REMINDERS FOR SAT WEEK 4 AND WEEK 5 WRITING EXPERIMENT DIRECTIONS

Hi All,

Great work this week! And also great work with the latest writings, loving the chance to read your work! This post is to remind folks to bring all materials–your “body sonnet” and printed/electronic readings–to next class, tomorrow, Saturday Week 4. We’ll work with your writings as well as the readings, picking up the discussion from the groups that took on pieces of the Butler and Stryker texts to open the discussion, including to think about and discuss the Lundy Martin poem. So make sure to bring yourself (attendance last Saturday was great, but a few were missing–and we need everyone!), the materials, and of course something to write with and on.

Also in this post is a link to the new writing experiment directions, in which I’ve asked you each to choose an outmoded technology and use it in order to make a poem (other constraints are listed in the directions). The directions are shorter than they appear (or fewer). This is because included in the document after the directions themselves are some tips, explanatory notes, and examples, to help folks gain clarity and hopefully greater inspiration before/during the writing process! THIS WRITING EXPERIMENT ISN’T DUE UNTIL SAT OF WEEK 5, so you have some time to write, workshop, revise!

Below the writing experiment directions link is a reproduction of the list of readings due to be read for next class (for tomorrow); I reproduce this list here just so it is at the top of the queue, such that you can easily cross-check the items to make sure you have read them, and to recall what texts bring with you to class in some form (if at all possible).

WRITING EXPERIMENT DIRECTIONS, DUE SAT, WEEK 5 (next week):

HERE IS THE LINK TO THE DIRECTIONS FOR THE NEW WRITING EXPERIMENT. Please read the whole document before going any further with the writing.

 

READINGS TO BE DONE (REPRODUCED FROM THE LAST POST, DUE FOR SAT OF WEEK 4):

1) Fred Moten, poems & short essay, LINK TO THE WRITTEN TEXTS IS HERE. Individual poems are HERE, at The Poetry Foundation – please visit this site for AUDIO VERSIONS OF THE POEMS (listen to at least one by scrolling down — also the formatting is better on the site, fyi).

2) Fred Moten, video/audio, the talk and discussion “The Touring Machine: Flesh Turned Thought Out,” is from Bard College’s “Rostrum Series,” 2012 — LINK TO THIS VIDEO/AUDIO TALK IS HERE

3) M. NourBese Philip, excerpt from Zong! LINK IS HERE Please listen to some, if not all, of Philip’s reading from Zong! THE AUDIO LINK TO THIS READING IS HERE

4) Edouard Glissant, “Distancing, Determining,” from Poetics of Relation LINK IS HERE

RECOMMENDED READINGS (totally optional, but very helpful and thus highly recommended):

–Sina Queyras, “On Encountering Zong!” LINK IS HERE

–Fred Moten, “barbara lee,” from B. Jenkins LINK IS HERE — (time permitting, we’ll read this in class)

–Jennifer Gonzalez, “Envisioning Cyborg Bodies” LINK IS HERE

–Elizabeth Grosz, “Bodies-Cities,” excerpt of, LINK IS HERE

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Week 4: Writing Experiment For Next Class (Weds), Readings For Sat Week 4

Hi All,

Please read this whole post and the writing experiment directions — read each carefully for important details. As mentioned, we’re spending some extra class time on last week’s readings and we’ll be doing the same for the readings ahead, slowing down a bit to more deeply cover the readings and dig into our own writings via language lab (workshop). Stretching the readings out also allows us to increase the amount of in-class writing workshop we’ll be doing as we head towards beginning to think about final projects.

For this reason and because we have our mid-quarter get-together and check-in coming up Week 5, our next readings below aren’t due to be read this Weds, but instead are due this upcoming Saturday (of Week 4), so you have a little bit more time to read than usual; and conversely, our writing experiment that I gave directions out for last class is due next class, so on Wednesday, NOT on Saturday.

Though our readings aren’t due to be read for Wednesday, please start them asap, which is to say as soon as you’ve gotten this week’s poem written! The readings are dense and compelling, and you’ll desire the extra time with them!

