer's workshop
This document provides an agenda for an EWRT 30 class. It includes a list of terms to be covered, including unreliable narrator, setting, tone, symbol, and theme. It then defines each of these terms. The rest of the document outlines a writers' workshop where students will get into groups, read each other's fiction stories aloud, provide feedback and comments, and engage in the revision process at home before submitting their fiction project. Homework includes posting paragraphs from their fiction and submitting the full project by the deadline.
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Nelson Saitu Waraba is a Kenyan national born in 1987 who has a Bachelor's degree in Counselling Psychology from Daystar University. He has work experience in data entry, counseling, and youth ministry. His career objective is to effectively develop himself to work as an effective team member and help people. He is available for work from July 2015 and includes references from his time at university.
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This document provides guidance on writing a personal narrative. It explains that a personal narrative focuses on recounting a specific moment or event from the author's life. It should include characters, usually the author and other people involved, as well as a setting that establishes the time and place of the story. The plot should chronicle a sequence of events that support the overall meaning or lesson of the narrative. Personal narratives are written in first person point of view and include the author's reactions and reflections on how the event impacted or changed them in some way.
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This document provides instructions for a writing assignment discussing different shapes or structures that fiction can take, including maze, iceberg, parallel lines, circle, and infinity. Students are asked to write a short story of about 1,000 words that consciously uses one of these shapes without stating which one. They are also assigned readings on plot and asked questions about a short story by Sherman Alexie.
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The document provides guidance for students on analyzing various elements of the short story "Job" as part of their studies. Students are instructed to create a digital study guide on the story using an app or website of their choice. The study guide should include plot details, characters, themes, language features, and setting. Examples of tasks for students include creating a flow chart of the story's progression, writing character profiles, and finding examples of repeated words or images.
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Descriptive writing uses vivid language to help readers visualize people, places, or events by appealing to the five senses. It is often used in menus, travel brochures, and posters to make the topic more interesting. Narrative writing tells a story through elements like plot, characters, setting, theme, and point of view, and can be seen in novels, short stories, biographies, autobiographies, historical accounts, poems, and plays. The document provides an overview of descriptive and narrative writing styles.
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This document contains the agenda and notes from an EWRT 30 class. The agenda includes discussing terms 26-30, having a writers' workshop for fiction project #2, and reviewing the homework. The terms discussed are unreliable narrator, setting, tone, symbol, and theme. The writers' workshop section instructs students to get into groups, provide feedback on each other's fiction drafts using a handout as a guide, and write comments on the stories. It outlines revision steps to be done at home. The homework assigned is to post paragraphs from the fiction project, submit the full revised project by the deadline, read "The Most Dangerous Game", and study for terms on the next test.
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This document provides an agenda for an EWRT 30 class. It includes a list of terms to be covered, including unreliable narrator, setting, tone, symbol, and theme. It then defines each of these terms. The rest of the document outlines a writers' workshop where students will get into groups, read each other's fiction stories aloud, provide feedback and comments, and engage in the revision process at home before submitting their fiction project. Homework includes posting paragraphs from their fiction and submitting the full project by the deadline.
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This document provides an agenda for an EWRT 30 class. It includes a list of terms to be covered, including unreliable narrator, setting, tone, symbol, and theme. It then defines each of these terms. The rest of the document outlines a writers' workshop where students will get into groups, read each other's fiction stories aloud, provide feedback and comments, and engage in the revision process at home before submitting their fiction project. Homework includes posting paragraphs from their fiction and submitting the full project by the deadline.
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This document provides an overview of narratives in speeches and storytelling techniques. It discusses what makes a good storyteller and how to integrate storytelling into speeches. It then covers the key elements of narrative texts, including theme, setting, characters, point of view, plot, and more. Various structures for telling stories are presented, such as the hero's journey and rags to riches. Finally, the document discusses techniques for great storytelling from TED Talks, including being vulnerable, using examples, answering questions with anecdotes, and focusing the theme with props.
LL Lower Sec - Showing and telling
This document discusses the writing technique of "show not tell" where writers show actions through vivid details rather than directly telling about them. It provides examples of using show not tell to bring characters and scenes to life for readers. Exceptions where telling is better are also noted, such as when quickening pace. The document encourages activating imagination to envision sights and sounds when writing with this technique.
Modul narrative sem 1 kelas xii
Here are the questions with my oral responses:
1. Where is the story from?
The story is from Indonesia.
