ENGLISH 408, ADVANCED POETRY WRITING, T 2-4:30,



SYLLABUS, SPRING 2016

ENGLISH 406, “Sherlocking” the Poem, Thur. 4:30-6:50, THH 105, Professor Muske-Dukes

BOOKLIST:

THE WEATHER OF WORDS, “A Poet’s Alphabet”, Mark Strand

AMERICAN ALPHABETS, 25 Contemporary Poets, ed. David Walker

+ Selected Handouts

“We skate upon an intense radiance we do not see because we see nothing else”. John Updike

 This is an intermediate workshop in poetry writing, with the goal of  discovering exactly what a poem is - of what it is made.  In our "laboratory" writing exercises and reading, we will be testing genre limits and checking out  different ways of thinking about and writing poetry, including poetry as detective work  and other exploration. Each workshop student will put together a presentation of a poet of choice  and each student will be responsible for assembling a portfolio of work over the course of the semester - including all writing exercises, assignments and all revisions.  Each student will also learn a poem by heart to share with the workshop - or to recite "privately".  

First week -- Introductions, Instant Bios. Workshop procedures, portfolios, copies, etc. Reading, presentations. (Each student will choose a poet to “present” during the course of the semester. Discussion.) Booklist – reading assignments. Poem to memorize over semester. First Assignment. (14 lines, 10 syll per line) (When I return a poem to you for revision, please try to give back to me in, by latest, ten days.)

Second week – Discuss first assignments, poem’s structure, style. Portfolios now in hand? Set up Presentation schedule, discuss possible poets to consider.

Third week -- First presentation, discussion, handouts. Handout re forms and other notes. Second assignment -- Invent a Machine (if you wish, compose poem in a form of your choice – or write in free verse.) Can be “practical” or surreal – up to you! Invent a Universe?

Fourth week - Discuss assignment. Second presentation. Discuss handouts. Memorized poems? Assignment, p. 197, AMERICAN ALPHABETS: Bob Hicock, “The Active Reader”.

Fifth week -- Discuss assignment. Third presentation. Handouts. Questions re form in poetry! Revisions – look at? Suggested reading.

Sixth week – Continue to discuss assignments. (catch-up!) Memorized poems? Fourth presentation.

Seventh week -- Discuss assignments, Fifth presentation. Assignment: Ghazal (form) Agha Shahid Ali, p. 15, Memorized poems? Revisions? Portfolios.

Eighth week -- Discuss assignment, ghazal. Sixth presentation. Assignment, p. 214, “Facing It”, Yusef Komunyakaa. Memorized poems. Handouts.

Ninth week -- Discuss assignment. Seventh presentation. Assignment, p. 324, Susan Stewart, “Apple”.

Tenth week – Discuss assignment. Poem: E+mc2 or A Detective in the Universe -- discussion! Eighth presentation.

Eleventh week – Continue to discuss assignment. Ninth presentation. Handouts. Assignment, p. 237, “Solo Native”, Thomas Lux.

Twelfth week -- Discuss assignment. Tenth presentation. Portfolio? Assignment, p. 120, Rita Dove, “The House Slave”. Or – your choice.

Thirteenth week – Discuss assignment, discussion of finished portfolios – revisions and final copies.

Fourteenth week -- Portfolios due!

Fifteenth week – Last day of workshop, party – reading and presenting portfolios!

No plagiarism. Carol Muske-Dukes, Taper 409 (office), carolmd@usc.edu

Office hours, Tue/Thursday, 3:30 to 4:30. - Here’s to a great semester!

Statement on Academic Conduct and Support Systems

Academic Conduct

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, .

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity or to the Department of Public Safety . This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men provides 24/7 confidential support, and the sexual assault resource center webpage sarc@usc.edu describes reporting options and other resources.

Support Systems

A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute , which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.

STUDENT BEHAVIOR that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office of Student Judicial Affairs for disciplinary action. These strictures may extend to behaviors outside the classroom that are related to the course.

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