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Saturday, April 29, 2023

Classic Fiction Writing Books That You Can Read For Free Online

Classic Fiction Writing Books That You Can Read For Free Online

Classic Fiction Writing Books That You Can Read For Free Online

 

Writing Books Index


Fiction Study


  1. A Manual of the Art of Fiction by Clayton Hamilton (1919)
  2. A Study of Prose Fiction by Bliss Perry (1902)
  3. Fiction as Art and Life by Robert Saunders Dowst (1919)
  4.  Forces in Fiction and Other Essays
  5. How to Study The Best Short Stories by Blanche Colton Williams (1919)
  6. Materials and Methods of Fiction by Clayton Hamilton (1911)
  7. The Importance of the Single Effect in a Prose Tale by Edgar Allan Poe (1842)
  8. The Two Supreme and Highest Arts by Oscar Wilde

Fiction Writing

  1. Analyzing a story's plot: Freytag's Pyramid
  2. An Important Quality of the Writer's Mind is Sympathy by Elinor Glyn (1922)
  3. Anton Chekhov’s “Gun Theory” of Writing
  4. Caroline Gordon Advice on Fiction Writing to Flannery O’Connor
  5. Composition-Rhetoric by Stratton D. Brooks and Marietta Hubbard
  6. Fiction Writing: Characterization by Robert Saunders Dowst (1918)
  7. Figures of Speech by F. V. N. Painter (1903)
  8. Fundamentals of Fiction Writing by Arthur Sullivant Hoffman
  9. How do I get my Start as a Writer?
  10. How to Tell a Story, and Other Essays by Mark Twain
  11. Kinds of Description  by Lewis Worthington Smith
  12. Learn to Write Short Stories Studying the Classic How-To Books
  13.  Many Who Attempt To Write Can Never Succeed
  14. Notes On Writing Weird Fiction by H.P. Lovecraft
  15. Talks on Writing English by Arlo Bates 
  16. The Art Of Fiction by Henry James
  17. The Art of Story Writing : Facts and Information about Literary Work of Practical Value of Both Amateur and Professional Writers by Nathaniel Clark Fowler Jr.
  18. The Art of the Story-Teller by Marie L. Shedlock
  19. The Art of Writing by George Randolph Chester
  20. The Art Of Writing Fiction by Mary Burchard Orvis (1948)
  21. The Author's Craft by Arnold Bennett (1914)
  22. The Craft of Fiction by Percy Lubbock (1921)
  23. The Philosophy of Composition. By Edgar Allan Poe 
  24. The Prince of Storytellers Tells His Own Story by E. Phillips Oppenheim
  25. The Subjective and Objective Writer by Lewis Worthington Smith (1902)
  26. The Technique of Fiction Writing by Robert Saunders Dowst (1918) 
  27.  The Technique of the Mystery Story (1913) by Carolyn Wells
  28. The Technique of the Mystery Story by Carolyn Wells (1913)
  29. The Writer, Volume VI, April 1892. by Various
  30. Thirty-Six Dramatic Situations by Georges Polti
  31.  Prefaces to Fiction by Boyce, Argens, Derrick, Manley, Scudéry, and Warburton

Literary Criticism

  1. Confessions and Criticisms by Julian Hawthorne 
  2. Criticism and Fiction by William Dean Howells
  3. Masters of the English Novel: A Study of Principles and Personalities by Richard Burton (1909)
  4. The English Novel and the Principle of its Development by Sidney Lanier (1883)

Novel Writing

  1. A Model Lesson in Novel Writing
  2. A Novelist on Novels by Walter Lionel George
  3. Fiction Writing: The Novel by Robert Saunders Dowst (1918)
  4. How I Write My Novels by Margaret Wolfe Hamilton (1897)
  5. How to Write a Novel: A Practical Guide to the Art of Fiction
  6. The Responsibilities Of The Novelist, And Other Literary Essays by Frank Norris (1903)
  7. The Novel v. The Short Story by Anonymous (1901)
  8. The Novel; What It Is by F. Marion Crawford
  9. The Study of a Novel by Seldon Lincoln Whitcomb (1905)
  10. The Technique of the Novel. The Elements of the Art, Their Evolution by Charles Francis Horne (1908)
  11. Writing the Atmosphere / Tone of a Story by Robert Saunders Dowst (1918)

