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1Joseph Thurmond

ENG-683-O
Dr. Shana Hartman
09 November 2016
Revised WAD Part 1
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 as well. 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 reading a text. This is, in part,
due to the inherent quality of books not being malleable experiences that allow readers to insert
their own identity and preferences into the story to partially make it their own. Traditional texts
have their place and ways 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
types of texts like nothing else. After all, in his discussion of projective identites in What
Video Games Have To Teach Us About Learning and Literacy, he says that if children are
learning deeply, they will learn, through their projective identities, new values and new ways of
being in the world based on the powerful juxtaposition of their real-world identities (So, thats
what I really feel , think, and value) and the virtual identity at stake in the learning (So, these

are the ways of feeling, thinking, and valuing open to a scientist) (63). In other words, students
will not only discover more about themselves by projecting their identities into game characters,
but also learn and grow from the perspectives of those they play as. A similar process occurs with
occupying the perspectives of a books characters, but the interaction and mingling of identities
with video games makes this far, far stronger.
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 a 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 and apply emotion, imagination, detail, and more to certain moments from their own
perspectives. 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 category (of the four
listed earlier) through analysis and research (which will show me they can apply game principles
and theory learned during class time over the semester). The games will serve as catalysts to help
students become more effective storytellers in all walks of life. And theyll learn more about
general creative writing and video game narrative design in the process.
With this established, the second assignment of the course will be the study of a (mostly)
non-linear game: The Elder Scrolls V: Skyrim. With a clear, main story set in an open world
where players can go do what they like, Skyrim is the peculiar intersection between linear and

freeform stories. In other words, it allows players to express themselves through their own
character, change some story events, and the like. However, with a constructed origin and path,
main objectives to complete, and so forth, players are also confined to specific narrative elements
and what they can do to some degree. 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 game. 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, too.
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
three weeks after the first paper, which would deal with retelling a linear story from a pre-written
characters perspective. 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. While the books are highly subject to change, 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 processes of 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 be discussed in class and in private conversations between individual students. 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 the influences guiding identity
specifically through Skyrim (Ventrice; Arjoranta).
Without delving into too much detail, we will be using 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 journallike 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 second
week and students will pick one and write a draft over the weekend. The third week will open
with discussions and positive critiquing of each others ideas and drafts with class groups and
links made to our readings from the previous week. Ill also be sharing my own experiences and
paper with the students, since I will be doing the assignments alongside them to be an
encouragement and at their level). 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 over the weekend (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 secondary 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 thoughtful feedback to peers and teacher (I will be asking
students to critique and evaluate my own takes on the papers, class questions, etc. too).

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

Gain 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
observations recorded during gameplay sessions.

Main Quests (Objectives with final paper. Applied to rubric as well.)


$

Attentiveness: Shows clear investment with time spent playing Skyrim by using relevant,

descriptive implementation of story elements, environments, terminology (spells,


character names, locations, etc.), and so forth to enhance ones story.
$

Reception: Displays marked improvement and synthesis of feedback from peers and
myself in final paper by having greater command and confidence over individual writing.

Creativity: Confidently uses sincere, 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 uniquely enliven their Skyrim stories.

Authorial Prowess: Demonstrates strong command over storytelling techniques and


conventions. This includes (but isnt limited to) grabbing introductions or conclusions,
smooth pacing, moment-to-moment clarity, good senses of character portrayal and
development, and more.

Skill: Proficiency with consistent, sensible grammar, spelling, structure, transitions, and
presentation. This isnt as important as other categories due to some stylistic choices that
may conflict with traditional rules, but nevertheless, this is still 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.

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 your particular moment or sequence of events and telling it in a compelling, creative
manner. I know that sounds kind of daunting, but dont worry. Weve had so many thoughtprovoking and fun discussions about everyones Skyrim tales already that I immensely look
forward to hearing everyones stories come to life through each of your own unique voices. But
before you start doing that, lets review why were 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. But no matter how far youve gotten or what youve done, video games like these
always present memorable moments, especially since we get to work with customizable
characters. So, instead of writing from the perspective of a pre-written character in the last paper,
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 youre playing as. I would like to see how
your character perceives the world around him or her and something that he or she goes through.
What did they think about someone? What was their emotional reaction to something another
character said or did? How would you describe the motives and strategies behind their actions?
Retell anything like this in your own words! Whether its a battle, conversation, silly moment, or
even a peaceful, reflective 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 storyteller and overall writer.