WRITING EXPERIMENT DUE FOR NEXT CLASS (WEDS):

As I mentioned in class when I gave out these directions, this writing is due as rough draft on Wednesday — so, please bring the poem with you to class, either in hard copy or in an electronic format, and send to d as email attachment after that.

WRITING EXPERIMENT DIRECTIONS & INFO — LINKED HERE. Please click on this link and follow these instructions. If you were not in class, make sure to do the free-writes ahead of writing the poem, as you will need language from these free-writes to complete that poem!

READINGS TO BE DONE FOR SAT OF WEEK 4:

1) Fred Moten, poems & short essay, LINK TO THE WRITTEN TEXTS IS HERE. Individual poems are HERE, at The Poetry Foundation  - please visit this site for AUDIO VERSIONS OF THE POEMS (listen to at least one by scrolling down — also the formatting is better on the site, fyi).

2) Fred Moten, video/audio, the talk and discussion “The Touring Machine: Flesh Turned Thought Out,” is from Bard College’s “Rostrum Series,” 2012 —  LINK TO THIS VIDEO/AUDIO TALK IS HERE

3) M. NourBese Philip, excerpt from Zong! LINK IS HERE  Please listen to some, if not all, of Philip’s reading from Zong! THE AUDIO LINK TO THIS READING IS HERE

4) Edouard Glissant, “Distancing, Determining,” from Poetics of Relation LINK IS HERE

RECOMMENDED READINGS (totally optional, but very helpful and thus highly recommended):

–Sina Queyras, “On Encountering Zong!LINK IS HERE

–Fred Moten, “barbara lee,” from B. Jenkins  LINK IS HERE  – (time permitting, we’ll read this in class)

–Jennifer Gonzalez, “Envisioning Cyborg Bodies” LINK IS HERE

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Reminders For Saturday: Campus Archeology, Attendance, & Continuing The Discussion on edwards, Butler, & Gender

Hi All,

This is mainly a reminder post–and email, once it is sent to your inboxes this morning–about what to bring with you and what to be ready to discuss and workshop this Saturday, Week 3.

WHAT TO BRING THIS AFTERNOON:

Make sure to bring with you what you have of the “Campus Archeology” Writing Prompt/Experiment. Hopefully you’ve all completed a draft of this piece of creative writing shaped out of or responding to the relations you’ve drawn between a campus space of your choosing and one of Foucault’s “arts of distribution.”

HERE ARE THE DIRECTIONS TO THIS WRITING EXPERIMENT, AGAIN (same as posted last week when assigned, and these are not only linked but pasted into the body of that post–right below this post). I give the link again just for your reference. Last week’s writing (the Ultra-red sound-memory writing) is wonderful, truly inspired stuff. However, some of you did not follow the constraints — such as that each of the sub-sections be 100 words in length. We’ll work on the NEW writing, our campus archaeologies, in class, so will have the chance to fix and otherwise revise these pieces.

Also make sure to bring with you in hard copy or electronic form the kari edwards piece, “A Narrative of Resistance,” which was the only reading from last week that was not linked on the blog but rather sent to you as emailed pdf (again, please print or store and bring electronically, if at all possible, since, remember that you are building an anthology of readings to be stored in one place, an inbox or a binder, for example).

Otherwise, bring yourself, something to write with and on, and be ready to participate in a two-part class in which we’ll do some language lab feedback on your writing and then also pick up where we left off on Wednesday, which is a already a good and important discussion regarding edwards, Butler, and gender and questions of “responsibility” as well as what “audience” or readership each author is reaching out to. Many thanks to Tommy for getting that discussion going. We’ll pick up from there, then go into the other texts, once we’ve done some language lab/feedback on our own work.