 

Play Writing

  1. Gustav Freytag's Dramatic Technique by Gustav Freytag
  2. How to Write a Play by William Gillette and Dudley H. Miles

 Poetry Writing

  1. The Poetics of Aristotle by Aristotle 

Short Story Writing

  1. A Manual of the Short Story Art by Glenn Clark (1922)
  2. Climax and Conclusion by Charles Raymond Barrett
  3. Elinor Glyn System of Writing (1922)
  4. Fiction Writing: The Short Story Robert Saunders Dowst (1918)
  5. Hints on Writing Short Stories by Charles Joseph Finger (1922)
  6. How to Write a Short Story: An Exposition of the Technique of Short Fiction (1906)
  7. How To Write Fiction, Especially The Art Of Short Story Writing : A Practical Study Of Technique (1896)
  8. How To Write A Short Story
  9. How to Write Short Stories by  L. Josephine Bridgart, (1921) 
  10. Narrative Forms by Lewis Worthington Smith (1902)
  11. Requirements of the Short Story by Rosa M. R. Mikels (1915)
  12. Short Story: its Principles and Structure by Evelyn May Albright, (1907)
  13. Short Story Writing: A Practical Treatise on the Art of The Short Story by Charles Raymond Barrett (1900)
  14. Short Story Writing : an Art or a Trade? by Nathan Bryllion Fagin
  15.  Short Story Writing And Free Lance Journalism by Sydney A Moseley
  16. Story Composition by Sherwin Cody (1897)
  17. Studying the Short Story: sixteen short-story classics, with introductions, notes and a new laboratory study method for individual reading and use in colleges and schools. (1918)
  18. The Contemporary Short Story, a Practical Manual by Harry Torsey Baker, ( 1916)
  19. The Character Interest by Lewis Worthington Smith
  20. The Elements of the Short Story by Edward Everett Hale and Fredrick Thomas Dawson, (1915)
  21. The Plot of the Short Story by Henry Albert Phillips (1912)
  22. The Writing of the Short Story by Lewis Worthington Smith (1902)
  23. Writing the Short-Story: A PRACTICAL HANDBOOK ON THE RISE, STRUCTURE, WRITING AND SALE OF THE MODERN SHORT-STORY by J. Berg Esenwein 

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The Art of Story Writing : Facts and Information about Literary Work of Practical Value of Both Amateur and Professional Writers by Nathaniel Clark Fowler Jr. (PDF)

The Art of Story Writing : Facts and Information about Literary Work of Practical Value of Both Amateur and Professional Writers by Nathaniel Clark Fowler
 

 The Art of Story Writing : Facts and Information about Literary Work of Practical Value of Both Amateur and Professional Writers


by Nathaniel Clark Fowler Jr.


A WORD AT THE START

The writing of stories of every class and of any length, and of every kind of literature, whether or not published in book form, is a distinct art or profession, may be considered as a trade, and cannot be accurately weighed or measured unless subject to both ethical and commercial consideration.

To refuse to discuss the making of literature commercially, or from a business point of view, would be unfair and unprofitable.

It is obvious that the majority of writers con- sider their pens as remunerative tools, and that they produce literature, or what resembles it, not wholly for fame and for the good that they may do, but because of the money received, or expected, from their work.

The making and marketing of literature, then, are not removed wholly from the rules or laws which govern the manufacture of a commodity. If literature was not a commodity, in some sense, at least, it would not have a market and be paid for. Any analysis of it, therefore, must take into account its commercial or trade value.

In this country, many thousands of men and women depend entirely upon their pens for a livelihood, and ten times as many thousand write wholly for fame or for the good they can do, with or without expectation of receiving a financial return.