Main Requirements (these come from the rubric):


$

Attentiveness: Shows clear investment with time spent playing Skyrim by using relevant,
descriptive implementation of story elements, environments, terminology (spells,
character names, locations, etc.), and so forth to enhance ones story.

Reception: Displays marked improvement and synthesis of feedback from peers and
myself in final paper by having greater command and confidence over individual writing.

Creativity: Confidently uses sincere, 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 uniquely enliven their Skyrim stories.

Authorial Control: Demonstrates strong command over storytelling techniques and


conventions. This includes (but isnt limited to) grabbing introductions or conclusions,
smooth pacing, moment-to-moment clarity, good senses of character portrayal and
development, and more.

Skill: Proficiency with consistent, sensible grammar, spelling, structure, transitions, and
presentation. This isnt as important as other categories due to some stylistic choices that
may conflict with traditional rules, but nevertheless, this is still a general requirement to
abide by.

Additional Requirements:
$

You must write the story from your characters perspective. This means you are writing in
first-person, but not from your vantage point as a player. You should occupy your character
as though you are him or her in the story, expressing your personality and thoughts through
him or her.

Paper should be longer than 4 pages, but 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 left-hand
corner, etc.

Drafts are due on Monday during the third week of our time with Skyrim. Assigned students
will provide feedback for you in class and I will privately provide feedback as well. Starting
around Friday, 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.

You may include any screenshots in your story if you like, but these will not impact the
length of your paper. So if you have a three-page paper thats seven pages because of
pictures, its still a three-page paper. Sorry!

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

Rubric

Ranking:

S - Exceeds

A - Above

B - Meets

C - Below

D - Doesnt Meet

Expectations

Expectations

Expectations

Expectations

Expectations

Attentiveness: Shows
clear investment with
time spent playing Skyrim
by using relevant,
descriptive
implementation of story
elements, environments,
terminology (spells,
character names,
locations, etc.), and so
forth to enhance ones
story.
Reception: Displays
marked improvement and
synthesis of feedback from
peers and myself in final
paper by having greater
command and confidence
over individual writing.
Creativity: Confidently
uses sincere, 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 uniquely enliven
their Skyrim stories.
Authorial Control:
Demonstrates strong
command over storytelling
techniques and
conventions. This includes
(but isnt limited to)
grabbing introductions or
conclusions, smooth
pacing, moment-tomoment clarity, good
senses of character
portrayal and development,
and more.
Skill: Proficiency with
consistent, sensible
grammar, spelling,
structure, transitions, and
presentation. This isnt as
important as other
categories due to some

stylistic choices that may


conflict with traditional
rules, but nevertheless, this
is still general requirement
to abide by.

Writing Assignment Design: Part 2


Reflection
When I first conceived of this assignment, it was completely natural and unplanned. I just
thought, Oh, of course. Lets do an assignment about creative writing and video games. I guess
you could say the two fit like peas in a pod for me, and now that Ive actually developed a
framework for this assignment and seen the possible results of how it could turn out? I couldnt
be more pleased. As I worked with my sister as a teacher, I honestly didnt think she would enjoy
the assignment at all. She doesnt like games, but to my surprise, I believe she did. It reflects in
the sample draft she wrote for me. I could hear it as I heard her exclaim and shout from the other
room while she was playing Skyrim. I smiled as my other sister walked in the room and observed
her playing for almost 20 minutes. And now that I think about how this would work with
activities, longer play sessions, more involved drafts and peer feedback? It would be splendid.
Ive also grown in my confidence as a provider of feedback. While I have much to learn about

being more specific and clear with my suggestions (at least I think so), it felt natural to write out
my pros and cons with my student in a constructive, positive manner. Just as I felt good
receiving this feedback from my teachers, I felt good giving it as well because I saw the vast
potential in the draft I critiqued, and I enthusiastically pointed out everything I loved while
critiquing areas that could use work. For now, Im happy with what Ive accomplished, but Im
ready for any feedback to improve my approach in any way.

