English 535  Creative Writing Pedagogy

T 4:00-6:30  Dane Smith Hall 317

Spring 2008

Greg Martin

Office:  Humanities 257

Office Hours:  Tuesdays 2:00-3:30 and by appointment

Phone:  277-6145

E-mail:  gmartin@unm.edu 

Course website:  www.unm.edu/~gmartin

Books:

1. Imaginative Writing: The Elements of Craft, 2nd Edition  Janet Burroway
2. The Elements of Style, 4th Edition, Strunk & White
3. The Meadow, James Galvin
4. On Directing Film, David Mamet
5. Additional Materials on E-reserve: On E-reserve at Zimmerman Library   password:  study535

   Note:  Many essays on the e-reserve site are not on the course calendar, and not required, but I've included as them as supplemental reading for those who want more discussion on specific craft issues.  

Overview

This is a course designed for two purposes: (1) to prepare MFA students to teach any creative writing course, in any of the three genres of fiction, poetry, and creative nonfiction; and specifically, (2) to prepare MFA students to teach UNM’s ENG 224: Introduction to Creative Writing.  The class will consist of four major components: 

(1)  Mastering the essential craft vocabulary, techniques and possibilities that distinguish fiction, poetry, and creative nonfiction.   My assumption is that everyone in the class feels somewhat comfortable with one of these genres but less-than-audaciously confident about one or two of the others.  Several weeks of class will be dedicated to discussions of what our visiting teachers take to be the essential components of these genres, when teaching them to class of beginning creative writers.

(2) Exploring teaching theories and methods through the reading and discussion of unboring pedagogy essays.

(3) Collaborating and developing lesson plans and putting them into action by teaching them to the class.  Each student will prepare and teach one 45 minute lesson to the class.  On these class days, after the forty-five minute lesson, we'll discuss the lesson itself, make all kinds of valuable insights, offer encouragement and constructive feedback. 

These lesson plans will be based on the material and sequencing in Burroway's Imaginative Writing, the text most often used in 224.  My hope is that by the end of the class, you will have a strong sense of the strengths, possibilities and limitations of this text, so that you can successfully use it in teaching your own section of 224. 

(4)  Classroom observation.  All students must observe four different creative writing classes.  Each of these observations must be followed by an informal meeting with the teacher to discuss the class, ask questions about method and goals.  Students must write a two-three page reflection on the observation and follow-up meeting.

The goal of all of this work is practical: to explore the possibilities for effective teaching. Teaching, like most difficult, rewarding things, works best when it is also fun. In order to have fun in the classroom, in order to enjoy your students and let them enjoy you, you have to be relaxed, prepared and confident. This class is designed to help make this happen.

Course Requirements

1. Craft Responses  (2-3 pages)
2. Pedagogy Responses   (2-3 pages)
3. Lesson Plan for a forty-five minute class period
4. Four Class Observation Reflections
5. A 224 syllabus and calendar for a future Introduction to Creative Writing course of your own design
6. A "Dream" Syllabus & Calendar, of an intermediate Creative Writing course, in the genre of your choice, which combines workshopping with the discussion of published readings. 
7. A 3-5 page Statement of Teaching Philosophy:  an essay about your goals and desires as a teacher that defines your approach to teaching and learning. Imagine this as a document to use when applying for teaching jobs or awards.

Note:  If you miss class more than twice it will affect your grade.

Readings & Responsibilities
Note:  Readings are due on the date listed.

Week 1:  1/22

Syllabus.  Introductions.  The Name, The Alias, Lie & Lay, The Self-Audit.  Sticks.

Week 2:  1/29  

READ:  "Unconscious Mind" by Madison Smartt Bell (e)  & "The Anxiety of Teaching" by Elaine Showalter

READ:  IW:  Preface, Invitation to the Writer, and Ch 1

WRITE:  Pedagogy Response:   "A Teacher's Self-Audit"   In addition to developing your notes from the in-class writing prompts, please also incorporate ideas and thoughts about:   "Unconscious Mind", "The Anxiety of Teaching", Burroway's Preface & Invitation to the Writer.  2-3 pages

WRITE:  A Craft Response on Image, employing the critical vocabulary of the chapter, based on one of the readings of your choice in Ch 1.   2-3 pages

 

Week 3:  2/5    Three Genres, Three 45 minute Lesson Plans

Class Visit:  Gary, Skye, Carson

READ & WRITE:   Homework Assignment from Gary, Carson, and Skye   

 

Week 4:  2/12    Poetry

READ:  Richard Hugo's essays: Writing off the Subject; The Triggering Town; Assumptions  (e)

READ:  Stephen Dunn's "Vices & Virtues: the Poet as Teacher" (e)

WRITE:  Pedagogy Response to Hugo's and Dunn's essays

Class Visit:  Amy Beeder 

In Class:  Lesson Plan & Teaching Schedule / 3 Collaboration Groups

 

Week 5:  2/19   Fiction

Week 6:   2/26  

Week 7:   3/4  

Week 8:  3/11

READ:  Strunk & White

READ:  Julie Schumacher's "Fibbers, Nappers, Hens" (e)

WRITE:  Pedagogy Response to "Fibbers, Nappers, Hens", include in your response three short exercises inspired by/in emulation of Schumacher's style and methods. 

WRITE:  Five Strunk & White 10-minute in-class exercises

READ/WRITE:  Assignment for Lesson Plan #3

In Class:  Lesson Plan #3 & Discussion

 

Week 9:  Spring Break

Week 10:  3/25   Creative Nonfiction

Week 11:  4/1  

Week 12:  4/8

Week 13:  4/15

Week 14: 4/22

Week 15:  4/29

Week 16:  5/6  

 

READ/WRITE:  Assignment for Lesson Plan #s 12 & 13

In Class:  Lesson Plans #s 12 & 13  Discussion

 

Week 17

Party at My House   5/13 at 5:30

• Two Class Observation Reflections Due 
• 224 Syllabus Due
• Dream Syllabus Due
• Statement of Teaching Philosophy Due