IMPORTANT ANNOUNCEMENTS:

1) PLEASE SEND ME YOUR WEEK 2 Sound-Memory Writings, if you have not sent them already. Most of you have, but a few of you have yet to get me these–please do ASAP and talk to me if there are any issues preventing you from sending these rough drafts. So as not to fall too far behind, please send those pieces by SATURDAY EVENING (TONIGHT), along with your “Campus Archeology” pieces that have come due–email attachments please. Again, if you have not already, just talk with me during class this afternoon if you are having trouble getting this writing to me.

2) OUR COURSE WEB JOURNAL IS LIVE! PLEASE BEGIN POSTING YOUR “WORK IN PROGRESS”! Here is the web address for our journal, called “IT BODY“:

itbody.tumblr.com

The username and password will be sent to you via email. To post, all you need to do is to go to this URL, log in with the username and password, and post via pasting in your work or typing it in.

Many thanks to Nyx for designing the journal and setting up the accounts for us. Access functions available have been turned on, though on Tumblr these are, as you might expect, minimal.

3) Please attend next week’s “The Back Room,” our optional but highly recommended extra day of workshopping and seminar, facilitated by Clel at Clel’s house. To heighten participation, we’ll make sure to set up carpools as necessary.

See you today at 4pm! Looking forward to it, and great work last class everyone,

Solidarity,

d

 

 

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Week 3: READINGS for WEDS, WRITING EXPERIMENT DIRECTIONS: “Campus Archeology”

Hi All,

In this post you will find:

1) New links for the new assigned readings — to be done for class on WEDNESDAY (next class)

2) Directions for the FIRST (of two) very short writing experiments — the final version of this writing is due on SATURDAY, WEEK 3

Note: Directions to some follow-up writing will be given out in class on Wednesday.

3) Announcements about an upcoming reading (optional, but highly recommended) and other stuff

4) A brief note recalling for everyone where we are in the syllabus and where we are headed (a revision, based on last class)

1.) ASSIGNED READINGS —  DUE TO BE READ FOR NEXT CLASS (WEDNESDAY, WEEK 3)

Make sure to bring with you to class (as computer file or printed out), if at all possible. All readings are VERY short, except the Stryker, which is 18pp. The rest are single poems or very short excerpts.

a) Judith Butler, Intro to Undoing Gender LINK IS HERE

b) Susan Stryker, “My Words To Victor Frankenstein” at Scribid, LINK IS HERE

c) kari edwards, “subject : statement” — a poem, from the journal EOAGH —  LINK IS HERE 

d) kari edwards, “a narrative of resistance,” from Troubling The Line: Trans and Genderqueer Poetry and Poetics (Nightboat Books, 2013) — WILL BE SENT AS E-MAIL ATTACHMENT

e) Dawn Lundy Martin, “Negrotizing In Five or How To Write A Black Poem” — LINK IS HERE        NOTE: READ ONLY THIS FIRST POEM (there are several poems on this webpage, and the poem above to be read is THE FIRST POEM/AT THE TOP OF THE PAGE). NOTE: FOR AUDIO & VIDEO VERSIONS OF THIS AND OTHER POEMS, GO TO THIS LINK

RECOMMENDED READING (TOTALLY OPTIONAL, AT LEAST FOR THIS WEEK):

–Dean Spade, Morgan Bassichis, Alexander Lee, “Building An Abolitionist Trans And Queer Movement With Everything We’ve Got” (time permitting, this article will be assigned and/or excerpted in class) — LINK IS HERE  and DEAN SPADE’S WEBSITE IS HERE (this article and others, including video/audio versions of talks and papers, can be found on this site, an excellent resource on trans law, race, poverty, organizing, and more generally on queer & trans radical thought).

VIDEO/AUDIO Talk, “Christine In The Cutting Room,” By Susan Stryker, discussing overlapping problems & concerns as “My Words,” our assigned reading.  LINK IS HERE

Video/Audio Talk by Michelle Tea, LINK IS HERE

–CAConrad, “Editorial Statement” (time permitting, will be assigned later in the quarter)  LINK IS HERE – by CAConrad for the issue of EOAGH, dedicated to kari edwards, called “Queering Language.” I give this to us, for any who can find the time this week (not assigned), to contextualize further the different threads at work here these during these two weeks.

