CW Readings

New Link: Nick’s example of a journal response to Carlson’s “A Kind of Flying” (plus some notes on the process!)

Date	In-Class Activity	Homework (to be completed by the next class meeting) You should read each selection carefully, more than once. Know the material and be prepared to discuss it in detail in class. All readings (books and web materials) should be brought to class. All assignments should be typed, unless otherwise indicated. All workshop pieces must be brought to class with enough copies for you workgroup (5 minimum)
1/12	cover syllabus, policies	Read Ziegler’s The Writing Workshop Note Book, pages 81-116
1/14	quiz; Discuss the Workshop environment	Read Hugo, Stafford, “Why Do We Read Fiction?” and The Nature of Literature
1/19	discuss Hugo and Stafford, writing as craft	Read Carlson and Franklin; bring written responses to class
1/21	discuss Carlson & Franklin	Selections from Flash Fiction Forward (FFF): Read “The Barbie Birthday,” “Sweet Sixteen,” “Bullet,” “00:02:36:58,” “The Voices in My Head”; bring responses to class;
1/26	discuss the first-person narrative and development	from FFF: “Jumper Down,” “Baker’s Helper,” “The Great Open Mouth Anti-Sadness,” “Bullhead,” “Accident”; Read “Girl”; bring responses to class
1/28	discuss character development and diction	from FFF: “The Memory Priest of Creech People,” “The Cats in the Prison Recreation Hall,” “The Old Truth in Costa Rica,” “Justice—A Beginning”; bring responses to class
2/2	discuss metaphor, myth, and cultural expectation	Read “Happy Endings,” “Nacirema,” Hollowell; bring response to class
2/4		Begin writing workshop set #1; Read Hendricks and Marquez; bring responses to class
2/9	discuss Hendricks and Marquez (dealing with pain, suffering, and emotion)	continue on workshop set #1; Read Shields, Currie, Garrett, Martel, and Gould; bring responses to class
2/11	discuss Shields, Currie, Garrett, and Gould; Journal Check #1 (10 entries minimum)	finish workshop set #1
2/16	Begin workshop set #1 (order TBA; breakout sessions)	read workshop pieces; write evaluations
2/18	Workshop #1 breakout sessions, cont’d	read workshop pieces; write evaluations
2/23	Workshop #1 breakout sessions, cont’d	write evaluations of workshop #1
2/25	Discuss workshop #1 in class; Journal check #2 (20 entries)
3/2
3/4
3/9
3/11	Journal check #3 (30 entries)
3/16
3/18
3/23
3/25
3/30
4/1	National Poetry Day	Public Reading in Library
4/6	Journal check #4 (40 entries)
4/8
4/13
4/15
4/20
4/22
4/27	Journal check #5 (50 entries)
4/29