Writing 12 Class Blog 2024

June 21, Friday (88): Last Day

Today was the last day of classes. Best of luck to you all. Remember to read a book and go outside and just put your tech down for a bit - there is a whole world out there in real life.

Signing Off

Mr Culbert

June 20, Thursday (87): Appreciation Letters

Students were given the task of writing appreciation letters to those they appreciate. 

I had a few more conferences, but there were some no shows. Disappointing. It certainly negatively impacted the final grades of those students.

Next Class: Fun and Good byes.

June 19, Wednesday (86): Interviews Continue

We continued the interviews or the end of the course. I was hoping to finish today, but 5 more to go. 

Next Class: Finish interviews, and letters of appreciation. 

June 18, Tuesday (85): Interviews Continue

We continued the interviews for the end of the course. 

Next Class: Interviews continued. 

June 17, Monday (84): Interviews begin

We started the interviews for the end of the course. It is fun speaking with the students about their successes and growth. 

Next Class: We will continue with the interviews 

June 13, Thursday (82): Portfolio Day 6 (Due!)

Students had time to work on their portfolios, and then hopefully hand them in. On Monday we begin grade conferences. 

Next Class: Free Write and Spoken Word Poetry. 

June 12, Wednesday (81): Portfolio Day 5

Students had time to work on their portfolio. See June 5 for the assignment. Portfolio's are due, hopefully, at the end of tomorrow's class. 

Next Class: More portfolio time. 

June 11, Tuesday (80): Portfolio Day 4

Students had time to work on their portfolio. See June 5 for the assignment. We also discussed the houseing crisis, alternative forms of living and food-based super powers. 

Next Class: More portfolio time. 

June 10, Monday (79): Portfolio Day 3

Students had time to work on their portfolio. See June 5 for the assignment. 

Next Class: More portfolio time. 

June 7, Friday (78): Portfolio Day (not 2)

Students had another portfolio working class.

It was also senior skip day. For many, this represent the first time they have skipped, and I hope they are having a good time. For others, this is a continuation of the last 3, or 4, or 5 weeks of skipping. I do wonder when senior attend school day is for some of these kids, or senior get your work done day. When do those days happen?

Next Class: Portfolio work time

June 6, Thursday (77): Portfolio Day 1

Shortened class due to summer carnival.

Students began working on their portfolios', due in a week. 

Next Class: Portfolio work. 

June 4, Tuesday (75): Publishing, Portfolio's, and Human Library info

1. We started with a talk about publishing work. I gave the following information and link.

Polished, completed, typed poems can be sent to publications for publishing. Almost all publications ask for work you have not submitted before or that has never been published before.

Step one is to submit poems to magazines and enter reputable poetry competitions. 

The best source of information about magazines is the internet.

https://www.cbc.ca/books/canadawrites/a-guide-to-canadian-literary-magazines-and-journals-open-to-submissions-1.4242191

Be prepared for rejection. Lots of rejection. Do not take it personally. Research the publication first – certain publications have certain themes, and if your writing is not of that theme, it will be rejected. They will also have rules to follow – you must follow them!

Step two, after you have had poems accepted in magazines, is to contact small presses and poetry publishers.

2. I gave out the year end portfolio information handout (available in class) and spoke about what was expected. 

3. Finally, I went over the information for the Human Library tomorrow in the Library. Please be on time, and be sure to ask respectful questions. Enjoy.

Next Class: Human Library.

June 3, Monday (74): Completion and Collection

We started with a free write - "What would you give up?", students shared what they wrote with each other. 

I was hoping to have all the poems in today so we could gallery walk them, but, hahahahaha. Instead, I gave students time to complete and collect their pieces together and then print and hand them in. I did say that if they had handed them in and felt okay sharing them, they could do so. 

Next Class: We talk year end portfolio and publishing.

May 31, Friday (73): Writers Workshop

Four more poems were workshopped today. Again, excellent work both by the writers and by the students actively involved in critiquing and complimenting. I am super impressed. Well done. 

