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Unit outline_

ENGL2666: Creative Writing:Theory and Practice

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

This unit fosters students' practice and knowledge of creative writing through interactive workshops, seminars and lectures led by established writers and academics. Exploring the theoretical and practical dimensions of developing a personal creative writing practice, the unit emphases writing as a mode of intellectual, historical and aesthetic engagement with the contemporary.

Unit details and rules

Academic unit
Credit points 6
Prerequisites
? 
12 credit points at 1000 level in English
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Peter Minter, peter.minter@sydney.edu.au
Lecturer(s) Peter Minter, peter.minter@sydney.edu.au
Tutor(s) Julia Clark, julia.clark@sydney.edu.au
Pooja Biswas, pooja.biswas@sydney.edu.au
Type Description Weight Due Length
Assignment Creative writing draft
1000 words of creative prose or 3 pages of poetry
25% Multiple weeks
Closing date: 04 Jun 2021
1000 words
Outcomes assessed: LO2 LO4
Assignment Online writing task
1000 words of prose
25% Multiple weeks
Due date: 04 Jun 2021 at 23:59

Closing date: 30 Jun 2020
1000 words
Outcomes assessed: LO1 LO3 LO4
Assignment Creative writing portfolio and critical exegesis
i) 2000 words equiv. creative; ii) 500 word critical exegesis
50% Ongoing
Due date: 14 Jun 2020 at 23:59

Closing date: 30 Jun 2020
2500 words
Outcomes assessed: LO1 LO2 LO3 LO4

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

 

Department of English Interpretation of Grades

This Guide indicates broadly the qualitative judgments implied by the various grades which may be awarded. A more precise evaluation of the strengths and weaknesses of individual essays will be provided in markers comments. These comments will take account of the different standards likely to be achieved by Junior and Senior students and, among Senior students, by second and third year students.

85%+ (High Distinction)

  • The work demonstrates a deep and intelligent understanding of, and individual engagement with material;
  • presents a very close analysis of focal texts or issues;
  • addresses a specific issue and develops an independent critical or theoretical argument successfully;
  • indicates awareness of complexities and qualifications in argumentation;
  • demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
  • provides evidence of wide-ranging reading;
  • is properly referenced and well-presented.

The writing is characterized by creativity, clarity, and independent insight. A High Distinction is distinguished from a Distinction by the work’s demonstration of awareness of subtleties, nuances, qualifications and a possible other case. Work which is awarded a mark of over 90% in Senior level units of study will often contain some publishable or potentially publishable elements.

75-84% (Distinction)

  • The work demonstrates an intelligent understanding of, and individual engagement with material;
  • analyzes focal texts or issues appositely;
  • addresses an issue and presents a well-argued, coherent case;
  • demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
  • provides evidence of reading beyond what is strictly required for the task;
  • is properly referenced and well presented.

The writing is characterized by individuality, clarity, and independent insight. A Distinction is distinguished from a High Credit chiefly by the quality of theoretical understanding and the range of intellectual enquiry it demonstrates.

70-74% (High Credit)

  • The work provides evidence of independent reading and thinking about focal texts or issues and their contexts;
  • shows some clear understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
  • uses close critical analysis;
  • avoids summary;
  • indicates an intelligent attempt at a critical or theoretical argument;
  • is clearly and effectively written;
  • is well-referenced.

A High Credit is distinguished from a Low Credit chiefly by the extent of independent discussion of focal texts or issues, and by some obvious attempt to interpret the outcome of close analysis.

65-69% (Low Credit)

  • The work shows some understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
  • demonstrates some independent reading and thinking about focal texts or issues and their contexts;
  • uses close critical analysis;
  • avoids summary;
  • attempts a critical or theoretical argument;
  • is clearly and effectively written;
  • is adequately referenced.

A Low Credit is distinguished from a High Pass by the extent of independent discussion of focal texts or issues, the clarity of the writing and the extent to which it attempts a more general critical and/or theoretical argument.

58-64% (High Pass)

  • The work gives some evidence of ability to attempt an independent argument and to structure material coherently;
  • demonstrates a genuine attempt at independent reading and thinking about focal texts or issues though the essay may contain some oversimplification or superficiality;
  • generally avoids summary, paraphrase or unsubstantiated assertion;
  • may sometimes present quotation for illustrative purposes merely, but does also present the outcome of some critical analysis;
  • is adequately expressed;
  • is adequately referenced.

