I’m giving these exercises on the first day of class in order to get a better sense of where the students are in terms of their poetry knowledge and reading ability. Additionally, I wanted to introduce them to some terminology (e.g. line breaks, tone, concrete details, etc.) that will make it easier for them to talk about poetry throughout the course.
Class: Intro to Creative Writing Genre: Creative nonfiction Readings: “Notes from a Native Daughter,” “Los Angeles Notebook,” and “Goodbye to All That” by Joan Didion; “Bread” by Jane Brox Time: 24 minutes
1. Describe the home you spent the most time in as a child including its location, distinctive features, the people, the food, the weather, etc. Be as thorough as possible. (7 min.)
2. Is there something that people often assume about the place that isn’t true? Write an anecdote about a time that someone made a presumption about where you were from. (i.e. Every evening while I had bronchitis I stopped at a pub in Mayfair to have a shot of Jack Daniel’s to ease my coughing before bed. The first night, the bartender asked to see my ID. When I handed him my Tennessee driver’s license, he said, “A Tennessee girls drinks Tennessee whiskey,” and, laughing, “Do you like your country music too?”) (5 min.)
3. Why do you think that outsiders often assume these things about your home? Speculate about why that is, how long that’s been true, and if it will continue to be true. Why or why not? Use this as a means to tell us a little bit of history about the place you grew up. You can use historical facts, family stories, gossip, rumors, etc. (7 min.)
4. If you weren’t from the area, how would you view your hometown? Would you visit or move there? Consider several possibilities. (5 min.)
This exercise allows students to look at a subject from different angles as well as helps them access something personal through exterior descriptions. In much the same way that they saw Didion revealed through the places she talks about (California’s Central Valley, Los Angeles, and New York), students should realize that, by the details they choose to talk about and the perceptions they reject or defend, they do some work to define themselves as well as the place, subject, and—perhaps most importantly—a conflict.