ENGL296 Beginning Fiction Workshop, Section 0101

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ENGL272: Writing Fiction: A Beginning Workshop, Section 0101

Instructor: Ms. Jacqueline Orlando

Phone: 917.328.5774

Office: 2220 Tawes Hall

Email: jorlando@umd.edu

Office Hours:

Mondays and Wednesdays 11-12 and by appointment

Course Description :

Devoted to the fundamentals of fiction writing, this course will focus on student work while emphasizing the critical reading of appropriate literary models, both historical and contemporary that demonstrate exemplary technique. In-class workshop critiques, exercises, written comments, and individual conferences are part of a creative process in writing successful fiction.

Craftsmanship (story structure, point of view, character development, voice, tense, figurative language, dramatic setting, dialog) and the ethics of writing fiction are presented as defining aspects of good work. Continual reference is made to modeling, drafting, and revising, in connection to critical reading. How and what do we learn from failed attempts? How do we break down the process into steps that we can take towards writing successful fiction?

Learning Outcomes :

At the end of this course you will be able to select, evaluate, and apply terms and concepts relevant to the planning, modeling, critiquing, and revising of your creative writing; you will be able to read, study, and draw from the literature that constitutes your cultural inheritance, with an awareness of what succeeds and what fails; you will hone your ability to collaborate in the ongoing discourse of the workshop, in order to carry your work forward with greater critical awareness, and to help your colleagues carry theirs; you will have gained a renewed sense of the ethical implications of aesthetic work; you will produce a new set of creative drafts.

Required Texts:*

Ann Charters, ed., The Story and Its Writer: An Introduction to Short Fiction Compact 7 th

Edition.

ISBN 0312596243

Brian Kiteley, The 3am Epiphany. ISBN 1582973512

Recommended Text :*

Ben Marcus, ed., The Anchor Book of New American Short Stories (all stories will be posted additionally on ELMS). ISBN 1400034825

*I have placed orders with the Book Center and the Maryland Book Exchange. Additional texts will be made available on ELMS; it is your responsibility to print these documents and bring them to class.

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Course Requirements:

Readings: In order to be a good writer (or any kind of writer at all, really), you must read well.

In this class we will discuss what it means to b a good reader and how you can read like a writer.

Reading like a writer is different from other types of reading, even close reading, because the questions you ask yourself are different. To receive a passing grade in this course, you must come to class prepared to discuss the assigned readings.

Exercises: Throughout the semester you will be assigned writing exercises related to readings that week. These exercises should be at least one page long and typed in 12-point, Times New

Roman font. More instructions for the writing exercises are located on the syllabus. You may also be assigned in-class writing exercises. Not all of these tasks will be announced ahead of time.

Submissions: While the nature and style of your fiction submissions will vary given your strengths and preferences, there are some strict formatting expectations. All submissions must be double-spaced, typed in 12-point, Times New Roman, with last name and page number on every sheet.

Also, submissions must be printed out – that means hard copies – and distributed to the class one full week before your workshop date . There will be no exceptions, and electronic copies will not be accepted. All submissions must include a title and should be at least eight pages long . Any submissions that do not adhere to these guidelines will not be accepted.

A note on submissions: I don’t expect every submission to be perfect or immediately publishable, and you shouldn’t either. Even the most experienced, professional writers need help from their peers, and this is a beginning fiction workshop. However, I do expect your work to demonstrate a desire for excellence. You have to take writing (and this class) seriously. That doesn’t mean that I’ll look down upon light or funny pieces, but your writing should always be of high quality. So long as you read, write, show up and contribute, you’ll do fine in this class.

Finally, resist the urge to submit work that you don’t care about simply to protect your ego. Yes, it can be tough to pour your heart into a story and have your classmates critique it. As you will learn from workshop, this may be necessary for a story’s success.

