MODULE SPECIFICATION
Code: UPNQ9V-30-3 Title: Creative writing and the self Version: 2
Level: 3 UWE credit rating: 30 ECTS credit rating: 15
Module type: Standard
Owning Faculty: Creative Arts, Humanities and Education Field: Linguistics
Faculty Committee approval: QSC Date:
Approved for Delivery by: indicate name of affiliated institution if module will only be delivered by them
Valid from: September 2009 Discontinued from:
Contributes towards: Awards up to BA(Hons)
Pre-requisites: None
Co-requisites: None
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements
Excluded combinations: None
Learning outcomes:
On successful completion of this module, students should be able to demonstrate:
1. An awareness of what is meant by the terms ‘personal identity’ and ‘social identity’ (Component A)
2. An understanding of narrative identity, and the way in which life stories seem to be shaped (Component A)
3. An awareness of how their personal identity can be viewed through their discourse, and an ability to analyse this (Component B)
4. An understanding of the relationship between creative writing and the self from a practical and theoretical point of view (Components A and B)
5. An increased depth and strength to their creative thinking and writing (Component B)
Syllabus outline:
This module will be of interest to students who wish to explore the potential of creative writing for their own self development. We will look at issues around narrative identity, and in particular, the focus will be on personal identity, and on how we appear to shape our life stories in the telling of them. There will be a significant element of personal reflection and opportunities to engage in creative thinking and writing. Assessment will take the form of a one-hour examination on theoretical aspects of the module as well as a single piece of coursework which will involve analysis of and reflection on a personal narrative.
Teaching and learning methods:
This module will be taught through a combination of lectures, seminars and practical sessions. Lectures will provide the overall framework while seminars/workshops will provide the forum for discussion of issues touched upon in the lectures. Seminars/workshops may involve students in hands-on experiential learning, e.g. through discussions, presentations, mini-projects and so on. Students will be provided with an indicative bibliography to help them explore the background to the lectures and prepare for seminars and practical sessions.
Reading strategy:
The module handbook will make clear which readings are essential. Students will be encouraged to read more widely to supplement essential readings. A select bibliography will offer guidance on a range of additional materials. Guidelines on how to use and resource readings will be provided in the module handbook, in lectures and seminars. Links to further readings available online (including those available through ejournals), will be built in to the UWE Blackboard provision. All listed texts will be held on appropriate loan terms in the library, or will be accessible via the library’s ejournal subscriptions. Assessments are specifically designed to enable students to exploit the full potential of the library holdings and online databases and to develop their ability to research resources effectively.
Indicative Reading List: (see guidance notes)
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms
Books and articles:
Bolton, G. 2005. Reflective Practice: Writing and Professional Development. London: Sage.
Eakin, P.J. 1999. How Our Lives Become Stories: Making Selves. London: Cornell University Press.
Ellis, C. and A.P. Bochner. 2000. Autoethnography, Personal Narrative, Reflexivity: Researcher as Subject. In: Denzin, N. and Y. Lincoln (eds.). Handbook of Qualitative Research. CA: Sage.
Hunt, C. 2001. Assessing personal writing. Auto/Biography, 9, 89-94.
Hunt, C. and F. Sampson (eds.). 1998. The Self on the Page. London: Jessica Kingsley Publishers.
Hunt, C. and F. Sampson. 2006. Writing: Self and Reflexivity. London: Palgrave Macmillan.
Johnstone, B. 1996. The Linguistic Individual: Self-expression in Language and Linguistics. New York: Oxford University Press.
Johnstone, B. 2007. Discourse Analysis. Oxford: Blackwell Publishing.
Linde, C. 1993. Life Stories: The Creation of Coherence. Oxford: Oxford University Press.
Ochs, E. and L. Capps. 2001. Living Narrative: Creating Lives in Everyday Storytelling. Cambridge, MA: Harvard University Press.
Assessment
Weighting between components (standard modules at levels 0-3 only) A: 25% B: 75%
First Assessment Opportunity
Component A
Description of each element Element weighting
A 1.5 hour examination 25%
Component B final assessment
Description of each element Element weighting
Written coursework of 4000 words, in which students record,
transcribe and analyse a personal narrative FINAL 75%
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Description of each element Element weighting
A 1.5 hour examination 25%
Component B final assessment
Description of each element Element weighting
Written coursework of 4000 words, in which students record,
transcribe and analyse a personal narrative 75%
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required
Specification confirmed by ………………………………………….Date……. …………