Wednesday, November 29, 2017

The Rejection Letter & Revision; Harry Potter & the Sorcerer's Stone: Screening (day 1)

During 7th period, please read the article on rejection letters. Revise and resubmit your author query (see post below for details.) This was already due, so if you didn't complete this assignment please use the time in the lab now to complete the assignment.

When you are done, proofread and prepare your literary selection to our "class publication." Do NOT send this selection to me yet. Just get it ready and perfect!

At 12:45, we will retire next door to begin watching Harry Potter & the Sorcerer's Stone (2001), directed by Chris Columbus and adapted from Rowling's novel of the same name by Steve Kloves. The film, as you may know, stars Daniel Radcliffe, Richard Harris, Maggie Smith, Alan Rickman, Robbie Coltrane, Emma Watson, and Rupert Grint.

The Harry Potter empire (movies, books, toys, etc.) as of 2016 (15 years after the film came out, almost 20 years since the book was first published) is currently worth over 25 billion dollars.

As we watch today consider how a movie starts as opposed to a novel. What scenes can be trimmed or edited or cut in a film that cannot be removed from a book? How is the experience of reading different from viewing?

In the next few classes we will be discussing such issues as:
  • Shots and angles (film vocabulary)
When we discuss the choice of a particularly shot, filmmakers have several options. They can shoot a scene from an extreme long shot, a long shot, a full shot, a medium shot, a close-up, an extreme close up, using a birds-eye angle, a high or low angle, an eye-level-match angle (the default), or decide to use a truck, track, crane, pan, or trolley device to help frame and move the focus of the camera on the subject of the film. But with all these options, we also need to include the following terms to our vocabulary:

classical cutting: editing for dramatic intensity and emotional emphasis rather than for purely physical reasons.

Shifting from long to close or close to long shots shifts the viewers POV within a scene. This can be done to emphasize, include, exclude, consolidate, connect, contrast, or parallel the action of the plot, to introduce an important motif or detail for story-telling purposes (just like describing an important object in fiction), etc.

Master Shot (also known as a sequence shot): a scene of continuous film, usually at long-range, that is used as the through-line of a film or scene.

Reaction Shot: a cut from dialogue to the reaction of the person listening to the dialogue.

Two-shot: a shot that includes just enough space for two-characters to show that they are in the same space.

Three-shot: as a two-shot, but with enough room for three. How cozy!

First cut: a sequence of shots in editing that represents the director's preference for how the scene should be "shot."

Final cut: a studio or producer's preferred cutting of the film. (As opposed to the directors: first cut)

Cover shot: a shot used to reestablish a sequence, (time or space), or establishing shot used to reorient the viewer.

Eye-line Match: A character looks a certain direction, then we cut to what they are supposed to be looking at.

Matching action: similar to the eye-line match, but this involves any movement that is suggested as being continuous, even though it's not shot that way. Example: a tight shot of a person opening a door, the next shot is of that person arriving in another room. It is assumed that the door leads to the room seen, but this is rarely the case in filming.

Mise en Scene: more on this one later, it is literally "what is included in a shot"

180 degree rule: used to stabalize the space of the playing area so the viewer isn't confused or disoriented. Essentially keeping the camera on the same side of the 180 degree line of a scene.

Reverse angle shot: most commonly used in dialogue scenes, the camera moves between two speakers, first showing one, then the other.

Parallel action: just as in literature, the juxtaposition of shots that show complimentary shots. These shots are often from a different location.

Cross-cutting: moving between two or more locations or scenes in a film (often in rapid succession, but not always) to tell parallel stories.

Thematic montage: stress the association of ideas, rather than the continuity of plot, time, or space.

Motifs: objects, places, people, visual pictures, that are repeated to create significance or meaning.

