jump to navigation

Antz Assignment November 24, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

You’ll need to complete 30 points from the following activities. All work is to be placed either on your blog or in your “My Documents” folder in a folder called “Antz Assignment”.

Character Blog
Choose ONE Character from the film . Tell the story of the film from their perspective through a number of blog posts. Include their thoughts, feelings, attitudes and some quotes from the film. You might want to set up an entirely new blog, written by your character.

(15 points)

Character Interview
Choose ONE Character from the film (not the same one from the blog, if you’re doing that activity). Script an interview with the character, including a minimum of fifteen questions and answers. Your questions should be a mix of serious and humorous but they must be relevant. Also, make sure the character can’t just answer your questions with a “yes” or “no”.
(10 points)

The Journey
Draw a map of Z’s journey throughout the film, indicating people and places he encounters along the way. These encounters often create turning points in a character’s life – that is, moments when they learn something about themselves and others. On your map, indicate and explain the key turning points encountered by the central character.
(10 points)

Character Description
Pick one of the characters from the film and write a one page description of them. What do they look like? How do they speak? What do they do? How do they behave? Make up some background for your chosen character – tell us some things that happened to them in the past.
(10 points)

Key Scene
Draw a key scene from the film, with a short description explaining what is happening
(5 points)

Antz: The Sequel
Write a two page story about what you think happened to the characters after the film ended. Make sure your story feels true to the feel of the film. Don’t, for example, have the characters abducted by (very small) aliens or all killed off horribly in a train accident/avalanche/asteroid collision/magnifying glass attack. What do you think really happened?
(15 points)

Film Review
Using the structure we’ve already studied, write a film review of “Antz”.
(10 points)

Film Poster
Design a poster promoting the Film. Be inventive (and colourful!)
(5 points)

A Friend of Z is a Friend Indeed
What sort of person do you think Z would be like to have as a friend? Imagine you were a fellow worker, trying to do your job. Write a story about spending a day in Z’s company. Alternatively, imagine having to spend a day at school with Z as one of your classmates and write a story about that.
(15 points)

Negotiated Topic
If you have another Antz-related idea, come and see me and we’ll decide how many marks it will be worth.
(5-15 points)


Friday’s Work (9C and 9D) November 23, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

By the end of today’s class you’ll need to finish:

1) Your podcast treatment (What is this? I hear you ask – it’s here, in case you’ve forgotten.)

2) Your persuasive speech (My what? you say – this is here.)

3) Your interview questions. There should be at least 10 of these.

4) Any other segments you want to include (skits, reports etc.)

5) You’ll need to write a blog post talking about what you’ve done for your podcast.        Have you worked well with your group? What could you do better?

Podcast Preparation November 15, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Today we’ll be finishing preparations for our Podcasts so we can begin recording them next week. By the end of this lesson you’ll need the following:

1) Your podcast treatment (see here for details)

2) Your persuasive speech. Use the sheet you were given the other day (which you can find here if you’ve lost it – in which case, you need to be more organised.) Use this lesson to find some statistics or facts online that will support your argument.

3) A list of roles for members of your group. Who will present/interview etc. ?


Persuasive Strategies Sheet

Time Bandits Questions November 10, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

1. Kevin’s house is full of brown colours and electrical appliances. His parents only seem interested in watching game shows. His house is in an estate full of identical houses. What do you think the film is saying about ordinary life? Are we too busy thinking about everyday things to notice anything interesting? (At the end of the film, no-one seems to notice that Kevin’s parents have exploded.)
2. Do you think it’s true Kevin stands out because he has a strong imagination? He is interested in other places and times and longs to see them. What do you think “Time Bandits” is saying about having imagination?

3. The Evil One is obsessed with computers and technology. What does this tell us about technology in our society?

Post the answers on your blogs.

A Warning November 9, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Be careful with fireworks.

Podcast Treatment November 9, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.

Today we’ll be working in groups to put together a treatment for the podcast you’ll be making.

A “treatment” is a document usually used by filmmakers to plot out their film and to present to others (usually to get funding.) You will use your treatment to outline your podcast. The underlined headings will form the basis of your own treatment. The italicised writing contains helpful hints for filling in each section.



