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Objectives of Creative Writing

Delve into the "Objectives of Creative Writing" and explore the multifaceted aims of this expressive art form. Uncover the diverse purposes, entertainment, education, and social commentary, that creative writing serves. Gain a deeper understanding of how creative writing transcends mere words, providing insight into the human experience.

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In this blog, we delve into the Objectives of Creative Writing and its purposes, shedding light on its significance in our lives. From the art of storytelling to the therapeutic release of emotions, Creative Writing is a dynamic and versatile discipline that has enchanted both writers and readers for generations. 

Table of C ontents  

1)  Objectives of Creative Writing 

    a)  Self-expression 

    b)  Entertainment 

    c)  Education 

    d)  Social commentary 

2)  Purpose of Creative Writing 

3)  Conclusion 

Objectives of Creative Writing  

Creative Writing serves as a versatile and dynamic form of expression, encompassing a range of objectives that go beyond mere storytelling. Here, we delve into the fundamental objectives that drive creative writers to craft their narratives and explore the depths of human creativity:  

Self-expression 

Creative Writing is, at its core, a powerful means of self-expression. It provides writers with a unique canvas upon which they can paint the colours of their innermost thoughts, emotions, and experiences. This objective of Creative Writing is deeply personal and cathartic, as it allows individuals to articulate their inner worlds in ways that spoken language often cannot. 

Through the act of writing, authors can explore the complexities of their own psyche, giving shape and substance to feelings that might otherwise remain elusive. Whether it's capturing the euphoria of love, the depths of sorrow, or the intricacies of human relationships, Creative Writing serves as a conduit for unfiltered self-expression. 

Moreover, Creative Writing grants the freedom to experiment with different writing styles, tones, and literary devices, enabling writers to find their unique voices. In the process, it cultivates self-awareness, self-discovery, and a deeper understanding of one's own experiences. For many, the act of putting pen to paper or fingers to keyboard is a therapeutic release, a way to make sense of the chaos within, and an avenue for personal growth and reflection. In essence, Creative Writing empowers individuals to share their inner narratives with the world, fostering connection and empathy among fellow readers who may find solace, resonance, or inspiration in the tales of others. 

Entertainment 

One of the primary and most recognisable objectives of Creative Writing is to entertain. Creative writers craft stories, poems, and essays that are designed to captivate readers, transporting them to different worlds, evoking emotions, and engaging their imaginations. 

At its heart, Creative Writing is the art of storytelling, and storytelling has been an integral part of human culture since time immemorial. Whether it's a thrilling mystery, a heartwarming romance, or a thought-provoking science fiction narrative, Creative Writing offers an escape from the ordinary into realms of fantasy, intrigue, and wonder. It weaves narratives with vivid imagery, compelling characters, and gripping plots, all working together to hold the reader's attention. 

Through Creative Writing, authors create emotional connections between the reader and the characters, fostering a sense of empathy and identification. As readers immerse themselves in a well-crafted story, they experience a wide range of emotions, from laughter to tears, joy to sorrow. It is this emotional journey that makes Creative Writing such a potent form of entertainment, offering readers a pleasurable escape from reality, a chance to explore new perspectives and a memorable experience that lingers long after the last page is turned.  

Education 

Creative Writing is not only a source of entertainment but also a powerful educational tool. It engages writers in a process that goes beyond storytelling; it encourages research, critical thinking, and the development of effective communication skills. 

Writers often embark on extensive research journeys to create authentic settings, characters, and plots. This quest for accuracy and depth enriches their knowledge in various fields, ranging from history and science to culture and psychology. As they delve into their chosen topics, writers gain valuable insights and expand their intellectual horizons. 

Furthermore, Creative Writing teaches readers important life lessons and imparts knowledge. It introduces them to diverse perspectives, cultures, and experiences, fostering empathy and understanding. Reading well-crafted works can be an enlightening experience, challenging preconceptions and encouraging critical thinking. It also enhances vocabulary, language skills, and the ability to express thoughts and emotions effectively. 

In educational settings, Creative Writing nurtures creativity, encourages self-expression, and helps students develop essential communication and analytical skills. This educational objective of Creative Writing underscores its value as a holistic tool for personal and intellectual growth, making it an integral part of both formal and informal learning processes. 

Social commentary 

Creative Writing often serves as a potent medium for social commentary, embodying a powerful objective that transcends mere storytelling. Through the art of narrative, poets, novelists, and essayists alike can engage in meaningful discourse about society's values, issues, and challenges. 

Writers use their creative works to shine a light on important societal concerns, question norms, and provoke thought. They employ allegory, satire, symbolism, and other literary techniques to critique, challenge, or explore various aspects of the human condition and the world we inhabit. Whether addressing issues such as inequality, injustice, environmental crises, or political corruption, Creative Writing can be a catalyst for change. 

By portraying the complexities of real-life situations and characters, writers encourage readers to reflect on their own lives and the world around them. This introspection can lead to increased awareness and, ideally, inspire action to address pressing societal issues. 

In essence, the social commentary objective of Creative Writing underscores its role as a mirror reflecting the world's triumphs and flaws. It empowers writers to be advocates for change, storytellers with a purpose, and champions of social justice, ensuring that Creative Writing continues to be a powerful force for positive transformation in society. 

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Purpose of Creative Writing 

Creative Writing serves a multitude of purposes, making it a dynamic and invaluable art form. Beyond its objectives, Creative Writing plays a crucial role in our lives and society, contributing to personal growth, cultural preservation, inspiration, and connection.  

Catharsis 

One of the profound and therapeutic purposes of Creative Writing is catharsis. This aspect of Creative Writing is deeply personal, as it offers writers a means to release pent-up emotions, confront inner turmoil, and find a sense of closure. 

Through the act of writing, individuals can explore their innermost thoughts and feelings in a safe and controlled environment. Whether it's grappling with grief, heartbreak, trauma, or any other emotional burden, Creative Writing provides an outlet to give shape and voice to those complex emotions. It allows writers to dissect their experiences, providing a space for self-reflection and healing. 

The process of transforming raw emotions into words can be both liberating and transformative. It can provide a sense of relief, allowing writers to gain insight into their emotional landscapes. Moreover, sharing these emotions through writing can foster connection and empathy among readers who may have experienced similar feelings or situations, creating a sense of community and understanding. 

Ultimately, catharsis through Creative Writing is a journey of self-discovery and emotional release, offering solace, healing, and a path towards personal growth and resilience. It highlights the profound impact of the written word in helping individuals navigate the complexities of their own inner worlds. 

Cultural preservation 

Creative Writing serves a noble purpose beyond personal expression and entertainment—it plays a vital role in cultural preservation. This objective of Creative Writing involves safeguarding the rich tapestry of human heritage, traditions, and stories for future generations. 

Cultures are defined by their narratives, folklore, and historical accounts. Creative writers, whether chroniclers of oral traditions or authors of historical fiction are the custodians of these invaluable cultural treasures. They document the stories passed down through generations, ensuring they are not lost to time. 

Through Creative Writing, cultures are celebrated, languages are preserved, and unique identities are immortalised. Folktales, myths, and legends are retold, keeping them relevant and alive. These narratives provide insights into the beliefs, values, and wisdom of a society, fostering a deeper understanding of its roots. 

Moreover, Creative Writing bridges cultural divides by sharing stories from diverse backgrounds, fostering empathy and appreciation for the richness of human experience. In this way, Creative Writing becomes a bridge across generations, connecting the past with the present and preserving the collective memory of humanity for a brighter future. 

Inspiration 

One of the transformative purposes of Creative Writing is to inspire others. It is a beacon that shines brightly, guiding aspiring writers and kindling the creative flames within them. Through the power of storytelling and the written word, Creative Writing has the remarkable ability to ignite the spark of imagination and motivation. 

Exceptional works of literature often leave an indelible mark on readers. They can evoke a sense of wonder, curiosity, and passion, motivating individuals to embark on their own creative journeys. Many renowned authors found their calling through the inspiration they drew from the words of others, perpetuating a beautiful cycle of creativity. 

Creative Writing serves as a testament to human potential, showcasing the boundless depths of imagination and the infinite possibilities of language. It encourages individuals to explore their unique perspectives, cultivate their voices, and craft stories that resonate with the human experience. 

For writers and readers alike, Creative Writing is a wellspring of inspiration, a reminder that the world of imagination is boundless and that the written word has the power to shape minds, hearts, and the course of history. Through the act of creation and the sharing of stories, Creative Writing continues to inspire generations to dream, create, and connect with the world in profound ways. 

Connection 

Creative Writing holds a remarkable purpose - it fosters connections. It serves as a bridge between authors and readers, offering a means of understanding, empathy, and human connection that transcends time, space, and cultural boundaries. 

When readers immerse themselves in a well-crafted story, they embark on an emotional journey alongside the characters. This shared experience creates a bond between the author and the reader as both parties navigate the complexities of the human condition together. Readers can see the world through the eyes of characters from diverse backgrounds and cultures, fostering empathy and understanding. 

Furthermore, Creative Writing connects individuals across generations. Literary classics, for example, allow us to connect with the thoughts and emotions of people who lived centuries ago. These timeless works offer insights into the universal aspects of the human experience, reminding us of our shared humanity. 

Creative Writing also has the power to connect people in the present. Through reading and discussion, individuals can form communities, share their interpretations, and engage in meaningful dialogue. Book clubs, literary events, and online forums all provide platforms for people to connect over their love for literature. 

Conclusion 

In conclusion, Creative Writing is a multifaceted art form with diverse objectives and purposes. From self-expression and entertainment to education, social commentary, catharsis, cultural preservation, inspiration, and connection, it enriches our lives in myriad ways. This timeless craft continues to captivate, inspire, and connect us, shaping our world through the power of words. 

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Learning Goals & Outcomes

Minor in Creative Writing

As a student of creative writing , you will create original works of literature, culminating in a significant, extended body of poetry, fiction, and/or creative nonfiction that manifests your artistic potential. 

These literary works will demonstrate the following aspects of your craft :

your own voice and style as a writer, which you have discovered and developed

your use of the central subject matter that comes out of your own individual life experience and from your imagination

your understanding of the creative process as a forum for critical as well as intuitive thinking, as well as problem-solving

your awareness of the literary, cultural, and historical contexts within which you write, including the influence of past and present literary forms, structures, styles, and traditions on your artistic choices

(for poets) : your ability to shape a poem in terms of lineation, stanza structure, rhythm, and sound; and to effectively work within the parameters of various poetic forms

(for fiction writers) : your ability to invent and organize plot; develop character; modulate tone; make use of evocative imagery; and shape and control the formal in both modular and linear narratives

(for creative nonfiction writers) : your ability to establish a distinctive voice and a clear sense of purpose; provide insightful reflection on the chosen subject matter; render vivid scenes complete with dialogue; distinguish between various types of nonfiction including memoir, personal essay, and literary journalism; and determine when and where to use research, as well as appropriate sources and research methods

Updated: February 2018

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Learning objectives: creative writing.

