Freshman Projects. 1st Quarter: Global Lit.
Author Interview
You are asked to write up a conversation between you and the author of your travel book. This assignment is designed to help you practice writing dialogue. Try to get in you author’s head. How would the author respond to questions/ comments? What would his/her wording be? Don’t just tell me, show me!!
You must write this as a conversation, not a question answer format.
Interview with the author (Due __________) Rubric & Worksheet
Worksheet (Here are some questions to help you get in your author’s head.
1. Describe the author’s personality:
* *
* *
2. Describe the author’s writing style:
* *
* *
3. What body language would this person demonstrate while having a conversation with you?
* *
* *
Rubric
___/5 Conventions are all correct
___/10 Shows and doesn’t simply tell
___/10 Dialogue shows writer’s personality
___/10 Dialogue shows writer’s style
Points will be taken off if the paper is not
• at least one-page (250 words)
• double spaced
• 12 point font
• 1” margins
Here is an example of this:
“You want to try this?”
I glanced at the paper bag he was holding. There were grease stains speckling the bottom making the bag seem like it would disintegrate in seconds. Did I dare? I mean, after all, this was Richard Sterling, the author of The Deep Fried Potato Bug. Who knew what he was chomping down on? It could have been French fries but knowing his gastronomic habits I thought twice.
“Uh…..no thanks. Big lunch,” I replied.
“Your loss,” he said as he turned the bag over and emptied the contents into his mouth. I swear I saw a grasshopper leg. “So what do you want to know about travel writing?”
“Well, I have this class in school where I know I’m growing as a writer everyday, but I thought I should get some tips from a pro….so I called you.” I couldn’t help but blush. I was nervous, this being my first time interviewing a distinguished author and all. We had agreed to meet at Spencer’s Butte to go hiking and talk about his craft. I just hope all this walking wouldn’t inspire whatever he ate to reappear. “What is the secret to slowing down moments?”
“Slowing down moments…..slowing down moments…well…the secret is in the details. Did you notice how in my story, when it got really tense and the French guy was about to eat the bug I took a photo of the scene?”
“Photo?” I shrugged my shoulders. “I’m not quite getting you.”
“Check it out,” he stopped walking, “when I hit the climax of the story, you know, the most intense moment, I let the reader see the Frenchman’s reaction, his wife’s reaction, my reaction, and even stopped to hear and see the bug girl pull out the guts one more time.”
Monday, October 15, 2007
Travel Vocab Part 2:Day 3 and Day 4
Travel Vocabulary
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Day 3
New Words:
Voracious Mongrel Conscientious Poignant Incarnate
Rainbows: From spoon to brain
During her usual Saturday morning activities of watching television and eating Lucky Charms, Liza was struck by a poignant TV ad about fly fishing and decided to become an angler. She headed to her local Bi-Mart and started berating several of the clerks.
“Look here, I’m going fishing and I don’t want to catch any old mongrel fish. I want a rainbow trout, what do I need?” Most of the clerks looked at her like she was nuts. Liza’s voracious desire to go fishing had driven her into such a frenzy that she took a shopping cart and started throwing in all types of supplies: 3 cases of salmon eggs, a couple tackle boxes, three poles, and some hooks with shiny neon bits on the end. She rammed the cart here and there throughout the aisles, all the while blathering to herself about this multi-colored trout. When she got to the checkout she realized she hadn’t even been conscientious enough to bring her wallet. As she left the store she kicked a bag of peat moss, numbing her big toe and returning her brain to a somewhat normal state.
“Jeez, I’ve really been ridiculousness incarnate over this whole trout bit; I should really quit eating Lucky Charms all the time.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The _________ soccer team gleefully chowed down on an awful dish of meatloaf.
2. Every lawyer knows how to make a few _________ arguments to wow the jury.
3. “That dog is crazy, it’s like Rotweiller and Chihuahua and poodle. What a _________!”
4. Jake tried his best to be __________ about keeping his fingers out of his food while eating dinner at his girlfriend’s parents, but he could resist grabbing the brussel sprouts.
5. I often feel like selfishness __________, never wanting to share my jelly beans.
Definitions: Match the new words with their dictionary meanings.
6. ____Voracious a. personified or typified, as a quality or idea
7. ____Mongrel b. affecting or moving the emotions
8. ____Conscientious c. any cross between different things, esp. if inharmonious or indiscriminate.