Next Class: Free write and Poems are due - maybe a gallery walk or share of some sort.

May 30, Thursday (72): Writers Workshop

We workshopped some more poems. Excellent work once more from the students that participated in the workshopping as they gave excellent feedback and wonderful compliments. I would love to hear from other voices in the room too. 

Next Class: We workshop some more.

Poems are technically due tomorrow but I will except them on Monday as part of tomorrow - but I must have them Monday. 

May 29, Wednesday (71): Writers Workshop

Despite a lackluster turnout, students engaged in some workshopping of poems. They did amazing. We looked at three student poems and students offered feedback. The feedback was positive and well constructed. I was impressed.

Next Class: More workshopping

May 27, Monday (69): Revision Time

We started with a free write. The prompts were; What are you a snob about, or what would you teach your pet parrot? Students wrote then shared.

We looked at revision this class and spoke about how that is the major part of writing poetry. I gave the following ideas for revising;

Revision ideas

1. Choose a different line other than the first line to begin your piece. 

2. In two separate places, pick a line and add descriptive language or a metaphor/simile. 

3. Remove some unnecessary words. Ex. just, sort of, somewhat, usually, always, and never, very, so, quite, extremely, really, and absolutely. 

4. If you have words such as “it” or “thing”, replace with a more specific word. 

5. Do a search for "ly" and edit at least four 

Not: He spoke softly and gently. 

But: He whispered. 

Not: she walked slowly to 

But: she plodded, she meandered, she ambled, she trudged 

6. If there is a word that is repeated a number of times in the passage, find a synonym 

7. Underline an awkward phrase, and then reword it. 

Next Class: Ekphrastic Poetry and maybe some workshopping

May 24, Friday (68): Writing Time

I put out a call for workshopping poems next week. I asked for students to send me a poem to work with and share to the class to workshop. Students then had time to write. A number of students came and shared poems with me for feedback.

Next Class: Free writes and finally revisions

May 23, Thursday (67): Tricky Styles part 2, Writing, and Words

We looked at tricky styles part two - Golden Shovels, and Palindrome poems. We looked at examples and spoke of the styles. Students then had time to work on their poems. We also spoke of some words and their usages.

Next Class: Writing and Workshop information

May 22, Wednesday (66): Writing time due to low attendance

Some students stayed home and learned where the open end of a gown is and how to wear it. Others came to class. In class students had some writing time, or some engaged in a story building and telling exercise through "Once upon a Time" a game. 

Net Class: The stuff we planned to do on Tuesday.

May 21, Tuesday (65): Don't do Drugs

There was an assembly today about drinking and drugs. It had good information. Other students got a writing block.

Next Class: Editing, Revising, and Maybe more tricky styles. 

May 15, Wednesday (63): Writing Time

Students had a writing block so they had time to work on their poems. I also put out the metaphor dice incase anyone was looking for inspiration.

Next Class: Poems on the theme of loneliness

May 10, Friday (60): Sound Devices

We did a sound devices lesson. I spoke about alliteration, assonance, consonance, dissonance/cacophony, euphony, onomatopoeia, and repetition. We looked at a couple of poems that played with these devices. Students then had time to write and play with the devices their selves. 

Next Class: Tricky styles. 

May 9, Thursday (59): Work Block

Students had time to work on poetry. 

Next Class: Sound devices and writing time

May 8, Wednesday (58): Guest Speaker

We had the lovely Evelyn Lau come and speak to the class. It was superb. I hope it was enjoyed. 

Next Class: Writing Time

May 7, Tuesday (57): Presentation

There was a Jack.org presentation in the gym today for Grade 11 and 12s. 

Next Class: Guest speaker.

May 6, Monday (56): The poetry of Evelyn Lau.

We started with a free write: The prompt was "And now my bitter hands cradle broken glass". Thanks E.V.

