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JOHN CABOT UNIVERSITY
COURSE CODE: "CW/DJRN 346"
COURSE NAME: "Creative Writing Workshop: Travel Writing"
SEMESTER & YEAR:
Summer Session I 2019
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SYLLABUS
INSTRUCTOR:
Sarah Snider
EMAIL: [email protected]
HOURS:
MTWTH 1:30-3:20 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: EN110 with a grade of C or above
OFFICE HOURS:
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COURSE DESCRIPTION:
This creative nonfiction workshop explores the long tradition of travel writing, fostered by the keen observation and thoughtful documentation of landscape and culture that travel inspires. Students will gain exposure to several subgenres encompassed by the term travel writing including, but not limited to, the travel memoir, the travel essay, guidebooks, and food and humor pieces that tandem as travel writing. The course offers instruction in the research and mechanics of travel writing aimed at the generation of articles and essays for newspapers, magazines, guidebooks, the Internet, as well as how to begin drafting ideas for longer-form works.
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SUMMARY OF COURSE CONTENT:
From the process of invention through revision, we will develop and refine skills in writing and critically reading works in multiple travel genres. This course will move between discussions of reading assignments and craft techniques, in-class writing assignments, full-class workshops, and occasional field trips. Readings will correspond to the genres of the major writing assignments, and will provide a foundation for ethical and creative considerations in the practice of travel writing. Assignments will take students out into the city of Rome itself, as travel writing is grounded in careful observation of one's surroundings. Dedicated to the philosophy that all writing benefits from careful critique and thoughtful revision, the workshops will help us develop critical thinking and editorial skills, while fostering an aesthetic sensibility about our own writing, the writing of our peers, and a more thorough understanding of the various components of travel writing. Throughout the semester, as we share work and ideas, we will build our class into its own writing community.
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LEARNING OUTCOMES:
Students will:
-Become familiar with the writing techniques employed in generating ideas and producing travel pieces.
-Begin to shape and form their own distinct voices as travel writers.
-Employ critical reading skills while analyzing travel writing for specific issues of craft.
-Utilize workshop methodologies which emphasize close peer interaction and foreground appropriate assessment skills among writers and thinkers.
-Create and revise their own travel writing while employing appropriate craft techniques.
-Substantially revise work utilizing editorial skills and critical feedback.
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TEXTBOOK:
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| How to Be a Travel Writer | Don George | Lonely Planet; 4 edition | 9781786578662 | | |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Participation in discussions and workshops | Full guidelines for workshops will be distributed in class | 20% |
| Micro story & podcast | 10% for story, 10% for podcast | 20% |
| Food piece | | 15% |
| Long-form travel piece | 20% for writing, 5% for images/photography | 25% |
| Portfolio reflection/author's statement | | 5% |
| Leading class discussion | | 5% |
| Class blog posts and in-class writing assignments | | 5% |
| Individual conference with professor | In this meeting, we will discuss one of your pieces | 2.5% |
| Open mic | Each student will give a reading in class on the last day of the semester | 2.5% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Because this class is so collaborative and discussion-based, attendance is key and required. Students are allowed up to 2 unexcused absences. In order for an absence to be excused in cases such as illness or observance of a religious holiday, students must email the professor to let her know why they were not in class. Each subsequent unexcused absence after the first 2 will result in a lowering of the grade (an A will become an A-, B+ will become a B, etc.). More than 5 absences over the course of the semester will result in a failing grade. For more information on official absence policies, please see the JCU catalog.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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This is an overview of the course layout and is subject to change. A full schedule of readings and assignments will be given out in class.
Week 1: Introduction to travel writing: methods and considerations
Week 2: Readings and workshops relating to short-form stories and podcasts
Week 3: Readings and workshops relating to food writing
Week 4: Readings and workshops relating to long-form travel writing
Week 5: Workshops for long form travel writing, continued; pitching your travel writing
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