9. ____Poignant d. exceedingly eager or avid
10. ____Incarnate e. meticulous; careful; painstaking; particular
Today’s Grammar Lesson
Commas are used to separate adjectives that equally modify the same noun. (Notice in the examples below that no comma separates the last adjective from the noun)
I can still remember how my heart started beating when I walked into the dark, little room.
The brief day drew to a close in a long, slow twilight.
Travel Vocabulary Part 2
Day 4
New Words:
Tranquil Indicative Exuberant Reticent Vindicate
No Sea in the City
It was a tranquil morning in Eugene; the birds weren’t squawking much and the neighbors hadn’t started weedwacking their yards or screaming at their children. It was this type of day that made Greg and Stephen, two ex-pirates that had recently assimilated themselves back into society, exuberant.
“Arrgh, y’d think we’er back out on the open seas again,” Greg said while stroking his red beard with his hook.
“A fine day indeed,” replied Stephen, somewhat bothered by Greg’s leftover pirate antics. The two agreed that the calm was indicative of good luck. Greg, who was usually reticent, couldn’t stop talking up the wonders that the day could hold and reverted into some of his past ways.
“Say we go an’ check those there dumpsters across the way for some pirate booty?” said Greg.
Stephen had moved on from his pirate phase and was mainly into spiritual hip-hop, yoga, and basically doing what he called “the right thing.” The two looked out their front window to see Hermes and Andrea on their parking strip.
“Do you remember when we first came off the sea and Andrea let me put a patch on that dog and carry him around for Halloween?” asked Greg.
“Yeah, that was ridiculous; I think she must have had a thing for pirate guys. I never would have let you do that,” Stephen said giving Greg a questioning look that said the dog thing was “not” cool.
“It was no big deal; it didn’t mean anything,” replied Greg. To vindicate himself, he refused to look into Hermes eyes.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. What a _________ parrot, she won’t repeat a thing I say.
2. Tom Cruise was ________ when he heard that a Top Gun 3 will be made sometime this year.
3. It was only right that the students __________ themselves against the teacher that broke their cell phones.
4. Shelly always thought it foolish to think a four-leaf clover was _________ of good luck.
5. We waited until the lake was ________ before venturing out to go waterskiing.
Definitions: Match the new words with their dictionary meanings.
6. ____ Tranquil a. effusively and almost uninhibitedly enthusiastic; lavishly abundant
7. ____ Indicative b. free from commotion or tumult; peaceful; quiet; calm
8. ____ Exuberant c. showing, signifying, or pointing out; expressive or suggestive
9. ____ Reticent d. to uphold or justify by argument or evidence
10. ____ Vindicate e. disposed to be silent or not to speak freely; reserved
Today’s Grammar Lesson
Commas are used to enclose an explanatory word or phrase.
Matthew, younger by two years, had always been more daring than I.
The teacher, Mr. Smith, was a suave dresser.
Wednesday, October 10, 2007
Pico Iyer Aha Moments
Travel Questions: (The Big Ones)
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
You will need to pick up the reading from a friend, another IHS lit teacher, or from me to do this assignment. Sorry, it's not available on-line.
* Why do we travel and how do we change through traveling?
*Are tourism and travel a positive or negative force in our world?
* How much can we truly learn about another culture? What are some ways we can maximize that learning?
As you read the interview with Pico Iyer, keep these three questions in mind. Also, look for at least five thoughtful “AHA” moments (or profound insights/ epiphanies). Copy these moments from the text onto a piece of paper and respond to the quote using the following questions:
*Why is this moment an “Aha” moment?
*What did you learn about the world, travel, and human beings?
Please type your five quotes and responses.
This is due next class and is designed to help you write your interview with your travel author. Have fun!
Travel Vocab Part 2 Day one and two
Travel Vocabulary Part 2
Day 1
New Words:
Pensive Pallid Itinerant Metaphor Repress
The Late Student
Angie stared pensively out the window remembering the horrific day that she was late to her Global Literature class. Although she tried to repress the memory over and over, it kept creeping into her subconscious. It had been a typical day up until the end of lunch. She had thought she could make it to the store and back to buy a bagel. She had done it before and was used to being itinerant over her lunch break. However, this day the line had been out the door for bagels, and she had not made it back in time. Her face went pallid when she got back to school and realized she would miss the amazing beginning of her teacher’s lesson; it was the teacher who referred to her metaphorically as “the star” of the class discussions. She was heartbroken and promised to never miss another second of Global Literature.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The woman blanched at the sight of potato bugs and her face became ___________.
