Creative Writing
A Syllabus for EN 420
M c P h e r son Co lleg e
C OURSE D ESCRIPTION
Personalized study in creative writing, with the
student experimenting with various kinds of
poetic and fictional expression. The course
introduces the rigors of the writing life and
Essential Matters
EN 420 Creative Writing .....................3 credit hrs.
Course meets in .................................... Mohler 235
from .......................................................... 10 – 11:20
on ....................................................... Tues. & Thurs
Instructor ...............................................Bruce Clary
e-mail ................................... claryb@mcpherson.edu
Web Site .....................wwwi.mcpherson.edu/claryb/
Office ..................................................... Mohler 201
Office Hours..................................................... TBD
Phones..............College X: 2530; Home: 242-0530
Feel free to drop in during posted office hours.
For appointments outside office hours, please
use my scheduling service, tungle.me/claryb
Requirements Met: EN 420 counts toward
elective hours required for degrees in English
and 7-12 teaching certification in English.
Required Texts & Materials
Addonizio, Kim and Dorianne Laux. The Poet’s
Companion: A Guide to the Pleasures of
Writing Poetry. New York & London: W. W.
Norton, 1997.
Lamott, Anne. Bird by Bird: Some Instructions on
Writing and Life. New York and London:
Doubleday, 1994.
Steele, Alexander, ed. Gotham Writers’ Workshop:
Writing Fiction. New York & London:
Bloomsbury, 2003.
About 10 file folders and a three-ring binder for
organizing your exercises and the develop-
mental histories of your work, and your
course portfolio.
Sp ri n g 20 1 1
emphasizes the serious writer’s need to develop a
writing discipline. The instructor assigns a wide
variety of writing prompts and exercises, but
students choose their own subject matter and
submit only works of their choice for evaluation.
Students also have the option to emphasize poetry
or fiction writing and thereby to adapt the course
to their own interests of goals. (See also the Special
Injunction at the end of this syllabus.)
R ATIONALE & M ISSION
“No writing is a waste of time—no creative work where
the feelings, the imagination, the intelligence must
work. With every sentence you write, you have learned
something. It has done you good. It has
stretched your understanding.”
—Brenda Ueland
Through creative use of language, we find and
contemplate meaning, reflect on life and
experience, and formulate our own visions of life
and the world.
Writing poems and stories leads to enhanced
understanding of ourselves, of others, and of
language. Writing poems and stories also increases
our interest in and our critical appreciation of
others’ poems and stories. So that you may enjoy
and increase these benefits throughout your life,
the overarching goal of this course is to motivate
you and provide you with the tools to be a lifelong
creative writer and reader of creative works.
O U T C O M E S & I N D IC A T O R S
The following statements describe what you are
expected to be able to do upon completion of this
course (outcomes) and to explain how you will
demonstrate that ability (indicators).
1. Use a wide variety of techniques (e.g.,
freewriting, image translation, journaling,
guided imagery, imitation, pattern
appropriation, etc.) to get out of you onto
paper the poems and stories you have in you.
2 EN 420 Creative Writing
Indicators: (a) Participate enthusiastically in in-
class writing exercises. (b) Submit assigned
exercises employing such techniques.
2. Keep a writing discipline (and thereby
appreciate and understand the processes and
discipline required to produce creative work).
Indicators: (a) Maintain and submit a log of
weekly writing sessions. (b) Submit weekly
exercises and final portfolio on deadlines.
(c) Discuss in classes and workshops the joys
and struggles of your writing process.
3. Explore yourself and your experiences through
writing poetry and fiction.
Indicators: (a) Discuss in classes & workshops
the personal connections in your writing. (b) In
a self-critique submitted with the final
portfolio, explain the personal connections in
one or more works.
4. Identify strengths and weaknesses in peers’
works-in-progress; make suggestions to others
for improving/revising their work.
Indicators: (a) Participate in informal,
impromptu discussions of works-in-progress.
(b) Respond in writing to your peers’ works-
in-progress. (c) In a presentation to the class,
read one or more works by a peer and respond
with a constructive, 5-10 minute critique.
5. Use feedback from others to revise your work.
Indicators: (a) Acknowledge in discussions of
your work how you have incorporated
previous responses/suggestions. (b) In a self-
critique submitted with the final portfolio,
explain how responses/suggestions helped
shape the final form of one or more works.
