Undergraduate

This course explores basic approaches to writing poems through careful reading and discussion of modern and contemporary poets. We’ll practice poetic elements, such as rhythm, diction, syntax, and metaphor, at the same time that we explore the movements of mind and the moods that lyricism makes available. The class will practice literary community building by discussing peers’ poems in workshops, by responding to poems and essays by contemporary and modern poets and critics, and by attending literary events on campus. For the first few sessions, our discussions will focus primarily on readings. As we move forward, we will spend the majority of time workshopping student work.

Day/Time: Friday, 10:20-12:20 PM

Describing fiction writing as an “art” is perhaps a misnomer. Depending on who’s describing it, the process of creating a narrative is more like driving in the dark, or like woodworking, or gardening. It’s like raising a half-formed, misbehaved child and then trying to reason with it. The metaphors abound. But the techniques for creating effective fictional prose are often quite consistent. This course will begin with a weeks-long consideration of selected works of fiction where discussion will aim to distinguish the basic devices of effective storytelling. Weekly topics will range from subjects as broad as point of view and plot arrangement to more highly focused lessons on scene design, dialogue, and word choice. Throughout the term, the writing process will be broken down into stages where written work will focus on discrete story parts such as first pages, character introductions, and dialogue-driven scenes before students are asked to compose full-length narratives. Along the way, students will chart their processes of conceptualizing, drafting, and revising their narratives. Finally, in the latter weeks of the quarter, emphasis will shift to the workshopping of students’ full stories.

Day/Time: Monday, 10:20-1:30 PM

This course is for students writing a creative BA or MA thesis in nonfiction, as well as Creative Writing Minors completing the portfolio. If space allows I'll also admit those who are working on a long piece of nonfiction on their own. It can be an extended essay, memoir, travelogue, literary journalism, or an interrelated collection thereof. It's a workshop, so come to the first day of class with your work underway and ready to submit. You'll edit your classmates' writing as diligently as you edit your own. I focus on editing because writing is, in essence, rewriting. Only by learning to edit other people's work will you gradually acquire the objectivity you need to skillfully edit your own. You'll profit not only from the advice you receive, but from the advice you learn to give. I will teach you to teach each other and thus yourselves, preparing you for the real life of the writer outside the academy.

Day/Time: Monday, 1:50-3:50

Between the autopsical facts of science writing and the adaptations, novelizations and base-on-true-story stories, lies a very specific type of writing. The creative nonfiction exploration of the recounted lives of others. From Solzhenitsyn’s “Gulag Archipelago,” to Brian Doyle’s “Thirsty for the Joy,” from John Hershey’s “Hiroshima” and Art Spiegelman’s “Mouse” to Rebecca Skloot’s “The Immortal Life of Henrietta Lacks,” the world of nonfiction writing is rife with second, third, and fourth hand stories in which the essayist must learn to negotiate the researched history of people and places, with the imagined mind of these people moving across equally imaginary spaces. How do we believably and respectfully tell others’ stories? How do we learn to find them? How do we draw these stories out, jot them down? How do we know when to make them our own and when to leave them in the liminal space of another’s inaccessible and inimitable experience? Where is the line between imaginative nonfiction and imaginary tales? This course is designed to tackled these specific questions through workshops of student work, writing prompts and guided discussions of assigned texts that attempt to unravel this very matter through numerous and varied approaches.

