LOGLINE November / December 2011 Volume 4: Number 6 the Screenwriter’S Ezine
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The Power of Short Stories, Novellas and Novels in Today's World
International Journal of Language and Literature June 2016, Vol. 4, No. 1, pp. 21-35 ISSN: 2334-234X (Print), 2334-2358 (Online) Copyright © The Author(s). 2015. All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/ijll.v4n1a3 URL: https://doi.org/10.15640/ijll.v4n1a3 The Power of Short Stories, Novellas and Novels in Today’s World Suhair Al Alami1 Abstract The current paper highlights the significant role literature can play within EFL contexts. Focusing mainly on short stories, novellas and novels, the paper seeks to discuss five points. These are: main elements of a short story/novella/novel, specifications of a short story/novella/novel-based course, points for instructors to consider whilst dealing with a short story/novella/novel within EFL contexts, recommended approaches which instructors may employ in the EFL classroom whilst discussing a short story/novella/novel, and language assessment of EFL learners using a short story/novella/novel-based course. Having discussed the aforementioned points, the current paper proceeds to present a number of recommendations for EFL teaching practitioners to consider. Keywords: Short Stories; Novellas; Novels Abbreviation: EFL (English as a Foreign Language) 1. Introduction In an increasingly demanding and competitive world, students need to embrace the four Cs: communication, collaboration, critical thinking, and creativity. Best practices in the twenty-first century education, therefore, require practical tools that facilitate student engagement, develop life skills, and build upon a solid foundation of research whilst supporting higher-level thinking. With the four Cs in mind, the current paper highlights the significant role literature can play within EFL contexts. -
English 200, Microfiction: an Introduction to the Very Short Story
Dr William Nelles [email protected] English 200, Microfiction: An Introduction to the Very Short Story Description Narrative fiction is traditionally divided into two major categories, the novel and the short story, with the transitional category of the novella serving to cover very long short stories or very short novels. But over the last thirty years or so there has been a publishing boom in what some critics consider a new genre of the very short story, variously labeled as “microfiction,” “flash fiction,” or “sudden fiction.” This new form seems to be an indirect descendant of such ancient literary types as the parable, fable, fabliau, and myth, on the one hand, and a relative of such nonliterary modern forms as the pop song, music video, TV commercial, cartoon, and comic strip, on the other. We will read, discuss, and write about a series of critical essays on the topic and a large number of very short stories (most of them under one page in length) to analyze their characteristics and to consider their relationship to some of these other very short forms. Texts Steve Moss, ed. The World’s Shortest Stories (0762403004) Steve Moss and John M. Daniel, eds. World's Shortest Stories of Love and Death (0762406984) Jerome Stern, ed. Micro Fiction: An Anthology of Really Short Stories (0393314328) The texts are available from the UMD campus bookstore, but can usually be found even cheaper at online stores. Please use the ISBN numbers to be sure you’re getting the right books. We will also be reading a series of critical essays on microfiction: these will be made available online through the course site. -
Novel Novella: the Difference Between Novel and Novella
Novel A novel is a long narrative in prose that describes fictional characters and events. It is the longest genre of narrative prose fiction in modern literature. A novel generally contains more than 200 pages (above 40,000 words) The term novel is derived from the Italian word novella meaning ‘new’. Novel has a long history and examples for novels can be observed in many countries including Classical Greece and Rome, 10th– and 11th-century Japan, Elizabethan English etc. However. Miguel de Cervantes, author of Don Quixote, is often referred to as the first significant novelist of the modern era. Novels can be categorized in to different genres such as supernatural, thriller, fantasy, romance, western, paranormal, adventure, etc. Novella: The novella is short and well-structured narrative, often realistic and satiric in tone, that influenced the development of the short story and the novel throughout Europe. Originating in Italy during the Middle Ages, the novella was based on local events that were humorous, political, or amorous in nature; the individual tales often were gathered into collections along with anecdotes, legends, and romantictales. Novellas contain fewer characters, themes and conflicts than a novel. It generally does not contain chapters and is meant to be read in one sitting. Some prominent examples of novellas in literature include Saint-Exupery’s “The Little Prince”, H. G. Wells’ “The Time Machine”, John Steinbeck’s “Of Mice and Men”, Charles Dickens’ “A Christmas Carol” and Ernest Hemingway’s “The Old Man and the Sea”. Geoffrey Chaucer introduced the novella to England with The Canterbury Tales. -