(c) Submit all process work for the poems and
stories included in final portfolio.
6. Read your own work critically, identifying
weaknesses and improving subsequent
versions.
Indicators: (a) Report in in-class discussions
how your work-in-progress has evolved. (b) In
final portfolio, include all process work to
illustrate developmental histories of the poems
and stories submitted.
7. Craft language (in poetry and prose) so as to
• Create an authentic voice
• Create a believable, complex character
• Control plot or narrative movement
• Control point of view
• Impart structures that exhibit thoughtful
choice
• Create striking, surprising figures of
speech
• Use images that appeal to all the senses
• Choose vivid, specific nouns and verbs
• Avoid “empty” words and clichés
• Pattern sounds and images in pleasing,
provocative ways
• “Play” with language semantically and
syntactically
• Achieve standard surface features (as
appropriate)
Indicator: Compile and submit a portfolio of
the works that best illustrate your competency
in these areas.
S TRUCTURE & P ROCEDURES
Structure & Instructional Methods
The first half of the course emphasizes writing
disciplines and processes. Our immediate concern
will be generating a body of material so that we
can select from it the most promising works for
further development and revision later in the
semester. In general, our class sessions before mid-
term consist largely of in-class exercises, instructor
presentations, discussion, and informal sharing of
works-in-progress. Class sessions following mid-
term are devoted largely or exclusively to
workshops where students share their work or
present the work of other class members for
feedback.
Procedures & Requirements
Attendance and Participation. Because we will be
a small community of writers responding to and
depending on one another, regular attendance and
active participation are crucial to the achievement
of the class’s desired outcomes. Your absence or
failure to participate fully hurts not only you but
also the other members of the group. By prior
arrangement with me, you may miss three class sessions
without penalty. In all but extenuating circumstances,
four or five absences will lower your grade, and six
absences constitute grounds for failure. Regardless of
the activity—writing, discussion, workshop
critiques — your enthusiastic participation (and
preparation, when applicable) is expected.
 Spring 2011
Attitude. Nothing exposes our minds quite so
nakedly as our writing. Rejection and ridicule hurt,
so, understandably, writing for others is scary.
Class participants need to know and trust that they
are sharing with persons who are fair, who
understand the difficulties and anxieties of
writing, and who mutually support and respect
one another's efforts to become a writer. We must
feel free to fail, because we will do so time and
again and because fear of failure leads to the only
unacceptable failure—chronic failure to write. We
could do much worse than adopt “Do unto
others . . .” as our class motto.
But this matter of attitude has a flip side, too. We
sabotage the educational process and our own
growth as writers if we are overly sensitive, overly
defensive, of our writing. Review Outcomes #4
and #5 above. One of the primary expectations of
this course is that you learn to critique creative
works constructively. Another is that you learn
how to hear others talk about your writing and to
sift from it that which can help you improve your
work. Joyce Carol Oates, in her book On Boxing,
says that she knows only one occupation aside
from boxing whose participants willingly undergo
continual punishment to the head—writing. We
need to acknowledge the truth of Oates’ statement,
but also to understand that, in this class at least,
we are not entering the ring with lethal
heavyweights impatient to knock our blocks off
with one vicious hook but rather with sparring
partners, persons on our side who only want to
help us write better.
Compassion, sensitivity, fairness, and tact;
openness, honesty, mental toughness, and
objectivity: these are the watchwords we must
balance if this class is to succeed.
Exercises/prompts/process work. Each Thursday I
will distribute a writing log form along with the
next week’s exercises, which will consist of a
variety of reading and/or writing assignments.
You will submit the completed log and exercises
the following week in a manila file folder.
Follow these guidelines in preparing this work:
• Schedule a time five days a week when you
will have an uninterrupted hour to devote to
each exercise. Record your anticipated
schedule on your log sheet.
• Important Note: I will always expect you to
come to Tuesday’s class session with at least
the first three exercises completed and in your
notebook.
