The Class and Blog Schedule

THE SCHEDULE—DON’T LOSE ME –In Class Dates are Red Date (due date for blogs)	Reading	Topic to think about/blog on
1/24	Poetry & Protest (p&p) pages 1-62 Essays and poems	How do the stories contain in the poems expand beyond their specific reference and makes themselves shed light on other historical/political and social moment? What are some styles we encounter?
1/31	Read America(s): RA  Rosal, 144, Kageyama, 103, Acevedo, 24, Zobel 178 And Language for a New Century (Language) Habib, 400, Youssef, 197, DuÃt, 211, Darwish, 245	IN this collection, the sense of place has shifted or taken on life in the eyes of the poet. Talk about the place, the meaning of it to the speaker, the way the images make it specific
2/7	Language: Rin, 78, Gurung 511,  Chin 143, Hasan, 298, Dao 418, Ismail 338; Breakbeat (BB) Saenz, 189, Murillo	Identifying the natural/ geographic elements from a colonial/post-colonial perspective OR What is place?
2/14 Reading for discussion in class on Saturday and Sunday	P & P: pps 63-114, Language: Ismael, 163, young, 271, OLivarez, 231, Suck on the Marrow by Camille Dungy	The color  complex. How does the poets use color, their own and others?
2/21	Language: Carbo, 15, Charara, 231, Chin, 143: RA: Farris, 82, Huerta, 96; CS: Rodriguez 238, Ayon, 34, Bermejo, 39 http://www.poetryfoundation.org/poetrymagazine/poem/249104 http://www.poetryfoundation.org/poem/247068	Family is a different idea than we know. The childhood, the place.
2/28	CSL Carreno, 55, Lee, 180,  Archila, 22; BB: all of Diggs, 55+,  Smith, 254+,  Kearney 117 +	How difference is viewed Who are the voices and what are their instruments
3/7	P & P: 114-158: CS: Laningham, 172, Hearle, 138, Ceballos, 262; BB: Ford, 87+,  Moore, 70	Consider who in a broader context and then look at the work – historically, politically
3/14 3/18-19  Reading for Saturday & Sunday	BB: Carney, 52, Goodwin, 153+ Rodriguez, 98; RA: Faizullah, 81, Rosal, 144, Chambers, 52 Cannibal by Safiya Sinclair Look: Poems by Solmaz Sharif	Writing the violence—fueling the protest Group 1 teaches Cannibal Group 2 teaches Look
3/28	Language: Habib, 400, Maqalih, 425,  Thayil, 206; BB Hammad, 91+, Perdomo 23+,  Harris, 223; Language: Mahmud, 402,	Writing about identity and its specific and general references
4/4	Read the rest of Poetry and Protest	Write about the universal and the particular and how they support each other. What are the current moments of protest and how do they manifest?
4/11 4/15 & 4/16 reading for Saturday & Sunday	RA: Harris, 92, Brown 40+, Mao, 117; BB: Ashgar, 231+, Nafis, 226; Language: Young, 271, Moe 446, Joseph, 134 When my Brother Was and Aztec and Mucha Muchacha	The body—how is the presentation of the body meet the narrative and complicate the political   Group 3 teaches, When My Brother Group 4 teaches, Mucha Muchacha