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10/24/2014 11:46:18 AMENGL 4A Course Outline as of Fall 2011

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ENGL 4ATitle:  BEG CREATIVE WRIT  
Full Title:  Beginning Creative Writing
Last Reviewed:2/28/2011

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5Lecture Scheduled52.50
Minimum3.00Lab Scheduled0 Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact Total0

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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Introductory study and writing of short fiction and poetry; drama and/or creative non-fiction.  

Prerequisites:
Completion of ENGL 100B or higher (V8) OR Completion of ESL 100 or higher (V8)

Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Introductory study and writing of short fiction and poetry; drama and/or creative non-fiction.  
(Grade or P/NP)

Prerequisites:Completion of ENGL 100B or higher (V8) OR Completion of ESL 100 or higher (V8)
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 1981Inactive:
 
UC Transfer:TransferableEffective:Fall 1981Inactive:
 
CAN:

Certificate/Major Applicable: Major Applicable Course


COURSE CONTENT

Student Learning Outcomes:
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By the end of the semester students will be able to:
 
1.  Recognize similarities and differences of the basic genres including fiction, poetry, drama, creative non-fiction.
2.  Demonstrate technical and stylistic elements in creative written work of at least two genres.
3.  Critique and evaluate peers' work according to specific criteria employed in assessing basic elements of creative writing.
4.  Generate, revise and edit original work.

Objectives: Untitled document
Upon completion of the course, students will be able to:
I.  READING:
   A.  Identify and analyze major elements of narrative, including character, setting, plot/conflict, and figurative language in works by established writers and student writers in the genres of fiction, poetry, drama, and/or creative non-fiction.
   B.  Identify and analyze major elements of poetry including sound, rhythm, figurative language, and the poetic line.
   C.  Identify and analyze major components of drama including plot, character, theme, diction, music, spectacle, and convention.
   D.  Critique peer writing, providing constructive criticism.
   E.  Analyze similarities and differences among genres.
II. WRITING:
   A.  Apply a variety of creative writing techniques to different genres.
   B.  Employ basic narrative elements such as characterization, setting, plot/conflict, and figurative language.
   C.  Employ basic poetic elements such as sound, rhythm, figurative language and the poetic line.
   D.  Employ three major components of drama including plot, character, theme, diction, music, spectacle, and convention.
   E.  Revise and edit drafts of original work and provide revision and editing feedback to peers.
   F.  Write on a regular schedule to develop disciplined writing habits.

Topics and Scope
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I.  READING:
   A.  Examples of published work in the genres of fiction, poetry, drama, and/or creative non-fiction that demonstrate technical and stylistic elements of each genre, including but not limited to character, setting, plot/conflict, figurative language, sound, rhythm and the poetic line.
   B.  Examples of published work that demonstrate similarities and differences among genres.
II. WRITING:
   A.  Characteristics of the genres of fiction, poetry, and/or creative non-fiction.
   B.  Basic creative writing elements, such as character, setting, plot/conflict, figurative language, sound, rhythm, and the poetic line.
   C.  Basic components of a play, such as plot, character, theme, diction, music, spectacle, and convention.
   D.  Revision strategies using workshop feedback and individual conferences/tutorials focusing on creative writing elements of narrative in fiction, poetry; and/or creative non-fiction or
       drama.
III. PEER RESPONSE AND WORKSHOP:
   A.  Techniques for reading classmates' or peers' work in progress in a workshop setting.
   B.  Strategies for giving helpful response (feedback) to classmates' or peers' work in progress.
   C.  Evaluating and using peer response to improve writing.

Assignments:
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I.  READING
   A.  Read 30 to 50 pages each week of published works in the different genres and/or in craft manuals.
   B.  Read, analyze, and discuss in a work of short fiction narrative elements such as character, setting, plot/conflict, and figurative language.
   C.  Memorize and recite at least fourteen lines of poetry.
   D.  Read, analyze, and discuss poetic techniques in various forms of poetry.
   E.  Read, analyze, and discuss dramatic elements in various forms of drama.
   F.  Analyze and discuss a published work of fiction, focusing on characterization and conflict.
   G.  Present an oral critique of a classmate's work in a workshop setting.
II. WRITING:
   A.  Write a minimum of four hours weekly, focusing on establishing a regular writing schedule.
   B.  Collect a portfolio of revised work totaling at least 8,000 to 10,000 words, 250 lines of edited poetry, or a proportional equivalence of several genres that demonstrate basic creative
       writing elements and techniques.
   C.  Write a work of creative non-fiction of at least 1,000 words with a consistent point of view; or 6-8 scenes for plays each one illustrating a different point or conflict.
   D.  Develop conflict between two characters through the use of dialogue in a short work of fiction of at least 750 words.
   E.  Develop a character in a short work of fiction.
   F.  Write a narrative poem based on a childhood memory.
   G.  Write a humorous poem that employs end rhyme and regular rhythm.
   H.  Write a series of nature poems relying on imagery.
   I.  Revise and edit at least two writings for each of two or more genres, using feedback from workshops and individual conferences or tutorials.
   J.  Write a critique of at least 500 words of a classmate's work in a particular genre as part of a workshop emphasizing specific technical and stylistic elements of creative writing.
   K.  Write a response to a published narrative or poem, identifying and discussing the importance of writing strategies employed.
   L.  Write a response to a literary event (such as a poetry reading) that you have attended.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
80 - 90%
10000-word portfolio; creative non-fiction; character development exercises; narrative, humor, nature poems; critique; written response exercises;
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
5 - 10%
Oral critique in workshop format; Poetry recitation
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 10%
Attendance, class participation and discussion in workshop format

STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.


Representative Textbooks:
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PRIMARY TEXT:
Burroway, Janet. Writing Fiction. 8th ed. Longman, 2010
SUPPLEMENTAL TEXTS:
Goldberg, Natalie. Wild Mind. St. Martin's, 2006.
Bernays, Anne and Pamela Painter. What If: Writing Exercises for Fiction      Writers. 3rd ed. Longman, 2010.
Gardner, John. The Art of Fiction. New York: Vintage, 1991. (CLASSIC)
Minot, Stephen. Three Genres: The Writing of Poetry, Fiction, and Drama. 8th ed. Upper Saddle River, NJ: Prentice, 2007.
Ueland, Brenda. If You Want to Write. Wilder Publications, 2009.
Kooser, Ted. The Poetry Home Repair Manual: Practical Advice for Beginning Poets. Lincoln, Nebraska: University of Nebraska Press, 2007.
Prose, Francine. Reading Like a Writer. New York: Harper Perennial, 2007.
Scofield, Sandra. The Scene Book: A Primer for the Fiction Writer. Penguin Books, 2007.
Examples of established writers include but are not limited to the following:
Fiction:
Borges, Jorge Luis
Hemingway, Ernest
Kincaid, Jamaica
McCourt, Frank
Mason, Bobbie Ann
Mukherjee, Bharati
Poetry:
Cofer, Judith Ortiz
Collins, Billy
Donne, John
Hughes, Langston
Issa, Kobayashi
Lee, Li-Young
Olds, Shaon
Plath, Sylvia
Rios, Alberto
Shakespeare, William
Creative Non-fiction:
Angelou, Maya
Banks, Russell
Dillard, Annie
Kingston, Maxine Hong
Momaday, N. Scott
White, E. B.
Wolff, Tobias
Instructor prepared materials

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