3
• Begin each new writing session/exercise on a
fresh page. Put a heading at the top of the first
page that includes the assignment number (if
applicable) and some cryptic descriptor of the
session's activity, the date and time you wrote
the entry, and where you were when you
wrote it. For example, the heading on one of
your assignments might look like this:
3.4: Freewrite
Sun., Feb. 23, 8:30 p.m., library carrel
If you write habitually at the keyboard, I
would love to receive these exercises typed or
word processed; however, unless it is important
to you, do not retype exercises written in
legible longhand.
• After each writing session, record the actual
time you spent writing and a few comments
about the session on your weekly writing log.
• Keep all your backdated exercises and session
entries organized in a three-ring notebook and
carry it to class with you. There may be
occasions when we will build class discussions
or activities upon previous weeks'
assignments.
Keep everything you write in this course. Discard
nothing! This doesn’t mean that everything you
write deserves to be preserved. Most of what you
will generate should be thrown away. I am only
asking that you reserve judgment on what should
be thrown away until after you have determined
the final contents of your portfolio. [See next
requirement.)
Portfolio. Your ultimate goal in the course is to
develop a portfolio of your best material to submit
at the end of the course. Reasonable guidelines for
the portfolio might be
• Fiction 10+ pages
• Poetry 125+ lines
However, you may prefer to emphasize poetry or
fiction writing. In that case, the guidelines might
look more like the following:
Emphasis in Fiction
• Fiction 20+ pages
• Poetry 50+ lines
Emphasis in Poetry
• Fiction 5+ pages
• Poetry 225+ lines
4 EN 420 Creative Writing
Follow these additional guidelines in preparing
your portfolio:
• Sometime between April 11-21, make an
appointment with me to develop a preliminary
table of contents for your portfolio.
• Along with a typed copy of the final version of
each work you select for your portfolio, submit
in chronological sequence all the process work
and preliminary drafts that constitute the
developmental history of each work.
• Determine the reading sequence for your
portfolio pieces and prepare a table of
contents. Feel free to develop your own format
for your final portfolio (three-ring binding
with a divider for each work; folder for each
work). Just make sure that process work for
each final piece is clearly identified and
correctly sequenced.
Self-evaluation & grade proposal. During finals
week (May 16-19), all students will schedule a
grade negotiation conference. At that conference,
you will present a formal self-evaluation and grade
proposal of 1,000-1,500 words along with your
portfolio.
The persuasive proposal will be carefully keyed to
the goals and expected outcomes of the course and
will point to the developmental work as well as the
finished pieces in the portfolio for supporting
evidence. It will answer such questions as
• What writing habits have you developed?
• What habits of critical reading have you
developed?
• How have your attitudes toward writing
(including defensiveness toward criticism)
changed, if any?
• What sort of peer critic/responder have you
become?
• What has writing helped you better
understand about yourself and/or your
experiences?
• What sort of a self-critic and reviser of your
own work have you become?
• Which of the qualities or skills listed in
Outcome #7 are strengths of your writing?
Weaknesses?
• How do you see your experiences in this
course affecting you in the future?
E VALUATION OF L EARNING
Weekly Writing (5 pts/week x 12 weeks). I will
collect your writing log and file folder of weekly
writing each Thursday, primarily to record that
you have completed the week’s assignments in
good faith and that you are keeping your writing
discipline. I will also engage in some limited
marginal dialog with you and return these folders
at the next class session.
Each weekly folder is worth five points. The only
way you can lose points is by not maintaining your
writing discipline, either failing to do the
assignments or doing them inadequately. Discipline
and productivity—that is, writing, and writing a lot—
outweighs all considerations of quality in the weekly
folder.
Participation/Attitude. During class sessions, I
keep some records of participation and
contributions to class activities. Enthusiastic
participation is expected. I will be in touch with
you individually if I have concerns about your
classroom participation or attitude.
Self-evaluation/grade proposal & portfolio. As
you will learn in this course (if you don’t already
know), poems and stories are incredibly diverse,
the results of extraordinarily complex creative
processes. Likewise, evaluating fiction and poetry
is complex, highly subjective, and involves
weighing a multitude of factors against each other.
One individual can’t do it without risking
unfairness.
For this reason, I will give every consideration to
your end-of-term self-evaluation and grade
proposal in awarding a course grade. I expect you
will be honest and forthright about yourself and
your work in the course, that you will have an
accurate sense of how your work and performance
squares against the standards and expectations we
set, and that you will neither inflate nor
underestimate your achievement.
