Honors
Nonfiction Creative Writing:
Memoir Writing
Sarah Stecher, Associate Professor of English
Spring 2013
COURSE: ENG 2463-101 CRN #: 21856 ROOM: First Christian Church Library
TIME: Wednesdays 1:30 - 4:40 p.m. (10-minute break)
DATES: January 23 – May 1, 2013
PHONE: 595-7082
OFFICE HOURS:
INSTRUCTOR’S OFFICE: MC633
Monday - Thursday: 9:00 – 10:00 a.m.
Monday Afternoons: 1:30 – 4:30
Tuesday Afternoons: 2:00 – 3:30
Wednesday after class at First Christian Church: 4:40 – 4:55
Other times may be arranged by appointment.
E-MAIL: sstecher@tulsacc.edu
(Best way to contact)
Stecher’s Mailbox : pick up or drop missed assignments at this location: MC423
PREREQUISITE: Proficiency in Composition I and II; suggested: Creative Writing
COMMUNICATIONS ASSOCIATE DEAN: DeAnna Cooper
MC 423 PHONE: 595-7064
Required Texts
My Reading Life by Pat Conroy
A three-ringed binder
Supplemental: Word Painting by Rebecca McClanahan
Course Description
The course covers techniques of nonfiction prose forms.
Course Objectives
The student should be able to:
1. Evaluate assigned readings and assignments;
2. Compose nonfiction writing assignments that fulfill form and structure requirements
for the genre;
3. Compose sentences that are effective, concise, and varied in structure;
4. Use mechanics of English correctly, i.e. grammar, punctuation, and spelling;
5. Demonstrate proficiency in the use of components of storytelling in narrative writing;
6. Distinguish functions of idea production and pre-writing from revision and editing;
7. Use personal experiences as topics for writing that demonstrates originality;
8. Demonstrate consistency in the use of narrative voice.
Teaching Methods
This Honors course is designed to be a writing workshop. Students will read and critique
student manuscripts in preparation for class discussions, and much of the course content
is taught in the context of these discussions. Class sessions will include direct teaching,
whole group discussion, individual conferences with instructor, and peer critiques.
Evaluation Techniques
Assignments will be evaluated on the basis of the course objectives. Following are
descriptions of A, B, C, D, and F assignments:
The A project
1. Meets all the course objectives. Note: It may contain a few minor deficiencies.
2. Shows originality.
3. Fulfills the requirements of the assignment.
4. Contains no serious errors in mechanics.
The B project
1. Meets all the course objectives. Note: It may contain a few minor deficiencies.
2. Fulfills the requirements of the assignment.
3. Contains few or no serious errors in mechanics.
The C project
1. Attempts to meet all the course objectives, but falls short in some areas.
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2. Fulfills most of the requirements of the assignment.
3. Contains few serious errors in mechanics.
The D project
1. Attempts to meet course objectives, but falls short in most areas.
2. Attempts to meet the requirements of the assignments, but falls short in most areas.
3. May contain numerous errors in mechanics.
The F project
1. Does not meet the course objectives.
2. Does not meet the requirements of the assignment.
3. May contain numerous errors in mechanics.
Serious Errors in Grammar and Mechanics:
Unjustified Sentence Fragments
Comma Splice
Fused Sentences (Run-on Sentences)
Failure in subject and verb agreement
Verb Tense Shifts
Typographical Errors/Words Missing
Parallelism
Confused Pronoun Reference
Pronoun/ Antecedent Agreement
Misplaced Modifiers
Possessive Form Misused
Excessive Errors in Spelling
Punctuation Errors
Grading and Evaluation
Journals (15-18 pages by February 27; 15-18 pages by April 17 . . . . . . . . . . . 50 points
First Manuscript (1-2 pages in week two) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 points
Two Manuscripts by assigned date (each is 6 – 12 pages). . . . . . . . . . . . . . . . .100 points
In-Class Writing and Critiques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 points
Semester Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250 points
Oral Presentation of Final Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 50 points
TOTAL (Semester Points) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 550 points
Letter grades will be assigned as follows:
A = 90 – 100% B= 80 – 89% C = 70 – 79% D = 60 – 69% F = Below 60%
Assignments, Attendance, and Withdrawal Procedure
Each student will be held responsible for all class activities and assignments. An Excessive
Absence Notice will be sent to any student who is absent more than two times. Attendance can
affect grade since 200 points of a possible 550 points consist of class exercises and manuscript
deadlines.