TOPIC/THEME: eg. Growing Up, What it Means to be Grown Up…

PURPOSE: Why are you making this podcast (Don’t just write “because my teacher made me”)? Why should anyone want to listen to it? In this section you need to “sell” your product – convince the reader that it should be made. Be sure to highlight what you are trying to persuade the audience of – what is your point of view?

SYNOPSIS: This is a short overview of what your podcast will be aboout – a summary. It should include features, the people you intend to speak to, and so on. It does need every minor detail (eg. sound effects) but should include the most important elements of the production.

SEGMENTS: This is a breakdown of the different segments of the podcast. Each section should include an approximate duration and as much detail as possible. A scripted segment, such as a play or a speech, should be fully scripted here. Sections in which you do not know what responses you will get, such as interviews and vox pops, should have approximate time intervals and a list of the questions that will be asked.

Music should also be included in these segments and effects (eg. fade in and fade out) where possible.

There MUST be at least one scripted speech in this podcast.


1) Introduction Music/Theme: “When You Were Young” by The Killers. (10 second clip, chorus)
2) Host introduces programme and first segment.

3) Interview

Interview with James Smythe on what he believes it means to be an adult in the early 21st Century.

  • Opening music: Blink 182 “Dammit” – 15 second clip, chorus
  • Introduction: (you will need to script what the host of this segment – the interviewer – will say
  • Questions

4) Host recaps and introduces next segment





a persuasive, scripted speech

vox pops

It can also contain other segments, such as comedy skits, as long as they are relevant to the theme.

Once your treatment is finished, each member of your group should post it on their blog.

Jetty Rats Assignment: Pulling Threads from the Plot October 19, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment


This part of the task can be done in pairs. 

Using a method of your own choosing, create a map of the various plot threads within “Jetty Rats.” Think of each event as a stop in a train line. At some stops a number of the plot threads (or lines) will converge (meet up). You’ll need to explain what part of the story each stop represents. Where will each line end? Will every plot thread end up at the same place? Be inventive – use a different colour for each line. (You should have at least 6 lines with at least a dozen stops per line.)



Choose one of the following topics. (Answering Question 1 will allow you to be marked at a much higher level.)

This part of the assignment must be done on your own. 

Question 1:

Choose at least
three plot threads from “Jetty Rats” and explain how they link up. You’ll need
to explain what each plot thread is about, what they have to do with the main
story and, most importantly, why they resolve the way they do. Do they have a
happy resolution? Are they dependant on other plot threads resolving at the
same time?

This part of the
assignment needs to be structured as an essay, with a paragraph for each plot
thread. (500-600 words)

Question 2:

Hunter changes a
lot in the space of a few weeks (his summer holidays.) Write a story about a
time that you (or a character you create) goes through a similar amount of
changes. How did you (or your character) change? Why did you change? Were the
changes a good or a bad thing?



1) Decide which Plot Threads you will map.

2) List the “stops” or events on each plot thread.

3) Start thinking about how your lines will intersect. (Remember some plot threads will intersect a number of times.)

4) Design your map.



You can download a copy of the assignment from here: Jetty Rats Assignment

The London Underground Maps

The London Underground (Disorganised Version) 

Melbourne Transport Map 

8D Friday the 13th: Doctor Who October 12, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Today we’re going to start working on a review of the episode of Doctor Who we watched on Wednesday. To do this, you’ll first need to type up the questions below (these are the same questions you should have done for “Wallace and Gromit”). Once you’re done, use the steps in the post below to complete a review.

When your review is completed, post it (and the questions) on your blog.

You’ll need some information on the people who made the episode, which can be found here:
http://www.bbc.co.uk/doctorwho/episodes/2005/rose.shtml (Use the “Fact Sheet” down the bottom.)

The writer was Russell T. Davies and the director was Keith Boak. All the other important details should be on the Fact Sheet.

You can find some other reviews here: (scroll down to “27 March 2005 :: First press reviews”)


If you complete this, write a post about the effect using ordinary in extraordinary ways can have on a viewer or reader. Why do people write stories that make the real world seem magical or strange? Why do we like them?

Back to School Blues October 2, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Welcome back! To celebrate your return, here are three fun tasks for you to complete.

1) Write a short story on your blog called “Why People Should Be Jealous of My Holidays” (if you had a good break) or “Why No-one Would Be Jealous of My Holidays” (if you didn’t).

