"GENRE IN A FLASH!

"
EL 231-01: Topics in Creative Writing
Summer 2014 -- Seton Hill University
Meets ONLINE
3 Credits | Meets Artistic Expression (LAC)
Req.
Class Web Page:
https://shu.instructure.com/

Dr. Michael Arnzen

Office: 407 St. Joseph Hall
Office Hours: by appointment only
Office Phone: 724-838-2467 (campus ext.
2467)
Instructor's E-mail: arnzen@setonhill.edu

(you will receive an invitation to register from the

"Canvas" LMS)

Catalog Description:
"Emphasis varies from term to term. Spring and Summer. Repeatable for credit. Satisfies the Artistic
Expression requirement of the Liberal Arts Curriculum. 3 credits." -- 2014 SHU Catalog

Course Overview:
This online summer course is scheduled to begin June 2nd and will run for eight weeks, ending on July
25th. We will not be meeting on campus in person, so you will be expected to follow the course calendar
closely, responding to assignments on your own to meet weekly deadlines that you will need to plan
ahead for. We also will be convening online regularly for discussions via forums, chats and other
multimedia exchanges -- so get in the habit of checking both the Canvas class website and your email
inbox daily, to ensure you do not miss an update or fall behind. In addition to having online access, you
also will need to use a device with a webcam and audio recording capabilities, as we will be using them
this semester for both recitation and critique, as well as to generate a multimedia presentation of one of
your stories to publish online for your final project.
To succeed in this course you need to devote time to a balance of daydreaming and working, with an aim
to communicate your imaginary ideas clearly and artfully to an audience. You will routinely be writing
and revising your fiction and essays, reading not only books and electronic files/websites, but also the
work of your peers, and contributing actively to our class conversation about stories and writing
techniques.
The topic of our course is "Genre in a Flash!" We will be studying and writing "flash fiction" -- shortshort stories, usually 1,000 words or less in length -- with a special (but not exclusive) emphasis on
popular fiction genres (i.e., horror, science-fiction, fantasy, romance, or mystery fiction). "Flash" is a
word that refers to how quickly a person could read one of these stories due to its brevity -- but it also
alludes to the power and potency of these brief stories (like a "flash" of lightning).
Our class will help you sharpen your prose and self-edit your work to construct tight, effective works of
fiction and we will explore a variety of experimental and literary techniques as well as traditional genre
approaches to storytelling in such a short format. There are many approaches to writing short-shorts:
from "twitfic" to "drabbles" to "prose poems" -- and as we practice them all, you will discover that writing
flash fiction, like writing poetry, is not nearly as easy as it looks. Flash offers creative liberties to play
with form that make it highly experimental -- while at the same time, readers and publishers harbor
special expectations for what a flash fiction story will accomplish that differ from the "usual" short story
forms. By taking this class, I hope your understanding of what a "story" is will expand and that you will
find flash fiction a great option for expressing your creativityand a potential market for publishing your
writing.
I'm very excited to read your imaginings and to work closely with you in the course. I have two guiding
principles I'd like you to keep in mind as we begin: communication and collaboration.
COMMUNICATION: You will need to check the class website and your SHU email account regularly to
ensure you do not miss any important updates and to meet deadlines. I recommend you do so DAILY,
even if you have a summer job or go on vacation. When you post homework or stories, feedback will be
given online so please read these comments, as this is the main way you will learn to improve. And
always email the professor (or call and leave a voice mail) if you have any questions or issues.
Technical problems will not be an acceptable excuse for late work, so be timely in doing your homework
and plan to learn how to navigate the Canvas system prior to deadlines. If you have technical difficulties

