Course Prefix Number

CRW 2100:
Course Title
CRN, Section #, Credit
Narration Hours
& Description
College
CRN: 11325,
Name, Section:
Department
006, Name
Credit Hours: 3
CollegeCOURSE
of Arts & Sciences,
SYLLABUS Department of English

COURSE SYLLABUS
Last Updated: 12/7/2020

Instructor: Sarah Harder E-Mail: sarahharder@usf.edu

Term: Spring 2021 Dates: 1/11/21-5/6/21
Delivery Online Location: Course Canvas Page &
Method: MS Teams Group:
(LINK)
Minimum In order to take courses online at USF, you will need to be able to
Technical demonstrate proficiency at basic computer skills, maintain reliable internet
Skills & access, and meet the computer system requirements listed here:
Requirements: https://www.usf.edu/it/remote/requirements-for-students.aspx

Classes will be held synchronously on MS Teams. You will need a computer

and access to Wi-Fi able to support MS Team meetings. Review these
requirements here before class:
https://docs.microsoft.com/en-us/microsoftteams/hardware-requirements-
for-the-teams-app
Virtual Office Office hour meetings will be held on MS Teams groups page, on the Office
Hours: Hours (LINK) channel on MW 10:45am-12:15am EST, and by appointment.
Email me at least 24 hours in advance if possible to avoid overlapping
appointments.

Office: CPR 348

Synchronous MW 12:30am-1:45pm EST, MS Teams LINK
Sessions:
In this class, software will be used to record live class lectures and discussions.
As a student in this class, your participation in live class discussions will be
recorded. These recordings will be made available only to students enrolled in
the class, to assist those who cannot attend the live session or to serve as a
resource for those who would like to review content that was presented.
Students who prefer to participate via audio only will be allowed to disable
their video camera so only audio will be captured. Please discuss this option
with your instructor.

Welcome!
Welcome to your new writing community! The primary focus of this class is to read and
write in abundance, in community, and with purpose. Over the next few months, we will

1
be writing, reading, writing, workshopping, and writing again. Together, we will build a
writing community: a space you can come to without fear of judgment to share you work,
trusting that your work will be received thoughtfully.

Through these discussions, this course will address nationally standardized career
readiness competencies, including oral/writing communications, teamwork/collaboration,
global/intercultural fluency, and professionalism/work ethic. Review these competencies
here.

University Course Description

A study of narrative and descriptive techniques in prose. By making the student sensitive
to language usage, the course is designed to bridge the gap between expository writing
and imaginative writing.

Course Prerequisites
None

Course Purpose
Students will study forms and techniques of creative writing across genres, including
fiction, creative nonfiction, poetry, comics and hybrids, in order to develop their writing
practice. Students will do this by experimenting and taking risks in their writing. We will
study the significance of craft elements like imagery, form, and tension as tools to write
effectively.

We will study these “rules” so we are better prepared to break them, and so that we can
articulate our own authorial intent and choice in our writing. However, while learning to
articulate our decision-making process, we will also develop and learn to trust our writing
instincts. To do this, we will read a wide range of writers. Together, we will try new things,
fail, revise, and try again.

Instructor Contact Information and Communication

1. Open channels of communication are vital to a successful online learning experience. I
check my email regularly and will expect you to as well. Correspondence will be sent
to your official USF email address via Canvas. As such, you should check your USF
email and/or Canvas inbox regularly. If you turn off notifications from Canvas to your
student email system, it is your responsibility to continue to check your Canvas inbox.
Once again, do not expect announcements that I have sent for the entire class to come
through email; I will post those to the "Announcements" portion of Canvas, so please
make sure your settings are adjusted in a way that you will receive notifications when I
post an announcement.
2. I check my email regularly and will make every effort to respond to emails sent
between 8:00 a.m. and 6:00 p.m., on weekdays. I will respond within 72 hours except
over designated university holidays and semester breaks. Remember that emails
between students and instructors are public and professional communication.

2
3. If attending office hours, email me at least 24 hours in advance, if possible, to avoid
overlapping appointments. Office hours will be held on MS Teams on the Office Hours
channel.
4. Emails must be sent from an official USF account (@usf.edu). I will not respond to
emails sent from a non-USF email.
5. Emails should be composed professionally; this is a meaningful practice that will help
you communicate and build rapport with me and other professors you will encounter
throughout your undergraduate studies. This includes:
• A subject line (that summarizes the message and includes your class section
number) i.e. "CRW2100 - question about revision plan"
• Appropriate greeting, i.e. "Dear Sarah," "Hello," etc.
• A short message or question (proofread your email)
• An ending signature, i.e. "Thank you for your help," "Sincerely," etc.
• Your name
6. For privacy reasons, I CANNOT discuss your grades over non-USF platforms, or over
email. This includes answering questions about the grade or feedback you received on
a particular assignment, or questions about your grade in the course. If you would like
to discuss your grade, talk to me during office hours.

