Student Schedule

The following schedule is subject to additions and changes. All readings on the schedule are required; please read the assignments at least twice, mark passages, and make margin comments in order to more fully participate in class discussion. Additional reading assignments will be handed out or posted electronically for you to download and print. You are responsible to print, read, and bring any electronically posted readings with you to class. Unannounced quizzes on readings will be given periodically during the semester.

January 8

Introduction: Syllabus, Course Policies

(Watch this video and practice Active Reading by highlighting and taking notes on the reading assignments, and bring the texts with you to class.)

on plagiarism: http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/

 

Introductory Poetry Packet activities in class

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Section I: Poetry (4 weeks)

Terms: imagery, metaphor/simile, concrete detail, line break/enjambment, alliteration, sound, rhythm, rhyme/meter, stanza, connotative/denotative, syntax, juxtaposition, form/content, show vs tell, etc:

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 January 15

Poetry Terms https://docs.google.com/document/d/1EHo9FGCTSb9tcp8XLMReV7Zx7lS1T2hjw19xAwmzORM/edit?usp=sharing

Before Class Read, print, bring: Bernstein “Difficult Poetry” (pdf); Goldberg, Writing Down the Bones (chapters:  Intro to Obsessions ); print, highlight, take notes, bring

Prepare: watch Bernstein read from Attack of the Difficult Poems https://www.youtube.com/watch?v=jAAwt_YqhEY  and How to read a Poem https://www.youtube.com/watch?v=kMAt0ixlM8c

Write, Print, Bring to Class:

Read through the Poetry Packet again and focus on 3 poems more closely; mark interesting lines; reflect on ideas/language/structure; write one para about each reflecting on what the poems makes you think about, how it makes you feel, what you hear/see when you read it; think about how poems can communicate ideas in totally different ways than other kinds of writing)

What can we learn from reading and engaging with “difficult poetry”? How does Bernstein change your idea of what poetry is or can do? Reflect on two poems from the Poetry Packet, in particular, describe how the language in the poem is used descriptively or vividly. Discuss one idea that struck you from the Goldberg reading and explain why.

In-class: Read from Poets Reading the News TBA

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 January 22    Sonnets and other Poetic forms

No In-class Meeting

Please complete the following; written assignment will be due in Canvas; post and respond to others’ posts as assigned. Then prepare for class in-person on the 29th. Also, I will be in my office this week Tue (2-6pm) and Wed (4-6pm) afternoons if you want to stop by with any questions, etc.

1.

Read: Poetry: Sonnets

Do some research on the Sonnet form: what is a Sonnet? What specifically does a Shakespearean Sonnet look, sound, feel like? Then, compare the Shakespeare and Berrigan sonnets; what is similar and different in terms of form, structure, language, vocabulary, content? What did you learn about Sonnets from your research? Reflect on these questions, and include quotes and examples from the poems. Post in the Canvas discussion.

Then, write 1-2 sonnets in traditional or contemporary form (eg. like Shakespeare or Mullen or Berrrigan). Bring this with you to class next week.

2.

Choose 1-2 poems from anywhere on the  Poets Reading the News site. Summarize and reflect on what the poems are doing, saying, what they make you think about, etc. What is the “news” the poems are about or responding to? Explain, write 1-2 paragraphs for each in the Canvas Discussion.

Write a news poem of your own based on some news event or story. Include a summary of the news event or link to a related article. Bring this with you to class next week.

Reply to 3-4 of your classmates’ posts for each of the assignments (sonnets and news poems); what’s interesting about what they are saying, what do they write about that you hadn’t thought of?

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 January 29 

Bring any poems you have written so far:

3 x word list poems from the 20-word lists you made from the poetry packet

1-2 sonnets in traditional or contemporary form (eg like Shakespeare or Mullen or Berrrigan)

1-2 News poems inspired by reading Poets Reading the News

Before Class Read: from Layli Long Soldier, Whereas 1st half or so of book  — stop when you get to the section titled “Whereas”; come prepared to discuss 2-3 of the poems that you find most intriguing; bring notes and written reflection with you.

Before Class Read new poems from Poets Reading the News that you did not write about previously; Write/bring: Reflect on one poem from PRTN, bring a copy of the poem to show/share, reflect on what it means to you, give examples and read key lines, discuss the poem’s relation to the related news event(s)

Before Class Read this on Documentary Poetics: https://www.poetryfoundation.org/articles/68969/from-reznikoff-to-public-enemy and this  Documentary Poetics – handout (pdf) ; how are some of the poems in Poets Reading the News examples of using documentary poetics practices? How does Long Soldier use documentary poetics (this may be more apparent in the 2nd half of the book)

 

Prepare to discuss In Class:  How is Long Soldier using poetic form to express emotion/critique/etc. here? What is the emotion(s), how does she show vs tell that? Summarize a general idea she is getting across in this book. Discuss and write about some specific examples from the book. Work for 10-15 min and then share with the whole class some of your examples.

