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Intersession 2005 Application

Course Description
Throughout the week we will explore both craft and content and their importance to beginning writers of poetry. Sessions will include some time for reading and analysis but will consist primarily of discussions, workshops and individual conferences. The week will end with a reading of students' work.

Prerequisites:
A little bit of courage, a lot of honesty, and a willingness to have fun.

What will students know and be able to do as a result of this session? br> By the end of the week, students should demonstrate a certain amount of proficiency in the craft of poetry. Hopefully students will begin to understand "what is at stake" in their own poems and begin to comprehend their emerging voice. That is to say, they will reflect upon the recurring themes throughout their work and understand their role in a community of writers. By the end of the week, I also hope that all students will feel comfortable and CONFIDENT writing poetry and sharing aloud a selection of their work.

Please provide an overview of the daily activities.
What will students do? What activities will students engage in?

Initially, we will discuss T.S. Eliot's conception of depersonalization and its relation to us particularly. As these students have probably not written a great deal of poetry, they may be nervous and defensive entering a workshop environment. One major goal of mine is to illustrate that the poem is a work of art and not a part of the person, or even a reflection of the person.
After students begin to feel comfortable reading and commenting on one another's work, I will assign in class writing assignments that we will discuss for some time as a group. Some assignments will center around craft, such as the importance of imagery, sound, and the idea of "show, don't tell." Still other assignments will ask students to look within themselves and the world of which they are a part and identify the things that really matter to them and are worth writing about. Some activities revolve around keen observation (looking and listening), while others are more imaginative and require a different point of view.

Please describe how you plan to assess student learning.
Students will be engaging in lively discussions in class, in which I will be able to guage the level of understanding and progress being made by students. They will also be sharing work with one another as well as myself. I will be able to assess their work in this capacity as well. I also plan on having individual conferences sometime in the week, most likely Thursday, so that students can reflect on their own work and progress throughout the course.

Estimated cost and proposed source of revenue for proposed activity:
The only cost I anticipate are photocopying fees, and perhaps an excursion into Aurora to hone our observation skills.
I believe that the Richter Fund here at Knox College would be willing to pay for these fees as this intersession will be related to an independent study I am pursuing here at Knox.

IMSA Resources (equipment, transportation, specific meeting location, etc.), if any, that are being requested:
Any classroon with chalk or dry-erase boards ought to work adequately for this intersession. Ideally the room would have desks or seats that can be moved into a circle to facilitate entire-group discussions.
Friday afternoon or evening we might like to move to a larger venue in order to hold a reading open to the IMSA community.

Significant commitment/arrangements if any, sponsors(s) will need to make this semester (example, booking reservations/submitting a deposit for a particular event):
Ideally, I would like, if possible, to stay on campus during intersession to make conferences and other meeting times more convenient.


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