Undergraduate

This workshop-based course is for any student who is interested in or already working on a novel. In the first few weeks of the course, we will read and discuss a selection of first chapters from some exemplary and diverse novels (like The Great Gatsby, Invisible Man, Beloved, The Wind-Up Bird Chronicle, The Age of Innocence, The Brief and Wondrous Life of Oscar Wao, The Virgin Suicides) and discuss what a first chapter can—even should—do and the different ways that it can do these things. How do certain novels introduce its characters, its plot, its setting, its principle concerns and philosophies? How do they dive into the narrative in ways that intrigue or even challenge us? How do certain opening chapters teach us how to read the rest of the novel? These and other crucial questions will be addressed throughout the course, particularly during our workshops, where everyone will present the first chapter or two of their novel-in-progress. Along with the fundamentals of craft like language, characterization, plotting, and structure, etc., we will look at how we can adjust or rethink our opening chapters so that we can move forward more effectively with the larger project.

Day/Time: Tuesdays, 2:40-5:40

How does language perform and represent mourning? How should writing commemorate the dead? Can an elegy address the full complexity of a person, resisting hagiography? We’ll begin our investigation of elegy by looking briefly at its Classical origins, reading examples by Catullus, Sappho, and Ovid, among others, and considering the early life of elegy as a poetic form not necessarily related to death and lament. We’ll then turn our attention toward a range of modern and contemporary interpretations of the elegy, spanning fiction, nonfiction, and poetry. Readings may include works by Virginia Woolf, Paul Celan, Jamaica Kincaid, Raúl Zurita, Samuel Delany, Federico García Lorca, Allen Ginsberg, Brandon Shimoda, Alice Oswald, Isaac Babel, and Solmaz Sharif. As we read, we’ll pay particular attention to literary structures and devices writers use to manifest absence and incarnate the dead in the body of a text. Students will be asked to lead one presentation and to write weekly creative and/or critical responses for group discussion.

Day/Time: Friday, 1:50-3:50 PM

This course studies how writers engage the senses to shape language into something actually felt and not just comprehended. We’ll track the sensual life of words—what they do to the mouth, to the ear, their musical kinships with one another—and learn how these qualities combine to generate mood and atmosphere. Alongside writing that renders embodiment and the physical world, we’ll read writing that makes abstraction feel concrete. Our reading will guide our ongoing inquiry into questions such as: what constitutes an image? How does writing enact feeling? How do the sensory elements of a piece intensify or erode or expand its subject, and to what end? Case studies may include poetry and prose by Bashō, Sei Shōnagon, Homer, John Keats, Gerard Manley Hopkins, Jean Toomer, D. H. Lawrence, Lorine Niedecker, Gwendolyn Brooks, James Baldwin, Sylvia Plath, Ai, Elaine Scarry, Wanda Coleman, Toni Morrison, Hai-Dang Phan, Nathaniel Mackey, Durga Chew-Bose, Justin Torres, and Jenny Zhang. These writers will provide inspiration for your own creative experiments on the page. Students will be asked to lead one presentation during the quarter and to write short weekly pieces to extend the group discussion.

Day/Time: Thursday, 2:40–5:40 PM

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

Might there be a kind of poem that is a parasite latched on to a host body? This poetry workshop invites students to read and write poetry that, either overtly or subtly, engages with other texts. We’ll examine ways that poems create these intertextual relationships (e.g. quoting, alluding, echoing, stealing, sampling, imitating, translating…) and test out these methods in our own writing. Students should expect to engage with the basic question of how their work relates to other texts. Expect to read a substantial amount of work by modern and contemporary poets, submit new original poems for workshop, complete intertextual writing exercises, keep a reading journal, write critical responses to the readings and peers’ work, and submit a final portfolio. A substantial amount of class time will be spent workshopping student work.

