Course Syllabus
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Five Power Tools for Creative Writing
We will be focusing on effective utilization of these writing devices over the course of this class:
1. Sensory Imagery - specific detail that come from the senses
2. Details - specific information, back ground facts, stories, etc. that are not sensory
3. Structure - rhyme schemes, stanzas, meter, syllable counts, paragraphs, dialogue, chapters, flashbacks, foreshadowing, etc.
4. Music - alliteration, consonance, assonance, rhythm
5. Figurative Language - similes, metaphors, symbols, motifs
The class will primarily be structured as an imitation based workshop in which students will read and examine the works of published authors and use them as inspiration to write their own pieces. The works we examine will push students to use a variety of structures and genres in their writing. Ultimately, students will be gathering their own polished pieces into presentation worthy chapbook that demonstrates effective use of these power tools.
1. Sensory Imagery - specific detail that come from the senses
2. Details - specific information, back ground facts, stories, etc. that are not sensory
3. Structure - rhyme schemes, stanzas, meter, syllable counts, paragraphs, dialogue, chapters, flashbacks, foreshadowing, etc.
4. Music - alliteration, consonance, assonance, rhythm
5. Figurative Language - similes, metaphors, symbols, motifs
The class will primarily be structured as an imitation based workshop in which students will read and examine the works of published authors and use them as inspiration to write their own pieces. The works we examine will push students to use a variety of structures and genres in their writing. Ultimately, students will be gathering their own polished pieces into presentation worthy chapbook that demonstrates effective use of these power tools.
Prompt 1: I am from (George Ella Lyon)
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Prompt 2: I Write Because (T.T. Williams)
- Read “Why I Write” and identify “golden lines” that are shared out with class.
- Draft a “Why I ________” poem that uses anaphoric structure, varied sentence lengths, and similes/metaphors.
why_i_write.doc | |
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Prompt 3: Self Interview (Seth Kay)
- Brainstorm a list of phrases that describe you. Example: Father to 4, Son, Teacher at Battle Creek Central, former Catholic, sometime writer, Detroit Tigers fan. Try and come up with 10.
- Read “Self Interview” and discuss magazine interview format (opening setting, description of action).
- Come up with a magazine (fictitious or not) and interview yourself! - Incorporating details about the roles you play in life. Elements should include the setting, at least 15 questions, and some action.
self_interview__1_.doc | |
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Prompt 4: I Believe (Jim Harrison)
- Create a list of “powerful” people, places, and things. These are things that attract you, haunt you, mystify you, etc. Things you like and maybe you don’t know why – or maybe you do. Try and get at least 10. My examples: Frost, matches, smoke, cedar trees, pine flavored beer, the sports illustrated swimsuit edition, gel pens, Potagannissing Bay, the final game of the 1984 World Series, the snow storm of 1977, the lightning that hit the barn roof, Triumph motorcycles.
- Read and discuss Jim Harrison’s “I Believe”
- Draft Prompt #4 (I believe)
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Prompt 5: Child Fear (Jim Harrison)
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Prompt 6: Story Setting (Hemingway)
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- Students should pick up, read, and respond to questions about “In Another Country”
- Discuss and share answers for “In Another Country”
- Discuss the importance of setting: 1) It can establishes mood of story 2) It can establishes tone of narrator toward a place 3) It can reveal tensions 4) It can offer symbols that contribute to meaning
- Re-Read the opening two paragraphs of Hemingway’s “In Another Country”
- Students should draft the opening two paragraphs of a short story with a focus on a descriptive and meaningful setting. (Prompt #6)
Prompt 7: Writing Dialogue (Hemingway)
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Prompt 8: So this is Michigan (Ted Kooser)
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Prompt 9: Free Write #1
Students may write about whatever topic they choose (within "school appropriate" bounds) in whatever form they like (poetry, prose, drama). Students need to make sure they are using purposeful artistic thought and techniques and should be able to explain these when asked.
Prompt 10:Battle Creek (Carl Sandburg)
- Brainstorm two lists about Battle Creek (or another city you’ve lived in) – one a list of positives, one a list of negatives
- Read Carl Sandburg’s “Chicago” – examine is use of apostrophe (direct address of a person, place, or thing), personification, repetition, simile, parallelism, tone, and tension (the way others perceive his city vs. how he perceives it)
- Draft a Prompt #10 – a poem using Sandburg’s techniques about Battle Creek (or whatever places you select)
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Prompt 11: I am (Carl Sandburg)
- Students should get out yesterday’s set of poems and read “I am the people”
- Students should identify literary elements and share them out with the class
- Discuss the poem – how the narrator creates tension by both praising and criticizing “the people”
- Students should identify a group they are part of and draft a poem (prompt #11) that both praises and critiques the group.