2) Write a paragraph reviewing a friend’s mini-novel. You all should have read at least one other novel but if you haven’t you can do so now. Your review will need the following:

  1. A description of what happens in the novel. Who are the main characters? What are they like?
  2. What you liked about it.
  3. What you think the writer could improve. (Be constructive – think what you would like to hear had you written the novel.)

3) Write another post explaining how you are going to change your novel for its second draft. What areas do you think need work?

10 Simple Rules for Editing Mini-Novels September 13, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

The secret to good writing is good editing, which we’ll all be helping each with as we get ready to start work on our second drafts.

1) Homophones: These are words that sound the same but are spelled differently. It’s easy to get these mixed up when you’re writing, even if you know what you should be writing. There’s a complete list of them here: Homophones  (click on link to see) eg. witch/witch
(also make sure you’re not mixing up off and of.)

2: Don’t use the word “and” (or any other word) more than ONCE in a sentence unless you really need to. It’s usually worth trying to say things in a different way.

3: A sentence really shouldn’t be longer than 1.5 lines.

4: A new character speaking means a new line.

eg. “Which witch should I use there?” Jonno asked.

“It depends whether you mean an evil crone or not,” Jess replied.

5: A new paragraph needs an indentation (you can do this by hitting the TAB key once.) You should also indent speech.

eg. This is a new paragraph so it needs to be indented. You would also indent a line if it was someone speaking.

“Like this,” said Someone.

6: Capitals are for names, places and the start of sentences. You can also use them for acronyms or abbreviations, such as RSPCA, AFL or YMCA.

7: Who is telling the story? Is it a he, a she or an I?

First Person: I am telling the story.

Third Person: The story is about someone else (a him or a her.)

8: When is the story happening?

Make sure the tense is consistent (the same the whole way through).

Present tense: The story is happening.

Past tense: The story had already happened.

9: Where is the story happening?

Be descriptive about the setting and the characters. The reader will want to know where things are happening and what the characters are like.

10: Make sure the sentence makes sense. Also, is it necessary? Or is it telling us something we already know?

Homophones and Debating Tones (Again!) September 1, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
comments closed

Two things today ladies and gents…

First off, complete the Homophones activity below.

Then head over here

Homophones and Debating Tones August 29, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
1 comment so far


Homophones are words that sound the same, but have different spellings and meanings, e.g.flower and flour.
Just as with Silent Letters, you’ll need to learn these words as there are no spelling rules to help you remember them.

Here is a list of common homophones.

Homophones Examples
You are not allowed to smoke until you are 16.
She spoke her thoughts aloud (to say something so it can be heard).
A bear is a large furry animal.
She walked on the beach with bare feet.
To be bored is to have lost interest in something.
A board is a flat piece of wood.
If you break something you damage it.
When you brake the car slows down.
He caught a large fish.
You play tennis on a tennis court.
Did you check that the door is locked?
You can write a cheque to pay your bills.
I can’t find my socks.
She was fined $40 for driving too fast on the freeway.
A daffodil or a rose is a flower.
You need some flour to make the birthday cake.
She has really long hair.
A hare is an animal like a rabbit.
Please come over here.
Can you hear that noise?
His leg is broken, but it will heal (get better).
Your heel is at the back of your foot.
When we go to Spain we’ll hire a car.
The mountain was higher than the clouds.
There are 60 minutes in an hour.
This is our house.
The maid cleaned all of the 15 rooms.
I made the bed this morning.
I spilt wine on my brand new shirt.
I knew the answers to all the questions.
There was only one piece of birthday cake left.
She won the running race.
I ate a pear and a banana for breakfast.
I won the card game with a pair of aces.
I ate a very large piece of pie.
He went on an march for world peace.
I painted over the wallpaper in a plain colour.
The plane landed late because of heavy fog.
Can you please pour some milk on my cereal.
He grew up in a poor neighbourhood.
The cat hurt his paw in a fight.
He cut the tree down with a saw.
His ankle was sore after he fell over.
She couldn’t see without her glasses.
I went swimming in the sea while on holiday.
She built a sandcastle by the shore.
I’m sure that I turned the oven off. (to be absolutely certain)
Don’t let the children out of your sight.
There were four cranes on the building site.
She ran down the stairs to answer the phone.
He stares out of the window at the neighbours.
The thief got caught trying to steal the diamond.
The buildings were made of steel and glass.
They’re is a shorter way to say they are.
It was their dog that bit the postman.
The supermarket is over there.
I walked through the door into the room.
She threw the ball a long way.
He isn’t going to work today.
Too is another way to say as well.
Two is the number between one and three.
Waiting for the wrong train was a waste of time.
Her old dress was a bit tight around the waist.
A week is seven days long.
He was too weak to lift the heavy box.
Where are you going tonight?
Which tee-shirt are you going to wear out?
I’m not sure whether to phone her or not.
Sun, rain, wind and snow are types of weather.
Which ice cream would you like?
The witch was seen flying on a broomstick.
Two halves make a whole.
There was a hole in his sock.
I am tired and worn out.
He tried to warn her about the wet floor.
Would you like a drink?.
Wood comes from trees.
I must write a letter to my friend soon.
Right is the opposite of left.

