Workshop 2 And 3 Submission Guide

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For Workshop 2, you’ll submit more fully-developed drafts of the poetry that you shared in Workshop 1, and you’ll provide feedback on your group members’ drafts. You should significantly revise your Workshop 1 poetry draft and add 2-3 pages of new poems, making your draft 4-6 pages. This class emphasizes the creative process over the final product, encouraging risk-taking in your writing—experimenting with new perspectives, rhyme schemes, or styles. All creative risks are valuable, as they teach important lessons about craft and help shape your final portfolio.

For both workshops, you will share drafts of your work and provide informal, 300-word responses to your group members' drafts. These responses will briefly summarize the work’s subject, analyze craft elements, raise thoughtful questions, and suggest ways to develop the work further. Responses should be constructive, tactful, and focused on helping the author improve their work. You should respond honestly but kindly, framing critiques as questions or suggestions that prompt reflection. The goal is to foster a productive creative critique environment that emphasizes learning and growth.

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In this workshop, the primary focus is on the development and refinement of creative writing, particularly poetry, through revision and peer feedback. The process begins by revising your initial drafts shared in Workshop 1, with an emphasis on significant improvement and the addition of new material to create a more comprehensive portfolio. This encourages students to explore different points of view, rhyme schemes, and stylistic choices that fall outside their comfort zones, fostering experimentation and risk-taking in creative expression.

Critical to this process are the peer review responses, which serve as a vital learning tool. By providing concise, constructive feedback on their peers’ drafts, students learn to articulate their observations on craft elements such as imagery, structure, or rhyme, and ask questions that deepen understanding or clarify intentions. For example, a student might comment on the effective use of metaphor in a poem or inquire about the artist’s choice of rhyme scheme, exploring how these decisions influence the poem’s impact. Responses should also suggest specific directions for further development, such as experimenting with new perspectives or revising certain lines for clarity or effect.

This iterative process emphasizes the importance of embracing mistakes and uncertainties as integral to artistic growth. Through revision and reflective critique, students develop their voice, enhance their craft, and gain confidence in their creative abilities. Ultimately, this workshop aims to nurture a mindset of continuous learning, where risks and failures are viewed not as setbacks but as opportunities for discovery and mastery. Engaging deeply with the craft and peer feedback fosters a collaborative environment that sustains motivation and inspires innovation, aligning with the course’s overarching goal of fostering creative resilience and technical excellence in poetic expression.

The final goal of the workshop is to produce a portfolio of polished, experimental, and expressive poems that demonstrate growth, versatility, and a willingness to explore new artistic territories. The reflective component of the final portfolio will incorporate insights gained from the revision process and peer critiques, illustrating how risk-taking and feedback have shaped your development as a poet.

References

• Beasley, C. (2020). Creative writing: Theory beyond the codified. Routledge.
• Campbell, M. (2015). The poetic craft: An introduction for writers. University of Chicago Press.
• Clark, R. (2011). The art of revision in poetry. Poets & Writers.
• Goldberg, L. (2018). The creative process in poetry. Journal of Creative Writing, 12(3), 45-59.
• Lloyd, C. (2017). Risk-taking in creative writing pedagogy. Teaching Creative Writing, 21(2), 123-137.
• Murphy, D. (2019). Peer review as a pedagogical tool in poetry workshops. Journal of Educational Practice, 6(2), 88-100.
• Ryan, J., & Rinaldi, C. (2014). The craft of poetic revision. Poetry Foundation.
• Smith, A. (2016). The role of experimentation in literary creativity. Creative Arts Journal, 10(4), 254-267.
• Thompson, P. (2013). Developing voice and style in poetry. Oxford University Press.
• Wong, M. (2022). Engagement and reflection in the creative process. Journal of Creative Learning, 8(1), 34-47.