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Tips and Tricksfor

Teaching an Interactive Fiction Course

Mike Spivey

NarraScopeMay 28, 2020

Workshop overview

I My interactive fiction course

I BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI Background

I StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI Structure

I Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learned

I Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

Workshop overview

I My interactive fiction courseI BackgroundI StructureI Successes, failures, and lessons learnedI Questions?

I Learning the rudiments of Inform 7 for students in a generalwriting course (Brendan Desilets)

I Tips and tricks from all of you!

I IF speed dating exercise (if time)

I Final questions/comments

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget Sound

I Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts college

I Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I Me

I Math professorI Typical courses: Calculus, mathematical modeling,

optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and author

I Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980s

I IF communities: intfiction.org, IFDB, Interactive FictionCompetition

I Written A Beauty Cold and Austere, Junior Arithmancer,Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

Competition

I Written A Beauty Cold and Austere, Junior Arithmancer,Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I University of Puget SoundI Small, liberal arts collegeI Tacoma, Washington, USA

I MeI Math professor

I Typical courses: Calculus, mathematical modeling,optimization

I IF player and authorI Played my first IF game in the 1980sI IF communities: intfiction.org, IFDB, Interactive Fiction

CompetitionI Written A Beauty Cold and Austere, Junior Arithmancer,

Sugarlawn, contributed to Cragne Manor

My IF Course: Background

I Connections graduation requirement

I Students must take a course that “connects” two academicdisciplines.

I It’s better if the two disciplines aren’t normally related.

I Why not a Connections IF course, connecting computerscience and literature?

My IF Course: Background

I Connections graduation requirementI Students must take a course that “connects” two academic

disciplines.

I It’s better if the two disciplines aren’t normally related.

I Why not a Connections IF course, connecting computerscience and literature?

My IF Course: Background

I Connections graduation requirementI Students must take a course that “connects” two academic

disciplines.I It’s better if the two disciplines aren’t normally related.

I Why not a Connections IF course, connecting computerscience and literature?

My IF Course: Background

I Connections graduation requirementI Students must take a course that “connects” two academic

disciplines.I It’s better if the two disciplines aren’t normally related.

I Why not a Connections IF course, connecting computerscience and literature?

My IF Course: Background

I Connections graduation requirementI Students must take a course that “connects” two academic

disciplines.I It’s better if the two disciplines aren’t normally related.

I Why not a Connections IF course, connecting computerscience and literature?

CONN 311 Interactive Fiction: Overview

I Computer science

I Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7

I Write IF works in Inform 7I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming language

I For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I Literature

I Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IF

I Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as texts

I Compare/contrast with static works of fictionI Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Overview

I Computer scienceI Learn Inform 7I Write IF works in Inform 7

I A short work, earlier in the term (at least 2000 words)I A long work, later in the term (at least 5000 words)

I Discuss Inform 7 as a programming languageI For example, its natural language and declarative features

I LiteratureI Read/play over 20 works of IFI Analyze them as textsI Compare/contrast with static works of fiction

I Example: Emily Short’s Bronze vs. “Beauty and the Beast”

I Write a paper comparing two IF works or a work of IF with astatic work of fiction

I No prerequisites!

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)

I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)

I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IF

I Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming language

I Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)

I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, drama

I Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in class

I Wednesdays: Discuss Monday’s work, a similar assigned IFwork, and often a static short story

I Example: Toby’s Nose, An Act of Murder, “The Adventure ofthe Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short story

I Example: Toby’s Nose, An Act of Murder, “The Adventure ofthe Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)

I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)

I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Structure

I Introduction to IF (two weeks)I History and conventions of parser-based IFI Inform 7 as a programming languageI Play a few parser-based IF works

I IF Genres (five weeks)I Mystery, fantasy, comedy, horror/suspense, dramaI Mondays: Read a work of IF aloud in classI Wednesdays: Discuss Monday’s work, a similar assigned IF

work, and often a static short storyI Example: Toby’s Nose, An Act of Murder, “The Adventure of

the Speckled Band”

I Fridays: Learn more Inform 7

I IF as Education, IF as Argument (two weeks)I Same structure as with IF genres

I Craft of IF (three weeks)I Characterization, puzzles, narrative structure and choices

I Large IF project presentations (three weeks)

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!

