ENG 326 Writing Poetry: Intermediate University of North Carolina at Greensboro
Fall 2017
Note: My intermediate poetry class is wrapping up their discussion of Erika L. Sánchez’s Lessons on Expulsion. All three of these poems appear in the final section of the book, and they model two approaches of the “function” of a poem. In the first exercise, students will list humiliations and embarrassments in a move toward candor and intimacy, and, in the second, they will think about the rhetoric of the imperative, its insistence and (sometimes) hesitance.
10/19 Writing Exercises: “Poem of My Humiliations” and “Admit It”
Craft a poem that is a list of things that humiliated or embarrassed you (only use things with which you’re comfortable sharing). You must create single-sentence stanzas with no line breaks.
ENG 326 Writing Poetry: Intermediate University of North Carolina at Greensboro
Fall 2017
Note: My intermediate poetry class is wrapping up workshop on their third poems and they are getting ready to turn in their fourth workshop poems this Saturday. This exercise is meant to allow them time and space to try something new (some have wondered aloud about if there can be “happy” poems) and draft something they can develop into their workshop piece. I always allow my students to revise in-class writing into their workshop poems, as this gives the class (optional) scaffolding of their assignments and helps to alleviate pressure surrounding “writer’s block.” (Side note: I don’t believe in writer’s block, as it often boils down to students second guessing themselves before they even begin, but they believe in it, so I want to help them overcome that fear in whatever way I can.)
Freewrite a poem in which you praise a moment or a whole lot of things that you love or for which you are grateful.
Note: This exercise introduces you to a new form, the praise poem, while also giving you the option of continuing to cultivate your skills at using a poetic catalog (i.e., a list) in your poems.
ENG 326 Writing Poetry: Intermediate University of North Carolina at Greensboro
Fall 2017
Note: My intermediate poetry students completed this exercise at the beginning of class on the third day we discussed There Are More Beautiful Things Than Beyoncé by Morgan Parker. Six students shared their work, and some of them framed their poem as “99 Problems” whereas others framed it as a countdown or as a list of tweets experienced on social media. This exercise presented a lot of flexibility, and it allowed students to think about implied narratives rather than explicitly rendered narratives.
9/21 Writing Exercise: “99 Problems”
Let’s spend a little time discussing “99 Problems” on pgs. 66–69 of Morgan Parker’s There Are More Beautiful Things…
What is her strategy for moving from one “problem” to the next?
What are your thoughts about the form of the list poem?
Write a list poem. You can either use the “99 Problems” as a frame, or you can write a list poem with some other function.
ENG 326 Writing Poetry: Intermediate University of North Carolina at Greensboro
Fall 2017
8/17 Writing Exercise: “Ain’t There One Damn Song That Can Make Me Break Down and Cry?”
Re-examine the lyrics of the favorite song you brought into class, and respond to the following questions in your writing journal:
What genre is the song? What are the requirements (instrumentation, performance, subject matter, etc.) of a song in this genre?
Do you recognize in this song any of the key poetic concepts/terms we went over earlier today in class? This might include figurative language, concrete language, cliche, etc. Try to identify at least two.
Beginning in class and continuing over the weekend, write at least one verse and chorus as an imitation of your favorite song.
An imitation borrows one or more features of a work, including but not limited to structure and subject matter.
In writing these lyrics, you must include at least two passages that exemplify the key poetic concepts/terms we went over in class today.
Share these in class next Tuesday. You can read them aloud or, if you’re feeling it, you (or a designated performer) can sing or rap your lyrics.
On Tuesday, we will discuss how listeners of music are often more equipped to read and write poetry than we initially realize, and then we’ll explore the ways in which we can develop these skills so that they are more conducive to the expectations of poetry readers.
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]’.”
Draft a poem as an argument against your favorite word or for your least favorite word, after Willis-Abdurraqib.
You may write this poem on the back of the Willis-Abdurraqib handout and add it into your writing journal later.
Try not to let your critical, editorial part of your brain enter into the drafting process, as this will only limit you.
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.
Share with the class and, in doing so, we’ll begin to discover ways we can best provide and receive feedback on poetic works.
Now, let’s apply it to your creative writing. Create a dramatic situation in which a first-person narrator has to switch between two different types of language in her narration and in her dialogue, e.g. her dialogue with her best friend is informal but, in telling the story to a wider audience, she uses proper grammar and more meditative language.
For an added challenge, you can add in a third act of code-switching, i.e. your narrator might talk one way in her narration, one way to her best friend on the phone, and one way with her mother while they are out to lunch.
Note: Please take care to avoid cultural appropriation with this exercise in code-switching. To do so, you might try taking on acts of code-switching that are familiar to you and your discourses.
Your first writing exercise asks you to draw upon the concepts of concrete language, significant details, and mood-inducing setting from Chapters 2: Image and 5: Setting. The exercise is multi-part, so make sure not to miss a step.