First Week Attendance Policy

First day attendance is required. Students who do not attend our first class in MS Teams
will be dropped. If an emergency arises and you are unable to attend, email me before
class so that you are not dropped from the course.

How to Succeed in this Course

Writing is a muscle that you develop through exercise and work. Read, write, and
participate in building your writing community. You will never be penalized for not
mastering a specific form or technique, so use this space to take risks. If you do the work
and show up, you will succeed in this class.

I want each student to be successful within my class, and I'll do my best to provide any
and all resources to contribute to your success. Your job is to be responsible for your
learning. If you have questions, do not hesitate to ask them. I check my email regularly
and will get back to you as soon as possible. I am also happy to set up an appointment
over MS Teams to talk through issues or concerns. Communication is key for your success.

Course Structure
This class will be delivered online and will require synchronous sessions.

Classes will loosely follow the same schedule: writing prompt, craft discussion, discussion
on reading, workshop.

Learning will be assessed through your ability to articulate thoughtful responses to your
writing and your peers’ writing, both in class and in written responses.

3
 Course Topics
1. Foundations of writing: finding focus, reading as a writer, and components of genre
2. Strategies of writing: images, energy, tension, pattern, insight, and shape
3. Forms: abecedarius, anaphora, braid, comics, flash, ghazel, journey, list, monologue,
pantoum, play/screenplay, sestina, sonnet, and villanelle
4. The writing life: publishing, readings, and literary magazines

Student Learning Outcomes

By the end of this course, you will be able to:
a. Identify and describe the effects of specific creative writing tools and strategies (see
course topics) when responding to your writing as well as your peers’ writing.
b. Write poetry, flash fiction, creative nonfiction, and hybrid pieces.
c. Identify books, readings, publication opportunities and literary magazines of interest

Required Course Materials

All course materials in Canvas are required unless indicated as optional content.
• Practice of Creative Writing by Heather Sellers, fourth edition, ISBN: 9781319215958
• Dedicated writing notebook, and pen/pencil
• Computer that meets minimum technical requirements as stated above.
• Reliable Wi-Fi
• MS Teams

Grading Scale

Grading Scale (%)

94-100 A
90 – 93 A-
87 – 89 B+
84 – 86 B
80 – 83 B-
77 – 79 C+
74 – 76 C
70 – 73 C-
67 – 69 D+
64 – 66 D
60 – 63 D-
0 – 59 F

Grade Categories and Weights

Assessment Points Percent of Final

Grade

4
 Reading Responses (11) 150 (14pt each) 15%
Workshop Responses (7) 250 (36pt each) 25%
Creative Writing Pieces (7) 250 (36pt each) 25%
Endnotes (7) 100 (14pt each) 10%
Journal Presentation 50 5%
Final Portfolio 100 10%
Participation and Attendance 10 10%
1000 100%

Course Assignments
View assignment page on Canvas for further guidelines and rubrics.

Creative Writing Pieces

Write a creative writing piece based on the prompt of the week for workshop. You can
choose your genre, although you should complete at least one poem, one flash fiction
piece, one creative nonfiction piece, and one hybrid work by the end of the semester.

Each piece should have a title and your name on it, should be in Times New Roman (or
other easily legible font), 12 pt. font, and should be submitted as a Word document to
ensure all students are able to open the document. You have free access to Microsoft
Office through USF, and can find more information here. If you have questions or
concerns about this requirement, please email me.

Make sure to follow Inclusivity Policy guidelines (found below). As the purpose of this
course is to practice writing, and to establish a creative process, poems submitted should
be written for this class, and should not be recycled from other classes or previous
writing.

Meets requirements for Course Objective B.

