Creative Writing is designed to aid students in their creative expression as well as delivery of one’s writing. Students will explore different ways in which to write, some of which include poetry and fiction. Journals, stories, poems, and other types of writing will be created in this class. Students will also learn editing skills and will have the opportunity to participate in writing workshops with peers.
All information such as class expectations and units taught can be found listed in the syllabus below.
Course Syllabus
Course Outline:
Unit 1: Introduction to Creative Writing & Self Autobiography
Unit 2: Narrative Nonfiction & Portrait Memoirs
Unit 3: Short Stories & Prose
Unit 4: Poetry
Unit 5: Short Films & Drama (if time permits)
Materials Needed:
Charged computer
Writing utensil
Writing notebook
Folder/binder
Availability:
I am happy to help students at school during the following times:
Before school (7:30 - 8:00)
Prep period (3rd hour)
After school (3:15 - 3:40)
Plagiarism Policy:
Plagiarism and AI checks will be used for most assignments turned in online. All work you submit must be your own. Any instances of plagiarism and/or copying from another student, an internet resource or other person/text (without legitimate citation) will mean a “0” on the assignment (for all parties involved), and parents will be notified. It’s important for me to see that you are learning and showing growth. Integrity is an important characteristic of successful adults.
AI Use:
This class is a space for practicing important writing and researching processes that cannot be replicated by AI. AI diminishes opportunities to learn from our experiences and from each other, to allow for creative freedoms, problem-solving, and to contribute our ideas in authentic and meaningful ways. For these reasons, students bear the burden of proof that any writing submitted is their own writing and thinking. If your work is questioned, you may be required to show the writing process/ revision history or drafts, answer questions about the work, or re-do part of the assignment in the presence of Mrs. Davis. Honesty is the best policy and will be considered in the consequences.
Grading (see student handbook for grading scale)
Your grade for this course is weighted with the following percentages:
60% Assessments (final drafts, workshop participation)
30% Practice (assignments, drafts, journals, in-class activities)
10% Accountability (turning in writings on time)
Grades are updated once midweek and by Monday morning. If an assignment is handed in late, it will not receive top priority and should not be expected to be graded as soon as possible.
Practice Work
All practice work will be submitted through Google Classroom (virtually) or the class inbox (paper) and is due at the beginning of class. Homework is considered late if it is not turned in at this time. Students will receive a 0/10 in the accountability portion of their grade if it is not turned in by the deadline. Practice is essential for building skills for assessments. Mrs. Davis may refuse to give an assessment until missing practice work is completed. Practice work turned in on time is able to be resubmitted with changes for a better grade until the end-of-unit assessment. All late work must be turned in by the end of each unit, otherwise the score becomes a “0,” and you are unable to make this up.
Retake Policy (Assessments)
If you are not happy with a score on an assessment (with the exception of failing grades from plagiarism and unacceptable AI use), you may request to make further changes. In order to qualify for a retake, you must discuss changes with Mrs. Davis. You cannot make up points lost during workshop participation.
Class Expectations
*No student has the right to prevent another student from enjoying the opportunity to learn in a safe and pleasant environment.
Students should be respectful and responsible at all times.
Cell phones will be placed in the correct cell phone holder each day upon entering the room and remain until the bell releases class. Earbuds will be put away or you willingly give them to Mrs. Davis until the end of class.
Disruptive behavior and disrespect will not be tolerated - students should be the best versions of themselves every day!
We will be writing every day in this class. While all brainstorming and first drafts may be handwritten, all final drafts of major writings will be turned in through Google Classroom.
**Special Note**
Writing requires community. We will be collaborating and working together throughout the writing process. This requires vulnerability and a safe environment, and both are a collective effort. Any student who cannot abide by these expectations and endangers this environment may be asked to take a different elective English class.
Power Standards
Reading Standards for Literature and Informational
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as (make) inferences drawn [from the text]. (RL. 11-12.1) (DOK 1,2,3)
Determine two or more themes or central ideas [of a text] and analyze their development [over the course] [of the text, including how they interact and build on one another to produce a complex account]; provide an objective summary of the text. (RL.11-12.2) (DOK 2,3,4)
Craft and Structure
Determine the meaning of words and phrases as they are used [in the text, including figurative and connotative meanings]; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (RL.11-12.4) (DOK 1,2,3)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (RL.11-12.5) (DOK 3,4)
Analyze a case in which grasping point of view (perspective)* requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (RL.11-12.6) (DOK 3,4)
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (RI.11-12.7) (DOK 3,4)
Writing Standards
Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.(W.11-12.3) (DOK 3,4)
Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12) (W.11-12.5) (DOK 1,2,3,4)
Research to Build and Present Knowledge
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. (W.11-12.8) (DOK 1,2,3,4)
Speaking and Listening
Comprehension and Collaboration
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL.11-12.2) (DOK 3,4)
Language
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (L.11-12.3) (DOK 1,2,3)