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ºCREATIVE WRITING I English 3312-002 (81324) / FALL 2016

FACULTY: Dr. Anett Jessop CLASS SCHEDULE: M/W 4:00-5:20 pm CLASSROOM: Business Bldg 208 OFFICE & PHONE: BUS 256A; 903-566-7460 OFFICE HOURS: T/R 2:00-3:00pm; W 3:00-4:00 & by appointment EMAIL: ajessop@uttyler.edu

▐ COURSE DESCRIPTION & GOALS

Welcome! This course is a creative writing laboratory which will take its inspiration from a selection of literary works. We will read, discuss, write about, and be inspired by a variety of literary genres—short fiction, poetry, and drama. The course is designed to introduce you to the creative process and the craft by which our readings were produced. You—evolving reader and writer—will explore with ‘left’ and ‘right’ brain abilities by both analyzing and creating. This class will afford you the opportunity to identify and articulate literary strategies in weekly written responses to readings as well as to generate creative variations of our readings, to be revised and collected in a chapbook, accompanied by an ars poetica (a statement of your relationship to creativity and expression) at the semester’s end.

Pedagogically, I am committed to your appreciation and enriched understanding of the aesthetic and cultural contexts for the body of literature that we read as well as to your further development as sophisticated readers, critical thinkers, and budding creative writers. When we “read like a writer,” we interrogate the writer’s meanings, methods, and craft in the context of the literary traditions to which s/he may be conforming or rebelling against.

My goals for you in this class are that you gain the following: ► Students will engage—in both written and oral forms—in close readings of complex literary texts and, as a result, will hone skills in nuanced analysis, cogent writing, and thoughtful discussion and debate; ► Students will explore literary strategies through the creation of original works and will gain increased understanding of the creative process.

▐ TEXT & SUPPLIES

• Mays, Kelly. The Norton Introduction to Literature. Portable 11th ed. ISNB: 978-0-393-92339-1 • Folder with pockets for turning in assignments with drafts and group comments

▐ POLICIES & REQUIREMENTS

ATTENDANCE & PARTICIPATION: My teaching methods emphasize discussion and collaborative learning, including small group work and workshops. Class members will be expected to share insights and to encourage others to do so. This course is both reading- and writing-intensive and students will engage in various writing assignments—both graded and ungraded—as a means to

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making discoveries and articulating insights about the literary works we read and write. Participation is crucial to your success in this class, which operates on the basis of a thoughtful interaction between teacher and student and between students. Everyone is expected to attend all classes, arrive on time, turn off cellphones and laptops and store them in backpacks. Attention to the cellphone instead of class and peers will be counted as an absence. You will often work in small groups and are always expected to participate in discussions of the assignments. Quizzes may be given at any time and may not be made up.

I will allow for three unexcused absences during the semester, after which your participation grade may drop by 1/3 for each absence. If you are ill or have an emergency, please email me in order to turn in homework and to pick up the next assignment. Questions concerning grades, exercises, and drafts, however, should be addressed during my office hours rather than by email. I will be available by appointment in case of a time conflict.

WEEKLY Reading Like a Writer RESPONSES: There will be two weekly response-writing assignments due across the semester: one analytical and one creative: � ANALYTICAL RESPONSE: In a minimum of 350 words, respond to that day’s readings generally and the particular work indicated on the calendar, specifically with your observations, associations, and analysis. When “Reading like a Writer” we ask: What is the writer doing here; believing; intending; rejecting? In grammatically-correct sentences, describe the work’s core concepts, imagery, narrative voice, poetic or generic form (as relevant). Additionally, offer several questions and/or provocations to assist our class in discussion and reflection. The Analytical Responses will be graded on a 1-5-point scale, with 5 being exceptional in terms of critical and literary insight, prose clarity, and grammatical correctness. The final grade for the Analytical Response writing will be cumulative—I am looking for improvement in your critical thinking and writing across the semester. � CREATIVE RESPONSE: Compose a “creative variation” on the writers’ work—of any length, format, language you choose. You are free to include graphic elements and/or other mixed media designs. Creative Variation Responses will be credited as completed and turned in. Both your colleagues and professor will offer responses to your work. The process will assist you in the development of the final creative manuscript. FINAL PROJECT: At semester’s end, you will submit for a grade a collection of creative writing, accompanied by an ars poetica. Detailed instructions will be distributed during the term. During the last week of the semester, we will also hold a Reading | Slam during which you can present/perform your creative work.

HOMEWORK & PAPER FORMAT: Complete all assigned readings and assignments by the due date so that you can participate in classroom discussion and learning activities. All written assignments should be typed, double-spaced, use normal margins and readable font, and be stapled. Paper headings should include your name, date, course title, and professor’s name. Each page should include page number and your last name. A final word count should appear following the concluding paragraph for all analytical assignments: e.g., [415 words]. Use MLA documentation to cite materials when necessary.

DUE DATE POLICY: Assignments must be turned in on the day they are due at the time I collect them. Work turned in late without a compelling reason will be lowered one-third of a grade per day. If you do decide to turn in a late paper, you may email it to me and I will count it as turned in. I will not grade the paper, however, until you turn in a hard copy in class. Always save copies of your work.

