CRWR

What does it mean for a piece of writing to be “sincere”? How do we know a (character, poem, “I,” essay) is “sincere”? What does it mean to make that judgment, and what does it commit us to? How does that judgment change a reader’s orientation to the object? We will approach these questions obliquely first, by thinking about how irony works. Are irony and sincerity opposites? We’ll look at a range of contemporary and historical objects in fiction, nonfiction, and poetry. This will include essays by Kierkegaard, Oscar Wilde, Wayne Booth, Jonathan Swift, and R. Magill Jr., fiction by Vladimir Nabokov, Joanna Ruocco, and Kathy Acker, and poetry by Chelsey Minnis, Jenny Zhang, Amiri Baraka, and others. We’ll also consider certain internet objects and think about their relationship to sincerity (and irony). This course will give students a more nuanced and historically grounded handle on these questions, and will help them develop a style of writing that’s able to more intentionally (and interestingly) choose its tonal legibilities.

In this class we'll study how writers define and make use of truth--whatever that is. In some cases it's the truth, singular; in others a truth, only one among many. Some writers tell it straight, others slant. Some, like Tim O'Brien, advocate story-truth, the idea that fiction tells deeper truths than facts. To get at the heart of these and other unanswerable questions we'll read writers who've written about one event in two or more modes. Nick Flynn's poems about his father, for example, which he's also set down as comic strips as well as in prose. Jeanette Winterson's first novel as well as her memoir, sixteen years later, about what she'd been too afraid to say in it. Karl Marlantes' novel about the Vietnam war, then his essays about the events he'd fictionalized. Through weekly responses, creative exercises, and longer analytic essays you'll begin to figure out your own writerly truths, as well as the differences-and intersections-between them.

This course introduces fundamental ideas about poetic form and approaches to poetic writing through close reading and discussion of poetry (modern and contemporary but not exclusively). We will consider poetic elements from the ground-up—reading closely for sound, image, syntax, and meaning—in order to enliven those elements in student writing. Likewise, we will consider how poems appear at a crossroads between history and experience (the past and present) in order to inspire students to write not only about themselves but about real and imagined social, cultural, historical, and intellectual locations and horizons (considering such aspects of poetry writing as geography, history, mythology, anthropology, kinship, science, visual media, audio media, etc). We will do so in conversation with our peers by way of regular presentations and workshops, in which students will give feedback to one another’s works, learning thus how to read critically while generously, and how to respond collegially while also constructively. At the end of the quarter students will revise drafts based on class writing exercises and workshop conversations, to produce a portfolio prefaced by a critical reflection. The arc of the class also involves the making of a collaborative syllabus (with a wide range of texts offered and guided by the instructor but available to the creative configuration of the students themselves), to strengthen our grasp of archival and curatorial aspects of poetry writing.

“Which one of us, in his moments of ambition, has not dreamed of the miracle of a poetic prose," wrote Charles Baudelaire in Paris Spleen,"... supple enough and rugged enough to adapt itself to the lyrical impulses of the soul, the undulations of reverie, the jibes of conscience?” This genre-blurring workshop will explore elements of the history and practice of the prose poem, and other poems and texts that combine strategies, forms and gestures of prose (fiction, nonfiction, etc.) with those of poetry. We will also read texts that are difficult to classify in terms of genre. “Flash Fiction,” “Short Shorts,” the fable, the letter, the mini-essay, and the lyric essay will be examined, among others. We will discuss the literary usefulness (or lack of it) of genre and form labels. The class will be taught as a workshop: students will try their hand at writing in their choices of hybrid forms, and will be encouraged to experiment. Writers from all genres are welcome, as what we will be studying, discussing, and writing will involve the fruitful collision of literary genres.

This course introduces students to poetry writing first by exploring various ways of generating material, then by shaping that material into poems. We’ll refine devices such as image, rhythm, and metaphor while we also explore the musical movements of mind that lyricism makes available. The class will practice literary community building by discussing peers’ poems in workshops, by responding to poems and essays by contemporary and modern poets and critics, and by attending literary events on campus. For the first few sessions, we will focus primarily on readings and in class writing. As we move forward, we will spend most of class time workshopping student poems. Students can expect to turn in several drafts of poems, serve as discussion leaders, provide written comments to their peers, and assemble a final portfolio.

