Making Poems

Course Description

Making Poems will be a creative writing offering that teaches the metrics and verse forms of traditional poetry. Topics will include rhythm, rhyme, metric feet, lines, and verse forms. For example, you will learn about the iambic foot, write some iambic lines of various lengths, and finally use the iambic line to write a sonnet. Rap poetry with its structured rhythms and elaborate rhyming is another possibility. This "formalist" approach promotes a kind of creativity that is strongly infused with craft and discipline in contrast to the "spoken word" or confessional approaches to making poems.

The course assumes everyone is a beginner and that progress is more important than perfection. A series of exercises in elements of form leads to assignments that are shared, workshop style, on the class discussion board. This class involves making audio recordings of your poems; you will be required to get the tools you need to do this. The exercises will lead to complete poems written in formal stanza patterns and these will also be workshopped. In addition, you will write essays directed at your specific competencies, and will conclude with a final reflective essay that looks back over the whole experience of the course.

Making Poems is based on the "workshop" model of creative writing instruction pioneered at the University of Iowa Writer's Workshop. In this form of instruction, a key element is sharing and discussing the writing that you submit. So our class will become a public forum where your work will be read by your peers who will be encouraged to comment on it and share their reactions. Of course I will read your work too and will give individual comments both in public and in private email. All grades will be sent privately. In order to implement this process, you will submit your work in this course through the Discussion Board where it can be immediately shared with others. The usual link to the Assignment Tool will be disabled.

Course Learning Goals

After completing this course, you will be able to:

• Accurately divide words into syllables
• Locate primary stress in polysyllabic words
• Identify several kinds of metric feet (iamb, trochee, anapest)
• Create rhymes both perfect and close
• Write various poetic lines including but not limited to
  • Iambic tetrameter
  • Blank verse / iambic pentameter
  • Anapestic trimeter
• Construct stanzas of various kinds
• Write a sonnet
• Reflect on the nature of creativity
• Reflect on the impact that formal requirements have on the creative process
• Understand the relation of the individual artist to a tradition
• Assess your own connection, intellectual and emotional, to this process.

Let me add that my attitude towards the work you do is governed by the idea that progress is more important than perfection. I don't expect everyone to write a great sonnet. I just want you all to try your best. Poetry is a complex art. It's ok to be a beginner.

Course Competencies

In this course, you will develop one or two of the following competencies:

A1C: The course will teach the formal elements of traditional poetry and so will put you and your creative process directly in touch with the impact of these elements on form, content, and style.

A2A: You will write poems using formal devices and structures and so will be made directly aware of the impact of formal elements on the creative process.

A5: You will write original poems and reflect on this process in a Competence Specific Essay that will include some research into the nature of the creative process.

Note: If you registered for CCA 172, the competencies you will gain in this class are as follows:

• Can create an original work of art, explore its relationship to artistic form, and reflect on the creative process.
• Can define and analyze a creative process.

How the competencies will be Demonstrated in this Course

A1C: Can analyze artistic or textual works in terms of form, content, and style.
The course will teach the formal elements of traditional poetry and so will put you and your creative process directly in touch with the impact of these elements on form, content, and style. Competence in the application of these formal elements will be demonstrated in written assignments. These assignments start with elementary matters and build to more complex and challenging material. Several class discussions will further explore the way form and content interact and the ways in which formal requirements affect the creative process. In addition, the course offers two formal opportunities for you to reflect on your learning. One is a Competence Specific Essay of 750 to 1000 words, some details of which are specified in this document. You must write one essay for each competence undertaken. The second is a Final Essay, also of 750 to 1000 words, which asks you to reflect on the course experience from several perspectives including your learning, the emotional impact of the course experience, and the impact of the new learning on plans for further growth.

A2A: Can create an original work of art, explore its relationship to artistic form, and reflect on the creative process.
You will write poems using formal devices and structures and so will be made directly aware of the impact of formal elements on the creative process. You will eventually compose several complete and original poems, ranging from ballads to sonnets. Several class discussions will further explore the way form and content interact and the ways in which formal requirements affect the creative process. In addition, the course offers two formal opportunities for you to reflect on your learning. One is a Competence Specific Essay of 750 to 1000 words, some details of which are specified in this document. You will write one essay for each competence undertaken. The second is a Final Essay, also of 750 to 1000 words, which asks you to reflect on the course experience from several perspectives including your learning, the emotional impact of the course experience, and the impact of the new learning on plans for further growth.

