"For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf." The underlined portions were to be interchanged with words that pertain to that person's story. For example: For Drama Queens Who Have Considered changing When the passion is Enuf....or For fathers Who Have Considered leaving When the pressure is Enuf.


Who
Does what to Whom
And How
And Where
And When
And what happens at the end of the doing

How do we develop a poetic voice?

Catching light through the cracks.
I did not find most of the poetry visual enough. (But that is okay) 
Let us go through a set of tips

1. Know Your Goal.

If you don’t know where you’re going, how can you get there? What are you trying to say? What is the So What?

Before you begin, ask yourself what you want your poem to “do.” Do you want your poem to describe an event in your life, protest a social injustice, or describe the beauty of nature? Once your know the goal of your poem, you can conform your writing to that goal. Take each main element in your poem and make it serve the main purpose of the poem.

2. Avoid Clichés

How to Improve a Cliché

I will take the cliché “as busy as a bee” and show how you can express the same idea without cliché.

1. Determine what the clichéd phrase is trying to say.
   In this case, I can see that “busy as a bee” is a way to describe the state of being busy.
2. Think of an original way to describe what the cliché is trying to describe.
   For this cliché, I started by thinking about busyness. I asked myself the question, “What things are associated with being busy?” I came up with: college, my friend Jessica, corporation bosses, old ladies making quilts and canning goods, and a computer, fiddlers fiddling. From this list, I selected a thing that is not as often used in association with busyness: violins.
3. Create a phrase using the non-clichéd way of description.
   I took my object associated with busyness and turned it into a phrase: “I feel like a bow fiddling an Irish reel.” This phrase communicates the idea of “busyness” much better than the worn-out, familiar cliché. The reader’s mind can picture the insane fury of the bow on the violin, and know that the poet is talking about a very frenzied sort of busyness. In fact, those readers who know what an Irish reel sounds like may even get a laugh out of this fresh way to describe “busyness.”

3.  Avoid Sentimentality

4.  Use Images

“BE A PAINTER IN WORDS,” says UWEC English professor emerita, poet, and songwriter Peg Lauber. She says poetry should stimulate six senses:

• sight
• hearing
• smell
• touch
• taste
• kinesiology (motion)

Examples.

• “Sunlight varnishes magnolia branches crimson” (sight)
• “Vacuum cleaner’s whir and hum startles my ferret” (hearing)
• “Penguins lumber to their nests” (kinesiology)

Lauber advises her students to produce fresh, striking images (“imaginative”). Be a camera. Make the reader be there with the poet/speaker/narrator

5. Use Metaphor and Simile

Use metaphor and simile to bring imagery and concrete words into your writing.

Metaphor

A metaphor is a statement that pretends one thing is really something else:

Example: “The lead singer is an elusive salamander.”

This phrase does not mean that the lead singer is literally a salamander. Rather, it takes an abstract characteristic of a salamander (elusiveness) and projects it onto the person. By using metaphor to describe the lead singer, the poet creates a much more vivid picture of him/her than if the poet had simply said “The lead singer’s voice is hard to pick out.”

Simile

A simile is a statement where you say one object is similar to another object. Similes use the words “like” or “as.”

Example: “He was curious as a caterpillar” or “He was curious, like a caterpillar”

This phrase takes one quality of a caterpillar and projects it onto a person. It is an easy way to attach concrete images to feelings and character traits that might usually be described with abstract words.

Note: A simile is not automatically any more or less “poetic” than a metaphor. You don’t suddenly produce better poems if you replace all your similes with metaphors, or vice versa. The point to remember is that comparison, inference, and suggestion are all important tools of poetry; similes and metaphors are tools that will help in those areas.

6. Use Concrete Words Instead of Abstract Words.

Concrete words describe things that people experience with their senses.

• orange
• warm
• cat

A person can see orange, feel warm, or hear a cat.

Poets use concrete words help the reader get a “picture” of what the poem is talking about. When the reader has a “picture” of what the poem is talking about, he/she can better understand what the poet is talking about.

Abstract words refer to concepts or feelings.

• liberty
• happy
• love

“Liberty” is a concept, “happy” is a feeling, and no one can agree on whether “love” is a feeling, a concept or an action.