Take a pen and paper (or laptop, if you’re more comfortable typing) into a space in which other people (preferably strangers) are interacting with one another or objects. Grocery store, coffee shop, doctor’s office, cemetery, public park—wherever you like. Feel free to do this exercise on a regular errand, if you can squeeze it in. Once you are in the space, I would like for you to set a timer on your phone or watch for a set time between 10–15 minutes. Without pausing to consider or edit, write down in a paragraph or list every detail from this space that you possibly can. This is called automatic writing, and it should allow you to efficiently take in your surroundings as quickly as possibly.
Please select one mood from the a list and one genre from the b list in which you’d like to rewrite your setting:
overjoyed, despondent, apathetic, devious, hopeful, grief-stricken, afraid, or something else
fiction or nonfiction
As we learned from Burroway, a concrete, significant detail means that the specific image appeals to at least one of the five senses and suggests an abstraction, generalization, or judgment. In other words, that detail reveals something more than just that object’s there-ness. It comments on something within the story or reveals something about the point-of-view character. We may also find that what a character selects to tell us about a setting is very revealing of their personality or mental state. Burroway writes: “Our relation to place, time, and weather, like our relation to clothes and other objects, is charged with emotion more or less subtle, more or less profound. It is filled with judgment, mellow or harsh. And it alters according to what happens to us.” As a very simplistic example, imagine that character A and character B walk into the seasonal section at the grocery store. A’s excited about the sale on the industrial-sized, Banana Boat suntan lotion that smells like pina colada, whereas B’s gravitate to the adult-sized arm floaties. These two things, although related and present in the same setting, reveal very different things about the needs, wants, and personalities of the two characters. We might concur that A’s interested in spending a lot of time in the sun and getting a tan, meaning that they are concerned about their looks, how they are seen. B, however, cannot swim (or swim well) and may even be afraid of the water. In this way, each of these objects are significant because they reveal something about the character. With all of this in mind, you will:
rewrite your description of the setting through the twin lenses of the character’s mood and the genre, being sure to only select those details that seem to reveal the character and the mood you want to cast over this place while leaving out incongruous information, but be sure not to tell us what mood you’re trying to portray
and then read your peers’ attempts at the exercise and guess what kind of mood they were trying to portray through the details they chose.
I’m compiling a document called “Ignoratio Elenchi” (“missing the point”) with fragments of interesting things that framed failed poems. My hope is that this daisy-chain of failed, poetic dramatic situations will come together as something new, maybe a lyric essay on and demonstrating failure. This project must be something like a grappa, that liquor made from the unwanted skins, seeds, and stems of grapes that would foul wine. Let me go ahead and propose this form: a Grappa, a lyric-prose hybrid that trellises together failed lines, ideas, and dramatic situations. Most of the time my failed poems fail because I have too much of a set idea or firm situation—a boa muscled by truths, intentions. In a new form perhaps, by their prismatic triangulation, they will be elevated beyond their specificity, re-rendered to bewilder.
Text & Context participants sharing their new poem drafts in the Resnick Rotunda. Philadelphia Museum of Art.
Last night I taught Text & Context, a poetry workshop sponsored by the Philadelphia Poetry Collaboration, at the Philadelphia Museum of Art‘s Final Fridays: Rebel, Rebel night. I prepared a handout with four poetry exercises inspired by pieces in the modern art wing of the museum for registered and drop-in participants. We had a total of twenty-seven participants, with the youngest participant at 7 years old. Although the exercises were meant for adults, they were easily adapted to younger participants, especially the acrostic and self-portrait poems.
I have included the writing exercises below, with photos of the motivating artworks. Because we only had two hours for the workshop, we were unable to get to the fourth and final writing exercise, inspired by Marcel Duchamp, called “Readymades.”
Writing Exercise 1: “Acrostic to What”
Artwork(s): “According to What” (1964) by Jasper Johns
Room: 177
Time: 20+ Minutes
Jasper Johns (1930– ) introduces words into this work by painting them on the canvas and allowing their ghosts to haunt the backdrop. In this writing exercise, I’d like for you to select one word from this piece and free-write an acrostic poem. In A Poet’s Glossary, Edward Hirsch contextualizes and defines acrostic poetry as “From the Greek: ‘at the tip of the verse.’ A poem in which the initial letters of each line have a meaning when read vertically. The acrostic reads down as well as across.” Here is a very quick (and unpolished example):
Just this: the gift-hibiscus Anguished by the cold context of Soil in a slow thaw, spring’s unguent tongue. Poignant is a word that implies the poisoned well Emotion, only it needs a human eye— Raw and farsighted, mirrored to the about-face of desire.
“According to What” by Jasper Johns, 1964. Philadelphia Museum of Art.