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All assignments must be typed, double-spaced in Times New Roman font size 12. Students
are expected to submit polished manuscript for the peer critiques. These are called “drafts”
because students have an opportunity to revise manuscripts before they are graded in the
portfolio assessment. (Journals may be handwritten. The journal writing is a place to practice
and experiment with possible topics and new formats; therefore, the journals will be counted for
pages but not read by the professor.)
This course is a writing workshop, so the majority of instruction occurs in the context of writing
and discussions of the student writing. Drafts must be submitted on time for credit (25 points
each draft). Also, students are required to analyze and critique the work of classmates to prepare
for class discussions.
The student who simply stops attending class has not officially withdrawn. If a student cannot
continue with the class, he or she must officially withdraw. The last day to change to audit or
withdrawal is April 5. Procedures for Withdrawal:
1. To start the process, students must begin by talking with the instructor.
There are other options open to students besides withdrawal. Always include the
instructor in your decision.
2. Processing of paperwork begins in Advisement (First floor main building)
3. Check with Financial Aid (to see how the withdrawal affects financial aid)
4. Have Withdrawal Form processed and keep a copy for your records.
Late Assignments
Students must adhere to all assignment deadlines; late manuscript drafts will lose 50% of
the points possible (50 points possible per session). Late portfolios will lose two letter grades.
Any exceptions are at the discretion of the instructor. (If there is a problem, please contact me
before the due date.)
Academic Dishonesty
In this class, academic dishonesty includes but is not limited to submitting work written or
partially written by someone else, using the words or ideas of a source without proper
acknowledgement, or assisting others in these actions. Academic dishonesty by a student will
result in a zero for the assignment and/or an “F” in the course.
TCC Support Systems
TCC has a special support system for students with disabilities. TCC Educational Access Center
(MC 331B, 595-7115) can make arrangements for equipment or provide services to assist
students with a variety of disabilities. Please visit with me after class if you need special
assistance from this resource. I will be happy to introduce you to our program. TCC also has
free tutors (Writing Center) available to students. You may call 595-7240 for more information.
Student technology support may be received at 918-595-2000. TCC students may
download Office 2010 on Blackboard (see “Student” tab).
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General Education Goals
Four General Education Goals are to be addressed in each course offered at TCC: critical
thinking, effective communications, engaged learning, and technological proficiency.
Inclement Weather Policy
All TCC students should sign up for “First Alert,” located on the lower left corner of the
TCC homepage. First Alert will notify students when the college is closed or experiencing an
emergency, but you must enroll in the program. The TCC Website will display a “Classes
Cancelled” notice if the college will be closed due to inclement weather. If class is cancelled
due to inclement weather or an emergency situation, continue to do the course work as
indicated on the course agenda. If TCC has not cancelled classes but you are unable to attend
class due to bad weather or an emergency, please send me an email or leave a message at my
work number (595-7082) with your call back number and the time of day you may be reached.
Sometimes it is necessary for a professor to cancel class due to a personal emergency or
illness. In rare instances when this occurs, I send an email to all students using MyTCC email
notifying them of the cancelled class session no later than 9:00 a.m. the morning of class).
Manuscript Assignments
1. Two long manuscripts (worth 40 points each) will be required from each student on a set
date (note: due at the beginning of class). Students will bring copies of the manuscript to
class for students and the professor the day it is due. Failure to deliver the manuscript on
time will be a 50% point deduction and the student will miss the opportunity to have the
class critique the manuscript. It is critical to begin working on the manuscripts after the
first class session to avoid problems with meeting deadlines.
2. Manuscripts must be in Times New Roman, font size 12, with pages numbered. Please
adhere to the page limits of the assignment.
