English 35 C/D –Introduction to Writing Poetry & Intermediate Poetry Writing

Fully Online

Instructor: Leila Easa

Campus Mailbox: L220

Phone/Voicemail: 415-452-7205

E-Mail: leasa@ccsf.edu

Office: 370 Batmale Hall

Office Hours: Mondays, 10 a.m.-noon or by appointment

When Death Comes

When death comes

like the hungry bear in autumn;

when death comes and takes all the bright coins from his purse

to buy me, and snaps the purse shut;

when death comes

like the measle-pox

when death comes

like an iceberg between the shoulder blades,

I want to step through the door full of curiosity, wondering:

what is it going to be like, that cottage of darkness?

And therefore I look upon everything

as a brotherhood and a sisterhood,

and I look upon time as no more than an idea,

and I consider eternity as another possibility,

and I think of each life as a flower, as common

as a field daisy, and as singular,

and each name a comfortable music in the mouth,

tending, as all music does, toward silence,

and each body a lion of courage, and something

precious to the earth.

When it's over, I want to say all my life

I was a bride married to amazement.

I was the bridegroom, taking the world into my arms.

When it's over, I don't want to wonder

if I have made of my life something particular, and real.

I don't want to find myself sighing and frightened,

or full of argument.

I don't want to end up simply having visited this world.

—Mary Oliver

Description of Course: Write the poems only YOU can.

Our experience of the world around us is always mediated by language. But what happens when we take ownership of those experiences, when we write our lives instead of letting them be written? In this class, we will translate our experiences and observations of the world into the rich language of poetry, starting by asking one of the greatest questions of all: just what is a poem?

Of course, writing requires more than observation or translation—it requires practice. Aphorisms like “the only way to learn to write is to write” persist because they are so true. Writers must write, and revise, exhaustively, to improve their craft…and they also must read. (As Stephen King says, “If you don’t have time to read, you don’t have time--or the tools--to write. Simple as that.”)

In this class, we will focus on four primary goals (the “student learning outcomes”): reading and understanding the craft choices other poets make, writing (constantly), critiquing our own work but especially the work of our classmates, and revising based on feedback. Appropriately, these are also the mainly the tasks of professional and published poets (with the possible exception of #3).

We will read the work of published poets. We will read our classmates’ work. We will read theory about writing and that reading will not just be theoretical--we will practice that theory on a weekly basis, creating raw material and brainstorms that will evolve into our polished poetry. Students will be afforded creative freedom in topic and genre as they shape their work.

This class will be approximately half “process” (reading and writing poetry and learning about poetic craft) and half “workshop” (reading and responding to poems written by your peers and receiving feedback on your own poems). Some CCSF creative writing classes emphasize workshop more and some emphasize process more, so it’s good to know what you’re getting into from the start!

35 C vs D

35 C is the introduction to poetry class while 35 D is the intermediate poetry writing class. We will meet in the same online classroom together as a group, but there will be some slightly adjusted expectations, including:

• 35D students are expected to be class leaders, to set examples, and to start us off on our whole-class critiques.

• 35D students must turn in longer selections. Aim for one-page reading responses (vs. one-paragraph), substantial peer critiques, and, if appropriate, longer submitted poems.

• 35D students will likely be grouped together in small groups at the end of the semester.

Your Responsibilities:

To successfully complete this 3-unit course during the 16-week term, you will be expected to spend at least 10 hours per week on classwork. Please note that this course is not self-paced—there will be weekly deadline cycles Tuesday and Thursday of each week, plus extra deadlines on special weeks.

Key Dates:

• Day Class Begins: 1/31/2022

• Day Class Ends: 5/25/2022

• Last Day to Add: 2/17/2002

• Last Day to Drop with refund: 2/9/2022

• Last Day to Drop without a 'W' symbol: 2/17/2022

• Last Day to Drop with a W: 4/28/2022

• Instead of a Final Exam, a Final Portfolio will be collected on the last day of class, 5/25, 2022

Online Learning:

Online learning can be challenging…and it might not be for everyone. Successful online students have excellent time management skills and are highly self-motivated. I know this firsthand, as I tried to take the CCSF “teaching online” course in the fall of 2018—and found I didn’t have enough time. I had to retake it in spring, when I could commit enough time to the material.