Weekly Reading Responses

Respond to the week’s assigned reading from The Practice of Creative Writing. These
posts should be around 250-350 words. I want you to think critically about what you are
reading, and most importantly, how you can apply what you are reading to your own
writing. Answer each of the following questions:
1. Identify one idea/technique from the assigned chapter of The Practice of Creative
Writing that you liked or found particularly useful and why.
2. Identify your favorite piece of creative writing from the reading and something
specific that you liked about it. This can be as small as a delicious word, a striking
image, a remarkable line break. Anything you are drawn to. Sit with it for a moment
and think about the craft and technical aspects that go into it. Then, write about it. Is
an image unexpected? A word whose sounds are particularly musical given its

5
 surrounding context? Is this something you could implement in your own writing?
How would you do that? Your chosen element for the week can provide direct or
indirect inspiration for your own writing. Also, identifying techniques in others’ work
will help you better articulate the decisions you make in your writing, and your
ability to respond and give useful feedback to your peers.
3. What question or questions do you have? This can be something you need
clarification on—for example: “I didn’t understand this passage—what does the
author mean when they say X”—or something more open ended: “how can we, as
new poets, attempt X technique?” It can be directed towards me, the instructor, or
your peers.
4. Respond to one peer’s comment. Comments should be thoughtful—a simple “I
agree,” or “No,” will not count. Rather, expand on your answers—for example: “I
agree with your point on the author’s use of metaphor in X poem. I think it is also
used similarly in Y poem, although this time it creates a mystical tone rather than
one grounded in reality.” By responding to your peers, you will practice the art of
identifying concrete techniques and creative decisions, and practice discussing craft
elements within writing, preparing you for class discussions, workshop, and to
analyze your own writing.

Meets requirements for Course Objective A.

Workshop Responses
Workshop responses: Review all pieces from your workshop group in advance. Each
week you will be asked to identify three examples of the use of a given technique.
Identify each example and describe what effect it had. For example: In line two of this
poem, the repetition of the “s” sound used alliteration, creating a soothing effect, which
matched the overall tone of the piece.

Additional comments are welcome.

Meets requirements for Course Objective A.

Endnotes
Following your workshop, you will need to write a short endnote to your piece,
answering the following questions:
- What were the two most helpful pieces of feedback?
- What are two revisions you plan on making?
- What is one thing you learned in workshop (does not need to relate to the
workshopping of your piece)?
Meets requirements for Course Objective A.

Journal Presentations
Using Submittable, Poets & Writers and Writer’s Relief as resources, identify a literary
journal you would be interested in submitting to. Submit journal for approval by

6
 February 21st. In a 3-4 minute presentation, with an accompanying visual, include
submission guidelines, what they publish, submission period, if there is a fee, and any
other relevant information. Leave time for questions. Use these presentations to
compile a list of journals you can submit to. If you can find information on acceptance
rates and average response time, include that data as well. Presentations will be on
March 3rd.

Final Portfolio
Due Date: Friday, April 30th @ 11:5pm EST
Compile a revised version of a piece of poetry, flash fiction, creative nonfiction, and a
hybrid piece, and write an accompanying 500-word cover letter. These pieces should
be revised based off of the feedback you received throughout the semester. The cover
letter should describe what the revision process was like for you, what you learned
through that process, as well as the decisions you made when writing and revising
these pieces, using terminology on forms and techniques learned in this class. It should
also include a list of at least three journals you want to submit this writing to. This
assignment should serve as a space for you to reflect on the progress you have made
and prepare you to send your pieces out for submission.

Meets requirements for Course Objectives A, B, and C.

Attendance and Participation

Attending synchronous class sessions is critical to your development as a writer. The
ability to receive feedback will allow you to take your writing to new places. Offering
feedback will help you view your own writing from a critical lens, pushing its boundaries
and your ability to self-revise.

Attendance is mandatory, and each student will be expected to participate. Each student
will have three excused absences, no questions asked.

In order to receive full attendance points, be sure to join the meeting on time, and stay
for the whole class. Earn participation points by engaging with the discussion either orally
or using the chat feature, and avoiding disruptive behavior. This is a discussion-based
class, so it is important that we overcome the awkward video chat silences. I understand
you are probably at your home with other people, but please try to find a quiet, secluded
place. If you are not talking please mute yourself. If you have other concerns regarding
the attendance and participation requirements, please email me or set up an
appointment.

Instructor Feedback Policy & Grade Dissemination

You can access your scores at any time using "Grades" in Canvas. Barring unexpected
circumstances, feedback and grades on assignments will be available within a week of the
assignment deadline.

7
Course Policies: Grades

Late Work Policy:

Work will be docked half a letter grade the first day it is late, and a full letter grade for
each day after that. If a student has extenuating circumstances that they believe will
interfere with an assignment due date they should email or speak to their instructor as far
in advance before the deadline as possible to make accommodations (accommodations
are not guaranteed).

