policies - public.asu.edutrishm/worddocs/summer/eng210… · web viewfall and spring beginning...

M ENG 210 Introduction to Creative Writing. (3)fall and springBeginning writing of poetry, fiction, drama, or mixed genre. Separate sections for each genre. Each genre may be taken once. ENG Note 1: Completion of the First-Year Composition requirement (ENG 101 and 102 [or 105] or ENG 107 and 108 with a grade of “C” [2.00] or higher) is a prerequisite for all English courses above the 100 level.

Week 1.............................................................................................................................................3Announcements...........................................................................................................................3Discussion Week 1......................................................................................................................3





Poetry 1.........................................................................................................................................8Poetry 2.........................................................................................................................................8Poetry 3.........................................................................................................................................8Poetry 4.........................................................................................................................................8Poetry 5.........................................................................................................................................8Poetry 6.........................................................................................................................................8Poetry 7.........................................................................................................................................8Poetry 8.........................................................................................................................................9Poetry 9.........................................................................................................................................9Poetry 10......................................................................................................................................9

Week 1

AnnouncementsWelcome to ENG 210 Introduction to Creative Writing, Poetry. My goal for this course is for you to write poems, and also to study the craft of writing. And though this is a writing workshop and we will therefore focus on the study of student work rather than on the study of a literary canon, we will use the writing of published authors to help us frame discussions of our work.

My HopeIt is my hope that by the end of the course you will have several pieces that make you feel like you are a great writer, and several pieces that make you feel like you want to be a better writer. Few people are talented enough to produce amazing work in 5 weeks. But you certainly can, in 5 weeks, test your ability to be consistent with your writing, which is what most good writing is really about. I will give you many exercises to try, and you will like some of them and you will hate others. But trying all of them will make you more limber and more able to adapt to the challenges of building a poem out of a small idea. You can find the assignments in our “Class Tools” area under “Poetry Assignments.” They are also available in the Poetry Workshop Discussion Board threads, and on my website at: http://www.public.asu.edu/~trishm/classessummer/210p/assignments.html

Our TextEach week you will read 2-3 chapters from our text. You will read a lot of information about the craft of poetry, and you will also enjoy some poems that highlight elements of craft that are discussed in the book. This reading is very important because your poetry portfolio will be graded on how well you revise your poems based on concepts in the book and feedback from peers and the instructor. Each week you will also answer discussion questions based on the reading.

Our WebsitePlease view this 5 minute video about our course: http://www.public.asu.edu/~trishm/camtasia/coursetour/coursetour.html You can also find this tour in the “Class Tools” area.

Starting OutSince we have a short week the start will seem a bit rushed. You have 54 pages of reading and a Discussion Question response due by tomorrow, Wednesday May 31 at midnight. You then have two poems due by Thursday June 1 at midnight. Then you will give workshop responses and Discussion Question Responses by Sunday June 4 at midnight.

Virtual CaféI expect each student to post a note about themselves in the Virtual Café discussion board.

I look forward to a very fulfilling 5 weeks.

Trish

http://www.public.asu.edu/~trishm/camtasia/coursetour/coursetour.html

Hi Class,

Thanks to all of you for posting your first assignment, the Discussion Question. You will reply to 3 other student Discussion Question responses by Sunday. With Discussions Questions we want to have a conversation, just like we would in class, so choose any responses you want to reply to. You might make positive comments, but the goal is to have a conversation and engage in a dialogue. So choose responses you wish to talk about, and develop a conversation about them.

With the poetry workshops, you have two poems due by tonight (Thursday June 1) at midnight. Then we will complete Round Robin workshops of those poems by Sunday at midnight. For instructions on how a Round Robin workshop works, please visit the “Reviewing in Word” video in the “Class Tools” area.

Our goal for the workshop is to give critical, careful, and constructive responses. You want to help other students get enough feedback to revise their poems for the best grade. In order to do that, I want you to think about the course goals listed in the Course Information page, since that is how I will be grading the final portfolio. Also in the Class Tools area is a poetry workshopping sheet you should print out and refer to as you read.

I have a quick note on a glitch with myASU. You cannot use a hatch mark # in your doc title or the doc will not open. So please do not use a hatch mark in your Word document title (Example, poem#1.doc).