For the Creative Writing Emphasis in the BA/BS degrees, the three key Learning Objectives are:

• Tone  of writing invites reader into the work
• Anticipates and  addresses potential resistances  on the part of the reader
• Presents a  matter that the reader will care about  or makes a good case why the reader should care about the topic
• Provides  appropriate credit or citing  of others’ ideas
• Shows  knowledge of the appropriate body of literature  associated with the genre and subject of the writing
• Develops and  original  artistic vision, thesis, or research contribution
• Free of problems  at the sentence level (syntax, usage, grammar)
• Uses  clear and descriptive  language
• Flows  well from paragraph to paragraph

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Creative Writing Major and Minor, Course Descriptions

Creative writing major and minor, course descriptions.

ENG 209. Introduction to Creative Writing. 3 Credit Hours.   This is an introductory course in writing fiction and poetry.  A basic premise of this course is that powerful stories and poems often emerge from attentive reading, fearless writing, and rigorous revision.  Some writers may be born, but all writers are made (as are athletes, doctors, painters, lawyers, and musicians) through the deliberate and persistent practice of discipline.  In English 209, readings, class discussions and in-class writing exercises will focus on the elements of craft.  We will pay special attention to reading as models and jumping off places into our own work.  We will, in effect, “imitate toward originality.” 

Learning Outcomes

Develop a working knowledge of the differences between poetry, fiction and the third genre.

Understand how to talk about these genres as writers.

Become familiar with the workshop as a form of receiving and giving feedback.

Understand the writing process, from idea to draft, workshop to revision, and the importance of all steps.

Gain a familiarity with reading and writing work that is multilingual.

Attend literary events and write reflections about them.

Produce a final portfolio of writing samples, including first drafts, intermediate drafts, and final revisions (three samples—one in each genre).

ENG 290/219. Introduction to Fiction Workshop .   3 Credit Hours.    This course is an introduction to the writing of contemporary short fiction where you will develop critical as well as creative thinking and writing skills.  We will focus on building your understanding of the elements of fiction and how you might use these elements to design your stories.  We are also concerned with developing your sense of what it means to be part of a writing community. The workshop environment requires extensive peer collaboration as we practice various writing strategies and examine the stages of the writing process: mining, collecting, shaping, drafting, and revising. This course meets requirements for creative writing majors and minors.

Prerequisite:  ENG 209 or   Requisite:   Creative Writing Majors or Creative Writing Minors. May not be taken in the same term with another Creative Writing course

Define and know the difference between a short story, vignette, flash fiction, novel, and the novella.

Develop and implement a vocabulary for talking about the craft of fiction. Terms should include tension, conflict, character, setting, plot, structure, pacing, voice, point of view, tone, revision, epiphany, resolution, scene, exposition, summary, narrative, sensory details, concrete details.

Recognize scenes as the building blocks of stories.

Write from the ground up, i.e. begin with the writing of scenes that develop character and conflict, that can move a story forward.

Write complete short stories, built upon the work done at the scene level.

Become comfortable with the workshop, with the giving and receiving of feedback.

Become aware of their personal writing process, and be able to describe it in reflection.

Continue to become familiar with work that is multilingual.

Produce at least one assignment that is multilingual.

Write work that fall under the literary tradition.

Produce a final portfolio of writing samples, including first drafts, intermediate drafts, and final revisions.

ENG 292/219.  Introduction to Poetry Workshop. 3 Credit Hours.   Our aim is to help each of you develop your interests and abilities as poets. This means we’ll be doing a lot of reading, writing, and revising during this semester. We’ll spend much of our time in the detailed discussion of your own creative work. We’ll also read the work of a diverse array of contemporary writers to gain an understanding of contemporary American poetry. You will learn the state of the art and you will contribute to its continuing evolution as engaged and active artists.

Actively participate in the workshop by receiving and providing critical feedback

Define key terms including diction, syntax, line break, stanza, image, metaphor, simile, and cliché.

Define the term ‘free verse’ and write free verse poems that feature tactile imagery and original phrasing/description free of clichéd language.

Understand the difference between concrete and abstract language.

Understand the poetic line as a unit of sound and meaning.

Generate evocative titles for their poetry.

Understand how punctuation shapes rhythm, cadence, and meaning in a poem.

Produce at least one poem that is multilingual.

Produce a final portfolio of free verse poetry that includes first drafts and final revisions.

ENG 390/391. Intermediate Fiction Workshop. 3 Credit Hours.   This workshop will look at the construction of effective contemporary stories. Its intention is to build a community of writers with a commitment to craft, to risk taking, and to building each other’s own sense of story. Students are expected to generate 20-30 pages of new writing and to complete one revision of a full-length story. In addition, each student may be expected to discuss writing from a reflective and critical perspective in the form of an annotated bibliography, close reading, essay, presentation, response paper, review, or some other form determined by the instructor. Topics may include an element of craft (i.e. balancing story with flashback), a narrative strategy (such as the unreliable narrator) or an exploration of a particular writer, group of writers, or writing school. This course meets requirements for creative writing majors and minors.

Prer equisite:  ENG 219 Or ENG 290 Or Permission of Creative Writing Director.  May not be taken in the same term with another Creative Writing course.

Write and revise 20-30 pages of new writing.

Develop and refine the use of literary elements in their short stories.

Develop their sense of what it means to be part of a writing community via workshop, attendance of literary events.

Read contemporary writers, including work from multilingual and/or multicultural writers.

Discuss writing from a reflective or critical perspective in the form of an annotated bibliography, close reading, essay, presentation, response paper, review or some other form determined by the instructor.

ENG 392/391. Intermediate Poetry Workshop .   3 Credit Hours.   This course will continue your development as writers and critical readers of poetry. While you may be familiar with workshop practices from prior courses, this intermediate workshop will challenge you into offering increasingly sophisticated feedback to your peers. We’ll be seeking similarly sophisticated turns of thought and language in the poems you write. Our course reading will complicate your notions of what’s possible in poetry and inspire you to write poems unlike any you have written before. 

Prerequisite:   ENG 219 Or ENG 292.  Or Permission of Creative Writing Director. May not be taken in the same term with another Creative Writing course.

Learning outcomes

Receive and offer critical feedback in workshop with an eye towards submitting their work to undergraduate literary journals like   Mangrove .

Display a deeper understanding of the terminology and elements of craft introduced in ENG 292/219.

Experiment with more figurative language, unconventional forms, and cross-genre work.

Be able to distinguish between free verse and formal poetry with an increased knowledge of terms like metered verse, blank verse, rhyme scheme, and fixed form.

Develop a stronger sense of his/her revision process with an emphasis on independent self-direction.

Produce a final portfolio of free verse poetry that includes first drafts and final revisions with an eye towards submitting their work to undergraduate literary journals at UM or elsewhere.

Read and offer original analysis of poetry by contemporary writers, including work from multilingual and/or multicultural poets.

ENG 404. Creative Writing (Fiction Prose). 3 Credit Hours.   This workshop will look at the construction of effective contemporary short stories. Its intention is to build a community of serious writers with a commitment to craft, to risk taking, and to building each other’s own sense of story. It is my hope that you find the material deep inside you and that you use your craft, your ability to risk and your community to develop your works. In addition to workshopping student narratives, we will ground our discussions in published contemporary short stories to give your own stories context in form and inspiration to grow. In the end, I intend for you to be strong storytellers and readers, able to write, critique and revise your works in a confident manner. This course meets requirements for creative writing majors with a concentration in fiction.

Prer equisite : ENG 390 Or Permission of Creative Writing Director.  May not be taken in the same term with another Creative Writing course.

Students should produce 20-30 pages of writing.

Construct effective short stories and write outside the short story form as well. This may include flash fiction, novellas, chapters from novels-in-progress, digital expressions, etc.

Read at an advanced and challenging level.

Take risks in their writing in order to develop the content of their work.

Be introduced to basic ideas about publishing for emerging writers.

Create a portfolio that is future-minded. In other words, the portfolios should include samples of work and the revision process, as well as proposals regarding either longer work to be written post-graduation, or postgrad plans, a process letter that serves as self-assessment, or an annotated list of goals for continuing the life of the writer after the undergraduate degree is completed.

ENG 406. Creative Writing (Poetry Workshop). 3 Credit Hours.   Students in this advanced poetry workshop will have the opportunity for hands-on experimentation with poetic crafts—structure, language, musicality—as well as for research, collaboration, and critique.  We’ll mine memory, mix genres, and explore culture and linguistic inventions, while enjoying the work of a diverse array of contemporary and canonical poets.  Through annotations and lively discussions of both contemporary poems and student work, as well as through exercises and assignments, students will create poetry of increasing risk and quality and develop the skills necessary to advance their craft.  A final portfolio of creative and critical work is due at the semester’s end.

Prerequisite:   ENG 392 Or ENG 391 Or Permission of Creative Writing Director. May not be taken in the same term with another Creative Writing course.

Receive and offer highly informed and eloquent critical feedback in workshop with an eye towards submitting their work to undergraduate literary journals like   Mangrove   and/or towards the compilation of an MFA application portfolio.

Write original work that reveals their unique aesthetic interests and displays a strong sense of individual voice.

Discuss their specific literary models and influences by speaking and writing knowledgably about the work of published poets they either admire or find difficult.

Experiment with more figurative language, unconventional forms, and cross-genre work

Effectively experiment in multiple languages, including writing in vernacular, dialects, and even invented language.

Be able to dramatically transform their poems from one draft to another with an emphasis on linguistic originality, descriptive sophistication, and thematic complication.

Produce a final portfolio of poetry that includes final revisions with an eye towards submitting their work to undergraduate literary journals at UM or elsewhere or towards the compilation of an MFA application portfolio.

Course Description for 407

Special Topics Advanced Workshop in Creative Writing

This course explores special topics in Creative Writing. Students will be taken step by step through the process of writing compelling fiction, poetry or nonfiction in the genre and specific form of the professor’s choice. Students will learn the basic skills and attitudes needed to research, produce and write in that specific form. Readings in the form will be broad and challenging. By the end of the course, students will have developed a portfolio of work that reflects the form under study.