I handed out a package of poems by the poet Evelyn Lau (see below) and students had a chance to explore them and dig into them a bit, then we spoke about what we noticed and what came to mind with the poems. Some great insights were had. Students then had a few minutes to come up with a question for my Lau when she visits us on Wednesday. 

Next Class: Presentation in the gym, come to class first. 

May 2, Thursday (54): Writing Time

Students had time to work on writing a poem. Towards the end of class the call was put out to see if anyone had any thing they wanted to share either to showcase their work, or to workshop a piece for some feedback. 

The sharing went well. Around five shared and others offered praise and feedback. Well done.

Next Class: a brief lesson on structure and some more writing time. 

May 1, Wednesday (53): Theme of Coming of Age/Loss of Innocence/ Growing Up

Today we looked at poetry around the theme of Coming of Age / Loss of Innocence  / Growing Up. We looked at a small package of poems and students were responsible for sharing a poem on the theme/topic that they liked. Only a few students shared. I do not ask you to do much homework, so when I do I would hope and appreciate that more than just a few people would find a poem. Just because I am trying not to overload you does not mean I condone doing nothing. Thank you to the few that did share - you know who you are.

After we were done sharing, and looking at samples, students had a chance to write on the topic themselves. All these poems can be part of the poetry portion of the portfolio. 

Next Class: Writing Day with an end of class share.

Apr 26, Friday (51): Share and Share Again

We started with sharing through a gallery walk the children's stories. Some amazing work. 

Next, we talked imagery through song lyrics. Students shared some songs and we looked at the images in them. Good chance to discuss imagery, (and to get kids sharing and discussing). 

Next Class: A look at different styles of poetry (part 1).

Apr 25, Thursday (50): Work block

Students had the block to work on their children's stories which are due tomorrow. Some worked, some tried to work, some ...

Remember, your homework from yesterday is due tomorrow. 

Next class: Sharing children's stories (hopefully) and sharing imagery songs.

Apr 23, Tuesday (48): Work Time

Students had time to work on their Children's Stories. The Stories are due on Friday.

Next Class: A look at imagery in poetry.

Apr 22, Monday (47): Prose to Poetry

We started with a free write today. The Line was "It was a pleasure to burn." which turns out is the first line of Fahrenheit 451 by Ray Bradbury. I gave some insight into the book, and connected it to a line in "Bulls on Parade"  by Rage Against the Machine. We went from a prose piece of writing to a poetic one referencing the same concept.

From there we took a look at the difference between two lines:

"I walked about all alone over the hillsides"

Or

“I wondered lonely as a cloud/that floats on high o'er vales and hills" 

to see the difference between prose and poetry. A brief conversation was had, first with each other then outward to the class. I spoke for a bit on the difference and some of the pieces that we will go with and our sense of play with poetry. Finally we ended with looking at a classic Robert Frost poem "Nothing Gold Can Stay" and discussing metaphor. Students were tasked with coming up with their own metaphor for youth and doing some writing around that. 

Next Class: Writing Time for the Children's stories. 

Apr 19, Friday (46): Work Time

Being a shortened block of Friday students were given time to work on their children's stories which are due next Friday. 

Next Class: A free write, prose vs poetry and some poetry writing. 

Apr 17, Wednesday (44): Writing Time and Conferences

I met with the remainder of the class while students worked on their children's stories. 

Next Class: A writing lesson.

Apr 15, Monday (43): Free Writes, Writing Time and Writing Conferences

We started with a free write - "If you could go anywhen, what time would you go to and why?"

From there, students had time to work on their children's stories and I began conferencing with students to determine grades. 

Next Class: More conferences and a writers lesson.

Apr 12, Friday (42): Writing Time

Students had a chance to work on their children's stories. I checked in with many. Towards the end of class I reviewed the course assessment criteria so that on Monday when we begin our grade discussions you know how you are supporting your grade.

Next Class: Writing time and grade conferences. 

Apr 11, Thursday (41): Dialogue and Writing Time

Today we spoke about dialogue and then it was writing time.