2. What is the name of the handsome man?
The handsome man's name is Batara Guru Sahala.
3. What did he catch one day while fishing?
He caught a fish that could talk.
4. What did the fish ask Batara Guru to do?
The fish asked Batara Guru to set it free.
5. What happened after Batara Guru set the fish free?
After setting the fish free, it changed into a beautiful woman.
6. Did Batara Guru and the woman get married
Craft Elements
This document provides guidance on techniques for writing character sketches and critiquing memoir pieces in creative non-fiction. It discusses using direct characterization like visual appearance and dialogue to show a character, and avoiding indirect characterization. It also covers critiquing elements like imagery, scene vs summary, structure, reflection, voice, and content. Students are instructed to analyze examples using these techniques in assigned readings and apply them to drafts of their own memoir pieces.
11 short story
This document provides guidance on writing short stories. It discusses developing characters, settings, plots and conflicts. It recommends listing ideas, daydreaming and recalling experiences to find story inspiration. It also outlines how to plan a story by imagining characters and settings, thinking through events and conflicts, choosing a narrator and mood. The document then gives tips for drafting such as fleshing out characters with description, dialogue and action. It suggests using description over telling and considering chronological or flashback order. Finally, it discusses revising, using dialogue, and editing.
Elements of fiction
Know these literary terms for fiction.
Use this as a study guide for quiz, unit test, and final exam!
Narrative writing ppt
The document provides information and guidance on writing narrative essays. It defines narrative writing as a story with elements like plot, setting, characters, conflict, and theme. It lists the common elements of a narrative as the plot, setting, characters, conflict, and ending. It then provides tips for writing narratives, such as having an engaging opening, interesting middle, and logical ending. It also discusses different methods for planning a narrative, such as outlining or using bullet points, and techniques for starting and ending a narrative, like using flashbacks or reflecting on what was learned. Overall, the document offers a comprehensive overview of the key components and writing process for crafting narrative essays.
Writing a narrative ana
This document provides guidance on how to write a personal narrative. It explains that a personal narrative shares a personal experience through storytelling in order to elicit an emotional reaction from the reader. It should focus on recounting a single event from the author's life in chronological order using sensory details and dialogue to help the reader feel like they experienced the event alongside the author. The document recommends following a structure of introducing background context before describing the event and its aftermath, and connecting the experience to the present day. It emphasizes using vivid language and specifics rather than vague statements to fully immerse the reader.
Elements of fiction
This document outlines and defines the key elements of fiction, including plot, character, conflict, theme, setting, climax, point of view, and author's purpose. It discusses the components of plot such as exposition, rising action, climax, falling action, and resolution. It also defines different types of conflict including character vs. character, character vs. nature, character vs. society, and character vs. self.
narrative essay
Narrative writing tells a story through creative writing. It has key elements such as characters, setting, plot, conflict, and theme. The plot progresses a story from a beginning, through a middle, to an end. It can be told through first-person or third-person point of view. Narratives include fictional stories, biographies, personal essays, and more. Writers use techniques like dialogue, imagery, and figurative language to engage readers in the story.
21st Century Literature Module 5.pptx
This document provides a lesson on the basic elements of a short story, including character, setting, plot, conflict, theme, and point of view. It discusses each element in 1-2 paragraphs and provides examples from the short story "How My Brother Leon Brought Home a Wife" by Manuel E. Arguilla. The document concludes with assignment questions for students to identify the elements in the story and answer questions about it.
How to write a great short story
The document provides guidance on key elements for writing a great short story, including starting with a catchy first paragraph, developing multi-faceted characters, choosing a point of view, writing meaningful dialogue, using descriptive setting and context, setting up an engaging plot with conflict and tension, building to a climactic crisis, and finding an appropriate resolution. It emphasizes grabbing the reader's attention at the start and resolving the central conflict by the end in a satisfying manner.
Writing a narrative ana
This document provides guidance on how to write a personal narrative. It explains that a personal narrative shares a personal experience through storytelling in order to elicit an emotional reaction from the reader. It should focus on recounting a single event or memory from the author's life in chronological order using vivid sensory details and dialogue to help the reader feel like they experienced the event. The author is advised to grab the reader's attention in the introduction, describe the event in the body, and connect the experience to the present in the conclusion. Writers are told to use specific language and details to show rather than tell the story and maintain consistent verb tenses when recounting a past experience.
