Undergraduate

The Long and the Short of it: Narrative Time

A story's end point determines its meaning. The history of a life can be covered in a sentence, a few pages or seven volumes. How do writers decide? In this advanced workshop, we'll look at different ways to handle narrative time, paying special attention to building blocks like direct and summary scene, flashback, compression, slowed time and fabulist time. We'll examine work by writers whose long stories feel like novels, like Alice Munro and Edward P. Jones, alongside those who say everything in a short single scene of a page or two, like Grace Paley and Kate Chopin. Students will be encouraged to experiment with time in both writing exercises and story revisions.By the end of the course, you will have generated significant raw material and workshopped one story. Two stories, one polished and one in draft, will be prepared for the final.

Monday 12:30pm-3:20pm   

In this advanced workshop, we will explore the range of strategies and techniques that fiction writers employ to make readers suspend their disbelief. We will consider how imagined worlds are made to feel real and how invented characters can seem so human. We will contemplate how themes, motifs, and symbols are deployed in such a way that a story can feel curated without seeming inorganic. We will consider how hints are dropped with subtlety, how the ‘rules’ for what is possible in a story are developed, and how writers can sometimes defy their own established expectations in ways that delight rather than frustrate. From character consistency to twist endings, we’ll investigate how published authors lend a sense of realism and plausibility to even the most far-fetched concepts. Through regular workshops, we will also interrogate all student fiction through this lens, discussing the ways in which your narratives-in-progress create their own inner logic. Students will submit two stories to workshop and will be asked to write critiques of all peer work.

Wednesday 12:30pm-3:20pm

Poets often turn to the constraints and conventions of lyric forms (sonnets, sestinas, pantoums, etc.) as a way to engage with poetic tradition. The history of poetry, however, is as rich in genres as it is in forms. How is genre different from form? How do the two overlap? What are the oldest poetic genres and how have they evolved across cultures and time? How do new ones arise? In this course we’ll study both ancient and modern variations on traditional poetic sub-genres from across a range of cultures (the Japanese death poem; the English ode; the African-American ballad, etc) and consider how these poems complicate and deepen the tradition. We’ll read lists, letters, parables, and travelogues, and examine how considerations of genre, in addition to form, play a generative role in poetic innovation. Students will give a brief presentation, complete weekly creative exercises, and write a preface for and assemble a mini-anthology of a genre of their choosing.

What happens after you’ve completed an early draft of a nonfiction essay? With the genre’s commitment to lived experience and fact, what possibilities are yet available for revising nonfiction? This seminar will focus on approaches to revision that specifically address the challenges of rewriting and polishing literary essays. We will explore what possibilities yet remain even after “what happened” has been accounted for. Students will have the opportunity to bring in work from other nonfiction workshops and work towards its fruition. A slate of prompts will invite students to approach their written pieces anew, to explore aspects they’ve been waiting to address, and to implement feedback yet to be integrated. Revision is an important element of the writing craft; our readings will focus on elements of rewriting that unearth truer truths and consider how revising might become part of the story itself. Course readings will include works by Peter Ho Davies, Mary Karr, Ursula Le Guinn, and Brenda Miller. We will also draw on archives that show multiple drafts of published work, including that of Elizabeth Bishop and Barry Lopez.

Tuesday 9:30am-12:20pm

From "unreliable" to "unlikeable," certain characters--and character qualities--are often measured against popular understandings of who is "good," who is "relatable," and who gets to decide. As Ottessa Moshfegh quips in a Guardian interview, "We live in a world in which mass murderers are re-elected, yet it’s an unlikeable female character that is found to be offensive." In this technical seminar, we will critically investigate cultural dialogues around "unlikeability," and discuss the shared qualities and compelling narrative capabilities of "unlikeable" characters. Assignments will include reading responses, short craft analyses, and a presentation.