Dialogue

“Real dialogue does not make a good script.”

Dialogue should be 3 things:

Interesting, Engaging and Tight.

To be interesting is has to be doing something. It should be doing any or all of the following;

·         Move story/conflict along

·         Reveal character

·         Be exposition

·         Create emotion

To be engaging it needs to create and break tension. Try spreading out your description or stage direction at times. Have your dialogue do different things to keep all aspects growing and building on each other.

To be tight keep close control of what is being said. Think of things like the 10/3 rule, which stands for 10 words per sentence, and 3 sentences per speech. Obviously break when necessary.  Focus on the main task that dialogue is doing, not on small talk.

Something to remember is on the nose vs subtext. On the nose is when the character directly states what they want. Subtext is where they imply what they want. It is the “go away” vs “aren’t you supposed to be busy in the other room right now”. Subtext is often better, but sometimes the situation calls for on the nose. Pay attention to tone and meaning to know when to use these techniques.

Check out the following helpful websites

http://www.whatascript.com/movie-dialogue.html

http://reelauthors.com/screenplay-coverage/how-to-write-great-dialogue.php

https://johnaugust.com/2007/how-to-write-dialogue

Next Class: Writing Day, and a look at grading criteria.

Apr 10, Wednesday (40): Writing Time

Students had the block to work on writing their children's stories. 

Next Class: a lesson in dialogue writing and time to write. 

Apr 8, Monday (38): Overthinking a Character

We started with a free write, and the prompt was "The best thing about you is..."

We then engaged in overthinking a character. Students began creating a character. I tasked them with writing enough about the character to make them seem real, someone they could meet on the street. They needed notes on appearance, personality, quirks/flaws, interests/hobbies, background or history, motivations/ beliefs, wants and desires, and any other details that make the character seem real. 

I also spoke briefly about naming the characters and mentioned how online there are many great resources for naming characters. Myself, I use https://www.fantasynamegenerators.com/ and the real names section. 

Next class we will have a bit more time to develop and then share these characters with the class.

Apr 5, Friday (37): Writing Time

Students had time for writing. They had to come up with their idea and write a three sentence summary of their story by the end of class. We also decided that the stories are due on April 26.

Next Class: Free Write and Overthinking a charcter

Apr 3, Wednesday (35): Children's Stories in the Library

We went to the library and looked at many different children's stories and searched for inspiration for writing our own children's stories. 

Next Class: Character/Problem/Tone of Children's Stories.

Mar 15, Friday (33): Sharing and 6 word stories

Today's class I pushed a little to get students to share. Again around 50% of the class was done there stories and so after a bit of organization that seemed like chaos, I got stories printed and put students into groups to share their stories. The purpose of their sharing was simply to celebrate their writing and let students see what other students are working on. It is not meant to be judgmental or scary. I hope students enjoyed seeing what others have written.

We also played around with 6 word stories and I pushed everyone to share one. Six word stories are a fun way to consider a story and good word exercise too.

Enjoy your break- finish any work you owe me as we will be starting children's stories when we return.

Next Class: Free write and Fairy Tale interruptions

Mar 14, Thursday (32): Writing and Checking in.

Students were given more time to write their short stories today. Students were also told that they needed to check in with me, especially if that had yet to do so, and show me a piece of their short story and ask for some feedback (This is part of your overall assessment by the way).

Next Class: Stories handed in but some sharing first, and then even shorter stories.

Mar 13, Wednesday (31): Writing and Checking in.

Students were given more time to write their short stories today. Students were also told that they needed to check in with me, especially if that had yet to do so, and show me a piece of their short story and ask for some feedback (This is part of your overall assessment by the way).

Mar 12, Tueday (30): Writing Time

Students had time to work on their short stories. Stories are due at the start of Friday's class. 

Next Class: Writing Time and I will be looking for students to check in with me and show me something of their writing. 