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Bellwork 2-Q4
The passage is written from a third-person limited point of view focused on a woman who missed her bus. It describes her arriving out of breath at the empty bus stop, looking at her watch in frustration, and thinking to herself about why the blankets were so warm before she had to leave, then sighing and walking toward her office.
The Narrative
This document provides an overview of key elements of narrative structure and techniques, including:
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- Important plot elements and techniques such as flashbacks, foreshadowing, multiple plot lines, and how the resolution should reflect the experiences of characters.
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This document provides notes and activities for a lesson on the Odyssey. It includes instructions to read an introduction in the textbook and answer questions in notes. It also lists important heroes, gods, and monsters from Greek mythology that students will encounter in studying the Odyssey, such as Odysseus, Athena, Cyclops, and Sirens.
Act 5
The document defines key terms used to describe the plot structure of stories, including exposition, conflict, climax, and resolution. Exposition provides background on characters and setting, conflict is the main problem or struggle, the climax is the most tense and interesting point, and resolution concludes the story by resolving all events.
Act I Continued
This document contains literary terms and notes about Shakespeare's play Romeo and Juliet. It defines foil, foreshadowing, and dramatic irony, then instructs students to work with partners to identify passages expressing the themes of love and hate in Act I and record them in their notes.
Act 1
The document outlines the feuding families of Montague and Capulet in William Shakespeare's Romeo and Juliet, listing the heads and members of each household as well as additional characters involved in the play. It also provides context that the story is set in 14th century Verona, Italy and lists the speaking parts in Act 1 which involve members of both families, their allies, as well as the Prince and others.
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- Information on iambic pentameter and how it is used in the play's dialogue
- A description of a Shakespearean sonnet and an example of one without a full rhyme scheme
- An analysis of Sonnet 18 including marking its rhyme scheme and stressed/unstressed syllables
- A definition of blank verse and examples from the play
- An activity where students create a family crest identifying themselves as either a Capulet or Montague.
Romeojuliet introduction
William Shakespeare lived from 1564-1616 in Stratford-upon-Avon, England. The Globe Theatre was built in London in 1599 and owned by Shakespeare's acting company, where many of his plays were first performed until 1642. Shakespeare wrote 38 plays, 154 sonnets, and several other poems during his lifetime.
FSA Practice Notes
This document provides guidance for writing a response for the FSA exam. It recommends formatting the response with at least 5 paragraphs that avoid first and second person pronouns and contractions, and include proper spelling, grammar, and punctuation. The introductory paragraph should include a hook, preview main points, and state a thesis. Body paragraphs should incorporate transitions, cite at least two pieces of evidence, and introduce quotes. An argumentative essay must also include an opposing claim with evidence. The conclusion should restate the thesis, summarize points, and leave the reader with a thoughtful conclusion or call to action. Students should review and edit their practice essays for convention mistakes and areas for improvement.
Research notes
The passage is from Aldous Huxley's novel Brave New World. It describes a character who had prepared to lie, bluster, or remain silent in response to questioning, but when he saw the intelligent and good-humored face of the Controller, he decided to tell the truth straightforwardly. The repetition of infinitives in the first clause builds anticipation for the final infinitive phrase "to tell the truth." The semicolon separates two independent clauses while indicating they are closely related.
ArgNotes2
The document is a response to an article by Charles Spite arguing that elephant art is not "real art". The response disagrees, arguing that elephants are natural artists who draw in the wild with sticks and trunks, and their painted artwork is no different than human artwork. Elephant painting programs support themselves financially and art lovers enjoy elephant paintings. The definition of art should be broad and inclusive of endless possibilities, so elephant artwork is a valid form of real art.
ArgNotes
This document provides information and instructions about argumentative writing. It defines an argument as expressing a position on an issue while supporting it with reasons and evidence. The key components of an argumentative essay are then outlined as an introduction with a claim, reasons and evidence supporting the claim, an opposing claim and counterclaim, and a conclusion. Various elements of an argument like the claim, reasons, evidence, opposing claim, and counterclaim are then defined and exemplified. Students are assigned homework to write a one paragraph argument on a given topic that incorporates these elements.
CSC
This document provides instruction on using colons and semicolons in writing. It discusses the following:
1. Using colons to introduce lists, quotations, and to separate independent clauses joined by a conjunctive adverb.
2. Using semicolons to separate independent clauses not joined by a conjunction; to separate items in a list that contain commas; and to separate independent clauses joined by a coordinating conjunction when the clauses already contain commas.
3. Examples and practice exercises are provided to demonstrate proper use of colons and semicolons in sentences. Homework is assigned to complete worksheets on colons and semicolons.
