Thurmond

1Joseph Thurmond
ENED-683-O
Dr. Shana Hartman
10 October 2016
Reflective Letter
If theres one thing I want to accomplish with these times of reflection and my daybook,
its transparency. Ill confess that I spent yesterday and yesterday alone finishing this assignment
(and didnt get to submit it until now since Im out of town). I didnt dwell or work on it over a
longer period of time like I should have because Ive been in a lull the past two weekends with
motivation to do my schoolwork. My late submissions are proof of this, and my delay to get this
to you on the appropriate date (even though I have until Wednesday) can be added to that, too.
However, these are petty excuses, and hopefully I can move on and spend some real time with
my duties as your student. That being said, lets go over what I thought about my work on my
WAD Design submission.
What I feel least confident about is my rubric and objectives. I believe they are more
robust and specific this time around (and related, which I specifically honed in on from your
feedback), but I think they could be moreconcrete? Clear? I find it difficult to communicate
what I should be looking for with creative writing compared to an argumentative paper. Another
thing with the rubric is that I wonder if I should type out different versions of the descriptions for
each category instead of just putting Exceeds Expectations or Meets Expectations, so
students have a better understanding of what those categories really mean. However, I think it
meets my purposes for now. Another thing I hesitantly added to the assignment are the books that
would preface the work on the paper. Im hardly sure if they would be suitable for the class

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(since I went off their descriptions and previews).
However, I am happy with the articles I included on Skyrim. I also feel a lot more
confident about the class schedule, what I want to accomplish through the paper and class time,
and the general layout of my whole design. I definitely think this has a lot more potential to
develop into a real, full-fledged course I could teach either in the 12th grade or college. I may
have only conceived of one assignment, but in doing that I have the framework for something
even greater. This has, honestly, been something Ive impressed myself in doing. I never thought
I could do something like this with no experience at all, but here it is! I may be exaggerating
what Ive accomplished, but I personally feel more open to the possibility of being a teacher after
constructing thisas long as I can overcome the worst hurdle of being able to talk and engage
with students for hours every week!
Other than that, I do look forward to your feedback to see how the assignments design
can be improved. I appreciate all of your help and suggestions that youve given me as I worked
this out. Thank you!

- Joey

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Becoming The Dovahkiin: Constructing Identity and Creative Writing Through Skyrim
Overview
When we teach students how to write about themselves, the obvious route is to do so
from personal life experiences and memories. This is evident throughout grade school and high
school, with the occasional classes that use literature for students to reflect upon their own
perceptions of characters, themes, and whatnot. However, this process is usually overrode by
having them analyze stories with methodology and critical eyes that dont allow them to connect
and feel the story with their own imaginative experiences with the text. This is, in part, due to the
inherent quality of books not being malleable experiences that allow readers to literally insert
their own identity and preferences into the story to make it their own. This medium has its place
and way of allowing students to practice creative and critical writing, but video games open
multiple realms of narrative structures that can enhance students investment in these texts like
nothing else.
The assignment Ill be detailing below is part of a class called Video Game Stories and
Creative Writing. It is, hypothetically speaking from a tentative standpoint, a course where
students will play five video games over the semester. Four will explore different types of video
game narratives that I will describe with these names: linear, non-linear, isolation freeform, and
social freeform. In playing games that I deem appropriate for each classification, students will
not only learn about and analyze the diversity of video game stories, but also take their
experiences playing them to express certain moments they had by applying emotion,
imagination, detail, and more. The final assignment will involve playing a game of their
choosing in either category that they believe they can best express themselves through with a 8+
page paper, which will also include a portion (3 to 4 pages) that deciphers the games narrative

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category through analysis and research (shows me application of principles learned during class
time over semester). These video games will serve as catalysts to help my students become more
effective storytellers in their lives through the power of video games. And theyll learn more
about video game stories and narrative design in the process!
With this established, the second assignment will be the study of a non-linear game: The
Elder Scrolls V: Skyrim. With a linear story in an open world where players can go do what they
like, Skyrim is the peculiar intersection between linear and freeform stories. It allows players to
express themselves through their own character, change some story events, and more. However,
with a constructed origin and path, main objectives to complete, and the like, players are also
confined to a specific narrative. I want my students to experience and think about the complexity
of this type of narrative and how unique it for games, while seeing by writing a retelling of a
moment they experienced how their own identity is projected into a character that is equal parts
their own and shaped by the games linear story. My confidence in this assignment comes from
Dawn Kirby and Darren Crovitz. [Theres a] centrality of story in our lives. [...] Understanding
how stories work how they may be used to shape meaning, identity, and perspectives is
extremely important business in the making of a life, even if such topics dont show up as
prompts on state writing tests. Our approach to writing often starts with personal story because it
puts the focus on the students: their lives, their views, their world (308). Stories are life, and
digital ones can positively impact how we think about and tell them in the real world.
Context
While Im leaning toward making this class a college course, Im going to stick with my
original plan to have it be a 12th grade course in the English department. For this particular
assignment, it will take place in September/February (assuming either fall/spring semester) for

