Week 1

Spring passes and one remembers one's innocence. Summer passes and one remembers one's exuberance. Autumn passes and one remembers one's reverence. Winter passes and one remembers one's perseverance.
                        –Yoko Ono

Welcome to class here at the Art Institute. English Composition is a required class at every college and university in the U.S. The course is designed to provide instruction and practice in writing the essay, a non-fiction genre that since its "invention" in the Renaiisance 1500's by a Frenchman named Michel de Montaigne has been used to explore a given subject in an open-ended manner, showing certain intellectual rigor but embellished and enriched by the personal stories of the author. The essay is built around a central conclusion, an idea to which the author has come after some consideration and that ordinarily is expressed as an opinion or thesis and supported by case examples, stories, facts, logical analysis, expert or authoritative opinion, etcetera. The essayist, finally, relies unapologetically on his or her own judgment. The best essays offer the freshest and most incisive thoughts to stimulate thought and new perspectives, insight and wonder, laughter or tears, and . . . well, you see.  An essay is a thing that shows the play of the writer's mind and attendant feelings.  It is always a vehicle for one's opinion or belief, about matters ranging from the very personal to the very public, around which controversy may swirl.

You will discover (if you have not already) that writing can help you to develop your creative capacities and understand better your knowledge and experience of the world. Writing is a process that will reveal to you what you know, and what you don't. The simple act of putting words on paper (and screen!) will trigger the spring of remembered people, places, events, and ideas that you carry inside. What is more, writing will reinforce your sense of what you can contribute to the lives of others, for all of us are seeking greater knowledge and understanding of the very large and often complicated world we live in, and all of us are in need of the perspective and experience contact with others can give us. Each of us brings something fresh and unique and priceless to the world. In giving expression to our thoughts, memories, dreams, desires–and in sharing them with others–we discover the many ways we have been shaped by life, and the connections we have with others.

Getting started is easy.  First, take the pressure off yourself. Forget rules, forget rules, forget rules. Comma? Semi-colon? Forget them for now. Restrictions can make anyone freeze up, and most of what anyone writes will be forgotten or lost or trashed at some point. Suspend your inner critic. Write for the sheer pleasure of it, the sense of discovery and surprise at how the mind works, and what you've got hidden inside.  Enjoy the flow and the stops along the way, and just keep going.  You'll find your way along the way.

The following prompts and exercises are designed to help you get started. There is no purpose to them beyond getting words to flow from you, and having a little fun. You may well find something in what you write, something for keeps, something to shape and present to the class or others. But that part of the process that involves making decisions, about what to keep, what to toss, and how to order, shape and polish the stones, all that comes later. The start of anything is often messy, but has a secret logic it is best not to doubt. So, into the water!

Exercise 1: Write for two minutes on anything that comes to mind, no matter what it be. Pretend, if you must, you've been let loose in a grocery store and the more items you can pull down into your cart, the fewer you'll have to pay for later.

Ex. 2: Write for five minutes a mini sketch of yourself, right here, right now.  Record the five senses–what you see around you (objects, colors, lights, people), what you imagine you look like, what you are feeling (nervous, relaxed, tired, hungry, etc.) what you hear (even to the voices in your head), what you smell.

Ex. 3: Word Prompts: respond to one or several of the following words for two or three minutes at a stretch.

a favorite musical piece

your most frequent means of finding peace

the friends whose conversation and laughter mean the most to you

an unexpected gift

the last person to touch you

2011

the soul

an interesting work of art

Ex. 4: Peruse the headlines of today's New York Times. Pick one and make-up a one-paragraph article to go along with it. Now go back and read the real news.

Ex. 5: Imagine a situation, a young boy or girl neatly dressed (or shabbily dressed!) and being led by the hand of Father or Mother to the gates of the schoolhouse, on the first day of school. Include whatever conversation or dialogue occurs between the two people, characterized by great joy, or fear, concern, suspicion, love or desire, whatever comes to mind. Write it down.