Arnzen/Flash Fiction/EL 231 -- 2

Arnzen might be able to assist, but in most cases you should send a query to the Solution Center on the
front page of Griffin's Lair.
COLLABORATION: This course, like most writing classes, presumes that writers learn as much, if not
more, from working with each other as they do from the teacher and the texts. Therefore, participation is
imperative in class activities and assignments so that "collaborative learning" can transpire. You will be
sharing your writing with classmates in online collaborations, peer editing (aka "fiction workshops"),
media presentations (like soundcloud recitations) and open discussion of sample stories in our class,
responding to each other's ideas. You also are expected to respond helpfully to one another, applying
the Golden Rule (to "do unto others as you would have them do unto you"). In classes like these, what
you give is really what you get, and I'm hopeful that you're excited about entertaining and educating each
other. I recommend you treat peer feedback as being just as important as the professor's, because we
are all readers, and listening to diverse points of view can provide valuable insights into our writing.

Course Objectives:
In addition to meeting English major/minor and LAC core requirements in Artistic Expression, this course
is designed so it can also meet the requirements of SHU's unique "Certificate in Genre Writing." If you
are interested in pursuing this Certificate, see the SHU Catalog for more details.
As a fiction writing course -- and a course meeting the Artistic Expression requirement in Seton Hill's
Liberal Art's Core -- our primary goals this term have to do with improving how we express ourselves
through the craft of writing and also expanding our understanding of literature. Through regular practice,
course exercises and collaborative learning activities, we will strive to:

create artistic projects that exhibit the "minimalist" elements and genre expectations
related to good flash fiction writing

participate in process-oriented, project-centered workshop experiences that reveal the

problem-solving, selectivity and discipline of fiction writing

interpret works of flash fiction through workshops (peer editing), analytical writing
(discussion of chosen texts) and oral performance (storytelling out loud)

develop creative skills through experiential learning in workshops, exercises and media
presentations

develop editing, interpreting, and writing skills by critiquing student stories and published
work in addition to practicing short-short fiction formats

develop an appreciation of genre fiction and flash fiction through observation of your
peers, dicussion of articles/theories related to the subject, and reading/critiquing established
writers

demonstrate artistic development by formally presenting your revised stories to an

audience in both writing and recitation

acquire knowledge about the literary marketplace for publishing genre flash fiction

Course Requirements:
Required Texts & Software
BOOKS:
Kechula, Michael. Writing Genre Flash Fiction the Minimalist Way. BooksForABuck.com, 2010. ISBN-10:
1602151377 | ISBN-13: 978-1602151376
Publisher's Website: http://booksforabuck.com/writers/writing-genre-flash.html
Masih, Tara L.. The Rose Metal Press Field Guide to Writing Flash Fiction. Rose Metal Press, 2009.
ISBN-10: 0978984862 | ISBN-13: 978-0978984861
Publisher's Website: http://www.rosemetalpress.com/Catalog/Field%20Guide_more.html
Please immediately purchase the textbooks above, since readings begin right away. E-books editions of
the texts are fine. Many required readings will also be posted on our course Canvas page at :
https://shu.instructure.com/
WEB RESOURCES AND APPS:

Arnzen/Flash Fiction/EL 231 -- 3

Our class will be experimenting with electronic media as it relates to the fiction writing process this term,
and we will also perform and critique one another's work through audio recordings. You will need to
establish accounts on the following free online resources in order to complete class activities. It is
recommended that you use your SHU email identity (but not your shu password) for your profile on all
non-Apple/non-SHU sites, if you wish to keep your personal social networks separate from your campus
work. You also must be willing to share your writing, voice, and other related activities online with a
public audience, even if it means you will forfeit "electronic publishing rights" -- I do not wish to infringe
on your literary property, but this is a necessary sacrifice for learning. Here are the four principle
websites:
CANVAS: Our class home page at https://shu.instructure.com will be a place you'll want to visit often.
It will feature uploaded guidelines, video/audio lectures and presentations, downloadable readings, web
links, and links to apps and software for the course. You will usually be required to submit your homework
via Canvas. I will update this page frequently throughout the term and make adjustments to deadlines
and assignments as warranted; when in doubt, Canvas replaces any due dates or assignments listed on
this syllabus and is the authoritative source.
GOOGLE DOCS: This comes free with your SHU gmail account. Look for the "box of boxes"" in the top
right corner of your screen after logging into gmail through your web browser. Here you will "share"
documents with me for assignments and also "comment" on them for peer editing. Feedback on your
writing -- intended to help you revise -- will often appear in the margins of these, as well as on Canvas.
TWITTER: We will be posting "twitfic" and collaborating on twitter this semester. I will post class-related
tweets from my account [follow @arnzen] on twitter which you can search for using hashtag #EL231.
Please sign up for free at http://twitter.com as soon as you can.
SOUNDCLOUD: This free website (which also has a handy ipad/iphone audio app available in the
iTunes Store), shares your recorded audio to http://soundcloud.com. We will be using this resource this
term, for some activities, recitation and critique. Join our class group at
https://soundcloud.com/groups/el231-flash-fiction-summer-2014
MORE: The four sites above will be the most frequently used in class. There will be others I assign for
particular activities as the term progresses (such as drablr.com which we will use for the "100 Word
Drabble" assignment due week one). The web is a cauldron of creative writing, and we will dive in right
away! Indeed, during the final weeks of the term, you will be asked to share websites, genre
communities and markets for flash fiction based on your own exploration of the internet, so surf boldly.

Graded Work:

Flash Fiction: (33.3% of final grade / 500 pts. total)

2 "Drabbles": Two microfictions (one 50 words, one 100 words) practicing brevity of form
and employing the tips of Kechula's text. The 50 word tale will be posted to a canvas
discussion board after you have revised it. The 100 word story will be published on
drablr.com. (25 pts. each (x 2))
2 "Postcard Stories": Two short-short stories -- each one in a different genre -- no longer
than 250 words or 1500 characters a piece (this equates to one double-spaced page -- and
theoretically is short enough to fit on a postcard). One of these will be posted to a Canvas
discussion board for class critique. The other will be submitted via Google Docs to Arnzen
for a manuscript critique. (25 pts. each (x 2))
4 Flash Fiction Stories: 500-1000 words (no more than 1K words maximum -- which
equates to 4 pages, double-spaced), drafted and revised based on feedback received in
class from student workgroups and/or Dr. Arnzen. You will earn points at every stage of the
process for each story. A final grade will be given on your selection of the "top 3" stories that
you have revised a second time for a formal showcase shared publicly. (50 pts draft + 50 pts
revision = 100 pts. each (x 4))
Peer Critiques: (6.6% of grade / 100 pts. total)
Beginning with the third week of class, you will provide formal critiques on at least two "flash
fiction" stories written by your peers every week. (10 pt. each (x 10))
1 Multimedia Presentation: (13.3% of grade / 200 pts. total)

Arnzen/Flash Fiction/EL 231 -- 4

By the end of the semester, you will peform or adapt something you wrote this semester into an
video/audio presentation (5 minutes or less). This electronic presentation must use sound and
image in some creative way (e.g., a short film adaption of your fiction; an audio play or story
recitation set to a digital slideshow; a webpage incorporating text, sound and art to tell a story in
a clever way; etc.). There is great flexibility with this project, but it must be outlined/scripted in
advance. "Movie Trailers" are not an option -- your work must actually dramatize or tell a
complete story. This presentation will appear in your final public showcase
Weekly Reading Worksheets: (26.6% of grade / 400 pts. total)
I will post these "worksheets" to Canvas on Sunday nights -- and they will be due either
Wednesdays or Saturdays by 7pm via Google Docs. (50 pts.each (x8)).
Weekly Discussion Board Posts & Online Activities: (13.3% of grade / 200 pts. total)
You will regularly be asked to discuss readings and topics related to writing on the course
discussion board. Brief replies to your peers will be expected. Sometimes you will also be asked
to perform writing exercises -- some of these will involve sharing your work online or doing an
assignment not otherwise already captured in your weekly reading worksheets. Quizzes or other
work not filed elsewhere will be incorporated into calculating this grade. (25 pts. each (x8))
Final Showcase Portfolio: (6.6% of grade / 100 pts. total)
At the end of the term, you will share the top three flash fictions -- alongside any exercises or
activities you have revised -- alongside your multimedia presentation -- in an "e-portfolio" on
Canvas. A writer's statement will be included in this.