In 1967, Jasper Johns met Frank O’Hara, a poet of the New York School, art critic, and assistant curator at MOMA. Let’s read O’Hara’s poem “My Heart” and locate some visually associative connections between the poem’s images and Johns’s sculpture, “Memory Piece (Frank O’Hara).”
This poem is part self-celebration, part anti-apology, with a finalizing dash of ars poetica, that is, a poem about writing poetry. Ultimately, however, it is a self-portrait, one that fills in the speaker’s personality by degrees. Could we, however, think about Johns’s sculpture as a kind of figurative portrait of O’Hara? If so, what does the artwork imply about its subject?
Free-write a poem titled “Memory Piece (My Heart)” and use the epigraph, “After O’Hara and Johns.” In this poem, I’d like for you to create a self-portrait that is literal, as in O’Hara’s “I wear workshirts to the opera,” but also figurative, as this sculpture of Johns. What images describe you without describing you? Try to move back and forth between literal and figurative statements. Here’s a model of these two alternating moves:
All of my clothes have
at least one missing
button. Lately I’ve been a zipper
broken off its track. I drink
coffee on an empty stomach and peel
a rind on a clementine to find
rind upon rind underneath.
I am bad at self-portraits
because I have trouble looking
the stranger the mirror makes
me in the eye.
Poetry Workshop: Text & Context participants writing in gallery 177. Philadelphia Museum of Art.“Memory Piece (Frank O’Hara)” by Jasper Johns, 1970. Philadelphia Museum of Art.
Writing Exercise 3: “Impress Me”
Artworks(s): “Sunflowers” (1888 or 1889) by Vincent Van Gogh
Room: 161, Resnick Rotunda
Time: 20+ Minutes
Think of something beautiful, startling, or grotesque you’ve recently seen from which you couldn’t turn away. It could be a flock of white birds rising from a snowy field or a deer skull on the side of the road, a clear vase on a basement shelf in which a spider has built a web or an evening shadow that crossed over a beloved’s face. Take five minutes to jot down every concrete detail you remember from that scene, no matter how small or insignificant.
Hirsch writes that “The poetic image is always delivered to us through words. Poetry engages our capacity to make mental pictures, but it also taps a place in our minds that has little to do with direct physical perceptions.” I would go further and insist that images are those tangible details in a poem that have extra meaning—what we might called “resonance”—than just their thisness, their thereness. They are the glittery surface images on a dark, deep well. That dark deep well contains our memories, the primary source of our meaning-making.
Go back through your draft and interrogate each and every detail: which ones are significant? Which are superfluous? Which details imply other details? Cut all those details that are just facts about that scene, and leave all of those details that ascend to the level of images. Remove all explanation, what we would call exposition, out of the poem. Allow the images to stand alone.
“Sunflowers” by Vincent van Gogh, 1888 or 1889. Philadephia Museum of Art.
I would like to thank Steven Kleinman and Sarah Blake from the Philadelphia Poetry Collaboration and Jenni Drozdek and Claire Oosterhoudt of the Philadelphia Museum of Art for all their work supporting and organizing this event. Special thanks also to Alexis Apfelbaum of PPC and Justine of the PMA for their on-the-ground assistance, organization, and knowledge.
The Heracles Papyrus (Oxford, Sackler Library, Oxyrhynchus Pap. 2331), a fragment of 3rd century Greek manuscript of a poem about the Labors of Heracles.
Last week I had my 24PearlStreet Erasure and Revision students burn, soak, and rip up handwritten copies of a new love poem. I called these “environmental erasures,” inspired— or, rather, after—Sappho’s surviving verses on papyrus fragments. Here are the directions:
“Love Poem Lost”
1. Draft a poem addressed to a (real or imagined) lost love. This can be a romantic love or a love based in friendship, someone once known or a teenage celebrity crush.
Write out by hand or print three copies of the poem, and then perform the following acts of environmental erasure, taking pictures along the way:
– Burn: Go into a safe, open environment and hold a match or lighter up to strategic places on the page.
– Soak: Use water, wine, coffee, vinegar, or some other liquid to ruin or occlude portions of the page. (Works best on free-flowing, not ball-point, pen ink.)
– Rip: Tear up the poem into quarters. “Lose” at least two of these quarters.
Post pictures from each act of erasure, along with paragraph-long reflection about the process. What happened to your poems in each of these environmental erasures? What was brought out? What was subverted?
Note: My intermediate poetry class is wrapping up their discussion of Erika L. Sánchez’s Lessons on Expulsion. All three of these poems appear in the final section of the book, and they model two approaches of the “function” of a poem. In the first exercise, students will list humiliations and embarrassments in a move toward candor and intimacy, and, in the second, they will think about the rhetoric of the imperative, its insistence and (sometimes) hesitance.
Emilia Phillips 