This means the self-evaluation/grade proposal is
an extremely important paper, a paper that
exhibits how objectively you can reflect upon your
own writing and habits. As I review your self-
evaluation and portfolio, I will be considering the
following criteria:
• Depth of insight: the range and depth of
understanding you reveal about your course
performance and your writing—includes
connectedness to goals, clarity & precision of
 Spring 2011
the evaluation & proposal language, specific
nature of claims, thoroughness of self-
assessment.
• Strength of evidence: the quality, power, and
relevance of the evidence supporting your
claims of learning and achievement; the extent
to which you prove or show claims with
specific references to works in the portfolio.
• Quality of finished works: the extent to which
your final poems and stories exhibit your
command of the criteria listed in Outcome #7
(voice, imagery, structure, etc.)
The purpose of the grade negotiation conference is
to confirm an agreement on your final grade.
Provided that you have violated none of the
conditions affecting final grades (see below) and
that I agree with or am persuaded by your self-
assessment, you will receive the grade you
propose. If necessary to reach agreement, we will
schedule a second negotiation conference.
Conditions Affecting Final Grades
• Attendance: Students with four or five absences
lose one letter grade. Students with six or more
absences must make a persuasive argument
for passing the course.
• Weekly Folders: Students who do not earn 91
percent of total daily writing points cannot
propose an A. Students who do not earn 81
percent cannot propose a B. Students who do
not earn 71 percent cannot propose a C.
Students who earn less than 61 percent cannot
pass.
• Incompletes: Failure to submit an adequate
portfolio during finals week will result in a
failing grade unless the student can provide
persuasive arguments for an Incomplete
during the grade negotiation conference.
Mid-term Grades. You have two options for mid-
term grades: (1) you can request the most
appropriate mark for this course, IP (in progress),
or (2) you can request a mark reflecting your
weekly folder scores and your participation &
attendance records. If you choose the latter, it is, of
course, with the full understanding that the grade
means nothing. Your final grade is based solely
upon your self-evaluation and portfolio (minus
any penalties incurred by violating the conditions
affecting final grades).
5
S PECIAL I NJUNCTION
You are responsible for seeing that this syllabus
does not interfere with your education. You can
always do more work or different work (within
reason) than the syllabus requires. Consult with
me if you wish to explore the possibilities for
adapting this course to better suit your needs.
B IBLIOGRAPHY
You learn to write not only by writing but also by
reading. Indeed, writing follows reading. It is
unreasonable to think you can write better than
you can read: writing develops after close reading.
Thus, becoming a better reader, a more
experienced reader, is an important part of
becoming a better writer.
You should read as much contemporary fiction
and poetry as you can as part of your regimen to
become a better writer. I have not asked you to
purchase an anthology of readings (although The
Poet’s Companion includes dozens of good poems).
At times we will read some poems or a work of
short fiction in class. At other times, I’ll assign a
work for you to read or ask you to find your own
work(s) for study.
Miller Library carries the following periodicals
that publish at least one poem or story in each
issue. You should pull each of these from the
current periodical shelves at least once during the
semester:
Ms.
Atlantic
New Yorker
College English
New Republic
Harper’s
The single best contemporary poetry site on the
Web is Poetry Daily at http://www.poems.com.
The Academy of American Poets site, poets.org, is
also quite good. The course Web page will provide
links to other online literary magazines and sites.
A good number of consistently rewarding
collections of classic, modern, and contemporary
stories and poems are available in Miller Library.
Look in the 811s for the poetry, in the 813s for the
fiction. I promise enjoyable browsing in the
following:
6 EN 420 Creative Writing
Poetry
Barresi, Dorothy. The Post-Rapture Diner.
Berg, S. and R. Mezey, eds. Naked Poetry.
Brautigan, Richard. The Pill Versus the Springhill
Mining Disaster.
Collins, Billy. Nine Horses.
-----. Sailing Alone Around the Room.
Creeley, Robert. Words.
Daniels, Jim. M-80.
Dubie, Norman. Illustrations.
Frost, Robert. Complete Poems.
Gallagher, Tess. Moon Crossing Bridge.
Gildner, Gary. Blue Like the Heavens.
Goldbarth, Albert. Saving Lives.