Several books have been written claiming to contain rules, regulations, or instructions for the writing of every class of literature. While none of these books are valueless, I think that most of them are altogether too technical, and that some of them pretend to do the impossible.

One may receive specific instructions in stenography, typewriting, book-keeping, and other concrete work, depending upon experience for proficiency ; but it is difiicult, if not impossible, to tell any one how to write so that he may become proficient in this art largely from the instructions given.

I do not believe that it is possible for any one, not even an experienced writer, to impart an actual working knowledge of composition, which will be of more than preliminary benefit to the reader.

Instead of loading this book with instructions, and attempting to tell the would-be writer what to do and what not to do, or to build a frame which he may use as a model, I have devoted many of my pages to the giving of information which I hope will not fail to assist the reader.

I am entirely unbiased, and have no ax to grind at the reader's expense. I am telling him the truth as I see it, and am using the eyes of others as well as my own.

Personal opinion, even if given by an expert, has little value, unless it is based upon the composite.

What I have said, then, is of the little I know, combined with the much which I think I know about what others know.

I have attempted neither to skim the surface, nor to bore into the depths. Rather, I have chosen to present typographical pictures of literary fact, starting at the beginning and ending at the result.



CONTENTS

A WORD AT THE START

CHAPTER I
Entering a Literary Career   1

CHAPTER II
The Writing of Novels 6

CHAPTER III
The Writing of a Short Story   20

CHAPTER IV
The Story of Adventure 28

CHAPTER V
The Mystery Story 31

CHAPTER VI
The Detective Story 33

CHAPTER VII
Stories for Children 35

CHAPTER VIII
Humorous Writing 39

CHAPTER IX
Special Stories or Articles 45

CHAPTER X
The Writing of Poetry  47

CHAPTER XI
Play Writing 58

CHAPTER XII
Motion-Picture Plays. 84

CHAPTER XIII
The Name of a Book or Story.  87

CHAPTER XIV
Literary Schools 91

CHAPTER XV
Literary Agencies or Bureaus  94

CHAPTER XVI
The Preparation of a Manuscript  98

CHAPTER XVII
Manuscript Paper 108

CHAPTER XVIII
Copying Manuscripts 110

CHAPTER XVIII:
The Number of Words in a Manuscript  118

CHAPTER XX
Revising Manuscripts 115

CHAPTER XXI
How To Send a Manuscript 120
 
CHAPTER XXII

Rejected Manuscripts 126

CHAPTER XXIII
The Size of a Book 129

CHAPTER XXIV
The Number of Words in a Book  188

CHAPTER XXV

How A Manuscript is Received and Handled
By a Book Publisher 186

CHAPTER XXVI
Terms for the Publication of Books  148

CHAPTER XXVII
Contracts with Book Publishers  149

CHAPTER XXVIII
Disreputable Publishers  168

CHAPTER XXIX
Copyrighting   172

CHAPTER XXX
Quoting from Copyrighted Matter   177

CHAPTER XXXI
The Danger of Libel 179

CHAPTER XXXII
The Price of a Book  182

CHAPTER XXXIII
Illustrations  185
 
CHAPTER XXXIV

Thb Reading of Proofs 195

CHAPTER XXXV
Books Published at the Author's Expense 204

CHAPTER XXXVI
Complimentary Copies of Books   206

CHAPTER XXXVII
Books in Libraries 208

CHAPTER XXXVIII

The Advance Publication or Republication
Of Books Stories and Articles  210

CHAPTER XXXIX

The Linotype, Monotype, and Typesetting
Machines 213

CHAPTER XL
Electrotyping and Stereotyping    215

CHAPTER XLI
The Value of Experience and Timeliness . 217

CHAPTER XLII
Syndicate Writers 225

CHAPTER XLIII
Paper-Covered Books 282

CHAPTER XLIV
The Selling Value of Reputation  286
 
CHAPTER XLV

The Incomes of Book Workers 

CHAPTER XLVI

The Income of Magazine and Newspaper
Writers 244

CHAPTER XLVII

The Remuneration Received by the Favorite
Few 247

CHAPTER XLVIII
Records of Manuscripts  251

 
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Friday, April 28, 2023

The Plot of the Short Story by Henry Albert Phillips (PDF)