Here are some introductory resources to help you explore the possibility of online learning:

Introduction to Online Learning (12-minute video tutorial)

What Makes a Successful Online Learner? (Tips for success and what to expect)

CCSF's Succeeding in Online Classes (More tips with a CCSF focus)

Canvas:

In our class, we will use Canvas as our course management system. Here are the log-on instructions for students:

1. Start at https://ccsf.instructure.com.

2. Username: CCSF ID, examples: W12345678 or @12345678

3. Your Canvas password is your RAM ID password. RAM ID instructions for students (Google Doc)

If you have a login problems with your RAM ID, please contact the CCSF Helpdesk at 415-239-3711 or Toll-Free at 844-693-4357.

For Canvas questions, please call the Canvas Support Hotline (844) 592-2198 (available 24/7), or live chat with Canvas support.

More resources:

CCSF Online Course Support Center

Canvas Student Guide

Please note that you won’t be able to log into your course until the course start date listed in the schedule of classes. If you have just added, you will be enrolled in your online course within the next business day.

The English Lab:

If you are local to Ocean campus, the English Lab can provide extra support--even for creative writing! The lab is located in 205 Rosenberg and provides drop-in (when not closed due to shelter in place) and online (during shelter in place) tutoring for English classes. Many of the faculty tutors also teach in the creative writing program.

A Note on Content

Not every topic we will discuss online for class will feel immediately easy or safe. Feeling some tension is natural, but treat the conversation as a learning experience and an opportunity to practice how to talk about controversial issues with people who might have differing perspectives.

On Respect

I understand that students represent a rich diversity of backgrounds and perspectives. City College of San Francisco is committed to providing an atmosphere for learning that respects diversity. While working together to build this community I request all student members to:

1. Share their unique experiences, values and beliefs

2. Value each other’s opinions and communicate in a respectful manner

3. Be open to the views of others

4. Honor the uniqueness of peers

5. Appreciate the opportunity that we have to learn from each other in this community

Student Learning Outcomes

ENGLISH 35C:

Outcome 1: Identify basic poetic craft elements in published work.

Outcome 2: Compose poems containing basic elements of craft.

Outcome 3: Analyze how poetic form, content, and style function together.

Outcome 4: Appraise works-in-progress, sharing basic-level critiques with peers in constructive ways that lead to thoughtful revisions of drafts.

ENGLISH 35D:

Outcome 1: Compose and revise poems that employ intermediate level poetic elements.

Outcome 2: Identify and analyze intermediate level poetic elements in a variety of poems.

Outcome 3: Analyze how dramatic structure and poetic elements interact and contribute to the overall effectiveness of poems.

Outcome 4: Employ revision strategies by assessing complex poetic elements and tropes in student poems.

Required Text:

Behn, Robin. The Practice of Poetry: Writing Exercises From Poets Who Teach. ISBN-13: 978-0062730244 ISBN-10: 006273024X

All other readings will be provided online.

Drop Policy:

To be counted as "enrolled" at the start of the course, students must complete "Module O: Introduction" no later than one week after the course opens. This module includes a questionnaire, a reading assignment, a quiz, and a personal introductory post. Following the start of the course, students who have been inactive one complete week will be contacted. Students who do not resume interaction within 48 hours following contact will be dropped from the class.

Course Communication Policy:

Please contact me for:

• Questions that can't be answered through the course syllabus, schedule, or policies document

• Personal issues that affect your work in this class

• To say hi, to check in on progress, or to share anything about you that you'd like me to know

My preferred methods of communication in order of preference:

1. My Canvas Inbox (once the class starts)

2. My CCSF email: leasa@ccsf.edu

3. My CCSF phone number: 415-452-7205

4. You are also welcome to ask me questions about the course in the general course Q&A forum once the course begins.

Please use communication with me as an opportunity to practice professional communication. Explain who you are and which class you are taking and state your question or concern clearly, using complete sentences--politeness is also appreciated!

My response times:

I respond to emails, phone calls, and Q&A discussion posts received on Monday through Friday within 24-48 hours. I unplug on Saturdays and Sundays, so any messages received on the weekends will be responded to by 9 p.m. on Mondays.

For technical assistance, please contact the CCSF Help Desk.

Sometimes it may be faster to have your question answered by a classmate. To post to a classmate, please use the General Community Forum once the course starts.

My role in discussions:

I will be an active participant in the discussions, reading all your posts and responding to several posts each week to further discussion and clarify comments.

Late Work Policy:

Online classes are not self-paced, and they require exceptional time management. This course is organized by due dates designed to help keep you on task and maximize your learning. Please pay close attention to all deadlines and build in extra time in case of technical difficulties which often arise.

I welcome you to reach out to me should you face challenges submitting work on time. In general, I am willing to work with you on some penalty-free extensions for some assignments if you ask in advance.