Also, I have added an area called “Audio Updates” that I am hoping will be helpful. I will post .wav files there giving mini-lectures with further information on key concepts. I have just posted an audio file for you about our upcoming workshop sessions. Please let me know if you can’t open it. If you can open it, let me know how you like that feature.

Thanks for your great work so far!

Trish

Discussion Week 1Read Chapter 1 Starting Out: An Introduction Read Chapter 10 Finding the PoemRead Appendix A: A Brief Glossary of Terms

Pick one of the "Poems to Consider" from Chapter 1 and talk about its use of details. How does the poet realize the experience through the use of sensory images? How does the poem move you through language, making you care about the situation?

Week 2

AnnouncementsHi Class,

Nice work over the weekend with Discussion Responses and poetry workshop. I have replied to your first set of poems. It took me longer than normal since we don’t quite yet have the Round Robin workshop and the stacking of comments mastered. So I took the extra time to stack all of your comments on one document for you. I hope you will pay close attention to this process for the next round of poetry workshops since it saves all of us so much time since we then only have to open and read one document instead of four. This is all explained in the Peer Review video under “Class Tools.” Let me know if some of you are having trouble viewing that. It explains everything in painstaking detail =).

Here is the explanation again. Always respond to the 3 posts below your post. If yours is near the bottom start again from the top. Several folks did not get responses at all, and several got too many. If you have any questions about who you are supposed to read before you respond please email me. Also, always stack your comments on one document. So if you are the second person to respond, open the first document and add your comments to it. That way we can create a dialogue about the poem. If you are the third person, open the second doc (which will have 2 sets of comments on it). Then I only have to open one doc, and I can see all 3 sets of comments, and when you read your comments you will have 4 sets of comments on it.

So for this week you will Read Chapter 2 Verse and Chapter 6 Subject Matter. You will answer this discussion question by Wednesday at midnight: “Choose one poem from Chapter 6 and discuss where the poem comes from. What seemed like the starting point of the poem? How does the poem move on from there?” You will post two poems by Thursday at midnight. And you will do 6 workshop responses and 3 reading responses by Sunday at midnight.

Hang in there. I am proud of you. I will continue reading and responding tomorrow. Please read my comments on your poem 1 and let me know if you have any questions. Remember my comments are designed to help you revise your poem for an excellent grade on your final poetry portfolio. So my goal is to give you constructive criticism and helpful exercises that will help you do that.

Trish

Hi Everyone,

I really enjoyed reading your second round of poems. I have posted all of my comments for you.

My job with those comments is to be your guide, your mentor, your editor. So please understand that my comments are designed to help you make positive changes to your work that will help you earn a good grade on your poetry portfolio—the revision of 5 of the 10 poems from the semester which is worth 40% of your final grade.

Your job with peer comments is similar, in the sense that you want to encourage the best poems. So in our next round of workshops, let’s continue to think about what good poems do, and how we can make all our poems good ones.

In the course description I say, “A main goal of poetry is to allow the senses to overwhelm thought. We will study established poems to see how they make meaning through sensory images. We will also push ourselves to infuse our own writing with concrete details, careful choices, and delightful surprises.” So in your workshops this week I would like you to think carefully about how the poems are using details, and what they are offering by way of surprises.

Just a reminder, you have a Reading Response due tonight, and two poems due tomorrow night. I hope you are all doing well. Pretty cool dust storm last night, wasn’t it?

Trish

Hi Class,

I logged on this morning to check for your poetry posts, and I have several requests for you before you start workshopping.

First, EVERYONE go into the Poetry Workshop board, open your two poetry posts, and hit “Modify” then CHANGE your subject line to your name. This makes it much easier for others to find your posts (I mention this in the Course Tour but I am sure I could have repeated it a few more times).

Second, please follow these workshop rules. The Round Robin Workshop is the best method I have found in 13 years of teaching, to make sure everyone gets an even number of responses and responses from a variety of people. It ask you to reply to 3 other people, and those will be the 3 people whose posts appear below yours (or if you are at the bottom, the posts at the very top). So, always respond to the 3 posts below your post. If yours is near the bottom start again from the top. If you feel compelled to reply to someone else, please don’t put it on the board because it gets confusing. Every person should get 3 student responses.