3. The manuscripts do not have to be a completed work with a definitive beginning, middle,
and ending. The pages may represent the beginning, middle, or ending of a longer work
of nonfiction or the manuscript may be a compilation of shorter writings. (Note: A poem
counts as two pages of prose writing.) If the manuscript begins in the middle of a piece,
the author may want to write a brief explanation to readers as a cover sheet for the
manuscript.
4. I recommend that the manuscripts be as polished as possible (and edited). Peer critiques
are most effective when the author has clearly taken the manuscript as far as possible
before sharing it with other readers.
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Portfolio Requirements
The portfolio represents a section of the semester’s writings that have been
revised and polished by the author. It is not required to revise all pages of manuscripts submitted
during the semester; rather, the portfolio is an opportunity for a student to present his or her
capstone work of the semester for course credit.
The portfolio should be typed (double-spaced in Times New Roman font—size 12)
and the pages should be numbered. Portfolios must be between 15-20 pages in length. Items
1, 2, and 3 are required in the portfolio (and every item is counted in the 15-20 pages). The body
of the portfolio may be all or any combination of items 4 – 7, but 1 – 3 are required. Make sure
to proofread your portfolio and correct any technical and mechanical errors before submitting it.
Also, organization, coherence, and unity will be a factor in the evaluation of the portfolio. Please
do not submit folders, binders, or covers. Submit the portfolio with a clip or in a manila
envelope.
1. Table of Contents– This is a cover sheet that provides the following information:
 Your name, the name of the course, instructor's name, and the date;
 Assignments in order (listed by title);
 Designation of each writing assignment (poem, vignette, story, chapter, etc.);
 Specific page numbers for each assignment.
2. Introduction to the Portfolio
In the final weeks of class, students will do an in-class writing exercise and a
journal exercise at home using a Course in Reflection guide. The guide consists of a
list of questions concerning the writing process, class exercises, reading materials,
and writing assignments. This functions as the pre-writing exercise for the portfolio
introduction. The introduction is in part a reflection on the process the student
performed during the semester to construct the writings in the portfolio. For those
students repeating the course, the introduction exercise may be replaced with a 1-3
page memoir essay, poem, or other life reflection.
3. Dialogue Vignette
The portfolio should contain at least one dialogue segment, but it may be part of a
larger story or a piece of unfinished work. Please designate as “Dialogue
Assignment” the portion you are submitting for this assignment. You may revise a
class exercise in dialogue or a scene from one of your drafts. The purpose of this
portion of the portfolio is to exhibit your ability to apply creative writing techniques
essential to dialogue construction in a nonfiction work. Be sure that this is a polished
work, free of mechanical errors. The scene must be a minimum of two pages in
length. Be sure to include the following components:
 Character and Dialogue Development— The characterization should include
at least three of the following: speech, action, body language, description,
inner thoughts, and reactions to other characters
 Scene Construction Development— The scene should include scene tension,
consistency in narrative voice, and consistency in each character’s voice.
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
4.
5.
6.
7.
Mechanics of English— Manuscripts should be free of mechanical, spelling,
and punctuation errors. Use the traditional method of punctuating dialogue
that we discussed in class.
Vignettes, Stories, and/or Scenes
The Memoirs Portfolio may be a collection of short writings that may or may not
be connected in any way. The writings that you designate as a vignette, story, or
scene should exhibit most of the components essential to short fiction: character
development, plot, setting, narrative structure, and theme.
Revised Journal Entries and other short writings
The portfolio may contain pieces of writings that are incomplete (not to exceed
more than 8 pages of the portfolio). You may take a class exercise and revise it, or
you may use several revised journal entries as a portion of the portfolio.
Poems
Weaving poems into a memoir text is a common and effective technique. You
may include poems in the portfolio. Each poem (of 20 lines or more) represents 2
pages of prose writing. The poems will be evaluated using standard criteria for the
form (free verse, narrative, or rhymed. A creative writing textbook or a poetry book
should be used as a guide when revising poems for the portfolio). Up to 5 poems may
be included in the portfolio.
Essays
The personal essay is a common genre used in memoirs. Samples of personal
essays can be found on sites such as NPR (This I Believe), in literary magazines, and
in Online journals. Check TCC data bases or ask a librarian to help you find
examples.
