Monday, March 31, 2014

CRTW490 Winter 2014 April Revised Schedule



 *see class blog and EMU online for more detail and specific instructions
*make sure you are keeping up on your blogs, if you are missing any please make sure to go above and beyond before the semester ends…
 
April

1  In-Class: Juliana Spahr, The Transformation; in-class workshopping of projects
Annotated bibliography Final Due

8  Process and Reflection Paper Drafts Due * No exceptions, drafts due on paper to me in class; in-class workshopping of projects

15 Last Day of Class; Showcase practice in classroom (prepare 7-8 minute presentation of your project)

17 Showcase 5pm Halle Auditorium; final version of capstone project should be complete

Mon 4/21 : Turn in final versions of Process Paper, Reflection Paper, Capstone Project to my office; hard copies collected together

Thursday, March 20, 2014

assignments and updates



Remember you are scheduled to go back into the 300 classes to discuss your project:
Wed., April 2, 3:30-5:00 (Jill's Class PH 320)

Informally present your Capstone Project (5-10 minutes: summarize and read a small part)

1. Lee                                    4. Sami

2. Ryan

3. Tiffany





Thur., April 3, 11-12:15 (Christine's Class 404 Pray Harrold)

Informally present your Capstone Project (5-10 minutes: summarize and read a small part)

1. Patrick

2. Trinady

3. Jason


Week of  3/25 you are meeting with your new groups to discuss the capstone project. PLEASE SEE WORKSHOP GUIDELINES ON EMU ONLINE FOR GIVING FEEDBACK AND GIVE EACH OTHER COPIES OF THE WORK TO BE DISCUSSED BEFORE MEETING.

4/1 Finish reading The Transformation and write up a 1 page discussion of what kinds of things you see "transforming" in the text from beginning to end, or write about 1-2 particular themes or elements that you see repeated/carried through the text and what effect that has on the whole, etc. You might do your discussion through a couple of specific examples or a particular passage/chapter/section that you can think about in relation to the whole. Focus on what you see an interesting and relevant in terms of the writing/construction of the text.

Also on 4/1 we will discuss selections from Capstone projects by Jason, Sami, and Lee. Documents will be available on EMU Online Friday3/28 to read and write comments and bring to class on 4/1.

On 4/8 we will "workshop" the rest of the projects.

The Showcase will be Thur 4/17 at 5pm.

Thursday, March 6, 2014

More on Making Books and Whatnot

Some links to work on the web:

 Dusie makes chapbooks available for download, and some of them are great collaborations of visual and textual material...

http://www.dusie.org/Dick%20Tracery.pdf

http://www.dusie.org/Reed%20Hastain%20post%20cards.pdf

Tuesday, February 18, 2014

assignments and exercises

See syllabus for readings assignments (re: Gladman's Event Factory; read and come prepared to share passages and discuss)

And check out some of these essays on narrative: https://www.sfsu.edu/~poetry/narrativity/issueone_toc.html

Work on what might be comparable to 2-3 pages of your Capstone Project in whatever form that is/is becoming. And sign up to come talk to me about your project (sign up sheet in class)

Annotated Bib. draft due soon. See assignment sheet and samples on EMU Online.


Writing Exercises (do some or all of the following)

Expand your work with City Eclogue; write 2-3 more pieces (or continue the piece you have started) that respond, imitate, continue, or otherwise come after Roberson's poems.




Of the following, choose one, freewrite everything you can in response to the prompt, then turn the writing into a creative piece with character(s), situation (plot, what happens), setting and/or break with narrative form and play with these various elements, see what you get:



* Write about a boring situation. Convince your reader that the situation is boring and that your characters are bored or boring or both, however, you must fascinate the reader with your description of this boring situation: use concrete and sensory details to make the description come alive; use humor or other strategies. Do not use generalizations or judgments. Be specific and concrete.



*Use a page from the dictionary, pull out a few words, use these to begin writing a story.



*Write a 200-word description of a place. You can use any and all sensory descriptions but sight: you can describe what it feels like, sounds like, smells like and even tastes like. Try to write the description in such a way that people will not miss the visual details. Put a character in that place and have her/him do something.