STRIPPING ADRIENNE RICH

1
STRIPPING ADRIENNE RICH

• STRIPPING
• you're beginning to float free
• up through the smoke of bushfires
  and incinerators the unleafed branches
  won't hold you nor the radar aerials
•  
• You're what the autumn knew would happen
  after the last collapse
  of primary colour
  once the last absolutes were torn to pieces
  you could begin
•  
• How you broke open, what sheathed you
  until this moment
  I know nothing about it
  my ignorance of you amazes me
  now that I watch you
  starting to give yourself
  away to the wind

2
Writing HomeAdvanced Fiction Workshop Advanced
Poetry Workshop

• Report Out
• Suzy Spraker Terry Thaxton

3
Introduction

• Writing Home
• CRW 4320 Advanced Poetry Workshop and CRW 4122
  Advanced Fiction Workshop are classes consisting
  of students practiced in these genres and versed
  in the techniques. These classes will be
  transformed from a strictly workshop format to
  incorporate service-learning and WebCT.

4
Problem

• CHALLENGES - HOW?
• How to balance traditional workshop with
  service-learning?
• How to group students from two different classes?
• How to schedule student lead workshops at CFH?
• How to prepare students (practical issues and
  pedagogical) to lead workshops at CFH?
• How to access service-learning component?
• What documentation to require from students
• prior to and after each teaching experience?
• What texts to use?

5
Goals and Objectives

• COURSE GOALS AND OBJECTIVES
• Raise the level of students writing to
• publication level.
• Develop students editing skills and ability
• to articulate the effectiveness of techniques
• in own writing and writing of others.
• Understand the connection between creative
• writing and literacy.

6
GOALS AND OBJECTIVES

• SERVICE-LEARNING COMPONENTS GOALS AND
• OBJECTIVES
• Broaden students view of writing as
• communication.
• Use students own talents in a community
• context and realize the value of civic
  partnerships.
• Increase academic understanding of techniques
• through designing and implementing lessons to a
  structured workshop

7
Changes Required

• Transform from tradition workshop to incorporate
  S-L. This involves leading in-class discussions
  of the psychology and sociology of the
  under-served.
• Balancing activities in class, on-line, and at
  the Coalition for the Homeless.
• Incorporating the idea of civic responsibility
  into the creative writing course.

8
Assessing Outcomes

• METHODS OF ASSESSMENT
• 50 Portfolio (original writing during and
  revisions)
• 20 Round Table and Editing
• 30 Service-Learning Portfolio
• 10 Lesson Design and Application
• Meets All Deadlines
• Illustrates Evidences of Mastery of Techniques in
  Writing
• Organizes Lesson and Delivers Appropriately
• Collaborates with Other Group Members
• 10 Cumulative Evaluation
• Personal Philosophy of Creative Writing in the
  Community
• 10 Self-Evaluation
• Before you go
• After the workshop
• Next time

9
Future Plans

• We plan to implement this course in Fall 2003.
• Hopefully, this course will become a
• model for utilizing service-learning in
• creative writing classes and for
• establishing the arts in the community.
• As creative writing students become
• more aware of service-learning, they will
  increase
• their editorial skills as well as material for
  their own
• writing. In the future, creative writing classes
  that
• focus strictly on service-learning activities
  will be
• regularly offered.

10
Outcomes - Projected

• WRITERS WILL BE ABLE TO
• Discuss and analyze writing techniques in
  creative texts.
• Evaluate texts in terms of the world created
  rather than the editors world view.
• Understand writing as an act of communication
• Realize their civic responsibility in their
  community and the power of their talents.
• Communicate their process of understanding a
  specific group of the underserved community

11
Implementation

• A relationship with the Coalition for the
  Homeless first had to be established to implement
  this class. Students will also be required to go
  through background checks before working on site.
  WebCT
• sites that both CRW 4320 and
• CRW 4211 have access to had
• to be created so that students
• can create lessons plans their workshops.

12
Implementation

• A short video and essays from Pedagogy of the
  Oppressed and Distancing the Homeless that deal
  with the oppressed will be used to improve
  students learning attitude about the
  under-served community. We will combine those
  materials in Imaginative Writing that deal with
  the techniques of craft.
• A lesson plan template that students can use to
  devise their workshop will make their workshops
  organized and relevant.
• A service-learning contract agreement between
  students and the instructor will make students
  aware of expectations.

13
COALITION FOR THE HOMELESS

• Video from the Coalition for the Homeless of
  Central Florida.
• The Coalition for the Homeless of Central
  Florida helps homeless and struggling men, women,
  children and their families. It offers immediate
  assistance along with programs designed to help
  people return to self-sufficiency.
• http//centralfloridahomeless.org

14
FUTURE SITE OF WRITING HOME

• Course Website