Third, always stack your comments on one document. So if you are the second person to respond, open the first document and add your comments to it. That way we can create a dialogue about the poem. If you are the third person, open the second doc (which will have 2 sets of comments on it). Then when I read the poems on Monday I only have to open one doc, and I can see all 3 sets of comments. This helps me because I am grading the poems and the responses. It helps you because you will have 4 sets of comments on one document.

Since we had a little trouble with the round robin, I took the time this week to make a chart of the poets you are supposed to read. Find your name in row 1, and the three other rows are the poets you need to read for that particular poem.

Poem 3 response response response

1 2 3cosman martin rutledge gierhahnmartin rutledge gierhahn mathesonrutledge gierhahn matheson trevinogierhahn matheson trevino neillmatheson trevino neill mintontrevino neill minton batesneill minton bates roundsminton bates rounds naranjobates rounds naranjo cosmanrounds naranjo cosman martinnaranjo cosman martin rutledge

Poem 4response 1

response 2

response 3

cosman martin gierhahn roundsmartin gierhahn rounds mathesongierhahn rounds matheson trevinorounds matheson trevino neillmatheson trevino neill rutledgetrevino neill rutledge batesneill rutledge bates mintonrutledge bates minton naranjobates minton naranjo cosman minton naranjo cosman martinnaranjo cosman martin gierhahn

Jennifer Rounds still needs to post poem 3, and Elizabeth Naranjo needs to post poems 3 & 4.

Thanks for your careful attention to the workshop structure. It helps everyone get comments on their work.

Trish

Discussion Week 2

Read Chapter 2 Verse Read Chapter 6 Subject Matter

Week 3


Week three? Is that even possible? I have so enjoyed reading your poems and your Discussion Question responses. Thanks for making my job so much fun =). I have posted all of my replies to poems 34 and 4 to the board, so please open the document to read my comments, and email me with any questions at all. You did a much better job with the workshopping features and round robin, and I hope that continues to be beneficial for you.

For the rest of this week you will read Chapter 7, Chapter 8, and Chapter 12. Your Discussion Question is due Wednesday at midnight: Quote your 5 favorite lines of figurative language from the poems in chapter 8, and try to identify what they are--metaphor, simile, personification, animism, metonymy, synecdoche, symbol, or conceit (sometimes they fall into more than one category). Why are these 5 your favorites? What can you learn about your own use of figurative language from these bits of writing?

For Thursday night at midnight you have 2 poems due with the following assignments. Remember you get 2 freebies a semester, so if you want to take a freebie, just list that in your poem: Poem 5 Write a poem about your mother, father, or another close relative, using an anecdote (real or imagined) before you were born. Let the poem help you find out something you didn't know. Poem 6 Make up as many metaphors as you can about a common object. Develop the best into a poem.

And you will do 6 workshop responses and 3 reading responses by Sunday at midnight.

You are doing a great job. I am proud of you.

Trish

Hi Class,

Happy Friday. I am going out of town around 2 pm and won’t be back until Sunday around 2 pm but I will check my email Sunday evening.

I just read your Discussion Question posts and responded to some of them. Thanks for posting them. I am glad you found that chapter on figurative language helpful.

And I checked for the poems that were due last night. We are missing poems 5 & 6 from Johnny and Jessica, and poem 6 from Elizabeth. If we could wait to start the Round Robin until they have posted that would help us preserve the workshop.

Have fun reading the poems this weekend. I look forward to reading them, and your constructive comments, on Monday.

Take care!

Trish

Discussion Week 3Read Chapter 7 Tale, Teller, and Tone Read Chapter 8 Metaphor Read Chapter 12 Becoming a Poet

Week 4


I have finished reading and commenting on Poems 5 & 6. I have to say the exercise for Poem 5 produced many of my favorite poems so far this semester. You did such a great job. That, and I think you are making such beautiful progress with the writing. I am really proud of you.

For this Wednesday we have the following reading: Read Chapter 3 Making the Line (I), Chapter 4 Making the Line (II), and Chapter 5 The Sound (and Look) of Sense, Your discussion question is: Choose one of the poems from Chapter 5 and talk about how it is using sound to make sense. What would happen to the poem if the word choice and structure were different? What does Chapter 5 and the sample poems tell you about your own poems?