Prerequisite:  ENG 390 or Permission of Creative Writing Director. This course may not be taken concurrently with another creative writing workshop.

Produce a significant amount of written work, equivalent to what is asked of them in ENG 404, but tailored to the needs and standards of the form being studied.

Recognize the major elements of the topic under study, and be able to talk about them in formal terms related to that topic.

Model the readings in their work via writing assignments, reflecting an understanding of the topic.

Complete a final portfolio or project that reflects their best work, their understanding of the topic, and their process.

Course Description for 408

Writing Autobiography

This course explores the writing of prose or poetry as autobiography. Students will be taken step by step through the process of writing compelling memoir, the essay, blogging or creative nonfiction as a way of exploring the Self. Students will learn the basic skills and attitudes needed to research, produce and write autobiography. Readings in the form will be broad and challenging. By the end of the course, students will have developed a portfolio of work that reflects the form under study.

Recognize the major elements of autobiography, creative nonfiction and the essay; and be able to talk about them in formal terms.

Model the readings in their work via writing assignments, reflecting an understanding of form.

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ENG 231. Intro to Creative Writing

Spring 2014.

Creative Writing Lesson Plans: Week One

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

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• Creative Writing

The academic mission of Lebanon Valley College’s program in creative writing is to develop writing skills in a variety of modes and for a variety of audiences, while also developing abilities in critical thinking and creative problem solving. The program achieves these objectives through courses centered on craft, process, and aesthetic traditions in all of the genres we teach. Students are engaged through multiple experiences pertaining to creative writing: workshops, seminar courses, readings by visiting writers, internships, and interdisciplinary collaboration. Graduates of the creative writing program are equipped to work in a wide variety of fields and to pursue graduate study.

Creative Writing Department Goals and Objectives

Program goal 1.

Students will demonstrate the ability to comprehend complex texts and draw inferences from what they read.

Learning Outcomes:  LVC’s Creative Writing majors successfully propose and present their analytical work at national and regional academic conferences and LVC’s Inquiry celebrations.

Program Goal 2

Students will demonstrate the ability to distinguish between works from various aesthetic approaches.

Learning Outcomes:  LVC’s Creative Writing majors use their skills of discernment and aesthetic understanding as editors of Green Blotter , our campus literary magazine, and in contributing book reviews and other publications to the literary landscape.

Program Goal 3

Students will demonstrate the ability to use formal, aesthetic, and rhetorical conventions within the discipline.

Learning Outcomes:  LVC’s Creative Writing majors have, in recent years, gone on to a variety of highly competitive graduate programs, earning teaching assistantships and merit-based fellowships in the United States and abroad.

Program Goal 4

Students will demonstrate the ability to write with clear expression and to specific purposes.

Learning Outcomes:  LVC’s Creative Writing majors acquire sought-after internships and professional experiences in a variety of writing, editing, and content-creation fields.

For more information on learning goals and outcomes, contact  [email protected] .

Aiming for Success: Creative Writing Objectives Demystified

My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.

Understanding the Importance of Setting Clear Objectives in Creative Writing

Identifying personal goals as a creative writer, unleashing your imagination: exploring the boundaries of creative writing, developing effective strategies to achieve writing objectives, crafting compelling characters: objectives and techniques in character development, harnessing the power of language: objectives for enhancing writing style, mastering the art of storytelling: objectives for creating engaging narrative structures, creating engaging narrative structures: key objectives for mastering the art of storytelling, embracing feedback and continuous learning: objectives for growth as a creative writer, frequently asked questions, wrapping up.

Setting clear objectives in creative writing is crucial for achieving success and taking your writing to the next level. By establishing specific goals, you provide yourself with a clear direction and purpose, helping you stay focused and motivated throughout the writing process. These objectives can range from improving your storytelling skills to creating engaging characters or exploring new writing techniques.

One key benefit of setting clear objectives is that it allows you to measure your progress and track your growth as a writer. By breaking down your larger goals into smaller, achievable objectives, you can see tangible results and gain a sense of accomplishment along the way. Additionally, having well-defined objectives enables you to identify areas that may need improvement and prioritize your efforts accordingly. Whether you aim to enhance your descriptive writing or develop a unique writing voice, having clear objectives helps you stay organized and purposeful in your creative endeavors.

When setting objectives in creative writing, consider the following tips :

• Be specific: Clearly define what you want to achieve in your writing. Instead of vague goals like “write better,” focus on specific aspects such as dialogue, pacing, or character development.
• Set realistic goals: While it’s essential to challenge yourself, be mindful of setting objectives that are attainable. This will help prevent frustration and maintain your motivation.
• Prioritize: Determine which objectives are most important to you at the moment. It’s okay to focus on one or two areas at a time until you feel confident enough to move on to others.

The significance of setting clear objectives in creative writing cannot be underestimated. They provide a roadmap for your writing journey, allowing you to navigate through challenges and maximize your potential as a writer. So take the time to identify your objectives, stay committed to your goals, and watch as your creative writing skills flourish before your eyes.

As a creative writer, it is essential to take the time to reflect on and identify your personal goals. Setting clear intentions will not only help you stay focused and motivated, but it will also provide a sense of direction to your writing journey. Here are a few key points to consider when identifying your personal goals as a creative writer:

• Exploring creative genres: Determine the genres that intrigue you the most. Whether it’s fantasy, science fiction, romance, or mystery, focusing on a particular genre will allow you to develop a unique voice and hone your craft.
• Improving writing skills: Constantly striving to improve your writing skills is vital. Consider areas you’d like to develop, such as character development, dialogue, or descriptive writing. Setting specific goals in these areas will help you grow as a writer.
• Expanding your writing network: Networking with other writers opens up opportunities to learn, share ideas, and gain valuable feedback. Whether it’s through workshops, writing groups, or online communities, connecting with fellow writers can provide support and inspiration for your creative journey.

Remember, goal-setting is a personal process, and it’s important to tailor your objectives to align with your unique aspirations and interests as a creative writer. Embrace the freedom to dream and imagine as you embark on this incredible adventure.

Are you ready to embark on an exhilarating journey into the uncharted territories of your imagination? Creative writing is not just about crafting captivating stories; it’s a dynamic process that allows you to push the boundaries of your creativity and discover new worlds within your mind. Whether you’re an aspiring novelist, a poet, or simply someone looking to explore their artistic side, this post will inspire you to unleash your imagination and take your writing to new heights.

One of the key elements in creative writing is the ability to think outside the box. Don’t limit yourself to what you already know or what has been done before. Instead, embrace the unknown, explore unconventional ideas, and challenge traditional storytelling techniques. This is your opportunity to break free from the confines of reality and create your own rules.

• Experiment with genres: Don’t be afraid to mix and match genres to create something entirely unique. Combine elements of sci-fi and romance or blend mystery with fantasy. The possibilities are endless!
• Play with perspectives: Try writing from different points of view to add depth and complexity to your stories. Explore the mind of a villain or tell a tale from the perspective of an inanimate object.
• Break free from linear narratives: Who says a story has to follow a linear path? Experiment with non-linear storytelling, flashbacks, or parallel narratives to add intrigue and captivate your readers.

When it comes to achieving writing objectives, it is crucial to develop effective strategies that can help streamline the writing process and enhance the quality of your work. These strategies not only assist in organizing your thoughts but also ensure that your writing is concise, coherent, and impactful. Here are some key tips to consider:

• Define your writing objectives: Before you begin any writing task, it is essential to clearly define your objectives. Whether it’s to persuade, inform, or entertain your audience, having a clear goal in mind will guide your writing process and help you stay focused.
• Create an outline: A well-structured outline acts as a roadmap for your writing. It helps you organize your ideas, establish a logical flow, and maintain coherence throughout your piece. Divide your content into sections and subheadings, ensuring a smooth transition between each point. This not only makes your writing more comprehensive but also saves you time during the revision process.
• Research and gather relevant information: To create compelling content, it is important to conduct thorough research on your topic. This allows you to gather accurate information and support your arguments with credible sources. Remember to critically analyze the information you find and avoid relying solely on a single source.

Additionally, honing your writing skills and seeking feedback can greatly contribute to achieving your objectives. Here are a few more strategies to consider:

• Practice and refine: Like any other skill, writing requires practice to improve. Set aside dedicated time to practice writing regularly. Experiment with different writing styles, tones, and formats to develop versatility as a writer.
• Seek feedback: Feedback is invaluable in sharpening your writing skills. Share your work with trusted individuals, such as mentors, peers, or writing groups, and encourage them to provide constructive criticism. Be open to suggestions and learn from the feedback you receive to continuously enhance your writing.
• Edit and revise: The final step in achieving your writing objectives is thorough editing and revision. Take the time to review your work, focusing on grammar, punctuation, clarity, and overall coherence. Polish your sentences, eliminate unnecessary fluff, and ensure that your message shines through crystal clear.

By implementing these strategies, you can develop a solid foundation for achieving your writing objectives. Remember, consistency and perseverance are key, so practice regularly, seek feedback, and never stop refining your writing skills.

Creating memorable and compelling characters is an essential aspect of storytelling that can make a world of difference in captivating your readers or viewers. Successful character development requires a careful blend of creativity, planning, and understanding of human psychology. In this post, we will explore the objectives and techniques to help you craft characters that will not only engage your audience but also leave a lasting impact.

• Relatability: One of the primary objectives of character development is to create relatable individuals that resonate with your audience. By crafting characters with whom readers can identify or empathize, you can establish an emotional connection that keeps them invested in your story.
• Depth: A multi-dimensional character is far more captivating than a one-dimensional stereotype. Aim to give your characters depth by exploring their backstory, personality traits, motivations, and flaws. This complexity humanizes them and makes their journey more intriguing.
• Growth: Characters that evolve and learn throughout the narrative hold great appeal. By setting up challenges and obstacles that they must overcome, you can showcase their growth, making them more relatable and inspiring to your audience.
• Show, Don’t Tell: Instead of explicitly stating a character’s traits or emotions, employ the technique of showing it through their actions, dialogue, and interactions with others. This allows readers to form their own opinions and connect with the characters on a deeper level.
• Conflict: Introducing internal and external conflicts adds depth and tension to your characters, driving the story forward. These conflicts reveal their true nature, test their limits, and provide opportunities for growth and transformation.
• Unique Voice: Each character should have their distinct voice and speech patterns. The way they communicate reflects their background, personality, and experiences, making them more authentic and memorable.

By keeping these objectives and techniques in mind, you can embark on a journey of character development that brings your fictional creations to life and captivates your audience.

