Course Overview
Welcome to Honors Short Story Writing. In this class we will be analyzing short story writing from the point of view of both the writer and the reader. One goal will be to determine how literature affects those of us who read it and to examine how literary works fit into their own time periods as well as into our own.
One of the primary methods of instruction will be the use of discussion (both in large and small groups). For our purposes it is important to continue to develop a healthy respect for the expressed ideas of others. Please come prepared to state your opinions using specific evidence from the readings to support your thinking; then listen attentively and respectfully to others who may express another point of view. Collaboration, collegiality, and growth are the focus for us all.
We will be writing often – on average weekly – creating literary analyses, character studies, and short stories in class. Rewrites are welcome, encouraged, and expected. I will provide opportunities for individual writing conferences and for peer evaluation. In addition, short reflective writings and informal writing will take place outside of class. Your response journal will provide an opportunity for you to “think” on paper prior to class discussion of an assignment. It is the student’s responsibility to prepare in advance for the material being considered each day. I look forward to working together on this challenging and exciting curriculum.
Assessment:
Assessment is done primarily through writing and collaboration; however, some quizzes are given and your response journals will be evaluated periodically. Issues of grammar and mechanics will be addressed as needed in the form of mini-lessons.
In-class short story writing will be graded using an analytical, holistic, or single-point rubric, while outside assignments may be evaluated using rubrics developed specifically for that task. In any case, your writing will be evaluated based upon the following core criteria:
Clear focus
Effective organization
Varied and effective sentence structure
Scholarly word choice
Thorough support and elaboration
Elements of Storytelling
Prior to class discussions, students will prepare written responses to focus questions. This process is intended to provide time for students to think independently in preparation for class dialogue. Each student is responsible for maintaining a complete portfolio of all writing assignments in the classroom.
Course Grading Criteria:
Assessments will include written, multiple choice, performance, formal and informal assessments and will be used as an objective measurement of the learning outcome. This allows reflection on what needs to be retaught and/or when curriculum compacting can occur to avoid repetition of mastered material. Assessments will be personalized as self-reflection, student-generated rubrics, group projects to offer assessment capable learners opportunities to thrive. Formative assessments will drive instruction and performance assessments will combine with authentic assessment and learning opportunities to prepare students. Benchmark assessments and partnered reflection/formative planning with drive outcomes. Performance based learning will extend our purpose and enrich the plan which is always to benefit the learner and the learning community.
The following is a breakdown of scoring by points:
Classwork 100
Quizzes 100
Exams/Projects: 100
Grade Scale:
A: 90-100
B: 80-89
C: 70-79
D: 60-69
NP: 59
Plagiarism Policy:
Students found in the practice of plagiarism will receive a phone call home and a conference with the teacher for remediation. The assignment will not count and will have the option of grade replacement for a new assignment and will follow the student handbook. All offenses will follow the student handbook.
pla·gia·rism is the practice of taking someone else's work or ideas and passing them off as one's own.
synonyms: copying, infringement of copyright, piracy, theft, stealing
*Work Policy:
Assigned work is due at the beginning of the class. Late assignments are accepted; however, they will involve a written document signed by student and parent/guardian. This may involve completion of a new assignment.
Late Work: All work is due at the beginning of class. A place-holder grad of zero will remain until work is turned in. If a assigned work has been reviewed in class, the student may be given an alternate assignment. Once a grading period has ended, work will no longer be accepted.
Students/parents have my contact information and are encouraged to contact me with questions regarding the assignment. Attempts are always celebrated.
Zero Policy: All student work can be re-taken for an adjusted grade when a student has a zero or has a grade below mastery of 80% as the goal is learning at all times. The only exception is a second infraction of the plagiarism policy. Once a mark period has ended, work cannot be submitted.
Tutoring is offered every Thursday after school in the classroom and upon request; please notify me in advance.
CLASSROOM EXPECTATIONS:
1- Prompt arrival
2- Prepared, ready to work on time; electronics only with teacher approval
3- Completion of homework and assignments on time/at the beginning of class.