 

The Plot of the Short Story by Henry Albert Phillips (1912)

The Plot of the Short Story 

 

by Henry Albert Phillips 

 

(1912)

 

The Plot of the Short Story: An Exhaustive Study, Both Synthetical and Analytical, with Copious Examples, Making the Work a Practical Treatise by Henry Albert Phillips

I.-MISLEADING FORMS OF NARRATIVE 1

Illuminating Comparisons of the modern Short Story with (1) the Anecdote; (2) the True Story; (8) the Fable; (4) the Allegory; (6) the Character Sketch and the Character Study; (6) the Humorous Story; (7) the Playlet; (8) the Novel; (9) the Novelette.

II.— THE MODERN SHORT STORY ... 11

A Comprehensive Definition; the Name a Misnomer.

III.— THE PLOT 14

What It Is ; Its Importance and Relationship in the Modem Short Story; the Obstacle; Logic and Plausibility.

IV.— LAWS GOVERNING THE PLOT ... 19

The Dramatic Unities with an Additional Unit; Care; Compression; Simplicity; Dispatch; Completeness.

V.— PLOT ANALYSIS 23.

"Mrs. Knollys" and "The Necklace" as Examples; the Triangle Plot

VI.— INSPIRATION 80

Mood; Stimulants; the Powers and Employment of Imagination.

VII.— THE PROCESS OF PLOTTING . . . 36

Important Differences between that of Plotting and of Narrating the Story.

VIII.— THE PROGRESSIVE STAGES IN PLOTTING 40

The Plot Germ; the Plot Skeleton; the Plot Scenario; Examples.

IX.— ARRANGEMENTS OF EVENTS ... 46

Chronological and Logical Orders; Natural Sequence; Story Interest.

X.— PLOT DEVELOPMENT 58

The Laws of Movement and Action ; Supreme Moment; Climax; Conclusion; Denouement; Necessity for Complete Action; the End; the Effect.

XI.— THE TEN POSSIBLE PLOT MANIFESTATIONS 69

Each Illustrated by an Example.

XII.— PLOT GENEALOGY 74

God's Plot in the Book of Creation, showing the Resemblance of All Plots Since; the Basic Plot for All Stories; the Five Elemental Plots Deduced there from; Man's Relationships.

XII— CLASSIFICATIONS AND VARIATIONS OF PLOT . . 79

A Categorical Classification and Comprehensive Catalog of Plot Material.

XIV.— PRACTICAL PLOT SOURCES ... 92

Employment of Facts ; the Daily Newspaper ; Pregnant Paragraphs; Fertile Phrases; Use of Fiction; General Reading; Observation; Dangers; Propriety; Originality.

XV.— A STORE-HOUSE FULL OF PLOTS . . 108


A Novel Method of Storing a Practically Inexhaustible Supply of Plots; the Importance of Taking Notes; How to Take Notes; How to Keep them Systematically.

XVI.— A PRACTICAL DEMONSTRATION IN PLOT BUILDING 112

How a Plot is Conceived and Carried thru every Process.

XVII.— THE PLOT-BUILT STORY .... 120

Administrating the Relationship of Plot and Finished Story; "Arden— The Village of Despair."

XVIII.— RECAPITULATION AND REVIEW . 148

A Syllabus Designed for the Use of Teachers and Students in the Study of the Plot of the Short Story; 207 Vital Questions Taken from the Text Itself and Covering the Whole Subject.

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Thursday, April 27, 2023

The Elements of the Short Story by Edward Everett Hale and Fredrick Thomas Dawson, (1915) (PDF)

The Elements of the Short Story   by Edward Everett Hale and Fredrick Thomas Dawson

 
The Elements of the Short Story 

by Edward Everett Hale and Fredrick Thomas Dawson

(1915)

INTRODUCTION

The method of studying the short story here presented is based upon two ideas. The first is that the well-equipped student of the short story should have in mind a number of standard examples which exhibit in concrete form the chief elements and principles of importance. The second is that the best way to see in those examples the elements and principles in question is by some very definite and systematic method of analysis.