a) Now write a post on your blog. It can be about anything you like – you might want to try writing a quick poem – but it must include 5 pairs of homophones. Good luck!

b) Once you’ve done this, complete the 3rd Level of the game here


Use the rest of this period to make sure that both your Holes talk and Debating notes are ready. You might want to use some of the time to talk with your Debating group about the research you’ve done into your topic. What will your main arguments be? What do you think the opposition might use as their main argument?

Holes Questions – the whole lot of them August 24, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Those of you who STILL haven’t done your Holes Questions and have lost your sheets, you can download ALL of the questions here

Silent Letters and Talking Holes August 24, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
1 comment so far

Silent letters are letters that you can’t hear when you say the word,
but that are there when you write the word. They are commonly mispelled words with no fixed rules, so it’s worth spending time learning them.

Silent N Silent D Silent G Silent U
Autumn edge gnome guest
damn hedge gnarl guess
hymn Wednesday sign guitar
column handsome resign guard
handkerchief design building
badge foreigner guilty
wedge rogue

Silent H Silent T Silent K Silent B
what witch knife lamb
when fasten knee thumb
why castle knot numb
which watch knitting crumb
whether butcher know climbing
ghost scratch knob bomb
honest listen knock comb
hour match knickers doubt
while Christmas knuckle plumber
white mortgage knight limb
where soften knack debt
rhythm often knew tomb

Silent L Silent W
almond wren
palm wrote
yolk wrestling
calm wriggle
salmon wrinkle
calf sword
half whole
chalk wreck
talk two
walk wrap
folk wrong

Now try out the game below:

Silent Invasion

If you have headphones, you can plug them in. Otherwise, you can play the game without sound. There are a few levels, so spend some time trying them out.

Once you’re done, there are 3 things for you to do today:

1) Finish your Holes brochure

2) Finish your notes for your Holes talk

3) Research and prepare for your Debate

If you’re debating Junk Food in schools, you might find the below links useful:

Cheaper, healthy food would help fight fat

New call for ban on junk food

If you’re debating Petrol Prices, check this out:

Pain at the Bowser (a Bowser is the machine that gives out petrol at a station)

If you’re debating School Uniforms, have a look at this:

Schools back principal in cross row

Holes Oral Task August 16, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

You are to tell a story from the point of view of someone sent to Camp Green Lake. You can invent a character and spend 3-5 minutes telling us:

1) Why you were sent to Camp Green Lake. What was your crime? Are you guilty or innocent?

2) Your first impression of Camp Green Lake, its Warden and Counsellors.

3) What you thought of your fellow campers. Which of them did you like or dislike? Explain yourself.

4) A story about one interesting thing that happened to you while you were there.

Jetty Rats Questions 12 – 20 August 15, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
1 comment so far

1. Why does Storm say to Hunter ‘Just when I’m ready to give up on you, you go and do something like that.’

2. How has Hunter’s relationship with Storm changed?

3. What is Hunter’s plan to bring the Mulloway back to Dogleg Bay?

4. Why does Warwick ask if Hunter’s Mum has a ‘man in her life’?

5. How do you think Hunter would react to Warwick dating his mum?

1984: Fact in Fiction August 10, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Today we’re conducting a bit of Internet research to find out about current privacy-related issues and debates affecting our society – in other words, current issues that echo those raised in 1984.