4- Promotion of a positive work climate
5- Use of appropriate language and behavior
6- Respect of yourself, peers, faculty and school property
Supply Guidelines List:
1- One-inch binder
2- Looseleaf paper
3- Colored pencils
4- Flash/jump drive
5- Highlighters
6- Composition notebook or journal
7- Erasable pens or pencils
Wish list: paper towels, hand sanitizer, Clorox wipes
Student Handbook:
Students are expected to follow Enloe High School Handbook
Textbook:
Short Fiction:
Learning Outcome: Students will maintain a reading response journal focusing on reading strategies to evaluate and analyze the effectiveness of a variety of short stories. Relevant readings from How to Read Literature Like a Professor by Thomas Foster will be assigned in conjunction with these shorter works. Class discussions based on this assignment are scheduled weekly. Short Fiction readings will be supplemented by Nonfiction short text.
Evaluating Fiction
“The Child by Tiger” Thomas Wolfe
“The Most Dangerous Game” Richard Connell
Point of View
“Paul’s Case” Willa Cather
“Hills Like White Elephants” Ernest Hemingway
Plot and Structure
“The Destructors” Graham Greene
Characterization
“Miss Brill” Katherine Mansfield
Theme
“Gooseberries” Anton Chekhov
“A Worn Path” Eudora Welty
Symbol and Fantasy
“The Rockinghorse Winner” D.H. Lawrence
Irony
“The Guest” Albert Camus
Non-Fiction Thematic Links
Ta Nehisi Coates: Student identity and personal narrative structure
Ava Duvernay: The Color of Change
Ken Burns: Documentary Analysis; Editorial Writing
David Sedaris: "Us and Them"
Amy Tan: "Mother Tongue", "Fish Cheeks"
Chimamanda Idichie "The Danger of a Single Story"
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Portions not contributed by visitors are Copyright 2018 Tangient LLC
Welcome to Honors Short Story Writing. In this class we will be analyzing short story writing from the point of view of both the writer and the reader. One goal will be to determine how literature affects those of us who read it and to examine how literary works fit into their own time periods as well as into our own.
One of the primary methods of instruction will be the use of discussion (both in large and small groups). For our purposes it is important to continue to develop a healthy respect for the expressed ideas of others. Please come prepared to state your opinions using specific evidence from the readings to support your thinking; then listen attentively and respectfully to others who may express another point of view. Collaboration, collegiality, and growth are the focus for us all.
We will be writing often – on average weekly – creating literary analyses, character studies, and short stories in class. Rewrites are welcome, encouraged, and expected. I will provide opportunities for individual writing conferences and for peer evaluation. In addition, short reflective writings and informal writing will take place outside of class. Your response journal will provide an opportunity for you to “think” on paper prior to class discussion of an assignment. It is the student’s responsibility to prepare in advance for the material being considered each day. I look forward to working together on this challenging and exciting curriculum.
Assessment:
Assessment is done primarily through writing and collaboration; however, some quizzes are given and your response journals will be evaluated periodically. Issues of grammar and mechanics will be addressed as needed in the form of mini-lessons.
In-class short story writing will be graded using an analytical, holistic, or single-point rubric, while outside assignments may be evaluated using rubrics developed specifically for that task. In any case, your writing will be evaluated based upon the following core criteria:
Clear focus
Effective organization
Varied and effective sentence structure
Scholarly word choice
Thorough support and elaboration
Elements of Storytelling
Prior to class discussions, students will prepare written responses to focus questions. This process is intended to provide time for students to think independently in preparation for class dialogue. Each student is responsible for maintaining a complete portfolio of all writing assignments in the classroom.