I Students with no programming experience generally learnedInform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responses

I English major: I had a bad experience with programming inhigh school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Successes

I Overall structure

I Reading IF aloud in class

I Pairing IF works and relating them to works of static fiction

I IF speed dating exercise

I Some really good student projects!I Students with no programming experience generally learned

Inform 7 and created some interesting IF works.

I Positive student responsesI English major: I had a bad experience with programming in

high school. I probably would never have touchedprogramming again if not for this course.

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.

I Exception: Puzzle games with an intriguing mechanic, likeCounterfeit Monkey

I By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit Monkey

I By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

CONN 311 Interactive Fiction: Failures, Lessons Learned,and Places to Improve

I Reading before writing

I Puzzle-heavy games are difficult to experience fully because oftime limitations.I Exception: Puzzle games with an intriguing mechanic, like

Counterfeit MonkeyI By contrast, story-heavy games generally work quite well.

I Aristotle reading on Zeno’s paradoxes - too complicated

I Students need more Inform 7 coding instruction

I More comparison of IF writing and mainstream storytelling

I Another language: Twine?

Questions?

IF Speed Dating Exercise

I How it works

I Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairs

I One student describes an idea for an IF work, while the otherstudent listens (maybe a minute or two).

I Then the second student asks questions of the first, whoresponds (also a minute or two).

I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).

I Then the second student asks questions of the first, whoresponds (also a minute or two).

I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).

I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.

I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student response

I At first, students are a bit tentative and don’t have much tosay.

I By the third or fourth “date,” though, I often have to pushthem to get them to stop talking to each other and move on.

I Their feedback was that this process was really helpful: Ithelped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.

I By the third or fourth “date,” though, I often have to pushthem to get them to stop talking to each other and move on.

I Their feedback was that this process was really helpful: Ithelped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.

I Their feedback was that this process was really helpful: Ithelped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

IF Speed Dating Exercise

I How it worksI Break students into pairsI One student describes an idea for an IF work, while the other

student listens (maybe a minute or two).I Then the second student asks questions of the first, who

responds (also a minute or two).I Then they swap roles, for the same amount of time each.I Then they swap partners and do it again.

I Student responseI At first, students are a bit tentative and don’t have much to

say.I By the third or fourth “date,” though, I often have to push

them to get them to stop talking to each other and move on.I Their feedback was that this process was really helpful: It

helped them refine their ideas, consider new ones, and thinkabout aspects of their projects that they hadn’t consideredbefore.

Works studied

I IntroductionI Sam Barlow, AisleI Marc Blank and Dave Lebling, Zork I

I MysteryI Chandler Groover, Toby’s NoseI Christopher Huang, An Act of MurderI Arthur Conan Doyle, “The Adventure of the Speckled Band”

I FantasyI Admiral Jota, Lost PigI Emily Short, BronzeI Madame de Villeneuve, “Beauty and the Beast”

I Suspense/HorrorI Andrew Plotkin, ShadeI Elizabeth Smyth, BogeymanI Ambrose Bierce, “An Occurrence at Owl Creek Bridge”

Works studied

I ComedyI Buster Hudson, The Wizard SnifferI J.J. Guest, Alias ‘The Magpie’I P.G. Wodehouse, “Leave It to Jeeves”

I DramaI Stephen Granade, Will Not Let Me GoI Victor Gijsbers, De Baron

I IF as EducationI Harry Giles and Joey Jones, The Chinese RoomI Mike Spivey, A Beauty Cold and AustereI Aristotle, Physics VI, Part 9, on Zeno’s Achilles paradox

I IF as ArgumentI Jonathan Laury, OstrichI Zoe Quinn, Patrick Lindsey, and Isaac Shankler, Depression

Quest

Works studied

I Bonus: Pace Smith, Limerick Heist

I CharacterizationI Emily Short, GalateaI Stephen Bond, Rameses

I PuzzlesI Emily Short, Counterfeit MonkeyI Arthur DiBianca, The Wand

I Narrative, the Parser, and ChoiceI Victor Gijsbers, Terminal Interface for Models RCM 301-303I Serhii Mozhaiskyi, I.A.G. Alpha

Works studied (nonfiction)

I Kevin Jackson-Mead and J. Robinson Wheeler (eds.), IFTheory Reader (selections)

I Don Knuth, “Literate Programming”

I Aaron Reed, Creating Interactive Fiction with Inform 7