Extra Credit Policy:

Extra credit can be earned by attending a virtual reading throughout the semester. I will
send out regular announcements informing you of upcoming events, included those
hosted by the English Department, such as 6x6, or by organizations like Poets.org. If you
discover an event you think should count that you would like to attend, email me a
request with the event date, description, and link to the event page. Write a 250 word
response afterwards that includes a general description, a favorite creative piece or
reader, what you liked about the reading in general, etc. You can receive up to 20 extra
credit points for each event attended.

Grades of "Incomplete":
An “I” grade may be awarded to a student only when a small portion of the student’s
work is incomplete and only when the student is otherwise earning a passing grade. The
time limit for removing the “I” is to be set by the instructor of the course. For
undergraduate students, this time limit may not exceed two academic semesters,
whether or not the student is in residence, and/or graduation, whichever comes first.

Course Policies: Student Expectations

Inclusivity:
I seek to maintain a welcoming, inclusive environment in the class where we respect
difference in race, ethnicity, gender, gender identity, sexual orientation, age, social class,
physical ability or attributes, religious or ethical values system, national origin, and
political beliefs. Disrespectful or disruptive behavior will never be tolerated, whether
online or in person. Intentionally inflammatory or offensive behavior, whether written,
spoken, or submitted online, is unacceptable. Respect for others is imperative. This class
asks students to challenge and discuss their current thinking with others. Students will
participate respectfully in these discussions, whether written, spoken, or submitted
online. Disparaging or disrespectful comments or behavior directed at another’s gender,
race, sexual orientation, religious beliefs, class, identity, etc. are unacceptable. If a student
violates this rule, they will receive a grade of zero for this assignment. Additional
academic discipline may also apply. Come speak to me at any point in the semester if you
feel I can meet your needs better. If you have questions or concerns about the class and
environment, please speak with me or contact the Office of Diversity, Inclusion, and Equal
Opportunity at 813-974-4373.

8
Plagiarism:
This is a creative writing course in which you are expected to create original work. Don’t
plagiarize. USF’s policy can be accessed here: USF Policy on Academic Integrity

End of Semester Student Evaluations:

All classes at USF make use of an online system for students to provide feedback to the
University regarding the course. These surveys will be made available at the end of the
semester, and the University will notify you by email when the response window opens.
Your participation is highly encouraged and valued.

Netiquette Guidelines:
1. Act professionally in the way you communicate. Treat your instructors and peers with
respect, the same way you would do in a face-to-face environment. Respect other
people’s ideas and be constructive when explaining your views about points you may
not agree with.
2. Be respectful when sharing your ideas and opinions. There will be people in your class
with different linguistic backgrounds, political and religious beliefs or other general
differences.
3. Proofread and check spelling. Doing this before sending an email or posting a thread
on a discussion board will allow you to make sure your message is clear and
thoughtful. Avoid the use of all capital letters, it can be perceived as if you are
shouting, and it is more difficult to read.
4. Keep your communications focused and stay on topic. Complete your ideas before
changing the subject. By keeping the message on focus you allow the readers to easily
get your idea or answers they are looking for.
5. Be clear with your message. Avoid using humor or sarcasm. Since people can’t see
your expressions or hear your tone of voice, meaning can be misinterpreted.

Email and Discussion Board Guidelines:

1. Keep your emails and postings related to the course content. You should not post
anything personal on a discussion board, unless is requested by the instructor.
2. Any personal, course or confidential issues should be directly communicated to the
instructor via email. The discussion boards are public spaces; therefore, any issues
should not be posted there.

USF Standard University Policies

Policies about disability access, religious observances, academic grievances, academic
integrity and misconduct, academic continuity, food insecurity, and sexual harassment are
governed by a central set of policies that apply to all classes at USF. These may be
accessed at: https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx

Synchronous Sessions

9
In this class, software will be used to record live class lectures and discussions. As a
student in this class, your participation in live class discussions will be recorded. These
recordings will be made available only to students enrolled in the class, to assist those
who cannot attend the live session or to serve as a resource for those who would like to
review content that was presented. Students who prefer to participate via audio only will
be allowed to disable their video camera so only audio will be captured. Please discuss
this option with your instructor.

Academic Integrity
Academic integrity is the foundation of the University of South Florida’s commitment to
the academic honesty and personal integrity of its university community. Academic
integrity is grounded in certain fundamental values, which include honesty, respect, and
fairness. Broadly defined, academic honesty is the completion of all academic endeavors
and claims of scholarly knowledge as representative of one’s own efforts. The process for
faculty reporting of academic misconduct, as well as the student’s options for appeal, are
outlined in detail in USF Regulation 3.027.

