Intro to creative writing
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Intro to creative writing






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Intro to creative writing Presentation Transcript

  • 1. AS CREATIVE WRITING An overview
  • 2. Why study Creative Writing? • Creative Writing is firmly established as a distinct discipline within higher education, leading to a range of professional careers within the creative and cultural industries • For the first time, this A level makes Creative Writing available in the secondary curriculum in the same way as other arts forms such as music, dance, drama and art and design • The AQA A level prepares students for further study in Creative Writing in higher education • However, it is equally useful for students who wish to develop their ability to express themselves in writing, for a range of audiences a skill that can be applied to the breadth of writing tasks encountered in the professional world of work or academia – as such, it may be just as appealing to those focusing on other disciplines, such as the humanities or sciences • The study of creative writing helps to develop a range of key skills that can be applied in the real world, including clarity of thought and expression, critical and analytical skills, team working, giving and receiving feedback and creative problem solving
  • 3. At AS, students will: • Be introduced to a range of different types of writing • Be expected to develop regular writing and reading practice • Learn to express themselves and their ideas • Learn to reflect on their intentions and outcomes • Be introduced to the notion of writing to a brief • Be introduced to the craft of writing by exploring writers’ methods through the study of published texts
  • 4. Specification: Unit 1 – CREW1 Writing On Demand 40% of AS 2 hour written exam 60 marks Students will answer two questions from a choice of four. Both will involve the production of texts based on practical writing scenarios
  • 5. Unit 2 – CREW 2 Exploring Creative Writing 60% of AS Coursework, internally assessed and externally moderated by AQA 90 marks Students will submit two creative pieces of work (max 3000 words) and a reflective commentary (max 1500 words)
  • 6. Subject content • The course requires the study and production of different types of creative and professional writing, defined by AQA as forms. • There are four distinct forms, all of which can be produced for a range of different media • Students may write in: prose fiction, prose non- fiction, poetry or script • They may write for: page, performance, radio, screen or digital media
  • 7. Definitions • Form: a type of writing: prose fiction, prose non- fiction, poetry or script • Genre: a sub-division of one of these types of writing, eg short story, travel article, screenplay • Medium: the route through which the writing is received: page, performance, radio, screen or digital media
  • 8. This A Level expects students to: • Write regularly in a range of forms and genres in order to explore writing styles and develop technical control • Read widely and critically, developing their writing skills by widening their experience of reading • Share work-in-progress with others, respond productively to feedback and develop drafting and editing skills
  • 9. An important note: • The assessment of this specification places a high importance on technical accuracy in writing • It emphasises the point that successful writing has to have technical competence as well as originality • Students must recognise the requirement for technical accuracy, and be prepared to work hard on honing their technical skills
  • 10. CREW 1: Writing On Demand • This examined unit is designed to reflect the fact that writing can be creative in ways that are non-literary • It also reflects the fact that creative writing is part of the professional world of work • Many professional writers write to order, with tight deadlines and focus • This makes an examined unit an especially suitable way of assessing this type of writing • The aim of the unit is to give students an opportunity to write to a specific professional brief, showing appropriate writing skills, in limited time
  • 11. CREW 1: Content Students should be prepared for this unit by reading and writing a variety of texts from the professional world. There is no prescribed list of text types, but types of writing may include: • Journalism in all its many forms, eg articles, columns • Writing online eg blog entries, web page content • Persuasive writing eg writing a pitch, an editorial • Reviews eg of an event or product • Creative non-fiction eg travel writing, autobiography
  • 12. CREW 1: Mode of Assessment • Assessment will be by one 2 hour written paper • Students will answer two questions from a choice of four • Each question is marked out of 30, giving a total of 60 marks for the paper • Questions will be in the form of a professional writing brief – students will be expected to follow closely all elements of the brief • This unit assesses AO1 (develop ideas through creative writing, using an imaginative approach to language and the effective use of chosen form) and AO2 (communicate clearly in accurate, well-crafted writing, with appropriate technical control) equally (15 marks for each AO for each question)
  • 13. CREW 2: Exploring Creative Writing • The aim of the coursework unit is to introduce students to regular writing practice across a broad range of forms • For the purposes of this specification, the forms are defined as: prose fiction, prose non-fiction, poetry and script
  • 14. CREW 2: Content • Through regular reading and writing, students will develop their expertise as writers. They should keep drafts of their work, building a portfolio that includes examples across all four forms • Students will then choose two forms on which to focus to submit for their coursework
  • 15. CREW 2: Mode of Assessment • Assessment will be through the production of a coursework folder of three pieces of work • Each piece will be marked out of 30 to give an overall mark out of 90 for the unit • The folder will consist of three elements: Creative Work 1; Creative Work 2; Commentary • The creative elements must conform to the following: they must be in two different forms; the word guidance is 3000 words for each piece, and each piece must be a minimum of 500 words; each creative element may be made up of shorter pieces (eg a collection of poetry or flash fiction); the first draft of each piece must also be submitted • The third piece students are required to submit is a reflective commentary that demonstrates critical awareness of their own writing process for both creative elements. This should include: inspiration and aims; influences; choice of form; creative problem solving; responding to feedback and editing. Word guidance for the commentary is 1500 words.
  • 16. Task • You are going to write a short biography of someone else in the room • First of all, write a series of questions that you might ask them. These should include, but need not exclusively focus on, their reading and writing experiences. You have 5 minutes to do this. • Turn to the person next to you. Take turns to interview each other. You have 10-15 minutes to do this. • You now have 15 minutes to write your biographies. They should be between 100-200 words.
  • 17. A word about reading, writing and…. listening • As a writer, you obviously need to write, all the time. You also need to read, read, read. But another valuable source of material for your writing is the world around you • Keep your eyes but, most importantly, your ears open… you may hear something that could be the starting point for a piece of writing…
  • 18. Homework tasks 1.Get yourself a journal before next week. For the most part you will do your initial writing/drafts in this, and it will form the basis of your portfolio of work for the course. 2. What is your favourite book? • Write an account of your favourite book, exploring your reasons for choosing it. What do you particularly like about the writing? • Choose an extract from your chosen book, and bring a copy to next Tuesday’s lesson. Please provide a copy for each member of the class (if you have a problem with this, make sure you see me in good time before the lesson).
  • 19. Ideas • Tour of the site • Listening – write down a conversation you’ve overheard which could form the starting point of a piece of fiction • Flash fiction