Prompt 12: Personified Speaker (Plath)
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- Students should pick up their journals and class progress rubric and evaluate their own progress
- Students should pick up Plath’s “Mushrooms” – note that it is syllabic (same number of syllables in each line), note that it is uses personification and is perhaps an extended metaphor for the idea that “the meek will inherit the earth” – that those perceived as weak will eventually have control, note that the narrator is a mushroom, note use of parallelism in both word order and word construction, note use of music such as assonance, note tensions between what is expected of the weak and what will be(Prompt #12)
Prompt 13: America (Ginsberg)
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In their journals, students should brainstorm a list of things - cultural and historical and modern - and characteristics associated with the United States of American. Then share out these ideas in a four column chart on the board.
The instructor should then read aloud the excerpt from Ginsberg's "America" and students should identify golden lines to share out after reading.
Discuss the techniques Ginsberg uses including apostrophe and allusion
Students should then write a similar poem that directly addresses the U.S. and makes us of the co-constructed chart on the board.
The instructor should then read aloud the excerpt from Ginsberg's "America" and students should identify golden lines to share out after reading.
Discuss the techniques Ginsberg uses including apostrophe and allusion
Students should then write a similar poem that directly addresses the U.S. and makes us of the co-constructed chart on the board.
Prompt 14: A Report on Human Beings (Goldman)
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- Students should brainstorm a list of positives and negatives, associations, advancements and accomplishments, behaviors, emotional moments, and important examples that relate to human beings and share them in a chart on the board.
- Students should read Goldmans’ “Report on Human Beings” and identify golden lines to then share out with the class.
- Discuss the techniques Goldman utilizes and the tensions that exist in the poem, identify the conceit (that humans are extinct and that this is meant to explain us to aliens)
- Students should draft a poem similar to Goldman’s using the idea that humans are extinct and attempt to explain what humans are like to an alien race
Prompt 15: Anaphoric Experiment (Ginsberg/Whitman)
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Prompt 16: To Reduce Your Likelihood (Monson)
Prompt 17: Opposing Voices
Students should pick up their journals and draw a t-chart. In the left column, they should find ten words or phrases to describe themselves. In the right column, they should construct a list of opposites based on the left column. After constructing descriptions of these two opposing characters, students should write from each perspective, the one based on themselves and the one based on their opposing traits. Perhaps they could write about their experience of lunch in the commons or detail the morning routine of each character or talk about going to some social event.
Prompt 18: Aspiring Thug (Suzanne Wise)
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Students should pick up 50 years in the Career of an Aspiring Thug and read it, as per usual the should underline lines they like best. Share out the favorite line and examine structures including the numbering system, the italics, and the imagery.
Prompt 19: Free Write
Students may write about whatever topic they choose (within "school appropriate" bounds) in whatever form they like (poetry, prose, drama). Students need to make sure they are using purposeful artistic thought and techniques and should be able to explain these when asked
Prompt 20: Who saved you?
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Prompt 21: Snapshot Poems (Rita Dove/Seth Kay)
- Students should bring in photos of themselves, preferably younger and preferably action-shots. They should construct on image wheel based on their photo in their journals.
- Students should then read Rita Dove's "Fifth Grade Autobiography" and Seth Kay's "Why My Grandfather Always had to Win" and look at the literary devices used in each (music, detail, imagery, allusion, personification)
robert_kay.doc | |
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fifth_grade_autobiography.doc | |
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Prompt 22: Moments of Power (Hale)
Write a free verse poem about a moment when you discovered you had the power to affect some one's life - for better or for worse. This should be limited to one well described event that captures the imagery of the physical event and the emotional consequences. Remember to avoid telling the reader what your emotions are - instead you should imply them through the use of imagery and detail.
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Prompt 23: Local Legend (Blair Witch)
Watch the made for TV documentary "The Curse of the Blair Witch." As you watch, make note of:
1) How is the story presented?
2) What devices do the creators use to make the legend seem believable.
After viewing, discuss your findings.
1) How is the story presented?
2) What devices do the creators use to make the legend seem believable.
After viewing, discuss your findings.