Some practical advice:
  1. the longer the shot, the slower the film pacing. 
  2. the shorter the shot, the faster the film pacing. 
  3. Longer shots usually include more visual information.
  4. Shorter shots usually include less visual information.
  5. Cut scenes at the "content curve": the moment when the viewer has had just enough time to take in the visual information in a scene.
  6. Cutting a scene BEFORE the content curve, creates anxiety, frustration, and/or disorients the viewer.
  7. Cutting the scene AFTER the content curve, frustrates and bores an audience.
  • Representation in the media of people/ideas
  • Examining why this film and book became so popular
HOMEWORK: Complete your best selling novel reading by next week (Tuesday).

Sunday, November 26, 2017

Query Letter Writing; Bestsellers & Writing Tips

TASK #1: Watch: 5 Secrets to Writing a Bestselling Novel with Diane O'Connell (3 min)
J.K. Rowling's 10 Tips for Success (9 min)

In the COMMENT section below, what is ONE thing you found valuable about each video (that means you want to find something valuable in both videos and write this personal remark in the COMMENT section of this blog post (for participation credit).

TASK #2: Query Letter Assignment:

Complete the following:
  • Prepare your literary magazine submission. Proofread and edit and make it worthy of considering. 
  • Write a short query letter to your publisher. Let's use this information:
    • Agent: Brad Craddock
    • Creative Writing Publishing Inc.
    • School of the Arts
    • 45 Prince Street, Rochester, NY 14607
  • Paragraph #1: Introduce yourself. Share any connection you have with the agent (you met him at a conference, you were a student of his, you took him out to dinner, OR you're a fan of specific authors that he or she represents. 
  • Paragraph #1: Name the title, genre, and word count of the work you want the agent to represent.
  • Paragraph #2: Summarize your story/poem briefly. Discuss your main characters, themes, what happens, what choices the protagonist makes, what kind of poem/story it is, etc. Leave the agent with a cliffhanger ending. What will happen? Read to find out! (that sort of thing...)
  • Paragraph #3: Add your writing bio. Name other works you have written or published and where/when they were published. Name any awards or related writing experience, perhaps courses taken or workshops attended, writing jobs held, etc. Keep this sort (about 1-2 sentences). 
  • Paragraph #3: Finally, thank the agent for his time and consideration.
  • Proofread your letter. Correct your mistakes/typos. 
  • Use short specific sentences & paragraphs. A query letter should never be more than a page in length!
  • You can use a similar tone to your writing. If you are writing humor, it's okay to crack a joke if you can. If your work is serious, your letter should have a serious tone, etc. The default is professional.
  • Submit your letter.
  • Prepare your literary magazine selection but do NOT attach it just yet. You will receive a letter from the agent soon indicating whether or not he wants you to submit it to the acquisitions editor.
Remember to format your letter in proper letter writing format! See here for help--NOTE: Please use the BLOCK letter format for this letter. For even more help check out the OWL as well.

TASK #3: Best seller blog post

Aim to complete your bestseller by next week. Hopefully, you have read some (or all) of it by now. During lab time, find out a little about the book you read by researching when and where it was originally published, how much money did it make, how it might have been sold as an option for film or tv, or other media sources. Present this information in a blog post on YOUR blog. Before you finish, comment on the book. Compare/contrast the book to other "school" books that you are forced to read. Is there a difference? Can we learn just as much about writing (in your opinion) from reading blockbuster bestseller, as opposed to "classics"? Isn't this just commercialism? Your opinion? Answer these questions on your blog.

TASK #4

What Makes a Bestseller Best? Use the graphic organizer and take notes on the videos.
HOMEWORK: If you did not complete one of these tasks during the lab, please do so as homework. Otherwise, none.

Monday, November 20, 2017

Maus; Best-seller Book Project; Literary Magazine Prep: Prepare Your Selections for Submission

Today, after reading the post below regarding comic book culture & the media (something we'll continue to discuss as the course continues), retire next door at 12:30 to discuss the graphic novel Maus.

After our discussion, we are done with the book. Please return it to the library and move on to the next topic: Best Sellers.

