Instructor: Nick Montfort, email@example.com, 14N-336
Class meets in 4-249 Wednesdays, 2pm–5pm
Office hours: Regular office hours are 10am–11am Wednesdays in 14N-336, with some exceptions and a possible change of room during the semester
I am also available, via videoconference, by appointment
Interactive Narrative has been significantly overenrolled in recent years. The hard limit for a writing course, particularly a CI-M course, is 18 — and even that class size is challenging. Additionally, this is not a lecture-based class. We have class meetings that are filled with discussion, activities, and the sharing of student work. There is no way to “make up” what we do as a community when we gather (virtually or otherwise). For these reasons, students must attend all of the first class to enroll or remain enrolled in the class. (The excpetions are the standard ones: for legitimate medical reasons, religious observance, etc., and in those cases a student still needs to catch up by discussing a missed class session with a student who was there.) Until I have made an announcement that the class size is within bounds and we have finalized enrollment, anyone who elects to miss a class will not be able to stay in the course.
A list of the multisequential books in my personal collection is available. The list indicates which books are also held by the MIT Libraries. I will do my best to make these books available for students to read. However, my lab/studio at MIT is in storage, I have not been able to retrieve all of these books, and I currently have only a regular-sized office that can accomodate me and one other person. I am never able to allow my books to circulate.
Work is distributed over several assignments:
Participating in class is necessary to respect your fellow students, who, along with you, are important parts of the workshop community. Participation starts with physically being in the classroom for the whole class session, but also includes your willingness to respond and to initiate discussion.
Absences for medical reasons, or personal or family emergency, or religious observance, will of course be excused. In such cases a student must work with another student who participated in the session to catch up. If you will be absent and can possibly let me know, please do, so I can request that a student help fill you in on what we did.
What type of substantial feedback (aside from quantitative grading along the way and a final letter grade) should you expect from me?
I will gladly provide extensive and detailed feedback when it is explicitly requested. The ideal way of getting detailed feedback is via your communication with me in office hours. For instance, if you come to office hours I am willing to review not only your sentence-by-sentence writing, but also the code you are writing for your digital project. Based on your preliminary work for your print project, I can suggest ways to better print and bind that work. I can also explain in office hours how to approach writing a critical paper, how to prepare a presentation, and how to draft and revise interactive narrative work, giving you specific pointers based on what you have done so far. I can explain aspects of narrative theory in greater depth and suggest ways to strengthen your particular creative writing. My preference is to meet with small groups of 2–3 students at once so we can benefit from each other’s questions and perspectives, but I can also meet with you individually. Remember that you must initiate the request!
Please understand that without your individual requests, I cannot offer this set of detailed and extensive feedback routinely, on a weekly basis, to every student. Because of this, the main sorts of feedback I will provide to everyone, based on assignments, is intended to answer these questions: Do you understand the basics of narrative theory? Do you see how narrative theory offers you new possibilities as a writer? Can you identify interesting aspects of existing interactive narratives? Can you exploit the different dimensions of narrative to go beyond the most obvious possibilities in your own interactive narrative work? Are you making good use of material properties and formal possibilities in both your print and digital projects? Is your writing (and oral presentation) in a good and appropriate style and framework given the projects you are undertaking? This is the feedback necessary for this particular subject and for a subject fulfilling the CI-M requirement.
Narrative questionnaire distributed. Students are required to complete it for use in class discussion; this is not a graded exercise.
Discussion of Choose-Your-Own-Adventure books.
Review of the syllabus, major required readings, assignments, evaluation.
Rapid introduction to narratology and the distinction between discourse/telling and story/content.
Read and closely study for the next class 1. Narrative and Life, 2. Defining Narrative, and 3. The Borders of Narrative from The Cambridge Introduction to Narrative. Read at least halfway through Exercises in Style, understand the concept, and pick out some of your favorite and least favorite sections.
(4%) Narrative exercise/quiz covering concepts in today's lecture and discssion. Yes, there is a graded quiz at the end of class on the first day.
Today's video: “Drop” by The Pharcyde, dir. Spike Jonze.
CYOA book discussion.
Discussion, in terms of narratology, of this music video and several very short narratives, presented in class.
Introduced in class, soon available for your use in your study of narrative: Curveship.js 0.4.
Is narrative hard to define? Discussion and review of chapters 1–3 of Abbott. As will always be the case, it is students’ responsibility to bring specific questions about the readings.
Read and closely study for the next class 4. The Rhetoric of Narrative, 5. Closure, and 6. Narration from The Cambridge Introduction to Narrative. Complete your reading of Exercises in Style.
(4%) Narrative exercise/quiz, in class.
Today's video: “California” by Wax, dir. Spike Jonze.
Discussion of Exercises in Style by Raymond Queneau.
Questions about chapters 4, 5, and 6 from the Abbott book?
Read for the next class: “Going for a Beer,” Robert Coover. Or we’ll discuss it next class.
Read and closely study for the next class 7. Interpreting Narrative, 8. Three Ways to Interpret Narrative, 9. Adaptation across Media, and 10. Character and Self in Narrative from The Cambridge Introduction to Narrative. Also read the glossary of this book by Abbott. This is to make your study easier, not harder!
Creative Project 1, in Curveship-js, is assigned. Create a variable narrative with three (3) different narrator files (and corresponding HTML files) and no more than ten (10) events. Due October 6 at 12noon.
(4%) Narrative exercise/quiz, in class.
Read and closely study for the next class 11. Narrative and Truth, 12. Narrative Worlds, 13. Narrative Contestation, and 14. Narrative Negotiation from The Cambridge Introduction to Narrative.
(4%) Narrative exercise/quiz, in class.