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You may also want to look up some local legends for inspiration. Detroit's "Nain Rouge" or Battle Creek's "Weeping Mary" or the the story of Singapore, the ghost town swallowed by a dune on Lake Michigan - for example.
Below you will find a story from the Ozarks that is a fairly well constructed story meant for children. For this prompt, you will need to write something similar. Write a three page story suitable for children (see example of “Old Raw Head.” Use your first paragraph to establish a sense of mystery and history. Use the second paragraph to set the mood of the story (Eerie? Haunted? Repulsion? Panicked? Etc.)
Below you will find a story from the Ozarks that is a fairly well constructed story meant for children. For this prompt, you will need to write something similar. Write a three page story suitable for children (see example of “Old Raw Head.” Use your first paragraph to establish a sense of mystery and history. Use the second paragraph to set the mood of the story (Eerie? Haunted? Repulsion? Panicked? Etc.)
Prompt 24: Definition Poem (Van Jordan)
Prompt 25: Free Verse Ode (Neruda)
Prompt 26: Ironic Character (Kowit, Chapter 10)
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Prompt 27: Stream of Conscience (Lorde)
Launch: What is it like to be a teenager? What issues do you worry about? What are your greatest concerns? What troubles you most about life? The past? The present? The future? How do you deal with stress and anxiety? What causes stress and anxiety? What are your sources of happiness? Free write on these questions for 10 minutes.
Read and discuss: "Hanging Fire" by Audre Lorde - pay attention to detail, repetition, and subtext
Prompt: Write a poem that captures the thinking of a teenager.
Read and discuss: "Hanging Fire" by Audre Lorde - pay attention to detail, repetition, and subtext
Prompt: Write a poem that captures the thinking of a teenager.
Prompt 27: Thinking American (Charara)
Launch: What words or phrases would you use to describe the American Mind/Character?
Read "Thinking American" by Hayan Charara
Prompt: Write a poem that captures the American mindset based on the words and phrases you used in your launch - pay particular attention to imagery, detail, diction, and music.
Read "Thinking American" by Hayan Charara
Prompt: Write a poem that captures the American mindset based on the words and phrases you used in your launch - pay particular attention to imagery, detail, diction, and music.
thinking_american.pdf | |
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Prompt 29: Free Write #3
Students may write about whatever topic they choose (within "school appropriate" bounds) in whatever form they like (poetry, prose, drama). Students need to make sure they are using purposeful artistic thought and techniques and should be able to explain these when asked
Prompt 30: Prose Paragraph: First Person Narration
Read examples from Salinger's Catcher in the Rye, McCarthy's No Country for Old Men, Morrison's Bluest Eye, and Sebold's The Lovely Bones. Examine aspects of first person narration, character, tone, voice, point of view, conflict, and tension, then write a descriptive paragraph in first person that could serve as the opening paragraph to a short story or novel.
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Prompt 31: April's Odyssey (A Story Arc)
Watch the movie "Pieces of April" and fill out and discuss the idea of a quest story using the form below. Then create your own character using the given format. After outlining the character arc, begin a movie script in the proper script structure. Use the "Interview with a Vampire" script below as a model for the proper formatting for a movie script.
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aprils_odyssey.doc | |
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Prompt 32: Everyday Odyssey
Take the character and the story arc that you created in Prompt 31 and draft a story. You don't have to finish it, but try to reach at least five typed pages that can be added to your manuscript at the end of the semester. Pay close attention to establishing an immediate conflict (tension) as well as a setting that reflects the mood of your story and a character with clear goal and at least a complication or two that work against that character achieving her goal.
Prompt 33: Theme Driven Narrative (O'Brien)
Not all fictional stories move in a chronological straight line. The most common way to avoid the straight line is a flashback, having the narrative go back to previous point in time to tell a story, but there are other ways of breaking the traditional time line. In Tim O’Brien’s “Spin” from the novel The Things They Carried shows us another way to structure a story. In this piece, O’Brien jumps from character to character showing us everything from the routine, to the odd, to the tragic. There is no typical plot and no typical time line. It’s almost as if the reader is looking at photographs of moments. In each paragraph a different character struggles with something, often it is something within them. Plot, character, setting, conflict, theme— all the elements of fiction are present in each paragraph. Once the reader is done with the story, hopefully he walks away with better understanding of the theme—in this case O’Brien’s theme is war.