Otherwise, here are my policies on late work by category of assignment:

• Homework assignments will generally be due Tuesday by 11 p.m. or Thursday by 11 p.m. I will accept homework up to three days late for a 50% reduction in points. After three days, no additional late work will be accepted.

• Collaborative assignments--i.e., forum posts and replies, peer reviews, or any assignments that require another student to respond to your work--cannot be accepted late. Please be considerate to your fellow students and ensure you engage in forum discussions and complete peer review assignments on time so everyone has a chance to receive feedback.

• Poems for workshop may not be submitted late. Workshop opportunities will be forfeited if work is not submitted on time.

• Exams—The final exam--i.e. your portfolio--may not be submitted late as the semester will be ending immediately after.

Grading:

Your grade will be based on the work that you submit during the semester as follows:

Participation/Collaboration: 10% (100 points)

Frequent Critiques (seven weeks of your peers’ work): 25% (35 x 7 = 245 points)

Eight Reading Responses + Favorite Poem (& why you like it): 10% (9 x 10 points = 90)

Seven Writing Exercises (in-class and class-prep): 20% (7 x 30 = 210 points)

Poetry Reading “Report”: 15 points (1.5%) [may skip due to shelter in place]

Journal Presentation: 15 points (1.5%)

Poetry “Chapbook” (portfolio plus introduction/reflection: 30% (300 points)

In-Class Reading: 6% (60 points)

Total: 1,035 points

Final Portfolio/Poetry Chapbook must contain:

• Table of Contents

• Introduction/Reflection Letter on Your Process this Semester

• The two writing exercises of which you are most proud (in-class or prep)

• At least three poems submitted with the following components:

1. Early draft

2. “Final” draft

3. Reflection paragraph about the revision process

Writing Group Critiques

Critiques will consume more than half of our time this semester. When you give feedback to others, the goal isn’t to “fix” their writing. The goal is, instead, to nurture your own inner critic so you can turn that dispassionate eye on your own work, seeing it as if for the first time. Please take your critique work seriously and treat your group mates with respect and enthusiasm.

You will have multiple opportunities for your work to be read by others. The first will be a chance to get feedback from the whole class. The following will be in a smaller group. If you do not submit work by the assigned deadline, you will not be able to receive this feedback (and you may have difficulty passing the class). Being prepared with materials on workshop days is an essential requirement of the class and will count for as much as 30% of your grade.

Workshops Opportunities:

Three formal workshops:

• One whole-class workshop

• Two small-group workshops (each person gets a critique each week; same groups both weeks)

Journal Presentation

Each person will research a journal to share with the class. Please share your overall thoughts about the type of poetry the journal publishes along with the submission guidelines and one sample poem from the journal. You will update our class’ Canvas “journals” wiki page with a profile of the journal and its submission guidelines.

Feedback & Grading

Generally speaking, writing exercises, reading responses, poems, and critiques will be given full points if they are submitted on time and according to the guidelines.

Formal writing assignments due for critique will receive comments designed to both encourage writers to continue to write and to provide avenues for revision. My feedback is designed to support your revision efforts and future work and to celebrate the evolution of your “elusive creative genius.” Please note that you will receive a full critique letter from me for your whole-class critique and Canvas comments only for your small-group critiques, so pick the poem for which you are most interested in getting comprehensive feedback to submit for your whole-class critique.

Due Dates

Early in the semester you will sign up for critique dates. Your poems will be due to Canvas one week prior to your critique. Your chapbook/portfolio will be due on the last class meeting.

Reading Responses

When we write published poetry, we will be seeking to explore two major areas: (1) what craft choices has the author made and how do they work to create the effect of the poem, and (2) how might we “critique” the poem (i.e. offer thoughts about how to make it better?) Many weeks this semester I will ask you to submit a reading response to Canvas exploring these two questions (35C students submit one paragraph; 35D students submit one double-spaced page). Please use this response time to really consider how your own poetic choices might be similar or different.

Plagiarism/Cheating

Plagiarism is not tolerated at City College. Plagiarism includes using words and ideas that are not your own without crediting the source properly or getting someone else to write your poem. Students engaging in plagiarism will receive an “F” on the assignment and may be dropped from the course. If you are confused about how to cite a source properly, always ask me, a writing tutor, or a librarian for help. Please read this handout on plagiarism.

Special Accommodations

For academic accommodations, please contact the Disabled Students Programs and Services [Ocean Campus Room R323, (415) 452-5481], and be sure to speak with me at the beginning of the semester about your needs.