Syllabus

Instructor Information:

Andrew Hoffmann, M.F.A.
Associate Instructor
Department of English
University of Utah

You are highly encouraged to read, reread and understand this entire syllabus prior to beginning the first lesson. In addition, please explore and become familiar with the entire course site.

This syllabus will cover the following:

Basic Requirements :

English 2500, Introduction to Creative Writing, consists of 14 lessons, 14 written assignments, and three equally-weighted writing projects. The course carries three semester credits through Academic Outreach and Continuing Education at the University of Utah. Recommended prerequisite: an intermediate writing course.

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Course Introduction:

Creative writing is one of the more popular curriculums offered in the university today. We can only speculate on the reasons why, but it’s my feeling that, contrary to so many curriculums necessarily based in technology and oriented towards specific vocational demands, the creative writing course is a place where the student’s personal vision, history, and experience is most valued. What the student then discovers is a forum for self-expression that is so rare otherwise. The purpose of most creative writing courses is to improve the student’s writing skills and techniques in regard to fiction, poetry, playwriting, and/or creative non-fiction. Likewise, it is the goal of English 2500 to introduce some elementary skills and structures for the student interested in a general knowledge of creative writing, and to help prepare the committed student writer for further study in the field. But an equally vital purpose of this particular creative writing course is to offer the student a space in which to explore the mysteries of his or her self. In fact, it is largely by means of self-exploration and self-reflection and self-expression that the best literary art is produced. And for at least the next several months, this is exactly how I would like you to view yourself: as a literary artist. In doing so, I would hope that you look at this course as more than simply fulfilling a requirement for a degree, though this is important too. I think your learning experience will be greatly enriched and made to last if you look at this study as a process of personal growth, as a journey, as an adventure into the heart of yourself and the world in which you live.

In this introductory course you will study and practice three genres: the personal essay, fiction, and poetry. The course is divided into three sections, one for each genre. Each section contains lessons which cover major topics and components of creative writing. After finishing the lessons of each section, you will launch into a final project representative of the genre. That is, after completing the opening five lessons you will write a personal essay. Once lessons six through nine are completed, you will write a short story. Lessons 10 through 15 will get you well on your way toward the completion of five excellent poems. Which will comprise the Unit III Project.

As a final introductory note, I would simply like to encourage you to take risks in your art wherever and whenever possible. Inherent in risk is failure, and in failure, growth. More than anything, it is my desire that you grow as a writer, as an artist, as a creative human being. I encourage you to look at the enterprise in which you are about to embark upon as a bold and joyous challenge. Have fun and rejoice in the fruits of your imagination, in the spontaneity of your language, in the daring of your truth.

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Required Textbooks:

The Art of the Personal Essay; Lopate, Philip, ed.; Anchor Books; l995. (Unit I text.)

The Art of the Tale; Halpern, Daniel, ed.; Viking; l986. (Unit II text.)

Making Your Own Days; Koch, Kenneth; Scribner; l998. (Unit III text.)

(While I encourage you to buy all three books, you should be able to find The Art of the Personal Essay and The Art of the Tale in most libraries.)

Additional Course Materials

You will need access to a typewriter or word processor which does letter quality printing. Access to a library is also helpful. You will need a notebook to keep journal entries and to record ideas. It’s important that you have a good college dictionary.

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Course Format:

This course is divided into three units: the personal essay, fiction, and poetry. Each unit culminates in a writing project and each includes numerous writing assignments designed to help you complete the unit project.

Assignments

Assignments must be submitted in the exact order requested. All drafts and assignments must be typewritten, double-spaced, with proper margins (no more than one inch). Label assignments clearly. Write your name and social security number on the upper left-hand corner of every page. Also, make sure to paginate your work properly. Always keep copies for yourself of everything you mail.

Unit Projects

Each unit is set up so that the lesson assignments help you create and complete your project. The Personal Essay Unit (I) includes a written assignment requiring you to tell a story based on action, the Fiction Unit (II) includes an assignment requiring you to create a character, and the Poetry Unit’s (III) lesson assignments are actually the rough drafts for the Unit III portfolio project. In each case all lesson assignments must be completed before you can attempt the unit project.

The Rough Draft

When I say rough draft I mean any draft preceding the finished piece of art. The rough draft may be your first writing of any particular piece, but probably not. While I don’t expect you to write six or seven drafts per project (most good writers require at least this many to complete a story or poem), it doesn’t do you any good to turn in work, even in rough draft form, that is not your best. My time should not be spent commenting on writing that you know you could do better if you were more careful. Send me drafts that you sweat over and refine to the best of your ability. This will keep us both interested.

A Note on Reading

When I teach this course in a classroom, I always start by asking the students what they’re reading. The popular writers Daniele Steele and Tom Clancy, among others, are common answers. I have no problem with this. On one level, reading is reading, and I’m glad when I hear people are reading at all. There’s a lot for any beginning writer to learn from reading the best of our popular writing. On the other hand, much popular writing, like popular cinema, is relatively superficial and created by means of formulas and fast action which finally do not offer the complexity or depth found in literary art. And this is the main difference between the popular and the literary: depth. To learn to write with depth one must read work that challenges. Read, read, read. Find a literary artist who appeals to your sensibilities and read everything she or he has written. Then move on to another author. And even if your goal is to write bestselling potboilers or steamy romance novels, the reading and studying of literature will only help you do what you do better.