2. After the funeral, Eric gazed at the lake in a ______________ way.
3. The usually calm man tried to ______________ his anger when the coffee spilled on his lap.
4. An island is a ____________ for a man who lives his whole life alone.
5. The _____________ IHS teacher struggled to make it from campus to campus each day.
Definitions: Match the new words with their dictionary meanings.
6. ____Pensive a. a comparison not using like or as
7. ____Pallid b. faint in color, pale
8. ____Itinerant c. Thoughtful or reflective; often in a melancholy way
9. ____Metaphor d. to hold back, restrain
10. ____Repress e. traveling from place to place
Today’s Grammar Lesson
Commas
A comma may be used between two independent clauses that are joined by coordinating conjunctions such as these: but, or, nor, for, yet, and, so
Examples:
I would like to speak to him, but I do not know what to say.
Our clothes had become dirty, and we had no other garments to wear.
Travel Vocabulary Part 2
Day 2
New Words:
Confluence Imperative Imperialism Picturesque Impoverished
Journeys
“What do you think you are doing?” asked Margot as she jumped out of the way of the sweaty concert fan. Margot felt that it was imperative that she get out of the mosh pit immediately! Margot had never been to a punk rock show before and was not liking what she saw. What had happened to music since she was a girl? It was as if electric guitars were some kind of imperialist army that was invading and taking over concert venues across the nation, forcing people to listen to their screeching wail. This would not do. Her idea of a good time was watching a cello quartet in some picturesque setting like this park. Just then, a confluence of teens rose up around her as the guitarist threw his pick into the audience. “That does it!” she exclaimed.
Margot, impoverished to hear music more to her liking, walked up to the stage and hit the power switch on the extension chord. The entire audience went silent and turned to stare. Margot grinned, sheepishly.
“Sorry guys.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. Since the country had no resources of their own, they made all their wealth through ______________.
2. A(n) ______________ of Republicans and Democrats joined forces to fight the unjust law.
3. To get into Stanford, it was ________________ that the student had strong vocabulary skills.
4. After the hurricane, the once wealthy family became ___________________.
5. The scene by the lake, with the birds in flight and the sun setting, was _______________.
Definitions: Match the new words with their dictionary meanings.
6. ____Confluence a. indicating authority or command; absolutely necessary
7. ____Imperative b. beautiful, vivid, quaint
8. ____Imperialism c. a flowing together, especially of stream
9. ____Picturesque d. to make poor; to deprive of strength, resources
10. ___Impoverished e. the policy of forming and maintaining and empire through subjugation, usually involving colonies
Today’s Grammar Lesson
Commas
Commas are used between words, phrases, or clauses in a series.
Example:
My favorite foods are pizza, hamburgers, and French fries. (Three nouns in a series)
I took her for walks, read her stories, and made up games for her to play. (Three verb phrases in a series)
Day 1
New Words:
Pensive Pallid Itinerant Metaphor Repress
The Late Student
Angie stared pensively out the window remembering the horrific day that she was late to her Global Literature class. Although she tried to repress the memory over and over, it kept creeping into her subconscious. It had been a typical day up until the end of lunch. She had thought she could make it to the store and back to buy a bagel. She had done it before and was used to being itinerant over her lunch break. However, this day the line had been out the door for bagels, and she had not made it back in time. Her face went pallid when she got back to school and realized she would miss the amazing beginning of her teacher’s lesson; it was the teacher who referred to her metaphorically as “the star” of the class discussions. She was heartbroken and promised to never miss another second of Global Literature.
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. The woman blanched at the sight of potato bugs and her face became ___________.
2. After the funeral, Eric gazed at the lake in a ______________ way.
3. The usually calm man tried to ______________ his anger when the coffee spilled on his lap.
4. An island is a ____________ for a man who lives his whole life alone.
5. The _____________ IHS teacher struggled to make it from campus to campus each day.
Definitions: Match the new words with their dictionary meanings.
6. ____Pensive a. a comparison not using like or as
7. ____Pallid b. faint in color, pale
8. ____Itinerant c. Thoughtful or reflective; often in a melancholy way
9. ____Metaphor d. to hold back, restrain
10. ____Repress e. traveling from place to place
Today’s Grammar Lesson
Commas
A comma may be used between two independent clauses that are joined by coordinating conjunctions such as these: but, or, nor, for, yet, and, so
Examples:
I would like to speak to him, but I do not know what to say.
