How to Use This Course
Writing with Janice Campbell is a course that will help your student recognize excellent writing and understand various literary terms and techniques. The course will also help expand his/her vocabulary. Your student will use a four-week process whereby they will do copywork, analysis, transformation of the work copied, and finally create their own work. The course, as presented, is worth one-half credit. If you would like to use it as part of a full English credit, you must add four or more full-length works of classic literature, a solid roots-based vocabulary program, and an 8- to 15-page research paper on the topic of your choice.
This writing course will enable students to gain a greater appreciation for classical literature through such works as “Paul Revere’s Ride,” “A Leak in the Dike,” and others. They will be able to recognize excellent writing and understand various literary terms and techniques. An expanded vocabulary will naturally flow from exposure to classical pieces, and students will regularly use reference tools such as the dictionary that will enable them to create and evaluate their own works. The components of this course are as follows:
Each recommended activity will help you develop different skills, and each is important in creating a mental toolbox of knowledge, skills, and techniques that will make you a better thinker and writer.
Deep Reading: If you are working with a poem or other short piece of literature, you’ll want to absorb it by reading deeply. If you are going to spend four weeks thinking and writing about a work, it’s important to fully understand it, and deep reading is the first step in understanding.
My method of deep reading has three steps:
- Read it at a normal pace in order to get acquainted with the piece as a whole.
- Read it again slowly, with a pencil in hand. Underline words you want to look up, and draw a vertical line next to lines that seem to be key turning points or just something you want to remember.
- Read it aloud, using proper diction and inflection that help to convey the meaning of the piece. If you are working with a scene from a play or a speech, dramatize it. Try to speak it as the character or original speaker might be expected to present it.
Copying: Writing is an art, just like painting or composition. To become an amazing writer, you need to be deeply acquainted with amazing writing. Copying not only acquaints you with master craftsmen, but it also allows you to absorb an excellent work and to closely observe how a great writer has used tools such as alliteration, onomatopoeia, or metaphor, and how word choice and sentence structure work together to create a beautiful or persuasive or powerful piece of writing.
When you are instructed to copy as part of a lesson, never use your computer to copy and paste the document. That completely short-circuits the lesson and bypasses the necessary focus. Studies in biology and psychology have proven that the physical act of putting words on paper helps the brain sort, categorize, and focus on the details of what is written. You simply learn more when you engage both brain and muscles to interact with a text.
The key to using copywork effectively is to copy, then move on into analysis or creative work based on the work you’re studying (creative pieces based upon another work are usually called “derivative works”). For this class, you will usually go on to analyze the structure and details of the piece, then transform it in some way, and finally create your own derivative work. The skills you’ll learn by going through this process will help you in all the writing you do in the future and will provide you with the tools to move even further into completely original creative work.
Transformation: If you’re going to be writing your way through high school and all that comes after, you don’t want to be limited in the skills, tools, and techniques you can use. The more you use words, structures, literary techniques, and other building blocks of writing, the more fun you’ll have with communication, and the more competent your writing will be.
Transforming a single piece of writing can be fun, and it’s definitely a way to build your word-crafting skills. Like the super-chef who figures out eighteen ways to use the Thanksgiving turkey leftovers, you’ll be challenged to find creative ways to make a story fresh and interesting, even when it’s completely familiar. I hope you’ll enjoy the process!
Short classical works of literature, introduction of literary devices, questions for further discussion, encouragement to create independent works of literature.
- September 1918
- The Ant and the Grasshopper
- The Pumpkin
- Three Questions
- The Slavery of Free Verse
- How They Brought the Good News from Ghent to Aix
- Using Humor in Your Writing
- John Milton and Sonnet VII
- A Message to Garcia
- On First Looking Into Chapman’s Homer
- Paul Revere’s Ride
- Daedalus and Icarus
- “Whistle” – A Letter by Benjamin Franklin
- The Wild Swans at Coole
- The Alarming Spread of Poetry
- A Leak in the Dike
- History of the Decline and Fall of the Roman Empire – Descriptive
- The Happy Prince
- The Fly
- The Wind and The Moon
- Moby Dick
- The Seven Ages of Man Shakespeare
- To Winter
- The Mice in Council
- The White Ship
- The Two Frogs
- A Plea for Indoor Golf
- I Hear America Singing
- Hearts and Hands by O. Henry
- Little Women by Louisa May Alcott
- A Resignation by Bill Nye
- Written in March by Wordsworth
- Casey at the Bat
- Country of the Pointed Firs by Sarah Orne Jewett
This course is designed to provide a strong literature-based writing component to your student’s studies. It is worth 1/2 a unit (0.5 academic credit) if done alone.
If you plan to use it as part of a full English unit, you will need to add these items:
• Four or more full-length works of classic literature
• A solid roots-based vocabulary program such as Dynamic Literacy’s Word Build
• An 8- to 15-page research paper on the topic of your choice (this can be on a history topic or a study of an author’s life and work, for example)
– Janice Campbell