Thursday 2:00pm-4:50pm

What is the nature of the encounter between a narrator and a character, and how do elements of character and plot play out in narrative points of view? Drawing on the narratological work of theorists such as Gérard Genette and Monika Fludernik and of critics such as James Wood, this technical seminar considers questions of point of view, perspective, and focalization. Readings may include stories by Jamil Jan Kochai, Lorrie Moore, Jamaica Kincaid, William Faulkner, Sidonie-Gabrielle Colette, and Edith Wharton, among others, and will introduce instances of first-person-plural and second-person narrative, as well as modes of representing speech and thought such as free indirect discourse. Over the course of the quarter, students will write short analyses and creative exercises, culminating in a final project.

Tuesday 12:30pm-3:20pm

T. S. Eliot once said that “good writers borrow, great writers steal.” In this class we will look at modeling as a springboard for original creativity. What makes a piece of writing original? Is it possible to borrow a famous writer’s story structure, theme, or even attempt their voice, yet produce something wholly original? How specifically are writers influenced and then inspired? Readings will pair writers with the influences they’ve talked or written about, such as Yiyun Li and Anton Chekhov; Edward P. Jones and Alice Walker; Sigrid Nunez and Elizabeth Hardwick, and George Saunders and Nikolai Gogol. Writing exercises will experiment with aspects of voice, narrative structure, point of view, tone, and use of dialog. While this is not a workshop course, come prepared to write and share work in class. Students will pursue both creative work and critical papers.

This course invites writers to reconsider the influence of Chicago’s public spaces on artistic impulse. In particular this quarter, we will examine aspects and depictions of a “fantastic Chicago.” If Chicago is a city that “dreams itself,” what do its spaces of violence and environmental devastation say about that dream? Students will analyze and explore Chicago writers’ work in prose and poetry, then develop their own creative responses, building connections to adopted critical approaches. To these ends, we will examine work by writers including Jeffery Renard Allen, Daniel Borzutzky, Bette Howland, Erik Larson, Bayo Ojikutu, and Ava Tomasula y Garcia, as well as the city’s rich legacies in documentary and the visual arts. 

Thursday 12:30pm-3:20pm

Flannery O’Connor said that anyone who survives childhood has enough material to last a lifetime; 2020 Nobel Prize Winner Louise Glück wrote, “We look at the world once, in childhood. The rest is memory.” In this course we will study portrayals of childhood in fiction, nonfiction, poetry, and film. We will read work from Justin Torres, Barry Lopez, Mavis Gallant, ZZ Packer, Sandra Cisneros, James Agee, Tobias Wolff, and others, seeking to explore how these artists push past common tropes and oversimplified representations to convey the actual subtlety, pain, wonder, and intelligence of childhood perception. Through this framework we will consider narrative and cultural conceptions of innocence, agency, epiphany, and perspective. We will interrogate what artists mean to say when they write about childhood, what meanings are found or created—about childhood but also about adulthood, and about what has—or has not—been left behind. Finally we will consider the enmeshed roles of memory, imagination, and experience in the creation of art. Students will be responsible for short creative and critical writing exercises, a presentation, and a final project, and will be expected to participate vigorously in class.

Tuesday 9:30am-12:20pm 

Like film, comics are a language, and there's much to be learned from studying them, even if we have no intention of 'writing' them. Comics tell two or more stories simultaneously, one via image, the other via text, and these parallel stories can not only complement but also contradict one another, creating subtexts and effects that words alone can’t. Or can they? Our goal will be to draw, both literally and metaphorically, on the structures and techniques of the form. While it’s aimed at the aspiring graphic novelist (or graphic essayist, or poet), it’s equally appropriate for those of us who work strictly with words (or with images.) What comics techniques can any artist emulate, approximate, or otherwise aspire to, and how can these lead us to a deeper understanding of the possibilities of point of view, tone, structure and style? We’ll learn the basics of the medium via Ivan Brunetti’s book Cartooning: Philosophy and Practice, as well as Syllabus, by Lynda Barry. Readings include the scholar David Kunzle on the origins of the form, the first avant-garde of George Herriman, Frank King, and Lyonel Feininger, finishing with contemporaries like Chris Ware, Emil Ferris, and Alison Bechdel. Assignments include weekly creative and critical assignments, culminating in a final portfolio and paper.

Monday 9:30am-12:20pm