Our clothes had become dirty, and we had no other garments to wear.
Travel Vocabulary Part 2
Day 2
New Words:
Confluence Imperative Imperialism Picturesque Impoverished
Journeys
“What do you think you are doing?” asked Margot as she jumped out of the way of the sweaty concert fan. Margot felt that it was imperative that she get out of the mosh pit immediately! Margot had never been to a punk rock show before and was not liking what she saw. What had happened to music since she was a girl? It was as if electric guitars were some kind of imperialist army that was invading and taking over concert venues across the nation, forcing people to listen to their screeching wail. This would not do. Her idea of a good time was watching a cello quartet in some picturesque setting like this park. Just then, a confluence of teens rose up around her as the guitarist threw his pick into the audience. “That does it!” she exclaimed.
Margot, impoverished to hear music more to her liking, walked up to the stage and hit the power switch on the extension chord. The entire audience went silent and turned to stare. Margot grinned, sheepishly.
“Sorry guys.”
Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:
1. Since the country had no resources of their own, they made all their wealth through ______________.
2. A(n) ______________ of Republicans and Democrats joined forces to fight the unjust law.
3. To get into Stanford, it was ________________ that the student had strong vocabulary skills.
4. After the hurricane, the once wealthy family became ___________________.
5. The scene by the lake, with the birds in flight and the sun setting, was _______________.
Definitions: Match the new words with their dictionary meanings.
6. ____Confluence a. indicating authority or command; absolutely necessary
7. ____Imperative b. beautiful, vivid, quaint
8. ____Imperialism c. a flowing together, especially of stream
9. ____Picturesque d. to make poor; to deprive of strength, resources
10. ___Impoverished e. the policy of forming and maintaining and empire through subjugation, usually involving colonies
Today’s Grammar Lesson
Commas
Commas are used between words, phrases, or clauses in a series.
Example:
My favorite foods are pizza, hamburgers, and French fries. (Three nouns in a series)
I took her for walks, read her stories, and made up games for her to play. (Three verb phrases in a series)
Thursday, October 4, 2007
Peer editing sheets
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
Plot with Conflict (ideas and content, organization)
1. Rewrite the first sentence here:____________________________________________
________________________________________________________________________
Does the first sentence make the reader want to read on? What technique do they use for an effective beginning?
How might this be improved?
Provide an example of a rewritten beginning (at least two sentences).
________________________________________________________________________
________________________________________________________________________
2. Is the rest of the paragraph equally as gripping? Did it start in the “middle of things”? If yes, what was done exceptionally well? If not, what can be done to improve it?
3. List the external conflict(s) in the story.
Are there too many external conflicts for a three-page story? Is it too complex to slow down the action and fit the three-page limit? Explain.
4. List the internal conflicts of the story.
5. Are there any internal or external conflicts the writer could add or elaborate on to increase suspense? Give at least one suggestion to raise the stakes.
6. Quote two passages that set up the conflict in the story.
________________________________________________________________________
________________________________________________________________________
7. Are the conflict and plot (what happens) realistic? Do you believe it could happen?
Is it an original idea or is it too familiar?
What could be changed to make it more realistic or original?
8. What is the climax of the story (the most exciting part or turning point) of the story)?
How does the author slow it down? (provide specific examples of at least 2 techniques they use to slow this down).
9. What did the author do really well with the climax?
How could the climax be improved?
10. Should the story be cut? Mark any unnecessary or redundant information.
11. Is there a section of writing that does not relate to our conflict or climax?
Does it need more information? Where?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
CHARACTERS (ideas and content/ word choice/ voice)
1. Who is the main character of the story? Is the character realistic? Did the author go beyond stereotyping?
Describe this character in a short paragraph.
2. How do you know these details about the character? Did the writer avoid telling/ explaining the character? If not, point out places where the “telling” occurs.
How does the writer show (not simply tell) the character to the reader (through actions, dialogue, setting, interactions, etc.)?
Give two details from the story where the writer shows something about the character.
3. What are some sensory details the author could add to show more about the main character?
4. What is the character’s external conflict (or conflicts)?
5. What are the character’s internal conflicts?
6. Should anything be added to the character’s internal conflicts that fit the character’s personality? What would you suggest?
7. Does the main character speak? Do other characters speak? Where could dialogue be added to give characters a voice?
SETTING (ideas and content/ word choice/ voice)
1. Is there a sense of setting at the start of the story (within the first two paragraphs)? Quote two sentences that show the reader where the story takes place.