Workshop Letters: During the workshop process, you will be required to write a response letter to the author of the piece. Here are some recommendations and requirements:

It is helpful to offer margin comments on the work itself, and I encourage you to do so; however, you must also type a letter to the writer.

Critique the story on its own terms, not yours. Figure out where the story is successful and where it is unsuccessful, when the story moves (or moves you!) and when it does not.

We all have our literary preferences, but discussing them is not the point of workshop.

When writing the letter, begin by addressing the content of the story. Literally, what happens? Who are the characters? First allow the writer to see your understanding of the story. Then address what works and what doesn’t work. Try to be as specific as possible, using lines from the work rather than making sweeping generalizations or vague criticism.

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These letters will be randomly collected and graded throughout the semester. They should be approximately one page, double-spaced, typed in 12-point Times New Roman.

Author Project: The Author Project consists of two assignments: a presentation and a 2-page paper. Everyone will sign up to present one writer during the semester, and the presentation will take place on the day we discuss that writer’s work. The 2-page paper is also due on the day we discuss the author’s story.

Presentation: You will be responsible for delivering a succinct introduction of one of the authors we will read this semester. The presentation should be about 3 to 5 minutes, and should consider the author’s background, biographical information, and major/minor publications. Also note the author’s key elements of craft. Is your author best known for his/her spot-on dialogue? Outrageous plot twists? Accurate depictions of the American

South? What? On the due date, you will give your presentation and turn in an MLAformatted bibliography. The bibliography should contain at least three sources, one of which may be our textbook. Wikipedia and other non-academic sources are not acceptable; if you rely on such sources, you will receive only half credit for your presentation.

Paper: You will also be responsible for a brief response paper on the story by your author, due on the day of the author presentation. Before writing the paper, perform a close reading of the selected work. In the paper, you will analyze how the author uses one element of the craft. Be specific.

Choose one element: plot, dialogue, character, setting, etc. Cite compelling, concrete examples from the story. The paper should be at least two pages. All formatting guidelines apply.

Final Portfolio: At the end of the semester you will turn in a final portfolio, which will consist of your two stories from the semester, one of which will demonstrate considerable revision, any pertinent exercises, and a one-page analysis of these works and your progress over the semester.

We will discuss this portfolio in more detail towards the end of the semester.

Class Participation:

A successful workshop depends on everyone’s participation in class.

Everyone is required to speak about assigned readings and classmates’ writing. A major part of this class is learning how to both accept feedback and give appropriate, constructive criticism.

Reading the assigned work and offering sincere advice to your classmates will help your writing tremendously. Class participation includes speaking up during workshop, having the materials you need, knowing the characters names, etc. Showing up is not enough to receive a passing grade in this class; you must be actively engaged.

Writers Here & Now Series: You are required to attend the readings in the Writers Here &

Now series. A short writing assignment (TBA) will follow each reading. The readings are scheduled for certain Wednesday evenings throughout the semester. If you have a conflict and cannot attend the readings (due to class scheduling, prior commitments, etc.), please notify me immediately via email and we will work out a make-up assignment.

9/29: Robert Boswell & John Murillo

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11/3: Percival Everett & Maurice Manning

12/1: Alums Helena Mesa & Blas Falconer (optional, no writing assignment)

Attendance & Late Work Policy: A successful workshop depends entirely on your presence.

Attendance is mandatory, and is reflected in your class participation grade. A doctor’s note or similar documentation is required for any absence to be considered “excused,” and late work will only be accepted for excused absences. Please do not email me with the details of your illness, although I appreciate a brief notice if you know you will be missing class.

Submissions for workshop will NOT be accepted late or electronically. Plan accordingly.

Please notify me via email during the first week of the semester if you will be missing classes for religious holidays.

Grading: If you have any questions at any time regarding your progress or work, come see me and we’ll chat.

Class Participation: 20%

Exercises, WH&N Reactions: 20%

Author Project: 15%

Submissions, Workshop Letters: 20%

Final Portfolio: 25%

PLEASE NOTE ALSO :

1) Disabilities . If you have a documented disability and wish to discuss academic accommodations with me, please contact me immediately.