Ex. 6:  Respond to any one of the following quotations, each of which pays tribute to the summer season.

Listen!  the wind is rising, and the air is wild with leaves,
We have had our summer evenings, now for October eves!
                                                                                    –  Humbert Wolfe

In the midst of winter, I finally learned that there was in me an invincible summer.

                                                         –Albert Camus (1913-1960)

This bud of love, by summer's ripening breath, may prove a beauteous flower when next we meet. –            William Shakespeare (1564–1616)

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Homework

Writing Assignment 1:  Select one writing prompt from the following options:


Option 1:  Sort through the material you wrote today in class. Select the best or most interesting parts of it, whether an interesting idea or sentence, a dramatic or fresh image.  Develop this material more formally in a paragraph to illustrate something you learned in today's writing work, a discovery about the writing process, about yourself, or whatever you may have hit upon.  Refine the material as needed with the time you have outside of class. 

Option2:  Write on a topic that did not come up in today's class work, but which you would like to address because it is on your mind. You may use one of the topics from the handout reproducing reader submissions in the magazine The Sun.  

Option 3:  Respond to any one of the essay(s) given as a reading assignment, as if you were sharing its storyline and your thoughts and feelings and experiences in association with it.  Be sure to provide a little context or background, i.e. explain that you read a short essay describing  . . . . and then proceed with your response.

Please Note:  This essay practice should be about 400-500 words in length, and typed in 10 or 11 point font (Times or Courier), and spaced 2.0.   Compose it in at least three paragraphs (introduction, body, conclusion) and unify the whole around a single main idea, fleshed out with supporting details and comments.  Bring the piece to class next meeting, on a flash drive, so that you may revise it if need be.

As you structure your compositions, think about the following:  The central idea of a paragraph is called the topic idea.  It is an idea stated or implied.  When stated it is often found at the very beginning and thus gives readers a clear sense of what the paragraph is about and its direction of development. All the material that is in the paragraph supports the topic idea by way of elaboration in the form of detail, example, and/or story incident.  An essay composed of multiple paragraphs is built around a central idea referred to as the thesis idea;  this idea, too, is directly stated or implied at the outset.   It is emphasized, reiterated in some way,  at the conclusion as well to create the impression of having been brought full circle in the writer's (and reader's) journey.  There is a beginning, middle, and end, all sufficiently connected and fleshed out. The thesis idea is always an opinion the essay writer has come to through experience and reason.  The essay is thus a vehicle for expressing the writer's opinions and beliefs, and the thoughts, feelings, and experiences that inform them.

Remember your audience, however you imagine that group of readers and listeners, and make your work as clear and complete and generous and interesting in content as you can. Readers want to connect with the writer–that is, with you. So give them a good idea of who you are, where you are coming from, and why the topic is of interest and importance. For example, an audience of your peers, students, might want to know what other students think of just such a thing or two. If you are writing about food, to food lovers or chefs-in-the-making or restaurant owners, for example, establish a common ground of interest in advancing your point. Appeal to readers' love of a good meal, particulars of preparation or presentation, or the owner's pride in the quality of experience a restaurant can provide.

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For Next Week: Please bring to class week 2 a photo, object, writing–something that has for you some special import or that serves as a touchstone for a particular time in your life, a particular relationship, dream, desire, or challenge. Choose something that speaks (if it could speak) of an important aspect of your personal history or life experience. Something with which you have lived, so to speak, for some time. You will be writing autobiographically, and the image/object will provide a tangible focus and means of recalling yourself from the present to the past and back again.

In Addition: By Next Class:

Review English Syntax/Readability:  https://owl.english.purdue.edu/media/pdf/20080306044359_727.pdf
Review the definitions and illustrations of independent and dependent clauses on the following page at the Online Writing Lab: http://owl.english.purdue.edu/owl/resource/598/01/
Review also the Parts of Speech in English: http://owl.english.purdue.edu/owl/resource/730/01