A person can’t see, touch, or taste any of these things. As a result, when used in poetry, these words might simply fly over the reader’s head, without triggering any sensory response. Further, “liberty,” “happy,” and “love” can mean different things to different people. Therefore, if the poet uses such a word, the reader may take a different meaning from it than the poet intended.

Change Abstract Words Into Concrete Words

To avoid problems caused by using abstract words, use concrete words.

Example: “She felt happy.”

This line uses the abstract word “happy.” To improve this line, change the abstract word to a concrete image. One way to achieve this is to think of an object or a scene that evokes feelings of happiness to represent the happy feeling.

Improvement: “Her smile spread like red tint on ripening tomatoes.”

This line uses two concrete images: a smile and a ripening tomato. Describing the smile shows the reader something about happiness, rather than simply coming right out and naming the emotion. Also, the symbolism of the tomato further reinforces the happy feelings. Red is frequently associated with love; ripening is a positive natural process; food is further associated with being satisfied.

7. Communicate Theme.

Poetry always has a theme. Theme is not just a topic, but an idea with an opinion.

Theme = Idea + Opinion

Topic: “The Vietnam War”

This is not a theme. It is only a subject. It is just an event. There are no ideas, opinions, or statements about life or of wisdom contained in this sentence

Theme: “History shows that despite our claims to be peace-loving, unfortunately each person secretly dreams of gaining glory through conflict.”

This is a theme. It is not just an event, but a statement about an event. It shows what the poet thinks about the event. The poet strives to show the reader his/her theme during the entire poem, making use of literary techniques.

8 Subvert the Ordinary.

Poets’ strength is the ability to see what other people see everyday in a new way. You don’t have to be special or a literary genius to write good poems–all you have to do is take an ordinary object, place, person, or idea, and come up with a new perception of it.

Example: People ride the bus everyday.

Poets’ Interpretation: A poet looks at the people on the bus and imagines scenes from their lives. A poet sees a sixty-year old woman and imagines a grandmother who runs marathons. A poet sees a two-year old boy and imagines him painting with ruby nail polish on the toilet seat, and his mother struggling to not respond in anger.

Take the ordinary and turn it on its head. (The word “subvert” literally means “turn upside down”.)

9 Rhyme with Extreme Caution.

Rhyme and meter (the pattern of stressed and unstressed words) can be dangerous if used the wrong way. Remember sing-song nursery rhymes? If you choose a rhyme scheme that makes your poem sound sing-song, it will detract from the quality of your poem.

I recommend that beginning poets stick to free verse. It is hard enough to compose a poem without dealing with the intricacies of rhyme and meter.  

10 Revise, Revise, Revise.

The first completed draft of your poem is only the beginning. Poets often go through several drafts of a poem before considering the work “done.”

To revise:

• Put your poem away for a few days, and then come back to it. When you re-read it, does anything seem confusing? Hard to follow? Do you see anything that needs improvement that you overlooked the first time? Often, when you are in the act of writing, you may leave out important details because you are so familiar with the topic. Re-reading a poem helps you to see it from the “outsider’s perspective” of a reader.
• Show your poem to others and ask for criticism. Don’t be content with a response like, “That’s a nice poem.” You won’t learn anything from that kind of response. Instead, find people who will tell you specific things you need to improve in your poem.

Breath deep the gathering gloom

Well writers, it seems we will not be together today or maybe even Monday we have to start thinking about poetry NOW. 

Here is some information on Slam Poetry

Look for 5-7 poems that you are digging. Don't just sue my suggestions but find some of your own. Take a look at these poets and get an idea of what works for you. These are considered "serious" poets (whatever that means) so look at some of what they have done and see if anything speaks to you.

Nick Flynn

Frederick Seidel

Mary Karr

C.D. Wright (She just died this month - Geez!)

These are Poetry Slam poets. The same but different. 

Go find the lyrics to 3-5 of your favorite songs. (I’m sure most of you are like me and there is no single “Favorite Song”)

Using your song selections, identify poetic devices within the lyrics. Some devices to include: alliteration, imagery, metaphor, personification, simile, rhyme, repetition, apostrophe, echo, allusion, hyperbole, euphemism, and paradox.

I love the blues. Classic, right? It is what most of today’s music is based from - so let us get a handle on The Blues in order to understand some of the poetic devices I mentioned above. Click on the link to hear the whole song.