2) Religious Observance . The University System of Maryland policy on religious observances provides that students should not be penalized because of observances of their religious beliefs.

Students shall be given an opportunity, wherever feasible, to make up within a reasonable time any academic assignment that is missed due to individual participation in religious observances.

It is the student’s responsibility to inform the instructor in advance of any intended absences for religious observances. Notice should be provided in writing as soon as possible, but no later than the end of schedule adjustment period.

3) Excused Absences . It is also the student’s responsibility to inform the instructor in advance of any intended absences for university sanctioned events (e.g. competitions, conferences, athletic events). Notice should be provided in writing as soon as possible, but no later than the end of schedule adjustment period.

4) Honor Code . The Student Honor Council has requested that faculty members place the following passage in their course syllabi:

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“The University of Maryland, College Park has a nationally recognized Code of Academic

Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit http://www.studenthonorcouncil.umd.edu/whatis.html

."

I assume that every member of the class is fully aware of the Code and the consequences for failure to live up to the Code. I urge you to visit the website indicated above and take seriously what you read there. All cases of academic dishonesty will be referred to the Honor Council.

5) Inclement Weather . Assignments and exams will be rescheduled as needed, and as feasible, on a case-by-case basis in the event of university closings or the instructor's absence.

Class Schedule (subject to change)

Date

8/30 (M)

Lesson/Activity

1. Introduction, syllabus, course policies, author project sign-up

2. Writing Short

Stories

Readings Due

9/1 (W) Flannery O’Connor, “Good

Country People” (634)

Flannery O’Connor,

“Writing Short Stories (967)

9/6 (M) NO CLASS – Labor

9/8 (W)

Day Holiday

3. Point of View

Sherman Alexie, “The Lone

Ranger and Tonto Fistfight in Heaven” (15)

Junot Diaz, “How to Date a

Browngirl, Blackgirl,

Whitegirl, or Halfie” (247)

9/13 (M) 4. Conflict Stephen King, Excerpt from

On Writing (ELMS)

Kevin Brockmeier, “The

Ceiling” (ELMS)

9/15 (W) 5. Dialog Raymond Carver,

“Cathedral” (88)

Ernest Hemingway, “Hills

Like White Elephants”

Assignment Due

Exercise 1: Complete either #137 Beginnings or

#138 Endings

Exercise 2: Complete from #1 through #13

Exercise 3: Choose the following:

#43, #44, #53, #55,

#71, #72, or #35. one one of

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9/20 (M)

9/22 (W)

9/27 (M)

9/29 (W)

10/4 (M)

10/6 (W)

8. Pacing & Time

9. Writers Here &

Now

Round 1:

Workshop Student

Stories (2)

10. Chaos

Workshop Student

Stories (2)

11. Workshop

Student Stories (3)

10/11 (M) 12. Reality & Truth

Workshop Student

Stories (2)

10/13 (W)

6. Character

7. Voice

13. Workshop

Student Stories (3)

(350)

James Baldwin, “Sonny’s

Blues” (37)

Buffum

Tobias Wolff, “Bullet in the

Brain” (ELMS)

Perry-

Johnson

Jamaica Kincaid, “Girl”

(477)

Mary Gaitskill, “Tiny,

Smiling Daddy” (Anchor

305)

James Joyce, “The Dead”

(404)

Rogers

Morris

Estelle

Joan Silber, “Long Time in

Short Stories” (ELMS)

Robert Boswell, “Supreme

Beings” (handout)

Thalman

Workshop: Bacon, Buffum

Exercise 4: Choose the following:

#59, #60, #63, #64, or #65. one of

Exercise 5: Choose one of the following:

##28, #29, #31, or #33

Story due: George Bacon,

CJ Buffum

Exercise 6 Time: Choose one of the following: #95,

#96 or #97

Story due: Amit Chauhan,

Steven Dobek

Workshop Letters

Story due: Juliette Ebner,

Kara Estelle, Alli Griffin

Workshop Letters

Story due: Chrystal Hardy,

Tarsilla Moura

Wells Tower, “Everything

Ravaged, Everything

Burned” (Anchor 31)

Chauhan

Workshop: Chauhan, Dobek

Workshop: Ebner, Estelle,

Griffin

Aimee Bender, “The Girl in the Flammable Skirt”

(Anchor 87) Ebner

Workshop: Hardy, Moura

Workshop: Lee, Leiner,

Logan

Workshop Letters

Story due: Grace Lee, Emi

Leiner, Elizabeth Logan

Workshop Letters

Story due: Molly Morris,

Britney Perry-Johnson

Workshop Letters

Story due: Steven Rogers,

Lauren Rudin, Kyle

Shackelford

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10/18 (M)

10/20 (W)

10/25 (M)

14. Structure

Workshop Student

Stories (2)

15. Workshop

Student Stories (3)

16. Workshop

Student Stories (3)

10/27 (W) 17. Setting & Place

11/1 (M) 18. In-Class Writing

& Revision Day

Margaret Atwood, “Happy

Endings” (330)

Rudin

Donald Barthelme, “The

School” (ELMS)

Workshop: Morris, Perry-

Johnson

Workshop: Rogers, Rudin,

Shackelford

Workshop: Thalman,

Treworgy, Trujillo

George Saunders, “Sea

Oak” (Anchor 3) Griffin

Alice Munro, “Miles City,

Montana” (578) Dobek

TBA

23. Workshop

Student Stories (3)

Workshop: Leiner, Logan,

Morris

Exercise 7 Class

Collaboration: #139

Workshop Letters

Story due: Heidi Thalman,

Brent Treworgy, John

Trujillo

Workshop Letters

Workshop Letters

Exercise 8 Place: Choose one of the following: #172,

#173, #176 or #179

Story due: Bacon, Buffum

TBA

Story due: Chauhan,

Dobek, Ebner

Workshop Letters

Story due: Estelle, Griffin,

Hardy

11/3 (W) 19. Writers Here &

Now

Round 2:

Workshop Student

Stories (2)

11/8 (M) 20. Workshop

Student Stories (3)

Percival Everett, Excerpt from “I Am Not Sidney

Poitier” (handout)

Shackelford

Workshop: Bacon, Buffum

Workshop: Chauhan,

Dobek, Ebner

11/10 (W)

11/15 (M)

11/17 (W)

21. Workshop

Student Stories (3)

22. Repetition &

Variation

Workshop Student

Stories (2)

Workshop: Estelle, Griffin,

Hardy

Tim O’Brien, “The Things

They Carried” (608)

Hardy

Workshop: Moura, Lee

Workshop Letters

Story due: Moura, Lee

Workshop Letters

Story due: Leiner, Logan,

Morris

Workshop Letters

Story due: Perry-Johnson,

Rogers

Workshop Letters

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11/22 (M)

11/24 (W)

11/29 (M)

12/1 (W)

12/6 (M)

12/8 (W)

24. Flash Fiction

Workshop Student

Stories (2)

Flash Fiction stories

(handout in class 11/17)

Workshop: Perry-Johnson,

Rogers

Story due: Rudin,

Shackelford

Exercise 7: The Wedding

Cake Exercise due in class

Workshop Letters

Story due: Thalman,

Treworgy, Trujillo

NO CLASS –

Thanksgiving

Holiday

25. History

Workshop Student

Stories (2)

John Updike, “A&P” (783)

Treworgy

Workshop: Rudin,

26. Workshop

Shackelford

Workshop: Thalman,

Student Stories (3) Treworgy, Trujillo

27. Revelation Stuart Dybek, “We Didn’t”

(ELMS) Moura

28. Conclusion

Workshop Letters

Workshop Letters

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Author Project Sign-Up Sheet