Course Grading Criteria:
Assessments will include written, multiple choice, performance, formal and informal assessments and will be used as an objective measurement of the learning outcome. This allows reflection on what needs to be retaught and/or when curriculum compacting can occur to avoid repetition of mastered material. Assessments will be personalized as self-reflection, student-generated rubrics, group projects to offer assessment capable learners opportunities to thrive. Formative assessments will drive instruction and performance assessments will combine with authentic assessment and learning opportunities to prepare students. Benchmark assessments and partnered reflection/formative planning with drive outcomes. Performance based learning will extend our purpose and enrich the plan which is always to benefit the learner and the learning community.
The following is a breakdown of scoring by points:
Classwork 100
Quizzes 100
Exams/Projects: 100
Grade Scale:
A: 90-100
B: 80-89
C: 70-79
D: 60-69
NP: 59
Plagiarism Policy:
Students found in the practice of plagiarism will receive a phone call home and a conference with the teacher for remediation. The assignment will not count and will have the option of grade replacement for a new assignment and will follow the student handbook. All offenses will follow the student handbook.
pla·gia·rism is the practice of taking someone else's work or ideas and passing them off as one's own.
synonyms: copying, infringement of copyright, piracy, theft, stealing
*Work Policy:
Assigned work is due at the beginning of the class. Late assignments are accepted; however, they will involve a written document signed by student and parent/guardian. This may involve completion of a new assignment.
Late Work: All work is due at the beginning of class. A place-holder grad of zero will remain until work is turned in. If a assigned work has been reviewed in class, the student may be given an alternate assignment. Once a grading period has ended, work will no longer be accepted.
Students/parents have my contact information and are encouraged to contact me with questions regarding the assignment. Attempts are always celebrated.
Zero Policy: All student work can be re-taken for an adjusted grade when a student has a zero or has a grade below mastery of 80% as the goal is learning at all times. The only exception is a second infraction of the plagiarism policy. Once a mark period has ended, work cannot be submitted.
Tutoring is offered every Thursday after school in the classroom and upon request; please notify me in advance.
CLASSROOM EXPECTATIONS:
1- Prompt arrival
2- Prepared, ready to work on time; electronics only with teacher approval
3- Completion of homework and assignments on time/at the beginning of class.
4- Promotion of a positive work climate
5- Use of appropriate language and behavior
6- Respect of yourself, peers, faculty and school property
Supply Guidelines List:
1- One-inch binder
2- Looseleaf paper
3- Colored pencils
4- Flash/jump drive
5- Highlighters
6- Composition notebook or journal
7- Erasable pens or pencils
Wish list: paper towels, hand sanitizer, Clorox wipes
Student Handbook:
Students are expected to follow Enloe High School Handbook
Textbook:
Short Fiction:
Learning Outcome: Students will maintain a reading response journal focusing on reading strategies to evaluate and analyze the effectiveness of a variety of short stories. Relevant readings from How to Read Literature Like a Professor by Thomas Foster will be assigned in conjunction with these shorter works. Class discussions based on this assignment are scheduled weekly. Short Fiction readings will be supplemented by Nonfiction short text.
Evaluating Fiction
“The Child by Tiger” Thomas Wolfe
“The Most Dangerous Game” Richard Connell
Point of View
“Paul’s Case” Willa Cather
“Hills Like White Elephants” Ernest Hemingway
Plot and Structure
“The Destructors” Graham Greene
Characterization
“Miss Brill” Katherine Mansfield
Theme
“Gooseberries” Anton Chekhov
“A Worn Path” Eudora Welty
Symbol and Fantasy
“The Rockinghorse Winner” D.H. Lawrence
Irony
“The Guest” Albert Camus
Non-Fiction Thematic Links
Ta Nehisi Coates: Student identity and personal narrative structure
Ava Duvernay: The Color of Change
Ken Burns: Documentary Analysis; Editorial Writing
David Sedaris: "Us and Them"
Amy Tan: "Mother Tongue", "Fish Cheeks"
Chimamanda Idichie "The Danger of a Single Story"
Help · About · Pricing · Privacy · Terms · Support · Upgrade
Portions not contributed by visitors are Copyright 2018 Tangient LLC