Writing Exercise: “In Defense of ‘Moist'”

ENG 326 Writing Poetry: Intermediate
University of North Carolina at Greensboro
Fall 2017

8/15 Writing Exercise: “In Defense of ‘Moist’”

  1. Read the poem “In Defense of ‘Moist’” by Hanif Willis-Abdurraqib and discuss.
  2. Recall your favorite or least favorite word from the Introductions handout. If you selected your favorite word, title your poem “Against ‘[the word]’”; if you selected your least favorite word, title it “In Defense of ‘{the word]’.”
  3. Draft a poem as an argument against your favorite word or for your least favorite word, after Willis-Abdurraqib.
    1. You may write this poem on the back of the Willis-Abdurraqib handout and add it into your writing journal later.
    2. Try not to let your critical, editorial part of your brain enter into the drafting process, as this will only limit you.
    3. Your skill level is irrelevant, as we’re all asked to draft right here, in the moment. We’re all on the same page, in terms of the poem’s parameters, and this ongoing writing and sharing in class will help us all improve, not to mention try something new in our work.
  4. Share with the class and, in doing so, we’ll begin to discover ways we can best provide and receive feedback on poetic works.
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“I look in the mirror and hold up my mangled hand”: An Adversarial Persona Exercise

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Genre:
Poetry
Purpose:
To consider how persona, point of view, voice, argument, and empathy can support and/or complicate one another
Readings:
“Skinhead” by Patricia Smith

  1. Watch Patricia Smith perform “Skinhead”: https://youtu.be/Klb5TniRGao. Discuss.
  2. Jot down some notes about a situation in which you found yourself in direct opposition with someone else. Perhaps it’s as extreme as the violent racism in Smith’s poem or as routine as having the same seat number assignment as another person on a flight. The best situation is one in which the conflict was never or not easily resolved. (2–5 min.)
  3. Describe the diction that person uses and provide some examples. (1–2 min.)
  4. Now freewrite in the voice of that person as if he or she is addressing you. What would they say? How would they defend themselves against complaints about their actions toward you. (5–7 min.)
  5. Share your efforts. Did the exercise of writing in their voices change your opinions of your adversaries? What does this reveal about poetry’s ability to engage in empathy? Do your opinions carry into your rendering of their voice?