Mar 11, Monday (29): Free Write, and Group Workshop

We started with a free write, the prompt was "And the award goes to ...". After the free write and share students got into their small groups and workshopped each others pieces to help improve them. Some groups did the hard work and workshopped their pieces, other groups are still warming up to it. After workshopping they had writing time. 

Next Class: Writing Time

Mar 8, Friday (28): Writing Time

Students had time to work on their short stories and check in with me on their progress. A few more check ins today, but do make sure you touch base with me about your progress.

Next Class: A free write and mini-work shops

Mar 7, Thursday (27): Writing Time

Students had time to work on their short stories and check in with me on their progress. Not a lot of check ins yet, so make sure you do touch base with me about your progress.

Next Class: More writing time and check in time. 

Mar 6, Wednesday (26): Writing exercise on emotion

Students were given the following instructions,

Write about an emotion without stating the emotion.  Avoid stereotypical responses to the emotion as well; if you character is sad, convey it in a different way than making them cry, or if they’re happy, show it some way besides them smiling or laughing.

Write in any format.

Towards the end of class students got a chance to share their piece and let the rest of us guess what emotion they were going for.

Next Class: Writing Time and some check ins

Mar 5, Tuesday (25): Writing Day

Students had the class to work on their short stories. Reminder, short stories are due next Friday. 

I also put it out there for students that they could come and see me and show me a portion/chunk of their short story and ask me questions about it if they wished. I hope to have all students check in with me before the due date.

Next Class: Emotion with out saying it exercise

Mar 1, Friday (23): Writing Block

The class had time to work on writing their short stories. Many wrote. Many wrote for quite awhile. Good work.

Next Class: Write an argument

Feb 27, Tuesday (20): Writing Time

Students had time to write today and work on their short stories. I started checking in with students to see what they were writing. 

Next Class: Workshopping in small groups, and a surprise that ought to make you gruntled (not disgruntled).

Feb 26, Monday (19): Free Write, Weak Words and "Snow"

We started with a free write, prompt - "The best day off ever and I ..."

Next, I spoke about words that are weaker and get over used. They are our fallback words when we get lazy or are not pushing ourselves to be more creative, or succinct or whatever. I started a list and got students to offer up words that they are aware they use too much in their writing.

The goal is not to ban these words, as sometimes they are necessary, but instead to think every time we use one (or more) of them in our writing. Think, is there another way to write this sentence that does not use this word.

The list so far is;

thing, stuff, nice, this/that, anyway, however, said/say, though, anyway, facts, yeah, sure, okay, show/shows, therefore, real (for real), as, like, before, also, and, good/great/ look.

I mentioned that each student will have their own list. But be intentional about the words you use, not accidental. 

Finally we looked at an art form short story called "Snow" by Ann Beattie. I read it to the class and then we talked about it briefly, how it works, what works in it and so on. It is an interesting story in its approach to storytelling. Then students had time to write. 

Next Class: Writing Time

Feb 23, Friday (18): Writing Time

Today's class was a writing day. Students had time to write their mood pieces, which are due, or their short stories that we are starting. 

I also handed back the opening pieces. They were commented on but not assessed.

The short stories - I have set a due date - March 15 (before spring break) and you are required to hand in a completed, revised short story and a short story start/draft (something you gave up on or walked away from).

Next Class: Words to avoid, and writing time. 

Feb 22, Thursday (17): 19 Writing Tips

Today we looked at 19 tips about writing from professional writers. We discussed them and how they could impact us. 

https://wordsbyevanporter.com/writing-tips-from-famous-writers/

Next Class: More Writing Time

Feb 21, Wednesday (16): Writing Time

Students had time today to write. They should either be working on their mood piece which is due on Friday, or to work on a short story that they started writing. Friday I will set a due date for the Short Story and clear expectations around what should be completed. 

Next Class: Writing Tips from the professionals, and writing time. 

