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English 392/692-01: Poetry Writing Workshop
Fall 2002
4 credits/Writing Intensive* 2-2:50 MWF
244 Millett Dr. Gary Pacernick
CLASS
OBJECTIVES: To help the student create
polished and publishable poetry through writing and reading. We will devote our class time to a variety
of activities that we will determine at the outset of the class. TEXTS: Paul Hoover, Editor, Postmodern American
Poetry; David Madden, Editor, A Pocketful of Poems. CLASS
REQUIREMENTS AND GRADING: Attendance
and participation (20%); Prose (20%); final Poetry MS (60%). By the end of the second week you should
hand in to me a writing plan, articulating what you will write and the criteria
by which you wish to be judged. (My
suggestion would be ten poems plus revisions.) The prose requirement consists
of a journal in which you respond to each of the poets on the syllabus. The journal should also include work
leading up to the final drafts of your poems.
For the second prose requirement create an anthology of 5 or more
poets from the two anthologies and write a preface of 500 words or more
explaining your selections. Finally,
write a report of 500 or more words on a book of poems published in the last
five years. As poets,
you will need to create language that is true to your experience, your voice,
your style. That is what poetry can
teach you to seek. Experimental poets
try to find new approaches to poetry that challenges past and present
standards. I believe it is worth
knowing about the latest currents in poetry as well as the tradition. Poetry is a search, a process,
that can complement your life.
Let this be a step in that process. *You must
consult with me about incompletes before the quarter ends. It is best to get the required work in on
time. *Class Activities: starter ideas; small
group workshops for peer comments; discussion of anthology poets; poetry
readings; reading poems aloud, etc. Reading
Schedule: S18 Opening Day S20 Introduction to PMAP S23 Olson, 3-17/theory, 613-20/PFP Auden, Bishop S25 Duncan, 29-42/theory, 626-27/PFP Blake S27 Ferlinghetti,
42-51/Morley,51-55/PFP Brooks, E & R Browning, Burns S30 Bukowski,
56-61/Kerouac, 75-80 /PFP Byron, O2 Levertov, 86-92,
628-32/PFP Crane, cummings O4 Koch,
111-20/PFP O7 O'Hara,
121-30/theory, 633-34/PFP Donne, Dove O9 Ginsberg, 130-43/theory/PFP 635-37/Eliot O11 Creeley,
143-55/theory/PFP 637-39/Forche O14 O16 Ashbery,
165-85/PFP Gallagher, Govanni, Ginsberg O18 Corso, Snyder,
208-21/PFP Hayden, Heaney O21 Baraka, 258-71/
474-80/theory, 645/PFP O23 DiPrima,
272-78/Waldrop, 313-17/PFP Hughes O25 Wakoski, 342-46/PFP
Keats O28 Howe, 346-55/646-48/PFP Kinnell,
Kumin, O30 Coolidge, 369-76/649-52/PFP Marvell,
Milton, Moore N1 Hejinian,
385-89/theory, 653-58/PFP Olds N4 Lauterbach,
408-12/PFP Piercy, Plath N6 Palmer, 420-8/PFP Rich N8 Waldman, 451-58/PFP Roethke,
Sexton N11 N13 Notley,
458-66/PFP Shakespeare N15 Coleman, 474-80/PFP Stevens, Tennyson N18 N20 Cruz, 557-62, Baca, 589-95/theory,
672-7/PFP Williams N22 Kleinzahler, 548-53/Bernstein,
566-72/theory, 676-79/PFP Wordswoth N25 All Assignments Due ·
To encourage students to think critically about the
course material by writing about it. ·
To give students a chance to improve their writing
abilities. ·
To help students learn the conventions of writing in
their field of study. |
