ENG 326 Writing Poetry: Intermediate
University of North Carolina at Greensboro
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”
We will do two back-to-back writing exercises based on three poems by Erika L. Sánchez—“Poem of My Humiliations” for the first, and “Circles” and “Six Months after Contemplating Suicide” for the second—if time allows.
Writing Exercise #1: “Poem of My Humiliations”
- Re-read “Poem of My Humiliations” (62) by Erika L. Sánchez. Discuss.
- 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.
Writing Exercise #2: “Admit It”
- Re-read “Circles” (64) and “Six Months after Contemplating Suicide” (72). Discuss.
- Write a poem in which you use the imperative mode (an insistent instruction)— “Admit it”—to the self or (a real or imagined) beloved.
This semester I started a Group Notes document in Google Drive, one for each of my classes. I created it so that students with learning differences would have built-in note-taking services; absent students could catch up on missed discussions; students could contribute insights they couldn’t, for whatever reason, share in class; students could add additional notes from their readings; and students wouldn’t lose their handwritten notes or have their typed notes lost in a computer crash.
For my Craft of Poetry class, it’s become a sort of playpen for our in-class writing exercises, where students can share their work and collaborate on things like lineation and formatting. It’s also incredibly easy to set up, and although I don’t yet have a majority of any three of my classes participating, the use of the resource by a few pioneering students has helped it gain some traction.
If my students give their permission and I can anonymize the contributors, I hope to share the documents in full after the Spring 2017 semester.
Proposal for a new form, because I’m writing in it . . .
A “Boulder” is wedged somewhere between a prose poem and a micro-essay, as if between a rock and a hard place, but gestures toward fiction through its willingness to engage in absurd scenarios instigated by the true occasions or circumstances introduced in the title. At under 500 words, it is a rhetorical form that posits itself as another form (i.e. a disclaimer, parable, alternate history, etc.) and it must respond in some way to STUPID SHIT (i.e. sexist, discriminatory, or otherwise dumb-dumb things) said to the speaker. Figuratively, the “Boulder” can be seen as a roadblock, avalanche, or agent of Wile. E. Coyote-style injury.
I have written three so far and I’ve started several more. An example of one of the titles: “An Alternate History In Response to the Man Who Told Me Canned Biscuits Ruined America.”