Feb 15, Thursday (14): Writing Time

Students had the block to work on their mood pieces. Many students wrote, a few did not. A few students brought their work up for me to look at and give some feedback. 

Next Class: Beginning short stories

Feb 14, Wednesday (13): Terrible Poetry and Writing Time

We wrote terrible love poems. They were bad.

I spoke about critique and positive feedback and how to receive it. 

Students had writing time to work on their mood pieces. 

Next Class: Writing Time. 

Feb 13, Tuesday (12): Playing with Colour

Today, we took a look at colour and played around with it. 

I put up the following prompts for us to discuss and then begin writing 

What do you think of for each one of the following? 

• Red 

• Blue 

• Yellow 

• Green 

• White 

• Black 

• Brown 

• Orange 

• Pink 

• Purple 

Is it abstract or concrete? Try and associate it to one of each. 

What happens if you change the hue or shade of the colour? Crimson Red vs Fire Truck Red? 

What does the colour do for mood? 

The take away I hope everyone walks away with is add a splash of colour to your descriptions because it increase the imagery, and it helps to create and maintain a mood which makes the writing that much more powerful. So use colour. 

Students then had time to write and work on their mood piece, that hopefully they are adding colour too. 

Next Class: Some small group feedback after we write some terrible love poetry in honour of the day. 

Feb 12, Monday (11): Sharing, and Reading for Mood

Students started with a free write; "In the dark ..." or "In the light...". They had 10 minutes to write, and then we briefly shared.

From there we wandered down to the MPR and gallery walked the pieces of writing submitted the previous day. Students got a chance to read each other's work and be inspired. It also marks a formal letting go of the pieces that students write. The pieces also represent where each student starts. 

I even briefly spoke about the nature of compliments and how they are not critiques. Compliments make us feel good, but do not help us become better writers. 

Finally, students looked at a short story Ghassan Kanafani's "A Hand in the Grave" and casually analyzed it for mood. (Handout available in room 201). Students were suggested to annotate the story to help them with the discussion. We briefly discussed it to see how it established mood.

Next Class: Playing with Colour and some writing time. 

Feb 9, Friday (10): Symbols and Writing Time

1. I spoke about what symbolism is and we talked about how we as writers can use it in our writing. I encouraged students to try and use symbols. 

2. I assigned the new piece. Task: Create a clear sense of mood through any type of writing and about any topic. Use diction, or setting, or tone to create a very clear and defined mood. The piece need be only a page or two to establish a clear mood and not a completed story. Have fun with it.

3. Students had some writing time to complete the piece due today, or to start on the mood piece.

Next Class: sticking with mood by looking at someone else's work, and celebrating our peers work. 

Feb 8, Thursday (9): Writing Time

This class was a writing class. Some students went down to Mountain Madness :) . Some said they were going and went elsewhere :( . (There is an example of tone.)  Students who stayed worked on their piece of writing that is due on Friday.

Next Class: a conversation on symbolism, a reminder of the new assignment and some writing time. 

Feb 6, Tuesday (7); Making "room" for more description

I had students pick a room from a list of rooms that I had placed in the selection box. Students blindly selected their room and then they were given to having to describe that room. They could not state the room's name in their description. After they wrote about the room they had a chance to share their description with the class. After sharing we guessed what room they had described, and then I asked them what we felt while hearing the description. Is was through this that I introduced mood. We spent a couple minutes talking about mood, and attempted to rewrite small portions of our description to include more mood. We will play with mood more next class. 

Next Class: Playing with mood

Feb 02, Friday (5): Revision time and Rewriting

I spoke about the writing process (and drew a really cool freehand circle on the board). Half of the writing process is revision. Students had a chance to find a person in class to read through their work and offer suggestions. They then had revising time to rewrite their piece. I heard some good conversations and students have taken opportunities to come speak with me about their pieces. 

We were suppose to talk about when they are due, but we did not, but I think we will do the end of the week next week, so Friday the 9th. 