The Power of Language: Objectives for Enhancing Writing Style

Improving your writing style can have a profound impact on how your message is received. By harnessing the power of language, you can captivate your readers, convey your ideas effectively, and leave a lasting impression. In this section, we will explore some key objectives that will help enhance your writing style and elevate your written communication to new heights.

• Vary Sentence Structure: Avoid monotony in your writing by using a blend of short and long sentences. This will create a rhythm and flow, making your content more engaging and dynamic.
• Choose Precise Words: Selecting the right words is crucial for conveying your message accurately and concisely. Use vivid and descriptive language to paint a clear picture in the minds of your readers.
• Show, Don’t Tell: Instead of simply stating facts, try to show your readers what you mean through vivid imagery, storytelling, and sensory details. This will make your writing more vivid and relatable.
• Use Active Voice: Active voice helps make your sentences clear and direct. It adds energy to your writing and avoids ambiguity that passive voice can create.

Harnessing the power of language is both an art and a skill that can be honed with practice. These objectives will serve as a solid foundation for enhancing your writing style and connecting with your readers on a deeper level. Remember, a well-crafted piece of writing has the potential to leave a lasting impact and make a difference in the world.

When it comes to captivating an audience, storytelling is an essential skill that can elevate your content to new heights. To create engaging narrative structures, mastering a few key objectives is crucial. These objectives serve as your weapon of choice, enabling you to connect with your audience on a deeper level and weave an unforgettable tale that leaves a lasting impact.

1. Develop compelling characters: The heart and soul of any story lies in its characters. Take the time to create three-dimensional characters that your readers can relate to, empathize with, and root for. Give them unique personalities, strengths, and flaws that add depth and authenticity to your narrative. By breathing life into your characters, you will hook your audience, keeping them invested in your story from start to finish.

2. Craft a captivating plot: A well-crafted plot will keep your readers on the edge of their seats, eagerly turning pages or scrolling further. Engage your audience by establishing a clear conflict or obstacle that your characters must overcome. Incorporate unexpected twists and turns to add suspense and excitement. A carefully planned plot will ensure that your narrative structure holds their attention, leaving them hungry for more.

As a creative writer, embracing feedback and continuous learning is crucial for personal and professional growth. By actively seeking and valuing feedback, you open yourself up to new perspectives and insights that can enhance your writing skills and style. Embracing feedback also demonstrates your willingness to improve and learn from others, honing your craft and evolving as a writer.

Continuous learning is an essential objective for any creative writer. It allows you to stay updated on industry trends, techniques, and new literary forms, expanding your repertoire of writing skills. To embrace continuous learning, consider:

• Engaging in writing workshops or joining a writing critique group to receive constructive feedback and learn from fellow writers.
• Seeking out professional development opportunities, such as attending writing conferences or seminars.
• Exploring different genres and styles of writing to broaden your creative horizons.
• Reading widely and exploring literature from different eras and cultures, which can inspire and inform your own writing.

By actively embracing feedback and making continuous learning a priority, you pave the way for growth and improvement as a creative writer. Don’t be afraid to step out of your comfort zone and challenge yourself; it is through this process that you will refine your craft and unlock your full potential as a writer.

Q: What are the creative writing objectives that can lead to success? A: Creative writing encompasses various objectives such as developing a unique writing style, crafting engaging narratives, evoking emotions in readers, and effectively communicating ideas.

Q: How can I develop a distinct writing style? A: Developing a unique writing style involves experimenting with different writing techniques, exploring different genres, and understanding your own voice as a writer. Embrace your individuality and let your style naturally evolve as you continue to write.

Q: What is the key to crafting engaging narratives? A: Crafting engaging narratives requires a combination of elements such as a well-structured plot, compelling characters, interesting conflicts, and vivid descriptions. By balancing these elements, you can create stories that captivate readers and keep them invested in your writing.

Q: How can I evoke emotions in my readers? A: To evoke emotions in your readers, it’s essential to create relatable characters and situations. Utilize descriptive and sensory language to engage readers’ senses, making them feel connected to the story emotionally. Additionally, incorporating authentic and meaningful experiences can help elicit strong emotional responses from readers.

Q: How can I effectively communicate my ideas through writing? A: Effective communication in creative writing involves clarity, coherence, and conciseness. Present your ideas in a logical manner, making sure each sentence and paragraph flows smoothly. Utilize powerful and precise language to convey your thoughts and ensure they resonate with readers.

Q: Are there any tips for overcoming writer’s block? A: When faced with writer’s block, try switching up your environment, engaging in activities that inspire creativity, and setting specific writing goals . Freewriting, brainstorming, or discussing ideas with others can also help to overcome the creative block.

Q: How important is feedback in creative writing? A: Feedback plays a crucial role in improving your creative writing skills. Seek feedback from trusted sources, such as writing groups or mentors, who can provide constructive criticism and suggestions for improvement. Embrace feedback as an opportunity for growth and learning.

Q: Should I focus on creativity or technical aspects of writing? A: Both creativity and technical aspects are vital for successful creative writing. While creativity allows you to bring fresh and imaginative ideas to life, technical skills such as grammar, punctuation, and proper sentence structure are essential for effective communication. Strive to strike a balance between creativity and technical proficiency in your writing.

Q: How can I stay motivated throughout my creative writing journey? A: It’s important to set realistic goals and celebrate small victories . Surround yourself with a supportive community of writers and regularly engage in activities that inspire and fuel your creativity. Remember your passion for writing and the joy it brings you, as this will serve as a constant source of motivation.

In conclusion, understanding the objectives of creative writing is the key to achieving success in this expressive art form. So, let your imagination soar and embark on a creative journey like no other!

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Creative Writing Classes: A Comprehensive Guide to Enhancing Your Skills

Are you an aspiring writer looking to sharpen your creative writing skills? Creative writing classes can be your ticket to honing your craft and unleashing your imagination.

In this comprehensive guide, we’ll explore the world of creative writing classes, highlighting their benefits, what to expect, and how to choose the right one for you. Whether you’re a beginner or an experienced writer seeking improvement, these classes offer a wealth of opportunities to enhance your writing skills.

1. The Advantages of Creative Writing Classes

Creative writing classes come with a host of advantages, making them a valuable investment in your writing journey:

1.1 Structured Learning

One of the primary benefits of enrolling in a creative writing class is the structured learning environment it provides. These classes are designed to guide you through the writing process step by step, from brainstorming to final editing. With clear objectives and assignments, you’ll have a roadmap to follow, making it easier to stay on track and complete your writing projects.

1.2 Feedback and Critique

Feedback is a crucial element in any writer’s growth. Creative writing classes often include peer reviews and instructor feedback. This constructive criticism helps you identify your strengths and weaknesses, encouraging improvement. Learning from others’ perspectives and receiving expert guidance can be a game-changer in your writing journey.

1.3 Creative Community

Writing can be a solitary endeavor, but creative writing classes create a community of like-minded individuals who share your passion for writing. You can connect with fellow writers, exchange ideas, and gain inspiration from your peers. This community can become a valuable support network, helping you stay motivated and committed to your writing goals.

1.4 Exposure to Different Genres

Creative writing classes expose you to a wide variety of genres and writing styles. You might be primarily interested in fiction, but trying your hand at poetry or creative nonfiction can expand your creative horizons. Exploring different genres can inspire new ideas and enhance your writing versatility.

1.5 Overcoming Writer’s Block

Writer’s block is a common challenge, but creative writing classes can help you overcome it. Through writing prompts and exercises, these classes stimulate your creativity and help you break free from the paralyzing grip of writer’s block.

2. What to Expect in a Creative Writing Class

Now that you know the advantages of creative writing classes, let’s explore what you can expect when you enroll in one:

2.1 Diverse Writing Prompts

Creative writing classes often kickstart your creativity with diverse writing prompts. These prompts encourage you to think outside the box and explore unique ideas. They may range from specific scenarios to open-ended questions, sparking your imagination in unexpected ways.

2.2 Workshops and Critiques

Peer workshops and critiques are common components of creative writing classes. During these sessions, you’ll share your work with classmates and receive feedback. Likewise, you’ll read and provide constructive criticism of their pieces. This collaborative environment fosters growth by helping you refine your writing and better understand the elements that make a story compelling.

2.3 Reading Assignments

Reading is an integral part of becoming a better writer. In creative writing classes, you’ll be assigned to read a wide range of literary works, including classics and contemporary pieces. Analyzing these texts will enhance your understanding of storytelling techniques, style, and structure.

2.4 Writing Exercises

Writing exercises are an essential part of creative writing classes. These exercises are designed to challenge you, helping you experiment with new writing styles, genres, and narrative techniques. They encourage you to step outside your comfort zone and expand your writing repertoire.

2.5 Craft and Technique

Creative writing classes delve into the craft and technique of writing. You’ll learn about plot development, character creation, dialogue, and other essential elements of storytelling. These classes offer a solid foundation for writers at all levels, from beginners to advanced practitioners.

3. Types of Creative Writing Classes

There are various types of creative writing classes to choose from, catering to different interests and skill levels. Here are some common categories:

3.1 Introductory Creative Writing Courses

If you’re new to creative writing, introductory courses are an excellent place to start. These classes cover the basics, including character development , plot construction, and dialogue. They are typically structured to provide a solid foundation for beginners.

3.2 Genre-Specific Classes

Genre-specific classes focus on a particular style of writing, such as fiction, poetry, nonfiction, or screenwriting. If you already know your preferred genre, these classes allow you to delve deeper into the specifics of your chosen form.

3.3 Advanced Writing Workshops

For experienced writers looking to refine their skills, advanced writing workshops offer a more challenging and in-depth experience. These classes often involve intensive critique sessions and the opportunity to work on longer more complex projects.

3.4 Online Writing Classes

Online writing classes have gained popularity in recent years, offering flexibility for those with busy schedules or limited access to in-person classes. These courses provide the same structured learning and feedback opportunities as traditional classes, but you can participate from the comfort of your own home.

3.5 Creative Writing Retreats

Creative writing retreats offer a unique opportunity to immerse yourself in writing in a beautiful and inspiring location. They typically include workshops, writing time, and a chance to connect with fellow writers. Retreats can be a great way to jumpstart your creativity and make significant progress on your writing projects.

4. How to Choose the Right Creative Writing Class

Choosing the right creative writing class is crucial to your growth as a writer. Here are some tips to help you make the best choice:

4.1 Define Your Goals

Before enrolling in a class, define your writing goals. Are you looking to improve your storytelling skills, work on a specific project, or explore a new genre? Understanding your objectives will guide your class selection.