From the library, select one of our libraries best-selling novels to read (or re-read) over Thanksgiving Break. See homework for more details.

Then, return to the lab to complete the following:
  • Prepare your literary magazine submission. Proofread and edit and make it worthy of considering. 
  • Write a short query letter to your publisher. Let's use this information:
    • Agent: Brad Craddock
    • Creative Writing Publishing Inc.
    • School of the Arts
    • 45 Prince Street, Rochester, NY 14607
  • Paragraph #1: Introduce yourself. Share any connection you have with the agent (you met him at a conference, you were a student of his, you took him out to dinner, OR you're a fan of specific authors that he or she represents. 
  • Paragraph #1: Name the title, genre, and word count of the work you want the agent to represent.
  • Paragraph #2: Summarize your story/poem briefly. Discuss your main characters, themes, what happens, what choices the protagonist makes, what kind of poem/story it is, etc. Leave the agent with a cliffhanger ending. What will happen? Read to find out! (that sort of thing...)
  • Paragraph #3: Add your writing bio. Name other works you have written or published and where/when they were published. Name any awards or related writing experience, perhaps courses taken or workshops attended, writing jobs held, etc. Keep this sort (about 1-2 sentences). 
  • Paragraph #3: Finally, thank the agent for his time and consideration.
  • Proofread your letter. Correct your mistakes/typos. 
  • Use short specific sentences & paragraphs. A query letter should never be more than a page in length!
  • You can use a similar tone to your writing. If you are writing humor, it's okay to crack a joke if you can. If your work is serious, your letter should have a serious tone, etc.
  • Submit your letter. You do not have to submit your literary magazine selection yet. You will receive a letter from the agent soon indicating whether or not he wants you to submit it to the acquisitions editor.
Sign up again for the literary magazine. Some of you didn't do this. With time remaining in class, please begin your homework.

HOMEWORK: Read your chosen best seller. Find out a little about the book by researching when and where it was originally published, how much money did it make, how it might have been sold as an option for film or tv, or other media sources. As you read compare/contrast the book to other "school" books that you are forced to read. Is there a difference? We'll discuss when you return from your break. Have a nice Thanksgiving!


The Cultural History of Comic Books & Maus

Cultural History of Comic Books:

According to Scott McCloud (Understanding Comics, 1993) a comic book is a "series of words and pictures that are presented in a sequential manner to form a narrative that may or may not be humorous." For a very long time in our culture, comics have been read, loved, hated, and controversial. They both celebrate that which is popular and also creep along the edge of a generation's fears, political views, and ultimately shape who we are as a culture. Love them or hate them, comics are part of US.

Given its complex cultural and commercial role, a definition of “comic book” raises issues and "debates about sequence, narrative, image, text, genre, and art as well as its relation to other genres, such as children’s literature" (Meskin 2007). More than just a form of entertainment for children (particularly boys), comics can be a serious art form.

Since the 1960s the comic book industry has been dominated by the two major publishers—Marvel and Detective Comics (DC). DC’s official name was National Periodical Publication; Marvel was first known as Timely Comics from 1939 to around 1950, and then as Atlas Comics.

Comic books are often divided into “ages” to distinguish periods of comic book history that share styles of art and writing, storytelling techniques, marketing strategies, and other genre devices.

These ages are typically referred to as: Golden (1938-1956), Silver (1956-1971), Bronze (1971-1980), Iron (1980-1987), and Modern (1987-present).

The thematic elements of the superhero genre can be traced back to ancient Greek & Roman mythology and heroes from such epics as Beowulf or The Iliad and The Odyssey. More modern archetypes include Friedrich Nietzsche’s Übermensch (Superman), national heroes such as Daniel Boone, and pulp characters from literature such as Burroughs' Tarzan.

The narrative sequences of panels found in comics can be traced as far back as primitive cave paintings, but more likely to medieval broadsheets, a narrative strip carved into woodcuttings (Hayman and Pratt 2005).