Day/Time: Mondays, 10:20-12:20

This workshop will support students in developing useful practices and experimenting boldly. Working with recent technological transformations in the visual arts world, we’ll be keeping art notebooks in different forms (by hand, photographs, blog, instagram, collage). We’ll begin with Walter Benjamin’s classic essay about art and mechanical reproduction, and then work with some examples: 1. Virtually seen. Jennie C. Jones’s show Constant Structure, hung at the Arts Club of Chicago via face time, with pamphlet-catalogue by poet and critic Fred Moten; 2. Unseen. Lori Waxman, long the art critic of the Chicago Tribune, and her pandemic 60 word / min art critic project in Newcity of art reviews for artists with canceled shows; 3. Explained / packaged. The instagram feeds of museums; 4. Technological diary / memory methods. Looking back to T.J. Clarke’s book of 2006 The Sight of Death: An Experiment in Art Writing, and to Teju Cole’s Blind Spot, which uses his own photographs, and looking now at instagram feeds of Cole and other art writers; 5. Collaborations. Artists working as collaborator-curators and self-interpreters, with reference to a recent Dawoud Bey show at the Art Institute and a Venice installation by iris Kensmil and Remy Jungerman.  Each class will begin with student-led observation. Students will visit, in-person or on-line, five installations / exhibitions / events, and be workshopped twice. Final work, revised essay and looking notebook portfolio. 

Day/Time: Tuesday, 9:40-12:40 PM

In this advanced poetry workshop we will turn from the Romantic notion of poetry as “the spontaneous overflow of powerful feeling…recollected in tranquility” towards a postmodern practice of radical recycling in response to global crisis. We will resurrect, excavate, interrogate, pilfer from, and otherwise raid a variety of archives, as a means of artistic engagement with the circulating materials of civic life. We will study examples of literary works whose principal technique is one of scavenging among such nonliterary sources as court transcripts, weather reports, grammar lessons, a war criminal’s memoirs, and the dictionary itself, to create fresh encounters with language. Texts to be studied will include Theresa Hak Kyung Cha’s Dictee, Robin Coste Lewis’ Voyage of the Sable Venus, Charles Reznikoff’s Testimony, Lisa Robertson’s The Weather, C.D. Wright’s One Big Self,and M. Nourbese Philips’ Zong!, among others. Students will spend the quarter seeking out and assembling their own archives, and experimenting on the page with acts of salvage. Because this is a workshop, a large part of every class will be devoted to discussions of students’ original work.

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

Students will write and turn in two full-length stories or novel chapters for this workshop-based class. The class will pay special attention to plot: what it is, what the specific engines are that drive it, how it's connected to other elements such as character, setting, and dialogue. In addition to submitting and reading for workshop, expect to read and discuss at least one novel and a selection of short stories.

Day/Time: Thursday 1:00 - 4:00 PM

It’s clear, increasingly, that we live in a time of imperiling crisis—political, ecological, even religious. Apocalypse is one of the genres poets use to make moral claims on the present, as well as to envision the nature of reality to come. Apocalypse also refers to vision, to a way of seeing that is both allegorical and incendiary. How, within the realms and forms of the contemporary poetic imagination, can you persuasively engage apocalypse? In this workshop, students will approach your own apocalyptic claims with those of some visionary masters in hand, including Emily Dickinson, Robert Lax, Fanny Howe, Pam Rehm, Adonis, Lawrence Joseph, Brian Teare, Autumn Richardson, Tim Lilburn, and Richard Skelton. Forms, language, and vision will absorb our study with a focus on visualizing and sharing your own apocalyptic poetry.

Day/Time: Tuesday, 9:40-12:40

Poetry writing is often undertaken with solemnity, but perhaps we’ve been approaching it all wrong. What if we read Prufrock as stand-up comedy? Dickinson as a dark humorist?  Stein as a prankster? Along with rethinking the daring but subtle humor of a few classic poets, this course will trace specific kinds of comedic moves in contemporary poetry. We’ll try to understand the maneuvers that make for varieties of humor, such as absurdity, irony, satire, parody, ridicule, and dark humor. Readings may include work by John Ashbery, Sylvia Plath, Russel Edson, Bernadette Mayer, Dorthea Lasky, James Tate, Dean Young, Mary Ruefle, Wendy Xu, Anne Carson, and Kenneth Koch. Students should expect to complete a series of writing exercises, give a presentation, and write a final essay. All while smiling.

Day/Time: Monday, 12:40-2:40