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Creative Writing
In this course, students develop the imaginative, critical, and technical skills necessary for writing fiction and poetry. Using the published work of well-known authors as well as original student writing, students explore various topics and problems that face anyone embarking on the creative-writing process. Students read texts as writers, not as critics or historians of literature. Additionally, this class will examine the fundamental questions facing writers today: how and why do writers write? The course follows the workshop model where students bring their own stories and poems to class for group discussion, and students develop the skills to constructively critique and workshop each other's work. Through this process, students learn a variety of techniques for improving and developing their own writing. Handouts, in-class exercises, peer review, and individual conferences help students define and set goals for strengthening their writing. Each student will compile a portfolio of writing; some classes may also opt to create a compendium of student writings. Students may be given a variety of assignments, ranging from short, one-time writings to longer, more substantive pieces subject to multiple drafts and review. The course is taught by a range of instructors, including published authors, current or former recipients of Stanford's Wallace Stegner Fellowship for emerging writers, or other affiliated writing professionals.
Session 1 (June 21 - July 10)
Session 2 (July 13 - August 1)
Session 2E ( - )
Age and grade requirements: 8th, 9th, 10th or 11th grade in Spring
2009, and between age 13 and age 17 at start of session. Students
currently in 8th and 9th grade will be placed together; and students
currently in 10th and 11th grade will be placed together and given a
more advanced curriculum. Top
Expository Writing
Ideal for motivated and verbally talented students with an interest in writing about ideas and social issues, the Expository Writing course introduces students to a variety of essay structures and modes of essay development. The course examines two different forms of writing side by side: creative non-fiction and analytical essays, and in doing so, students compare the use of personal and fictional material with analysis and criticism. In this course, students investigate examples of reflective personal essays, expository essays, and research-based arguments written by expert practitioners of the art of writing, in part to improve their writing skills but also learn to evaluate and analyze arguments more effectively and think more critically about the writing process. To this end, students participate in a variety of informal writing exercises as well as one longer research project, which allows them to experiment with several different types of essays, including those based upon textual analysis, personal experience, and research. The course presents a valuable opportunity for close work with a master writing teacher, skilled teaching assistants, and other young writers in a workshop atmosphere.
Session 1 (June 21 - July 10)
Session 2 (July 13 - August 1)
Session 2E ( - )
Age and grade requirements: 8th, 9th, 10th or 11th grade in Spring
2009, and between age 13 and age 17 at start of session. Students
currently in 8th and 9th grade will be placed together; and students
currently in 10th and 11th grade will be placed together and given a
more advanced curriculum. Top
Playwriting and Critical Drama
In this course, students cultivate the creative and critical skills necessary for writing works of drama. While the emphasis is on composition, students also engage in theatrical exercises designed to widen their conceptual understanding of theater. Students explore playwriting as both a literary endeavor and a theatrical pursuit, and ask several core questions. What does it mean to be a writer who puts words in the mouths of actors? How does one script the actions of bodies on stage? What are the expectations that accompany writing in genres such as comedy and drama? Students examine the works of prominent playwrights and thinkers of theater, including exemplars from ancient Greece, Shakespearean England, and contemporary America. Students investigate varying approaches to writing for performance, from improvisation to solo monologues. Employing a workshop model, students write, revise, and produce limited staged play readings. The course echoes the collaborative nature of theater, fostering a community of positive peer feedback and involvement in each other's works. Participants can adapt what they have previously written and/or develop new pieces. Each student will compile a writing portfolio which includes a 15-20 minute piece developed during the course. The class will likely include one or two field trips to attend theater in the San Francisco area.
Session 1 (June 21 - July 10)
Age and grade requirements: 9th, 10th or 11th grade in Spring 2009, and age 14 - 17 on June 21, 2009.
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