2. Did the writer avoid telling (explaining) the setting? If not, point out places where the telling occurs. If they showed the setting, write down examples of how they did this here.
3. Should there be more concrete details about the setting? Are sensory words used (sight, taste, smell, sound, touch)? Give an example for each of the senses where the writer explored these. Then, after the example, provide another way they could have described the setting.
Author’s example Editor’s example
SIGHT:
TASTE:
SMELL:
SOUND:
TOUCH:
4. Does the author create an emotional landscape? What emotion is being carried throughout the story? How does the author do this? If they are not doing this, what can they add or change to create this?
SHORT STORY PEER REVISION
Name of author:________________________Title of Story:_____________________
Name of editor:_________________________
SYNTAX (conventions, sentence fluency, and voice)
1. Are the sentences interesting? What makes them interesting? Provide a specific example in this space and explain why it’s interesting. Mark specific instances where you think the author has done a good job or needs to improve on their paper.
Give an example and mark specific instances where you think the author needs to improve.
2. Are there a variety of sentence lengths (short and long)?
3. Do the paragraphs flow and fit together? Are paragraphs indented?
4. Does the author indent each new speaker when using dialog?
5. Are there complete sentences? Mark where the author needs to improve and give suggestions.
6. Is the spelling, punctuation, and capitalization correct? Mark directly on their draft where changes need to be made.
7. Is the story written in the same tense (past, present) or does it switch?
8. What is the author’s voice (serious, funny casual, etc)?
Is it consistent throughout the story? If not, explain where it changes.
Tuesday, October 2, 2007
Self edit sheet for travel story
Self Edit Sheet Name:
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
1. Is your story centered around one short event or moment? Yes/No
What is the event?
How do you foreshadow this event in your introduction?
2. What is your central conflict? Did you remember to include an internal conflict? (Explain)
3. Explain how you have structured your story to move toward a climax and resolution (create a narrative chart for your story).
Exposition-----------Conflict-------------------Climax-------------------Resolution
4. Is your climax related to your central conflict? (Yes/ No) How does it relate or how will you fix it?
5. What introduction strategy do you use (Description, dialogue, middle of action, etc)? Is it gripping?
6. What does your exposition establish (What do I know 3/4 of a page into your story)?
7. Write one good description in your story and circle it in your rough draft?
8. Write one description that needs work and underline it in your rough draft. Workshop it here.
A. Original description from your story:
B. Less conventional description:
C. Another less conventional description:
9. List three details you show about your main character in the first page of your story. Write the description and then say what it shows the reader.
A.
B.
C.
10. Write a sentence here from your story that shows the mood and/or setting of your story.
Is it specific? Yes/ No
Is it cliché? Yes/ No
What can be done to give it more depth?
11. What have you done to give your story cultural depth? (this can be done for stories that are set in the U.S. too. Every neighborhood/ town has a distinct culture.
CIM rubric for travel story
CIM Travel Story Rubric
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
Ideas and Content
1 2 3 4 5 6
The writer:
Shows an identifiable purpose for writing the piece.
Has developed character(s)
Has a specific, developed setting
Has a clear conflict and resolution
Has a clear climax
Organization
1 2 3 4 5 6
The writer:
Has an exposition that sets the scene, characters, and the conflict
Has rising action/ suspense
Has a clear climax that slows down the action
Has a clear resolution that relates to the conflict
Sentence Fluency
1 2 3 4 5 6
The writer:
Uses sentences that flow and sound natural when read aloud
Varies patterns, lengths, and beginnings of sentences
Has a control over simple and complex sentences.
Uses dialogue which sounds natural
Conventions
1 2 3 4 5 6
The writer:
Demonstrates control of standard writing conventions
-punctuation
-spelling
-capitalization
-paragraph breaks
-grammar/usage
Word Choice
1 2 3 4 5 6
The writer:
Chooses words that work
Shows, doesn’t simply tell
Attempts to use colorful language
Occasionally experiments with language, and generally avoids clichés.
Voice
1 2 3 4 5 6
The writer:
Gives the reader a sense of interaction with the writer
Demonstrates a commitment to the topic
Writes in a lively, sincere, or humorous way when appropriate
FINAL GRADE
Final Draft on time and typed: _____/10
All rough drafts included: _____/10
All editing sheets included and complete: _____/10
Total CIM score:__________x2 _____/60
Total: _____/90
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