4.2 Research Instructors

Instructors play a vital role in your creative writing journey. Research the background and experience of the instructors teaching the class. Look for instructors who have published work in your area of interest and have a teaching style that resonates with you.

4.3 Read Reviews

Read reviews and testimonials from previous students to get insights into the class experience. Feedback from others can help you determine if the class aligns with your expectations and needs.

4.4 Consider Your Learning Style

Everyone has a unique learning style. Some writers thrive in a structured, classroom setting, while others prefer the flexibility of online courses. Consider your learning preferences and choose a class format that suits you best.

4.5 Check for Flexibility

Life can be unpredictable, so it’s important to consider the flexibility of the class schedule. Some courses offer more flexible timelines, allowing you to work at your own pace, while others have set deadlines and meeting times.

4.6 Cost and Accessibility

Factor in the cost of the class and its accessibility. While in-person classes may require travel expenses, online classes often come at a lower cost. Make sure the class fits within your budget and is easily accessible.

Creative writing classes offer a structured and supportive environment for writers to enhance their skills, receive feedback, and engage with a community of like-minded individuals. Whether you’re just starting your writing journey or seeking to refine your craft, there’s a class out there for you. Take the time to define your goals, research your options, and choose a class that aligns with your needs and preferences.

With the right creative writing class, you can unlock your full creative potential and embark on a fulfilling writing journey. So, what are you waiting for? Start exploring the world of creative writing classes and watch your writing skills soar to new heights.

Maria L. Searle

As a mother, I’ve always taught my children to share, and I believe that the best way to teach is by example. That’s why my co-authors and I have started this blog! We believe that sharing is not only an act of love but also a desire for a better life.

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OpenLab Help

I have separated the one big document everyone gets at the beginning of the semester into two: the syllabus and the schedule .

This is the syllabus , which shares a lot of detail about the class. Questions about how the class is run, how you will be graded, etc., can be found here. The other document is the schedule , which shares assignments and due dates. Questions about what we will be doing each week can be found there.

Table of Contents

How This Class Operates

Aspects of a Writing Class

Required Material

Learning Outcomes

• Breakdown of the Final Grade & Grading Scale

Communication

Participation in an Online Course

Office Hours

Late Writing Assignment Policy

Extra Credit

• A Few “Oddities”
• NYCCT Policy on Academic Integrity

Student Accessibility

A Note on Course Workload

I. Nuts & Bolts

Some of you may have taken online courses before, for others, this may be a new experience. Like a face-to-face class, every teacher runs their class differently. Read on for a guide on how this class will be run:

• This is an asynchronous course, which means there is no specific time that this class will meet.
• You’ll notice I have two emails listed. The first address is my general NYCCT email. The second is just for your class. Please use the second email! Because all my classes are online, I get a lot of email every day, so your message can quickly get lost. If you use the second email, my response time will be much quicker!
• All activities/information will take place on OpenLab .
• Each Friday , I will post an Announcement (located under Activities ) message in our OpenLab website. It will summarize what we’ll be working on for the following week.
• I will also publish a weekly Assignment post (also located under Activities ) each Friday , which will provide a detailed guide on what is due throughout the following week, titled “Week 1,” “Week 2,” etc. There will usually be two sections: Read and Write , with links to the week’s reading assignments and instructions on what you need to write in response to the assignment.
• There are deadlines noted in the schedule (the other document) throughout each week, marked in red . Most of the deadlines are on Mondays and Wednesdays , with a few exceptions. Some assignment deadlines are small (posts on the Student Work section), some are large (major writing assignments). All of them count toward your final grade!
• Be advised that if you do not log onto OpenLab and participate in the writing assignments, this will be noted by me. If you have not shown participation in this class within two weeks of the start of the semester, I will notify the administration and you will be dropped from the class. (Please note: If you wait until right before the end of the two weeks, you’ll discover that you’ve lost participation points!)
• The responsibility to keep up with assignments rests on you . All the assignments in this class have specific due dates, which means once a date has passed, you cannot turn in the work and receive the points. I do not accept late work. If you have questions about assignments, please contact me and we can either work things out over Zoom or an email conversation—but this works better when you ask right away rather than wait until right before a due date arrives!

As you’ve probably guessed from ENG1101 or ENG1121, a writing class isn’t like a mathematics or computer programming class. Here’s some details about what this class will be like. Throughout this semester, we will:

Discuss – Suzan-Lori Parks once told The New Yorker : “I love my lecture tours. I get up onstage. I have my stack of books and a glass of water and a microphone. No podium, no distance between me and the audience, and I just talk to people and get all excited and tell a lot of jokes, and sing some songs, and read from my work and remind people how powerful they are and how beautiful they are.”

Although this class is asynchronous, I may at times post short video discussions or link you to PowerPoints. I refer to my lectures as discussions, because that’s how I look at them. I’ll passionately “talk” at length at times, especially when I’m introducing a topic, but I’ll also prod you for your reactions to the information via Discussion Boards, because each of you have a point of view that is unique and needs to be heard.

Read/Analyze – William Faulkner once wrote: “Read, read, read. Read everything—trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write.”

You will be asked to read material, analyze the work, and think about how you can use the example to benefit your own writing. I recommend you read the assignment at least twice—once for basic comprehension , the second time for details . If English is not your first language, you may need to read the assignment three or four times.

Write/Revise – Octavia Butler once wrote: “You don’t start out writing good stuff. You start out writing crap and thinking it’s good stuff, and then gradually you get better at it. That’s why I say one of the most valuable traits is persistence.”

You will use what we have read as a jumping-off point for your writing. On a specific date, we will have a “peer review” (see below). After the peer review, you will be given time to revise, edit, and type a second draft. I will evaluate this draft. Be sure to keep the second draft once it’s evaluated! Don’t just delete it, because you’ll have an opportunity to revise that draft for your Writing Portfolio at the end of the semester!

Peer Review – Isaac Bashevis Singer once wrote: “The waste basket is the writer’s best friend.” I add: “The peer reviewer is the writer’s next best friend.”

The class will be divided into a Cohort of four peers each. They will be given another student’s work and have time to read, fill out a peer reviewer’s worksheet, and discuss the work over email or text. You may be tempted to be “nice” and write nothing but glowing reviews during this process—please ignore this temptation. This is a time for you to work together for your common goal for this class: to become better writers.

Course Overview

All writing is creative, including the writing you do for school, internet posts to social media, and text/email messages. Where there was a blank page–virtual or otherwise–and you fill it with your words, you have, in fact, drawn on your intellectual resources to create patterns of meaning with those words.

“Creative writing,” however, generally refers to poetry, fiction, drama, and some forms of non-fiction–memoirs and narratives that use the techniques of story-telling.

We will focus on understanding how form and meaning work together and on understanding the types and complexities of each genre–notably, fiction, non-fiction, poetry, drama, and cross-genres–so each student can begin to develop their unique, individual voice .

We will be writing a lot—every day, in fact. You will be keeping a writing journal the entire semester to log your creative material and reflect on the process itself. I will be checking these journals occasionally throughout the semester—not to evaluate, but to ensure you are keeping up with assignments and know a little bit about what you are thinking as a writer.

We will be reading [1] a lot, immersing ourselves in the world of words–and analyzing forms of written expression, both student-produced and published work. Together, we will read, discuss and write memoir essays, short stories or flash fiction, and, time permitting, poetry and very short dramas (dialogues). In addition, we will give attention to the process of writing and the writing life and learn how to become adept critics by providing sensitive, useful feedback on each other’s work.

• First, make sure your email is one you check on a daily basis, because all announcements and email related to this class will go to the  email address you have set in Blackboard . See  this video  for how to check/change your email address in Blackboard. Please be sure to check that email inbox frequently during the semester.
• Make sure you have access to OpenLab .
• Log in to your OpenLab account and follow  these instructions  to join this course . If you’re new to OpenLab, follow  these instructions to create an account  and then join the course .
• You’ll be posting assignments on OpenLab, so you need to have member status.
• We may be using Google Docs for some assignments. Here’s where you can get started if you’ve never used Google Docs before.
• Have a notebook and a folder reserved specifically for this class, pens/pencils, and a laptop or tablet that has access to the Internet (since all reading material and other documents will be shared online) .

Students will be able to:

• employ characterization, specifically the representation of characters through their actions, words, descriptions of them, and the responses of others to them;
• create stories and poems with convincing points of view, specifically as it functions through the narrators of stories, speakers of poems, and characters of plays, and their perspectives on the subject matter of the works in which they exist;
• create plots, specifically the selection and ordering of events as situations or scenes, to achieve suspense through exposition and action;
• employ style, specifically its identifiable components: patterned sentence structure, word-order, manipulation of the qualitative and quantitative features of sound, and the choice of appropriate diction and tone;
• utilize structure, as a planned framework for writing, selecting from several options to achieve most effective arrangement of parts, and the desired effect and impact of the work;
• understand and demonstrate the use of symbolism and allusion in different cultural contexts;
• conduct online, archival and primary research, to mine raw material for creative works.

Breakdown of Final Grade & Grading Scale

20% Participation

Completion of weekly homework assignments that will include participation in the Discussion Board and other reading/writing activities by assigned due dates will earn these points. There will be 20 points possible for each week.

10% Critical Responses

Guidelines for critical responses to your peers’ work will be explained before our first major writing assignment. Learning to assess your own and others’ work and to offer constructive, specific feedback is a key part of our course. There will be 10 points possible for each Critical Response.

20% Journal

You will be keeping an online writing journal the entire semester to log your creative material and reflect on the process itself. I will be reading these entries—not to evaluate—but to ensure you are keeping up with assignments and know a little bit about what you are thinking as a writer. There will be 20 points possible for each Journal.

20% Writing

Throughout the semester, we will be writing memoir essays, short stories, poetry, and dialogues. You must complete each project on the due dates in order to receive points. There will be 100 points possible for each assignment.

30% Writing Portfolio

This will be a significant revision of three major writing projects and a final reflection essay highlighting how you’ve evolved as a writer. There will be 400 points possible for the Portfolio.

Grading Scale

A- 90-92.9%

B+ 87-89.9%

B- 80-82.9%

C+ 77-79.9%

F 59.9% and below

II. Details

I will be communicating via your City Tech email . Please check your City Tech email at least once a day. I check mine at least twice a day during the week. If you send me an email during the week, you can expect a response within 24 hours. If you write me on the weekend, I will respond within 48 hours.

