Vocab Module 3 -  Vocabulary Review: Writing Roulette 

Learning Objectives: When you finish Vocab Mod 3 you should be able to answer the following questions:

Have I really moved the vocabulary studied in 1100 Words, Weeks 1-8 into my utilitarian vocabulary?

Am I ready for Vocabulary Quiz #3? 

Have I really moved the vocabulary studied in 1100 Words, Weeks 1-8 into my utilitarian vocabulary?

Remember as you create your study lists, vocabulary journals, columns, or cards, consult a good dictionary for a complete definition. The one-word synonyms found in 1100 Words are fine for matching practice, but may lead you astray when you are actually attempting to use these words correctly in speech or writing. 

Click here to view the Study Guide for 1100 Words weeks 7 through 8. This list will help you to assess your progress prior to attempting the practice writing  - Vocab Activity 3 and Vocab Quiz #3.

Vocabulary Practice Writing - Vocab Activity 3

Writing in which you actually use the words you are attempting to master requires that you have full conceptual knowledge of each word. This activity is an exercise in collaborative, creative writing that will give you an opportunity to review the words we have studied in weeks 1-8 and incorporate them into your writing.

Collaborative, Creative Writing

Here's an example of collaborative (sort of), creative writing; a true story that I received in an email message from a creative writing professor at SMU (Southern Methodist University).

English 44A

SMU, Creative Writing

Prof. Miller

 

In-class assignment for Wednesday:

 

Prof. Miller: Today we will experiment with a new form called the tandem story. The process is simple. Each person will pair off with the person sitting to his or her immediate right. One of you will then write the first paragraph of a short story. The partner will read the first paragraph and then add another paragraph to the story. The first person will then add a third paragraph, and so on back and forth. Remember to re-read what has been written each time in order to keep the story coherent. The story is over when both agree a conclusion has been reached.

 

The following was actually turned in by two of Prof. Miller's students, Rebecca and Gary.

 

At first, Laurie couldn't decide which kind of tea she wanted. The chamomile, which used to be her favorite for lazy evenings at home, now reminded her too much of Carl, who once said, in happier times, that he liked chamomile. But she felt she must now, at all costs, keep her mind off Carl. His possessiveness was suffocating and if she thought about him too much her asthma started. So chamomile was out of the question.

Meanwhile, Advance Sergeant Carl Harris, leader of the attack squadron now in orbit over Skylon 4, had more important things to think about than the neuroses of an air-headed asthmatic bimbo named Laurie with whom he had spent one dreadful evening over a year ago. "A.S. Harris to Geostation 17," he said into his transgalactic communicator. "Polar orbit established. No sign of resistance so far . . ." But before he could sign off a bluish particle beam flashed out of nowhere and blasted a hole through his ship's cargo bay. The jolt from the direct hit sent him flying out of his seat and across the cockpit. 

He bumped his head and died almost immediately, but not before he felt one last pang of regret for psychically brutalizing the one woman who had ever had feelings for him. Soon afterwards, Earth stopped its pointless hostilities towards the peaceful farmers of Skylon 4. "Congress Passes Law Permanently Abolishing War and Space Travel," Laurie read in her newspaper one morning. The news simultaneously excited her and bored her. She stared out the window, dreaming of her youth -- when the days had passed unhurriedly and carefree, with no newspapers to read, no television to distract her from her sense of innocent wonder at all the beautiful things around her.  "Why must one lose one's innocence to become a woman?" she pondered wistfully.

Little did she know, but she had less than 10 seconds to live. Thousands of miles above the city, the Anu'udrian mothership launched the first of its lithium fusion missiles. The dim-witted wimpy peaceniks who pushed the Unilateral Aerospace Disarmament Treaty through Congress had left Earth a defenseless target for the hostile alien empires who were determined to destroy the human race. Within two hours after the passage of the treaty the Anu'udrian ships were on course for Earth, carrying enough firepower to pulverize the entire planet. With no one to stop them, they swiftly initiated their diabolical plan. The lithium fusion missile entered the atmosphere unimpeded. The President, in his top-secret mobile submarine headquarters on the ocean floor off the coast of Guam, felt the inconceivably massive explosion which vaporized Laurie and 85 million other Americans. The president slammed his fist on the conference table. "We can't allow this! I'm going to veto that treaty! Let's blow 'em out of the sky!"