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CONFERENCES: I am committed to helping each of you achieve your potential as a reader, writer, and thinker. To this end, I require at least one visit during my office hours during the semester from each student. If your schedule does not allow you meet with me during my scheduled office hours, we will arrange an alternative time. ▐ GRADES & FINAL EVALUATION

Course grades will be based on the weighted average grades based on the following percentages. The final grade will include my assessment of your overall contribution and progress in the class:

25% Attendance & Participation 25% Reading As Writers Responses (Analytic) 25% Reading As Writers Responses (Creative) 25% Final Project

▐ UNIVERSITY POLICIES

Students Rights and Responsibilities: To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www.uttyler.edu/wellness/rightsresponsibilities.php

Grade Replacement/Forgiveness and Census Date Policies: Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract.

The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include: • Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. • Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) • Schedule adjustments (section changes, adding a new class, dropping without a “W” grade) • Being reinstated or re-enrolled in classes after being dropped for non-payment • Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy: Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions.

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Disability/Accessibility Services: In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychological disabilities. If you have a disability, including non-visible a disability diagnosis such as a chronic disease, learning disorder, head injury or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with an Accessibility Case Manager. If you are unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR webpage (http://www.uttyler.edu/disabilityservices/) or the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may also send an email to saroffice@uttyler.edu.

Student Absence due to Religious Observance: Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester.

Student Absence for University-Sponsored Events and Activities: If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.

Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically.

Emergency Exits and Evacuation: Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services.

Campus-Carry: “We respect the right and privacy of students 21 and over who are duly licensed to carry concealed weapons in this class. License holders are expected to behave responsibly and keep a handgun secure and concealed. More information is available at http://www.uttyler.edu/about/campus-carry/index.php.”

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DO YOU RECOGNIZE THESE AMERICAN WRITERS?

IMAGE ADDRESS: http://www.dcc.edu/division/communication/english/lit/amlit2/authors.jpg

Alan Ginsberg Emily Dickinson Ernest Hemingway Langston Hughes

Anne Sexton Walt Whitman Sylvia Plath Alice Walker

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FALL SEMESTER 2016 \\ M/W

WEEK 1 ✮ Beginnings / POETRY

AUG 29/M Introductions

AUG 31/W Norton Anthology: “Introduction” (1-10); “Poetry: Reading, Responding, Writing” (450-482) àDUE: Writer’s Analysis & Creative Variation on “Divorce” (462)

WEEK 2 POETRY / Speaker

SEPT 5/M HOLIDAY—no class

SEPT 7/W “Speaker” (483-500) àDUE: Writer’s analysis of “We Real Cool” (497) àDUE: Creative variation exploring ‘speaker’

WEEK 3 POETRY / Situation & Setting

SEPT 12/M “Situation & Setting” (501-526) àDUE: Writer’s analysis of “To a Daughter Leaving Home” (503)

SEPT 14/W àDUE: Creative variation exploring ‘situation & setting’

WEEK 4 POETRY / Theme & Tone

SEPT 19/M “Theme & Tone” (241-245; 527-547) àDUE: Writer’s analysis of “Barbie Doll” (533-4)

SEPT 21/W àDUE: Creative variation exploring ‘theme and/or tone’

WEEK 5 POETRY / Language

SEPT 26/M “Language” (548-559) àDUE: Writer’s analysis of “My Papa’s Waltz” (552) SEPT 28/W àDUE: Creative variation exploring ‘language’

WEEK 6 POETRY / Imagery

OCT 3/M “Visual Imagery” (560-572); “Symbol” (205-210; 573-585) àDUE: Writer’s analysis of “The Vacuum” (580)

OCT 5/W àDUE: Creative variation exploring ‘imagery and/or symbol’

WEEK 7 POETRY / Sound

OCT 10/M “Sounds” (586-610) àDUE: Writer’s analysis of “The Word Plum” (589)

OCT 12/W àDUE: Creative variation exploring ‘sound’

WEEK 8 POETRY / Structure & Form

OCT 17/M “Internal Structure” (611-631); “External Form” (632-662) àDUE: Writer’s analysis comparing E. Bishop’s and C. Shuttleworth’s “Sestina” (637-39)

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OCT 19/W àDUE: Creative variation exploring ‘structure and form’

WEEK 9 ✮ FICTION

OCT 24/M Norton Anthology: “Fiction: Reading, Responding, Writing” (12-56) àDUE: Writer’s analysis of “The Shabbat” (21-29)

OCT 26/W àDUE: Creative variation exploring graphic narration or Flash Fiction (see p. 32) INTRODUCE: Ars Poetica (Final Project)

WEEK 10 FICTION / Plot

OCT 31/M “PLOT” (57-101) àDUE: Writer’s analysis of “A Good Man Is Hard to Find” (404-418)

NOV 2/W àDUE: Creative variation exploring ‘plot’

WEEK 11 FICTION / Narration & Point of View (POV)

NOV 7/M “NARRATION & POINT OF VIEW” (102-121) àDUE: Writer’s analysis of “Girl” (119-121)

NOV 9/W àDUE: Creative variation exploring ‘narrator/POV’

WEEK 12 FICTION / Character

NOV 14/M “CHARACTER” (122-156) àDUE: Writer’s analysis of “The Story of an Hour” (277-280)

NOV 16/W àDUE: Creative variation exploring ‘character’

WEEK 13 Holiday

NOV 21-26 THANKSGIVING HOLIDAY

WEEK 14 FICTION / Setting

NOV 28/M “SETTING” (157-204) àDUE: Writer’s analysis of “Volar” (196-98)

NOV 30/W àDUE: Creative variation exploring ‘setting’ à DUE: Portfolio and ars poetica draft (Bring copies for group members and professor)

WEEK 15 WRITING WORKSHOP & Reading Slam

DEC 5/M Draft Workshops & Readings

DEC 7/W Readings

WEEK 16

TBD Portfolio Due