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— Oral Presentations —
This is an informal presentation designed to serve several purposes. First, the presentation
offers you an opportunity to reflect on the coursework and the quality of the projects produced
in this course. If you choose, you may share a specific revision with classmates who have
helped you achieve your goals, focusing your presentation on a portion of a final product and
the processes you performed to achieve your goals. Finally, the oral presentation will allow
you to view your project from a different perspective—an overview of the semester’s work.
This new perspective may also help you during the final polishing stage of your portfolio.
1. The presentation should last at least 5 minutes and should not exceed 7 minutes.
2. Introduce your project with a short introduction. Try to share new information with the
group, keeping to a minimum information about your project that we have already discussed
in class. You may want to use visual aids during your introduction, such as photographs,
keepsakes, etc. If you are including another media in this project, you may want to give us
some background on your interest in this other media (i.e., slide presentation, music, or
other). (Note to returning students: If you have written introductions for this course in
previous semesters, consider a new approach this time. Include a short essay or a piece of
prose writing as your introduction, write a poem as an introduction, or share with us some
portion of your overall writing plan for the future.)
3. Share some part of the writing process that you used for this project. You may want to
discuss problems with the work and your method of working through those problems. You
may want us to look at an early draft of a particular paragraph and compare it to the final
draft. You may want to share the list of new topics or subjects for writing that developed
during the construction of another project.
4. Read a portion of the writing. Time your presentation in a practice session to be sure it
meets the time limit criteria. Also, if you plan to read a section of a revision, practice reading
the work aloud to become familiar with the reading. Provide copies to your classmates of any
portion you read aloud.
5. Final Polish and Reflection. As you prepare your presentation and polish your final product,
be sure to reflect on your own writing process for this final project. Here are some things to
ask yourself about your experience in Creative Writing: How did you begin the project?
What was the initial inspiration or concept? If this semester’s work is part of a larger
project you have been working on, explain the relationship of this portion of writing to the
whole project. Did you have an overall plan before you began the writing? Did the plan
change in the process of writing? Did any of the readings or writing exercises influence your
work? If so, which ones? How did the feedback provided by the class help you in the
revision process? Which specific changes were made because of comments from the class?
6. End your presentation with a brief conclusion. The conclusion may be a poem, a
summation of your semester experience, a reflection on a famous quotation related to your
topic, or a question and answer session. You may open questions to the audience, but you
may also ask questions of the audience if you like.
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Oral Presentation Rubric
CRITERIA
Information/Content: was appropriate for
audience; was informative and/or persuasive;
was connected to topics discussed this
semester; was not repetitive but introduced
new perspectives or insights to student success
(or fulfilled content requirements for SelfPortrait option).
(Students Taking Course for Credit)
SCORE
/30
Introduction: Introduced general topic and
used a technique to create interest and/or
relevance to coursework.
Organization: Presentation developed a logical
and clear sequence.
Conclusion: Ended presentation with a
summary, overview, or future writing plans .
Presentation Techniques: Good control of
voice inflection/range; good eye contact with
audience. Information was articulated in a
clear and concise manner.
/10
Time: Presentation met time
restrictions/minimum and maximum.
Engaged the Class:
 Asked questions of the class
 Read a portion of the portfolio and
provided a handout (a few paragraphs
or revision at most)
 Illustrated some part of the writing
process that presenter used this
semester on a handout.
/10
Show and Tell:
 To create interest, consider bringing
photos of people you wrote about this
semester, items you referred to in your
writing, books or articles that helped
you this semester.
TOTAL
/50
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COMMENTS
Honors MEMOIRS (ENGL 2463) — SPRING 2013 — REVISED Course Schedule for March 6 – May 2013
SESSION/
DATE
Week 6
February 27
Week 7
March 6
ASSIGNMENT FOR TODAY
TOPICS
READ: Read and critique student manuscripts.
Discussion: Using Universal Themes in Personal Writing
and the Delicate Art of Writing about Tragedy
Distribute first manuscripts: Karen, Elizabeth, and Lucy.