As there’s seemingly endless amounts of information related to this topic, you will need to limit your time searching and focus on a handful of resources that are particularly relevant. The list of sites below provides a good starting point. As you explore the sites, record your findings in the chart provided. (While you’re doing that, record the number of times Big Brother is referenced in the modern-day articles you read.)

General Privacy Issues

•     Privacy International
•     About.com: Privacy Rights

Internet Privacy Issues

Video Surveillance

Drug Testing   

Police Surveillance, Including Search and Seizure

Racial Profiling

Speed Writing August 9, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Download the worksheet for Speed Writing here 

The purpose of speed writing is simply to get something down on the page. Often the hardest part about writing a story is running out of steam or getting something down on the blank page. Speed writing will give you a complete chunk of something that you can then go back and fix up. You might find this much easier than stopping and starting on your way to finishing something.

After a speed draft is done, you’ve got something you can either work with or throw away — a choice you didn’t have before.

Here are the rules:

• You must not interrupt the flow of words upon the page, even if it means taking up space with things like “OK, I’ve run out of something to say, I really don’t know where to go next, let me think, what if I tried…”

• You must not stop to reread or edit what you’ve written until the speed session is over.

Some writers, including Stephen King, like to listen to loud rock music when speed writing. Some do it standing up. Some like the feel of a number two pencil, some love the sight of a yellow legal pad. Whatever. Just start writing and don’t stop. Don’t edit. Don’t try to think about what comes next. Don’t evaluate. Don’t do anything but listen to that little voice inside your head and write down everything it says.

Do this for an entire novel and you’ve got your first stab at a plot summary. Do it for a short story or a book chapter, and you’ve got a first draft. Very rough, but very important.
This speed draft serves three distinct purposes:

1 It lets ideas connect to each other where it counts — on the page in actual sentences and paragraphs.

2 Because several speed drafts can be done in one morning, you can play around with different organizational structures without committing serious composing time to any one.

3 With the work’s overall structure in front of you, albeit in rough form, you have slain the monster of the blank page and the work now exists at least in some form. All you have to do now is to refine it and have fun playing with it.

With thanks to Beating Writer’s Block


According to the tapes, my father, then about as run-of-the-mill as Joe Blow himself, didn’t want to see the thing.

Lee K. Abbott, The Talk Talked Between Worms [1996],

Far out in the uncharted backwaters of the unfashionable end of the Western Spiral arm of the Galaxy lies a small unregarded yellow sun.

Douglas Adams, The Hitchhiker’s Guide to the Galaxy [1979]

This is a story about a man named Eddie and it begins at the end, with Eddie dying in the sun.

Mitch Albom, The Five People You Meet in Heaven [2003]

She was dead. What did it matter if icy needles of freezing rain flayed her skin raw. The young woman squinted into the wind, pulling her wolverine hood closer. Violent gusts whipped her bearskin wrap against her legs.

Jean M. Auel, The Valley of Horses [1982] (ch. 1)

It was about eleven o’clock in the morning, mid October, with the sun not shining and a look of hard wet rain in the clearness of the foothills.

Raymond Chandler, The Big Sleep [1939]

The pebbled glass door is lettered in flaked black paint: “Phillip Marlowe . . . Investigations.” It is a reasonably shabby door at the end of a reasonably shabby corridor in the sort of building that was new about the year the all-tile bathroom became the basis of civilization. The door is locked, but next to it is another door with the same legend which is not locked. Come on in–there’s nobody in here but me and a big bluebottle fly. But not if you’re from Manhattan, Kansas.

Raymond Chandler, The Little Sister [1949] (ch. 1)

It was a wrong number that started it, the telephone ringing three times in the dead of night, and the voice on the other end asking for someone he was not. Paul Auster, City of Glass [1985]

Of all the people that ever went west that expedition was the most remarkable.

Irving Bacheller, Eben Holden [1900]

Pop! A dart flashed in the sunlight and popped a red balloon.

Len Bailey, Clabbernappers [2005] (ch. 1)

Download the worksheet for Speed Writing here

Camp Green Lake Brochure August 7, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Today we’ll be finishing off our stories on Urban Legends and starting work on brochures for Camp Green Lake. You can use Publisher to create these brochures from pictures you find on the internet.

