Advanced Creative Writing - Fiction

Course Number:
WR 244
Transcript Title:
Advanced Creative Writing - Fiction
Created:
Aug 17, 2022
Updated:
Jul 18, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

WR 241

Course Description

Extends the introduction to the craft of fiction started in WR 241. Explores the creative writing process from development of an idea to revision of a manuscript. Introduces the techniques, structures, and styles of established writers. Prerequisites: WR 241. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Read and analyze established authors in order to become familiar with the elements of fiction (eg. plot, dialogue, character, point of view, setting, tone, style, voice).
  2. Write original fiction that effectively uses the elements of the craft, leading to the development and revision of at least one complete short story. 
  3. Effectively edit own original fiction based on knowledge gained from close and analytical reading of peer fiction.
  4. Research literary journals’ submission policies, write effective submission cover letters, and submit short stories for possible publication.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Minor
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Minor
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:

Assessment may include informal responses to study questions; evaluation of small- and full-group discussion; in-class and out-of-class writing; writing fiction pieces, as well as other types of more informal writing; presentation by individuals and groups; short and long quizzes; close reading exercises using support/evidence; writing exercises which include evaluation of various interpretations of a text and their relative validity. Both instructor and peer evaluation will be incorporated in the assessment process. 

May include student critiques of student work, in-class and out-of-class writing, close reading exercises, instructor conferences. Students missing a week's worth of class may not expect an A; those missing two weeks’ worth may not pass the course.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

  • Plot
  • Character
  • Scene
  • Narrative voice
  • Point of view
  • First person
  • Second person
  • Third person
  • Dialogue
  • Conflict
  • Setting
  • Tone/Language
  • Text
  • Subtext
  • Figurative Language
  • Genres
  • Pacing
  • Revision
  • Purpose
  • Protagonist
  • Imagery
  • Theme
  • Writing as a process
  • Denouement
  • Flashback
  • Irony
  • Allusion
  • Symbol
  • Close reading
  • Analysis
  • Contextualization
  • Artistic convention
  • Multiple interpretation
  • Audience
  • Objective Correlative
  • Metafiction
  • Query Letters/SASE
  • Journal Websites