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three weeks. This will take place after the first paper, which dealt with retelling a linear story
from the main characters perspective alone. We will shift the conversation to non-linear stories
with Skyrim, which will have my students occupying a semi-defined character that leaves room
for self-expression for the first time. Students can start playing the game as soon as they like for
a minimum of 10 hours over these weeks, and during the first one, we will be reading selected
readings on Skyrim and our primary books on creative writing in general. While the books are
highly questionable at the moment, I would consider exploring Creative Writing - From Think To
Ink and/or Writing Magic: Creating Stories that Fly. Both of them (respectively) deal with the
process of, well, creative writing and the art behind story telling, which seem appropriate to not
only apply to discussions about certain video games over the semester, but also students
individual struggles writing their own papers (which will either be class or private conversations.
Not sure yet).Whatever chapters I would assign are irrelevant for this particular assignment, but
what is necessary to mention are articles Ive selected from scholarly game sources, with
Games and Embodied Cognition describing the main attributes of interactive narratives like
Skyrim and Gamification Dynamics: Identity and Story being about experiencing identity
specifically with Skyrim (Ventrice; Arjoranta).
Without delving into too much detail, we will be discussing these readings for about a
week and a half, participating in discussions that will occasionally result in the use of daybooks
inside class (and outside, since I expect students to record highlights of their play sessions in a
journal-like fashion). I plan to incorporate modeling/process teaching principles as well with a
personal, open approach toward students. We will begin developing ideas for papers during the
latter half of the second week and students will pick one over the weekend. The third week will
open with discussions and positive critiquing of each others ideas and drafts in class with

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groups, links made to our readings from the previous week (and beyond), my own experiences
and paper (I will be doing the assignments alongside the students to encourage them and be at
their level), and so forth. After taking in fellow students feedback and reading my own personal
comments to individual papers, students will construct a full-bodied, revised story around 4 to 7
pages (given this isn't a research paper, the expected length shouldnt be as hard to meet with this
type of writing) and hand them in at the beginning of the fourth week.
Objectives
The goals below pertain not only to goals with the final paper, but also to skills and
knowledge gained from class lectures, discussions, and whatnot. Some of the goals are lightly
inspired by CWPAs standards for postsecondary writing, which I find applicable to the 12th
grade environment. I also borrow a little bit of language from my community college teacher,
Chris Samia, with his syllabus for my Argumentative-Based Research class.
Side Missions (Objectives with prior activities/assignments)

Critically read and evaluate primary and selected readings for class discussions related to
video game narratives, creative writing, and story writing.

Collaborate with students and teacher by participating in group sessions, class

discussions, and providing feedback to peers and teacher (I will be asking students to
critique and evaluate my own takes on the papers, class questions, etc.).

Reflect and hone in on topic of interest through reflection and feedback from others.

Familiarity and experience with various modes of technology, such as word processers,
video game interfaces, video game devices, etc.

Cultivate evaluation skills and self-expression through frequent daybook sessions and

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observations recorded during play sessions of game.
Main Quests (Objectives with final paper. Applied to rubric as well)

Thoughtfulness: Clear investment with time spent playing Skyrim with attentive or
creative implementation of describing story elements, environments, terminology (spells,
character names, locations, etc.), and so forth.

Reception: Marked improvement and synthesis of feedback from peers and teacher to
final paper, displaying greater command and confidence over individual writing.

Creativity: Sincere, effective injection of personal voice and style throughout paper. This
can range from students demonstrating individual masteries over poetic analogies, irony
and humor, visceral detail, and more to enliven their Skyrim accounts.

Authorial Prowess: Strong command over storytelling techniques and conventions. This
includes (but isnt limited to) grabbing introductions or conclusions, proper pacing,
moment-to-moment clarity, sense of character development, etc.

Skill: Proficiency with consistent, sensible grammar, spelling, structure, transitions, and
presentation. Not as important as other categories due to some stylistic choices that may
conflict with traditional rules, but a general requirement to abide by.

