Intimate monthly seminars with Suzanne Conway in a venue near to Heathfield, Newton Abbot.
Monthly seminar groups with Suzanne Conway, featuring close reading, in-depth discussion and feedback on your poems-in-progress, as well guidance on your next steps as a poet and conversation around contemporary poetry. With a maximum of eight students in each group, these seminars provide an intimate setting and generate supportive and critical friendships, helping you to become part of your local poetry community.
Entry into this group is by application only. If you would like to sign up, please email [email protected] for information and we will assist you in the application process.
Do not book online before applying.
8 x monthly sessions between October and May. Sessions will take place in a venue near to Heathfield, Newton Abbot (the details of the venue will be sent to the participants before the first session). Classes will take place on Thursdays on the following dates, running 10am–12.30pm.
More information about how all our seminars work can be found on the Seminars Course Page.
Image credit: Geranimo
About Suzanne Conway View Profile
Suzanne Conway is a poet, writer and teacher. Her poems are published in Acumen, The Poetry Review, The Dark Horse, The North, The Rialto, The Moth, Ambit, Newspaper Taxis: Poetry after the Beatles (Seren), The Result Is What You See Today: Poems about Running (Smith|Doorstop), and elsewhere. She is teaching Literature at The University of Exeter while working towards a Ph.D in Creative Writing. She is writing a collection of poetry alongside the critical commentary: ‘Tantalising Vagueness’ – Intimacy and Distance in the Poetry of Edward Thomas. She has taught creative writing for sixteen years at GCSE, A Level and university level. See www.suzanneconway.co.uk for more details.
‘I have attended several courses at the Poetry School and all have been of a very high standard. The tutors have been well prepared and provided a wide range of material to generate discussion and ideas for writing poetry. Fellow students have been supportive and offered constructive criticism.’