Brain Books
In Introduction to Creative Writing, my students’ only required text is a book, of any sort, that they will maim, alter, activate, and transform over the course of the semester. Working part-time at a used bookstore myself, I often bring a (quite heavy) box of rescued books that were deemed as detritus and doomed to the local dumpster.
Every class period, students are to engage with their Brain Books. I encourage them to take notes in the margins, circle interesting words, doodle, draw, fold, rip. Anything that their creative mind desires.
I prefer to begin 242 Introduction to Creative Writing with a poetry unit. More often than not, students are fearful of poetry and have a very narrow view of the genre. I like to catch them early on in the semester when their engagement seems a bit more accepting. The very first poem we create in 242 is an erasure poem utilizing found words from our very own brain books. For this assignment, I share the poems of Sarah Sloat, Tom Phillips, Tracy K. Smith, and Ronald Johnson. Students are very receptive to this assignment. The stakes seem a bit lower because they are not generating the initial words, BUT, they are making very thoughtful and careful considerations on their final revised version of the poem, where the elements of poetry we have been learning (i.e.: form, rhythm, enjambment) come singing through in a surprisingly striking and lovely way. This assignment always leaves me shocked and awed. And many students feel empowered by their new poetic accomplishment, rendering them ready and excited for their next poetic challenge.
The Brain Books are a staple in our classroom. Every day I prompt students to take notes on important definitions, authors, works, and content from lectures. Sometimes, I will toss them a wildcard assignment such as: “Rip a page out of your book, pass it to your neighbor. Now, utilize your new foreign page into your Brain Book in whatever way you choose…” Responses for this assignment have left me flabbergasted in the best way. Recently, I had one student burn the foreign page before integrating it into their Brain Book. I also had a student literally EAT A CORNER of the foreign page before placing it into her book. While I would never condone eating your homework, I have SUPREME respect for this student interacting with the work in a very, very, memorable and unique way.
Previous students have shared that this assignment was so impactful and fruitful for them, that they have since gained a new book that they use as a journal/inspiration rolodex long after our class has ended. Our Brain Books allow us to take risks, be inspired, and to experiment with the written word.
EXAMPLES (shared with permission):
