These class-related posts have led to an odd occurrence: each of the six posts I’ve made have earned me three or four new followers to my blog, which in a way, is depressing—I’m netting more followers from my classroom assignments than I was through my creative work. I’ve been telling myself this is because my blog has been more active lately—as if maybe these prolific posts are drawing people in—but I’m not sure if that’s true. But, whatever; this horse has been gifted to me and I promise not to look in its mouth. So, here’s my sixth class-assigned post:

As it pertains to my narration, and “keeping a serious human mind at its center,” it’ll be a difficult task vis-à-vis my sample chapter. The chapter I plan to write in concert with my submission package will be research-heavy, focusing on the chemical aspects of the human brain that allow a child like mine to become addicted to technology, and it’ll be hard to make my presentation read like a story. However, I’m not going to just “extract content from its original context,” thereby divorcing my information and emotion from the “circumstances that motivated those ideas,” because my work would be a failure if I did. And, I have a plan: I’m going to paint my daughter’s mind as a protagonist that’s battling against the research-leavened antagonist of chemical technology addiction.

Sure, here in these few words, I’m sure my plan sounds formulaic and somewhat superficial, but given the room to breathe that’s provided by a ten-page sample chapter, I’m sure I’ll be able to create the “narrative tension” that Rabiner stresses as important. Or at least, I’m going to try…

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