Some might even say that "the Bayeux Tapestry, which traces in a graphic pictorial narrative the events leading up to the Battle of Hastings in 1066, is an early form of the comic strip" (Meskin 2007).

The first “real” comic strip is acknowledge to be Richard Felton Outcault’s The Yellow Kid, which debuted in 1895 in Joseph Pulitzer’s The New York WorldYellow Kid was also notable as the first comic strip to use balloons as a place for the character’s dialogue. Comic features such as Buster Brown, Foxy Grandpa, Krazy Kat, Katzenjammer Kids, Popeye, and Mutt and Jeff became standard in newspapers and periodicals. Most strips in the early twentieth century were humorous subject matter and characters and so became known as “the comics” or “the funnies.”

In terms of distribution, audience, narrative style, and thematic content, comic books were more the direct descendants of the pulp magazine.  “Pulp magazines” were printed on the cheapest possible paper for mass distribution. Like the comics of our day, pulp magazines catered to the tastes outside the mainstream and featured stories with action, adventure, fantasy, horror and suspense genres. H.P. Lovecraft and Robert E. Howard (author of Conan the Barbarian), for example, wrote for the pulp magazine Weird Tales.

By the end of the 1980s, comic books continued to reinvent themselves. New issues of comic books, such as Spiderman and X-Men, as future collector items were marketed. During the 1990s comics became collector items, only less popular than stamps and coins. In 1991 Marvel became the first comic book publisher to be listed on the New York Stock Exchange. Within six months, an issue of Marvel’s X-Men sold a record 8.2 million copies. Marvel had grown into a multimedia entertainment company, and currently the superhero is the golden boy of Hollywood. X-Men (2000) earned  $150 million at the box office, and Spiderman, DaredevilThe Hulk and The Avengers, for example, were blockbuster films and money-making industries all on their own. Currently, The Avengers series and the new Thor movie are more of the same. Even popular television shows, such as The Walking Dead series was taken originally from a comic book series. Yearly there is a comic book convention that publishers desperately seek to promote their films, comics, tv scripts and various media. See https://www.comic-con.org for details.

Let's consider this as we discuss Maus by Art Spiegelman. 

