Other commandments/conventions

“So it’s always critical to keep in mind that there are no rules in fiction, only conventions that have been built up over the years based on the way that writers have crafted their stories. (A convention is ‘an established technique, practice, or device,’ according to Merriam-Webster’s Collegiate Dictionary.) Conventions can be useful, because they provide successful models we can emulate and learn from, and which help guide us in the reading and writing of fiction. But too many beginning writers translate them into hard-core rules that must be followed.”

–from Alice LaPlante’s Method and Madness

Consider these other commandments/conventions in addition to those LaPlante mentions.

Posted in Writing tools | Leave a comment

Poetry portfolio questions

What worked well as you wrote poems for class this semester? What could have been better? If you had another week to finish this assignment, how would you use that time? Describe the process of assembling the portfolio: what did you do first? Why? When did you know you were finished with the portfolio? Why did you include the poems you did?

Posted in Assignments | Leave a comment

Prose poems and workshopping

Here are some examples of prose poems. These are some poems for workshopping and here are some more.

These are the first fiction fragments we’ll workshop. These are the second. Here are a third  and fourth for our consideration.

Remember, you need to bring an electronic version of your notes on these fragments. I suggest using the fiction criteria on the course syllabus in the writing of your notes.

Posted in Reading as writers | Leave a comment

Sonnets

See the variations in form here, from the Oxford Book of Sonnets, and this couplet sonnet, “The Insusceptibles” by Adrienne Rich.

Then the long sunlight lying on the sea
Fell, folded gold on gold; and slowly we
Took up our decks of cards, our parasols,
The picnic hamper and the sandblown shawls
And climbed the dunes in silence. There were two
Who lagged behind as lovers sometimes do,
And took a different road. For us the night
Was final, and by artificial light
We came indoors to sleep. No envy there
Of those who might be watching anywhere
The lusters of the summer dark, to trace
Some vagrant splinter blazing out of space.
No thought of them, save in a lower room
To leave a light for them when they should come.

Posted in Reading as writers | Leave a comment

Couplets and focus

Consider how the lines of this poem focus/control the reader’s attention/experience. At what rate does information arrive? Why? How do the lines end? How is enjambment used? When is it used? What gives the poem closure? What work does the title do? What is the persona like? Why do you think so? How and where does the persona change?

Consider the same questions of these couplets.

Posted in Reading as writers | Leave a comment

Football haiku and editorializing

These football haiku may be dated, but here they are.

Here are some examples of excessive editorializing. Remember, “The artist seeks out the luminous detail and presents it. He does not comment.” –Ezra Pound

Posted in Reading as writers, Writing tools | Leave a comment

English 3510 (“Skeptics May Object”)

Let’s follow the directions Graff and Birkenstien give on page 90, but replace the paragraph they provide with the following, from Ruland and Bradbury’s From Puritanism to Postmodernism:

Because of such exclusions, much later American writing, and some would say the American imagination itself, revolted against Puritanism. In fact to many later artists the very idea of a “Puritan imagination” would come to seem a contradiction in terms. Hawthorne, one of whose ancestors was a judge at the Salem witchcraft trials, returned with a sense of curious ambiguity to the world of his steeple-hatted Puritan ancestors in The Scarlet Letter (1850). He tests the idea of “iron-bound” Puritan society against the world of nature, but discloses as well that the power of the Puritan spirit has not died. (31)

Or this one, about Anne Bradstreet:

But, though [Bradstreet's poem's] strongest subjects are drawn from the stuff of daily life . . . they have a metaphysical wit and texture that anticipate the works of a New Englander of two hundred years later, Emily Dickinson. This comes in part from the struggle between dissent and acceptance in the life of a strong-willed woman living in a commonwealth which required double submission, to domestic and divine duty, but also in part from the sense of felt experience she inherited from British poetry, mixing an alert vivacity with an apparent simplicity. Her love is marital, her landscape plain but brightly seen, her meditations troubled but ultimately pious, her awareness of nature acute but also respectful of the Maker of it. (22-23)

Posted in Assignments | Leave a comment

An illustrated chronology of Dickinson’s life

From A Historical Guide to Emily Dickinson, the collection of scholarly essays edited by Vivian R. Pollak, here is an chronology of Emily Dickinson’s life. It provides some context and may help give your research direction.

Posted in American literature | Leave a comment

Fredrick Douglass and literacy

Consider The Columbian Orator, a copy of which Douglass describes as crucial to his own literacy. Also, here are other examples of 19th century schoolbooks. What do these texts suggest about the historical context around Douglass and other slaves? How might the language of The Columbian Orator have influenced Douglass? What would Greenblatt say about it?

Posted in American literature | Leave a comment

Graff and Birkenstein’s “Skeptics May Object”

Skeptics May Object” is a chapter from Gerald Graff and Cathy Birkenstein’s They Say I Say. I recommend it for students writing arguments in my classes.

Posted in Writing tools (non-fiction) | Leave a comment