Just because you’re logging on to OpenLab doesn’t mean you are “participating.” Just logging on every once in a while doesn’t guarantee you will pass this class or get the grade you desire. In order to pass or get the highest grade possible, you need to do the following:

Complete homework before the due date. As I mentioned above, I do not accept late work. On a positive note, homework is graded upon completion. That means if you’ve obviously shown effort (answered the question, written the paragraph, etc.) you’ll get the credit.

How does a person show effort? For example, if I ask students to answer an open-ended question in a paragraph (How do you feel about your cultural identity? Why do people love or hate the Kardashians?), and one student writes a single sentence, they have not shown effort, while another student writes five to eight sentences, they have shown effort.

It’s been my experience (and I’ve been teaching for fifteen years) that those who do the homework fare better on the larger writing assignments than those who didn’t. If I’ve assigned something, I think it’s going to help you become a better writer, it’s not just “busywork.”

Finally, when we have first drafts due for Peer Review for your Cohort, be ready to present whatever you have on that date. Even if it’s incomplete, share what you have. If you don’t share what you have, your peer reviewers won’t be able to give you feedback on what’s good about your writing and what needs work before I evaluate it (this is invaluable information).

Even though this is an online class and we won’t be physically together, it’s important to behave in a professional manner. As you’ve undoubtedly seen on social media, things can very quickly veer from joking to antagonistic if participants aren’t careful, or perhaps a way someone words a post may offend a reader (when there wasn’t an intent to offend). So, when you’re responding to another student’s post on the Discussion Board, a peer’s essay, or in email conversations, please remember the following:

Respect – Students are required to show respect to the professor and other students at all times. This includes carefully reading content the professor assigns or a post made by another student, asking questions about the topic at hand, and refraining from name-calling or using inappropriate language (ableist, racial, misogynist, and anti-LGBTQ slurs, to name a few).

Participation – Students are required to participate actively in the class. This means doing all the homework assignments, connecting with your peers and instructor in a timely manner, and being prepared for each week’s assignments.

Many of you are taking this course to fulfill a Pathways requirement. However, once you commit to the course , you will be considered as a writer who cares about your work . Therefore, all of you are writers in this class and your work will be given the respect your efforts deserve

My office hours will be 1 to 2 PM on Tuesdays, Wednesdays, and Fridays. I’ll be available through Zoom and will send an invitation through email each week. Try to join my meeting at the start of the hour, not at the end—since I may be talking to other students or have another appointment after the hour is up. If those times don’t work with your schedule, we can schedule a different time. This means you’ll have to schedule an appointment in advance via email . In order to ensure we can meet, it’s important you contact me at least 24 hours in advance. For example, if you want to meet at 11 AM on Wednesday, be sure to email me on Tuesday morning; do NOT wait until 10:30 AM on Wednesday. I may have an appointment with another student or other responsibilities scheduled during that time. Please take advantage of this. It’s a time for me to help you with reading and/or writing issues or discuss any concerns you have. I really enjoy talking with students!

ALL writing assignments not received by the due date listed on the syllabus will be recorded as an F. I do not accept ANY assignments after the due date (this includes the Writing Portfolio at the end of the semester) .

I do not offer extra credit. If you complete the assigned readings, and turn in ALL writing assignments that have been thoughtfully written and proofread, you will pass this class.

A Few “Oddities” (and Other Notes)

A Cohort is a fancy word for a small group that works toward a common goal. In this class, you’ll be divided into Cohorts for to critique writing assignments. You will be with your Cohort all semester .

Assignments and Readings

Read with gusto and discernment. Learning to read well will enhance your ability to write well. Complete all assignments and write as much as you can. Of necessity, there will be overlap between drafts, with a new sketch or draft begun and another final draft due.

Writing Dos and Don’ts

Hate speech (racist, ableist, misogynist, anti-LGBT+, anti-Semitic, Islamophobic, etc.) won’t be tolerated. Curse words are allowed, but only when there is a true need for the word (perhaps a character would use the f-word, etc.). Don’t get too stressed about grammar, but be sure your sentences are clear to the reader. More on this below…

Language Awareness and Precision

Not all of you self-identify as writers. Some of you do. All of you, though, come to this course with an interest in developing your writing and communication skills. A key goal is for students to pay attention to word choice and phrasing–and to work on exploring ways to communicate complex ideas, observations, and feelings to yourself and to others. Take risks in your thinking and writing. Use our readings as guides to genres and use of figurative language.

Peer and Self-review

Methods for responding to your own and others’ work will be explained later. Always try to understand what the author is trying to say. Suggest, rather than command, focusing on ways to bring out and shape the author’s meaning. All writers are sensitive to criticism. NEVER be rude or dismissive. All writers need to learn to accept constructive criticism. Therefore, provide honest, but gentle feedback, within the guidelines I provide.

As noted in the final grade breakdown, you will be keeping a journal on the class website. I have specific “journal assignments” that are meant to prompt you either to write creatively or reflect on the writing process. If you’re uninspired or unable to follow the prompt, go to the site: https://www.writersdigest.com/prompts or check the web for other writing prompts—just note on your post where you found your alternative prompt (make a hyperlink or write the URL).

Some of our assignments will have specialized formatting, but most typed work should be double-spaced, in 12-point, Times New Roman font, with 1” margins. The first page header (this is on the first page, NOT all pages) should look like this:

Your First and Last Name

Word Count: XXX

Page numbering: Last name and page number in upper right corner on all pages.

III. College Policies & Student Accessibility

New York City College of Technology Policy on Academic Integrity

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the college recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades , suspension , and expulsion . For further information about plagiarism, cheating and academic integrity see page 57 of the City Tech catalog .

You will earn a zero on a plagiarized assignment in my class. You will NOT be able to “make up” the assignment.

City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility or would like to seek accommodation services or academic adjustments, please contact the Center for Student Accessibility at 718-260-5143.

Per CUNY guidelines, please calculate two hours of work per credit hour per week, exclusive of class time. This means that for a 3-credit course, you will need to budget 6 hours each week for independent study/class preparation.  Taking into consideration other professional, educational, and personal obligations, please make sure that you have the time to do the work for this course and successfully complete it.

• There are reading assignments that cover abusive relationships and death. If these topics are triggers for you, talk to me privately ; we can discuss alternative readings or I can provide a summary that will let you know if these readings will be an issue. You must approach me before the reading is due. ↑

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Writing Measurable Course Objectives

What is a course objective.

A course objective specifies a behavior, skill, or action that a student can demonstrate if they have achieved mastery of the objective. As such, objectives need to be written in such a way that they are measurable by some sort of assessment. Course objectives form the foundation of the class. Everything in the course should work together to ensure students master the course objectives.

What do good course objectives look like?

Good course objectives will be specific , measurable , and written from the learner’s perspective . Here’s a good formula for writing objectives:

Start your course objectives with: By the end of the course, students will be able to:

Choose an action verb that corresponds to the specific action you wish students to demonstrate

Explain the knowledge students are expected to acquire or construct

[Optional]: explain the criterion or level students are expected to reach to show mastery of knowledge

You will also want to make sure that you have thought of a way to assess students’ learned knowledge when writing course objectives. For example, if you always test students’ knowledge of content matter with a multiple choice test, the course objectives cannot ask that students evaluate or create something, as multiple choice tests cannot assess those levels of learning with a high level of accuracy.

If you cannot logically fill in the last blank of this example (assessment), then the objective is not measurable. You won’t include the assessment in the text for your actual course objective that you publish on your syllabus, but you need to know if what you’re asking students to know can be assessed. Otherwise, how can you know or prove that students have learned what they’re supposed to learn in your course?

Difference between Objectives and Assessments:

One thing that can be confusing when creating course objectives is the difference between what students are being asked to know and the assessment that is used to “prove” that students know the information. In the example above, it may be tempting to write something like this: If students have learned U.S. History since 1865, then they should be able to write an essay comparing and contrasting the effect of two immigrant populations on American culture from 1865-1900.

This objective seems measurable, but it’s saying that by the end of the class “students should be able to write an essay”. That makes it sound like one of the objectives of the course is for students to write an essay. What students really need to know though is the effect of immigration on American culture. If you use the assessment in the “course objective slot,” the knowledge students need in order to complete the assessment is assumed rather than explicitly stated.

This could cause issues with the creation of materials and activities in your units because the focus may be on teaching students how to write essays rather than teaching them about the effect of immigration on American culture during a specific time period.

Bloom’s Taxonomy:

Using a taxonomy that explains different levels of learning can be helpful for selecting the appropriate action verbs for your course objectives. These will help prevent you from choosing lower order actions when you really want students to demonstrate higher order thinking.

Bloom’s Taxonomy is broken into six knowledge dimensions: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating and range from lower order thinking skills to higher order thinking skills.

By their very nature, higher order thinking skills are more difficult and build on the previous lower order thinking skills. An oversimplified explanation of this would be the following: A student can not be expected to create a design brief (Creating) if they can’t remember what a design brief is (Remembering).

Traditionally, entry level courses ask students to demonstrate remembering, understanding, and applying thinking skills with a few higher order thinking skills while graduate level courses ask students to demonstrate analyzing, evaluating, and creating thinking skills with a few lower order thinking skills.

How do course objectives differ from module objectives?

Course objectives are much broader in scope than module level objectives. Where module objectives break down skills and knowledge into very specific, discrete skills, course objectives point more to overarching student understanding and higher level thinking skills. In a unit, you may have 10 or more objectives explaining all of the steps/tasks involved in learning a concept. For a course, you will only want 3-6 course objectives.

Objectives Of Creative Writing For Students

Taking classes to write fiction, poetry and creative non-fiction is a great way to excite your writing spirit and discover your hidden talent. Besides, discovering a ‘new you’, creative writing units also have numerous other objectives and potential outcomes. If the courses work right for you, it enables you to enhance your knowledge of reading and writing. Before enrolling in a creative writing class, you may, however, want to know what benefits you will get by completing such classes. So, here we list the objectives of creative writing for students. But one thing is guaranteed that the learning will stay with you for rest of your life.

1. General Objective

Here are the general objectives and expected outcomes of creative writing classes.

(i) Objective 1: You will have the ability to apply critical and theoretical approaches to the reading and analysis of literary texts in multiple genres.

(ii) Objective 2: You will understand how to identify, analyze, interpret and describe critical ideas, themes, values that consist of literary texts and perceive the ways to evaluate how ideas, themes and values create an impact on societies, both in the past and present.

(iii) Objective 3: You will become capable of producing poems or literary non-fictional pieces that are original and engaging.

(iv) Objective 4: You will be able to articulate an awareness of the relationship between the individual works and conventional literary work.

(v) Objective 5: You will become capable of passing judgment whether a journal or a press is better venue for publishing literary work.