Wednesday, November 15, 2017

Banned Books; Literary Magazine Project: Day 1

Banned books from the 21st century:
1. Look at the following list of banned books and identify the ones you have read (or know about for those of you who don't read...). Then: 
2. Choose one of these books you have read and find out why this book was banned. Research on the internet.  
3. Once you find out why the book was banned (on what grounds?), write your reaction to this banishment on YOUR BLOG. Define the book you selected (who's the author, what's the title, when was it published, how much money has it made or did the publisher make the year(s) after it was published?) Explain what the situation or concern is (why was it banned?), hyperlink what source you used to find this information (do not use Wikipedia!), and defend or refute this choice. Should the book be banned? Yes or no?
1. Harry Potter (series), by J.K. Rowling
2. Alice series, by Phyllis Reynolds Naylor
3. The Chocolate War, by Robert Cormier
4. And Tango Makes Three, by Justin Richardson/Peter Parnell
5. Of Mice and Men, by John Steinbeck
6. I Know Why the Caged Bird Sings, by Maya Angelou
7. Scary Stories (series), by Alvin Schwartz
8. His Dark Materials (series), by Philip Pullman
9. ttyl; ttfn; l8r g8r (series), by Lauren Myracle
10. The Perks of Being a Wallflower, by Stephen Chbosky
11. Fallen Angels, by Walter Dean Myers
12. It’s Perfectly Normal, by Robie Harris
13. Captain Underpants (series), by Dav Pilkey
14. The Adventures of Huckleberry Finn, by Mark Twain
15. The Bluest Eye, by Toni Morrison
16. Forever, by Judy Blume
17. The Color Purple, by Alice Walker
18. Go Ask Alice, by Anonymous
19. Catcher in the Rye, by J.D. Salinger
20. King and King, by Linda de Haan
21. To Kill A Mockingbird, by Harper Lee
22. Gossip Girl (series), by Cecily von Ziegesar
23. The Giver, by Lois Lowry
24. In the Night Kitchen, by Maurice Sendak
25. Killing Mr. Griffen, by Lois Duncan
26. Beloved, by Toni Morrison
27. My Brother Sam Is Dead, by James Lincoln Collier
28. Bridge To Terabithia, by Katherine Paterson
29. The Face on the Milk Carton, by Caroline B. Cooney
30. We All Fall Down, by Robert Cormier
31. What My Mother Doesn’t Know, by Sonya Sones
32. Bless Me, Ultima, by Rudolfo Anaya
33. Snow Falling on Cedars, by David Guterson
34. The Earth, My Butt, and Other Big, Round Things, by Carolyn Mackler
35. Angus, Thongs, and Full Frontal Snogging, by Louise Rennison
36. Brave New World, by Aldous Huxley
37. It’s So Amazing, by Robie Harris
38. Arming America, by Michael Bellasiles
39. Kaffir Boy, by Mark Mathabane
40. Life is Funny, by E.R. Frank
41. Whale Talk, by Chris Crutcher
42. The Fighting Ground, by Avi
43. Blubber, by Judy Blume
44. Athletic Shorts, by Chris Crutcher
45. Crazy Lady, by Jane Leslie Conly
46. Slaughterhouse-Five, by Kurt Vonnegut
47. The Adventures of Super Diaper Baby: The First Graphic Novel by George Beard and Harold Hutchins, the creators of Captain Underpants, by Dav Pilkey
48. Rainbow Boys, by Alex Sanchez
49. One Flew Over the Cuckoo’s Nest, by Ken Kesey
50. The Kite Runner, by Khaled Hosseini
51. Daughters of Eve, by Lois Duncan
52. The Great Gilly Hopkins, by Katherine Paterson
53. You Hear Me?, by Betsy Franco
54. The Facts Speak for Themselves, by Brock Cole
55. Summer of My German Soldier, by Bette Green
56. When Dad Killed Mom, by Julius Lester
57. Blood and Chocolate, by Annette Curtis Klause
58. Fat Kid Rules the World, by K.L. Going
59. Olive’s Ocean, by Kevin Henkes
60. Speak, by Laurie Halse Anderson
61. Draw Me A Star, by Eric Carle
62. The Stupids (series), by Harry Allard
63. The Terrorist, by Caroline B. Cooney
64. Mick Harte Was Here, by Barbara Park
65. The Things They Carried, by Tim O’Brien
66. Roll of Thunder, Hear My Cry, by Mildred Taylor
67. A Time to Kill, by John Grisham
68. Always Running, by Luis Rodriguez
69. Fahrenheit 451, by Ray Bradbury
70. Harris and Me, by Gary Paulsen
71. Junie B. Jones (series), by Barbara Park
72. Song of Solomon, by Toni Morrison
73. What’s Happening to My Body Book, by Lynda Madaras
74. The Lovely Bones, by Alice Sebold
75. Anastasia (series), by Lois Lowry
76. A Prayer for Owen Meany, by John Irving
77. Crazy: A Novel, by Benjamin Lebert
78. The Joy of Gay Sex, by Dr. Charles Silverstein
79. The Upstairs Room, by Johanna Reiss
80. A Day No Pigs Would Die, by Robert Newton Peck
81. Black Boy, by Richard Wright
82. Deal With It!, by Esther Drill
83. Detour for Emmy, by Marilyn Reynolds
84. So Far From the Bamboo Grove, by Yoko Watkins
85. Staying Fat for Sarah Byrnes, by Chris Crutcher
86. Cut, by Patricia McCormick
87. Tiger Eyes, by Judy Blume
88. The Handmaid’s Tale, by Margaret Atwood
89. Friday Night Lights, by H.G. Bissenger
90. A Wrinkle in Time, by Madeline L’Engle
91. Julie of the Wolves, by Jean Craighead George
92. The Boy Who Lost His Face, by Louis Sachar
93. Bumps in the Night, by Harry Allard
94. Goosebumps (series), by R.L. Stine
95. Shade’s Children, by Garth Nix
96. Grendel, by John Gardner
97. The House of the Spirits, by Isabel Allende
98. I Saw Esau, by Iona Opte
99. Are You There, God?  It’s Me, Margaret, by Judy Blume
100. America: A Novel, by E.R. Frank