Graham, Jorie. The Dream of the Unified Field.
Hawkins, Hunt. Domestic Life.
Halpern, David, ed. American Poetry Anthology.
Hogan, Linda. The Book of Medicines.
Kasdorf, Julia. Sleeping Preacher.
Kooser, Ted. Weather Central.
McDonald, Walter. Counting Survivors.
Meinke, Peter. Scars.
Norris, Kathleen. Little Girls in Church.
Ochesther, E. and P. Oresick, eds. Pittsburg Book of
Contemporary American Poetry.
O'Hara, Frank. Lunch Poems.
Olds, Sharon. The Unswept Room.
Orr, Gregory. City of Salt.
Ostriker, Alicia S. The Crack in Everything.
Plath, Sylvia. Ariel.
Plumly, Stanley. Out-of-the-Body Travel.
Robinson, Edwin Arlington. Tilbury Town.
Rohrer, Matthew. A Hummock in the Malookas.
Snyder, Gary. Riprap.
Solomon, Sandy. Pears, Lake, Sun.
Stafford, William. Traveling through the Dark.
Tate, James. Absences.
-----. The Oblivion Ha-Ha.
Weaver, Michael. Timber and Prayer.
Wright, James. Collected Poems.
Short Fiction
Alvarez, Julia. How the Garcia Girls Lost Their
Accents.
Anderson, Sherwood. Winesburg, Ohio.
Atwood, Margaret. Bluebeard’s Egg.
-----. Dancing Girls.
Bambara, Toni Cade. Gorilla, My Love.
Barrett, Andrea. Ship Fever.
Barthelme, Donald. Sixty Stories.
Barth, John. Lost in the Funhouse.
Beattie, Ann. The Burning House.
-----. Where You’ll Find Me.
Becker, Geoffrey. Dangerous Men.
Bell, Madison Smart. Barking Man.
Bloom, Amy. A Blind Man Could See How Much I
Love You.
Butler, Robert Olen. A Good Scent from a Strange
Mountain.
Caldwell, Erskine. Complete Stories.
Carver, Raymond. Any title.
Cather, Willa. Stories, Poems, and Other Writings.
Cisneros, Sandra. Woman Hollering Creek.
Dorris, Michael. Working Men.
Erdrich, Louise. Love Medicine.
Faulkner, William. Collected Stories.
Gilchrist, Ellen. The Age of Miracles.
Halprin, Mark. A Dove of the East.
-----. Ellis Island.
Hemingway, Ernest. Snows of Kilimanjaro.
Jackson, Shirley. The Lottery.
Joyce, James. Dubliners.
Kincaid, Jamaica. At the Bottom of the River.
Lahiri, Jhumpa. Interpreter of Maladies.
Leavitt, David. Collected Stories.
London, Jack. Novels and Stories.
MacLeod, Alistair. Island.
Major, Clarence. Fun & Games.
Malamud, Bernard. The Magic Barrel.
McCullers, Carson. Collected Short Stories.
Means, David. Assorted Fire Events.
Moore, Lorrie. Birds of America.
-----. Like Life.
-----. Self-Help.
Mukherjee, Bharati. The Middler and Other Stories.
Oates, Joyce Carol. The Assignation.
O'Brien, Tim. The Things They Carried.
O'Connor, Flannery. A Good Man Is Hard To Find.
-----. Everything That Rises Must Converge.
Ozick, Cynthia. The Shawl.
Paley, Grace. Collected Stories.
Porter, Katherine Anne. Collected Stories.
Russo, Richard. The Whore’s Child.
Selzer, Richard. The Doctor Stories.
Silko, Leslie Marmon. Ceremony.
-----. Storyteller.
Shaw, Irwin. Short Stories: Five Decades.
Spark, Debra, ed. 20 Under 30.
Spencer, Elizabeth. Ship Island.
Stegner, Wallace. Collected Stories.
Steinbeck, John. The Long Valley.
Tan, Amy. Joy Luck Club.
Templeton, Edith. The Darts of Cupid.
Updike, John. Music School.
_____. Problems.
Welty, Eudora. Stories, Essays, and Memoir.
Wharton, Edith. Collected Stories.
Woolf, Virginia. A Haunted House.
