Graduate students attend lectures, panels, informal discussions, generative making sessions, and public readings and performances by faculty mentors, peers, and guest artists and writers. Topics include literary and theoretical texts, methods / materials / forms / processes, and possibilities for professional engagement, e.g., publishing, promotion, social practice, writers in the schools. Graduate students are exposed to multiple ways in which writer-teachers cultivate their own creative practices. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students generate drafts of original prose, cross-genre, poetry, and literary translations while further developing close reading and critical writing skills about literature, writing methods, and various aesthetic approaches to making. Graduate students regularly submit creative work, critical responses to readings, a bibliography in MLA format of literary works and texts, and personal letters to their mentors and discuss their own work and their responses to feedback. Through these exchanges, students generate as many pages as possible. Graduate students are encouraged to take risks, experiment, and make use of a variety of forms, genres, mediums, and materials. Fall off-site Studio. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students attend lectures, panels, informal discussions, generative making sessions, and public readings and performances by faculty mentors, peers, and guest artists and writers. Topics include literary and theoretical texts, methods / materials / forms / processes, and possibilities for professional engagement, e.g., publishing, promotion, social practice, writers in the schools. Graduate students are exposed to multiple ways in which writer-teachers cultivate their own creative practices. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students generate drafts of original prose, cross-genre, poetry, and literary translations while further developing close reading and critical writing skills about literature, writing methods, and various aesthetic approaches to making. Graduate students regularly submit creative work, critical responses to readings, a bibliography in MLA format of literary works and texts, and personal letters to their mentors and discuss their own work and their responses to feedback. Through these exchanges, students generate as many pages as possible. Graduate students are encouraged to take risks, experiment, and make use of a variety of forms, genres, mediums, and materials. Graduate students also prepare for their First-Year Reviews that happen during their third (of five) residency, which includes a self-evaluation and a sample of critical and creative work completed during the first year of study that represents their best work, progress, and challenges. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students attend lectures, panels, informal discussions, generative making sessions, and public readings and performances by faculty mentors, peers, and guest artists and writers. Topics include literary and theoretical texts, methods / materials / forms / processes, how artists address issues of social injustice and social change, and possibilities for professional engagement, e.g., publishing, promotion, social practice, writers in the schools. Graduate students are exposed to multiple ways in which writer-teachers cultivate their own creative practices. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students attend lectures, panels, informal discussions, generative making sessions, and public readings and performances by faculty mentors, peers, and guest artists and writers. Topics include literary and theoretical texts, methods / materials / forms / processes, how artists address issues of social injustice and social change, and possibilities for professional engagement, e.g., publishing, promotion, social practice, writers in the schools. Graduate students are exposed to multiple ways in which writer-teachers cultivate their own creative practices. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students develop and begin to revise a creative writing thesis draft along with letters. This is done in three exchanges of letters between students and faculty mentors. Minimum requirements are: two letters (one per packet), thesis project proposal with formulation of revision plan, and creative writing thesis rough draft within a single word document. Students are encouraged to use the packets to generate new creative pages that might be included into their thesis project. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students explore one writing method, form, material, or an aspect of process integral to their own creative writing practice with the intention of clarifying their process of revision on which they shall embark when they begin their creative writing thesis (WR615). Graduate students draft, revise, and polish a 15-20 page poetics essay, 15-20 pages in length, which can (and should) grow out of a graduate student's annotations done during the first year. A prospectus for the critical essay is generated during residency and must be approved by both faculty mentor and program head. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Graduate students revise and polish a creative writing thesis with the goal of creating a polished, publishable book-length manuscript. This is done in four exchanges with letters between students and faculty mentors. Minimum requirements are: four letters (one per packet), creative writing thesis rough drafts, revised and polished creative writing thesis, and midterm and end-of-semester evaluations. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
This course offers graduate students the space to defend, exhibit, and perform their creative writing thesis while reflecting upon the poetics most relevant to the formation of their revised work. Graduate students in their final residency give a public reading of their creative work (2o minutes), defend their creative writing thesis, serve on committees of their peers, and facilitate a 45-minute generative making session or talk on methods / materials / forms / process. Due to a revised curriculum, the credit count for this course shifts slightly during academic years 23-24 and 24-25.
Willamette University