Publishing Project:


We will start our classroom literary magazine today. After posting on YOUR BLOG (see above), please do the following:

1. Prepare 1-2 poems or 1 short story to submit to the class literary magazine. Prepare your manuscript by proofreading, and editing. There should be no mistakes on your MS.

2. Read how to write a query letter. While it sucks, query letters are necessary for would-be writers to approach a publisher or agent. Learn how to write a query letter. You will be writing one of your own for your class project before you submit. This part of the assignment will be carried over to Monday's class, but if you're ready for it, you can begin crafting one during class.

Finally, 

3. Sign up for a role today. Read the following, then choose your role/position as the sign up sheet goes by (due by end of class). Before you pick, read about the different jobs and responsibilities by clicking on and reading the hyperlinked information

Editing Staff:

These 3 people must ensure that the product reaches the market on time and (hopefully) under cost. They manage and support the editorial team. The other part of the team (assistants, copy editors, proofreaders) do most of the grunt work.
  • Comissioning or acquisitions editor (senior editor): discovers and identifies writers and products to publish (stories, poems, etc.) to build the company's portfolio; generally works with agents (we won't have any of these yet); also ensures writers work to and meet deadlines of the publisher. For further information: comissioning or acquisitions editor.
  • Publishing editor (senior editor): controls the look and content of the publication in the market. Works with the commissioning or acquisitions editor and the layout design team (see below) to make sure the product is completed on time and is of good quality. See for more information on Publishing Editors.
  • Publishing editor (junior editor): assists the publishing editor.
  • Chief Editor (editor in chief) or publishing manager (senior editor): works with the copy editors/proofreaders/editorial assistants & publishing editor to check quality of work and strict adherence to grammar, syntax, or copy. Must be good at grammar/proofreading and time management. For more info, see Chief Editor.
  • Editorial assistant(s) (x4): learns the industry by working closely with senior editors (publishing and comissioning editors). Assists the production of the project/literary magazine. Reads and selects the pieces that will be in the book, approved by the acquisitions or comissioning editor. Must be good with time management & assisting others. See Editorial Assistant for more info.
  • Copy Editor/Proof-reader(s) (x4): assists the chief editor, proofreads and checks the copy for errors. See above. Must be good at grammar/proofreading. See Copy Editor/Proofreader.
Layout Design Staff:
  • Chief Graphic Designer/Layout Designer (layout design team): Designs the look and style of the graphic design for the book. This includes designing the cover and back cover copy. Must be good at graphic design & computer skills. See graphic designer.
  • Layout Designer(s) or Layout Artists (layout design team) (x3): works with the graphic designer to plan and design the look and placement of the stories/poems in the magazine. Must be good at graphic design & computer skills. See Layout Artist.
Marketing (this is not needed for our first project, but we'll need these later):
  • Public Relations Officer (we won't have one of these yet): works with businesses, media, etc. to sell the brand to the public. Must be good with interacting with people & products. See Public Relations.
  • Marketing Manager: manages the project or product to sell to readers. Assists the PR officer. See Marketing Manager.
Sign the sheet going around to tell me which role you are signing up for. This will be your upcoming job. More details to follow.

HOMEWORK: Please complete your reading of Maus. We will discuss this graphic novel next class.

