English poetry
Creative Writing Poetry Assignment 10%
ENGL 102 Spring 2021
About the Assignment:
Throughout the semester we have read numerous types of poems from multiple voices and poets. We read political poems and poems that documented the intersection of the personal and the historical. All of the poems we read for our poetry unit bear witness to experience and the life of the mind. Now it is time to try writing your own poem. Consider the work of Emily Dickinson, Audre Lorde, Walt Whitman, Linda Hogan, Lucille Clifton, and the haiku form Japanese Americans in May Sky There Is Always Tomorrow. For the Creative Writing Poetry Assignment, write a poem that bears witness to your own life and/or an event you see unfolding in current events. You may even want to use visual art that you find online as inspiration.
How do I get started?
Consider an image or metaphor that represents this idea and move from there. To begin, you might find a photograph that represents your life or a photo from a magazine or newspaper that represents a moment in current events (or history).
Include at least 2 drafts:
So, your first of the poem is whatever falls on the blank page.
Now shape your words and lines into line breaks. Keep working on it. Change images, words, phrases, extend the metaphors—these are your second and third drafts.
Even if you return to your original draft you must show evidence of having thought about the language you are using and tried other words. This is a revision or re-envisioning of the poem. Poems will be graded on revision (and attempt).
1) One Poem (including drafting notes and poem) typed in 12-point Times New Roman font or equivalent
Poems demonstrate the following…
· Takes risks through voice and content
· Includes sensory details, images
· Employs conventions of poetry (i.e. allusions, imagery, personification, metaphors, similes, etc.)
· Explores line breaks and form (Aim for 14-20 lines at least—if you want to write really short poems, then offer more than one adding up to 14-20 lines. Poems maybe longer.)
2) Reflection on your process: Write a 1-2 page typed reflection on your process. Discuss the following: What are you trying to do in your poem? What do you think your poem is about? What prompted you to write this poem? What obstacles did you face in writing the poem and how did you overcome them? What discoveries did you make in writing the poem?
3) Final Poem with Revision and Reflection Posted in one document on Turn It In. Please put your Final poem (on top), drafts, and reflection paper in one Word Document on Turn It In.
DUE DATES
Rough Draft: 3/17 Begin writing your first draft (you do not need to turn this in yet)
Final Copy of Poem with drafts and reflection papers due: Friday, 3/26 to Turn It In.
Creative Writing Exercise—Optional Exercise to get started:
Take out your journal and the photograph you chose to write about. Spend some time looking at and re-seeing the photograph.
1) What do you notice? Take a moment to describe exactly what you see in the picture.
2) Now add sensory details. If the picture is outside, might the people smell grass, wood-burning, exhaust? Imagine and add sensory detail.
3) Now explore what is happening in this photo.
4) Now imagine what happens after the photo was taken.
5) Add one line “I believe…” Make a proclamation.
6) Choose one image from earlier and extend the metaphor–describe it in greater detail.
7) Repeat one line.
If you are writing about a personal photo, explore that one moment. Imagine that moment as though you are watching a movie. Now freeze frame on that moment and imagine you are looking at your moment as if it were a photograph. Describe what you see in this “photograph.” What are the sights, smells, sounds, textures of that moment in the photo? Now tell the story of what happens after the “photo” was taken.
While it is difficult to “grade” a poem, there are certain conventions of poetry that we have been studying that can be applied to evaluation. Some things to consider for your poem: Try to revise with sensory details. Include smells, sights, sounds, tastes, textures. Avoid cliché and push to generate fresh, inventive language. Remember, “show don’t tell” and “no ideas but in things”—allow the objects to represent ideas. Rather than writing “I felt angry,” show “anger” by putting the reader in the place where your angry feeling arises with all the smells, sounds, and textures of that place. Play with words through sound and rhythm—try alliteration. Be aware of line lengths and rhythm in your poems. Finally, remember—perspiration count as much as inspiration! Show proof of revision between the first and last draft.