Academic Grievance Procedure

The purpose of these procedures is to provide all undergraduate and graduate students
taking courses at the University of South Florida an opportunity for objective review of
facts and events pertinent to the cause of the academic grievance. An “academic
grievance” is a claim that a specific academic decision or action that affects that student’s
academic record or status has violated published policies and procedures, or has been
applied to the grievant in a manner different from that used for other students.

Disability Access
Students with disabilities are responsible for registering with Students Accessibilty
Services (SAS) (SVC 1133) in order to receive academic accommodations. SAS encourages
students to notify instructors of accommodation needs at least five (5) business days prior
to needing the accommodation. A letter from SAS must accompany this request.

Disruption to Academic Progress

Disruptive students in the academic setting hinder the educational process. Disruption of
the academic process (USF Regulation 3.025) is defined as the act, words, or general
conduct of a student in a classroom or other academic environment which in the
reasonable estimation of the instructor: (a) directs attention away from the academic
matters at hand, such as noisy distractions, persistent, disrespectful or abusive
interruption of lecture, exam, academic discussion, or general University operations, or
(b) presents a danger to the health, safety, or well-being of self or other persons.

Food and Housing Insecurity

We recognize that student facing financial difficulty in securing a stable place to live
and/or in affording sufficient groceries may be at risk of these financial issues affecting
their performance in classes. Students with these needs are urged to contact Feed-A-Bull

10
(feedabull@usf.edu or their website), or Student Outreach and Support
(socat@usf.edu or their website).

Religious Observances
All students have a right to expect that the University will reasonably accommodate their
religious observances, practices and beliefs (USF Policy 10-045). The University of South
Florida, through its faculty, will make every attempt to schedule required classes and
examinations in view of customarily observed religious holidays of those religious groups
or communities comprising USF’s constituency. Students are expected to attend classes
and take examinations as determined by the university. No student shall be compelled to
attend class or sit for an examination at a day or time prohibited by his or her religious
belief. However, students should review the course requirements and meeting days and
times to avoid foreseeable conflicts, as excessive absences in a given term may prevent a
student from completing the academic requirements of a specific course. Students are
expected to notify their instructors at the beginning of each academic term if they intend
to be absent for a class or announced examination, in accordance with this Policy.

Sexual Misconduct / Sexual Harassment

USF is committed to providing an environment free from sex discrimination, including
sexual harassment and sexual violence (USF Policy 0-004). The USF Center for Victim
Advocacy is a confidential resource where you can talk about incidents of sexual
harassment and gender-based crimes including sexual assault, stalking, and
domestic/relationship violence. This confidential resource can help you without having to
report your situation to either the Office of Student Rights and Responsibilities (OSSR) or
the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that
they make a report. Please be aware that in compliance with Title IX and under the USF
Policy, educators must report incidents of sexual harassment and gender-based crimes
including sexual assault, stalking, and domestic/relationship violence. If you disclose any
of these situations in class, in papers, or personally to an educator, he or she is required to
report it to OSSR or DIEO for investigation. Contact the USF Center for Victim Advocacy:
813-974-5757.

This is important. Let’s break it down:

I (your instructor) am here for you with resources and support on campus
regarding assault, misconduct, harassment, etc. -- but what that also means is
that I'm mandated to contact the appropriate offices about it. This sounds scary,
but it’s not. If you're curious what it means, ask me!

If all this is something new or something you’re interested in, keep your eye out
for campus events and activities like the Red Flag Campaign, Got Consent?, Rape
Aggression Defense classes, or NITE's Walk a Mile and Take Back the Night.

Other resources off campus include:

Crisis Center of Tampa Bay → for any crisis, not just related to USF Policy 0-004

11
 The Spring of Tampa Bay → emergency shelter
Metro Inclusive Health → LGBTQ+ support

Statement of Academic Continuity

In the event of an emergency, it may be necessary for USF to suspend normal operations.
During this time, USF may opt to continue delivery of instruction through methods that
include, but are not limited to: Learning Management System, online conferencing, email
messaging, and/or an alternate schedule. It is the responsibility of the student to monitor
the Learning Management System for each class for course-specific communication, and
the main USF, College, and Department websites, emails, and MoBull messages for
important general information (USF Policy 6-010). For additional guidance on emergency
protective actions and hazards that affect the University, please visit www.usf.edu/em

Covid-19 Procedures
All students must comply with university policies and posted signs regarding COVID-19
mitigation measures, including wearing face coverings and maintaining social distancing.
Failure to do so may result in dismissal from class, referral to the Student Conduct Office,
and possible removal from campus.