Tuesday, November 14, 2017

Classroom Blogs

The Publishing Industry as Media; Maus & Art Spiegelman

COMMENT: please watch the following videos and post a comment in the comment section below about what struck you as interesting or new information for you from watching these videos about the publishing industry. What shocked you or informed you about the kinds of jobs writers, artists, and people can find in the publishing industry? Are you interested in the publishing industry? Why or why not?

Working in Publishing: What is it?
Room Tour: See Inside a Publishing House
Inside Random House: Bringing Authors Books to Life

YOUR BLOG: (write about any of the following today in class)
  • What is your favorite book of all time? Since that's a difficult question, consider breaking this down to these categories: 
    • What was your favorite picture book when you were a child?
    • What was your favorite juvenile or young adult novel?
    • What was your favorite genre specific (fantasy, sci-fi, mystery, romance, horror, western, etc.) novel? 
    • What was your favorite school reading book (required reading)?
    • What was your favorite graphic novel, comic strip anthology, comic book series, etc.?
    • What was your favorite book that was turned into a movie or tv series?
  • Which do you prefer: a print or digital reading experience (and why?)
CLASSROOM: (please complete the following tasks today):

Answer the bulleted questions below and turn in by end of class as participation.

1. Please watch the following TedTalk by Andy Weir: TedTalkX: author of The Martian
  • What did you learn about how the publishing industry works?
2. Read the article bio on Art Spiegelman
3. Read the article from the Harvard Gazette on Art Spiegelman
  • What did you learn about Spiegelman's artistic journey writing Maus? What strikes you as interesting?
4. Read the 2 reviews of Maus (handout) & answer (separate sheet of paper to turn in by end of class):
  • Why is Maus important as a book? (consider its influence)
  • What is the article "The Making of Maus" selling? (ie., why is the article being written?) Why?
5. Continue working on your homework (see below) or reading Maus (see below) or working on Ms. Gamzon's Lit Mag project.

Also, if you didn't get a chance to: Play Student Interactive Fiction Games Here (open folder & download, then open the download...)

HOMEWORK: Please continue reading Maus by Art Spiegelman (see information above); Read, annotate, and answer the 15 questions on the Publishing Industry handout. Article questions are due Thursday, Nov. 16. Maus deadline is Monday, Nov. 20.

Coffeehouse is 7:00, Nov. 15. Please join us!

Thursday, November 9, 2017

TWINE draft due! End of Marking Period

Your TWINE projects are due today. Please complete them during period 7 and post the URL after you publish the game (publish to file).

It is an excellent idea to PROOFREAD your work before you publish! Have a friend play your game and help you proofread. Once this has been done, publish and send me the link in the COMMENT section below.

Period 8:

Complete your TWINE story, publish, and post the URL in the COMMENT section below.

  • Pick up MAUS from the library.
  • Play your peers' interactive stories. 
  • Read Maus or your homework packet (questions due on Publishing Nov. 16--see homework)
  • Play an online game: Free Games
  • And more RPG games (free online)
Play Student Games Here (open folder & download)


HOMEWORK: Please begin reading Maus by Art Spiegelman; Read, annotate, and answer the 15 questions on the Publishing Industry handout. Article questions are due Thursday, Nov. 16. Maus deadline will be forthcoming.

Coffeehouse is 7:00, Nov. 15. Please join us!

Tuesday, November 7, 2017

Interactive Fiction Project: Coming to an Ending; Misogyny in Video Games Post

Please turn in the 3 questions, "Trends and Issues in Gaming" (see homework from last class!)

As we continue to examine the gaming world, let's take a look at some of the arguments regarding violence and misogyny. Together we will watch the video below. Then read the handout argument on Finding Positive Effects in Digital Games & The Gender Problem in Digital Games.


In a POST on YOUR BLOG, please complete a description, analysis, interpretation, and evaluation of Anita Sarkeesian's video.

