front cover of In a Fine Frenzy
In a Fine Frenzy
Poets Respond to Shakespeare
Starkey, David
University of Iowa Press, 2005

Showcasing poems by more than ninety contemporary American poets, In a Fine Frenzyreveals what Shakespeare’s poetic children have made of their inheritance. Particularly interested in Viola, Miranda, Prospero, Desdemona, Iago, Lear, Cordelia, Hamlet, Horatio, and Ophelia, the poets respond to the sonnets, the comedies, the tragedies, the romances, and, to a lesser degree, Shakespeare the man. In so doing they reveal the aspects of his work most currently captivating to modern writers.

Those who cherish Shakespeare’s mercurial wit will delight in the rapid shifts, from grief to hilarity, so characteristic of the bard himself. Comic poems about tragedies follow decidedly somber poems about comedies. Single poems contain multiple emotional twists and turns. Some pay homage; most interact directly with the original Shakespearean text. Collectively, they corroborate Ben Jonson's assertion that Shakespeare is “not of an age, but for all time.”

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front cover of Keywords in Creative Writing
Keywords in Creative Writing
Wendy Bishop and David Starkey
Utah State University Press, 2006
Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom, and unique in the field, combining the pragmatic accessibility of popular writer's handbooks, with a wider, more scholarly vision of theory and research.
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front cover of Teaching Accelerated and Corequisite Composition
Teaching Accelerated and Corequisite Composition
David Starkey
Utah State University Press, 2023
Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses. Trailblazers in the field from colleges across the United States—who developed a foundation for corequisites by facilitating equity and accessibility for marginalized students—speak to a range of topics and demographics, offering support for instructors and practical advice for improving student success.
 
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
 
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
 

 
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