Additional details are available on the University’s Core Syllabus Policy Statements page:
https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx

Course Technology & Student Support

Academic Accommodations:
Students with disabilities are responsible for registering with Students with Disabilities
Services (SDS) in order to receive academic accommodations. For additional information
about academic accommodations and resources, you can visit the SDS website at
http://www.usf.edu/student-affairs/student-disabilities-services/ .

Academic Support Services:

The USF Office of Student Success coordinates and promotes university-wide efforts to
enhance undergraduate and graduate student success. For a comprehensive list of
academic support services available to all USF students, please visit the Office of Student
Success website at- http://www.usf.edu/student-success/

Canvas Technical Support:

If you have technical difficulties in canvas, you can find access to the canvas guides and
video resources in the “Canvas Help” page on the homepage of your canvas course. You
can also contact the help desk by calling 813-974-1222 in Tampa or emailing
help@usf.edu.

12
 Course Schedule

Date Homework Class Concepts

Monday 1/11 Purchase The Practice of Creative Writing Welcome
Class overview
Syllabus
Wednesday 1/13 Review of workshop
Self-Portraits
Sunday 1/17 Writing piece 1
Read Chapter 1: Focus
Reading response 1
Monday 1/18 No Class
Wednesday 1/20 Creating a writing practice
Offering feedback
Sunday 1/24 Workshop feedback 1
Read Chapter 2: Reading as a Writer
Reading response 2
Monday 1/25 Overview of genres
Wednesday 1/27 Endnote 1 Workshop 1
Sunday 1/31 Writing piece 2
Read Chapter 3: Creating from Component
Reading response 3
Monday 2/1 Conflict
Sound & rhythm
Wednesday 2/3 Endnote 1 Workshop 1 cont.
Sunday 2/7 Workshop feedback 2
Read Chapter 4: Images
Reading Response 4
Monday 2/8 Imagery
Specificity
Wednesday 2/10 Endnote 2 Workshop 2
Sunday 2/14 Writing piece 3
Read Chapter 5: Energy
Reading response 5
Monday 2/15 Dialogue
Word Choice
Wednesday 2/17 Submissions
Sunday 2/21 Workshop feedback 3
Read Chapter 6: Tension
Reading response 6
Submit journal for presentation approval
Monday 2/22 Yearning

13
 Stakes
Wednesday 2/24 Endnote 3 Workshop 3
Sunday 2/28 Writing piece 4
Read Chapter 7: Pattern
Reading response 7
Monday 3/1 Repetition
Rhythm
Wednesday 3/3 Journal Presentations Day
1
Sunday 3/7 Workshop feedback 4
Read Chapter 8: Insight
Reading response 8
Monday 3/8 Writing from experience
Wednesday 3/10 Endnote 4 Workshop 4
Monday 3/15 Conferences
Wednesday 3/17 Conferences
Sunday 3/21 Writing piece 5
Read Chapter 9: Shape
Reading response 9
Monday 3/22 Editing & revising
Wednesday 3/24 Journal Presentations Day
2
Sunday 3/28 Workshop feedback 5
Read Chapter 10: Finding Forms
Reading response 10
Monday 3/29 Adapting form
Wednesday 3/31 Endnote 5 Workshop 5
Sunday 4/4 Writing piece 6
Presentation Project
Monday 4/5 Submissions
Publications
Readings
Wednesday 4/7 Workshop feedback 6 (due before class) Workshop 6
Endnote 6 (due after class)
Monday 4/12 Spring break
Wednesday 4/14 Spring break
Sunday 4/18 Writing piece 7
Read Chapter 11: Reaching Readers
Reading response 11
Monday 4/19 Publications
Readings
Wednesday 4/21 Journal Presentations Day
3

14
Sunday 4/25 Workshop feedback 7
Monday 4/26 Endnote 7 Workshop
Wednesday 4/28 Bring revised poem to class Class reading
Friday 4/30 Final portfolio
* Note: The schedule is subject to revision due to emergency circumstances. Changes will be reflected in
Canvas.

Misc. notes – build endenotes in at the end of class? Have them turn in by the end of the
day? At the end of workshop, take two minutes to reflect on what they’ve learned, 2 most
helpful pieces of feedback; 2 edits they want to make.

15