I. Course description: (3-0) 3 hours credit. Prerequisite: completion of the core Curriculum requirement in literature. Offers the opportunity for intensive practice and development of techniques in the writing of non-fiction genres such as memoir, autobiography and informal essays.
II. Conceptual Framework:
Creative writing is a quirky topic, and creative non-fiction even more so. A class to "teach" creative non-fiction, such as this one, must have some clear goals and objectives (see below) so that we can measure progress. But, the process is by no means limited to the objectives outlined for the class. Writers write because they must. And we will prepare the assignments as a way to discipline the activities but also to learn on many levels.
I approach this class as a learning opportunity. I combine various pedagogical strategies—readings, discussions, experiential activities, lectures, and group work, among others. Each week's class is structured into three main parts: lecture, reading, workshop. At times, we will conduct some field trips on our own and as a group.
III. Texts:
Our main textbook is by Philip Gerard, Carolyn Forche, and the Associated Writing Programs, Writing Creative Nonfiction: Instruction and Insights from Teachers of the Associated Writing Programs. While we will rely on readings found in this text. We will also read a selection of essays and chapters from books outside of the textbook. Some of these will be on Reserve at the JPL; others will be found either on Web-Ct or as electronic files that can be downloaded.
IV. Goals and Objectives:
The main goal of the class is to have the participants engage in serious study and production of creative non-fiction. The objectives grouped according to three main competencies (around written, oral, and in technological skillsets) are as follows:
Writtencompetencies:
· A total of 2 long essays (5-6 pages)
· Various short informal personal essays (1-2 pages)
· One interview (2000 words)
Oral competencies: Participants will present:
· Formal oral reading of a short (250 word) piece excerpted from one of the informal essays.
· A group presentation on a specific topic.
· Brief reactions to peer writings in workshop.
· Focused discussions and group work.
Technology competencies:
· All papers must be turned in word-processed, double spaced, using Times New Roman, 12 size font, and be formatted according to MLA Guidelines.
· Oral interviews must be conducted on digital format and turned in as electronic files on CD.
· Use of Web-CT for all email correspondence.
V. Instructional Activities:
· Brief lectures will introduce themes, topics or general areas of discussion.
· Readings: Participants will engage in various readings (books, essays, and articles), visit web sites, and view films and interviews as assigned.
· Writings: short pieces and longer formal personal essays. The short essays will be written as reactions to class activities; the longer essays can be extended versions of a short writing piece. We will workshop some of these pieces.
· Presentations: Participants will do individual readings of work written for the class.
· Field trips: Participants are expected to attend an art exhibit, a performance, and an event from those selected by the professor. They will also take walks in various spaces and locations.
VI. Schedule:
Date Activities and Assignments
August
26 Lecture: Introduction(s) to the class content, class members
Activity: Colors and YOU
TOPIC: What is Creative Non-Fiction?
Writing: --Personal Goals for the course (turn in at the end of class)
--#1 My Writing Autobiography (turn in next week, revised, edited)
Sep 4 NO CLASS MEETING
Turn in: My Writing Autobiography to Professor’s mailbox no later than 5 p.m.
Sep 11 TOPIC: Autobiography
Reading: Textbook: pp. 1-7; 14-24; 170-180
Lecture: Creative Non-Fiction: Autobiography
Guest Speaker: Victor Villanueva
Writing #2: Reaction to Villanueva’s talk written as an
autobiographical essay
http://libarts.wsu.edu/english/faculty/villanueva.html
Attend talk(s): September 13 7:30 and September 14 2 p.m.
September 15: Art Exhibit at San Anto Cultural Arts
Sep 18 TOPIC: Autobiography
Reading: Textbook, pp. 25-56
John Phillip Santos, pp 104-118 (on reserve at the JPL)
Lecture: Memoir and Autobiography
Mini-Lesson: Workshop format and content
#3 Writing: The Photograph: A Childhood Memory
Turn in Writing #2 -- Reaction to Villanueva’s Talk
25 TOPIC: Autobiography
Reading: Textbook, pp. 158-163
Lecture: Memory and Re-membering
Mini-Lesson: characters
#4 Writing: The Photograph
Turn in Writing #3 -- A Childhood Memory Assign Workshop Group #1
October 2
TOPIC: Autobiography
Reading: Textbook, pp 8-13; selections TBA
Lecture: Life Story
Mini-Lesson: Point of view
Activity: Whose Life Is It Anyway?
Writing Workshop: Prepare one of the three short pieces to be workshopped in class—Post your piece to Web-CT so that your group members can access and print them.
9 TOPIC: Biography
Reading: Textbook, pp 67-96
Lecture: Life Story
Mini-Lesson: Point of view
Activity: Whose Life Is It Anyway?
#5 Writing: See page 95-96. Do parts 1-5 on p 96. The piece should be 1-3 pages.