  1. Description: What is it? (include a link to this video URL)
  2. Analysis: What's noteworthy or what does it mean to you? What's the message?
  3. Interpretation: How does it affect our world/culture or us personally? How do you take the message? What do you learn from the message or meaning of the video?
  4. Evaluation: Is the video important or not? Why or why not?

I will be checking your blogs on FRIDAY (your day off) for any required posts for this marking period. Make sure all missing blog posts are present. See previous posts for details!

When you are done with your analysis/reading/posting, please continue to work on your TWINE interactive text games.

Start wrapping up the dead-ends. Instead of adding new decisions, start ending your stories with appropriate text boxes. Lead your characters to an appropriate ending for each major thread in your story line.

It's helpful to have a few "wins" or goals achieved in a story line. This helps the player feel as though their decisions matter. Some decisions should result in dead ends or story endings without achieving the goal.

HOMEWORK: Complete your TWINE games. You will need to edit/proofread and prepare your games next class.






Friday, November 3, 2017

Interactive Fiction Project: Day 4; Writing Violence & Action Scenes

Lab:

Consider: Books, t.v., films, newspapers, magazines and even music tell us stories about the human experience. Digital and interactive fiction games, where the player is experiencing what their avatar or character sees, hears, smells, tastes, touches, etc. allows a writer to create an immersive and effective experience for the player/reader.

Please continue working on your Interactive Fiction projects using TWINE.

Complicate at least one of your locations with a vivid description of violence, (or vivid description of a culture or setting if you can't hack the physical descriptive stuff.) For action sequences and writing effective graphic or violent scenes, check out the following short articles and learn a little bit about how the professionals write this stuff:


Then try some of these techniques in the descriptions of your game writing. Remember: your protagonist (the player) should have a clear goal in mind! Action is what often gets in the way of achieving a goal. Ex. I really want that treasure trove for my sick mother, but that dragon is in my way. I guess we're gonna have to fight...

HOMEWORK: Please read "Trends and Issues in Gaming" and answer the 3 questions (on a separate sheet of paper). Annotation at this point should be second nature to you. Do it. Interact with your texts!

Wednesday, November 1, 2017

Video Game Violence; Twine CYOA Game Design Project

Bellwork/Your Blog:

Watch the following videos:
On your blog, answer the following question:

  • Write about a video game you played that shocked you with its violence, racism/cultural insensitivity, or misogyny. Identify the game and what bothered you about the experience. If you have never played a video game like this, you might write about a music video, song, or T.V. show that fits the bill. 
  • Consider why such games or media are made. How do these images or representations affect you personally? How might they affect your family or loved ones? 
  • Or is all of this just an excuse for deeper social problems in our society? Why or why not? How?
When you have written your response on your blog, continue working on your game design/Twine story. See previous post(s) for details. 

Your story will need specific and effective writing to bring the experience alive for your player/reader. Imagery comes in various "flavors" or details:
  • Visual imagery: sight (mostly created by specific nouns & verbs; similes and metaphors)
  • Auditory imagery: sound (mostly created by onomatopoeia, alliteration, assonance, euphony, etc.)
  • Gustatory imagery: taste (describing tastes: bitter, sour, sweet, salty, metallic, etc.)
  • Olfactory imagery: smell (describing smells: flowers, chemicals, rot or decay, etc. Smells sometimes have a gustatory description as well)
  • Kinesthetic or tactile imagery: touch (rough, smooth, prickly, bumpy, slimy, temperature, etc.)
How can we write more descriptively?
Try some of these tricks/craft skills in your game writing.

Continue writing your Twine CYOA game. This project will be due next week (Tuesday/Thursday).

HOMEWORK: None. All make up work/projects must be completed by Thursday of next week! The marking period ends next Thursday. Next Friday is Veteran's Day. 

Game Review Article; Ready Player One

  Please write a review of the Atari 2600, NES or Sega game you played. Your article should include the following: 1. A researched historic...