(vi) Objective 6: By critical reading and analysis, you become someway an expert to analyze and critique the quality of literary journals as well as the work of particular writers.

Now that you know the general outcomes, let us go into more specialized objectives based on various parameters of creative writing.

2. Literary Techniques

Literary techniques are defined by three main genre’s foundational styles that equip students to write their own creative work. Here are the objectives of the three most primitive genre of writing —

‘Prose is architecture, not interior decoration’ – Ernest Hemingway

Writing must have building blocks, structured against characters, plot and setting. This rule becomes more pronounced when it comes to fiction writing. This type of writing always revolves around imagination, passion and hard work. A new world created by authors that certainly influence the readers. That’s what fiction writing is all about.

(i) Objective 1: Identify the structural elements of fiction

(ii) Objective 2: You might emphasis on characterization, setting and plot development

(iii) Objective 3: You become able to analyze how people act and react, their facial expression and their body language

(iv) Objective 4: As fiction helps you to disconnect with your everyday life, it lifts you from the mundane and walks you on the path that you have never experienced before

(v) Objective 5: Through fiction, we experience emotions and new adventures that connect us with the rest of the world. Whether historical or contemporary fiction, patterns do emerge: sorrow or joy, hopelessness or hope, life or death etc.

‘Poetry is the spontaneous overflow of powerful feelings, it takes its origin from emotions recollected’ – William Wordsworth

Writing poetry involves undertaking a new way of life that takes a form of strong words, powerful feelings and vivid imagination.

(i) Objective 1: Make you understand the concepts and basic terms of poetry writing

(ii) Objective 2: It teaches you the concept of rhythm, rhyme and alliteration

(iii) Objective 3: It enables you to perceive the fugitive language like simile, metaphor and personification

(iv) Objective 4: Involves different patterns of poetry

(v) Objective 5: Understand and appreciate poetry as a literary art form.

3. Creative Non-fiction

‘Writing non-fiction is like cracking a safe. It seems impossible at the beginning, but once you are in, you are in’ – Rich Cohen

Writing non-fiction may seem difficult, but it has an array of genres to cover. The writer of non-fiction has a huge responsibility to present the truth or accuracy of the events, people and/or information presented.

(i) Objective 1: Creative non-fiction allows reflecting your personal experience and how to conduct good research, collect data and convey a sense authority in your work while creating your own literary nonfiction

(ii) Objective 2: You learn to recall and understand the language and organizational features of all main non-fiction text types

(iii) Objective 3: You perceive how to go about reading a non-fiction literary piece

(iv) Objective 4: You can choose different types of imageries and transform them into structured non-fiction prose

(v) Objective 5: You learn to write non-fiction effectively for a particular purpose and audience, combining organizational features as appropriate.

3. Critical Reading

Being able to analyze reads is the key understanding of how creative writing works. When you join creative writing classes, it typically includes intensive reading and discussion of poems and other literary works that enables you to see the technique in action.

(i) Objective 1: According to Ohio University of English Department, as a critical reader, you understand the styles and traditions of different genres and gain inspiration from different authors. For example, let say, you might read Flannery O’Connor’s famous short story, ‘A Good Man is Hard to Find’ and discuss with your class how O’Connor developed her characters. Later, you can use her work as an inspiration for your writing

(ii) Objective 2: Many believed that their vocabulary could be improved

(iii) Objective 3: You gain the ability to comprehend and extract appropriate meaning and relevance of what is being read

(iv) Objective 4: A critical reader who is constantly looking for new ideas and inspiration welcomes written piece with an open mind, but at the same time questions the content and of the text by testing against its knowledge and experience

(v) Objective 5: You become competent to discover the hidden message in the text and to ascertain how the ideas in the text accords with writer's opinion, values and objectives.

4. Revision

Many students make mistakes by assuming that good writing is effortless and natural. In reality, all writing requires revision, sometimes multiple drafts and total rewrites of a single piece.

(i) Objective 1: You leave the class knowing the technique of brainstorming, composing a draft and determining the piece’s revision

(ii) Objective 2: Since creative classes sometimes involve giving peer feedback through a writing workshop, students also learn how to give constructive reviews and feedback to improve a piece

(iii) Objective 3: You become able to decide how a writing piece should be revised towards improvement.

5. The Philosophy of Creativity

Ultimately, when you finish the creative writing class, you should be able to explain their creative values and strengthen your future plans.

(i) Objective 1: When you get in touch with different and numerous writers, you are able to identify authors whose work left an impact on you

(ii) Objective 2: You will understand what genre attracts you the most and you enjoy writing in

(iii) Objective 3: In the course, you will be comfortable to share how you are going to pursue your writing after class’s conclusion. For example, you might go onto graduate creative writing program, others may want to continue writing on their own

(iv) Objective 4: The students should leave the class with an appreciation for creative writing and better understanding of the unique voice of the different authors.

The list does not end here. The more you get involved in the course, the more outcomes come in your way. The above-mentioned are common learning objectives of creative writing and its different sections. But it works differently on distinct natured personalities. And to experience that, you need to join a creative writing class.

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The Innovative Instructor

Pedagogy – best practices – technology.

Writing Effective Learning Objectives

Developing learning objectives is part of the instructional design framework known as Backward Design, a student-centric approach that aligns learning objectives with assessment and instruction.

Clearly defined objectives form the foundation for selecting appropriate content, learning activities and assessment plans. Learning objectives help you to:

• plan the sequence for instruction, allocate time to topics, assemble materials and plan class outlines.
• develop a guide to teaching allowing you to plan different instructional methods for presenting different parts of the content. (e.g. small group discussions of a common misconception).
• facilitate various assessment activities including assessing students, your instruction, and the curriculum.

Think about what a successful student in your course should be able to do on completion. Questions to ask are: What concepts should they be able to apply? What kinds of analysis should they be able to perform? What kind of writing should they be able to do? What types of problems should they be solving? Learning objectives provide a means for clearly describing these things to learners, thus creating an educational experience that will be meaningful.

Following are strategies for creating learning objectives.

I. Use S.M.A.R.T. Attributes

Learning objectives should have the following S.M.A.R.T. attributes.

S pecific – Concise, well-defined statements of what students will be able to do. M easurable – The goals suggest how students will be assessed. Start with action verbs that can be observed through a test, homework, or project (e.g., define, apply, propose). A ttainable – Students have the pre-requisite knowledge and skills and the course is long enough that students can achieve the objectives. R elevant – The skills or knowledge described are appropriate for the course or the program in which the course is embedded. T ime-bound – State when students should be able to demonstrate the skill (end of the course, end of semester, etc.).

II. Use Behavioral Verbs

Another useful tip for learning objectives is to use behavioral verbs that are observable and measurable. Fortunately, Bloom’s taxonomy provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing. (See The Innovative Instructor post: A Guide to Bloom’s Taxonomy ) Using concrete verbs will help keep your objectives clear and concise.

Here is a selected, but not definitive, list of verbs to consider using when constructing learning objectives:

assemble, construct, create, develop, compare, contrast, appraise, defend, judge, support, distinguish, examine, demonstrate, illustrate, interpret, solve, describe, explain, identify, summarize, cite, define, list, name, recall, state, order, perform, measure, verify, relate

While the verbs above clearly distinguish the action that should be performed, there are verbs to avoid when writing a learning objective. The following verbs are too vague or difficult to measure:

appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand, learn

III. Leverage Bloom’s Taxonomy

Since Blooms taxonomy establishes a framework for categorizing educational goals, having an understanding of these categories is useful for planning learning activities and writing learning objectives.

Examples of Learning Objectives

At end of the [module, unit, course] students will be able to…

… identify and explain major events from the Civil War. (American History)

… effectively communicate information, ideas and proposals in visual, written, and oral forms. (Marketing Communications)

… analyze kinetic data and obtain rate laws. (Chemical Engineering)

…interpret DNA sequencing data. (Biology)

…discuss and form persuasive arguments about a variety of literary texts produced by Roman authors of the Republican period. (Classics)

…evaluate the appropriateness of the conclusions reached in a research study based on the data presented. (Sociology)

…design their own fiscal and monetary policies. (Economics)

Additional Resources

• Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . New York, Toronto: Longmans, Green.
• Writing learning objectives. http://sites.uci.edu/medsim/files/2015/03/Writing-learning-objectives.pdf

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Richard Shingles, Lecturer, Biology Department

Richard Shingles is a faculty member in the Biology department and also works with the Center for Educational Resources at Johns Hopkins University. He is the Director of the TA Training Institute and The Summer Teaching Institute on the Homewood campus of JHU. Dr. Shingles also provides pedagogical and technological support to instructional faculty, post-docs and graduate students.

Images source: © Reid Sczerba, Center for Educational Resources, 2016

19 thoughts on “ Writing Effective Learning Objectives ”

The post is interesting. Can I share it?

Yes you may, just please link back.

I agree! Perfect to help my pre-service teachers! Thank you.

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From the viewpoint of SPECIFIC , isn’t it that singularity of behavior that can be measured rather than two behaviors at the same time as noted in your example “Identify and explain” is more preferable. I think combining two behaviors at the same time defeats the purpose of concise

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I agree with separating the two behaviors into two learning objective statements.

Thanks for the concrete suggestions for writing course objectives.

Quite helpful due to such clear explanations. Thanks.

I am especially drawn by the list of verbs and verbal expressions not to use in preparing learning objectives, some of which I had not considered but these expressions do express a level of noncommittal and ambiguity. This is useful information

I really appreciate this article, it has really helped me a lot. I will take what I learned from this article and apply the knowledge for when I create the online classes for the fall 202 semester and further into the future.

This was an excellent article. I appreciated both lists of verbs. The lists will help me in the future, and they’re a great resource to continually use.

Thank You for the clear and concise information.

Very good article on specific terms that identify what is required from the students.

I first learned of Bloom’s taxonomy when I took Applying the QM Rubric. This is a great guide to help me with articulating learning objectives and creative module and course level objectives.

Helpful to have specific examples in different content areas, thanks!

I appreciated the differences between concrete verbs and vague verbs.

Excellent description of what we should be listing for the students. In the pass, our objectives were vague and not always measurable other than quizzes, tests, written assignments, and exams. This proposal assures that each objective can be measured and provides the students how to determine their understanding and grasp of the materials and requirements.

Thank You: I enjoyed reading this, it was very helpful, I do plan to utilize it. Also, the GoEd, Article, How to successfully learn from Online courses, is broken, it returns as an error

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Our 2020-21 Writing Curriculum for Middle and High School

A flexible, seven-unit program based on the real-world writing found in newspapers, from editorials and reviews to personal narratives and informational essays.

