“A work is never the creation of a solitary individual but is always the product of
a colony of writers whose thoughts and words circulate through the author.”Mark C. Taylor. The Moment of Complexity: Emerging Network Culture.
| Algarin & Holman | Aloud: Voices from the Nuyorican Cafe |
| Baraka | The LeRoi Jones / Amiri Baraka Reader |
| Beach | Artifice and Indeterminacy: An Anthology |
| Brooks | Essential Gwendolyn Brooks |
| Fenollosa | The Chinese Written Character |
| Hejinian | My Life |
| Niedecker | Collected Works |
| O'Hara | Lunch Poems |
| Oppen | George Oppen: Selected Poems |
| Pratt | The Imagist Poem |
| Watten | Bad History |
| IMAGISM, AMYGISM, & VORTICISM |
| reading |
responses |
|
| Jan. 20 | exemplary set: "Introduction" to The Imagist Poem (Pratt 19-44) |
post |
| Jan. 23 | Imagist Manifestos: post: Choose one of the three principles Pound's "A Retrospect" gives for poetic composition, then test it against H.D.'s "Hermes of the Ways." What did Pound see in this poem that made him offer it as the example of what the Imagists wanted to accomplish? |
post |
| Jan. 25 | Fenollosa (& Pound), The Chinese Written
Character |
|
| Jan. 27 | Pound's Imagism: posts: Is it possible to read Pound's poems as ideograms like "boat-water" or "sun-and-moon"? In your paragraph, take a concept from The Chinese Written Character and use it to think about the following Pound poem: |
post |
| Jan. 30 | H.D., Imagiste |
post:
"Sea Rose" "Storm" "Orchard" |
| Feb. 1 | Amygisme: |
post: |
| Feb. 3 | World War I |
post |
| Feb. 6 | Imagism's aftermath: Sandburg and Stevens post: |
post |
| Feb. 8 | Imagism's aftermath: Williams |
post |
| Feb. 10 | REVIEW OF IMAGISM : bring questions,
theories, and critiques |
imitations due |
| OBJECTIVISM |
| Feb.13 | exemplary set: Anon, "O Western Wind" and Shelley, "Ode to the West Wind" (handout) & Oppen, "O Western Wind"(SP 26) optional post: what would the Objectivists object to in Shelley's "Ode to the West Wind"? What would they admire in the 4-line Middle English poem? How is Oppen's "O Western Wind" in conversation with these two precursors? |
proposal for paper |
| Feb. 15 | Objectivist principles : |
|
| Feb. 17 | Oppen's Discrete Series, with preface by Pound (handout) William Carlos Williams, review of Discrete Series (1934) (handout) required post: Using one of the poems in Discrete Series, 1) write a paragraph exploring Oppen's statement that "[t]he meaning of a poem is in the cadences and the shape of the lines and the pulse of the thought which is given by those lines" (Interview 180). As you read the poem, be alert to the moment at which this statement takes on meaning or becomes true for you. Where does this happen? How? OR 2) pick another statement from the Oppen interview which illuminates one of the poems in Discrete Series and use it to address the same questions. |
post |
| Feb. 20 | George Oppen: Discrete Series (1931): second reading Zukofsky, Objectivist manifesto: "Program: 'Objectivists'" (handout) |
draft of |
| Feb. 22 | The Materials (1962): "Eclogue"
(SP 7), "Image of the Engine" (8), "Leviathan" (30) listen to Oppen read his poems here |
|
| Feb. 24 | no class / work on paper | |
| Feb. 27 | Lorine Niedecker: Niedecker entry in Dictionary
of Literary Biography & Niedecker pages required post: Observing that Oppen's poems give us a rhetoric of thinking, Robert Creeley says, "It is as if one listens to his thinking, the slowly secured phrases." Listen to Niedecker thinking, then write a post on the movement of this thought in one of the poems in the assigned reading. |
post |
| Mar 1 | "Poet's Work" (194), "I married" (228), and"My Life by Water" (237-38) interpretations of "Paean to Place" post on "Paean to Place": launch your post from a claim made in the interpretations on the MAPS website then move into one section of the poem to make your own interpretations |
post |
| Mar 3 | "Paean to Place" (261-69) Penberthy, "A little too little: Re-Reading Lorine Niedecker" |
paper 1 |
| Mar 6 | REVIEW OF OBJECTIVIST MOVEMENT: bring
questions, theories, and critiques (& also Oppen and Niedecker volumes) |
imitations |
| Mar 8 | Midterm |
| L=A=N=G=U=A=G=E |
| SPRING BREAK (March 13-18) | ||
| Mar 20 | exemplary sets: Stafford, "Traveling Through the Dark" & Armantrout, "Traveling Through the Yard" Olds, "The One Girl at the Boys' Party" & Niedecker, "I married" (in L=A=N=G=U=A=G=E packet) Perloff, "The Changing Face of Common Intercourse" (Beach 77-106) Armantrout, "Feminist Poetics and the Meaning of Clarity" (Beach 287-96) required post: Using either the Stafford/Armantrout or Olds/Niedecker pairing as your exemplary set, write a paragraph that probes the L=A=N=G=U=A=G=E poets' objections to mainstream lyric poetry. If the Imagists were tired of Arnold and the Objectivists were tired of Shelley, these poets were sick of Stafford and Olds. But why? |
post |
| Mar 22 | L=A=N=G=U=A=G=E manifestos: Grenier, "On Speech" (handout) Silliman, et al, "Aesthetic Tendency and the Politics of Poetry: A Manifesto" (handout) Bernstein, "The Artifice of Absorption" (Beach 3-23) Antin, "what it means to be avant-garde" (Beach 109-29) |
|
| Mar 24 | L=A=N=G=U=A=G=E poems (handout) Davidson, "'Skewed by Design': From Act to Speech Act in Language Writing" (Artifice70-76) required post: Discuss Grenier's declaration in his manifesto "On Speech" that he wants "writing what is thought / where feeling is / words are born," then illustrate your thoughts about his meaning with a specific example from one of the poems in the packet. |
