In my creative writing class, the midterm exam takes the form of a project as opposed to a traditional test. Midterms usually happen near the end of January, so I try to explain the project to my students as soon as possible upon returning from vacation. This gives them plenty of time to work on it and do a good job. I do give them some class time, but they must consider it to be their homework. During the two hour exam period, students must present their work to the rest of the class by choosing a few highlights from their project to discuss.
Here are some directions I give to first level CW students as to what they must include in their portfolios:
an original title;
a “Table of Contents” page including page numbers, titles, etc.;
a collection of poems by other authors - at least two must include written responses for your preferences - pick out favorite lines, interpret the language, share your insights, etc.;
a collection of original poems - make sure that these poems are final-FINAL draft quality - re-edit for spelling, word choice, punctuation, structure, etc. - pick out your three strongest pieces and include written responses for your choices (see above);
a collection of Internet sites and books that you have found useful (and/or interesting) in your study of poetry - again, include reasons/specific information;
drawings, collages, paintings, photographs, etc. (sculpture? You-name-it: some type of visual representation) to accompany at least two of the poems in your portfolio - please do not merely download images from the Internet or paste in clip art;
extras - quotes, poetic song lyrics, thoughts that wish to be placed in the corner of a page, favorite lines from a friend’s poem, your favorite grammar school poem, a Cubist drawing of your favorite poet, a cherished piece from last year’s issue of Calliope, etc. - a lot of freedom here;
option A: poet information page
option B: the “performance” of a poem
(You may choose EITHER “A” or “B.”);
a self-assessment of your midterm project and your performance in Creative Writing up to this point. Please include the following items in your assessment: 1) a letter grade for your midterm project and an explanation of the grade, 2) your perceived strengths as a writer, 3) your perceived weaknesses, 4) the most significant piece of information you have learned about yourself as a result of this class or as a result of writing in general.
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Second level students are required to create their own "zines," compose a plan for a literary service project, and complete an additional project of their choosing. My next blog entry will center on the idea of literary service projects (which are always a HUGE hit!). See you next time!
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Hi Ms Strout! I did get your comment about poetry exercises; I'm just now getting around to giving you some.
I started with a fairly old book by Joseph Tsujimoto, called _Teaching Poetry Writing to Adolescents_. It has some great exercises, from very simple to much more complex. There's also a newer book, _The Practice of Poetry: Writing Exercises from Poets who teach_ that's very helpful.
OK, exercises I've used:
1. Three-column poem. Have students fold a piece of paper lengthwise in three. In first column, write five emotions; in second column, write five colors; in third column, write five nouns (ie., door, star, blanket, etc.). Then they read across the columns to create an image -- ie., "Jealousy is a purple blanket" and write a poem around that image. (I got this from a book that I can't remember just now -- it's in my office and I'm at home)
2. My students' favorite was when I asked them to freewrite about something -- usually their relationship with poetry -- and then go back through their freewrite, circle strong or important words, and write a poem from those.
What made a big difference for my students was that I bring to class every day a poem that we read together and talk about -- just a poem that I like, and we don't analyze it per se, just react to it. They told me that this allowed them to feel a bit of freedom in writing poems.
I hope this helps --
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