Maus Notes 2
This document provides background information on primary and secondary sources, literary genres such as biography, diary, and memoir. It then analyzes the genres and source types used in the graphic novel Maus. Next, it provides a brief biography of Anne Frank, describing her life and family's experience hiding from the Nazis in Amsterdam. It notes that Anne received a diary for her 13th birthday and used it to record her thoughts and experiences while in hiding. Her diary was discovered after the Gestapo arrested her family and published in 1950. The document concludes by providing some context for readers before beginning an excerpt from Anne Frank's diary.
Maus bellwork3
Prisoner on the Hell Planet" is a comic within the graphic novel Maus that depicts the author's father Vladek in a science fiction setting. It differs from the rest of Maus by using a science fiction genre rather than focusing on Vladek's Holocaust experiences. However, it is similar in that it still centers around Vladek and his personality and manner of speaking.
Maus Week Two
This document provides guidance and materials for students to analyze characters from the graphic novel Maus using the framework of a Facebook profile. It includes descriptions of common Facebook profile elements and techniques for using those elements to characterize individuals based on inferences from their depicted thoughts, speech, actions, and how others respond to them. Students are tasked with creating a profile picture and cover photo to represent one of the characters from Maus chapter one and justifying their design choices.
Maus Notes Part I (second section)
Here are some possible reasons why Spiegelman used animals as symbols rather than drawing humans in Maus:
- Using animals allows for an additional layer of abstraction and distance from the real human tragedy of the Holocaust. Drawing actual humans could have felt too direct or graphic.
- Animals lend themselves well to caricature and exaggeration of features. This stylistic choice fits with the graphic novel format.
- Certain animal stereotypes map reasonably well to national/ethnic stereotypes - mice as Jews, cats as Nazis, pigs as Poles, etc. This helps the reader follow who represents what group.
- It creates an additional storytelling device. By using animals, Spiegelman is able to explore themes
Maus Notes Part I
This document provides an overview of point of view, narrators, and characterization techniques in preparation for reading the graphic novel Maus. It discusses the different types of narrators including first person, third person omniscient, and third person limited. Characterization methods like direct comments, physical descriptions, thoughts and actions are covered. The document also defines what a graphic novel is and its key elements such as panels, gutters, dialogue and thought balloons, captions, and sound effects. It concludes with instructions to start reading Maus in the next class.
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The Details
- 1. Writing Prompt In your composition notebook, write a response to the following (15 min): It’s raining men… literally. Write a story. Try to incorporate sensory details that activate all five senses.
- 2. The Details
- 3. Description • Bring the reader’s senses into immediate physical contact with the story world. • Readers are drawn into a physical world that makes them feel the sensations or emotions described in the story. • The physical details make it feel real.
- 4. Be specific • Don’t use abstract language and generalizations. The estate was magnificent, with beautiful gardens everywhere. The creature was horrible, so Jane was terrified. Sam was irrational, out of his mind with rage. She met him at the door with a glare that could freeze lava. He could tell she was angry. Which sentence can you eliminate?
- 5. Setting • A story needs an ongoing sense of place. • Early in the story, and as you move through the action, give the readers some physical context. • Setting provides the physical framework on which to hang the story.
- 6. The Many Hats of Setting • Setting can reveal… • Personality — character’s personal space, how a character interacts with a setting
- 7. The Many Hats of Setting Continued • Plot — setting can drive the story by supplying motivation.
- 8. • Mood — the emotional tone of the setting can mirror the emotional tone of the story.
- 9. Other Elements of Setting • Temporal
- 10. • Seasons
- 11. • Socioeconomic
- 12. • Specifics vs. Abstracts a) strong b) kind c) imposing d) sad e) generous f) angry g) fastidious h) impatient i) irrational j) loving k) boring l) horrible
- 13. Homework • Complete The Scene(s) of the Lie worksheet for your story
Editor's Notes
- Ask for 5 people to read their stories.
- When the ghoul’s face melts off his skull, or the warrior feels the agonizing fire of his belly wound, it is done in such vivid detail and with such rich language, readers are compelled to believe it is happening right in front of them. Or better, that it is happening to them.
- Show the readers what the scene is like by giving them something to attach to. What can they see, touch and smell? How do they know something is scary or beautiful. Describe the character’s actions to show his/her emotions.
- Read the introductions to There Eyes Were Watching God and Hitchhiker’s Guide to the Galaxy