–The whole of this rich, diverse and beautiful collection is available online, with the other editors’ statements and collected pieces all, courtesy of EOAGH, LINK IS HERE

 

2.) WRITING EXPERIMENT DIRECTIONS:

HERE IS A LINK TO THE WEEK 3  WRITING EXPERIMENT, “A Campus Archeology” – CLICK FOR THE DIRECTIONS

*There is more writing to do later this week, but this is the first part of it. ALL FINISHED WRITING FOR THIS WEEK IS DUE SATURDAY, so by end of Week 3. Please try to have as much of this part of the writing done as possible by Wednesday.

*Also: these DIRECTIONS, SINCE THEY ARE VERY SHORT, ARE AT THE END OF THIS BLOG POST. So, SCROLL or CLICK THE LINK ABOVE. Up to you, same directions, just different ways to read.

3.) ANNOUNCEMENTS:

*This course actively supports The Artist Lecture Series by co-sponsoring some of its guests. This week, on Wednesday, our guests are fantastic poets/writers Amaranth Borsuk (of UW Bothell’s MFA for Creative Writing) and Andy Fitch. This event is OPTIONAL BUT HIGHLY RECOMMENDED. Details:

Weds, 11:30am in Lecture Hall 1 on campus.

*Starting Monday at 8pm, Clel Howard will be hosting and facilitating (with you) the first of our regular optional extra classes, which we are calling “The Back Room.”

The optional but recommended “Back Room” begins at 8pm. Clel’s address was put on blackboard in class the first two days, as well as last class. Please try to go—this has traditionally been a great opportunity to go more deeply into what it is you’d like to focus your attention on in this course, as well as to cover what we can’t cover during our regular/required class times. Remember, I am not going to be a part of this recommended seminar period—this is meant to be led and driven by students. Many thanks to you all who are participating, and to Clel, for making this autonomously-driven “Free School-inspired workshop” a reality! Looking forward to hearing back about how the first session went!

4.) SYLLABUS REVISION — SOUND-MEMORY WRITINGS:

I chose to extend our group writing and discussions on the Foucault “arts of distribution” section, since when I checked in with groups, you all seemed so happy. Well, OK, actually you simply said you needed more time. This is a good thing. It does mean that we only got to the very beginning of our Ultra-Red language lab — which involves doing some creative writing response and other forms of workshop with your writings from last week.

So, we’ll spend part of next class — and if necessary part of Saturday Week 3 class — doing the main parts of that workshop. So PLEASE BRING YOUR ULTRA-RED SOUND MEMORY WRITINGS TO CLASS WITH YOU ON WEDS!!! I am VERY MUCH enjoying the inventive and often gorgeous writing you’ve done. If you haven’t sent it in yet (most of you have) as emailed attached file (to d’s inbox), please do so asap!

———————END // MESSAGE——————-

WRITING PROMPT #2, Winter 2015 / Inscribing The Body
“Wreading Foucault, Or: A Campus Archeology”

(these are the same directions as the link above, just pasted in)

Email d with questions, or to send completed writing / wolachd(at)evergreen.edu

STEP 1: Choose ONE of the sub-sections of “Docile Bodies” (one of the “Arts of Distribution—there are four, which we summarized and discussed in small groups in class on Saturday). For example, take the partitioning section. You may choose to use any ONE of the arts of distribution to complete this writing prompt, though I encourage you to choose the one that your group discussed in class.

Note: if you were not in class for Sat. language lab, to get yourself caught up with things to the extent that you can still do this writing prompt without confusion, before going any further, SUMMARIZE the art you’ve chosen in writing (take 5-10 min. to summarize).