Screenwriting I Film-M213-002 Engl-A313-002
SCREENWRITING I FILM-M213-002 ENGL-A313-002 Course Term: FALL 2020 Course Location: ONLINE Class hours: TU/TH, 3:30-4:45 pm Instructor: Miles Doleac, PhD Office Location: CM Building 412 Phone: (Office) 504-865-3430, (Cell) 601-329-1630 Email: [email protected] Office hours: By appointment “A screenplay is a story told with pictures, in dialogue and description, and placed within the context of dramatic structure.” -Syd Field REQUIRED TEXTS: Field, Syd. Screenplay: The Foundations of Screenwriting, rev. ed. New York: Bantam Dell, 2005. McKee, Robert. Story: Substance, Structure, Style, and the Principles of Screenwriting. New York: HarperCollins, 1997. Rogan, Michael. Screenplay Format Made (Stupidly) Easy. Scriptbully, 2018. COURSE AIM: This course is intended to introduce students to the craft of screenwriting, and, in broader terms, the art of storytelling. In doing so, our focus will be the following: 1) Hollywood paradigms and brilliant scripts that defied them 2) classical dramaturgy, mythology and universal forms: how age-old tropes have been assimilated and appropriated by Hollywood 3) Movie writing as a “combination of art and science” (to borrow Field’s phrase): techniques, tricks and the search for a subject 4) what makes compelling characters and dialogue 5) formal or “traditional” screenwriting structure. NOTE: I place “for- mal screenwriting structure” last in my litany of focus points, because, although important to always keep in mind, the “rules” of screenwriting are often and often quite effectively violated. YOUR CHARGE: By the end of this semester, you will have written 15 or so pages of a NEW screenplay, a self-contained short film. -
11Th Grade ELA
11th Grade ELA Week of: APRIL 27TH WICHITA PUBLIC SCHOOLS 9th, 10th, 11th and 12th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as: Wash a car by hand with Make a dish using a Have a discussion Go on a photo scavenger someone in your family. recipe that has at least regarding social hunt. Try to find something four ingredients. distancing with your that goes with each letter family. What has been the of the alphabet. hardest part? What has been the easiest? Read a book from the free Explore the power Mindful Minute: Write a Play a board game section of iBooks Hubble at letter to your future self with you family. or gutenberg.org about what is going on hubblesite.org/resource-gallery right now. How are you feeling? *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision. For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540 WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese). -
Screenplay Format Guide
Screenplay Format Guide Format-wise, anything that makes your script stand out is unwise. This may seem counterintuitive. Anything you do to make your screenplay distinctive is good, right? Depart from the traditional format, though, and you risk having your script prejudged as amateurish. A truly conscientious reader will overlook such superficial matters and focus on content. However, if your work looks unprofessional, it may not be taken seriously. To ensure your script gets a fair read, follow these formatting guidelines: It isn’t necessary to file a copyright with the Library of Congress. Your script is automatically protected under common law. However, it’s a good idea to register it, either with an online service, such as the National Creative Registry (protectrite.com), or with the Writers Guild. This being said, the Industry tends to view registration and copyright notices as the marks of a paranoid amateur. You would be wise to leave them off your script. Use a plain cover. White or pastel card stock, not leatherette. Avoid using screw posts or plastic-comb binding. Bind your script with sturdy, brass fasteners, such as those made by ACCOÒ. The ones Staples sells are too flimsy. Readers hate it when a script falls apart in their hands. You can order professional-quality script supplies online from WritersStore.com. Although scripts are printed on three-hole-punched paper, there’s an unwritten rule that speculative scripts are bound with two fasteners, not three. Why this tends to be common practice is unclear. Perhaps it’s because submissions often get copied by the studio’s story department, and it’s easier (and cheaper) if there are only two brads. -
Nick Sita the Writer’S Perspective Identifies a Key Story Mechanic Common to Some of TV’S Best Dramas
