Syllabus Entrance
Printer Friendly
Email Syllabus
Standard Version

EN 311 Creative Writing
Shawver, Brian


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EN 311 Creative Writing

Semester

S2T 2012 DL

Faculty

Shawver, Brian

Title

Associate Professor

Degrees/Certificates

B.A. in English, University of Kansas
M.F.A. in Creative Writing, University of Iowa

Office Location

319 Copley

Office Hours

MW: 1:15-3; TR: 10-12

Daytime Phone

816 584-6474

E-Mail

brian.shawver@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Burroway, Janet. Imaginative Writing, 2nd edition.

Gardner, et all. Literature: A Portable Anthology, revised edition 2009.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EN311 Creative Writing: Practice in various forms of imaginative writing,particularly prose fiction and drama, and lyric and narrative poetry. May be repeated with permission of instructor. Recommended prerequisite: one or more literature courses. 3:0:3

Educational Philosophy:

“Creative Writing” is a not a very specific name for a course; after all, most classes in the English department can be said to deal with writing that is creative. Essays you write in a composition or technical writing class can involve just as much imagination and creativity as a novel or poem, and when we study works in a literature class we’re looking, naturally, at the creative writing of someone else.

But in an academic sense, the phrase “creative writing” has come to mean the study of how to create imaginative works of literature such as poems, short stories, and plays, and that’s certainly the project we’ll engage in throughout the semester. To do this, we’ll have to reject the insidious myth of the writer as a romantic genius, inspired only by the muse, and instead look at all the hard work that is required to produce moving, provocative narratives and poems. We’ll spend some time in peer-review workshops, but we’ll also write many exercises; explore the technical aspects of rhyme, meter, and dramatic structure; analyze a number of published works; and have complex discussions about the nature of art. It’s a truly engaging subject that offers a multitude of rewards, and to fully exploit its potential, everyone in the class will have to work very hard. 

Learning Outcomes:
  Core Learning Outcomes

  • Compose creative works that indicate an understanding of the fundamental elements of literary and dramatic narrative and poetic composition
  • Employ a writing style that shows control of tone, grammar, diction, and figurative language
  • Improve creative work by undergoing a revision process that incorporates peer and instructor feedback

    MoStep Requirements 1.2.1.1 standards for EN311



    Core Assessment:

    The Core Assessment Instrument will take the form of a portfolio that is handed in during the last week of the semester. The portfolio will include copies of the original three writing assignments the student handed in during weeks four, nine, and fourteen, along with a revised version of each of these assignments. The portfolio will also contain a reflective essay that examines the changes between the drafts; the technical and artistic reasons these changes were made; the extent to which the changes were prompted by outside feedback; and whether and how the revised drafts represent an improvement over the originals.  This assessment is designed to assess primarily Core Learning Outcomes 1, 2, and 3, and will make up 40% of the course grade.

    Link to Class Rubric

    Class Assessment:

    1. Core Assessment:

    The Core Assessment is a creative and critical portfolio, due in the last week of the term, which contains the following elements:

    A final version of your short story, which you have revised based on the feedback you got from your peers and instructor, and based on your own understanding of the work’s strengths and weaknesses

    A final version of your five poems, which you have revised based on the feedback you got from your peers and instructor, and based on your own understanding of the poems’ strengths and weaknesses

    An essay in which you reflect on your progress over the course of the semester, and in which you explain to the reader how and why you made the changes that appear in the final drafts of your story and poems

    The Core Assessment is worth 300 points.

    2. Discussion:

    First Responses: Each week you will be asked to respond to a specific set of questions concerning the weekly topic and readings. (10 points each week, 80 points total):

    Peer Responses: Each week you will be asked to respond to at least two of the First Discussion Responses of your classmates. (5 points each week, 40 points total)

    3. Writing Assignments:

    In Weeks 1, 3, 5, 6 and 8 you will post one writing assignment. In Weeks 2 and 4 you will post two writing assignments. You will be responding to a prompt. These assignments will ask you to put into practice some of the ideas discussed in the lecture and/or the textbook. (20 points each assignment, 180 points total)

    4. Journal Entries:

    In Weeks 1, 4, 6 and 7 you will be asked to respond to a prompt in your journal. These assignments are personal and informal, so they are graded strictly on length and completion. (5 points each: 20 points total)

    5. Short Story First Draft

    At the end of Week Three, you will be asked to post a short story. The story will be evaluated by your instructor based on the rubric provided. It will also be evaluated by your peers during Week Four (see Peer Review Postings below) in a workshop forum. (100 points)

    6. Poetry First Draft

    At the end of Week Six, you will be asked to post a collection of five poems. The poems will be evaluated by your instructor based on the rubric provided. It will be evaluated by your peers during Week Seven (see Peer Review Postings below) in a workshop forum. (100 points)

    7. Peer Review Postings

    In Weeks Four and Seven, we will have writing workshop groups. You will be grouped with two of your classmates, and you will respond to their works in thorough evaluations. Week Four will evaluate the Short Story Draft. Week Seven will evaluate the Poetry Draft. (20 points each, 80 points total) 