This is absurd. I refuse to continue this mockery of literature. My writing partner is a violent, chauvinistic, semi-literate adolescent.

Yeah? Well, you're a self-centered tedious neurotic whose attempts at writing are the literary equivalent of valium.

*#^#@$%!  (Succinct two syllable expletive expressing contempt censored by CThomson)

&*%^#!  (Derogatory expletive also used to refer to female canine censored by CThomson)

Your Collaborative, Creative Writing Assignment

As in the example above, you will all be contributing to a piece of short fiction.

 Unlike the example above:

• You may want to avoid antagonizing your co-authors by killing off their carefully created characters.
• You will definitely want to avoid language that will earn expletive deleted censorship. Isn't "euphemism" one of our vocabulary words?
• Each story will have at least 3 contributing authors. You will be using a simple three part story structure for the activity so that 3 different students will each write a distinct part of each story. You will be contributing to 3 different stories; you will be the author of one section 1, one section 2 and one section 3.
• You will be posting your collaborative writing on our web discussion board.
• Each author will be selecting at least 2 vocabulary words from 1100 Words weeks 1-8 and including these words in each section they write. Remember to underline the words as you use them. Because of the formatting limitations of our discussion board, you may have to use the old-fashioned method of underlining, e.g. _egregious_.

Step One.  Create a new thread on our web discussion board within the "Writing Roulette" forum and post the beginning of your story. Your subject will be the title of your story. In the first section (at least one paragraph) you will describe your setting in space and time and introduce your main character(s). 

Step Two. Read stories begun by your classmates and select one to which you will add a second section. In the second section you will create a problem, a dilemma, or a goal for the main character.

Step Three. Read stories begun by your classmates and select one to which you will add a third and concluding section. Resolve the main character's problem or dilemma. Does he/she reach the goal set up in section 2? Do all the characters live to tell the tale? Conclude the story.

Step Four. Read stories written by your classmates. These are usually very interesting and use vocabulary in creative ways. You may, if you wish, add feedback or comments regarding any of the stories. If someone kills off your main character, you may even want to go in and provide an alternative conclusion in which they live long and prosper.

This is usually a very enjoyable activity and not too time consuming. When we do this in a f-2-f class I set time limits of 5-7 minutes for the actual writing of each section with a little additional time for reading previous sections and organizing your thoughts.

Ready to begin? Go to Blackboard and start your new thread/story now!

Am I ready for Vocab Quiz #3? 

Now that you have prepared and studied your self-selected list of recognition and unknown vocabulary and reviewed using the class study guide list, you should be ready to take the quiz. This quiz will follow the format of all vocabulary quizzes for Read 110:

• Ten words from the announced weeks (9 words from the study guide list and 1 "mystery word" that will separate the "A" students from the "A+" students)
• The quiz will be similar to the practice quiz in DRV on pages 22-23. For each word, be prepared to write:
  • A complete definition, not a vague, one-word synonym
  • A sentence using the word. Your sentences should clearly demonstrate that you understand the word's meaning and how to use it correctly in a sentence.
• A bonus opportunity:  Optional Bonus Essay - Prepare your bonus essay at home and bring it with you to turn in prior to taking Vocab. Quiz #3. Write a brief essay or short story similar to the word searches in 1100 Words. Use as many of the vocabulary words we have studied in weeks 1 - 8 as you are able. Remember, though,  not to sacrifice clarity or coherence in order to squeeze in an extra word. Underline each vocabulary word as it occurs in your essay or story. When you have finished, count all the vocab words you were able to use and write the total count at the top of the page. You will receive 1 extra credit / bonus point for each word correctly used in your writing. There is no limit to the number of points you may earn. Some students earn 10 points, some 20-30; I believe the record is 92. 

Click on the title to read Little Red Riding Hood and the Pernicious Wolf, an excellent bonus essay written by a student in October, 2002 (54 words by the author's count).

Unlike the Concept Quick Quizzes, you will not be allowed to use notes when you come in to lab to take vocabulary quizzes. 

You will be notified via email when Vocabulary Quiz #3 will be available in lab for you to complete.

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