• "Sometimes I feel like a motherless child" (simile) (Sung by Odetta, John Legend, Van Morrison, Ella Fitzgerald and many more. I chose John Legend and Odetta as my faves. Figure out yours.
• "Sun going down, dark gonna catch me here" (personification, imagery)
• "They got me accused of forgery and I can't even write my name" (paradox) 'Death Cell Blues' BLIND WILLIE McTELL https://www.youtube.com/watch?v=S5OF_51eX9s
• "You've got a good cotton crop, but it's just like shootin' dice" (simile, paradox)
• "I had religion this very day, but the whiskey and women would not let me pray" (internal rhyme, personification) https://www.youtube.com/watch?v=TkMf4GOYh7A
• "I can hear the Delta calling by the light of a distant star" (personification, imagery)
• "Woke up this morning with the jinx all around my bed" (metaphor) https://www.youtube.com/watch?v=hMAlK-0DVlc
• "Go down, old Hannah; don't you rise no more. If you rise in the morning, bring judgment sure" (personification, apostrophe) https://www.youtube.com/watch?v=lfBI70zeprc

Okay. Now that you have looked at your lyrics and understood what works as lyrical conventions 

alliteration, 

imagery, 

metaphor, 

personification, 

simile, 

rhyme, 

repetition, 

apostrophe, 

echo, 

allusion, 

hyperbole, 

euphemism, 

and paradox 

(If you are unsure about one, look it up :)

Now it is time for you to write your first real poem. 

Select a prominent theme in society and write two (2) poems or blues songs about it. Whether you select a poem or song,  make sure to incorporate a blues form (AAB is easiest; "Po' Boy Blues" , could serve as a poetry model, 

while "Cross Road Blues"  represents a good blues song model) as well as poetic devices. 

If you are struggling to identify a prominent societal theme, assign them to write about an event or daily occurrence in your life.

Be ready to read it all aloud on Wednesday. 

Welcome to Applied Writing

What are we doing in this class this semester?

Applied writing will give you some experiences in several different creative genres. 

• Short story (flash fiction)
• Poetry
• Travel writing
• Food writing
• Personal essay
• Playwriting/screenwriting 

You will be writing a poem a week.

5 short stories

1-2 travel

1-2 food

2 personal essays

1-2 play or film script(s)

• Students will gain an understanding of the characteristics of successful creative writing, specifically the short stories, poems, and films found in today’s commercial arena.  Why do these works succeed?  What formulas, strategies, and mechanics have the authors used to generate enthusiasm for their work?
• Students will examine writing as art and, through exercises and group critique, learn to write more effective sentences. 
• Students will incorporate techniques of developing and expanding creativity, originality, and art in writing.

What are the tools in your toolkit?

A notebook for notes, ideas snippets, conversations, ANYTHING that can/does/will spark a idea.

A notebook for morning pages, and more about morning pages, and do the morning pages. 

Finally, a notebook as your writing space (we do not write first drafts on a computer. Computers are bad for your creativity.) 

WRITE WITH A PENCIL OR PEN - There are physical and metal benefits

I have a special pen. I love my pen and have taken pictures of it. 

This is my pen. There are many like it but this one is mine. I want you to make your own writing and creativity creed. Take a look at this clip from the movie "Full Metal Jacket"

Take these actions seriously. Here a a favorite quote of mine: 

“Are you a born writer? Were you put on earth to be a painter, a scientist, an apostle of peace? In the end the question can only be answered by action.
Do it or don't do it.
It may help to think of it this way. If you were meant to cure cancer or write a symphony or crack cold fusion and you don't do it, you not only hurt yourself, even destroy yourself,. You hurt your children. You hurt me. You hurt the planet.
You shame the angels who watch over you and you spite the Almighty, who created you and only you with your unique gifts, for the sole purpose of nudging the human race one millimeter farther along its path back to God.
Creative work is not a selfish act or a bid for attention on the part of the actor. It's a gift to the world and every being in it. Don't cheat us of your contribution. Give us what you've got.” ― Steven Pressfield, The War of Art: Break Through the Blocks & Win Your Inner Creative Battles

And here is more from Pressfield. Read him. He is a creative monster. 

Your first assignments for Friday:

• Get your notebooks and personalize them.
• Write your own creative prayer to say to yourself before starting. (I would put it inside of my new notebooks)
• Write a short but powerful paragraph about what you hope to gain through so much writing practice this semester.