Annotations

1. Annotations Stealing Craft

2. Annotation: • An annotation is a note that is made while reading any form of text. This may be as simple as underlining or highlighting passages.

3. Purpose • Recognize “moves” an author makes and steal them.

4. Content • Write a one page annotation, double spaced, printed. • Paragraph #1: Reference text and author • Paragraph #2: Highlight the author’s technique • Paragraph #3: Demonstrate how you can use it in your own writing

5. Content • Write a one page annotation, double spaced, printed. • Paragraph #1: Reference text and author: In the novel, When the Emperor Was Divine, by Julie Otsuka, she uses dream sequences by a child in order to show he has an active imagination to make the reader experience what the character is going through. • Paragraph #2: Highlight the author’s technique: (Quote the dream) • Paragraph #3: Demonstrate how you can use it in your own writing: I can use this technique in my own writing to get into a child’s point of view/mind/perspective. For instance, “

6. Content • Write a one page annotation, double spaced, printed. • Paragraph #1: Reference text and author: In the novel When the Emperor Was Divine, by Julie Otsuka, she uses second person point of view in order to get into the boy’s consciousness and make the reader feel trapped, just like him. • Paragraph #2: Highlight the author’s technique: (Quote the passage) • Paragraph #3: Demonstrate how you can use it in your own writing: I can use this in my own writing by giving the reader insight of the character’s inner life, “You say mean things. You shouldn’t speak that way. You tell too many stories about Thomas, who is just a train.”

7. Content • What technique is the author using to show the man is on drugs? • Paragraph #1: In the short story, “Car Crash While Hitchhiking” by Denis Johnson, he gives us the impression of a drug addict by having his imagery jump, from scene to scene using elipses. • Paragraph #2: “A salesman who shared his liquor and steered while sleeping…A Cherokee filled with bourbon…A VW no more than a bubble of hashish fumes, captained by a college student…” • Paragraph #3: I can these quick cut imagery in my own writing by jumping from image to image and using elipses to add a sense of derrangement. For example: • “Kevin Salas walked in wearing t-ball uniform handing me 6 periods of destiny…potato chips crushed beneath the palms of a Tongan monster…the floating dinosaur with dreads on his gluteus…the resting skulls atop desks dreaming of unicorns trapped in pudding, hiding their ear lobes…”

8. Topics for annotation: • Language • Diction • Sentence structure (syntax: short or long sentence…why?) • Parataxis: Short, simple sentences without conjunctions or subordinating clauses. • Hypotaxis: One clause subordinates all of the others, often with many modifiers • Rhetoric • Image • How image communicates beyond words • Irony (verbal, situational, dramatic) 4.Point of view (1st, 2nd, 3rd) • How POV is manipulated by writer (unreliable etc.) • How omniscient 3rd person POV works

9. Topics for annotation: 5. Personification • How a writer makes inanimate objects come to life in order to convey a mood. • Setting • How the author’s description of setting influences mood, or character • How diction/personification/imagery are used in setting • Character • What choices does the author make in creating character? • Physical gestures • Physical descriptions • Internal life • Archetypes • How do archetypes influence story? Are they cheesy? Are they useful? 8. Dialogue • What patterns of dialogue exist on the page? • Are characters actually speaking to each other or evading each other? • How does dialogue advance plot? How does it release information?

10. Topics for annotation: 9. Allusions • How does a writer use allusions to bring in new themes and moods into story? (Especially biblical allusions.) • Ideology • How does a writer convey his/her philosophical views on the events in the story? • Is it intrusive and heavy handed? Or does the ideology of the author adulterate the story? • Figurative Language • Metaphor (extended vs short) • Similes 12. Plot • What is plot? • How does plot influence character, and vice versa? • Are there “pre-made” plots? If so, should you use them? Why? • How does time influence plot, and vice versa?

11. Topics for annotation: 13. Any other brilliant observation you make on writer’s choices.

12. Group Work • Identify struggles you are having with your writing. • Write an annotation on this struggle. For example: I have difficulties with story beginnings. I have difficulties with dialogue. I have difficulties with controlling point of view.

13. Group Work In groups of 2, write an annotation on the dog scene of “When the Emperor Was Divine” (page 11). Focus on the following items: • Imagery • Situational Irony (“Play dead”) • Sensory details • How she controlled distance in 3rd person POV • Using the phrase “She thought.” • The diction or language of the woman REMEMBER THE FOLLOWING ITEMS: • Reference text and author • Highlight the author’s technique • Demonstrate how you can use it in your own writing

14. Group Work REMEMBER THE FOLLOWING ITEMS: Paragraph #1: Reference text and author Paragraph #2: Highlight the author’s technique “The imagery reveals…” “The setting gives the effect of…” “The tone of this part is…” “The character(s) feel(s)…” “This is ironic because…” “An interesting metaphor or symbol is” “The detail seems effective/out of place/important because…” “An interesting word/phrase/sentence/thought is…” “The author emphasizes________ in order to…” Or you may start with something else you feel is appropriate Paragraph #3: Demonstrate how you can use it in your own writing

15. Group Work REMEMBER THE FOLLOWING ITEMS: Paragraph #1: Reference text and author “In the novel/short story/poem, ‘___________’ by (Writer’s name), he/she uses _______________ to _____________.” In the short story, “Why the Sky Turns Red When the Sun Goes Down” by Ryan Hardy, he uses sensory details to evoke worry and tension from the story.