STEP 2: FIND A PLACE ON THE EVERGREEN CAMPUS THAT YOU FEEL MATCHES WELL, I.E., ENACTS, THE ART OF DISTRIBUTION that you’ve chosen to use/creatively investigate for this writing. Find a space/place on campus, that is, which “partitions” or forms “enclosure,” etc. Remember, all institutions argues Foucault, distribute power and organize bodies, and most historically have made bodies more docile in relation to the institutions those bodies are in or part of. And recall that for Foucault this occurs via turning organization of the body, space, and time, into an artform (elsewhere in this book and in the chapter you’ve read, Foucault calls such artforms “sciences” or “technologies.” These terms are interchangeable, where an “art” or “technology” of distribution, for Foucault, is the theory and application of that theory, in this case of the body and of spaces bodies inhabit–these are arts, then, but also technologies, of bodily distribution).

STEP 3: For 20-30 min, WHILE IN THAT SPACE, take some free-written notes, noting how and to what degree that space you chose enacts that art of distribution you also chose to focus on. This is to say, investigate the space/place on campus and take notes not just on how the space/place functions, but how and why it might relate to the art of distribution you’ve chosen to focus on.

STEP 4: Either in the space you are taking notes or while at home (I recommend doing this at home), begin to DO AN “ARCHEOLOGY” OF THAT CAMPUS SPACE BY MAKING A PIECE OF CREATIVE WRITING that in itself enacts, responds to, and IN FORM (not just “content”) somehow evokes, accords with, resists, intervenes in, resonates as, inscribes, or otherwise experiments with, the arguments of the sub-section you chose. Evoke the effects of the space, or resist them via your creative writing. Your creative writing SHOULD USE YOUR EXTENSIVE NOTES as the raw materials, hence your writing is written in part from a sort of “field research,” what Foucault refers to as “archeological” writing.

BASIC CONSTRAINTS FOR THIS WRITING:

The form of the writing is largely up to you, and this time, so is the genre of writing. The main puzzle for you to solve is to ask what your writing desires when it is meant to evoke and somehow respond to the space on campus that you’ve researched/inhabited by way of how that space re-distributes your body (and other bodies) and therefore alters modes of behavior. What does the form of the writing need for you to evoke for readers this relation between Foucault’s ideas and the things about the space you’ve noted? THE BASIC LENGTH CONSTRAINTS FOR THIS WRITING ARE:

–For fiction/prose: 3pp single-spaced, MAX. Minimum 1-page of fiction/prose.

–For poetry or “performance” writing, length should be “ode-length,” which is 2-3pp of poetry or performance writing.

–Revise at least once before sending it to d and having it ready for in-class work.

STARTER QUESTIONS / TIPS:

–How might a poem or piece of performative/creative writing “enact” or “argue” or be shaped by, for example, Foucault’s notion of enclosure within the space you are doing the writing on campus (or how can that poem acknowledge its unavoidable confrontation with such a pervasive phenomenon)?

–How might this creative writing be, in a sense, an extension of your critical body (your body’s critical thinking) as framed through Foucault’s work? Your critical desires? Your critical needs? An extension of, to use poet Rob Halpern’s phrase, critical sexuality? All of these angles, and others you can think of, are on the table as entry points or architectures or forms for your piece of creative writing. Be playful and careful and enjoy.

 

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Reminder: plan for Saturday and first writing prompt

Dear all,

This is a reminder/heads up about what we’re aiming to do this coming Saturday.

The writing directions have been on the blog since last week, but I’m reposting them here in case any of you need a refresher, since the assignment is due in class tomorrow and in my inbox by the end of the day tomorrow. Please be aware that these constraints are meant to engaged playfully — they are not hard and fast rules. Even if you think you are not “done” please bring whatever you have and in this, our first “language lab,” we’ll work collaboratively on responding to each others’ work.

What I heard from many of you last week is that the creative writing portion of the course is what is most important to you — so this is the time to dig in! Please bring yourself, something to write with/on, and a copy of your response to the constraints.

We’ll also spend part of the day picking up where we all left off with the readings for this week. And since the Foucault is such a challenging text, we’ll practice working through it via our own writing. Ideally, I’d like everyone to have hard copies of the readings with them in class.

Really looking forward to reading your work!

See you tomorrow,

d

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