Making Metaphors

 

Week #3 Sharpened Visions Making Metaphor

AGENDA:

EQ--How do poets use metaphor?

1. View Week #3 Videos Sharpened Visions on coursera.org


2. Writing Prompts:

TO REVIEW, THIS WEEK'S POETRY PROMPTS ARE BELOW. WRITE TO ONE PROMPT, OR BOTH. YOU'LL HAVE AN OPPORTUNITY TO WORKSHOP ONE OF THESE POEMS, AS DESIRED, AT THE END OF THIS MODULE.

You Are So Conceited: When A Metaphor Isn’t Tough Enough

As mentioned before, metaphors are often more powerful when the things made to seem similar actually seem, at first, very different. Yet when there’s a big gap between the object of the metaphor and its figure, you need to convince your reader of the validity of your metaphor. You need a conceit. A conceit is like an extended metaphor, but it argues for the metaphor itself. John Donne’s “The Flea”—where he argues that a flea is a marriage bed—is a prime example. Try one of those!

One of Us! One of Us!: Developing the Focused Image System

Write a poem in which you limit all of your figures of speech to refer to a general thematic unity—perhaps they’re all insect-related, all engineering principles, or connected to desert ecologies. You don’t need to pile them on—in fact, show restraint if you like, but keep them consistent!

TECHNICAL TERMS POEM--Handout

POST your poem on Google Classroom!

Object Poem

THURSDAY, SEPTEMBER 5, 2019

Week 2 Sharpened visions/Abstract vs. Literal

AGENDA:


EQ: What is an image? How do poets work with imagery?

Continue course: share out some imitation poems

https://www.coursera.org/learn/poetry-workshop/discussions/weeks/2

TO REVIEW, THIS WEEK'S NEW POETRY PROMPTS ARE BELOW. WRITE TO ONE PROMPT, OR BOTH. YOU'LL HAVE AN OPPORTUNITY TO SHARE AND WORKSHOP ONE OF THESE POEMS as well as others next week, AS DESIRED, AT THE END OF THE FOLLOWING MODULE (WEEK 3).

Make A Still Life: Without All of That Messy Paint

In the tradition of the Imagists, write a poem that describes an object. Be as literal and vivid as possible. Pick up the object (if you can), look at it from as many different angles as possible. Consider its color, its weight, its texture, its material and write up a picture!

Hello, My Name Is…: Title as Poem Catalyst

Think up a poem title structured as such: The [Concrete Noun] of [Abstract Noun]. So, like: “The Cheese of Time” or like “The Monkey of Holiness” or maybe “The Steak Knife of Despair.” If a title like that doesn’t get you going… Then, write a poem based on that title.

Another variation on the Object Poem:


OBJECT POEM
https://penandthepad.com/write-object-poem-5085351.html

https://www.writersdigest.com/writing-articles/by-writing-goal/improve-my-writing/spotlight-on-object-poems

An object poem describes an inanimate object in detail, focusing on singular characteristics of an animal, natural phenomenon or manufactured good. A vivid description of the object's physical form, functions and potential is used as a literary device to personify the object. Employing straightforward and highly descriptive language, an object poem leads the reader to fresh perception of the subject. Ultimately, the reader senses the significance of the object as a metaphor for human interaction, emotional situations or spiritual truths. 

Advanced Poetry Workshop

AGENDA:

 Introduction

Course Criteria

What is a workshop? Short video:

https://www.coursera.org/learn/poetry-workshop/lecture/llvhw/the-workshop-process

2. To get the most out of this course, here are some recommended resources to help you:

The Poetry Foundation is an organization based out of Chicago, IL and represents all things poetry. Besides their print magazine and local events, they have a comprehensive website that includes a database of poems, lesson plans, a noteworthy blog and a glossary. The latter will come in handy as you move through this course.

Poets.org is a similar online resource developed and updated by the Academy of American Poets.

3. Exercise: The Found Poem: A Brand New poem in Three Easy Steps

Grab a paragraph of text from a book or on the web and make a found poem by breaking a passage into lines. A poem is more than line broken prose, but this exercise can help you experiment with rhythm and sound quickly.

Search the internet for an interesting short PROSE passage about your TOPIC/THEME. Copy and paste it into a Google doc. Work on line breaking the passage into a poem. Post your found poem on Google Classroom for credit for this assignment.

https://www.wikihow.com/Make-a-Found-Poem

4. Share out

Week #6 MP4---Jennifer Egan "Black Box" and "To Do"

AGENDA:

Jennifer Egan (born September 7, 1962) is an American novelist and short story writer. Egan's novel A Visit from the Goon Squad won the 2011 Pulitzer Prize for Fiction and National Book Critics Circle Award for fiction. As of February 28, 2018, she is the President of the PEN America Center.^[1] Egan lives in Clinton Hill, Brooklyn with her husband and two sons.^[2]


Read Jennifer Egan's "Black Box" and "To Do".   Write a Twitter short story (140 characters) or a "To Do" story.

https://thebookreviewpage.wordpress.com/2016/01/26/jennifer-egans-black-box-and-short-stories/


https://www.newyorker.com/magazine/2012/06/04/black-box-2

https://www.theguardian.com/books/2011/jul/22/jennifer-egan-short-story

Week #5 MP4--Readings and Response: George Saunders "Puppy"

AGENDA:

DUE: Friday, May 22
Read the following George Saunders short story "Puppy" and answer the questions below in a paragraph response for weekly credit.  See Checking In post for a quick video  response as well.

Story link:
https://www.newyorker.com/magazine/2007/05/28/pupp


Commentary:
https://everythingbutthefiction.blogspot.com/2007/05/george-saunders-puppy.html

More stories by Saunders:

http://www.openculture.com/2013/03/10_free_stories_by_george_saunders_author_of_itenth_of_decemberi_the_best_book_youll_read_this_year.html


QUESTIONS TO ANSWER (for class credit):

In the story "Puppy," which mother loved her children the most? What characteristics do you use to determine which mother is best?

Checking In--Week #5 MP4

I hope you are all doing well! 
Let me know how you're doing.  Just checking in again.

Watch video and post a comment for classroom credit!
We could all use some kindness now.

https://vimeo.com/214754441

Week #4 MP4--ZZ Packer "Gideon" and "Brownies"

AGENDA:

Read "Gideon"
https://www.theguardian.com/books/2007/oct/06/featuresreviews.guardianreview32

Read "Brownies":
https://fictionwritersreview.com/essay/a-writer-awakens-on-zz-packers-brownies/

http://writ101van.weebly.com/uploads/2/2/7/3/22735066/packer_brownies.pdf

https://en.wikiversity.org/wiki/ZZ_Packer_%22Brownies%22

Interview:
http://www.identitytheory.com/zz-packer/

RESPOND on Google Classroom:
1. How are the girls in Snot’s Brownie troop similar toand different from the girls in Troop 909? What is the significance of these similarities and differences in the story?

 2. To develop well-rounded characters in literary fiction, no character can be entirely “good” or entirely “bad,” even if a character leans more one way than the other. How does Packer show Snot to be less than entirely virtuous? Conversely, how does Packer show a character like Arnetta to have at least some positive aspects to her personality?

3. What role does religion play in the story?

 4. How does Packer move the theme of discrimination to the foreground at the end of the story, making plot secondary after the narrative’s climatic moment?