Spring 2021 - ENGL 472W E100

Advanced Creative Writing (4)

Class Number: 3950

Delivery Method: Remote


  • Course Times + Location:

    Tu 5:30 PM – 9:20 PM

  • Prerequisites:

    ENGL 372 or 374.



An advanced seminar-workshop in the theory and practice of poetry or fiction. Genre varies from term to term. Students with credit for ENGL 472 prior to fall 2015 may not complete this course for further credit. Otherwise, course may be repeated for credit when the genre varies. Writing.


In the scholarly world, creative work is finding its way to academic legitimacy via the concept of “research creation.” Essentially, this is a recognition of the fact that creative work involves research, and that a creative work is one outcome of the sorts of research processes long privileged in the academy. In this course we will read and write poetry through one aspect of research: the document. How do poets work from, with, and through documentation? Our readings will provide examples of poets who do a variety of things with the documents they take up—whether those documents are personal, literary, or even historical. What does poetry uncover, or select for focus, that other methods do not? What is particular to the way poetry produces and disseminates knowledge? What, ultimately, do we feel about the places, objects, beings and events we encounter in the world, and how is poetry an appropriate response to these various stimuli? Our exercises will work with a range of provided documents, and students will also have the opportunity to work with documents of their own choice.

While a number of our activities will take place asynchronously, we will also regularly meet synchronously on Zoom.


  • Participation and on-line poetry readings 20%
  • Short presentation on readings 10%
  • Workshop assignments 30%
  • Final portfolio 40%



I am expecting that everyone will come to class having read the week’s material (whether books of poetry from our reading list or the workshop poems of your fellow students) and with something to say. The basis of the workshop is respectful and constructive peer feedback: think carefully about your fellow students’ poems and in class, after a student has presented their poem for workshop, please be ready to offer your comments. 

Seeing poetry read live is an important aspect of developing your practice. I’m asking you to attend at least 2 virtual readings during the semester. I will keep you apprised of readings that I am aware of—and feel free to share events you hear about with the class. When you attend a reading, I’m expecting you to report back to us the next class and offer any feedback you might have on the experience/the poetry you heard.


Introduce the class to one of the books on the list for this week. Tell the class your reading impressions, what you find interesting or challenging or productive in the work. Be as specific as possible. You may also want to address the ways in which the work conducts a kind of “research,” the uses it makes of “documents,” and/or the kind of “knowledge” (about place, history, etc.) it produces. 10 minutes maximum. Hand in approximately one page of presentation notes (250-500 words).


Four times in the semester you are expected to submit a poem for class workshop in response to a specific assignment (the assignments will be given the week before the workshop). On the day of a workshop, everyone should come prepared to offer constructive and sensitive feedback on the poems being workshopped that week (writing down some notes, possibly on a printed version of the poem, prior to class is always best). If you have submitted a poem, you should also come prepared to be open-minded and receptive (not defensive) to the class feedback. The idea is that what has been submitted is a draft, and the rest of the class will function as your helpful editorial board. NOTE: if it is not your week to submit for the workshop, but you also want to write a response to the week’s assignment, please go ahead and do so—but do not email your assignment to the whole class (it will not be workshopped); if there is time at the end of a workshop to hear a few extra responses, we could share these then. The class email list is: engl472w-e100@sfu.ca


Your portfolio should comprise 15-25 pages of poetry, plus a one-page prose introduction describing the grouping of poems and the process. The portfolio could, but does not have to, include poems you workshop during the course; it should not include work written prior to the course. What I am asking you to do is think holistically about the group of poems you include in your portfolio, as they connect to your on-going research topic: this topic is wide open, but could relate to any number of “sites” of research or sets of documents around which you might develop your poems. This “site” could be a (historical) person, place, or thing (object / event); it could be a historical or contemporary cultural phenomenon; it could be a documents or documents you have chosen to focus on. The point is to explore the poem as a means of gathering and organizing understanding and/or information about some “site” of investigation or set of documents.



The required readings are on order at the bookstore, but some can be acquired direct from the publishers as a PDF. 


Susan Howe, Concordance

Layli Long Soldier, Whereas

Cecily, Nicholson, From the Poplars

Mark Nowak, Coal Mountain Elementary

Department Undergraduate Notes:

IMPORTANT NOTE Re 300 and 400 level courses: 75% of spaces in 300 level English courses, and 100% of spaces in 400 level English courses, are reserved for declared English Major, Minor, Extended Minor, Joint Major, and Honours students only, until open enrollment begins.

For all On-Campus Courses, please note the following:
- To receive credit for the course, students must complete all requirements.
- Tutorials/Seminars WILL be held the first week of classes.
- When choosing your schedule, remember to check "Show lab/tutorial sections" to see all Lecture/Seminar/Tutorial times required.

Registrar Notes:


SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html


Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).