50-57% (Pass)

  • The work provides clear evidence of having read and thought about focal texts or issues;
  • attempts a coherent argument though there may be ellipses in argumentation;
  • uses some close critical analysis;
  • may paraphrase fairly extensively;
  • tends to use quotation for illustrative purposes only;
  • may tend towards generality in answering a question;
  • may present simplistic comment or unsubstantiated assertions;
  • is adequately expressed though there may be some weaknesses in this area;
  • may contain some referencing errors.

Below 50% (Fail)

Work may fail for any of the following reasons:

  • no evidence of having read the prescribed material closely;
  • sloppy, inconsistent presentation;
  • preponderance of paraphrase, mere plot summary or listing of superficial characteristics;
  • excessive use of quotation for illustrative purposes only, without any attempt at analysis;
  • excessive level of generality in answering a question;
  • inappropriate or obscure expression;
  • incoherent general structure;
  • inadequate referencing;
  • late submission of work without extension.

 

 

PLEASE NOTE: you must submit ALL tasks if you wish to pass this unit. Regardless of your final mark, if you do not submit a task you will receive an Absent Fail grade. 

 

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For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction: Research-led practice and practice-led research Lecture (1 hr) LO1 LO3
Introduction and administration: Research-led practice and practice-led research Seminar (2 hr) LO1 LO2 LO3 LO4
Week 02 The Writing Life Lecture (1 hr) LO1 LO3 LO4
The Writing Life Seminar (2 hr) LO1 LO2 LO3 LO4
Week 03 Character and Voice Lecture (1 hr) LO1 LO3 LO4
Character and Voice Seminar (2 hr) LO1 LO2 LO3 LO4
Week 04 Genre, Form, Style Lecture (1 hr) LO1 LO3 LO4
Genre, Form, Style Seminar (2 hr) LO1 LO2 LO3 LO4
Week 05 Contemporary Poetry and Poetics Lecture (1 hr) LO1 LO3 LO4
Contemporary Poetry and Poetics Seminar (2 hr) LO1 LO2 LO3 LO4
Week 06 The Short Story Lecture (1 hr) LO1 LO3 LO4
The Short Story Seminar (2 hr) LO1 LO2 LO3 LO4
Week 07 Writing non-places: flows and movement Lecture (1 hr) LO1 LO3 LO4
Writing non-places: flows and movement Seminar (2 hr) LO1 LO2 LO3 LO4
Week 08 Sydney Writers' Festival: the public life of writing [no lecture this week] Lecture (1 hr) LO1 LO2 LO3 LO4
Sydney Writers' Festival: the public life of writing Seminar (2 hr) LO1 LO2 LO3 LO4
Week 09 The Essay Lecture (1 hr) LO1 LO3 LO4
The Essay Seminar (2 hr) LO1 LO2 LO3 LO4
Week 10 World-building: the real and the speculative Seminar (2 hr) LO1 LO3 LO4
World-building: the real and the speculative Lecture (1 hr) LO1 LO2 LO3 LO4
Week 11 My Autotheory: Literary Memoir and Autobiography Lecture (1 hr) LO1 LO3 LO4
My Autotheory: Literary Memoir and Autobiography Seminar (2 hr) LO1 LO2 LO3 LO4
Week 12 The Informed Imagination: transcultural/ transhistorical conversations Lecture (1 hr) LO1 LO3 LO4
The Informed Imagination: transcultural/ transhistorical conversations Seminar (2 hr) LO1 LO2 LO3 LO4
Week 13 Conclusion: what next for your creative writing? Questions, experiences and advice Lecture (1 hr) LO1 LO2 LO3 LO4
Conclusion: what next for your creative writing? Questions, experiences and advice Seminar (2 hr) LO1 LO2 LO3 LO4

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. understand the relationship between literary and writing-focussed theory and creative practice, and the fundamental significance of reading
  • LO2. respectfully and usefully critique both their own and others’ writing in the classroom as well as online, and to assess and use constructive feedback
  • LO3. position their own creative and critical writing within contemporary practices and debates
  • LO4. sustain and continue their creative writing practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Student feedback was used to refine workshopping practice and assessments for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.