A great place to search for pictures is here: www.alltheweb.com

Be imaginative. How do you think you could make Camp Green Lake seem appealing?

Jetty Rats Questions Chapters 9 – 11 August 7, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

1. Why did the Photocopies fall out with Miracle?

2. What was Miracle’s justification for changing their project?

3. Who was “Dougy”? Why did Zappo call him “crazy” and where is Dougy now?

4. What makes Hunter decide Warwick “isn’t too bad”?

Jetty Rats Questions Chapters 7 -8 August 6, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

1) Who are the groupies?

2) Miracle used to listen to Korn and Eminem but has given them up in order to listen to Dire Straits. What brought about this change in him?

3) Do you know anyone who has changed suddenly like this? If not, do you think it could happen? Are there any other examples in the book?

4) Who are Fish Fatteners?

5) Do you think Hunter actually is a good fisherman? Or is the Fish Fattener dad better? Explain your answer.

Arr, ye Landlubbers August 4, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

For no apparent reason, today is designated “Pirate Day”. Each of you is to find your pirate name here: http://gangstaname.com/pirate_name.php

Once you’ve got it, share with the rest of us on your blog.

Mine is

Ambiguous Jack Blythe

Yesterday I was a Donkey, Today I am a Rat August 3, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

All Year 9 students (and some Year 8 students) are invited to join an interactive novel set up by Miss Pryor, Mr Rudd and myself. This will be an extension exercise for those of you who have already finished your mini-novels and will greatly boost your mark for this semester. To join, you need to do the following:

1) Ask your teacher. You will then be added to the site as a contributor, meaning you can post entries whenever you like.

2) Complete a “Build Yourself A Character Sheet” sheet and submit it to your teacher. You need to create your own character because all of your entries will be written from this character’s point of view. Your character will be telling their own story.

3) You’ll also need to think of a story for your character. Your story will change, due to the interaction of other characters, but you should have a general idea of what your character will get up to. Read the chapters already written to get an idea of the sort of story you could tell.

4)  You’ll also need to follow these rules:

  • Your character can’t kill anyone else’s character. In fact, you shouldn’t use anyone else’s character in your story unless you’ve talked to them about it first. No-one else should do anything to your character without talking to you first.
  • You must read all other entries. Any large events that happen in the setting (such as a riot or a bombing etc.) need to happen to your characters as well. This will allow the stories to connect with each other.
  • Use the comments to regularly give CONSTRUCTIVE feedback to the other authors. You’ll really appreciate the feedback on your own chapters – it makes you want to keep writing!
  • Write regularly! These stories will be available to anyone who wants to read them. Readers will need regular entries to stay interested.
  • Do research! There’s a list of resources on the site, so make the most of them.
  • Have fun! (This rule is possibly the most important.)

The site is here: pulpedfiction.wordpress.com

Beginning the Novels August 3, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

Today we’re starting writing our Mini-Novels. Think carefully about the work we’ve done on starting a story. In particular, consider the following:

1) Is my first line an interesting start to the novel? Will it catch the reader’s attention?
2) What is the “hook” in the first chapter? What will make the reader want to keep reading?
3) Have you used descriptive writing well to establish your setting? Will the reader be able to imagine themselves there?
4) Have you written an EXPOSITORY paragraph – remember, this is an ‘information’ paragraph that tells the reader about a person, place, thing or idea. This is a really useful tool for getting the story underway. You can tell us who your character is, where they come from, where they’re going and whatever other information is necessary for the reader to understand what is happening.

All the work we’ve done on the Mini-Novels so far can be found here:


REMINDER: Your “How to Hatch a Plot” work is now due. If it isn’t in by the end of today, you’ll be given a redemption.

The work you need to do can be found by selecting the “Novel Writing Exercises” category.

Urban Legends and Tall Stories August 2, 2006

Posted by Myke Bartlett in CSC 2006 Classwork Archives.
add a comment

A tall story is a story that is greatly exaggerated and not entirely true. In other words, Urban Legends tend to be Tall Stories. Today we’ll look at some Urban Legends and discover a little more about where they come from. As we learned yesterday, a lot of Urban Legends have a grain of truth in them. Remember this when you come to write your own Urban Legends.

Write your own Urban Legend in a post on your blog. If you finish, go look at other people’s blogs and comment on how believable you think their story is. Be constructive and polite!