For Thursday you have two poems due. Here are the assignments: Poem 7 Write a poem in syllabics. Either try repeating a stanza pattern of different line lengths or establishing one length and developing the poem around that. Poem 8: Either write a love poem that uses words that sound harsh or repugnant (screech, sludge, pus, wretched, frump, for example) or a poem that goes on the attack with sweet and gentle sounds (breeze, sway, glide, soft, smooth, for example). Let the sounds guide the poem.

You are all doing such a great job. I am glad you are in my class.

Trish

Hi Class,

I have 2 announcements for you below. I hope you are all well.

Trish

First, the Office of University Evaluation will email you tomorrow (Friday, June 23), requesting that you complete a course evaluation. You will have until Friday, July 7 to complete the evaluation. I hope you will take the time to participate in this process. IF you could, please clean your email box in anticipation of the upcoming message. The student email will appear to come from "University Evaluation." I really appreciate your help with this.

Second, I have some information to pass along about the Service Learning Program.

SUBJECT: ASU Credits for Community Service Here's a fun and rewarding way to earn 3 upper-division credits, appropriate for freshman through grad students. Fulfill the General Studies Cultural Diversity Requirement as you mentor and provide academic enrichment to children in communities where the high school drop-out rate is very high.http://uc.asu.edu/servicelearning/

https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://uc.asu.edu/servicelearning/

Tutor 1st-8th grade children one-on-one or lead small groups of 2 to 5 children in fun, hands-on literacy, science, art or math activities

Earn 3 credits in English, Math, various Sciences, Spanish, or UNI Enhance your resume with “real-world” and community service experience Fulfill one semester’s community service hours requirement for some scholarships No experience necessary. Transportation provided. Special service learning sections of ENG 102 & ENG 217 are available in which you’re encouraged to

draw upon your service learning internship experience for your writing assignments. There is no service component to these sections. The service experience is obtained when you also enroll in a separate 3-credit Service Learning internship of your choice.

Earn credits ... Get Involved ... Make a difference! Enroll in a Service Learning Internship... Learn more today! Visit: http://uc.asu.edu/servicelearning/ Questions? Contact Louie Valdeez ([email protected] or 480-965-5694).

Discussion Week 4Read Chapter 3 Making the Line (I) Read Chapter 4 Making the Line (II) Read Chapter 5 The Sound (and Look) of Sense

mailto:[email protected]

https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://uc.asu.edu/servicelearning/

Week 5


We are in the home stretch now. I am so proud of all eleven of you, and I have really enjoyed working with you this summer. You are a really great group!

I have finished reading poems 7 & 8 so please log on to get my comments and your peer comments. If you have any questions for me at all please email me.

For this Wednesday we have the following reading: Read Chapter 11 Devising and Revising and Chapter 9 Beyond the Rational. Your discussion question is: Chapter 11 discusses many techniques that poets use to revise their work, especially exploring, trying out, focusing, shaping, and drafting. Pick one of the poems from Chapter 11 and think about the careful choices the poet has made in writing the poem. What might fail if it were done differently? What steps will you take in revising your poems for the final portfolio?

For Thursday you have two poems due. Here are the assignments: Poem 9 Use music, food, or another realm to describe to a color-blind person some colorful event or scene, like a carnival, a beach on the Fourth of July, a political rally, one of your dreams, etc. Poem 10 Find a photograph that you really love and write a poem that “tours” the photograph. I am going to read and comment on these poems Friday morning.

On Sunday at midnight your final poetry portfolio will be due. The Final Poetry Portfolio is worth 40% of your grade. For the Poetry Portfolio you will revise 5 of the 10 poems you have turned in throughout the semester. There is no length limit, but all 5 poems must be submitted in 1 Word Document. Grades for the Portfolio are based on your ability to revise based on student and professor comments, and your ability to master the 10 Course Learning Goals. This portfolio should be submitted in the “Poetry Portfolio” area.

Please email me with any questions. Good work everybody!

Trish

Hi Class,

I logged on this morning to check for the Reading Reponses that were due last night and I am missing responses from: Gum, Lindvall, Messano, Tandy, Wood and York. I will give you until the end of the day today to post for credit. We are getting down to the wire, and I sure know how hard it is to get everything accomplished! But do note those are worth 30% of your final grade, and the more you miss, the lower that grade will be. This week will be a good time to knuckle down and get all your weekly work in.