The Process
Finding a student to do my particular assignment would have proved astronomically
difficult. Since it requires buying and playing a video game on a game console or PC, reaching
out to my fellow classmates wouldve likely resulted in no success. However, I didnt need to
look any farther than my family. I had The Elder Scrolls V: Skyrim ready to go on my own PC at
any time, so I enlisted my sister to be my test student for my WAD. While this was a major
convenience for me and worked out smoothly as I expected, I imparted no personal feelings with
her in how I conducted the assignment. Firstly, I decided to sit down with her for about 15-20
minutes to recap the presentation that I did for my second teaching post in the discussion forum.
This way, she could engage me with questions and find answers to questions she had about the
nature of the assignment, what I was talking about with narrative and video games, and so forth.
I did not personally record this session, but my YouTube video lesson introducing Skyrim to my
hypothetical students provides a general idea of how I helped ease her into writing her draft.

https://www.youtube.com/watch?v=sauQHGOOCCM

As someone who doesnt play games and a student herself, she was a great way for me to
see if my lesson could break through to those who dont know anything about video games.
Thankfully, she was attentive and engaged in my lecture, demonstrating a clear understanding of
what she had to next. After the lecture, I gave her the Assignment Handout I designed in my
WAD (which is in a separate document). However, I repeatedly clarified to her that for this
particular test run, all she needed to do was write a two to three-page draft as a way for me to see
if this assignment has potential and if my grading rubric and feedback would work as intended.
I helped her set up Skyrim on my PC and how to navigate the menus (as I would have
done in a day at a computer lab on the school campus, hypothetically speaking) and let her take
the reigns. I did not help her with anything of my own volition, as I wanted her experience to be
natural and not tainted by my influence or presence. However, whenever she was stuck, I offered
help, as I would have for any student who was having trouble with the games introduction.
After she played the game for about three hours, she wrote a two-page draft for about
three hours of her experience with a single character in the games introduction. This stuck out to
her, and she decided to be quite imaginative with her characters backstory and personality.
However, I will let her work speak for itself. My comments are contained in several pictures with
text using the Jing software. Keep in mind that my sister did not include any formatting for her
draft, so I have not altered how she sent it to me. I point this out in my comments that she would
need to properly format this for the next draft.
Student Draft
Alone, Yet Not Alone

I was running through the woods. My feet were numb from the cold snow. My lungs were
burning as I tried to gasp for breath, but I kept running as fast as my legs could go.
I knew they were going to start firing their arrows soon, so I hid behind a tree, and
waited. I waited for what seemed like an eternity, but heard nothing. They had been right behind
me when I was running, the imperial soldiers. I started to peak from behind the bark of the tree,
but then something hit my head everything went black.
My head was throbbing. I tried to open my eyes, but when I did, everything was spinning.
I pressed my palms against my eyes and then tried to open them again. Everything was not
spinning as much as before, so I was able to see that my hands were bound, and that I was in the
back of a wagon, but I was not alone.
There were three men in this carriage with me. The man sitting across from me was
talking with another man, apparently a thief. I just sat and listened, hoping they would talk about
why I was here, because I honestly did not know.
As I listened to the man and thiefs conversation, I found out that the man sitting across
from me was Ralof, the true High King, and leader of the rebellion. I also found out that I while I
was in the woods, I had been right in the middle of an imperial ambush.
Everything had happened so fast. I was trying to process everything, but it was just too
much. I could the panic crawling up my throat, so I looked up at the sky. There were so many
white clouds, and the sky was the most beautiful shade of blue. I breathed in the cold air,
exhaled, and could feel my heart beat slowing.
Why was this happening to me? I was no one of significance. No one has ever expressed
concern for this Dark Elf. I had been shadow my whole life, and I hoped that after all of this, I
could return to being a shadow.
I turned around and saw that we were approaching a village. Now, I would write about
everything that happens next, but it was just too much, and there something else that was of
greater importance to me.
Just so you can get an idea of what happened, I was going to be executed with the other
men who were in the carriage, but right before I was about to be executed, a dragon attacked the
village. I know, this is a lot of information, but the most important part is what happened during
the attack.
As I was running around the village, hiding from the fire-breathing creature, Ralof came
to help me. I did not understand why he was choosing to help me. He had the perfect opportunity
to escape, but he chose to stay.

