Professor Diana Joseph Office Hours: M&W 2-3; T 5-6
English 649 E-Hours: TH&F 9-12
Email: firstname.lastname@example.org Office: Armstrong 201L
www.dianajosephsyllabi.blogspot.com Phone: 389-5144
Teaching Creative Writing
This course asks you to explore and consider various approaches to the teaching of creative writing. Discussions of classroom practices and pedagogical theories as well as teaching demonstrations prepare you to plan and develop an introductory-level creative writing course.
Hyde, Lewis. The Gift: Creativity and the Artist in the Modern World.
Carlson, Ron. Ron Carlson Writes a Story.
Baxter, Charles. Burning Down the House.
Dobyns, Stephen. Best Words, Best Order.
Hugo, Richard. The Triggering Town.
You will also need to select a short story you love from any edition of Best American Short Stories 1995-present, and a poem from any edition of Best American Poetry 1995-present. You'll make enough photocopies of these works for everyone in the class.
Participation is not merely showing up for class—that’s called attendance. I define participation as your active engagement with the class demonstrated through thoughtful contributions to class discussion, evidence of preparedness, and helpful feedback during presentations.
2. Teaching Demonstration for Fiction=20%
Present a 45 minute lesson on a story of your choosing from Best American Short Stories. The class will take notes, pose questions, and make observations about your lesson; you will have a short meeting with me to discuss your teaching. Due on the assigned day.
3. Teaching Demonstration for Poetry=20%
Present a 45 minute lesson on a poem of your choosing from Best American Poetry; the class will take notes, pose questions, and make observations about your lesson; you will have a short meeting with me to discussion your teaching. Due on the assigned day.
4. Dilemma Responses=20%
Write a one-page, single-spaced response to the assigned “dilemma.” While these papers are informal, they are meant to provoke thoughtful conversations about various issues unique to teaching creative writing. Provide serious, insightful responses; go beyond superficial first reactions. Outside research is strongly recommended. Due on the assigned day.
Write a mock syllabus for an Introduction to Creative Writing course. This syllabus should contain detailed information including but not limited to a course description, readings, assignments, grading procedures, workshop procedures, class policies, and a schedule of events. Due on Final’s Day.
6. Teaching philosophy=10%
Describe your teaching philosophy for an Introduction to Creative Writing course; this essay should be no longer than one page, single-spaced. Due on Final’s Day.
Do the work; volunteer for presentations. Missing more than one class results in dropping a full letter grade. Show up on time. If you’re not here, you can’t participate. No handwritten work will be accepted. All coursework must be completed to pass this class. Late work will not be accepted. Assignments are tentative and subject to change.
Schedule of Events
Monday, August 25 Can creative writing be taught?
Monday, September 1—LABOR DAY
Monday, September 8 Setting up a workshop.
Monday, September 15 “Isn’t it just your opinion?”
Monday, September 22 Grading creative work.
Monday , September 29 Balancing lecture/discussion/in-class writing
Monday, October 6 BASS presentations
Monday, October 13 BASS presentations
Monday, October 20 BASS presentations
Monday, October 27 BASS presentations
Monday, November 3 BAP Presentations
Monday, November 10 BAP Presentations
Monday, November 17 BAP Presentations
Monday, November 24 BAP Presentations
Monday, December 1 Lewis Hyde
Finals Day Your Syllabi/Teaching philosophy