 Spring 2011 7
Helpful Books for the Creative Writer Kowit, Steve. In the Palm of Your Hand: The Poet’s
Addonizio, Kim. Ordinary Genius: A Guide for the Portable Workshop. Tilbury House, 1995.
Poet Within. Norton, 2009. LaPlante, Alice. The Making of a Story: A Norton
Bailey, Tom, ed. On Writing Short Stories. Guide to Creative Writing. Norton, 2010.
Oxford, 2010. Masih, Tara L. The Rose Metal Field Guide to Writing
Baxter, Charles. Burning Down the House: Essays on Flash Fiction. Rose Metal, 2009.
Fiction. Graywolf, 2008. New York Writers Workshop. Portable MFA in
Behn, Robin. The Practice of Poetry. Writing Exercises Creative Writing. Writers Digest, 2006.
from Poets Who Teach. Harper, 1992. Novakovich, Josip. Fiction Writer’s Workshop.
Bell, James Scott. The Art of War for Writers: Fiction Cincinnati, Ohio: Story Press, 1995.
Writing Strategies, Tactics, and Exercises. Oliver, Mary. A Poetry Handbook. Mariner, 1994.
Writer’s Digest, 2009. Prose, Francine. Reading Like a Writer: A Guide for
Bell, Madison Smartt. Narrative Design: A Writer’s People Who Love Books and Those Who Want to
Guide to Structure. New York and London: W. Write Them. Harper Perennial, 2007.
W. Norton, 1997. Smith, Michael C. and Suzanne Greenberg.
Bernays, Anne and Pamela Painter. What If? Everyday Creative Writing: Panning for Gold in
Writing Exercises for Fiction Writers. 3rd ed. the Kitchen Sink. Lincolnwood, Ill.: NTC, 1996.
Harper Perennial, 2009. Stern, Jerome. Making Shapely Fiction. Norton, 1991.
Bradbury, Ray. Zen and the Art of Writing. Stone, Kelly L. Thinking Write: The Secret to Freeing
Brande, Dorothea. Becoming a Writer. 1934. Los Your Creative Mind. Adams, 2009.
Angeles: Tarcher, 1981. Ueland, Brenda. If You Want to Write. 1938.
Burroway, Janet. Writing Fiction: A Guide to Graywolf P, 1997.
Narrative Craft. 8 ed. Longman, 2010. Wooldridge, Susan. Poemcrazy: Freeing Your Life
Clark, Kevin. The Mind’s Eye: A Guide to Writing with Words. Broadway, 1997.
Poetry. Longman, 2007. Young, Dean. The Art of Recklessness: Poetry as
Dearman, Jill. Bang the Keys: Four Steps to a Lifelong Assertive Force and Contradiction.
Writing Practice. Alpha, 2009. Graywolf, 2010.
Dillard, Annie. The Writing Life. Perennial, 1990. Zinsser, William. On Writing Well. 30th anniversary
Dufresne, John. The Lie That Tells a Truth: A Guide ed. Harper, 2006.
to Writing Fiction. Norton, 2004.
Friedman, Bonnie. Writing Past Dark: Envy, Fear,
Distraction, and Other Dilemmas in the Writer’s
Life. New York: Harper Perennial, 1993.
Gardner, John. The Art of Fiction: Notes on Craft for
Young Writers. Vintage, 1991.
Goldberg, Natalie. Writing Down the Bones: Freeing
the Writer Within. Shambala Publications, 1986.
Goodman, Richard. The Soul of Creative Writing.
Transaction, 2009.
Hemley, Robin. Turning Life into Fiction. Cincinatti,
Ohio: Story Press, 1994.
Hugo, Richard. The Triggering Town: Lectures and
Essays on Poetry and Writing. New York and
London: W. W. Norton, 1979.
King, Stephen. On Writing: A Memoir of the Craft.
10th anniversary ed. Scribner, 2010.
Koch, Kenneth. Making Your Own Days: The
Pleasures of Reading and Writing Poetry.
Touchstone, 1999.
---. Sleeping on the Wing: An Anthology of Modern
Poems with Essays on Reading and Writing.
Vintage, 1982.
Kooser, Ted. The Poetry Home Repair Manual:
Practical Advice for Beginning Poets. Bison, 2007.