Ralof led me through the village, and we eventually went down into underground tunnels.
Ralof led the way as we went through the dark tunnels. I did not know where he was taking me,
but as long as we were away from that dragon and those imperial soldiers, I would follow him
anywhere.
Something strange is that he actually spoke with me. People never talked to me, they
barely would look at me, but he treated me like I wasnormal. I waited for him to suddenly tell
me that he must go, but he never did as we walked through the tunnels.
Ralof did not even know my name, but he treated me like a friend. I could not wrap my
mind around this. No one has ever shown me this kindness in my whole life. Why was he doing
this?
Time went on as we made our way through the tunnels. Eventually we made our way out
and we were in the woods again. I breathed in the fresh air and looked around at the beautiful
mountains in the distance.
Ralof wanted to now split up, and make our way to Riverwood. But I could not bring
myself to split up from him now, not after all hes done for me. So I followed Ralof closely
through the woods, looking behind my shoulder from time to time just to make sure no soldiers
had followed us.
We eventually made our way to Riverwood, and I had this feeling that Ralof would be
leaving me soon, and I was right. I was being sent on some mission, and I would have to leave
Ralof. After all he and I went through, I did not want to leave him. He was myfriend. My first
friend. But I had this feeling that I would see him again someday.
Ralofs kindness had shown me that maybe I was wrong all along. Maybe I did not have
to live in the shadows anymore.
Comments: I must say that you have a really strong basis for your draft, Rebecca! The greatest
and most encouraging takeaway from it is that you have a meaningful, heartfelt backstory for
your character cleverly motivated by her race and your interpretation of how that impacts her
personality. The way you maneuver past story details most would linger on or highlight to
maintain your focus on Hadvar shows me you have focus, determination, and a clear idea of
what you want to tell with your story. I was also lightly touched by this hopeful tale for your

character and what lays in store for her after discovering she can find confidence in not being
alone again. Theres a lot to learn and take away from your story, but I would like to say that the
way you gloss over those other details could be done more effectively and naturally. I also would
like to see more of your characters thoughts about and actions toward Hadvar in the next draft
you get to me as we develop your story. Besides getting the formatting right and checking some
missing words here and there, I appreciate the work you put into this and look forward to
discussing this in class with you and your peers for even more feedback. Other than that, I will
say that my character, Josephus, would hope to cross paths with you, hear your story, and
become good friends with you as we walk lonely paths together. :)

Thank you for your hard work!

Rubric
Ranking:

Attentiveness: Shows clear


investment with time spent
playing Skyrim by using
relevant, descriptive
implementation of story
elements, environments,
terminology (spells,
character names, locations,
etc.), and so forth to
enhance ones story.

S - Exceeds

A - Above

B - Meets

C - Below

D - Doesnt

Expectations

Expectations

Expectations

Expectations

Meet
Expectations

Besides
confusing some
characters
names, you dont
overflow your
story with
unnecessary
details. Good
balance of needto-know info
and natural detail
that can be read
by anyone.

However, I do
believe you could
visually describe
locations like the
village and
tunnel with more
detail as you
flesh out those
parts of your
story.
Reception: Displays
marked improvement and
synthesis of feedback from
peers and myself in final
paper by having greater
command and confidence
over individual writing.
Creativity: Confidently
uses sincere, 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 uniquely enliven
their Skyrim stories.

Authorial Control:
Demonstrates strong
command over storytelling
techniques and
conventions. This includes
(but isnt limited to)
grabbing introductions or
conclusions, smooth
pacing, moment-tomoment clarity, good
senses of character
portrayal and development,
and more.

N/A

I can tell you


enjoy describing
relationships and
the emotional
states of
characters. It
comes through
here! Loved parts
describing your
characters past.
However, dont
be afraid to write
longer if you
wish. I get the
impression you
could, and would
benefit from it!
While there are
some rough
patches with
abrupt transitions
and jumps where
I think you could
naturally
describe more to
let us get to know
Hadvar and you
more, you
currently have a
strong grasp over
sticking to your
themes, a
grabbing

introduction, and
intriguing
character
portrayal.
Looking forward
to seeing you
develop this!
Skill: Proficiency with
consistent, sensible
grammar, spelling,
structure, transitions, and
presentation. This isnt as
important as other
categories due to some
stylistic choices that may
conflict with traditional
rules, but nevertheless, this
is still general requirement
to abide by.

As soon as you
fix the formatting
and a few minor
grammatical and
sentence
structure issues,
youll be well on
your way to
having great
Skill here.

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