Journal Prompts: Visit a local book store (Steve’s Sundries) and write
sensory details about the experience.
Critique Session: Harold, Charlie, and Nina.
JOURNAL CHECK #1 DUE: Bring Journals to Class today.
Discussion: Rewriting Our Personal Narratives to Include
Our Perceptions and Oral Speech
READ: In Poets and Writers read “The Secret Lives of Stories”
pp. 34-40. In My Reading Life, pp. 145-169. In My Reading Life,
pp. up to p. 170. Read and critique student manuscripts.
Distribute first manuscripts: Martha, Jeremy and Chester.
Journal Prompts: Visit a coffee house and record details about the
people working in the shop and/or visiting it.
Week 8
March 13
READ: In Poets and Writers read “Why We Write” pp. 29-31.
In My Reading Life, pp. 170-200. Read and critique student
manuscripts.
Writing Exercise: Turning the Personal into the Universal
Critique Session: Karen, Elizabeth, and Lucy.
Writing Exercise: Perception Versus Action
Dialogue Scenes
Discussion—The Role of Solitude in a Writing Life
Critique Session: Martha, Jeremy and Chester.
Writing Exercise: Creating Silence in Our Stories
Distribute first manuscripts: Samantha, Darlene, and Inge.
SPRING
BREAK
No Class Sessions This Week at TCC.
Spring Break : March 18-24
College is Closed!
Journal Prompt: Visit www.pw.org/writing-prompts-exercises.
Week 9
March 27
READ: In Poets and Writers read “The Aha! Moment” pp. 3440. In My Reading Life, pp. 201-238. Read and critique student
manuscripts.
Journal Prompts: In your journal this week, notice associations
you make that build into strong emotional responses or stories.
Distribute second manuscripts: Harold, Charlie, and Nina.
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Discussion: Associations—A Useful Tool in the Revision
Process
Critique Session: Samantha, Darlene, and Inge.
Writing Exercise: Building Blocks of Associations Lead to
Castles in the Air
Week 10
ASSIGNMENT FOR TODAY
READ: In My Reading Life, pp. 239-283. Read and critique
student manuscripts.
TOPICS
Discussion: Learning from the Masters—Visiting Margaret
Atwood
April 3
Distribute second manuscripts: Karen, Elizabeth, and
Lucy.
Critique Session: Harold, Charlie, and Nina.
Week 11
Journal Prompts: Take quotations from your favorite people
and use it as a jumping board for a writing session.
READ: In My Reading Life, pp. 283-301. Read and critique
student manuscripts.
SESSION
April 10
Week 12
Tuesday
April 17
Week 13
Distribute second manuscripts: Martha, Jeremy and
Chester.
Journal Prompt: Refer to the Journal to Genre: Writing as
Process handout from Week 2 and use a prompt from last
page.
JOURNAL CHECK #2 DUE TODAY. Bring journal.
READ: In My Reading Life, pp. 301-334. Read and critique
student manuscripts.
Distribute second manuscripts: Samantha, Darlene, and
Inge.
Work on Your Portfolio Revisions this Week. No
Journal Entries.
Read : Handout on Reflection.
Writing Exercise: Love Letters
Discussion: Oral Presentation Review and Portfolio
Criteria Review
Critique Session: Karen, Elizabeth, and Lucy.
Writing Exercise: Put It Under a Microscope and Inhale
Discussion: Revising Manuscripts and Final Discussion of
My Reading Life
Critique Session: Martha, Jeremy and Chester.
Writing Exercise: Course Reflection
Distribute: Reflection Article
Discussion—The Art of Reflection
Tuesday,
April 24
You should be revising your portfolio and working on your
oral presentation this week.
Critique Session: Samantha, Darlene, and Inge.
Week 14
PORTFOLIOS DUE and Oral Presentations Due! Class
begins at 1:00 today!
Final Presentations: Pizza Party! Class Begins at
FINAL CONFERENCES (Return manuscripts in individual
conferences by appointment)
No Formal Class Session
Writing Exercise:
1:00 today.
May 1
FINAL
May 8
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