post |
| Mar 27 | Hejinian, My Life (to p. 74) Perelman, "Parataxis and Narrative: The New Sentence in Theory and Practice" (Artifice 24-48) |
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| Mar 29 | Hejinian, My Life (all) required post: "The sentences keep reappearing," Bob Perelman writes in his essay on the "new sentence," "juxtaposed against different sentences" (34-35). Describe the effect of this repetition by looking at two or three recurrences of one of the earmarked italicized sentences in My Life. |
post |
| Mar 31 | conclusion of My Life |
|
| Apr 3 | Watten, Bad History (1998), sections A, B, & C Watten, "War = Language" (Circulars, 2003) |
|
| Apr 5 | Watten, Bad History (1998), sections D, E, & F Michal Rovner Decoy #1 (cover) |
post |
| Apr 7 | REVIEW OF LANGUAGE MOVEMENT: bring
questions, theories, and critiques |
language post |
| BLACK ARTS |
| Apr 10 | Transition: |
|
| Apr 12 | Black Arts exemplary set: Baraka, "An Agony. As Now." (52-53) required post: Baraka dedicates "BLACK DADA NIHILISMUS" to, among others, Tambo, Willie Best, W. E. B. DuBois, Patrice Lumumba, Jack Johnson, Tonto, Buckwheat, Billie Holiday, and Denmark Vesey. Pick one of these figures, do some research to discover who that person was, and think about why this poem would be dedicated to him or her. |
post |
| Apr 14 | historical overviews: Poems from The Dead Lecturer (51-74), with emphasis on "An Agony. As Now," "Rhythm & Blues," and "Political Poem" |
|
| Apr 17 | manifestos: poems from Black Magic (210-224), especially "A POEM SOME PEOPLE WILL HAVE TO UNDERSTAND," "Letter to E. Franklin Frazier," and "Black People!" |
post
|
| Apr 19 | Baraka, Dutchman (BR 76-99) required post: According to DuBois, Blacks who live in a majority white culture
are marked by "a double consciousness" or "two-ness"
that results from the clash between one's sense of oneself and one's sense
of others' sense of oneself. It could be argued that Dutchman is
Baraka's rendition of the anguish it is to always look at oneself through
the eyes of others, to "measure one's soul by the tape of a world that
looks on in amused contempt and pity." For this post, then, write a
paragraph that considers the interplay between Clay and Lula's sense of
him, Clay and the subway riders' sense of him, or Clay and the
reader's sense of him. In your response, point to specific scenes
that give Baraka's audience access to Clay's split consciousness or sense
of "two-ness." |
post |
| Apr 21 | discussion of Dutchman work on draft of paper 2 / bring questions |
|
| Apr 24 | REVIEW OF BLACK ARTS MOVEMENT: bring questions,
theories, and critiques required post: what are the sources of the power of Black Arts writing? what are the drawbacks of its political and aesthetic strategies? |
draft for
|
| SLAM |
| Apr 26 | Aloud: poems by reggie cabico,
maggie estep, tracie morris, hal sirowitz, bob holman, patricia smith,
lisa buscani, gary glazner, and marc smith required post: Unlike all the other movements we've studied, slam is for the ear, not the eye, the stage not the page. For this post, select one of the assigned poems for which we have sound and describe the ways in which the words are shaped for speech. What aspects of the poem create its appeal to the ear? |
post |
| Apr 28 | Holman and Algarin, Introduction to Aloud required post: choose a poem from the 1990s section of Aloud that could only have been written in the 1990s and discuss its relation to the culture of the 1990s. Use your post to prepare to present the poem in class. |
post |
| May 1 | poets from Slam (handout) |
|
| May 3 | Saul Williams "The Wind's Song," Sha Clack Clack, and Amethyst Rocks "Gypsy Girl," "Children of the Night" (handout) Williams' web presence: biography Sony website saulwilliams.com "Not in My Name" project |
|
| May 5 | imitations & paper 2 |
| May 7 | optional meeting: review for final 4:00 pm, Sunday, in our usual room (leave the door propped open downstairs so others can get access to EPB) required post: write two essay questions that you would like to see on the final. These questions should get at the similarities and differences between the five movements we've studied this semester and offer an occasion to sum up your thoughts on the benefits, challenges, and problems of studying poets as members of a group rather than as individual entrepreneurs or geniuses. |
post |
| May 8 | final examination at 2:15 p.m. in EPB 209 |
| posts in response to daily reading | ongoing | 15% |
| imitations of poems | at end of each section | 10% |
| Paper 1: 5 page comparison of two poems, one of them from Imagism and the other from Williams, Stevens, Sandburg, or Oppen | Feb. 13: proposal Feb. 20: draft due Feb. 27: paper due |
15% |
| Midterm | March 8 | 15% |
| Paper 2: 7-10 page paper on the interplay between the texts and paratexts that together define a particular poetic community. The essay may take as its focus either Language writing or Black Arts writing. | L=A=N=G=U=A=G=E writing |
20% |
Class Participation: daily attendance, keeping up with the reading, and sharing your insights and questions in class. More than five absences during the semester will incrementally lower the final grade for the course; more than eight absences means an F for the course. |
ongoing | 10% |
| Final | May 8 at 2:15 pm | 15% |