    8. Final Exam

    During the last week of the course, you will take a proctored final exam that will test your understanding of the terms and concepts covered throughout the course. (100 points)

    Grading:

    Grading:

    Assignment

    Possible Points

    Total Points

    Total %

    Core Assessment


    300

    30%

    Discussion

    15 pts each

    120

    12%

    Writing Assignments

    20 pts

    180

    18%

    Journal Entries

    5 pts each

    20

    2%

    Peer Reviews 

    20 pts each

    80

    8%

    Short Story Draft


    100

    10%

    Poetry Draft


    100

    10%

    Final Exam


    100

    10%

    TOTAL


    1000

    100%

    Late Submission of Course Materials:
    If an assignment is posted after the deadline, it will lose 25% of its possible point total (meaning that 20 points will automatically be removed from a short story that is posted late, 2.5 point will be removed from an initial discussion response, etc.). If an assignment is not turned in within forty-eight hours of the deadline, it cannot be turned in for credit.

    Classroom Rules of Conduct:

    Creative writing classes require students to exhibit a good deal of respect and open-mindedness. Every student will be expected to offer serious, considered opinions, and to do so in a way that is constructive and generous.

    Course Topic/Dates/Assignments:

    Week 1

    • Submit your Introduction and read other Introductions
    • Ron Carlson's "Bigfoot Stole My Wife" (Burroway text)
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignment (20 pts)
    • Post Journal Entry (10 pts)  

    Week 2

    • Read Burroway pages 79-93
    • Read “The Diamond Mine” (Burroway text) and “Hills Like White Elephants” (Gardner text)
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignments #1 and #2 (40 pts)

    Week 3

    • Read pages 273-283 in Burroway text
    • Read “Barn Burning” (Gardner text)
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignment (20 pts)
    • Turn in Short Story First Draft (100 pts)

    Week 4

    • Read six selected poems from Gardner text
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignments #1 and #2 (40 pts)
    • Post Journal Entry (10 pts)
    • Peer Reviews - Short Stories (20 pts each)

    Week 5

    • Read pages 310-311 and 320-324 in Burroway text
    • Read five selected poems in Gardner text
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignment (20 pts)

    Week 6

    • Read six free verse selected poems from Gardner text
    • Read Lecture
    • Read Terms
    • Take Self Help Quiz
    • Post Discussion responses (15 pts)
    • Post Writing Assignment (20 pts)
    • Turn in First Draft of five poems (100 pts)
    • Post Journal Entry (10 pts)

    Week 7

    • Read Burroway pages 337-349
    • Susan Glaspell’s Trifles (Gardner text) and the short story “A Jury of Her Peers” (Doc Sharing)
    • Read Lecture
    • Read Terms
    • Review Final Exam Study Guide
    • Post Discussion responses (15 pts)
    • Peer Reviews - Poems (20 pts)
    • Post Journal Entry (10 pts)

    Week 8

    • Read Lecture
    • Read Terms 
    • Post Discussion responses (15 pts)
    • Post Writing Assignment (20 pts) 
    • Turn in Core Assessment (300 pts)
    • Take Final Exam (100 pts)

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 96

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Core Learning Outcome #1                                                                                                                                                                                                                                   
    Outcomes
    Compose creative works that indicate an understanding of the fundamental elements of literary and dramatic narrative and poetic composition                                                                                                                                                                                                                                                                                                                                                                          
    Creative works in all three genres employ almost all of the fundamental techniques, conventions and structures examined in class Creative works in all three genres employ many of the fundamental techniques, conventions and structures examined in class Creative works in all three genres employ few of the techniques, conventions, and structures examined in class; or creative work from one of the three genres is particularly deficient in this regard  
    Core Learning Outcome #2                                                                                                                                                                                                                                   
    Outcomes
    Employ a writing style that shows control of tone, grammar, diction, and figurative language                                                                                                                                                                                                                                                                                                                                                                                                                         
    Writing style indicates a consistently high degree of control over tone, grammar, diction, and figurative language Writing style indicates a moderate and consistent degree of control over most elements of language usage Writing style indicates poor and/or sporadic control over most elements of language usage, including tone, grammar, diction, and figurative language  
    Core Learning Outcome #3                                                                                                                                                                                                                                   
    Outcomes
    Improve creative work by undergoing a revision process that incorporates peer and instructor feedback                                                                                                                                                                                                                                                                                                                                                                                                                
    Drafts and revisions provide extensive evidence of a thorough and objective evaluation process, and reflective essay indicates complex reasoning in the incorporation of feedback Drafts and revisions provide some evidence of a thorough and objective evaluation process, and reflective essay describes the process of incorporating feedback Drafts and revisions provide little evidence of a thorough and objective evaluation process, and reflective essay fails to describe the process of incorporating feedback  

    Copyright:

    This material is protected by copyright
                                   and can not be reused without author permission.

    Last Updated:3/5/2012 11:28:14 AM