Next Class: The Basics of Description

Feb 01, Thursday (4): Writing Block

Students were given the block to work on thier piece of writing. The writing task is to write a new, original piece of writing, no more than one page, in any format you wish. It can be a short-short story, a poem, or something else of one page length. You can write about any topic you wish.

Students had time to work on it. Next up we will do some revision of the piece and some rewriting. 

Next Class: Peer Editing, Revision, Rewrite, and set a due date. 

Jan 31, Wednesday (3): Abstract to Concrete and Planning

We started with students writing a verb on the board before we got started. We then did another free write, and the prompt this time was to pick a verb on the board and use that as the prompt. Students wrote and then had a chance to share again. 

Next up, we looked at going from the abstract to the concrete. There was a work sheet. We played around with writing an example or two and sharing and talking about them. 

Finally, we did some planning. The task is to write a new, original piece of writing, no more than one page, in any format you wish. It can be a short-short story, a poem, or something else of one page length. You can write about any topic you wish.

This should be a worked piece of writing –so that means you will write it, work on it, get some feedback, and re-write/revise/edit as necessary. 

Our timeline for this is next class we will have a writing class, so a class where you can just write, but also consult with me, if necessary, on your idea or execution of your idea. The class after we will do an in class share and hopefully have time to work on them a bit. They will be due on a date set for next week. 

Next Class: Writing Block

Jan 30, Tuesday (2): Free Writing and Cliche

Today, we started with the notion of timed, free writing. Students decided had 10 minutes as the amount of time in which to write. 

The following was posted on the screen:

The basic unit of writing practice is the timed write exercise.

The Rules
1. Keep your hand moving – Do not pause to reread the line you have just written. That is stalling and trying to get control of what you are saying.
2. Do not cross out – That is editing as you write, even if you write something you did not mean to write, leave it in.
3. Do not worry about spelling, punctuation, grammar – do not even worry about the lines or margins on the page.
4. Lose control
5. Do not think. Do not get logical.
6. Go for the jugular – If something comes up in your writing that is scary, or emotional, dive right into it, it probably has lots of energy.

These rules will help you explore the rugged edge of thought.

You have 10 number of minutes. Write from the prompt, beginnings.
When the time is up – choose one person in the room to share your writing with.
 

After our timed writing exercise we started to play around with metaphors. Students were responsible for coming up with as many overused similes and metaphors that they knew and writing them on the board. We then erased the last words and started to replace them with something new and completely different. The whole point is to learn to recognize cliché and start to avoid them by writing around them. Description is key, but cliché description locks more doors than it opens. Once we had them replaced we spent time thinking about our favourite one and writing it down in the hopes that we could incorporate it into a piece of writing later. Hopefully some fun was had while we did this too.

Homework: Think of a topic you want to write about. 

Next Class: Another timed write and moving from the abstract to the concrete. 

Jan 29, Monday (1): Opening Class

We started class with opening remarks, outline, and expectations. 

We then got to writing down our first words in class as our last words. We wrote an epitaph for an introduction.  the instructions were as follows; 

Imagine you are faking your death to finally shut off your social media accounts. What will your epitaph be?

An epitaph is the words written on your tombstone (or your finally entry on your snap-a-gram account) that makes a statement for you or about you.

For instance:

“She asked for so little, but gave so very much.”

Or

“I’m a writer, 

but then

nobody’s perfect” Filmmaker Billy Wilder

When writing your epitaph get to the point, you have between 5 and 12 words. Think about who you are leaving the message for, loved ones, friends, enemies, strangers, the future, or in this case, yourself. Think about what you stand for, your core principals, values and beliefs.

You can be serious or have some fun. 

Feel free to write more than one.

Finally, have some fun – and we are going to share these to introduce ourselves to the class today.

I also pointed out the web site for students (this site). 

Next Class: We explore free writing, and the metaphor shuffle.

Opening Entry - Before the Class Starts.

See you all on Monday - Reminder we are in Room 201 (Sullivan's Room) and not my room.