The study of the short story has developed of late into diverse lines. There have been excellent studies of the history of the matter, which have exhibited the development of the form from very early times. There have been critical analyses which have taken their illustrations of principles or qualities from whatever examples might be found in the broad field. There have been guides to the writing of the short story which have given such practical and theoretical help as was possible to those who wished to write short stories themselves.

We have followed none of these methods. Any treatment of the short story will include a good deal of general material, and much within our pages will be familiar to all who have followed the development of the study. But our particular course is different from those just mentioned.

We have presented a limited number of well-known standard stories. In the study of any phase or form of art, the student should have well in mind a few classic examples. Then he can pursue with intelligence a broad reading which will present to him all the possibilities of the art in which he is interested. We have selected our chief examples from American literature, partly because it was in America that the modern short story was first developed and partly because in a limited field we can indicate something of the actual development, which we do not treat in detail.

In the study of these examples we have followed a very definite method, because it seems the case that in the study of fiction, at least, a student's attention is especially likely to become diffused over a broad field, so that he often neglects the very thing that would be useful to him at the time, while gaining perhaps something that would be better at another time. We have made these exercises very specific, not because all literary study should be of this specific sort, but because at the beginning of a study like this, one wants to get correct ideas to measure by. We by no means feel that we are pointing out ways in which one should always study the short story. We are pointing out ways which will train the mind to look at short stories so as to perceive instinctively certain things. After such study the mind should work naturally in certain ways, as we may say. The student will know the main things that have been done with the short story, and he will turn to the current short story with the ability to compare and enjoy.

One or two minor points may be noted. We have put the work in such form as will make the student think things out for himself. That, of course, calls for no comment. We have laid stress on the importance of getting the author's own standpoint. That may be a little original, but everybody will agree that if we can see a story as the author saw it, we shall certainly have one sort of appreciation. (We have tried to make it clear that in literary study, there is not only opinion but fact. This is something that everybody knows, but present methods have rather tended to put the facts in the background. Some facts, however, may be more important than some opinions. Poe's own opinion of one or another of his works is probably more valuable to the student than the opinion of one or another of his critics, which may be better in itself. But Poe's opinion is a matter of historic fact to be determined by the methods of history, if we know them, or if we do not, by whatever way we can.

We have, however, gone beyond the limits of our particular method in offering with every exercise suggestions for further reading and study. Any method of study, however excellent, should give some opportunity for the student to read and think on his own account.

Any teacher may find in the suggestions for work offered in these exercises more than can be included in such a course as he wishes to give. We have thought it worthwhile to provide material for a variety of interests. It will be easy to make a selection from the suggestions for further work which shall suit any particular class. The main thing of importance is to keep in mind the definite and systematic kind of work to be done. Then, whether much ground be covered or little, the student will have in mind a method of work, a way of looking at his subject, which is the principal end to be attained.



CONTENTS


EXERCISE PAGE

I. The Legend of Sleepy Hollow. . .Washington Irving
II. Rip Van Winkle. . .Washington Irving
III. Irving as a Story Writer
IV. The Great Stone Face. . .Nathaniel Hawthorne
V. Ethan Brand. . .Nathaniel Hawthorne
VI. Hawthorne as a Story Writer
VII. The Fall of the House of Usher. . .Edgar Allan Poe
VIII. The Murders in the Rue Morgue. . .Edgar Allan Poe
IX. Poe as a Story Writer
X. The Diamond Lens. . .Fitz-James O'Brien
XI. The Man Without A Country. . .Edward Everett Hale
XII. The Outcasts of Poker Flat. . .Francis Bret Harte.
XIII. Some Recent Stories

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Wednesday, April 26, 2023

The Elements of Surprise by Randy Ingermanson | Advanced Fiction Writing

Advanced Fiction Writing by Randy Ingermanson

 

The Elements of Surprise

 

by Randy Ingermanson 

 

Advanced Fiction Writing


Picture this scene from the movie STAR WARS:

 

Luke Skywalker is approaching the thermal exhaust port of the Death Star. He's got a proton torpedo ready to go, and the only problem is that Darth Vader is right behind him in a Tie Fighter, locked on his tail and almost close enough to take a shot.