LOGLINE January / February 2013 The Screenwriter’s eZine Volume 6: Number 1 Published by: Letter from the Editor The PAGE International Screenwriting Awards The 2013 PAGE Awards competition is now underway. Is your script ready to enter the fray? LO Every year, the PAGE Awards generate heat for dozens of promising screenplays written by 7510 Sunset Blvd. #610 Hollywood, CA 90046 aspiring screenwriters from around the world. Every year, many winners and finalists find www.pageawards.com representation, option their screenplays, and land paid screenwriting assignments. If you’re ready to take that huge next step in your career, make sure you enter this year’s contest! In this issue: In addition, with help from PAGE Script Services, you can fine-tune material that didn’t advance in 2012 or give a new project its best shot to succeed in a competitive spec market. Whether the script needs to be reimagined or simply refined, our friendly and knowledgeable Latest News from PAGE Judges are happy to contribute to your success. the PAGE Awards 1 In the first LOGLINE eZine of the New Year, our resolution is to provide practical, inspiring content for up-and-coming screen scribes. 2009 Grand Prize winner Mehul Desai describes the life crossroads that almost led him down a different path. PAGE Awards Judge Nick Sita The Writer’s Perspective identifies a key story mechanic common to some of TV’s best dramas. John Truby, our resident How I Almost Gave Up 2 genre expert, assesses genre-bending hits and what they say about screenwriting in 2013. -
Bells and Whistles #3
BELLS AND WHISTLES #3 IMPORTING FOUNTAIN TEXT Going Back in History. In the early days of the internet, screenplay formatting online was a lot more primitive than it is now. We usually wrote screenplay text like this: ΗΜΣ−Λ∆ΧΗΒ≅ΚΝΕΕΗΒ∆—Θ∆Β∆ΟΣΗΝΜ—Χ≅Ξ Σγδνεεηβδγρυφτδκξ≅εθηβµσγδλδ+ϖησγϖηβϕδθγµχηβθεσησδλρ+ δανµξ,βνκνθδχναιδβσρνµσγδϖκκρ+µχοηµσηµφρµχρηκγντδσσδρνε ϖθθηνθρµχοθδφµµσϖνλδµ− ≅οκπτδηµρηχδσγδθδβδοσηνµϖηµχνϖρξρ9 ΧΘ−ΝΡςΗΜ ΣγδΘ∆Β∆ΟΣΗΝΜΗΡΣκννϕρσΓδροδθρσµχηµφσσγδϖηµχνϖ− Θ∆Β∆ΟΣΗΝΜΗΡΣ ∋ϖησγµνδµσγτρηρλ( ΛξΗγδκοξντ> Γ∆ΡΟ∆Θ I’λΓδροδθΦθξρνµ−ΗγυδµοονηµσλδµσϖησγΧθ−Νρϖηµσεντθ, σγηθσξ−Η’λµδϖοσηδµσ− Θ∆Β∆ΟΣΗΝΜΗΡΣ Ξντρξ)µδϖ)>ςδχνµ’σββδοσµδϖοσηδµσρ− Γ∆ΡΟ∆Θ ΑτσΛθρ−Ρβκηβκκδχξντ−Ργδρηχησϖρκκθθµφδχ− Θ∆Β∆ΟΣΗΝΜΗΡΣ Νγ+Λθρ−Ρβκη−−−ξδρ+νεβντθρδ−≅σεντθ,σγηθσξ− The common practice was to type everything flush against the left margin (except for transitions, if we used them). Paired *asterisks* or paired _underscores_ were markers for conveying emphasis. Many writers use essentially the same technique today, with a few enhancements, for drafting screenplay text. The technique has become part of Fountain style. What Is Fountain? Fountain is a simple but rich and useful markup method for preparing screenplay text in a text editor or a word processor. (You only rarely need to use any markup.) You type text as I did in my example, and then you import the text into a screenwriting application (or some other converter program) that supports the Fountain 2 of 6 format. For example, Fade In supports Fountain. When you import a Fountain file, Fade In converts it in a flash to normal screenplay format. Creating Fountain Text. You can use any text editor or any word processor to create your text. Be aware, though, that some issues can arise from the type of text encoding that your text follows. -
A Humoristic and Satirical Perspective to Jewish Classes in Goodbye, Colombus by Philip Roth Philip Roth'un Goodbye, Columbus
İNSAN VE TOPLUM BİLİMLERİ ARAŞTIRMALARI DERGİSİ Cilt: 5, Sayı: 8, 2016 Sayfa: 3246-3258 A Humoristic and Satirical Perspective to Jewish Classes in Goodbye, Colombus By Philip Roth1 Faruk KALAY Yrd. Doç. Dr. MŞU, Eğitim Fakültesi [email protected] Abstract Philip Roth having Jewish ethnicity is a distinguished and famous writer in American literature. In his first novella Goodbye, Colombus, containing five other short stories, there are numbers of Jewish characters from all classes. This diversity enables the author make a good humor and flippancy in the lower and upper classes or between each other. Neil Klugman who is both narrator and protagonist of the novella living in working class neighborhood falls in love with Brenda Patimkin, a college student from a wealthy family. Roth from Klugman’s point of view satirizes and humors Jews and their relationships between themselves and Gentiles. The author manages to lampoon his society and himself as a Jew of New Jersey. In this study, Roth’s first novella written in 1959, Goodbye, Colombus will be argued in terms of satirical and humoristic characteristics. Anahtar Kelimeler: Yahudi, Sınıf, Colombus, Hiciv, Neil Klugman, Philip Roth, Nükte Philip Roth’un Goodbye, Columbus Eserinde Yahudi Sınıflarına Nükteli ve Hicivli Bir Bakış Öz Yahudi bir kimliğe sahip olan Philip Roth Amerikan edebiyatında önemli ve saygın bir yazardır. İçinde beş farklı kısa hikâye barındıran ilk kısa romanı Goodbye, Columbus’da tüm sınıflardan Yahudi karakterler barınmaktadır. Bu farklılık yazara alt ve üst sınıflarda veya her iki sınıf arasında iyi nükteyi ve hicvi mümkün kılar. İşçi sınıfı bir çevrede yaşayan kısa romanın hem anlatıcısı hem de başkahramanı olan Neil Klugman zengin bir aileden gelen üniversite öğrencisi Brenda Patimkin’e âşık olur. -
Existential Themes in Literature: a High School Curriculum
EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM Amy Cristine Ewart B.A. California State University, Sacramento, 2004 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in LIBERAL ARTS at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SUMMER 2011 © 2011 Amy Cristine Ewart ALL RIGHTS RESERVED ii EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM A Project By Amy Cristine Ewart Approved by: , Committee Chair Dr. Victoria Shinbrot Date iii Student: Amy Cristine Ewart I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for this project. , Graduate Coordinator Dr. Victoria Shinbrot Date Department of Liberal Arts iv Abstract of EXISTENTIAL THEMES IN LITERATURE: A HIGH SCHOOL CURRICULUM by Amy Cristine Ewart I have created and developed an interdisciplinary high school curriculum that examines themes of existential thought in selected literature. The literature examined in this curriculum represents existential thought during the post Enlightenment era, the Czarist Regime of Russia and the war stricken world of twentieth century Europe. This course is designed to engage students in deep analysis of literature in order to extract, examine and discuss the existential themes of the text. The curriculum is divided into several units and two distinct sections. The introductory section provides students with a clear depiction of existential thought as it was first introduced by Kierkegaard and Nietzsche and affords students the opportunity to develop the skills necessary to identify and evaluate existential themes in literary excerpts. -
A Female Hero and Male Antiheroes: an Investigation of the Tragic Hero and Gender Roles in Euripides’ "Medea" According to Aristotle’S "Poetics"
UCLA Thinking Gender Papers Title A Female Hero and Male Antiheroes: An Investigation of the Tragic Hero and Gender Roles in Euripides’ "Medea" According to Aristotle’s "Poetics" Permalink https://escholarship.org/uc/item/7011m8nz Author Asaro, Brittany Publication Date 2010-04-01 eScholarship.org Powered by the California Digital Library University of California Brittany Asaro, M.A. (UCLA) Thinking Gender Conference 2010 UCLA Center for the Study of Women Friday, February 5, 2010 I am a PhD student in the Department of Italian at UCLA. My Masters studies included the development of the novella as a genre, the changing use of personification in Italian literature, and the theme of female passion. I am especially interested in theories of love in Medieval and Renaissance literature. A Female Hero and Male Antiheroes: An Investigation of the Tragic Hero and Gender Roles in Euripides’ Medea According to Aristotle’s Poetics Aristotle’s definition of the tragic hero in his Poetics indicates a contradiction in one of the great heroes of Greek tragedy; one to which he refers several times in treatise on dramatic theory: Euripides’ Medea. The Euripidean Medea centers upon a female hero that is good not inherently, but by speech and action (see Aristotle 53; 15.1). Medea also demonstrates, however, a “manly valor” and “unscrupulous cleverness” that Aristotle deems “inappropriate” in women (53; 15.2). Furthermore, the tragedy includes examples of males that do not exhibit heroic traits, which serve to underline Medea’s unique nature. Medea’s self-contradictory disposition also counters the strict categorization—specifically of genders and tragic heroes—embraced in ancient Greek culture in general and, specifically, in Aristotle’s poetic theory. -
Judging Screenplays by Their Coverage
JUDGING SCREENPLAYS BY THEIR COVERAGE An analysis of 12,000+ unproduced feature film screenplays and the scores they received, revealing what professional script readers think makes a good screenplay. BY STEPHEN FOLLOWS AND JOSH COCKCROFT WITH LIORA MICHLIN IN PARTNERSHIP WITH SCREENCRAFT JUDGING SCREENPLAYS BY THEIR COVERAGE CONTENTS Foreword .........................................................................3 TL;DR ..............................................................................5 Introduction .....................................................................6 Section A: How To Impress Script Readers ........................8 What Matters Most to Script Readers ........................................................................................................................................................... 9 Genre-specific Advice ................................................................................................................................................................................... 10 Sentiment ...................................................................................................................................................................................................... 17 Plot Arcs ........................................................................................................................................................................................................ 19 Swearing.......................................................................................................................................................................................................