ENGLISH 213: POETRY WRITING
Winter 2004
SYLLABUS
Instructor:
Instructor:
Dr. Liahna Armstrong
Office:
202 Hebeler Hall; L & L 403F
Office phone:
Hebeler: 963-1858; L & L : 963-1738
Email:
lotus@cwu.edu
Class meets:
Office hours:
M-W 2:00-3:40 PM, L & L 415
L & L office : Mon 3:45-4:30 PM
Hebeler office: Thur: 9:00-10:00 AM & by appt.
Virtual office hours:
E-mail asynchronous, all times
Texts:
Arp & Johnson
Perrine’s Sound and Sense: An Introduction to Poetry,
10tth Ed.
Roget
Roget’s Super Thesaurus
Halperin & Powell
Meter and the Poem: A Guide (Course Pack)
Online link:
http://courses.cwu.edu (you will need your
own Blackboard
Account.)
Course description:
This course is designed to provide students with an understanding of the
fundamentals of poetry writing, and to enable students to compose poems in a
variety of formats and styles. We will examine systematically the components
of poetry so that students will learn to identify, interpret, use, and critique
them in their own creative work. The course interweaves reading and
analysis of poetry with individual and group composition and criticism.
Assignments and projects:
Reading:

Students will read designated sections of Perrine’s Sound and Sense
weekly, along with some some readings from Halperin/Powell.
Occasional quizzes will be given to test students’ familiarity with
reading material.

Normally, Monday classes will be devoted to material in Sound and
Sense. Quizzes will be graded.
Writing:

Three mini-essays on aspects of poetry studies in Sound and Sense will
be assigned. These will normally be due in class on Mondays or before
class via email submission. If printed or typed on paper, they should be
dark enough to be legible. You do not need cover binders for papers.
Mini-essays will be graded.

Periodic write-ups of exercises in the Perrine text will be assigned.
These are due in class on Wednesdays or before class via email
submission.

Students will be expected to keep an ongoing composition notebook that
will include notes, ideas, jottings, and informally composed poems. The
composition notebook will be periodically turned in for review by the
instructor. Notebooks will not be graded.

Each Wednesday, one formally composed poem, putting into practice
the poetic principles studied in class Monday of that week, will be due.
It must be typed or a computer printout. You are to bring 18 copies of
the poem to class. Your name should not be on the sheet, only a
number that I will assign you. Poems will not be graded individually,
but comments will be made and returned to students the following
Monday. Students may opt to revise poems; revised poems are due the
immediate next Wednesday.

At the end of the quarter, each student will submit a formal portfolio
of his or her six best poems from the quarter. I will explain the format
for the portfolio in class. The portfolio will be graded. Grades will be
based on the overall quality, insight, and originality of the poems; the
ways in which they incorporate thoughtfully the poetic elements we
study; the effectiveness of the revisions undertaken; and the
sophistication of language. In cases where the poem submitted is a
revision, include the original version with the comments and
suggestions stapled to the revised version.

In cases of holidays, assignments may be adjusted.
Classroom Workshops:

A portion of Wednesday classes will be devoted to group workshops to
discuss and critique the poems you have composed. I will select five or
six of the poems submitted and the class will engage in a workshop to
provide constructive suggestions to the writer. Because the poems will
not contain names, the process will be thoroughly anonymous.
Participation as a critic in the workshop will be evaluated.
On-line component:

Periodically, I will place a poem by a professional poet on the
Blackboard site. We will create a chat room where students are to
submit a brief commentary on the poem, particularly its usage of the
poetic element we are studying that week. Everyone is expected to
contribute to the chat room discussion. Participation in chat room
discussion will be evaluated.

Periodically, I will place a first line of an as-yet uncomposed poem on
the Blackboard site. Each student is expected to add one line to the
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poem, thus composing as a group. Participation in group composition
will be evaluated.
Evaluation Criteria:
Attendance/participation/discussion (in class, on line)
Mini-essays and exercises
25%
25%
Notebooks
10%
Portfolios
40%
Learner Outcomes:

Become familiar with the major components of poetry and master a
critical vocabulary of poetic terms.

Be able to compose poems in variety of formats and styles using the
components of the genre.

Be able to compose, edit, critique, read, and interpret poetry, based on
an understanding of the poetic elements.

Augment one’s vocabulary, creative skills, and imaginative range and
depth.
Expectations:

Regular attendance and keeping up with reading, writing assignments,
and online components are required of everyone.

It is expected that readings will be done meticulously and completed
when due.

Thoughtful involvement in class discussions is expected, especially as
the comfort level with speaking in class grows for each student. Just as
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participation is important, so also is exercising good judgment about
when and how long to speak--dominating class discussion at the
expense of other speakers is to be avoided. We want to encourage an
open atmosphere where issues can be explored provocatively, without
making people feel pressured or silenced. Respecting opposing views
and listening to others are crucial elements of good discussion.

Students are expected to treat each others’ work with respect and
encouragement.
Weekly Schedule:
Week 1: Introduction
Read: Perrine, 1-21; Halperin/Powell, 5-10
Write: Poem #1
On line: Conversation about “The Red Wheelbarrow”
Week 2: Setting and Speaker
Read: Perrine, 21-39; 291-329
Write: Mini-essay #1, Poem #2
On-line: Group composition
Week 3: Denotation and Connotation
Read: Perrine, 41-53
Write: Exercises from Perrine, Poem #3
On-line: Conversation about poem to be designated
Week 4: Imagery
Read: Perrine, 54-66
Write: Mini-essay #2, Poem #4
On-line: Group composition
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Week 5: Musical Devices
Read: Perrine, 172-186
Write: Exercises from Perrine, Poem #4
On-line: Conversation about poem to be designated
Weeks 6 and 7: Rhythm and Meter
Read: Perrine, 187-211; Halperin/Powell, 11-46
Write: Exercises from Perrine, Mini-essay #3, Poem #5
On-line: Conversation about poem to be designated
Week 8: Sound and Meaning
Read: Perrine, 212-230
Write: Poem #6
On-line: Group composition
Week 9: Figurative Language
Read: Perrine, 67-87
Write: Mini-essay #3, Poem #7
On-line: Conversation about poem to be designated
Week 10: Pattern
Read: Perrine, 231-250
Write: Poem #8
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