 

Luke can't fire yet. He's not close enough. Darth Vader is gaining on him rapidly. Luke is going to lose this race. Darth Vader is ready to fire. He's closer. Closer ...

 

Wham! Darth Vader's ship is hit by a blast from Harry Potter's wand. Vader spins away crazily out of control. Luke is free to launch his proton torpedo. And the Death Star goes up in smoke.

 

Does that sound about right? Great surprise, wasn't it? 

 

No and no.

 

Sure, this plot twist is a surprise, but it's a stupid one. Harry Potter came out of nowhere. He's not part of the movie. We've got no foundation for Harry entering this movie.

 

In a word, Harry's appearance at the crucial moment is IMPLAUSIBLE. 
 

Injecting him into the story to save Luke is a terrible, ridiculous surprise.

 

Okay, fine, so let's backtrack a bit and try that again. 

 

We still see Luke zooming toward his target, armed with the proton torpedo. And we still see Vader on his tail, ready to knock him out. And this time we also see Han Solo on Vader's tail, closing in on Vader even faster than Vader is converging on Luke.

 

We watch as Solo closes in and fires his laser cannons. 

 

Wham! Darth Vader's ship is hit by a blast. Vader spins away crazily out of control. Luke is free to launch his proton torpedo. And the Death Star goes up in smoke.

 

Better this time? A somewhat more plausible surprise, right?

 

No and no.

 

Sure, this plot twist is more plausible. But there's no surprise at all. We saw it coming. We watched Han Solo all the way in. When the WHAM came, we were expecting it. 

 

Surprises are good in your fiction, but a surprise needs to be two things to be a true surprise:

  • Plausible
  • Unforeseen

When you fail to provide any sort of foundation in your story for a surprise, then it's implausible.

 

When you telegraph what's going to happen, then when it actually does happen, it's foreseen.

 

Here's how the surprise actually plays out in the movie:

 

Before the final battle, Han Solo and his trusty Wookiee friend Chewbacca leave with enough money to pay off Jabba the Hutt. Han has a price on his head, and he won't rest easy until his debt is paid. Luke calls him a coward, but Han just laughs him off and leaves. Because he values his life, and he knows he won't live long if he doesn't pay off Jabba.

 

But we also know that Han Solo is no coward. He thinks of himself as a cowboy. He does crazy things for his friends. We've seen him do so the whole movie. So if he were to come back and join Luke for the battle, that would be plausible. 

 

We just don't expect him to do that, because we saw the man leave. Then we saw a long, brutal battle, in which several of Luke's comrades are blown to bits. We've seen Darth Vader arm for battle. We've seen Luke make his first attempt with the proton torpedo and fail. We've seen Vader close in on him.

 

It's a long battle scene, an exciting one. It's long enough that we've forgotten about Han Solo.

 

And the story focus now zooms in tightly on Luke and Vader. It's a race to the death. One of them will win and one will lose. These two fill our entire attention. Nobody else exists.

 

So when the WHAM! hits Vader's ship, we've forgotten about Han Solo. But an instant later, we realize that we should have seen it coming.
 

Solo's reentry into the fight is plausible, AND it's unforeseen.

 

It's a surprise.

 

Surprise is good in fiction, but it's like perfume. A little goes a long way. A few great surprises in your story are probably better than a thousand small ones that become so regular that your reader starts expecting them. 

 

Now let's look at the current story you're working on right now. Is there a major surprise somewhere in your novel? How well is it working for you? Is it both plausible and unforeseen?

 

If it's not plausible or if it’s too foreseeable, then you have a problem.
 

How do you fix it?

 

You make your plot twists more plausible by putting in all the key facts earlier in the story. Preferably, a LOT earlier. 

