Beginning Workshops

“The novel is exhaustive by nature,” Steven Millhauser once wrote. “The short story by contrast is inherently selective. By excluding almost everything, it can give perfect shape to what remains.” Through readings of published stories and workshops of students’ own fiction, this course will explore the parameters of the short story, its scope and ambitions, its limitations as well. We’ll read established masters like Edgar Allen Poe, Raymond Carver, and Joy Williams as well as many newer literary voices, breaking down their stories, not simply as examples of meaningful fiction, but as roadmaps toward a greater awareness of what makes a short story operate. Over the course of the quarter, students will submit full-length stories for consideration in workshop, as well as other experimental efforts in short-short and micro fiction. Discussion will revolve around basic elements of story craft—point of view, pacing, language, etc.—in an effort to define the ways in which a narrative can be conveyed with economy, precision, and ultimately, power.

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

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

In the same way that water is composed of two elements—hydrogen and oxygen—the personal essay essentially consists of anecdotes and reflections, i.e., facts and thoughts, or the objective and the subjective. What happened, and what what happened means. The artistry of the essay consists of not only balancing these two elements but combining them so that they complement but also contradict one another. In this workshop you’ll write multiple drafts of your own attempt at the form while line editing and critiquing your classmates’ attempts. At the same time we’ll read (and write about) foundational essays, starting with “Why I Write,” by George Orwell, and “Why I Write,” by Joan Didion. We’ll read James Baldwin in conjunction with the seminal essay he inspired in Adrienne Rich, then look at infusions of poetry into the form via Natalia Ginzburg, Margaret Atwood, and Anne Carson. We'll end by reading Didion’s essay, “Goodbye to All That,” paired with Eula Biss' cover version, also titled "Goodbye to All That." You'll leave knowing the recent history, basic theory, and practice of nonfiction's most fundamental form.

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

This course addresses a range of techniques for writing poetry, making use of various compelling models drawn primarily from international modernisms on which to base our own writing. (Our textbook is Poems for the Millennium, edited by Rothenberg & Joris.) In this sense, the course will constitute an apprenticeship to modern poetry. We will consider the breadth of approaches currently available to poets, as well as the value of reading as a means of developing an understanding of how to write poetry. Each week students will bring poems for discussion, developing a portfolio of revised work by the quarter’s end.

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

This workshop focuses on writing and revising poems, and the related art of giving helpful feedback to other writers. One of the course’s goals is to help you reflect on your writing as a process. Most weeks you will write drafts that focus on the poetic concepts we are studying. At the end of the quarter you’ll revise your drafts and collect them in a portfolio, accompanied by a critical introduction that you’ll write. As a class, we’ll form a community of readers and writers that will support you in this process. You’ll receive feedback on your drafts from your classmates, and will respond both critically and creatively to theirs. Commenting regularly on the work of other writers will make you a better editor of your own work. At the same time, this course will introduce you to poetry from a variety of time periods, languages, and approaches to content and structure. You’ll learn to apply critical tools and terminology by drafting poems that experiment with elements such as form, voice, rhythm, imagery, translation, and creative response. We’ll discuss not only how poems are written, but also why they are written and what relationship they have to the worlds in which they are read.

Day/Time: Friday, 10:20-12:20

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, dialog, 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 dialog-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, 10:20-12:20

In the introductory level workshop class we’ll interrogate what makes a compelling, memorable character and how to build one. We will read short stories and novel excerpts by a variety of authors with an eye to examining how characters reveal themselves to us as readers and what tools writers use to employ these revelations. Students will be required to write targeted reading responses, creative exercises, and one short story or novel chapter to be workshopped by the entire class, along with a revision of that story or chapter to be turned in at the end of the quarter.

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

This workshop will expose beginning translators to the fundamental issues and challenges of literary translation. Over the course of ten weeks, we will explore the various categories of decisions that translators routinely encounter when assigning an English to a literary text originally written in another language, including social register, dialect, and dialogue; cultural and historical contextual cues; sound patterns, meter and rhythm; humor and word play; stylistic constraints and genre conventions. Moreover, we will examine the range of strategies available to translators, including theoretical approaches to domesticating and foreignizing works of literature. Readings will combine literary texts (both written in and translated into English), craft essays, as well as a few foundational texts in the field of translation studies. Students will complete weekly writing exercises, building to the translation of either a short piece of fiction or selection of poems. To participate in this class, students should have intermediate proficiency in a foreign language.

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."