WRIT 300

Creative Writers, Identity and Race in the Twin Cities

4 Undergraduate credits
Effective December 15, 2016 – Present

Graduation requirements this course fulfills

This writing class, a combination of in-class meetings and significant individual work outside of class, explores the many ways that creative writing, from books to literary readings to public art projects, informs daily life. Much of the content of WRIT 300 focuses on how social constructs of race and racism have influenced creative writers in the Twin Cities, from the legacies and impacts of racism on writers¿ creative process and output to the creative writing communities¿ collective and institutional responses to racism. This writing class is designed for non-creative writing majors; students from all disciplines with an interest in creative writing are welcome.

Special information

Prerequisites: Completion of Part 1 of Goal 1.

Learning outcomes

General

  • Design and create a literary art project that synthesizes knowledge of creative writing craft, personal inspiration and public distribution.
  • Describe the defining aspects of craft in terms of writing poems, brief memoir and short fiction; demonstrate how to create short creative texts.
  • Identify how race and racism are socially constructed in creative writing, both in the community of creative writers and the publishing world.
  • Analyze how social constructs of race and racism influence individual writers' creative processes; give specific examples of racism among the Twin Cities writing community.
  • Describe the ways in which local literary institutions promote, display and advocate for creative writers, especially writers of color, and assess the effectiveness of these institutions in doing so.
  • Identify the ways in which the legacies and impacts of racism affect the personal and professional lives of creative writers, along with their experience of, expectations toward, and strategies for public distribution of their work.
  • Formulate a plan to better address racism in one's personal life, and interpret this plan in the form of a poem, short memoir, or short story.

Minnesota Transfer Curriculum

Goal 6: The Humanities and Fine Arts

  • Demonstrate awareness of the scope and variety of works in the arts and humanities.
  • Understand those works as expressions of individual and human values within a historical and social context.
  • Respond critically to works in the arts and humanities.
  • Engage in the creative process or interpretive performance.
  • Articulate an informed personal reaction to works in the arts and humanities.

Goal 7: Human Diversity

  • Understand the development of and the changing meanings of group identities in the United States' history and culture.
  • Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.
  • Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.
  • Describe and discuss the experience and contributions (political, social, economic, etc.) of the many groups that shape American society and culture, in particular those groups that have suffered discrimination and exclusion.
  • Demonstrate communication skills necessary for living and working effectively in a society with great population diversity.