Most lessons contain a reading assignment. It’s imperative that you do the reading, and that you read carefully. Other than writing itself, there is no better way to learn to write than to read. If you can learn to read as a writer, you’ll never need a “how to” book; in every story, poem, and essay is contained many guides and clues of how the piece was written. When I say learning to read as a writer, I mean learning to read for technique rather than solely for meaning. To read for technique is to note how any particular piece of writing is structured, how conflict is developed, how an author launches into the work, and how he or she ends it. Note how and when dialog is employed and what effect it has on you, the reader. Pick apart sentences as you go. Note the use of verbs, adverbs, and adjectives. Note the length of sentences, the length of paragraphs, the type of language used. Note the musicality of language by reading it aloud. Note the rhythms, note the use of fragments, note the transitions from scene to scene. We’ll go over all this in more detail as the course progresses. For now, it’s enough that you’re aware that all you need to learn about writing is contained in the books on your shelves at home and in the library.

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Grading Policy:

Your final grade for English 2500 is determined as follows:

Grading artistic efforts is an extremely difficult task. In this course there are no exams and no strict guidelines for the assignments and final projects. Since risk and experiment are necessary to your development as a writer, I will not limit style or subject matter. I do, however, expect serious effort and growth.

Since you are partaking in a distance learning situation and not attending classes to supplement writing assignments, it is absolutely necessary that you complete all assignments. Therefore, no final grade for the course will be given until all work has been turned in and approved.

Lesson assignments will not receive a letter grade. If satisfactory, I will write a comment on each and return them with a plus (+) mark. If the work is unsatisfactory, I will let you know why and direct you in a rewrite. While some assignments may be longer, most require one double-spaced typewritten page or less.

Your course grade is derived from your unit projects. Each project comprises 33.3 percent of your final grade. To receive a grade on a project, you must first submit a strong rough draft, which I will comment on and return to you. You will then revise the essay, story, or poems, and re-submit it/them for a grade. I will determine this grade by the improvement from one draft to the next and the overall quality of writing.

Your course grade will be assigned according to the following scale:

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General Course Notes:

Online Course Responsibilities:

This course requires significant self-motivation. Some lessons take a considerable amount of time to complete. Don't try to finish them in one day. Please note that not all lessons are created equal. Some may take a bit more time than others.

Some people believe this to be a much easier way to study this subject than in the on-campus framework. Others may feel very intimidated at first. Be patient as you work your way through the first few lessons. If you are serious about the material, you will learn as much, if not more, than most on-campus students about this subject and develop reading and communication skills that are vital to the workforce of the 21st century.

The following is a list of general notes as they relate to the course:

• All course communication with the instructor should be completed using the WebCT email tool.
• Independent Study policy requires that you receive a passing grade on the final exam in order to pass the course. Your grade - whether passing or failing - will be recorded with the University of Utah Registrar.
• Assignments are to be submitted in Word format ( .doc) or an .rtf file if using other word processing software.
• The Exams will be proctored. Refer to the Distance Education Office web site for further information. Pay close attention to the Local and Out-of-Area student requirements.

Planning Time:

Successful students (those that get A’s, B’s, and C’s) use their time wisely. Just like a face-to-face course, the standard formula for college coursework is that for every one hour of class time will result in three to six hours of homework; so a three-unit course will require an average of 9 or more hours of homework (reading, research, studying) per lesson. As a result, successful students plan their time wisely so that they keep up with assignments by maintaining a pace that fits their schedule. They also communicate with the instructor often so that they can receive much needed feedback on their work.

Plagiarism:

Successful students always make sure that their work is original. This is important because the instructor must be able to gauge what the student has learned. Therefore, copying the work of another person, whether an essay, answers on your assignments or during a test, is considered plagiarism.

Plagiarism is a form of cheating. Any time a student uses someone else's work and does not give that person credit, it is plagiarism. Anyone who plagiarizes will receive a failing grade on the assignment. If this is repeated, the student will fail the course and can be expelled from the university. If you are "suspected" of plagiarism, you will bear the burden of proof. You must be able to present rough drafts or related materials and discuss the topic intelligently. Refer to the University of Utah Plagiarism Policy for more details and/or the University of Utah - Policy and Procedures Manual.

Online Courtesy & Communication Policy:

Extreme consideration for the feelings of others is expected. People cannot see you smile and may not know when you are joking. Do not tell people they are stupid or wrong. Do explain why you believe differently. If someone has the facts wrong, direct them to the source of accurate information or politely offer your alternative "facts." Use of profanity or direct/indirect insults which defame a person's character, race, ethnicity, religion, etc. are inappropriate and will not be tolerated.

Students with Disabilities

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the course, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations.

All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services.

University Policy for Incomplete Grades

University policy states that the "I" grade may be given-at the instructor's discretion-whenever a student has satisfactorily completed at least 80% of the coursework, but is unable to complete the remainder due to extenuating circumstances beyond the student's control. The instructor will stipulate the particular work to be completed before a new, replacement grade can be submitted. If the work is not completed within one calendar year, the "I" grade will change to an "E" (failing) grade.

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