 

J.K. Rowling is a master at seeding in the key facts for her big surprises very early in her stories. In her novel HARRY POTTER AND THE PRISONER OF AZKABAN, she gives you all the crucial facts about Sirius Black, Severus Snape, and Peter Pettigrew early in the story. Yet at the end, she gives you a massive surprise by combining all those facts in a way you don't foresee.

 

That's quite a trick, because readers are smart and if you highlight those facts too much, some readers are going to put things together and see exactly where you're going. 

 

So you make your surprise unforeseen by using misdirection. You throw in a ton of other facts. You focus your reader's attention on those. You don't lie to your reader, but you give her facts that she will put together to make a wrong prediction about what's going to happen next.

 

If you cheat here, then your reader gets angry. Cheating means that you hide crucial information. Or you give wrong information. 

 

When you put all the information in plain sight but misdirect the reader's attention and then hit her with your surprise, she likes that. Because you fooled her. And when you do that in a way the reader can respect, she thinks you're a genius.

 

And maybe you are.

 

About The Author

Randy Ingermanson
Randy Ingermanson is a theoretical physicist and the award-winning author of six novels. He has taught at numerous writing conferences over the years and publishes the free monthly Advanced Fiction Writing E-zine.
 
 

Tuesday, April 25, 2023

Creative Writing For Advanced College Classes by George G. Williams (PDF)

Creative Writing For Advanced College Classes by George G. Williams

Creative Writing For Advanced College Classes 

by 

George G. Williams

 (1935)

 

Preface to the First Edition 

 

One can think of a dozen helpful and beautifully written books on English style by masters of the English language; but unfortunately none of them is suitable in method or in purpose for use in the average college classroom. On the other hand, one can think of a hundred excellent and really indispensable handbooks of English grammar, English usage, and English rhetoric; but unfortunately none of them is of much value to people aspiring to literary levels higher than those of mere clarity and correctness. The first kind must always be the study and delight of mature writers; the second kind, the study if not the delight of immature writers. But one can hardly recall a textbook of composition written exclusively for people in the intermediate stage between immaturity and maturity. 

This book is intended to supply the lack; it is written for people who know most of what is to be learned from the handbooks, but who do not yet know how to create literature.

The book consists of three parts. Part I is a discussion of certain principles which apply to creative writing of any sort. Part II is a discussion of principles which apply to exposition; and Part III, of principles which apply to fiction. This work is, therefore, both a generalized study of the methods of creative writing, and a particularized study of the most important types of creative writing. 

It has been in the author's mind that Part I and the first three chapters of Part II should fill the needs of the first semester in a full year-course in advanced writing, and that the rest of the book should fill the needs of the second semester. Yet all the parts are so independent of one another that any part could serve as a text for a course lasting only one term; and at the same time, other parts could serve as private study for individuals interested in writing for other purposes than the attainment of a college credit. 

All but two or three of the sets of Exercises in the volume are creative rather than critical. That is, they demand that the student produce something from his own mind or imagination, instead of merely examining and appreciating what others have written. Many more Exercises are included than can possibly be completed in a year. But it was thought that a superfluity which would allow both the instructor and the student wide liberty of choice would be preferable to a paucity which would force both the instructor and the student into deadening formalism. 

And now about the point of view from which the book is written. Though the author believes that no important point discussed in the average correspondence course for professional fiction writers has been omitted from this book, the author's purpose has not been to discuss writing from the professional viewpoint. On the other hand, everything said in this book may be of real value to the student who intends to become a professional. The only difference, consequently, between this book and the books for professionals is in the spirit of approach.


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Monday, April 24, 2023

Creative Writing for College Students by Babcock, R. W. (Robert Witbeck), 1895-1965; Horn, Robert Dewey, author; English, Thomas H. (Thomas Hopkins), 1895-1992, author. (PDF)

 

Creative Writing for College Students by Babcock, R. W. (Robert Witbeck), 1895-1965; Horn, Robert Dewey, author; English, Thomas H. (Thomas Hopkins), 1895-1992, author



 

Creative Writing for College Students

 

by Babcock, R. W. (Robert Witbeck), 1895-1965; Horn, Robert Dewey, author; English, Thomas H. (Thomas Hopkins), 1895-1992, author.