Your assignment is to write something similar. Pick a theme. Create 5 to 10 characters that will help the reader come to understand the theme. In “Spin,” O’Brien uses soldiers to give the reader an idea of what war is like. Perhaps you want to use students to bring the reader to an understanding about school. Or perhaps you want to use family members to give the reader a peek into what the American family is like in this new century.
The bottom line is that your reader needs to walk away with a good handle on the nature of your theme.
Your assignment is to write something similar. Pick a theme. Create 5 to 10 characters that will help the reader come to understand the theme. In “Spin,” O’Brien uses soldiers to give the reader an idea of what war is like. Perhaps you want to use students to bring the reader to an understanding about school. Or perhaps you want to use family members to give the reader a peek into what the American family is like in this new century.
The bottom line is that your reader needs to walk away with a good handle on the nature of your theme.
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Prompt 34: Symbolic Cento (Muench)
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The cento is a form that originated in the fourth century. To write a cento, a poet takes the poems of other authors and breaks them apart into lines and phrases, then reassembles the lines and phrases in a way that 1) makes sense and 2) says something new. In this way, the poet creates a new system of imagery, new ideas, and creates a conversation among poets from different time periods and different continents and different countries.
For this poem, hunt through our poetry collections and collect lines to use in new poem. From your lines, select an theme (Muench’s theme appears to be continuing to live after suffering, aging, and loss) and a symbol (the wolf is Muench’s symbol, here representing the spirit that keeps fighting). Then start constructing your cento.
For this poem, hunt through our poetry collections and collect lines to use in new poem. From your lines, select an theme (Muench’s theme appears to be continuing to live after suffering, aging, and loss) and a symbol (the wolf is Muench’s symbol, here representing the spirit that keeps fighting). Then start constructing your cento.
Prompt 35: "Sampling" (Vuong)
Finding new uses for old material can be a meaningful and enjoyable way to write a poem. A cento is one way. Another way is to take material (in this case, Christmas carols) that is in the public domain and break them apart, interlacing their lyrics with other images, stories etc. The modern term for this is “sampling.” In “Aubade with Burning City”, Vuong juxtaposes(puts side by side) the lyrics of “White Christmas” with images of Vietnamese and Americans pulling out of Vietnam at the end of American involvement in Vietnam.
Side note: An aubade is a poem about lovers parting in the morning to go their separate ways. The lovers in this poem are the United States and Vietnam.
Directions: Read and examine how Vuong uses the lyrics for the song. Appreciate the use specific detail, imagery, and figurative language (such as similes) . Then research old Christmas carols and find one you’d like to use. As Vuong does, take the pieces of the lyrics and spread them throughout a whole new poem. The use of the lyrics, should clearly contribute meaning to the new poem.
Side note: An aubade is a poem about lovers parting in the morning to go their separate ways. The lovers in this poem are the United States and Vietnam.
Directions: Read and examine how Vuong uses the lyrics for the song. Appreciate the use specific detail, imagery, and figurative language (such as similes) . Then research old Christmas carols and find one you’d like to use. As Vuong does, take the pieces of the lyrics and spread them throughout a whole new poem. The use of the lyrics, should clearly contribute meaning to the new poem.
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Prompt 36: New Years Sonnet
The form of this sonnet gets at the flow of time and memory using the idea of the 12 month calendar as a symbolic means for reviewing a year and looking forward to the next one. You may wish to review significant events or focus on a single specific one. You may also look forward and imagine what will happen in the year to come.
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Prompt 37: Movie Script (Rice, Van Sant, Damon, Affleck)
By now, you should have a five to different story starts - maybe more depending on your free writes. For this prompt you should take one of your story starts and convert it into a film script. The following scripts will give you an idea as to how to structure your script in the proper format. Alternatively, you could take a book or short story that has not previously been re-written for film and write a script based on that. No matter what you choose, the start of your movie script should be 5 typed pages in length.
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Prompt 38: Ekphrastic Poetry
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Examine further examples of ekphrastic poetry at: http://jerrywbrown.com/wp-co_ntent/uploads/2014/10/19A-Ekphrastic-Poetry.pdf
Then select a piece of museum worthy art to compose your own piece of ekprastic poetry. Feel free to examine the museum cites at the links below or the powerpoint above for a few possible ideas.
The Art Institute of Chicago
Musee D'Orsay
National Gallery of Art
Then select a piece of museum worthy art to compose your own piece of ekprastic poetry. Feel free to examine the museum cites at the links below or the powerpoint above for a few possible ideas.
