Today, before a reading, I will teach a poetry master class at Warren County Community College called I Have Been a Pleasure: On the Self-Elegy and Celebration. With a handout, we will begin by considering and reconsidering the definitions of elegy, praise poems, and ode from Edward Hirsch’s A Poet’s Glossary, making connections between each of these forms and their motivations, and then reading the following poems:
- “Song of Myself” by Walt Whitman
- “For the Anniversary of My Death” by W.S. Merwin
- “On Leaving the Body to Science” by Claudia Emerson
- “Mummy of a Lady Named Jemutesonekh” by Thomas James
- “Elegy for My Sadness” by Chen Chen
- “Beyoncé Prepares a Will” by Morgan Parker
- “Someday I’ll Love Roger Reeves” by Roger Reeves
- “Someday I’ll Love Ocean Vuong” by Ocean Vuong
Writing Exercise: “Don’t Be Afraid: Self-Elegy or Self-Celebration”
- Title your poem “For the Anniversary of My Death (After Merwin),” “Elegy for My Sadness (After Chen),” “[Your Name] Prepares a Will (After Parker),” or “Someday I’ll Love [Your Name.”
- Free-write a poem borrowing the dramatic situation from one of the poems we have read today, using a similar title in homage to that poet. A couple of considerations:
- Will you write to yourself as a you or as an I?
- Are you lamenting or celebrating yourself?
- Is this a poem of greeting or goodbye?
- If you are writing a self-elegy, are you elegizing your whole self or only a part? A time period? A sense of self? A place? Another person?
- If you are writing a self-celebration, are you performing the act of Narcissus looking into the pool or is there something more potent beneath the surface at which you’re really looking?
The Warren County Cultural & Heritage Commission asked me to teach as a part of their Teen Arts day. Although post-blizzard school delays prevented us from taking full advantage of my two planned workshops, the exercises and lesson plans I prepared for the day are collected here for other educators’ use.
9:30–11:00 AM: Beyond Rhyme: Poetry’s Music
How do we make our poems “flow”? How many word fireworks can we set off in a single line of poetry? In this workshop, we will explore the sounds and rhythms of free-verse poetry by listening to poems, trying out new techniques, and writing our own new poems.
- Who are you?
- What school do you go to?
- Why did you take this class?
- What’s your favorite word?
- What is poetry?
- What makes poetry poetry?
- What makes poems sound good? How do they “flow”?
- Some vocab: rhyme, cadence, assonance, consonance, alliteration, anaphora
- Reading and Discussion of Sounds:
- Writing Exercise:
- Free write a poem on any subject. For every noun you use, you must select one that has at least one sound similar to the previous adjective, verb, or noun. Example, from “Inversnaid”: “This darksome burn, horseback brown.” The noun “burn” borrows the sound of r- in “darksome,” as does the noun “brown” from “horseback.” Additionally, the latter noun also borrows the b sound from “back.”
11:30 AM–1:00 PM: Speech Bubbles: Poetry 10 Ways
Ever heard the phrase, “The medium is the message”? In this poetry workshop, we’ll try our hand at writing poems using different mediums-posterboard, postcards, typewriters, and on our toes-to see if we can appeal to different parts of our brains and become more creative.
- Who are you?
- What school do you go to?
- Why did you take this class?
- How (and on what) do you usually write?
- Writing Exercise: Poetry 10 Ways
- Station 1: Writing by Hand. Freewrite a poem of at least 4 lines on unlined paper.
- Station 2/3: Landscape/Portrait. Freewrite a poem on the index card laid out horizontally, and then rewrite it on another index card laid out vertically.
- Station 4: Big Concerns. Using a pastel, freewrite a poem on a piece of posterboard. Try to “size up” your handwriting to the size of the paper.
- Station 5: Boxing It In. Using the colored pens, I’d like for you to take one of your poems written at a previous station and underline the most important five words in that poem. In another color, I’d like for you circle all the nouns. In another color, I’d like for you to put a square around all the verbs. In another color, I’d like for you to put an X through at least three unnecessary words in the poem.
- Station 6: The Snake Eating Its Tail. At this station, you will partner with another student. Rewrite one of your previously drafted poems in pencil on a piece of paper. Swap poems with your partner, and then erase 5 to 7 words from your partner’s poem.
- Station 7: Address. Select a friend or a family member to whom you have a lot to say. Write a poem to them on the provided cards.
- Station 8: Cut! Copy out one of the poems you brought in previously. Use the scissors to cut it in half.
- Station 9: Walk It Off. Go out into the hall. You will compose a poem in your head while you walk to the end of the hall and back. Try to come up with one word per step. Record yourself (using your phone or mine) speaking aloud the poem.
- Station 10: Type It Up. Come to this computer workstation and type up one version of one of the poems you have written today in this Google doc. Your only parameter here is that you must introduce new line breaks.
Station 1: Writing By Hand
Station 2/3: Landscape/Portrait
Station 4: Big Concerns
Station 5: Boxing It In
Station 6: The Snake Eating Its Tail
Sation 7: Address
Station 8: Cut!
Station 9: Walk It Off
Station 10: Type It Up
Purpose: To push the boundaries of the line, sentence, and punctuation to add subtext and texture to poems
Readings: Lynda Hull, Claudia Emerson, Ocean Vuong, Tarfia Faizullah, Jamaal May, Ross Gay
*This prompt was given to Mary Szybist’s workshop at the 2015 Kenyon Review Writers’ Workshop
In this prompt, I’d like for you to explore the ways in which you can complicate your poems with subtext and refine them with dramatic, imagistic, and rhythmic textures through the relationship between the line/form and the sentence.
- Write a heavily enjambed poem about deceit, doublespeak, a fallible memory, or letting someone down easy. Each line of this poem must make its own kind of sense separate from the sentence(s) to which it belongs. Each line may support, nuance, or buck against its parent syntactical meaning(s). Take a look at Lynda Hull’s “Rivers Into Seas.” In order to examine this phenomenon, it might be helpful to read the poem for its sentences initially, and then reread it line-by-line with an exaggerated pause at each break. What lines assert themselves as a complete thought, sentence, or image? How does that relate to the syntax?
- Write a poem that takes the first prompt further by including little or no punctuation. Choose whether or not you’d like to introduce alternatives to traditional punctuation, through in-line white space (also called visual caesuras) as found in Claudia Emerson’s “Midwife”; line breaks, like those in Ocean Vuong’s “Ode to Masturbation”; capitalization at the start of sentences; or some combination. (Keep in mind that in-line white space also can be used as a means to emphasize certain images or phrases; to modulate the reader’s pace; or to imitate an action taking place in the poem.)
- Write a poem in two columns. The columns must make (a certain) sense if read together and apart. See “Aubade Ending with the Death of a Mosquito” by Tarfia Faizullah and “I Do Have a Seam” by Jamaal May.
- Write a poem in one sentence or run-on sentence that uses the line as a break for breath that befits the action of the poem or the way in which the speaker might tell the story. See Ross Gay’s “For Some Slight I Can’t Quite Recall.”