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Session: 2022/23
Last modified: 27/03/2017 13:01:35
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Title of Module: Creative Writing 1 |
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Code: CMPG11009 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | David
Manderson |
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| Summary of Module |
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This module is designed to introduce students to the basic principles and practices of writing imaginative prose, poetry and all other forms of fiction and non-fiction.
It will cover writing associated with both print and digital publishing and equip the student with the skills necessary to engage with the world of creative writing through networking and social media.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Analyse experimentation in creative writing practice critically examining historical and contemporary developments and analysing issues
L2.
Apply a significant range of the principal skills, techniques and practices of creative writing to a body of creative writing practice
L3.
Deploy extensive, detailed and critical knowledge and understanding of creative writing specialisms, incorporating developments at the forefront of professional practice, to one or more forms of creative writing practice |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate and/or work with:
• Knowledge that covers and integrates most, if not all, of the main areas of a subject
discipline – including their features, boundaries, terminology and conventions.
• A critical understanding of the principal theories, principles and concepts.
• A critical understanding of a range of specialised theories, principles and concepts.
• Extensive, detailed and critical knowledge and understanding in one or more
specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline and one or more specialisms. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal skills, techniques, practices and/or materials which
are associated with a subject/discipline.
Use a range of specialised skills, techniques, practices and/or materials which are at the
forefront of, or informed by, forefront developments.
Apply a range of standard and specialised research or equivalent instruments and
techniques of enquiry.
Plan and execute a significant project of research, investigation or development.
Demonstrate originality or creativity in the application of knowledge, understanding and/
or practices.
Practise in a wide and often unpredictable variety of professional level contexts. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or
informed by, developments at the forefront of a subject/discipline.
Identify, conceptualise and define new and abstract problems and issues.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills practices and thinking in a
subject/discipline.
Deal with complex issues and make informed judgements in situations in the absence of
complete or consistent data/information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a range of advanced and specialised skills as appropriate to a subject/discipline,
for example:
• Communicate, using appropriate methods, to a range of audiences with
different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of software to support and enhance work at this level and specify new
software or refinements/improvements to existing software to increase effectiveness.
• Undertake critical evaluations of a wide range of numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work and/or significant responsibility for the work of others.
Take responsibility for a significant range of resources.
Demonstrate leadership and/or initiative and make an identifiable contribution to change
and development.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
Deal with complex ethical and professional issues and make informed judgements on
issues not addressed by current professional and/or ethical codes or practices. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Teaching and Learning strategy is based around practice with some lecturer exposition followed by workshops, exercises, short individual writing pieces and formative peer assessment. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 25 |
| Tutorial/Synchronous Support Activity | 40 |
| Laboratory/Practical Demonstration/Workshop | 50 |
| Practice Based Learning | 20 |
| Independent Study | 65 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Fires, Raymond Carver, Harcourt Brace (1989)
On Writing, Stephen King, Hodder (2007)
A Good Man is Hard to Find, Flannery O'Connor, Penguin (2006)
Collected Short Stories, Isaac Bashevis Singer, Panguin (1977)
Whoever You Choose to Love, Colette Paul, Phoenix (2005)
Full Scottish Breakfast, Graham Fulton, Red Squirel (2013)
Staying Alive, Neil Astley (ed.), Bloodaxe (2002)
Lady with Lapdog and Other Stories, Chekhov, Penguin (1982)
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | Ian White |
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| External Examiner | Graham Drysdale |
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| Accreditation Details | |
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| Version Number | new module introduced from session 2014/15 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will be introduced to the landscape of creative writing practice through seminars in different aspects of creative writing. A range of 2-3 day workshops in different forms will then be offered to them. From these stimuli they will undertake further independent learning and develop focused creative writing projects supported by group progress seminars and individual tutorials as appropriate. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is open to all students.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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