Find a current news story or issue and write 3 poems in different forms about that, or using the story as the material. You can use and rearrange language from an article, creatively or from multiple articles… EG: find a specific article about a current news event, do some more research if necessary (optional), write one or more poems in which you show an emotion or perspective on the issue. You can reference the issue and even include some text from the article (in quotation marks or italics) where it is useful, but don’t explain, tell, or summarize. Write a poem that includes imagery, concrete and sensory detail, metaphor, and elements of musicality (sound, rhythm, flow but not rhyming unless it is crucial to the presentation/structure of the poem).

 

Set up a blog and bring the URL with you to class

  1. set up a blog: wordpress or blogger; links to instructions:

wordpress: https://wordpress.com/ (and start a blog) (make sure to choose a free layout and say no to any questions that ask you if you want to pay for service; just use the free blog service)

https://en.support.wordpress.com/five-step-blog-setup/

blogger: https://support.google.com/blogger/answer/1623800?hl=en

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Tuesday Feb 5 *Blog Reflection 1 due on your blog and post to Canvas Assignments by 5pm.

Read all of Long Soldier’s Whereas.  How is Long Soldier using poetic form to express emotion as well as social/historical critique throughout the book? What is the emotion(s), how does she show vs tell that? (Why is poetry a good form for these emotions and critique? explain.) Summarize a general idea she is getting across in this book. Reflect/write about 3-4 specific poems from the first and second halves of the book, include quotes and examples. How does Long Soldier practice a kind of “documentary poetics” in this book? Explain and include specific examples.

How to quote poetry in essays/papers: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_quotations.html

Post on your blog, copy the URL to Canvas, and bring with you to class to discuss.

          

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February 5

Read: all of Layli Long Soldier’s, Whereas ; bring your blog post writing to class, and examples from specific poems to discuss. (video of Long Soldier here)

Read (again) to discuss in class: Documentary Poetics:  https://www.poetryfoundation.org/articles/68969/from-reznikoff-to-public-enemy

Read:  Goldberg, Writing Down the Bones (1st half of book; bring it with you to class to discuss)

[(In-Class) Read more from Poets Reading the News : choose 2-3 poems about current news topics,]

(optional) Watch: Inside Out Poetry competition http://wdet.org/posts/2017/03/07/84809-the-voice-that-it-gives-me-youth-poetry/

**Write/Bring 1-2 more News poems (see below) and/or write a poem inspired by reading Long Soldier’s poems.

(Write 2-3 more “news” poems: Find a current news story or issue and write 3 poems in different forms about that, or using the story as the material. You can use and rearrange language from an article, creatively or from multiple articles… EG: find a specific article about a current news event, do some more research if necessary (optional), write one or more poems in which you show an emotion or perspective on the issue. You can reference the issue and even include some text from the article (in quotation marks or italics) where it is useful, but don’t explain, tell, or summarize. Write a poem that includes imagery, concrete and sensory detail, metaphor, and elements of musicality (sound, rhythm, flow but not rhyming unless it is crucial to the presentation/structure of the poem). Or write a poem inspired by or in response to something you read on Poets Reading the News.)

**Bring any poems you have written/revised so far to share/workshop in class:

3 x word list poems from the 20-word lists you made from the poetry packet

1-2 sonnets in traditional or contemporary form (eg like Shakespeare or Mullen or Berrrigan)

3-6 News poems inspired by reading Poets Reading the News

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Section II: Transition to Fiction 

               Terms: Point of View (POV), plot, character, setting, situation, dialogue, narrative,  verb tense, postmodernism, avant-garde, form/content, show vs tell, etc

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February 12

I. Poetry Con’t: Bring Whereas to discuss a bit more; discuss additional examples from PRTN + review/reflect on poetry terms; bring new poems you’ve written; bring Writing Down the Bones (what sections/chapters are most intriguing, why?)

Work on revising poems for the Portfolio. See assignment sheet above. You should have written a number of your own poems, including:

  • 3 x word list poems from the 20-word lists you made from the poetry packet
  • 1-2 sonnets in traditional or contemporary form (eg like Shakespeare or Mullen or Berrrigan)
  • 3-6 News poems inspired by reading Poets Reading the News
  • The 20-poetry-projects poem (long poem written from instructions in class and revised)
  • Poetry Exercise (homework, short paper handout)

II. Fiction ReadShort short fiction packet (In Canvas Files)

Read: from Biting the Error: writers explore narrative (PDF In Canvas Files: Fiction)

in-class: https://docs.google.com/document/d/1EHo9FGCTSb9tcp8XLMReV7Zx7lS1T2hjw19xAwmzORM/edit?usp=sharing

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 February 19

*Poetry Portfolio Due (see assignment sheet here: https://223creativewriting.wordpress.com/assignment-sheets/poetry-portfolio/

Think about how fiction is a little like poetry (uses elements of poetry, see terms) + character + setting/place + situation/what happens

Read, come prepared to discuss:

Fiction Short short fiction 1 packet (In Canvas Files)

From Biting the Error: writers explore narrative (PDF In Canvas Files: Fiction)

Read: Shange “Indigo” (PDF) and come prepared to discuss “character”; how is the main character developed in each story, what elements of parts of the story show us who each character is and what she is like, etc? Bring specific examples from the texts.