Original Poetry Assessment Rubric
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Category |
Outstanding 5 |
Effective 4 |
Satisfactory 3 |
Developing 2 |
Lacking 1 |
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Voice/ Language |
The author writes from experience with a strong voice. The word choice is inventive, fresh and demonstrates wordplay, details, thought, distinction, and revision. |
The author writes from experience. The word choice is fresh and inventive and demonstrates wordplay, details, thought, and revision. |
The author may be writing from experience, but may need more consistency in voice. The language does not always sound fresh and new. May benefit from revision. |
The writing may rely on cliché or T.V. language. The author may need to develop wordplay and originality further. Needs revision. |
Word choice does not move beyond cliché. The poem seems rushed and the voice lacks distinction. No evidence of revision. The poem presents mainly notes. |
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Imagery |
Uses vivid sensory details and imagery with two to three distinct images that support the meaning of the poem. |
Uses sensory details and imagery with two to three distinct images that support the meaning of the poem. |
Uses some imagery but the images could be more specific and may benefit from further connection to the meaning of the poem. |
One to two images but they may be vague and lack specificity. The poem lacks a connection between images and meaning. |
Lacking imagery. |
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Literary Devices |
The author uses two or more literary devices such as simile or metaphor and extends the simile or metaphor in a surprising or alive way. These devices support the meaning of the poem. |
The author uses two or more literary devices such as simile or metaphor and extends the metaphor or simile. These devices support the meaning of the poem. |
The author uses two or more literary devices such as simile or metaphor. These devices may benefit from further integration throughout the poem to support the meaning. |
The author uses less than two literary devices or the devices are misused due to student/poet’s lack of familiarity with their definitions. |
The writer does little to include any literary devices within the poetry. |
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Rhythm and Form |
The poem takes risks and pays attention to line breaks, rhythm and form, so that the chosen words and line breaks support the poem. |
The poem pays attention to line breaks, rhythm and form, so that the chosen words and line breaks support the poem. |
The poem attempts to pay attention to line break, rhythm, and form, but may be missing one of these to support the poem. |
The poem lacks attention to line break, rhythm, and form. There is little connection between line break, rhythm, and form and the poem. |
The poem shows no attention to line break, rhythm, or form. |
Total out of 20____________
Original Self Reflection Assessment Rubric for “Self Reflection A”
Name_________________________ Date_______________________ Class______________
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Exemplary 5 |
Effective 4 |
Satisfactory 3 |
Developing 2 |
Lacking 1 |
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Response to one’s own poem. |
The author offers a thoughtful and in-depth response to the questions. While reflecting on the literary devices both used and intended in the poem, the author offers an accurate definition of these terms and connects them to the larger intended theme. |
The author offers a thoughtful response to the questions. While reflecting on the literary devices both used and intended in the poem, the author defines these terms and connects them to the larger intended theme. |
The author responds to most of the questions. The author may need to explore literary devices and or theme further. |
The author may be missing a response to two or more of the questions. The author may need to explore their ideas and intentions more. |
The author only reflects on one to two questions without a thoughtful response. |
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Response to one’s own writing process. |
While reflecting on process, the author thoughtfully discusses the development of the poem. The author discusses moments of struggle, insight, and revision in the writing of the poem and responds thoughtfully and fluidly to all questions. |
While reflecting on process, the author discusses the development of the poem. The author discusses moments of struggle, insight, and revision in the writing of the poem and responds to all questions in a fluid, coherent manner. |
The author discusses the development of the poem and discusses the process of writing. The author may need to explore these responses more fully or with greater fluidity. |
The author addresses only one to two of the questions or may need to explore the writing process more fully. |
Missing more than two of the questions. The response is cursory or rushed. |
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Connection to ENGL 102 Composition |
The author includes one to two thoughtful sentences on the connection (if any) between writing poetry and reading it. |
The author includes one to two sentences on the connection (if any) between writing poetry and reading it. |
The author includes one to sentences on the connection (if any) between writing poetry and reading it. |
The author includes one rushed sentence on the connection between writing poetry and reading it. |
The writer omits the question entirely. |
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Grammar and Mechanics |
Virtually no surface errors. The paragraphs cohere and offer fluid sentences with no errors. |
Virtually no surface errors. The paragraphs cohere and offer fluid sentences with few to no errors. |
Some surface errors but the paragraphs cohere and the sentences are readable. |
Several surface errors and/or the paragraphs lack coherence. |
The response is difficult to read due to many surface errors and sentence issues. |
Total out of 20____________ Comments: