Definition
We offer several modules that can count as English
Literature or Creative Writing. Students are offered the opportunity to submit
either a creative piece or a critical essay for the final assignment which is usually
the one that carries the most marks.
A potential problem
A snag a can be that English Literature students might
select the creative outcome – and they have every right to do so – but they
haven’t built up the same creative wring skills as have Creative Writing
students.
A possible solution
The module will have certain learning outcomes. We must
assess according to those outcomes. Every student has been taught so that they
can meet those outcomes.
Some of our mark descriptors anyway address writing generally:
Expression, Style, Writing Skills. In any case, on should really expect a
graduate in English to be reasonably skilled in these areas. In fact, English
Literature students often write very well. This is possibly because they have read
so much.
The validity of creative responses
A creative response can and should show a critical understanding
of the subject matter on a module such as this. This can sometimes be more
effective that a straight forward discussion. On a recent hybrid module I
moderated I came across two well written creative pieces. One showed an understanding
of the critical argument and issues associated with the module. The other didn’t.
The former of course received the higher mark.
Implications for teaching
I’ve started adding twenty minute sessions on general critical
and creative skills into my seminars.
All students participate in both. Working creatively gives the reader a
bigger insight into how a text is constructed. Reading critically helps the
writer to understand more about how to construct a text. It’s particularly good
for our students as we have no single honours in Creative Writing. It’s win win
for everyone.
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