Write/Bring: Shange and Character

In-class writing:

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Feb 26

READ:

Indigo (PDF) Bring your writing about Indigo and character: how do we know/learn about Indigo and her as a character through concrete and sensory details, overt and subtle details, dialogue, description, etc? Pull out examples, passages to share.

Burroway “Writing Fiction” (pdf)

Marcus, from The Singing Fish; Foos, “The Blue Girl”; Everett “The Fix”; Buzzati, “The Falling Girl” (PDFs in Canvas Files)

Workshop: bring (typed and printed) story exercises from last week (see Canvas Files – Fiction 2 Fiction Exercises: Description, and 4 Qualities)

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Winter Break March 3-10

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March 12

Read: Buzzati “The Falling Girl,” Ozick “The Shawl” (PDF), Alexie “Bird Watching” (PDF), and “Building Blocks”  in Fiction folder in Canvas Files; bring back Burroway “Writing Fiction” (pdf) (and re-read sections on significant detail, active language, prose rhythm)

In-class writing/quiz on stories/readings

Bring: Fiction Exercise: Vocabulary (see Canvas Files Fiction)

Due on blog and post to Canvas before class: Blog Reflection 2: Write a blog reflection in which you reflect on and discuss specific examples from any of the reading we’ve done recently, and any elements of your own writing.  Specifically, write about language (detail, description, metaphor, sensory elements, etc) in relation to the elements of fiction (character, situation, setting). Discuss examples  in terms of how/why consideration of language is important in relation to the other fiction elements. Include specific examples and quoted passages from stories/texts referenced.

Add any other reflection, response, interpretation, personal perspective and thoughts on any other texts or ideas. Write at least 4 comprehensive paragraphs. Post the URL to the Blog Reflection Assignment in Canvas

Discuss presentations and book publishing assignments

Fiction Writing homework: Dialogue

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 March 19

Read: Alexie “Bird Watching” (PDF); Goldberg, Writing Down the Bones (read 2nd half of the book); Lamott Polaroids, etc.. (pdf)

Fiction Workshop: bring 2-3 stories that you have written from the fiction writing assignments; type/print. (Exercises: 4 qualities, description, dialogue, vocabulary) 

Discuss Fiction portfolio, Presentations, Creative Book

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March 26

*Presentations in-class: see assignment sheet for individual student presentations on poetry + fiction + reading/writing

In-class: Revisit ‘Building Blocks

Fiction writing: Postcards

Discuss Creative Book Project

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Section III: Creative Essay 

Terms: perspective, message/insight/reflection, language, form/content, genre, show vs tell; Readings: Cooper (Introduction to In Short essay collection); Dillard, “Lenses”; (etc.? short essays____)

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April 2

*Fiction Portfolio Due (see assignment sheet above)

Read Essay Packets: Essay Introductions  (found in Creative Essays Folder in Canvas Files)

In-Class Writing: creative essay and E-Portfolio discussion 

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April 9

*Creative Book Project due

Read Essay Packet in Canvas Files); Writing Creative Nonfiction (in Canvas Files); selections from Claudia Rankine (Citizen) + Langston Hughes (Salvation) (in Canvas Files))

In-Class Creative Essay Workshop/discussion: Bring your complete and revised “What is a Word Worth” essay.

*E-Portfolio Workshop in Class: See E-Portfolio Checklist in Canvas Files to start creating pages, development layout and organization, and begin adding content to your site. Come to class with as much of the portfolio completed as possible. You can google questions to find out more about how to make pages, make a static home page, make a blog page in WordPress, etc. Also, see the schedule from Jan with links to info for creating pages: https://223creativewriting.wordpress.com/schedule/student-schedule/

 

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April 14 * Sunday *Blog Reflection 3 due

Write about Creative Essays. What characteristics does an essay have? How is it similar to or different from poems and stories? How do you see poetry and fiction relating to (or playing into) creative essays. Think about the progression over the semester from poetry to fiction to essay in terms of your own reading and writing, and discuss how you see the connections and how these come together in your own experience of creative essays? What does/can creative essays do that the other genres can’t or usually don’t? How can the different genres address similar subjects or topics in different formal ways? Of what value is learning to write in and about the different genres? Explain, include examples, reflect on your own reading and writing.

Post this to your blog and then upload the link in Canvas Assignments (Blog Reflection 3).

 

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April 16

Word Essay due in Canvas

Final E- portfolios due  by 9pm (see assignment sheet above)