SRJC Course Outlines

6/13/2024 12:35:03 PMENGL 4B Course Outline as of Spring 2008

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ENGL 4BTitle:  INTER CREATIVE WRIT  
Full Title:  Intermediate Creative Writing
Last Reviewed:2/6/2023

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

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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Intermediate study and writing of fiction and poetry; drama and/or creative non-fiction.

Prerequisites/Corequisites:
Course Completion of ENGL 4A


Recommended Preparation:

Limits on Enrollment:

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

Prerequisites:Course Completion of ENGL 4A
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:
 
C-ID:

Certificate/Major Applicable: Major Applicable Course



COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of the course, students will be able to:
I.  READING:
A.  Identify and analyze major elements of narrative introduced in
   ENGL 4A, including character, setting, plot/conflict, and figurative
   language in published and peer-written narratives with increased
   precision.
B.  Identify and analyze additional elements of narrative, including point
   of view, tone, structure, and dialogue.
C.  Identify and analyze major elements of poetry introduced in ENGL 4A,
   including sound, rhythm, figurative language, and the poetic line in
   published and peer-written poetry with increased precision.
D.  Identify and analyze additional elements of poetry, including rhyme
   schemes, figures of speech, symbols, and line breaks.
E.  Develop basic dramatic elements such as plot, character, theme,
   diction, music, spectacle, and convention.
F.  Analyze and critique peer writing, providing detailed constructive
   criticism focusing on technical and stylistic elements appropriate to
   the genre.
II. WRITING:
A.  Apply creative writing skills through frequent writings in selected
   genres.
B.  Develop basic narrative elements, including character, setting,
   plot/conflict, and figurative language, introduced in ENGL 4A with
   increased sophistication.
C.  Apply elements of narrative, including point of view, tone, structure,
   and dialogue.
D.  Develop basic poetic elements introduced in ENGL 4A, including sound,
   rhythm, figurative language, and the poetic line in new poetic forms.
E.  Apply poetic elements, including rhyme schemes, figures of speech,
   symbols, and line breaks.
F.  Choose increasingly effective revision strategies in both narrative
   and poetic forms.
G.  Develop scenes with basic dramatic elements such as plot, character,
   theme, diction, music, spectacle, and convention.

Topics and Scope
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I.  READING:
   A.  Examples of published work in the genres of fiction, poetry, and
       creative non-fiction that illustrate technical and stylistic
       elements, such as character, setting, plot/conflict, sound,
       rhythm, and the poetic line.
   B.  Examples of published work in the genres of fiction, poetry, and
       creative non-fiction that introduce technical and stylistic
       elements such as point of view, tone, structure, dialogue, rhyme
       schemes, figures of speech, symbols, and line breaks.
   C.  Examples of published works in drama that introduce the order of
       the play including the gathering of the audience, the transition,
       the exposition, the conflict, the climax, the denouement, and
       criticism.
   D.  Examples of various genres of plays including one-act plays,
       full-length plays, tragedy, comedy, tragicomedy, dark comedy,
       melodrama, farce, documentary, and musical.
II.  WRITING:
    A. Creative writing elements and techniques for fiction, poetry, and
       creative non-fiction such as point of view, tone, structure,
       dialogue, rhyme schemes, figures of speech, symbols, and line
       breaks.
    B. Drafting and revision strategies, including discovery, shaping,
       and polishing.
    C. Written responses to peers' work in progress.
III. PEER RESPONSE AND WORKSHOP:
    A. Techniques for critiquing peers' work in a workshop setting.
    B. Strategies for providing detailed feedback in a workshop setting.
    C. Self-evaluating peer response to develop a plan for revising.

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.  Select and closely analyze works by four or more established
       writers working within selected genres of interest, identifying
       the writers' use of stylistic and technical elements.
   C.  Present a 5- to 7-minute oral critique of a work of short fiction
       by a student writer, focusing on creative elements such as point
       of view, tone, structure, and dialogue.
   D.  Read, interpret, and discuss a work of creative non-fiction by an
       established writer.
   E.  Analyze and discuss the internal structure of a narrative poem of
       50 lines or more.
   F.  Analyze and discuss the components of a play.
II. WRITING:
   A.  Write a minimum of four hours weekly, focusing on maintaining a
       regular writing schedule.
   B.  Collect a portfolio of revised works totaling at least 8,000 to
       10,000 words, 250 lines of extensively edited poetry, or a
       proportional equivalence of several genres that demonstrate
       intermediate creative writing skills.
   C.  Write at least six poems that incorporate symbolism.
   D.  Write a 1,000- to 3,000-word prequel or sequel to a work of
       fiction by an established writer, incorporating at least one major
       element (such as setting or plot) from the original work.
   E.  Write a 750- to 1,000-word work of creative non-fiction that
       experiments with a unique point of view; or develop an outline
       and several scenes for a one-act play with special attention to a
       specific sub-genre.
   F.  Write a poem developed from an extended metaphor.
   G.  Revise and edit extended writings (totaling at least 3,000 to
       5,000 words), applying feedback from peer critiques, workshops,
       conferences, or tutorials, and focusing on revision techniques
       such as changing point of view, choosing active verbs, cutting
       scenes that do not move the plot forward, and changing tense.
   H.  Write a detailed critique of 500 to 700 words of a classmate's
       work in a particular genre, focusing on elements such as
       figurative language, scene and summary, text and subtext, rhythm
       and rhyme, or dialogue, as appropriate for the genre of the work.
   I.  Write a response to a literary event.

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%
Written homework
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%
Class performances, Oral critique
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


Representative Textbooks and Materials:
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PRIMARY TEXT:
Burroway, Janet. WRITING FICTION: GUIDE TO NARRATIVE CRAFT. Harcourt, 2007
SUPPLEMENTAL TEXTBOOKS:
Barrington, Judith. WRITING THE MEMOIR. Portland: 8th Mountain Press, 1997
Kowit, Steve. IN THE PALM OF YOUR HAND: THE POET'S PORTABLE WORKSHOP.
     Maine: Tilbury House, 1995.
DeMaria, Robert. THE COLLEGE HANDBOOK OF CREATIVE WRITING. 3rd ed.
    Ft. Worth: Harcourt, 1998.
Gardner, John. THE ART OF FICTION. New York: Vintage, 1991.
LeGuin, Ursula K. STEERING THE CRAFT. Portland, OR: Eighth Mountain
    Press, 1998.
Lopate, Phillip, ed. THE ART OF THE PERSONAL ESSAY. New York: Anchor/
    Doubleday, 1995.
Hills, Rust. WRITING IN GENERAL AND THE SHORT IN PARTICULAR. Houghton
Mifflin, 2000.
Addonizio, Kim and Dorianne Laux. THE POET'S COMPANION. Norton, 1997.
Examples of established writers may include but are not limited to the
following:
Fiction:
Allison, Dorothy
Carver, Raymond
Cather, Willa
Conrad, Joseph
Ellison, Ralph
Heller, Joseph
Joyce, James
Morrison, Toni
O'Brien, Tim
Sherman, Alexi
Poetry:
Dickinson, Emily
Hass, Robert
Oliver, Mary
Rushdie, Salman
Whitman, Walt
Creative Non-fiction:
Baldwin, James
Capote, Truman
Didion, Joan
Lopez, Barry

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