Creative Writing Resources
Summer Reading Project
The following has been attached just below as a Word document.
As a minimum, read:
Keep a reading diary. Where possible, annotate copies of your text(s). Produce a written response to the following points. These responses can be typed or handwritten, and you are not writing an essay, but they must be handed in on Thursday 7th of September:
On your return in September, you will give a spoken presentation of 10 minutes to the class. Presentations will run over 3-4 lessons, and will begin on Thursday 7th September. Everyone needs to be ready to present on the Thursday, as the order will not be decided until then.
For fiction, you can make a start on the Reader, but be aware you will still need to re-read and complete class/homework tasks on these over the year.
For this project, no YA or children’s fiction.
You may use the following online sources if you wish for fiction, non-fiction, and poetry (note that some journals are specific to one or two forms, but all three are covered in the range offered below):
As a minimum, read:
- one novel;
- or 5-6 short stories (assuming that short stories are usually 3,000-5,000 words long);
- or 8-10 poems (assuming that most poems are 1-1.5 pages in length;
- or one play (of a running time 2-3 hours);
- 4-5 creative non-fiction pieces (of length 2,000-5,000 words each)
Keep a reading diary. Where possible, annotate copies of your text(s). Produce a written response to the following points. These responses can be typed or handwritten, and you are not writing an essay, but they must be handed in on Thursday 7th of September:
- Text type(s)/genre(s); author; title; date of publication (where available)
- Brief summary of text(s) (in terms of plot or ideas/arguments)
- A personalised response, with reasons/explanations (how do you respond to the text(s) and why?)
- Direct quotes/examples to do with any 4 of the following 8 concepts/aspects:
- Voice/perspective
- Exploration of an idea
- Use of language/structure
- Setting
- Implication/Explication
- Genre (blurring generic boundaries; mixed genres)
- Openings
- Closings
- For each of the 4 concepts/aspects, explain what – good or bad – you find interesting about the example(s) you have chosen
On your return in September, you will give a spoken presentation of 10 minutes to the class. Presentations will run over 3-4 lessons, and will begin on Thursday 7th September. Everyone needs to be ready to present on the Thursday, as the order will not be decided until then.
For fiction, you can make a start on the Reader, but be aware you will still need to re-read and complete class/homework tasks on these over the year.
For this project, no YA or children’s fiction.
You may use the following online sources if you wish for fiction, non-fiction, and poetry (note that some journals are specific to one or two forms, but all three are covered in the range offered below):
- Short Fiction: http://www.shortfictionjournal.co.uk/
- Somesuch Stories: http://somesuchstories.co/
- 3:AM Magazine: http://www.3ammagazine.com/3am/
- Litro: https://www.litro.co.uk/
- Bookanista: http://bookanista.com/
- Poets.org: https://www.poets.org/poetsorg/poems
- Poets and Writers (writing tips): https://www.pw.org/
- Masters in English(links to other poetry sites/resources): http://mastersinenglish.org/poetry/
summer_reading_project.docx | |
File Size: | 17 kb |
File Type: | docx |
Yr.13 Set Texts (Prose Fiction), 2017-2018
Download and save the PDFs below. We will work through the Reader at a pace of between one story every two or three lessons, and we will, in all likelihood, work through it in the order in which the texts have been arranged:
Note that Hemingway, Chopin, and Beattie will be studied as a cluster, as will Baldwin's "Outing" and Smith's "The Child." So, you will need to read Hemingway, Chopin, and Beattie prior to the same lesson, Baldwin and Smith prior to the same lesson.
Note, too, that the Baldwin stories are a longer than the others.
Finally, be aware that the PDFs were created automatically by the machine the originals were scanned into. This means that some of the files are divided mid-story (e.g. part IV ends part-way through Baldwin's "The Outing").
You will need to bring paper copies of the specified text(s) to lessons; often, reading will be done in advance of the lesson, and you will be asked to hand in an annotated copy of the story (guide questions will be set for annotation exercises).
If you wish to get ahead with initial reading, you can use the Reader as your source text for the summer reading.
- Chekhov, “Gusev”
- Phillips, “El Paso”
- Poe, “Mask of the Red Death”Chopin, “The Story of an Hour”
- Butler, “Speech Sounds”Hemingway, “Hills Like White Elephants”
- Link, “The Specialist’s Hat”
- Baldwin, “Sonny’s Blues”
- Hemingway, “Hills Like White Elephants”
- Chopin, “The Story of an Hour”
- Beattie, “Snow”
- Baldwin, “The Outing”
- Smith, “The Child”
Note that Hemingway, Chopin, and Beattie will be studied as a cluster, as will Baldwin's "Outing" and Smith's "The Child." So, you will need to read Hemingway, Chopin, and Beattie prior to the same lesson, Baldwin and Smith prior to the same lesson.
Note, too, that the Baldwin stories are a longer than the others.
Finally, be aware that the PDFs were created automatically by the machine the originals were scanned into. This means that some of the files are divided mid-story (e.g. part IV ends part-way through Baldwin's "The Outing").
You will need to bring paper copies of the specified text(s) to lessons; often, reading will be done in advance of the lesson, and you will be asked to hand in an annotated copy of the story (guide questions will be set for annotation exercises).
If you wish to get ahead with initial reading, you can use the Reader as your source text for the summer reading.
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Reading Projects
Commentary Resources
Notes:
- Reference list for the commentary to follow
- Before you print off the story that goes with the commentary, be sure that you print it off with Track Changes on: you should be able to see revisions and comment boxes.
- Reference list for the commentary to follow
- Before you print off the story that goes with the commentary, be sure that you print it off with Track Changes on: you should be able to see revisions and comment boxes.
one_more_time_around_[track_changes].docx | |
File Size: | 30 kb |
File Type: | docx |
once_more_time_around_-_commentary.docx | |
File Size: | 17 kb |
File Type: | docx |
Texts
Interviews: Amy Hempel & Grace Paley
Two interviews from the Paris Review's Art of Fiction Series: Amy Hempel and Grace Paley. Paley was an influence on Hempel.
Flannery O'Connor, "A Good Man Is Hard to Find"
oconnor_-_a_good_man_is_hard_to_find.pdf | |
File Size: | 1231 kb |
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Winterson: intro. to Duffy's The World's Wife
worlds_wife_intro_jeanette_winterson.docx | |
File Size: | 2712 kb |
File Type: | docx |
Larkin on the Blues
larkin_on_blues.docx | |
File Size: | 44 kb |
File Type: | docx |
Eaglestone - Creative Writing (from Doing English)
eaglestone_-_creative_writing.pdf | |
File Size: | 544 kb |
File Type: |
"Narrative" & "Performative Language" (from Culler's Literary Theory)
culler_-_narrative___performativity.pdf | |
File Size: | 1634 kb |
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Script: Extracts from Pinter & Tarantino
pinter___tarantino.pdf | |
File Size: | 291 kb |
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When the Wasps Drowned
when_the_wasps_drowned.pdf | |
File Size: | 77 kb |
File Type: |
The Specialist's Hat
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Kelly LinkKelly Link links: http://kellylink.net/
Information about Link, as well as some of her fiction and interviews. |
Monument
amelia_gray_-_monument.pdf | |
File Size: | 208 kb |
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Didion & Moore
Both essays are from the collection The Writer on Her Work. References in bibliographies to this collection as follows:
Sternberg, Janet (ed.) (2000). The Writer On Her Work. New York: Norton.
Sternberg, Janet (ed.) (2000). The Writer On Her Work. New York: Norton.
didion___moore.pdf | |
File Size: | 2001 kb |
File Type: |
Walt Whitman on slang
whitman_-_on_slang.pdf | |
File Size: | 389 kb |
File Type: |
Poetry Forms (booklet: exemplar texts an definitions of forms)
poetry_forms.docx | |
File Size: | 85 kb |
File Type: | docx |
"Projective Verse," by Charles Olson
olson_-_projective_verse.pdf | |
File Size: | 100 kb |
File Type: |
Luc Sante, "The Clear Line"
sante_-_the_clear_line.docx | |
File Size: | 27 kb |
File Type: | docx |
This essay is published in Sante's collection Kill All Your Darlings. It is about Tintin and the character's creator, Herge. A version of the article with accompanying illustrations can be read here:
http://www.bronxbanterblog.com/tag/luc-sante/
Questions for the lesson on Sante, which might help focus your reading (most questions focus on particular paragraphs; line numbers have been added for reference to the word version of the article):
1.How does Sante begin his article?
2.How does the focus shift from paragraphs 1-2?
3.Ll. 34-63: What is the focus of these paragraphs?
4.Ll.64-83: How would you describe these paragraphs in terms of topic, tone, focus?
5.Same question for the following two paragraphs
6.Ll. 120-38: Here, Sante’s main concern/argument is coming into focus. How would you describe what he is trying to do in this paragraph?
7.Ll. 157-end: How does Sante develop his theme?
8.How does this essay differ from the academic essays you’ve read or written?
9.What do you make of the writing style? Can you summarize or describe it? What is the experience of reading Sante for you?
10. What do you make of the title?
http://www.bronxbanterblog.com/tag/luc-sante/
Questions for the lesson on Sante, which might help focus your reading (most questions focus on particular paragraphs; line numbers have been added for reference to the word version of the article):
1.How does Sante begin his article?
2.How does the focus shift from paragraphs 1-2?
3.Ll. 34-63: What is the focus of these paragraphs?
4.Ll.64-83: How would you describe these paragraphs in terms of topic, tone, focus?
5.Same question for the following two paragraphs
6.Ll. 120-38: Here, Sante’s main concern/argument is coming into focus. How would you describe what he is trying to do in this paragraph?
7.Ll. 157-end: How does Sante develop his theme?
8.How does this essay differ from the academic essays you’ve read or written?
9.What do you make of the writing style? Can you summarize or describe it? What is the experience of reading Sante for you?
10. What do you make of the title?
Ben Markovits, "Once Upon a Life"
ben_markovits_-_once_upon_a_life.docx | |
File Size: | 24 kb |
File Type: | docx |
Follow-up to workshop with Tim Jarvis
An early version of the story Tim read at the workshop. This version was first published in 3:AM Magazine: http://www.3ammagazine.com/3am/under-the-sign-of-the-black-raven/
An interview with Tim, in which he discusses issue to do with genre: https://timothyjjarvis.wordpress.com/
Some of Tim's other writing: https://treatisesondust.wordpress.com/
Tim's academic website: http://www.beds.ac.uk/howtoapply/departments/jc/staff/tim-jarvis
Essay on genre by me here.
An interview with Tim, in which he discusses issue to do with genre: https://timothyjjarvis.wordpress.com/
Some of Tim's other writing: https://treatisesondust.wordpress.com/
Tim's academic website: http://www.beds.ac.uk/howtoapply/departments/jc/staff/tim-jarvis
Essay on genre by me here.
Summer Reading
Use the template below to record your summer reading. You can keep a reading diary in any form you wish, but remember: you will be submitting a reading log/diary of some sort and in some form when you get back; your reading log will inform some early written work we do, as well as your commentaries.