A5: Can define and analyze a creative process.
You will write original poems and reflect on this process in a Competence Specific Essay that will include some research into the nature of the creative process. Minimum requirements for this research, including the number of required sources and their documentation, will be detailed later in this Guide. Several class discussions will further explore the way form and content interact and the ways in which formal requirements affect the creative process. In addition, the course offers two formal opportunities for you to reflect on your learning. One is a Competence Specific Essay of 750 to 1000 words, mentioned above. The second is a Final Essay, also of 750 to 1000 words, which asks you to reflect on the course experience from several perspectives including your learning, the emotional impact of the course experience, and the impact of the new learning on plans for further growth.

Most of the work will be done by everyone. For example, I expect everyone to do the early exercises and to write a sonnet. The primary thing that will distinguish the student who takes the course for A-1-C from the student pursuing A-5 will be the Competence Specific Essay. This is a major piece of work in the form of an essay of 750 to 1000 words. In the case of A-5, for instance, this project includes doing some research into the nature of creativity. If you take the course for two competencies, you will be expected to write two of these essays demonstrating your learning in each area. Two is the limit.

Assessment Criteria for your Final Paper or Project by Competence

It is important to start thinking about and planning the competence specific essay early in the course.

In this course, everyone works through the same learning activities, and only the Competence Specific Essays reflect an emphasis on the particular competencies you are registered for. Here are the content criteria that will be used to judge each of these Competence essays.

A1C: The course will teach the formal elements of traditional poetry and so will put you and your creative process directly in touch with the impact of these elements on form, content, and style.

The Competence Essay for A1C should conduct an analysis of several poems, including poems you have written for the course and/or examples of your analysis of your peer’s work in our class discussions. Your analysis should focus on the formal elements of these poems, their lines, rhyming patterns, and stanza forms. The essay should show how these elements contribute to the overall meaning or impact of the poems. For example, a Shakespearian sonnet contains three quatrains and a final couplet. How are these rhetorical structures used to organize the content of a specific poem (one by Shakespeare or one of your own or both!).

A2A: You will write poems using formal devices and structures and so will be made directly aware of the impact of formal elements on the creative process.

The Competence Essay for A2A will focus on poems you have written for the course and will try to show how the creative process of writing these poems was influenced by the formal requirements of the assignments. If you attempt this competence, you should probably keep some kind of diary in which you record the struggles and discoveries you will go through as you try to make language fit into a form. Finally, it is important that this essay say something about how it is possible to use a traditional form and still be able to make something that's new and modern.

A5: You will write original poems and reflect on this process in a Competence Specific Essay that will include some research into the nature of the creative process.

The Competence essay for A5 uses your experience in the course along with outside reading to try to come to some conclusions about the nature of creativity itself. It is a definitional essay that tries to say what creativity is, what elements or processes contribute to the creative act. This is a wonderfully huge subject, so it will be important to find a focus of some sort.

This is a research paper and must use a minimum of four outside sources. The use of sources must be properly documented using MLA style in-text citations and a Works Cited list at the end. Both direct quotes and paraphrase of sources must be documented. See The OWL at Purdue for details http://owl.english.purdue.edu/owl/resource/557/01/ and/or send questions about MLA style to me.

The Competence Specific Essay is graded separately from the other course work and is worth 100 points.  These points are not included in your average but used only to score your essay.  This is the only assignment in the course that asks you to discuss and demonstrate competence directly and serves an important checkpoint.  Your grade on this essay should parallel your grade for the rest of the work and validate your competence.  For example, if you have an overall average of 93% on the other work and a Competence Essay that gets a grade of 95/100 (or 95%) then you would get an A for that competence.  However, if you have 93% on the coursework and get a 70/100 (70%) on the essay, then you have not demonstrated competence at the same level and some judgment is going to have to be made about how to deal with the discrepancy.  For example, one recourse the instructor has is to split the difference and give you a B for the course.  Another would be to open a discussion with you to consider a revision of the essay or provide some other demonstration of competence.

Textbook

To buy your books, go to http://depaul-loop.bncollege.com.

