Undergraduate

In this workshop, students will explore ideas about what constitutes a poet's "voice," with particular interest in vocabularies. Where do poets find their language, and how do they change it (or how does it change them)? What constraints have poets put on themselves in order to create interesting vocabularies? We'll read work by Tracy K. Smith, Geoffrey Hill, Aaron Kunin, Catullus, Federico Garcia Lorca, Emily Wilson, Jack Spicer, Aime Cesaire, Paul Celan, Anne Carson, Jeffrey Yang, Charles Baudelaire, poets in The Ecco Anthology of International Poetry, and others. Students will keep notebooks of language gathered in different locations and culled from different media. They will also make work in other media to explore different notions of vocabulary.

In this class we'll analyze the architecture of nonfiction. We'll start by studying the primary elements of composition: the sentence, paragraph, and section. (Or chapter, in the case of a book.) We'll begin with Verlyn Klinkenborg's treatise, Several Short Sentences about Writing; also, because the sentence has so much in common with the line and thus poetry, lyric essays, which verge on verse. Sentences accrete into paragraphs, each with its own internal structure, one that leads to the next paragraph and eventually to the overall structure, one composed of every previous element, like a set of Russian nesting dolls. We'll take apart those structures. If it's a chain of events we'll study their order, and ask why they're often better out of chronologic order. If the piece is a train of thought we'll look at the way each paragraph forms a boxcar, so to speak, in that train, one pulled along by a central, sometimes unspoken, question or conflict. In some cases-Didion's White Album-we'll analyze the absence of any meaningful structure. Other readings include Katherine Boo, David Grann, Natalia Ginzburg, and theoretical texts such as John McPhee's Draft Number Four.

Certain lives catch and keep our attention - they seem magnetic, illustrative, confusing, broken off, revelatory. Sometimes we suspect that through studying a life we will be able to understand a scientific discovery, an artistic creation, a political issue or an historical period; sometimes we are drawn by the drama of the life the subject lived, or by the person's introspection or testimony. This is a course for students interested in writing lives - and might be of particular interest to a variety of students: creative writers from nonfiction, fiction, and playwriting with an interest in profiles, group portraits, documentary work, or historical meditation; graduate and undergraduate students of history, art, politics, medicine, or law who imagine one day writing a biography, or who are interested in oral history, portraits, medical narrative writing, testimony, case histories, or writing for general / magazine audiences. We'll work to learn methods and techniques of interviewing, quotation, portrayal and documentation from historians and journalists, and also from playwrights, psychoanalysts, documentary photographers and archivists. Students will write weekly exercises in a variety of forms, and will complete one longer essay to be workshopped in class and revised.

This reading and writing seminar will acquaint students with one of the essential tools of fiction writers: characterization. We will read primary texts by authors including Baldwin, Flaubert, Munro, and Wharton, as well as critical work by Danticat, Forester, and Vargas Llosa, toward exploring how some of literature's most famous characters are rendered. How do writers of fiction create contexts in which characters must struggle, and how does each character's conflicts reveal his or her nature? Students will complete both creative and analytical writing exercises, reading responses, and a paper that focuses on characterization in a work of fiction.

This advanced fiction workshop will examine the ways we write about love in fiction: romantic love, familial love, unconventional love, etc._ Our basis will be the notion that love is ultimately self-knowledge, which lies at the core of all great fiction, and like self-knowledge it involves an endless and inexhaustible act of seeking._ We will read and discuss stories centered on the topic of love, this act of seeking, and we will do writing exercises that help us write compellingly, convincingly, and unsentimentally about deeply sentimental things._ Every student will also complete and workshop a full-length story that explores the idea of love on some level._ They will additionally write a significant revision of this story, which they will either present for a second workshop or turn in at the end of the quarter._ Please expect a rigorous but constructive workshop environment where being a critic and an editor is as essential as being a writer.

In this workshop-focused class we will focus on the early stages of both developing and writing a novel: choosing the POV, establishing the setting, developing the main characters and the dynamics between them, setting up the conflicts and seeding the themes of book, etc. As a class we will read, break down and discuss the architecture of the openings of several published novels as you work on your own opening chapters, which will be workshopped during the course.

To give testimony is to bear witness and to provide evidence. To give testimony is also to draw the reader or listener into an individual point of view. In this course, we will study the first-person voice in various forms of personal testimony. Drawing from a mix of memoirs, personal essays, letters, fiction, and other first-person narratives, we will analyze the techniques and rhetorical devices used by writers, standup comedians, memoirists in transporting the listener or reader into unknowable, unfamiliar experiences. Expect to engage with texts by authors such as Franz Kafka, Patricia Lockwood, Richard Pryor, and William Maxwell. We will compose our own personal writings through creative exercises. A critical paper is also due.

Do you believe in wizards? Are you a wizard? Then pack up your talismans, fetishes, and gamelans into the mysterious little satchel you carry at your side and get ready for some incantatory magic. We will investigate the figure of the wizard as an archetype, a literary symbol, a vehicle for fantasy, and as a commanding reality, while considering such things as A Wizard of Earthsea, the figure of Merlin, The Teachings of Don Juan, The Teachings of Ogotemmeli, Harry Potter, Aleister Crowley, the poetry of W. B. Yeats, Nathaniel Mackey, Jay Wright, and Ronald Johnson, as well as some other things too secret to reveal at present, including the nature of esotericism.

Consider the proposition that myths inform the fabric of our thought, from its structures to its particularities. If this is so, how do we understand the power these myths exert on our imaginations? Is this power always benign? Is there a malevolent shadow these myths can cast on our collective soul? Let's examine four myths that arise out of the Western tradition. Two of them are old: the story of King Oedipus and the myth of the Holy Grail. The other two are newer: the story of the Wizard of Oz, the first complete American myth, and the story of Star Wars, as much a commentary on myth as a myth itself. Both of these newer myths have insinuated themselves into the popular imagination, in ways that the earlier myths are so ingrained they have the ability to be continually made novel. In this course, you will read texts that transmit these myths (Sophocles, Chretien de Troyes, and L. Frank Baum), you will consider films that depict these myths (Edipe Re by Pasolini, The Da Vinci Code by Howard, The Wizard of Oz by Fleming, and Star Wars by Lucas), you will examine theories that interpret these myths (Freud, Weston, Levi-Strauss, and Campbell, respectively), and, finally, and perhaps most importantly, you will generate your own versions of these myths in various creative forms: poetry, fiction, creative non-fiction, screenplays, and drama.

What is the temporality of the sea? Its consciousness? Where does it begin? Or end? In this course, we will consider the sea both as a figure in our literary, critical, visual, political, historical, and ecological imaginations, as well as a body in itself, iridescent and gleaming at the end of the world. We will look at practices of burial at sea, the infamous "wine dark sea" of Homer, the Middle Passage, the hold and wake of the ship, necropolitics, the concept of sovereignty and bare life, stowaway and asylum seekers, piracy and floating armories, eco-materialism, the post-human and alien worlds of our oceanic origins, the moon . . . and so on. Students will be asked to keep a reading notebook as well as to produce weekly creative responses for class discussion. "And as you read /the sea is turning /its dark pages /turning /its dark pages" (Denise Levertov, from_To The Reader).