This Year 4 module will offer a critically supportive environment in which students can use their command of English to express themselves creatively and imaginatively in writing. Students will compose structured pieces of writing in the broad genres of fiction, poetry, non-fiction, and drama. Composition will take place both inside the classroom, through peer review, and outside the classroom in the form of written assignments for submission. Students will also gain critical fluency in the parameters of form and style common to particular modes of creative writing.
The aims of the module include:
· becoming more adept in the use of written English;
· gaining confidence in the production of creative and imaginative texts;
· consolidating and developing grammatical and lexical competence;
· improving skills in the differentiated use of language;
· refining vocabulary;
· and improving structural and rhetorical control over one’s own writing for both general and professional purposes.
By the end of this module, learners will have produced original examples of the following types of creative / imaginative writing, such as those listed below:
· Personal essay
· Descriptive essay
· Short story
· Lyric poem(s) or blank verse poem(s)
· Dramatic dialogue or monologue
· “Letter from…” piece.
Far-reaching themes may centre on, for example, gender, culture, age, nature, urbanity, media, politics, life, love, and friendship.
Suitably selected, published samples of the various genres under consideration including essays, opinion pieces, poems, fictions, dialogues, and monologues.
Classrooms readings will also include the reflective compositions of creative writers such as Michael Cunningham, Roddy Doyle, Anne LaMott, Jack O’Connor, Abigail Thomas, Margaret Wilkinson, Amy Bloom, George Orwell, Jim Shepard, Dermot Bolger, and others.
Student work will serve as module content as well.
Suitably selected, published samples of the various genres underconsideration including essays, opinion pieces, poems, fictions, dialogues, andmonologues. Classrooms readings will also include student writings for constructive review and feedback.
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Tutorials will cover various strategies used to prompt creativity in writing, such as brainstorming, free-writing, clustering, and webbing. Roundtable discussions will centre on in-class readings chosen as genre samples, essentially ‘case studies’. These will be examined for their form, content, and style, and learners will sometimes be asked to imitate them.
Learners will often be given prompts and asked to write in class for short periods of time, followed by peer feedback on their work and ideas. Special attention will be devoted to structuring compositions.
| Suitably selected, published samples of the various genres under consideration including essays, opinion pieces, poems, fictions, dialogues, and monologues. (See Recommended Reading, below.) Classrooms readings will also include the reflective compositions of creative writers such as Michael Cunningham, Roddy Doyle, Anne LaMott, Jack O’Connor, Abigail Thomas, Margaret Wilkinson, Amy Bloom, George Orwell, Jim Shepard, Dermot Bolger, and others. Student work will serve as module content, as well. |
E-learning
Computer based learning in the Multi Media Lab will enable the class to simultaneously view particular creative works on line, and also to carry out in-class writing assignments. Some additional support materials will be available through Webcourses
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Other Assessment(s) | 100 |