Oliver, Mary. Rules for the Dance, Houghton Miffin, New York, 1998. (Paperback)

References to this text will be made in the assignments, All of the information you'll need for the course is also readily available on the internet, and you are encouraged to use that resource as well.

Software & Hardware:

You will need a program to record and play back sound files and a microphone to attach to your computer. Microphone/headsets are available for $20 to $25 at computer stores and online. Audacity, a free program available for both Windows and Mac, has been selected as the software (http://audacity.sourceforge.net/)

In addition you will need to download software to convert the Audacity files to MP3 format to conserve server space. Pointers to this software are found on the Audacity site.

If you have a smart-phone you may already have the tools to make recordings of your voice. On the iPhone you can do this with Voice Memos, which comes free with the phone and is easy to use. The software is available for android phones on Google Play. Simply make the recording and email it to yourself. Then you can post it to the discussion forum from your computer.

We'll play around with this technology in the first week.

Course Grading Scale

Please note: Grades lower than a C- do not earn credit or competence in the School for Continuing and Professional Studies.

Grades: Grades will be based on simple percentages. 850 total points are available.

If you undertake two competencies (the maximum) then a grade for each will be calculated using the score of the competence-specific essay you wrote to address that competence.

How To Do Well In This Class

There is a sign outside a casino in Las Vegas that says, "You must be present to win." The same is true if you want to do well in this class.

1. Participate in class discussions. The class discussions and homework exercises are important in determining your grade.
2. Don't fall behind — In general once a discussion is graded its over. Don't think you can post discussion items a week after they are graded and expect credit. The class has moved on.
3. Read the assignments carefully. If the assignment says write ten lines of poetry, then write ten. If it says use MLA research paper style then find out what that style is and use it.
4. Email questions. When you have any questions, email me. If I send a question to you, then answer it. Take the initiative in our communications, especially if you have a problem. I get paid to help you solve problems!
5. Post all assignments by the specified due dates.
6. Start thinking about and planning the competence specific essay early in the course.
7. When you have any questions, email me. Oh, I said that didn't I?

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Course Structure

This course consists of 10 modules. The estimated time to complete each module is 1 week.

The following table outlines the course:

Assessment of Learning

Please refer to the course schedule for specific point values and due dates for each assignment.

Percentage distribution of Assessments

The assignments in this course will be evaluated using points. And the final grade will be determined by what percentage of the 850 total points you have accumulated. 90% for an A (765), 80% for a B (680) and so on (C = 595, D =  510, F=<510). I will not be giving plus or minus grades.

If a single assignment is worth 100 points and your score is 85 then you know a few things. You know you got the equivalent of a solid B grade on that assignment and you know that assignment is worth 11% of the total for your final grade. The Sonnet assignment and the Final Essay are two such assignments.

An assignment worth only a few points could still be an important assignment! For example, if you don't know how to find the major stress in polysyllabic words and you skip assignment 2.1 which is "only" worth 20 points, then you are not going to be able to do much with any of the assignments in modules three or four!

A good way to assess how you are doing at any time is to keep track of the points you have earned and the total points so far. Divide the small number by the big number and multiply by 100 and that's the percent you have so far. If the big number and the small number are the same, then congratulations; you have 100% of the points and are getting an A!

Another really good way to get a snapshot of your progress is to send me an email and ask me. I will be keeping this information either in Desire2Learn or on a spreadsheet and will be able to give you an immediate snapshot of your progress. No extra charge. You can also get information just by clicking on the word "Grades" on the top bar.

The Final Reflective Essay is required for everyone in this course. The essay should provide a detailed commentary on your work in the course, including some reflection on your learning and your plans for future learning. The purpose of this assignment is to provide a point at the end of the course for meta-cognitive reflection and closure.

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work, especially if posted too late to be part of the discussion.

Assessment Criteria for the Assignments

Many of my assignments require clear and unambiguous responses from you and are pretty easy to grade. For example, Module 2.1 asks for the following:

Make a list of 10 polysyllabic words and use a dictionary to identify the syllables and stresses in words. Record yourself reading the words. Post the list on the Discussion Forum with the sound file attached. Read & respond to the work of at least three classmates.