Succeeding in this class requires meeting deadlines and planning ahead. Most of my expectations will
be posted in the "Prompt of the Week" updates every Sunday night at 7pm. Your work will be SELFPACED, but with ROUTINE WEEKLY DEADLINES in a structure that will soon become second nature to
you (see the course calendar at the end of the syllabus). The deadlines for different tasks fall at 7pm
on every day of the week, except Mondays and Fridays (which are "free" days for reading/writing
on your own). That does not mean that you need to wait until the deadline to turn work in -- pace
yourself in a way that you will anticipate deadlines and get work in early. Every week on Sunday I will
launch a new unit with a "Prompt of the Week" for your flash fiction stories, along with various board
assignments, online activities and readings (usually due Wednesdays and Saturdays) layed out for your
weekly study. I will also host a few live chats or audio/video lectures on Sunday nights, as well. Your
flash fiction stories will typically involve responding to a "prompt of the week" in a rough draft due on
Tuesday, followed by critiquing two peer stories by Thursday, and revising the story based on your peer's
feedback by Sunday night. The calendar on Canvas will help keep you oriented to deadlines and tasks,
but I have shared a chart of "Typical Weekly Tasks" so that you can understand the cycle and stay on
track, too.
All writing created on Google Drive for a grade must be "shared" with arnzen@setonhill.edu who should
be assigned "can edit" access. This will allow me to not only read your work and give it a grade, but also
write helpful comments in the margins of your texts.

Evaluation of Grades:
My grading criteria are designed to reward effort and respect for the writing process (both your peers and
your own) -- and I will be judging your engagement in a process of growth across the term, not your
"talent" for storytelling. You will succeed if you try to succeed at fiction writing, follow directions closely,
and meet all deadlines. In order to gauge this, I will assign points to written items and calculate your final
grade by converting your points (out of 1500 possible) into a percentage on the scale below. In any
calculations which result in .5 or higher, I round up. Points notwithstanding, any student who fails to turn
in a story, a batch of critiques, exercises, or workbook entries will automatically fail the course. See the
"Late/Missing Work" policy below.
100 point scale
A
93-100
A90-92
B+
B
B-

88-89
83-87
80-82

C+
C
C-

78-79
73-77
70-72

D+
D

68-69
63-67

DF

60-62
59 and below

Arnzen/Flash Fiction/EL 231 -- 5

Content Policy
We will be reading fiction from a variety of genres, by a variety of writers -- some of whom are writing
about the body, sexuality, religion or politics in ways that you may deem inappropriate or shocking. It is
inevitable that you may find some of this material unpalatable, if not offensive. Moreover, much of what
you stumble onto during internet research will contain unpredictable content (sometimes this is coded
"NSFW" -- "not safe for work"). I do not encourage you to write about such topics, but we have to admit
that writing is an artform, and both free expression and a liberal education do not abide censorship.
Thus, please realize up front that this class may contain some "Rated R" (adult) content and that by
staying enrolled in this course, you are agreeing to read and respond to this material with an open, yet
critical, mind, prepared to engage in mature and intellectual conversations about it, rather than
defensiveness or other emotional reactions. If you are ever offended by stories, I want you to privately
ask yourself "Why?" and to reflect on the answersince this may very well be the purpose the author
had in mind.
Having said all that, most of what I have chosen for us to read is safely in PG-13 territory, and all of it is
shared for the educational value it holds. But what about what you and your classmates write? I
encourage you to write fiction fearlessly, but also to listen closely to what your critique partners say in
their editorial advice. One thing I often tell writers is that you should only publish work under your own
name that you wouldn't be embarrassed to have your grandmother read -- maybe that will help guide
you, too.
There are also a few topics that I am calling "off-limits" simply because they raise issues too thorny for
the modern college classroom. Though you may allude to them artfully (through suggestion or
implication) if it serves the story, I ask you to avoid directly dramatizing the following topics or scenarios
(if you do so, you risk receiving a zero on the assignment):