16. Group Work Paragraph #2: Highlight the author’s technique Ryan Hardy uses sensory details to create a sense of tension and worry as shown below: “His neck has twisted around so far that his chin seemed to rest at the shallow valley between his shoulder blades. His right arm has come off completely and…”

17. Group Work Paragraph #3: Demonstrate how you can use it in your own writing: “I can use this in my own writing by___________. For example, _________________.” I can use this in my own writing by using sensory details in my house in Miami, “I heard the drops of rain exploding off the window and leaving long, viscous streaks, like a stream of lost apologies.”

18. Group Work Trade annotations with another group. Write a scene or a poem using the other group’s annotation topic. You may ask the other group to clarify anything unclear in the annotation.

19. Group Work Prepare a lesson for the class on any topic that deals with writing. It can be on content or process.

20. Group Work • Be in groups of 4 • Choose the following roles for your group members: • Group leader: You will make sure everyone is doing the same workload • 2 Researchers: Will find examples of your topic • Facilitator: Makes everyone work together, doing all jobs. • Choose a topic to teach by the end of the period. • You can make a video, or use a powerpoint, or use anything you want. Be creative.

21. Group Work • Find at least two passages, from books, poems and movies to highlight your topic. • Mr. Kim will show some clips and read some passages based on your work.

22. Group Work • By the end of the class, break out your lesson in 5-10 minute chunks. The entire lesson should be from 15-20 minutes. Example: 5 Mins: Tap into background knowledge-ask class what they know about subject. 10 Minutes: Ppt presentation 5 Minutes: questions at end of class.

23. Class • Assign precise roles for each group member. You will not get credit for, “John will do the power point.” • Assign deadlines. • Turn in this list by the end of the period. Example:John will create the powerpoint slides 1-3, reviewing what Mr. Kim already taught us. The slides will have one movie clip of a character acting unexpectedly, paradoxically. He will finish these by tomorrow. Kelly will create slides 4-7, introducing new material Mr. Kim had not gone over. Slide 4 will be an outline of new terms and definitions. Slide 5 will be a scenario, a scene in which John and Kelly will act out in front of the class to highlight their point. He will finish these by tomorrow.

24. Class Rubric • Engagement: Can not just stand in front of the class, everyone must be involved (speakers), High-low energy mix, good talk vs. boredom, calling on people, get the students attention, make it fun, reward for answer, don’t say “umm”, involve the audience, interesting presentation, don’t be boring, ask for opinions, out of their seat

25. Class Rubric Expertise in topic: Not having to rely only on the slides, ask class then correct, be able to answer students questions, don’t hesitate, give direct answers not “ask your friend”, be prepared

26. Rank each value, 1 being the highest, 9 being the lowest, in your idea of success/fulfillment. • Education • Happiness • Money • Power • Family • Personality • Hard work • Leadership • Faith

27. Penguin Write a scene, taking the penguin’s point of view. Use sensory details, perhaps gestures and triangular conflicts between family members to get the penguin on its way to the mountains. I’m tired of this shit. I can’t stand y’all meeping in my space, waddling like a bunch of telitubbies on drugs.

28. Penguin It’s been 2 years since my mother hen went out to sea and never returned. I was a downy chick, the molt of my feathers the color of mud. I had just been able to eat fish after weeks of milk. I saw the shiny black back of my mother waddling away that sunny afternoon, and when I woke up an hour later, she had not returned. The family nested beside me had given me extra pieces of herring for a couple of days, but soon, I realized my mother wasn’t coming back. Most of the molt had fallen away, and my own downy feathers had appeared. I slid on my belly and pushed forward using my feet to get to the edge of the iceberg. This is where most of us dove into the waters below. The sea that day was the color of metal, rippled at spots, and icebergs drifted past, some cracking, and I imagine my mother maybe on one of those icebergs, waving at me. I dove into the waters, and as I pumped my wings underwater, I felt as if I were choking, the water leaking into my beak. It was purple all around, and my orange feet pulsed with the cold. I flapped until I emerged to the surface, almost shooting into the air. The wind whipped all around me. I was alone. I eventually got the hang of swimming: all you had to do was let the currents carry you, flap, and it was like gliding in the sky. I reached the shores and stared out at the sea and sky. Such space, and I was here, without my mother. All that space—and where could she be?