Course Description

Creative Nonfiction magazine describes the genre as “true stories, well told.” As Lee Gutkind writes, “creative non?ction is like jazz-it’s a rich mix of ?avors, ideas, and techniques, some newly invented and others as old as writing itself.” In this course, we’ll take a broad look at creative nonfiction, exploring its many possibilities and the questions it raises-about truth and facts, memory and its malleability. Moving from personal essays to food writing, travel writing, multimedia journalism, and more, we’ll experiment with language and form as we find new ways to tell compelling stories about the world around us and our place within it. Keywords:Writing, creative, nonfiction, journalism, essay

Divisional Requirements

Was course completed satisfactorily?

Yes

Course Fundamentals

Attended class
Participated in class discussion
Participated in in-class or group activities
Completed assignments on time

Learning Goals

Learn to read and interpret intellectual or artistic works
Write critically and analytically
Understand quantitative methods of analysis
Develop creative abilities in expressive modes (e.g. creative writing, visual and performance arts, and music)
Effectively present ideas orally
Conceive and complete project-based work
Understand multiple cultural perspectives on intellectual or artistic subjects

Narrative Description of Student Performance

Introduction to Creative Nonfiction was a reading- and writing-intensive course. Students drafted a total of six essays; each went through a process of peer review and revision. These essays included a personal essay, a profile, food writing, travel writing, a pop culture review, and a multimedia repurposing of one essay, as well as one additional, final revision. Each unit included readings in that area, discussion, and writing exercises, and at the end of each students were invited to share their work aloud with the class. 

Ruth Daniel was a joy to have in class this semester. They were a deeply engaged reader and participant in class discussion, offering thoughtful insights, comments, and questions on the published texts as well as the work of their classmates, and listening to others with grace and understanding. There were times when Ruth and another student or two would volley back and forth as they worked out complicated ideas about a text—and, while I would have loved more people to jump into those conversations, I appreciated Ruth’s willingness to put themselves out there and share their ideas and perspectives, which unfailingly enriched our class discussions.

Over the course of the semester, Ruth wrote about their journey of self discovery; their boss, acclaimed author Kelly Link; their late father’s junk food guilty pleasure; an eye-opening trip to a Gatsby-esque town in Middle America; Sufjan Stevens; and more. That is to say, Ruth’s writing covered a wide range of topics and experiences. Each piece was well-written, demonstrating Ruth’s command of language and poetic sensibilities. Ruth’s personal essay, which told the story of their marriage, divorce, and journey to freedom found in the embrace of one’s authentic self, was a favorite. This piece had a clear shape and narrative arc and packed so much emotion and honesty into a few short pages. Hearing Ruth read this piece aloud in class was a revelation. Ruth chose to repurpose this piece for their multimedia project, which gave them an opportunity to bring in images and poetry and expand the lens of the story. 

Ruth’s profile of Kelly Link was a very different piece, but like the personal essay, it was well put together with a clear shape and story. Ruth’s revisions on this piece helped to add valuable context and enhance the storytelling. The food and travel pieces were each also memorable in their own right. The food writing piece, I think, was a useful exercise for Ruth in terms of deciding which stories they are ready to tell and which they are not. The travel piece is something I hope Ruth will continue to work on. The revisions helped to clarify the frame and context of the story, about a strange trip to Long Beach, Indiana, but there still seems to be so much material here to mine. I have no doubt Ruth could compellingly build this narrative out if they wanted to. Last but not least, Ruth’s culture review on Sufjan Stevens’ Illinois album was a beautifully-rendered homage to the artist. 

Ruth was an integral member of this class. They embraced the readings and assignments with vigor and with humility, emerging as a natural leader in the class. Their writing was powerful and inspiring at every turn. I encourage Ruth to continue writing and exploring new shapes and forms for telling their story. Their voice is an important one, and there is no doubt that, wherever their path takes them, they will accomplish great things.