Our main discussion of the foundations of narrative theory concludes today. Of course, we will be discussing narrative theory throughout the course as we also deal with issues of materiality, interface, expectation, riddle and solution, etc. But this will wrap up our study of the Abbott book and of the fundamentals.
Each of us will share our Creative Project 1 in class.
Interactive fiction will be assigned for you to experience outside of class: Watch this space.
(10%) Creative Project 1, in Curvship, is DUE before 12noon this day.
(4%) Narrative exercise/quiz, in class.
In-class reading/play of interactive fiction. Some will also be assigned for you to experience outside of class: Watch this space.
Creative Project 2, in Twine or Inform, is assigned. A working draft/prototype is due October 20 at 12noon. The completed project is due October 27 at 12noon.
Workshop for Creative Project 2.
For next week, read and solve Meanwhile.
A working draft/prototype of Creative Project 2 is due before 12noon this day.
Discussion of Meanwhile ... Didn’t happen! We hadn’t solved it.
Each of us will share our Creative Project 2 in class.
(15%) Creative Project 2, in Twine or Inform, is DUE before 12noon this day.
Discussion of Meanwhile.
Begin your reading of Hopscotch. Let’s start with “From the Other Side,” chapters 1-36.
Both the Critical Report and Creative Project 3 is assigned. Stage 3a (a laid-out draft in booklet or similar form) is due along with the paper on November 17 (on paper) at the beginning of class. These are assigned together because what you learn from studying a print multisequential narrative should inform you as you make a print multisequential narrative, and vice versa.
The critical report is a detailed report focusing on a multisequential, narrative book. Obviously the narrative qualities and “interface” are important to discuss in detail, but so are paratexts and contexts, intertextual references, and the book’s material nature including design and production aspects. If the book has aspects of literary riddle and solution, consider those. Comparisons should be drawn to other appropriate multisequential books. You should report on how the different dimensions of your chosen multisequential book come together to create a particular effect, and how that is related to the themes and subjects of the book. Of course you need to include references in some consistent citation format. Only because this is a CI-M course, I am compelled to specify a minimum word count: 1800 words. Reaching this word count in way assures a passing grade.
Creative project 3 is a multisequential, narrative booklet. Only because this is a CI-M course, I am compelled to specify a minimum word count for all of your creative projects, 1, 2, and 3: 2400 words combined.
Discussion of Hopscotch. By today, have read “From This Side,” chapters 37-56.
Continue your reading of Hopscotch and be ready to discuss the whole book, including the “Expendable Chapters,” and different reading experiences of it, next class.
Discussion of Hopscotch concludes. Read some of the “Expendable Chapters” while re-reading/looking over some of what you’ve just read. You should understand how these chapters are interleaved in what Cortázar calls the “second book,” when he gives an authorized order for skipping around.
Workshop for Creative Project 3 in class is introduced (using 3a).
Each of us will also (very!) briefly discuss what we learned in writing the Critical Paper.
The completed project 3 (that is, “3b”) is due December 8 at the beginning of class.
(10%) Creative Project 3a, draft/prototype print multisequenial literature, is DUE at the very beginning of class (2:05pm) this day.
(15%) The Critical Report is DUE on paper at the very beginning of class (2:05pm) this day.
Workshop for Creative Project 3 continues (using 3a).
Each of us will share our final Creative Project 3 (“3b”) in class.
(15%) Creative Project 3b, booklet-length print multisequenial literature, is DUE at the very beginning of class (2:05pm) this day.
The “minimums” should not be considered maximums. They are required by the standards for MIT’s CI-M requirement (communications intensive within a major). The minimum length may be generally suitable for the critical report. In the case of the longer creative projects, those absolute minimums may or may not suit your purposes and goals as a writer.
Facial covering policy. At all times all class participants (including the instructor) must wear a close-fitting face covering over their noses and mouths.
Perceptive students will notice that the instructor wears a neck gaiter as his facial covering. Although an August 8, 2020 study has been misinterpreted by some, leaing some to beleive that neck gaiters are not a safe face covering during the current pandemic, an August 20, 2020 study by a respected aerosolologist demonstrated their effectiveness, see The New York Times, Yahoo! News, and presentation slides from the researchers.
Plagiarism—use of another's intellectual work without acknowledgement—is a serious offense. It is the policy of the CMS/W Faculty that students who plagiarize will receive an F in the subject, and that the instructor will forward the case to the Committee on Discipline. Full acknowledgement for all information obtained from sources outside the classroom must be clearly stated in all written work submitted. All ideas, arguments, and direct phrasings taken from someone else's work must be identified and properly footnoted. Quotations from other sources must be clearly marked as distinct from the student's own work. For further guidance on the proper forms of attribution, consult the style guides available in the Writing and Communication Center (E39-115) and the MIT Website on Plagiarism.
The Writing and Communication Center offers free one-on-one professional advice from communication experts with advanced degrees and publishing experience. The WCC can help you further develop your oral communication skills and learn about all types of academic and professional writing. You can learn more about the WCC consultations at http://cmsw.mit.edu/writing-and-communication-center and register with the online scheduler to make appointments through https://mit.mywconline.com. Please note that appointments at the WCC tend to fill up quickly.
As an enrolled MIT student you can access a variety of proprietary software at no cost, and, given my advocacy, use, and produciton of free software, I’m not going to tell you more about that or link to such things. You should use free/libre/open source software instead. However, IS&T also loans laptops to students: https://ist.mit.edu/loaner-equipment. If you have any technical questions about hardware, software, or anything IT-related, you can contact IS&T 24 hours a day, 7 days a week at: https://ist.mit.edu/help.