 

 

Many years of facing students in several universities have indelibly impressed on us that the main thing a college writing course should do is to teach students how to write. By teaching them how to write, we mean simply to place the main emphasis on the more important forms, chiefly the expository and narrative, and thus stimulate young undergraduates to think in terms of whole creations, not of unrelated fragments, such as relative pronouns, attributive adjectives, finite verbs, correlative constructions, and topic sentences. In general, then, the point of view of this book is that most writing is essentially creative in intent, as is evidenced by the effort of mind it demands. This is true of bad writing as well as good since the former is only creative failure.

The purpose of this book is to discuss the types of discourse as directly and suggestively as possible and to set forth as attractively as possible what may be done with them. In order to accomplish these aims, we present, along with the discussion, first, student themes as illustrations of what other students have actually done with the types. Then, for comparison, we add examples from recognized writers, including both classical and modern masters. The primary purpose in printing the themes is to stimulate creative rivalry, for it has been our experience that most students do far better work if you put before them papers written by other students — papers which represent positive achievement in certain forms — and ask them if they can do anything like that. Then you are inviting them to attempt something clearly within the range of their own possibilities, and you will find them rising immediately to meet the challenge.

We do not mean to imply, though, that classical illustrations and handbooks should be thrown overboard. We have, as we have said, paralleled the student papers with professional illustrations and we assume, throughout, the use of a handbook of grammar and rhetoric. What we do want, however, is to see both classics and handbook subordinated to the main purpose of releasing the impulses and powers of these young students to write! “Writing out” is of supreme importance; to encourage it is our main objective in this book.

A word should be spoken about the narrative chapters. They are not intended to teach students to turn out marketable short stories, nor are they particularly concerned with the rhetorical features of narration. We have always thought that there is a middle ground between these extremes, and in these chapters we try to point it out. The student is told frankly that the ability to put people down on paper plastically cannot be taught by any instructor; it is a specific talent, which the most gifted novelist cannot quite explain. But it is possible to teach undergraduates the structural aspects of story writing and so lay a foundation for the play of imagination. Thus the chapters on narration develop the mechanical basis of plot by means of exercises on chronological plotting, climactic plotting, plotting a single characteristic, and
plotting the effect of a given setting. By the time the embryonic writer reaches the end of this section, his attention has been focused separately on the three main elements of any story. The last chapter then suggests how plot, character, and setting may be put together; the student is not told to write an actual short story, combining all three elements, till the very end of his study of narration. We believe that this gradual progress toward a definite, artistic form provides a practicable writing program even for the student who has no special talent for narrative.

We have tried to keep constantly in mind the fact that this book is written for young college students. We have tried to remember the limitations of their experience. Our precepts and exercises are intended to be suggestive, to open avenues of possibility. This book aims mainly, therefore, to encourage college students to teach themselves to write by writing.

R. W. B.

R. D. H.

T. H. E.



Table  of  Contents



Preface  vii
Acknowledgments  ix

PART  I


Formal  Exposition  and  Informal  Argument  i

I

Types  of  Formal  Exposition  3

II

Exposition  of  a  Process  10

III

The  Classified  Summary  28

IV

The  Summarizing  Resume  47

V

Definition  of  the  Abstract  Term  or

Idea  67
 

VI

Generalized  Description  98
 

VII

The  Character  Sketch 117
 

VIII

Expository  Biography  139

IX

Criticism  i  63

X

Short,  Informal  Written

Argument 196

XI

The  Term  Paper  227

PART  II


The  Informal  Essay,  Narration,  and  Description  275


XII  The  Informal  Essay  277

XIII  Linear  Narration  320

XIV  The  Plot  Story  347

XV  Expansion  of  the  Plot  Story  421
,  XVI  Description  459

XVII  The  Three  Elements  Together — The  Short  Story

XVIII  The  Fully  Developed  Form  540

Index  587

 

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