Day/Time: Friday, 10:20-12:20

In the radically different environment we anticipate for this fall, this course will work creatively to build individual writing projects and collaborative ones. Students will keep observation notebooks and we’ll develop an ongoing class publication online with reports from all the locations students are residing in (this might be a room, a neighborhood, a landscape, a city, or other kinds of places). The course will consider creative research methods in constrained times, with special attention to walking and other local kinds of investigation. We'll discuss observation, interviewing, historical research, keeping a notebook, supportive editorial relationships, and working from photography, video, and the internet. Some thematic clusters and possible reading: walking, local, and photographic investigation (Rebecca Solnit, Francisco Cantú, Teju Cole, Hervé Guibert); reckoning with history, ideas of reparations (Claudia Rankine, Layli Long Soldier, Ta-Nehisi Coates, Tommy Orange, Nikole Hannah-Jones) migration, testimony, interview, and borders (Valeria Luiselli, Liu Xiaobo, Edwidge Danticat), climate crisis and slow emergency (Winona LaDuke, Elizabeth Rush), notebook practices (H.D. Thoreau, Sharifa Rhodes-Pitts, Walter Benjamin). Students will write in an ongoing way for our shared publication, produce essays to be workshopped in class, and develop writing, researching, and editorial skills.

Day/Time: Wednesday, 10:20 AM-12:20 PM

This class is required for nonfiction majors, minors, and MAPH concentrators, but it's open to anyone working on a project of 20-30 pages. The class itself is almost entirely workshop, meaning that you and your classmates will provide the vast majority of material we discuss in class. You’ll spend as much time editing other people’s writing as you will working on your own. I emphasize editing because writing is essentially rewriting, and editing the work of others is the best way to acquire the objectivity and skill you need to edit your own. By teaching others you’ll teach yourself, preparing you for the real life of the writer outside the academy. That’s why your first assignment will be to create your own syllabus: a self-directed program of outside reading, with smart, succinct reasons for each choice. Ultimately, all writers are self-taught, and this class is a big step in that direction.

Day/Time: Friday, 10:20-12:20

This course is an advanced seminar intended primarily for students writing a Creative BA or MA thesis, as well as Creative Writing Minors completing the portfolio. Because it is a thesis seminar, the course will focus on various ways of organizing larger poetic “projects.” We will consider the poetic sequence, the chapbook, and the poetry collection as ways of extending the practice of poetry beyond the individual lyric text. We will also problematize the notion of broad poetic “projects,” considering the consequences of imposing a predetermined conceptual framework on the elusive, spontaneous, and subversive act of lyric writing. Because this class is designed as a poetry workshop, your fellow students’ work will be the primary text over the course of the quarter.

Day/Time: Fridays, 1:50-5:00 

This course is an advanced seminar intended primarily for students writing a Creative BA or MA thesis, as well as Creative Writing Minors completing the portfolio. Because it is a thesis seminar, the course will focus on various ways of organizing larger poetic “projects.” We will consider the poetic sequence, the chapbook, and the poetry collection as ways of extending the practice of poetry beyond the individual lyric text. We will also problematize the notion of broad poetic “projects,” considering the consequences of imposing a predetermined conceptual framework on the elusive, spontaneous, and subversive act of lyric writing. Because this class is designed as a poetry workshop, your fellow students’ work will be the primary text over the course of the quarter.

Day/Time: Wednesdays, 1:50-5:00

In this course, we will not only explore how stories function individually, but also how they can come together in a collection to form a coherent and unified story or experience. Please come prepared to read and discuss published story collections, focusing in particular on the formal and thematic ties of discrete narratives. With this in mind, we will also workshop two to three of your own short stories. By the end of the course, you will have written the first three stories of your collection and developed a plan for how to proceed with the project.

Day/Time: Tuesday, 9:40-12:40

This thesis workshop is for Creative Writing majors, minors, and MAPH students and other advanced students working on a substantial fiction project. All students will begin with a manuscript they are developing, whether a story collection, a novel, or an unknown entity. The focus of this thesis workshop will be on deepening the narrative. We’ll ask ourselves this question: How does the story transcend itself? In other words, is this narrative about more than the specific situation depicted? We’ll discuss and develop methods of surfacing the ideas and conceits that may already be embedded within the piece, but not yet within grasp. To that end, we will consider re-sequencing certain scenes, proportioning out the narrative differently, and developing certain characters more fully. Readings will consist primarily of contemporary fiction. We will also consider the writing processes of other authors. Students will be expected to present on their own personal, non-literary influences.

Day/Time: Tuesday, 1:00-4:00