Environmental writing is a quickly-expanding field in the literary and publishing community. It encompasses nonfiction sub-genres of traditional journalism, personal essay, and hybrid forms. This course is designed for students in creative writing with an interest in environmental reportage; it is also intended for students in environmental sciences (broadly speaking) with some writing experience who wish to practice presenting complex information to a non-expert audience. Reading contemporary environmental and science writing, students will develop nonfiction techniques relevant to writing environmental stories, like how to find and contact field experts, how to engage readers in complex topics, how to integrate research into narrative, how to use dialogue from interviews, how to weave the personal together with research material, and how to pitch environmental stories. The course will also cover the practical aspects* of the field by including a workshop with the Careers in Creative Writing Journalism program, guest lectures from editors and journalists in the field, and assignments that familiarize students with current environmental literary magazines. Readings will include Kerri Arsenault’s Mill Town and selections from The Best American Science and Nature Writing.

In “The Body Keeps the Score” Bessel van der Kolk writes, “The greatest sources of our suffering are the lies we tell ourselves.” Many trauma survivors begin writing reluctantly, even repulsed by the impulse to query their woundedness. The process is inhibited by stigma surrounding the notion of victimhood, entities that would prefer a survivor's silence, plus our tendency to dismiss and devalue one's suffering in relation to others. Students in this class will shed some of these constricting patterns of thinking about trauma so they may freely explore their stories with confidence, compassion, curiosity, and intention. We'll read authors who have found surprise, nuance, and yes, healing through art, honoring the heart-work that happens behind the scenes. Half of class-time will include student-led workshops of original works in progress. Paramount to our success will be an atmosphere of safety, supportiveness, respect, and confidentiality. By the quarter's end each student will leave with a piece of writing that feels both true to their experience and imbued with possibility. 

Research is an essential and imaginative process for the nonfiction story, but in what ways are the writer’s methods unique to literary practice? This course will explore the role of research in writing creative nonfiction. Students will develop methods that play a role in writing essays, memoir, and literary journalism. The seminar will be conducted in four sequential parts: immersion research; interview techniques; library research; translating technical jargon for a public readership. Assignments will equip students with the practical steps for completing each style of research. We will also discuss how to integrate research into the descriptions, narrative, and subtext of the writing. Students will experiment with: dramatizing research through scene-building; using reflection to respond to their findings; and inviting research to become part of the plot. Research, we will find, generates some of the most dramatic and surprising moments in the writing process. We will read texts that correspond to the areas of focus, including works by Eula Biss, Daisy Hernandez, and Sarah Viren. Students will leave the course equipped to include research into their writing process for advanced writing workshops and thesis projects.

We will study the theory and practice of Oral History, and we will create original oral accounts from a wide range of Chicago communities. We will work to understand the method and politics of Oral History, and to gain facility in practice and written presentation. Oral History, the poetry of the everyday, the literature of the street, is perfectly poised to open a narrative space where an interviewer, listening with empathy and identification, and a story-teller, seizing an occasion to perform an account of events and experiences, co-create and reveal a universe of meaning-making. Each student will create an original oral account, and each will have the opportunity to introduce a narrator (or a group of narrators) while making a presentation to the Class/Workshop, employing any of the many approaches that we will have studied—theater, poetry, narrative, documentary, comix, film, podcasting. Our goal is to understand the method and politics of Oral History, and to gain facility in practice and presentation.

It has been said that good questions outrank easy answers. The meditative essay gives us a tool to refine our curiosities again and again: Who are we? How did we get here? What keeps us going? What holds us back? Where are we headed, really? Students in this class will tackle some of life’s biggest questions in a “field notebook” with the goal of developing— and helping each other develop— true, bold, idea-driven essays that render us a little more lucid and in love with the act of wondering. We’ll read essayists and narrators who specialize in the art of reverie, such as Fernando Pessoa, Sei Shōnagon, and Lia Purpura. Half of class-time will be dedicated to student-led discussions of original works in progress with the goal of exchanging constructive feedback and practicing revision as a form of inquiry. Students will direct their own learning with self-evaluations and a conference with the instructor about their developing goals, culminating in a final portfolio that is something to write home about.