This calls for a list of ten words, marked in a certain way and posted with a sound file on our discussion board. These are clear and objective criteria and little or no judgment is called for in grading the assignment. If you turn in the list, (with a sound file) and there are ten words, and they are correctly marked (see a dictionary for this) and you respond to three classmates, you get ten points. Lots of the early assignments are like this. There are very clear requirements for an iambic pentameter line. It must have five beats and the beat when you say it must conform to a certain pattern (taDUM, taDUM, taDUM, taDUM, taDUM), The assignment to create 10 of these lines does not say anything about them being "good" poetry. That comes later — you hope!

In all the assignments it's progress, not perfection, that counts. That's what being a student is all about.

Later in the course things get a little more sophisticated and the quality of the work you do will count for more. Frankly, it's hard to say just how much more. There will still be an objective basis for the assignment. For example, when you are asked to write a sonnet, you should know by then that a sonnet is a fourteen line poem that uses the iambic pentameter line and rhymes in a certain way. The early work should prepare you for this. You will also get a look at some wonderful examples of the sonnet. If you can write one like that, you won't need me to validate it! So to get an A in this exercise, you will have to produce a poem that holds together a bit and possibly even has something to say. It need not be perfect. A score of 80 or more (a B) will be awarded to all work that meets the basic formal requirements of the form.

The two essays that come at the end will be evaluated with the criteria described in the next section.

Assessment Criteria for the Competence Specific Essay and the Final Reflective Essay

In general, grading of all essay assignments will take into consideration the following:

Content refers to the treatment of your topic, logically and analytically. This is the substance, the "what" of the paper; what you had to say about the topic, what you presented in defense of your position, and what your analysis revealed about your thought processes and grasp of the material you grappled with. The main thing is to have something to say and to say it clearly. This should start with a clear introduction that tells the reader what the essay will be about. "Content" also includes adequate development of your ideas. I strongly urge you to use specific examples from the poems you discuss to support and illustrate what you are saying. Quote lines and phrases.

Organization is the way your paper is laid out and presented, including both the overall organization and the arrangement of individual sections. These include: a relevant title and introduction; the full development of ideas in the body of the paper; connections and transitions; and what used to be called "rhetoric": the skillful arrangement of the pieces for maximum persuasive impact on the reader. And don't forget to write a conclusion!

Mechanics refers to spelling and grammar, the use of standard English, proper sentence structure and punctuation, and effective and sensitive word choice. Spelling checkers can help here but the grammar checkers I've seen so far are misleading and inaccurate and I would not rely on them.

Mastery of basic communication and writing skills is very important for undergraduate students. If you use any outside sources (as is required for the A-5 Competence Essay), then follow the proper MLA citation form for in-text references as well as for a list of Works Cited.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Assessment Criteria for Online Discussion Participation

A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions.

Active participation means sharing information and resources and posting your ideas and critiquing and expanding on the ideas of others in a collegial fashion. This discussion is informal and is meant to encourage the exchange of ideas. In discussion we need to treat each other as friends and colleagues, and be respectful of the ideas, values, and feelings of others.

The discussions will be organized into forums around particular assignments. Your contributions will not be graded like English papers so standard sentences, spelling, and so on are NOT required. On the other hand, this isn't a chat room (lol) so while it's ok to be informal I'd like you avoid extreme informality and chat-room slang.

Here's a checklist for your contributions:

1. Offering up ideas or resources and inviting a critique of them
2. Asking challenging questions
3. Articulating, explaining and supporting positions on ideas
4. Exploring and supporting issues by adding explanations and examples
5. Reflecting on and re-evaluating personal opinions
6. Offering a critique, challenging, discussing and expanding ideas of others
7. Negotiating interpretations, definitions and meanings
8. Summarizing previous contributions and asking the next question
9. Proposing actions based on ideas that have been developed
10. Sharing feelings and values as well as ideas and opinions.

The above was adapted from Gilly Salmon's book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).

I would like to add that it's also important for these discussions to be friendly and supportive. Be a colleague, not a critic. You and your classmates are going to be sharing some creative work. This always involves a fairly high-level of emotional risk. I know that and I understand your anxiety in this regard because I've been there. I use this approach, sometimes called "the workshop method," because the rewards are great and students report that the initial risk was very worthwhile. So trust me on this and learn to trust each other. It is important for writers to hear from their readers. One of my chief responsibilities as the instructor of this course, is to make these discussions good learning experiences for all. Let me know if you are having a problem with the process.

Course Policies

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by Tom Sullivan and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.

©2010 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS during contractual interval with the Author.