You have 2 poems due tonight at midnight. I will be responding to those on Friday so that you have my comments for your Poetry Portfolio. I encourage all of you to post your 3 responses early (preferably on Friday) so that your comments can be used for the final revision process. Please be diligent about posting those replies, not only because they are a large part of your final grade, but also because it is the polite thing to do. Your peers are counting on your comments.

Final grades are due Wednesday July 5th, so I will be reading Poetry Portfolios on Monday. I will also be re-checking all of your posts in the Reading Response area and the Poetry Workshop area. As I describe in the Course Tour, to check your posts, enter the correct Discussion Board area and choose “Search.” At the end of the session each student should have 20 posts in the Reading Response board and 40 posts in the Poetry Workshop board.

I look forward to reading your poems on Friday. If you have any questions please email me.

Trish

Hi Class,

I logged on this morning to check for the Discussion Questions that were due last night and I am missing a few responses. I will give you until the end of the day today to post for credit. We are getting down to the wire, and I sure know how hard it is to get everything accomplished! But do note those are worth 30% of your final grade, and the more you miss, the lower that grade will be. This week will be a good time to knuckle down and get all your weekly work in.

You have 2 poems due tonight at midnight. I will be responding to those on Friday so that you have my comments for your Poetry Portfolio. I encourage all of you to post your 3 responses early (preferably on Friday) so that your comments can be used for the final revision process. Please be diligent about posting those replies, not only because they are a large part of your final grade, but also because it is the polite thing to do. Your peers are counting on your comments.

Final grades are due Wednesday July 5th, so I will be reading Poetry Portfolios on Monday. I will also be re-checking all of your posts in the Reading Response area and the Poetry Workshop area. As I describe in the Course Tour, to check your posts, enter the correct Discussion Board area and choose “Search.” At the end of the session each student should have 20 posts in the Reading Response board and 40 posts in the Poetry Workshop board.

I look forward to reading your poems on Friday. If you have any questions please email me.

Trish

Discussion Week 5

Hi Class,

I have sent each of you an email with your graded Poetry Portfolio. Please open the document and read my comments and let me know if you have any questions. The grade for the Portfolio is in my last comment on the document. I will be posting final grades for the session later today and you can access those through ASU Interactive https://sec.was.asu.edu/intsite/Main

Thanks to all of you for making the session so enjoyable. I really enjoyed working with you.

Trish

Read Chapter 11 Devising and Revising Read Chapter 9 Beyond the Rational

Poetry Assignments are based on concepts introduced in your weekly reading, so be sure to do your reading before completing these. These assignments should be seen as a jumping off point, not as boxes you must force your poems into. You get 2 "Freebie" poems where you can skip assignments that just do not work for you. Please label the 2 poems you choose as "Freebies."

Poetry 1 Think back to where you lived 10 years ago. Look out your favorite window there. What do you see? What does it smell like? What do you hear? Are you wearing shoes? Close your eyes for five minutes and look out that window. Write about it. Now look out a different window, in some other year. Close your eyes, look, write it down. Write a poem using sensory experiences.

Poetry 2 Take a favorite line from another poet, and use it as a first line in your poem. Credit the poet in an epigraph.

Poetry 3 Surf the web and find an item that intrigues you. Write a poem using as many details about that item as you can.

Poetry 4 Write a poem about someone you know well (or someone you invent) by evoking your subject's particular talents, interests, and experiences, for example, “She was runner-up for Miss Daytona Beach in 1972,” or, “He slept in the bathtub.”

Poetry 5 Write a poem about your mother, father, or another close relative, using an anecdote (real or imagined) before you were born. Let the poem help you find out something you didn't know.

Poetry 6 Make up as many metaphors as you can about a common object. Develop the best into a poem.

Poetry 7 Write a poem in syllabics. Either try repeating a stanza pattern of different line lengths or establishing one length and developing the poem around that.

Poetry 8 Either write a love poem that uses words that sound harsh or repugnant (screech, sludge, pus, wretched, frump, for example) or a poem that goes on the attack with sweet and gentle sounds (breeze, sway, glide, soft, smooth, for example). Let the sounds guide the poem.

Poetry 9 Use music, food, or another realm to describe to a color-blind person some colorful event or scene, like a carnival, a beach on the Fourth of July, a political rally, one of your dreams, etc.

Poetry 10 Find a photograph that you really love and write a poem that “tours” the photograph.

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