Assignment Handout
The following page is what my students will be given. It contains all the necessary details
and requirements that will be expected of them after they have established their story idea during
the second week of class. Drafts begin on that weekend. This is what theyll work from.

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Becoming the Dovahkiin: Telling Your Skyrim Story

Introduction
So, youve finally chosen your idea to write a story about! Now comes the harder part of
taking this particular moment or sequence of events and telling it in a compelling, creative
manner. Dont worry, though. Weve had so many thought-provoking and fun discussions about
everyones Skyrim tales already that I immensely look forward to hearing your story come to life
through your own unique voice. But why are we doing this again?
Purpose
Weve talked about non-linear narratives in video games and new components and
techniques for creative writing and story writing for almost two weeks. While weve been doing
that, youve had time to experience the type of story Skyrim offers and place yourself inside its
world. Youve likely been on a couple dragon-slaying expeditions, treasure quests, and errands
for citizens. No matter how far youve gotten or what youve done, video games like these
always present memorable moments, especially since we have customizable characters. Instead
of writing from the perspective of a prewritten character this time, you will recount a tale from
your own characters perspective, which is a fusion of your own interests and the life of the
ambiguous Dragonborn. I would like to see how this character perceives the world around
him/her and something that he/she goes through. Retell it in your own words and be imaginative
and creative with how you paint it! Whether its a battle, conversation, silly moment, or even a
hike up the mountains, I want to hear your voice through your character. In doing this, you will
continue to learn and grow as a writer and storyteller.

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Requirements
Must write the story from your characters perspective. You cannot write in first-person.
You should express your personality and thoughts through your character as you did
while playing as him/her.
Paper should be longer than 4 pages, but probably shorter than 7. I will mostly judge the
quality of your story rather than its length.

Abide by standard MLA formatting by double-spacing your paper, putting page numbers
in the right-hand corner, writing your name, our class number, and so forth in the lefthand corner, and so forth.

Display competent mastery over grammar, spelling, punctuation, and the like.

Drafts are due on Monday during the third week of our time with Skyrim. Assigned
students and I will provide different levels of feedback for you in class and privately
(respectively) to work with starting on Friday, and you will have until the following
Tuesday to submit your final draft, which is the week we will be starting our exploration
of isolation freeform stories with Minecraft.

Other Things
Like I said for the last assignment, Im not looking for you to write something specific or
on a certain kind of theme or tone. Just as long as you write from your characters perspective,
you can choose to bring life and your imagination to anything that jumped out to you while
playing Skyrim. If nothing did, thats okay! Feel free to express boredom or frustration through
your character and what you did while playing as them. If you have any other questions or
concerns you have that I didnt address, feel free to send me an email or speak with me before or

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after class!

Rubric
Ranking:
Thoughtfulness:
Clear investment with
time spent playing Skyrim
with attentive or creative
implementation of
describing, for example,
story elements,
environments,
terminology (spells,
character names,
locations, etc.), etc.
Reception:
Marked improvement and
synthesis of feedback
from peers and me to final
paper, displaying greater
command and confidence
over individual writing.
Creativity:
Sincere, effective
injection of personal
voice and style
throughout paper. This
can range from
demonstrating individual
masteries over poetic
analogies, irony and
humor, visceral detail, and
more to enliven your
Skyrim story.
Authorial Prowess:
Strong command over
storytelling techniques
and conventions. This
includes (but isnt limited
to) grabbing introductions
or conclusions, proper
pacing, moment-tomoment clarity, great
sense of character
development, etc.

S - Exceeds

A - Above

B - Meets

C - Below

D - Fails

Expectations

Expectations

Expectations

Expectations

Expectations

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Skill:
Proficiency with
consistent, sensible
grammar, spelling,
structure, transitions, and
presentation. Not as
important as other
categories due to some
stylistic choices that may
conflict with traditional
rules, but a general
requirement to abide by.

Works Cited
Arjoranta, Jonne. Games and Embodied Cognition. First Person Scholar. First Person Scholar,
2016, http://www.firstpersonscholar.com/games-and-embodied-cognition/.
Kirby, Dawn Latta and Darren Crovitz. Inside Out: Strategies for Teaching Writing. 4th ed.,
Heinemann, 2013.
Ventrice, Tony. Gamification Dynamics: Identity and Story. Gamasutra, UBM, 2016.
http://www.gamasutra.com/view/feature/135103/gamification_dynamics_identity_.php.