school shootings, terroristic threats, or similar forms of public atrocity

anything involving your classmates, SHU instructors or family members as characters
rape and/or graphic descriptions of sexual acts
racial bigotry or hate crime

Although it is not in the category of "offensive," unless otherwise directed, I also do not want you to
submit: any work written prior to taking this class; personal memoirs or self-therapy disguised as fiction;
veiled remixes or adaptations of already published work; plagiarism of any kind. I'm looking for fresh
material, inspired by what you most find interesting in the readings and our conversations -- you'll have
more passion about it and find a more welcoming audience for it -- and you'll learn something new about
the art of writing in the process, I assure you.
Please consult with me if you have any questions about how to creatively work within these limits. The
best advice I can give you is to think about the readings and try to write fiction in a way that will
show off something new that you've studied or learned in class at each deadline.

Attendance Policy
As stated earlier, communication is imperative. I will check email regularly every day, and I expect you to
check your email daily and to log on to canvas routinely as well. If for some reason you are unable to
access our class (say, you are hospitalized in a room without wifi) you need to contact me by telephone
or email immediately, so I can try to accommodate you.
WHEN DO I NEED TO BE ONLINE?
Our class will be group-oriented and involve activities and workshops that require active participation for
the entire 8 weeks of the semester. However, because this is an online course, there are no formal class
meetings which you need to attend, and you can use the Canvas calendar and weekly task schedule to
pace your homework submissions. Nevertheless, I would like you to try to reserve Sunday evenings
from 7-8:30pm as a "synchronous" time when we will all be available to work together. This is when I
will not only launch the weekly units and give you guidelines for what is due, but I also want to host a few
live chats, collaborative activities or lectures throughout the term. If you are unavailable to participate at
this assigned time, please let me know and we may be able to make special accommodations for you.
WHAT ABOUT STORY DEADLINES?

Arnzen/Flash Fiction/EL 231 -- 6

As in life, "the Golden Rule" (to do unto others as you would have them do unto you) is required of the
submission and peer editing process. Launching on Sundays, you are given two days to compose a draft
(due Tuesdays at 7pm), followed by two days to critique two flash fiction stories by your peers (due
Thursdays at 7pm) -- 48 hours should be plenty of time for each, and meeting the Tuesday/Thursday
deadlines should be your number one priority, because there is no way to "make up" a missed critique
(since your partners will need your feedback to meet their Sunday night revision deadlines).
WHEN WILL I GET THE PROFESSOR'S FEEDBACK?
I plan to be online often, and will frequently offer comments on discussion board posts and online
activities shortly after their due dates. I strive to be timely with my responses and do my best to respond
to homework (like the reading worksheets) within a week whenever possible, but there will be times
during the summer (esp. when I teach during the MFA program residency (week 4) or attend the SHU
Division Chair workshops (week 6) when I may need an additional week). In the normal story writing
cycle (when you are getting two peer critiques), I usually will not offer additional feedback on the rough
draft until after that draft has been revised, since you have the opportunity to revise that story again for
your final "showcase" portfolio.

