Quick Fiction in 100-150 Words: A Project for Your Classes, A Project for Yourself?
I often use creative writing projects in my classes, especially English 1B, because I've found that most people read differently, read more effectively, if they think of themselves as--you guessed it, how obvious--as writers. I've found that creative writing assignments tap into a special self-vision of being a writer for my students--and for myself, frankly--that expository writing assignments just don't quite reach in the same way. English 1B, with the emphasis on literature and critical thinking, is a key place to tap into personal creativity for the most obvious relevance to the work of the course.
Short-short stories, Fast Reads, Quick Fiction--whatever the label, this is the genre I've found most effective with my students. We read a collection from a "Fast Read" contest in _The Monterey Weekly_ from a few years ago (that I chanced upon while on a dive trip); the Fast Reads call for stories in "101 words or less." We discuss and analyze those stories, and then we write some of our own. I request two short-short stories, 100-150 words in length, from every student. One of those stories is presented anonymously to the class. Together, we read, discuss, and analyze the class stories. We don't hold a contest for best of set, but we do look for good titles, good opening lines, good moves, good striking descriptions, characters, plots, and so forth: the standard right words in the right places. I emphasize looking for the good stuff in any and every piece to create a crucial supportive environment and to curtail easy criticism and cynicism. Why not look for what works well, first, in any and every piece of writing?
I also write short-short stories and contribute my own, anonymously, with the rest of the class. Why not? And why not share short-short stories as fellow members of our department?
Here's one of mine, from Spring 2007. I offer it as a piece of entertainment and as a model or challenge. I'm sharing, so why don't you? Come and play: quick fiction in 100-150 words.
HOLD YOUR BREATH
Fifty feet underwater, cellphone in hand, Martin wondered whom he could call. Why had he felt compelled to show off? After Jane had dropped her phone overboard, he'd breathed deeply, had descended swiftly, and had found it fairly easily amidst fish and coral. What a champion retriever! Now, his chest clenched, his throat constricted, and the weight of the water pressed down as he looked up, up at the diveboat, up at Jane floating, peering downward. He held out the phone. Why not--he thought, pumping his legs--why not return in style? And yet his chest muscles seized, his throat convulsed, his vision funneled, and his finned feet faltered. How long had he been under? Oh, he'd make the surface, oh, though not in any style he'd wish remembered. I'm a desperate dog, he thought, digging, digging, digging. Another part of his mind calmly queried, "A desperate dog?"
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~ ~ ~ ~ Please forward this to anyone you believe would be interested ~ ~ ~ ~ ~
I'm teaching _Othello_ in English 1B this semester, and I am wondering which film version(s) to use. I intend to use clips from various versions, but which one would be best for the full screening?
And, I am thinking of offering a night-viewing to go with the piecemeal MWF viewings. Do our students usually show up for such an extracurricular activity? I intend to ask my specific students tomorrow, but I am curious what the experience of others has been.
5 comments:
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brownie
Quick Fiction in 100-150 Words: A Project for Your Classes, A Project for Yourself?
I often use creative writing projects in my classes, especially English 1B, because I've found that most people read differently, read more effectively, if they think of themselves as--you guessed it, how obvious--as writers. I've found that creative writing assignments tap into a special self-vision of being a writer for my students--and for myself, frankly--that expository writing assignments just don't quite reach in the same way. English 1B, with the emphasis on literature and critical thinking, is a key place to tap into personal creativity for the most obvious relevance to the work of the course.
Short-short stories, Fast Reads, Quick Fiction--whatever the label, this is the genre I've found most effective with my students. We read a collection from a "Fast Read" contest in _The Monterey Weekly_ from a few years ago (that I chanced upon while on a dive trip); the Fast Reads call for stories in "101 words or less." We discuss and analyze those stories, and then we write some of our own. I request two short-short stories, 100-150 words in length, from every student. One of those stories is presented anonymously to the class. Together, we read, discuss, and analyze the class stories. We don't hold a contest for best of set, but we do look for good titles, good opening lines, good moves, good striking descriptions, characters, plots, and so forth: the standard right words in the right places. I emphasize looking for the good stuff in any and every piece to create a crucial supportive environment and to curtail easy criticism and cynicism. Why not look for what works well, first, in any and every piece of writing?
I also write short-short stories and contribute my own, anonymously, with the rest of the class. Why not? And why not share short-short stories as fellow members of our department?
Here's one of mine, from Spring 2007. I offer it as a piece of entertainment and as a model or challenge. I'm sharing, so why don't you? Come and play: quick fiction in 100-150 words.
HOLD YOUR BREATH
Fifty feet underwater, cellphone in hand, Martin wondered whom he could call. Why had he felt compelled to show off? After Jane had dropped her phone overboard, he'd breathed deeply, had descended swiftly, and had found it fairly easily amidst fish and coral. What a champion retriever! Now, his chest clenched, his throat constricted, and the weight of the water pressed down as he looked up, up at the diveboat, up at Jane floating, peering downward. He held out the phone. Why not--he thought, pumping his legs--why not return in style? And yet his chest muscles seized, his throat convulsed, his vision funneled, and his finned feet faltered. How long had he been under? Oh, he'd make the surface, oh, though not in any style he'd wish remembered. I'm a desperate dog, he thought, digging, digging, digging. Another part of his mind calmly queried, "A desperate dog?"
---Matt Duckworth
Cool short-short, Matt--and a great way to distinguish the blog from the listserv. I'm still trying to trim 15,000 words from my story...
How can someone start a new post?
Well, in any event, here's my bit...
Unique Holiday Gifts ~ Hand-made ~ Gift Certificates Available
http://www.kateswoboda.com
Every year it's a race to get holiday shopping done--and to buy something that's not too expensive (yet not too tacky). This year, support the arts (or, at least, an artist!) by buying original art, photographic prints, jewelry and art prints. All are available at http://www.kateswoboda.com.
Not sure what someone would like? Gift Certificates in any denomination are available!
Questions? Comments? More information? Contact me: kate@kateswoboda.com or 510.827.0303
~ ~ ~ ~ Please forward this to anyone you believe would be interested ~ ~ ~ ~ ~
Hello Colleagues,
I'm teaching _Othello_ in English 1B this semester, and I am wondering which film version(s) to use. I intend to use clips from various versions, but which one would be best for the full screening?
And, I am thinking of offering a night-viewing to go with the piecemeal MWF viewings. Do our students usually show up for such an extracurricular activity? I intend to ask my specific students tomorrow, but I am curious what the experience of others has been.
Can you help me?
MD
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