The Art Institute of Chicago
Musee D'Orsay
National Gallery of Art
Previous Year's Prompts
Prompt 7: Strangers We Saw (Ted Kooser)
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Prompt 8: I Think You're Wonderful (Thomas Lux)
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Prompt 11: The Ode ("Body" by Alissa Leigh)
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Examine how Hemingway uses the setting to create the mood of "In Another Country," then compose two to three paragraphs in which you use setting to create the mood of a story.
Prompt 18: Story Experiment Two (Schuitema)
Examine how Schuitema starts the reader in the middle of the action (a technique called in media res) and then uses a flashback to get show the reader how the story got to that point, then use the same technique to start a short story of your own-- again two to three paragraphs in length.
restraint.pdf | |
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Prompt 19: Story Experiment Three (Burgess and Hoban)
Examine the paragraphs from Anthony Burgess's Clockwork Orange and Russell Hoban's Ridley Walker. Note how they each build a language for their stories. Burgess advances language, invents new verbs and nouns--even slang--to build the futuristic world of his characters. Hoban's language decays instead of advances, resorting to fragments and phonetic spellings as well as creating new rituals for his characters to participate in. Write a two or three paragraph story start that experiments with language in some way.
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Prompt 20: For the Falling Man (Farnsworth)
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Prompt 21: A Revised and Extended Piece of Fiction
Telling Tails, an Essay about Story Writing (O'Brien)
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After reading O'Brien's essay, consider how it applies to your own writing. Select one of your story experiments and apply his advice.
Prompt 24: Mini-One Act Plays (Ives)
Prompt 26: Satirical Poetry (Alexie)
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Prompt: 31 A Final Free Write
Showcase the abilities you have (hopefully) developed over the semester in a written piece of your choice!
FINAL EVALUATION
SEMESTER ONE MATERIAL
Prompt 8: Selecting a Reader (Ted Kooser)
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Prompt 10: Story of an Hour (Kate Chopin)
After reading and analyzing Kate Chopin's "Story of an Hour," students should draft their own stories of a similar time frame, utilizing 1-4 characters and a single setting. As with Chopin's story, an immediate tension should be established and an important thematic question addressed. Bonus points for hitting the irony! The writing and typing of this prompt should encompass three class periods.
Prompt 11: Franklin and the Gout (Ben Franklin)
Read the comical dialogue Benjamin Franklin wrote between himself and The Gout (a symbol for his personal weaknesses). Using this as your model write a dialogue between yourself and something that symbolizes your weakness. It should be enlightening somehow, perhaps suggesting a few ways to overcome your weakness. Try and keep a comical tone!
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Prompt 12: Free Write #2
Students may write about whatever topic they choose (within "school appropriate" bounds) in whatever form they like (poetry, prose, drama). Students need to make sure they are using purposeful artistic thought and techniques and should be able to explain these when asked. If they choose, students may extend their previous free writes, but they need to note this on their papers.
Prompt 15: News Photo Poems (Annie Farnsworth)
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Prompt 16: Halloween Prompts
Read over the poems at http://www.poetryfoundation.org/article/240370
There are several approaches to Halloween themed poetry found here -bizarre comical costume parties, historical tragedies, and creepy images. Pick one that you like as your inspiration and try your hand at writing a poem for Halloween.
There are several approaches to Halloween themed poetry found here -bizarre comical costume parties, historical tragedies, and creepy images. Pick one that you like as your inspiration and try your hand at writing a poem for Halloween.
Prompt 17: Creating a Local Legend (View "Curse of the Blair Witch")
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This prompt may take any form: A TV documentary script, a short story, a poem, a song, a play, etc.
Prompt 19: Animals are Passing from our Lives (Phillip Levine)
Prompt 21: Movie Script
Prompt 23: How to Draw a Crow (Anne Ohman Youngs)
Prompt 24: Winter Solstice (Annie Finch)
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Prompt 25: Christmas Prose Passage (Harriet Monroe)
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How To Read a Poem Out Loud
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ars_poetica.doc | |
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american_sonnet.doc | |
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carl_sandburg_influence_poems.doc | |
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first_snow_in_alsace.doc | |
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so_this_is_nebraska.doc | |
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song_by_brigit_pegeen_kelly.doc | |
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woodchucks.doc | |
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considering_the_accordion.doc | |
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history_of_my_face.doc | |
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love_poem_pastan.doc | |
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manmoth.doc | |
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mushrooms.doc | |
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tattoo.doc | |
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