Undergraduate

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).

What if we think of writing poems as waste management? "To find a form that accommodates the mess, that is the task of the artist now," said Samuel Beckett then, famously, but: What does this mean? In this course, we will explore the many ways in which poets have tried to answer this question. Students will be asked to keep a notebook, with the instruction to keep everything that is for them a signature of thought. In this way, a pinecone or a piece of garbage is as much "writing" as anything else. Together, we will create an archive for the quarter, of everything that is produced and/or consumed under this aegis of making. This class is designed to pose questions about form and the activity of writing, in turn, the modes and methods of production not only as writers, but as persons.

A personal essay can employ a chain of events, but it's essentially a train of thought. Like thought, it's protean, able to take any shape and yet remain an essay. In this workshop you'll write two drafts of your own essai, or attempt, at the form, while line editing and critiquing your classmates' attempts. You'll also do close readings, starting with "Why I Write," by George Orwell, and "Why I Write," by Joan Didion. Then James Baldwin's "Autobiographical Notes." Once we've had a taste of the present we'll go back four thousand years to the essay's beginnings in Babylon, following its evolution in Greece and Rome-Heraclitus, Plutarch, Seneca-then Europe: Montaigne, Max Beerbohm, Walter Benjamin, and Natalia Ginzburg, returning to contemporary English-language writers, including Adrienne Rich and Margaret Atwood, ending with Didion's "Goodbye to All That," paired with Eula Biss's contemporary cover version, also titled "Goodbye to All That."

A personal essay can employ a chain of events, but it's essentially a train of thought. Like thought, it's protean, able to take any shape and yet remain an essay. In this workshop you'll write two drafts of your own essai, or attempt, at the form, while line editing and critiquing your classmates' attempts. You'll also do close readings, starting with "Why I Write," by George Orwell, and "Why I Write," by Joan Didion. Then James Baldwin's "Autobiographical Notes." Once we've had a taste of the present we'll go back four thousand years to the essay's beginnings in Babylon, following its evolution in Greece and Rome-Heraclitus, Plutarch, Seneca-then Europe: Montaigne, Max Beerbohm, Walter Benjamin, and Natalia Ginzburg, returning to contemporary English-language writers, including Adrienne Rich and Margaret Atwood, ending with Didion's "Goodbye to All That," paired with Eula Biss's contemporary cover version, also titled "Goodbye to All That."

This course will introduce students to the fundamentals of poetry in a creative writing workshop context. We will focus on a different topic each week-image, prosody, form, and so on-by reading extensively in the work of contemporary American poets and by composing our own literary exercises as well. We will also attend poetry readings and talks on poetry by visitors to our campus. The course will follow a workshop format, with peer critiques of student work and intensive readings across a spectrum of literary aesthetics.

This course will introduce students to the fundamentals of poetry in a creative writing workshop context. We will focus on a different topic each week-image, prosody, form, and so on-by reading extensively in the work of contemporary American poets and by composing our own literary exercises as well. We will also attend poetry readings and talks on poetry by visitors to our campus. The course will follow a workshop format, with peer critiques of student work and intensive readings across a spectrum of literary aesthetics.