Late/Missing Work Policy

As you know, writers have to work under deadlines. Missing a deadline in the publishing industry means
holding up production or other people's work -- thus, work turned in past the deadline is never
acceptable. In this class, we will respect deadlines and you should always strive to be on time or early,
never late. If I find you are missing entries on a deadline, I will communicate with you via email.
I trust that everyone has the best of intentions. To be fair to your classmates, lack of participation in the
submission and peer editing process will be severely punished, as follows:
1 late story, revision or critique = 2 letter grades taken off your own flash fiction grade for that
week
2 late stories, revisions or critiques = 2 letter grades taken off your total flash fiction grade in the
course
1 missing story or critique = failure on your final grade in the course
Therefore, it is always better to turn in SOMETHING no matter how rough, rather than NOTHING. Do
not procrastinate out of perfectionism. You should always strive to turn in your best effort, while also
recognizing that no story is perfectthis is why we have critiques partners (and editors in the industry).

Archive Policy
We are going to be writing in a variety of ways this semester -- from posting documents on google docs
to exchanging work via email to sharing media online in the public. You should save all documents and
handouts for future reference. Google docs will be the primary repository for class writing, and you
should keep this archive online (and shared with Arnzen) beyond the class -- at least until you graduate.
I highly recommend that all students back up their work as well in a well-organized thumb drive for later
use as an electronic archive, as well.
In order to fulfill the requirements of the liberal arts curriculum, major assignments completed in this
course must be saved by the student, so that they can successfully argue in the capstone liberal arts
course, Senior Integrative Seminar, that they have met the University Learning Objectives. Creative
Writing majors are required to share work from this class in their "showcase portfolio," which is
presented during an "exit exam" their final term, before they graduate with an English degree.
At the conclusion of the course, please do NOT move or delete your materials from Google Docs, but
leave it there (and shared with the professor) in case of grade errors or English program assessment
purposes.

Academic Integrity Policy

Copyrights are important to writers. When you create a short story out of your imagination, you have
created "literary/intellectual property" that you own and can sell in the open market. You also must
respect the property of other writers, who could sue for infringement (which results in expensive fines

Arnzen/Flash Fiction/EL 231 -- 7

and potential imprisonment), let alone ruin your reputation as an artist worthy of any reader's or editor's
trust.
Likewise, Seton Hill University expects that all its students will practice academic honesty and ethical
conduct. The University regards plagiarism, cheating on examinations, falsification of papers, nonsanctioned collaboration, and misuse of library material, computer material, or any other material,
published or unpublished, as violations of academic honesty. Violators of the code may expect
disciplinary sanctions, which are discussed in the Seton Hill University Catalog (under "Code of
Academic Conduct"). Any unreferenced use of the written or spoken material of another, or of previously
submitted work of the students own, constitutes plagiarism. Paraphrasing the thoughts or written work of
another without reference is also plagiarism. Helpful information is available at the following web site:
"Plagiarism: What It Is and How to Recognize and Avoid It"
(http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml).
For this course, as in all English courses, your research is expected to be documented in current
MLA Style. When in doubt, document your sources! Share links to the websites from which you derive
information and give page numbers from class texts when appropriate. If you ever need help, please
visit tutors in the campus Writing Center or consult with Dr. Arnzen.
NOTE: we will be using Google Drive, public websites and other electronic storehouses for
homework submission as part of this course. By taking this course, you assent to having your writing
retained within the "cloud" (an online database). While privacy will be retained whenever possible, some
writing and other artifacts you create will be accessible to the public over the internet. Also expect that
any writing you produce may be read by a classmate, quoted by the professor, or recited to the whole
class, as well. We learn from each other, and we write better when we write for an audience.

Disability Assistance
If you have a disability that may require consideration by the instructor, you should contact Terri BassiCook, the Director of Disability Services at 724-838-4295 or tbassicook@setonhill.edu and/or
disabilityservices@setonhill.edu as soon as possible to develop a plan of accommodation. You should
provide the instructor with a copy of your accommodation plan and schedule a meeting or phone call so
that you can be supported in an informed manner. It is not necessary to disclose to your instructor the
nature of your disability. If you need accommodations for successful participation in class activities prior
to your appointment at the Disability Services Office, you should offer information in writing to your
instructor which includes suggestions for assistance in participating in and completing class assignments.