16 TOPIC: Biography
Reading: Textbook, pp. 230-255
Lecture: Writing a Life
Mini-Lesson: Using adjectives and adverbs
# 5 Writing: Polish and complete Writing #4 by doing #6 on page 96 (This is your mid-term piece—it must be a minimum of 5 pages, but you can turn in a longer piece if you wish.
Turn in Writing #4 and #5
23 TOPIC: Nature
Reading: 223-229; 307-318
Lecture: Reading and Writing the World
Mini-Lesson: figurative language
Activity: Take a Hike!
Turn in Writing #5
# 6 Writing: Stop, Look, Listen!
Turn in Mid Term Paper
(We will meet for a short time and then reconvene at a park to take a nature hike)
30 TOPIC: Places and Spaces
Reading: Textbook, pp. 205-213; 319-326
Lecture: Significance of Place/Space and Memory
Mini-Lesson: taking notes and doing research
Activity: San Antonio locations / Select Groups for Presentation
Turn in Writing #6
#7 Writing: Writing about a Place
Nov 6 TOPIC: Social Change
Reading: Textbook, pp. 140-113 and from Demetria Martinez
Lecture: Writing for Social Change
Turn in Writing #7
Writing Workshop: Prepare one of the pieces ( #4, 5, 6, or 7)to be workshopped in class—Post your piece to Web-CT so that your group members can access and print them.
Nov 13 TOPIC: Social Change and Art
Reading: Textbook, pp. 270-282; 357-367; 283-298
Lecture: Artists and Art as Non-Fiction—Poets and Painters
Mini-Lesson: conducting oral interviews
Activity: Interviews
#8 Writing: An oral interview
20 TOPIC: Folklore and Fakelore
Reading: pp 182-190 and others TBA
Lecture: Folklife as a resource for writing
Mini-Lesson: Ethnographic writing
#8 Writing: A Holiday Tradition
Turn in Writing #7
27 TOPIC:
Writing Workshop: Prepare a piece to be workshopped in class—Post your piece to Web-CT so that your group members can access and print them. This can be ANY piece written during the semester that you have not brought to the workshop.
December 4 Study Days
December 6 Final Exam 10:30-1:00 -- Celebration/Last Lecture
Class members turn in portfolios for evaluation
See individual assignment sheets for specific guidelines for your presentation and paper assignments. Portfolios will have all writing assignments and at least 6 of the revised short pieces.
VII. Other Policies and Class Information
Learning Resources:
o Visit the “Tomás Rivera Center for Student Success” (http://www.utsa.edu/trcss/index.cfm) for help on editing and proofreading your papers, or for tips on research and preparing bibliographies.
o Visit the ECP Writing Center
o Contact the reference librarians at the John Peace Library (http://lib.utsa.edu/About/Directories/) for assistance in using the electronic databases for research purposes.
o Visit the Student Open Lab at MB 1.410 for computer and software needs
(http://coehd.utsa.edu/Students/labs/open_lab.htm).
Students with Disabilities:
o Students with disabilities must let the instructor know asap and be registered with the Office of Disability Services. See the most recent Student Handbook for details or call 210-458-4011 (UTSA information) and ask for the current phone number and office location.
Notes on Classroom Etiquette:
o Please silence your cell phones and use laptops ONLY for class purposes.
o Disorderly conduct—including but not limited to disruptive talking or behavior, sleeping, tardiness, engagement in activities not related to class, cheating, maliciously arguing with peers or instructor, and defiance in carrying out instructions related to classroom activities—will be reprimanded, and could result in an appropriate reduction of the participation grade or, in extreme instances, removal from the class.
Policy Regarding Student Writing and Behavior in Creative Writing
Courses
1) Writing instructors may, at their sole discretion, refuse to
workshop or comment upon any student work they deem patently
offensive or outside their professional purview. Instructors should
make every effort to communicate their standards so students know
what is likely to be considered unacceptable. If the instructor
determines that a student's submission is unacceptable, they should
inform the student and give him or her opportunity to submit an
alternative work.
2) If an instructor believes a student's writing or personal manner
suggest they are emotionally unstable and may pose a risk to
themselves or others, the instructor may insist the student see a
professional counselor (through the university counseling center) as
a condition for continued participation in the workshop. If the
student's behavior violates the Student Code of Conduct, the
instructor may file a referral with Student Judicial Affairs. Faculty
may also, at their discretion, report concerns about student behavior
to the UTSA police. In all cases, instructors should register their
concerns with the Department Chair.
Relevant Web Contacts/Resources:
Counseling Services <http://www.utsa.edu/counsel/index.htm>
Student Judicial Affairs <http://www.utsa.edu/OSJA/index.cfm>
Student Code of Conduct <http://www.utsa.edu/infoguide/appendices/b.cfm>
UTSA Police Department <http://www.utsa.edu/utsapd/>
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