1. Sherman Alexie (9/8)

2. Junot Diaz (9/8)

3. Kevin Brockmeier (9/13)

4. Raymond Carver (9/15)

5. Ernest Hemingway (9/15)

6. James Baldwin (9/20)

7. Tobias Wolff (9/20)

8. Jamaica Kincaid (9/22)

9. Mary Gaitskill (9/22)

10. James Joyce (9/27)

11. Robert Boswell (9/29)

12. Wells Tower (10/4)

13. Aimee Bender (10/11)

14. Margaret Atwood (10/18)

15. George Saunders (10/27)

16. Alice Munro (10/27)

17. Percival Everett (11/3)

18. Tim O’Brien (11/15)

19. John Updike (11/29)

20. Stuart Dybek (12/6)

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Sample Workshop Letter

Dear Julie,

First of all, I’d like to say that I’m thrilled that you attempted a second-person story. I fell in love with Lorrie Moore’s Self-Help

*, and I’m glad to see a similar style creeping up in your story. Lorrie Moore is certainly someone to emulate.

“Note to Sixth Grade Self” is, as I’ve mentioned, a story written in the second-person. It is about a fairly dorky sixth grade girl: she doesn’t have many friends; she dislikes the popular girls yet wants desperately to be popular; she’s a good dancer; she has a crush on Eric. However, this girl is not your typical dorky child. She is a thoughtful and self-conscious yet self-confident girl. The effect of the second-person is that we become this girl. We essentially are the main character. We come to know her as well as we know ourselves. This is something I try to accomplish in my fiction, and you’ve pulled it off successfully. Good work.

On another note, some of the scenes run a little long. Also, it is clear that time has lapsed between the end of the scene on page 88 and the beginning of the next (and last) scene on page

89. The space break shows us this, and Eric’s comment about the dance also shows us. However,

I suggest adding a specific passage of time. Exactly how much time as passed? Why is today the day our character gets dressed and wears a barrette in her hair?

Overall, this is a great piece. I’d say you need one more draft and some line edits, and you’ll be finished. Nice.

Thanks,

Jackie

Your letters should be approximately this length. Please try not to go on and on. Sometimes too much commentary can be dangerous. Notice how I first addressed the content of the story and one element of craft—the point of view. Then I addressed what was working and what wasn’t.

Notice also that I included page numbers and specifics. Be sure to always sign your name. And I like to close with “Thanks” because I am always grateful to have been invited to read someone’s work. You can close your letter how you like, of course.

*Lorrie Moore’s collection of short stories

Self-Help contains a few stories written in the second person.

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Rising Action

Climax

Denouement

Tension

Scene

Summary

Backstory

Flashback

Present moment

Vocabulary List

Point of view

Narrator

Third-person

Third-person limited

Third-person omniscient

First-person

Second-person

Plot

Conflict

Exposition

Narrative arc

Pace

Setting

Description

Motifs

Theme

Imagery

Metaphor

Symbolism

Voice

Cliché

Diction

Character

Characterization

Dialogue

Indirect dialogue

Direct dialogue

Pacing

Metafiction

Short-short

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Author Project Grading Criteria

Grading Criterion: 1Incomplete 2Unsatisfactory 3Average 4Good 5Excellent

In the paper, has the student…

1 2 3 4

Identified the anthology story and one element of the author’s craft?

Demonstrated a thorough understanding of the chosen element of craft?

(using the proper vocabulary, citing relevant passages)

Provided a clear, detailed, and specific analysis of the chosen element of craft?

Cited examples from the story?

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Followed the length requirements and formatting guidelines?

(two pages, double-spaced, 12-point font, page numbers, Times New Roman, title)

Written a paper with few grammatical, typographical, and mechanical errors?

In the presentation, did the student…

Describe the author’s background, biographical information, publications, and key elements of craft?

Additional Comments:

Grade: _____________

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