Arnzen/Flash Fiction/EL 231 -- 8

EL 231: Course Calendar

These due dates and exercises are tentative; any posted directions on Canvas will supersede this
schedule. Please check both the course website and your email routinely for announcements. All
due dates presume a 7pm eastern time deadline; please anticipate this and submit beforehand.
w
k

date

M 6/2
T 6/3
W 6/4
Th 6/5
Sat 6/7

Sun 6/8

topic
Prompt of the Week 1:
Drabbles
Popular Genres

Prompt of the Week 2:

Postcard Plots

T 6/10

W 6/11
Th 6/12
Sat 6/14

Story Shape/Duration

Sun 6/15

Prompt of the Week 3:

Character

T 6/17
W 6/18
Th 6/19
Sat 6/21
4
mid
term

Sun 6/22
T 6/24
W 6/25
Th 6/26
Sat 6/28
Sun 6/29

Point of View

Prompt of the Week 4:

Setting
Expressionism

Prompt of the Week 5:

Imagery

T 7/1

W 7/2
Th 7/3
Sat 7/5

Prose-Poetry/Vignettes

Sun 7/6

Prompt of the Week 6:

Experiments in Flash

T 7/8
W 7/9
Th 7/10
Sat 7/12
7

Sun 7/13

Collaboration

Prompt of the Week 7:

Flash Markets &
Communities

T 7/15
W 7/16
Th 7/17
Sat 7/19
8

Sun 7/20
T 7/22
W 7/23
Th 7/24
F 7/25

due/events

readings (selfpaced)

[Order books asap!]

Acclimate to Canvas -- set up your user profile
w/photo and text.
Pre-launch Activities
Discussion Board Post
55 Word Drabble due
Reading Worksheet 1 due
100 Word Drabble Due

Kechula, Chapters 1-3

Masih, pp. 1-6
Posted 55 Word Fictions and
essays

ONLINE MEETING, 7-8:30pm

Kechula, Chapters 4-7

Posted fiction / essays

Postcard Stories (x2: 1 to discussion

board/1 to Arnzen via google docs)
Discussion Board Post or Activity Due
Postcard Story Critique (Boards)
Reading Worksheet 2
Microfiction Activity or TBA
Revised Postcard Stories Due
Flash Fiction #1 Draft Due
Discussion Board Post or Activity Due
2 Peer Critiques
Reading Worksheet 3
ONLINE MEETING 7-8:30pm
Revision of FF #1
Flash Fiction #2 Draft Due
Discussion Board Post or Activity Due
2 Peer Critiques
Reading Worksheet 4
Midterm Evaluation

Masih, pp. 116-141

Posted fiction

Revision of FF #2

Masih, pp. 7-14

Masih, pp. 76-115
Posted prose poems

Flash Fiction #3 Draft Due

Soundcloud Recitation of Draft #3
Discussion Board Post or Activity Due
2 Peer Critiques
Reading Worksheet 5
Revision of FF #3

Posted experimental work

(Multimedia Production Time)

Flash Fiction #4 Draft Due

AuthorBee Activity or tba
2 Peer Critiques
Reading Worksheet 6
ONLINE MEETING, 7-8:30pm
Revision of FF #4
Media Project Draft Due
Discussion Board Post or Activity tba
2 Peer Critiques of Media Project
Reading Worksheet 7

Prompt of the Week 8:

Multimedia & The Future
of Flash Fiction

Kechula, Chapters 8-10

Masih, pp. 36-75
Posted fiction / essays

tba, if needed
Revised Media Project Due
Discussion Board Post or Activity tba
Showcase E-Portfolio Due
Reading Worksheet 8

Posted websites
(Online Research)
(Multimedia Production &
Revision Time)

Posted websites / articles on

culture
(Online Research)
(Revision & Portfolio
Production Time)

Arnzen/Flash Fiction/EL 231 -- 9