Creative Writing (Grades 9 - 12) Teen Academy Afternoon Camp
Call us at 817-272-2581 to see if you qualify for a discount on this course.
|Dates:||July 14-18, 2014|
|Meets:||M, Tu, W, Th and F from 1:00 PM to 4:00 PM, 5 sessions|
|Location:||UT Arlington CEWF-E200E |
|Fee:|| $159.00 |
|Textbook:||No Book Required
|Notes:||Thank you very much for your interest in the Teen Academy. We are available to make the registration process go as smooth as possible for you. Due to some browsers some of the forms may not download properly. If you are experiencing problems accessing or downloading the required forms please contact our office at 817.272.2581.
When you complete the camp registration online please register in the name of the camp/class participant (your teen's name), not in your name. This will ensure proper registration.
Sorry, this course is inactive. Please contact our office to see if it will be reinstated, or if alternative classes are available.
Do you have an imagination that you would like to express through your writing? Explore your writing creativity in this fun and educational teen writer's camp. Seek new challenges and artistic drive through the study of creative writing. In this camp you will learn how to create a believable character, create a unique depth-filled world, use intentional themes to give depth to your writing and much more. Over the course of the week, you will craft a short story using what you have learned. This is one writing class where you don't have to worry about your grade.
Understanding basic psychology
Understanding facial expressions and body language
Learning about empathy
Improving self esteem
Data entry skills
Interacting creatively with technology
Creative Problem Solving and
All of our STEM Based-Camps focus on Science, Technology, Engineering and Math.
Teks for English I
(b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
(B) Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
(C) produce analogies that describe a function of an object or its description;
(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) analyze how the genre of texts with similar themes shapes meaning;
(B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and
(C) relate the figurative language of a literary work to its historical and cultural setting.
(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;
(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
(C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and
(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature.
(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;
(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and
(C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a controlling idea or thesis;
(iv) an organizing structure appropriate to purpose, audience, and context; and
(v) relevant information and valid inferences;
(B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
(C) write an interpretative response to an expository or a literary text (e.g., essay or review) that:
(i) extends beyond a summary and literal analysis;
(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; and
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence;
(B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views;
(C) counter-arguments based on evidence to anticipate and address objections;
(D) an organizing structure appropriate to the purpose, audience, and context; and
(E) an analysis of the relative value of specific data, facts, and ideas.
Creative Writing Camp
(b) Knowledge and skills.
(1) The student writes for a variety of audiences and purposes to develop versatility as a writer. The student is expected to:
(A) write expressive, informative, and persuasive literary texts effectively;
(B) demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in his/her own writing;
(C) elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning;
(D) employ various points of view to communicate effectively;
(E) choose topics and forms to develop fluency and voice;
(F) use word choice, sentence structure, and repetition to create tone; and
(G) organize ideas in writing to ensure coherence, logical progression, and support for ideas.
(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:
(A) select and apply prewriting strategies to generate ideas, develop voice, and plan;
(B) develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting;
(C) use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose;
(D) use effective sequence and transitions to achieve coherence and meaning;
(E) revise drafts by rethinking content, organization, and style;
(F) frequently refine selected pieces to publish for general and specific audiences; and
(G) write both independently and collaboratively.
(3) The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively. The student is expected to:
(A) use correct capitalization and punctuation;
(B) spell with accuracy in the final draft; and
(C) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in the final draft.
(4) The student evaluates his/her own writing and the writings of others. The student is expected to:
(A) analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language;
(B) generate and apply peer and self-assessment; and
(C) accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer.
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