Update, Aug. 3, 2023: Find our 2023-24 writing curriculum here.

Our 2019-20 Writing Curriculum is one of the most popular new features we’ve ever run on this site, so, of course, we’re back with a 2020-21 version — one we hope is useful whether you’re teaching in person , online , indoors , outdoors , in a pod , as a homeschool , or in some hybrid of a few of these.

The curriculum detailed below is both a road map for teachers and an invitation to students. For teachers, it includes our writing prompts, mentor texts, contests and lesson plans, and organizes them all into seven distinct units. Each focuses on a different genre of writing that you can find not just in The Times but also in all kinds of real-world sources both in print and online.

But for students, our main goal is to show young people they have something valuable to say, and to give those voices a global audience. That’s always been a pillar of our site, but this year it is even more critical. The events of 2020 will define this generation, and many are living through them isolated from their ordinary communities, rituals and supports. Though a writing curriculum can hardly make up for that, we hope that it can at least offer teenagers a creative outlet for making sense of their experiences, and an enthusiastic audience for the results. Through the opportunities for publication woven throughout each unit, we want to encourage students to go beyond simply being media consumers to become creators and contributors themselves.

So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, or analyze culture. We can’t wait to hear what your students have to say!

Each unit includes:

Writing prompts to help students try out related skills in a “low stakes” way.

We publish two writing prompts every school day, and we also have thematic collections of more than 1,000 prompts published in the past. Your students might consider responding to these prompts on our site and using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

If a student submits a comment on our site, it will be read by Times editors, who approve each one before it gets published. Submitting a comment also gives students an audience of fellow teenagers from around the world who might read and respond to their work. Each week, we call out our favorite comments and honor dozens of students by name in our Thursday “ Current Events Conversation ” feature.

Guided practice with mentor texts .

Each unit we publish features guided practice lessons, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. From how to “show not tell” in narratives to how to express critical opinions , quote or paraphrase experts or craft scripts for podcasts , we have used the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

“Annotated by the Author” commentaries from Times writers — and teenagers.

As part of our Mentor Texts series , we’ve been asking Times journalists from desks across the newsroom to annotate their articles to let students in on their writing, research and editing processes, and we’ll be adding more for each unit this year. Whether it’s Science writer Nicholas St. Fleur on tiny tyrannosaurs , Opinion writer Aisha Harris on the cultural canon , or The Times’s comics-industry reporter, George Gene Gustines, on comic books that celebrate pride , the idea is to demystify journalism for teenagers. This year, we’ll be inviting student winners of our contests to annotate their work as well.

A contest that can act as a culminating project .

Over the years we’ve heard from many teachers that our contests serve as final projects in their classes, and this curriculum came about in large part because we want to help teachers “plan backwards” to support those projects.

All contest entries are considered by experts, whether Times journalists, outside educators from partner organizations, or professional practitioners in a related field. Winning means being published on our site, and, perhaps, in the print edition of The New York Times.

Webinars and our new professional learning community (P.L.C.).

For each of the seven units in this curriculum, we host a webinar featuring Learning Network editors as well as teachers who use The Times in their classrooms. Our webinars introduce participants to our many resources and provide practical how-to’s on how to use our prompts, mentor texts and contests in the classroom.

New for this school year, we also invite teachers to join our P.L.C. on teaching writing with The Times , where educators can share resources, strategies and inspiration about teaching with these units.

Below are the seven units we will offer in the 2020-21 school year.

September-October

Unit 1: Documenting Teenage Lives in Extraordinary Times

This special unit acknowledges both the tumultuous events of 2020 and their outsized impact on young people — and invites teenagers to respond creatively. How can they add their voices to our understanding of what this historic year will mean for their generation?

Culminating in our Coming of Age in 2020 contest, the unit helps teenagers document and respond to what it’s been like to live through what one Times article describes as “a year of tragedy, of catastrophe, of upheaval, a year that has inflicted one blow after another, a year that has filled the morgues, emptied the schools, shuttered the workplaces, swelled the unemployment lines and polarized the electorate.”

A series of writing prompts, mentor texts and a step-by-step guide will help them think deeply and analytically about who they are, how this year has impacted them, what they’d like to express as a result, and how they’d like to express it. How might they tell their unique stories in ways that feel meaningful and authentic, whether those stories are serious or funny, big or small, raw or polished?

Though the contest accepts work across genres — via words and images, video and audio — all students will also craft written artist’s statements for each piece they submit. In addition, no matter what genre of work students send in, the unit will use writing as a tool throughout to help students brainstorm, compose and edit. And, of course, this work, whether students send it to us or not, is valuable far beyond the classroom: Historians, archivists and museums recommend that we all document our experiences this year, if only for ourselves.

October-November

Unit 2: The Personal Narrative

While The Times is known for its award-winning journalism, the paper also has a robust tradition of publishing personal essays on topics like love , family , life on campus and navigating anxiety . And on our site, our daily writing prompts have long invited students to tell us their stories, too. Our 2019 collection of 550 Prompts for Narrative and Personal Writing is a good place to start, though we add more every week during the school year.

In this unit we draw on many of these resources, plus some of the 1,000-plus personal essays from the Magazine’s long-running Lives column , to help students find their own “short, memorable stories ” and tell them well. Our related mentor-text lessons can help them practice skills like writing with voice , using details to show rather than tell , structuring a narrative arc , dropping the reader into a scene and more. This year, we’ll also be including mentor text guided lessons that use the work of the 2019 student winners.

As a final project, we invite students to send finished stories to our Second Annual Personal Narrative Writing Contest .

DECEMBER-January

Unit 3: The Review

Book reports and literary essays have long been staples of language arts classrooms, but this unit encourages students to learn how to critique art in other genres as well. As we point out, a cultural review is, of course, a form of argumentative essay. Your class might be writing about Lizzo or “ Looking for Alaska ,” but they still have to make claims and support them with evidence. And, just as they must in a literature essay, they have to read (or watch, or listen to) a work closely; analyze it and understand its context; and explain what is meaningful and interesting about it.

In our Mentor Texts series , we feature the work of Times movie , restaurant , book and music critics to help students understand the elements of a successful review. In each one of these guided lessons, we also spotlight the work of teenage contest winners from previous years.

As a culminating project, we invite students to send us their own reviews of a book, movie, restaurant, album, theatrical production, video game, dance performance, TV show, art exhibition or any other kind of work The Times critiques.

January-February

Unit 4: Informational Writing

Informational writing is the style of writing that dominates The New York Times as well as any other traditional newspaper you might read, and in this unit we hope to show students that it can be every bit as engaging and compelling to read and to write as other genres. Via thousands of articles a month — from front-page reporting on politics to news about athletes in Sports, deep data dives in The Upshot, recipes in Cooking, advice columns in Style and long-form investigative pieces in the magazine — Times journalists find ways to experiment with the genre to intrigue and inform their audiences.

This unit invites students to take any STEM-related discovery, process or idea that interests them and write about it in a way that makes it understandable and engaging for a general audience — but all the skills we teach along the way can work for any kind of informational writing. Via our Mentor Texts series, we show them how to hook the reader from the start , use quotes and research , explain why a topic matters and more. This year we’ll be using the work of the 2020 student winners for additional mentor text lessons.

At the end of the unit, we invite teenagers to submit their own writing to our Second Annual STEM writing contest to show us what they’ve learned.

March-April

Unit 5: Argumentative Writing

The demand for evidence-based argumentative writing is now woven into school assignments across the curriculum and grade levels, and you couldn’t ask for better real-world examples than what you can find in The Times Opinion section .

This unit will, like our others, be supported with writing prompts, mentor-text lesson plans, webinars and more. We’ll also focus on the winning teenage writing we’ve received over the six years we’ve run our related contest.

At a time when media literacy is more important than ever, we also hope that our annual Student Editorial Contest can serve as a final project that encourages students to broaden their information diets with a range of reliable sources, and learn from a variety of perspectives on their chosen issue.

To help students working from home, we also have an Argumentative Unit for Students Doing Remote Learning .

Unit 6: Writing for Podcasts

Most of our writing units so far have all asked for essays of one kind or another, but this spring contest invites students to do what journalists at The Times do every day: make multimedia to tell a story, investigate an issue or communicate a concept.

Our annual podcast contest gives students the freedom to talk about anything they want in any form they like. In the past we’ve had winners who’ve done personal narratives, local travelogues, opinion pieces, interviews with community members, local investigative journalism and descriptions of scientific discoveries.

As with all our other units, we have supported this contest with great examples from The Times and around the web, as well as with mentor texts by teenagers that offer guided practice in understanding elements and techniques.

June-August

Unit 7: Independent Reading and Writing

At a time when teachers are looking for ways to offer students more “voice and choice,” this unit, based on our annual summer contest, offers both.

Every year since 2010 we have invited teenagers around the world to add The New York Times to their summer reading lists and, so far, 70,000 have. Every week for 10 weeks, we ask participants to choose something in The Times that has sparked their interest, then tell us why. At the end of the week, judges from the Times newsroom pick favorite responses, and we publish them on our site.

And we’ve used our Mentor Text feature to spotlight the work of past winners , explain why newsroom judges admired their thinking, and provide four steps to helping any student write better reader-responses.

Because this is our most open-ended contest — students can choose whatever they like, and react however they like — it has proved over the years to be a useful place for young writers to hone their voices, practice skills and take risks . Join us!

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Introduction

Taking fiction, poetry, or creative nonfiction writing programmes is a fantastic approach to pique your interest in writing and uncover your latent ability. Aside from creating a “new you,” creative writing programmes have various additional goals and outcomes in mind. If the courses are appropriate for you, you will be able to improve your reading and writing skills. However, before enrolling in a creative writing class, you may want to know what rewards you would receive from finishing one.

There are a variety of reasons why someone may wish to use words to communicate a concept, opinion, or fact to others. Creative writing may be utilized for a variety of objectives, including amusement, information, and persuasion. This style of writing may also be utilized to express feelings.

The significance of creative writing

Tompkins (1982) proposes seven reasons for youngsters to create stories (which, of course, also apply to poetry writing):

• Encourage artistic expression,
• To investigate the purposes and values of writing,
• Clarify thinking,
• To inspire imagination,
• Learn to read and write
• To seek identity,

With these strong arguments in mind, it isn’t easy to justify not including creative writing in the primary school curriculum. Administrators and parents may instinctively classify creative writing as frivolous play, similar to recess; therefore, the reasons for writing must be made apparent.

While writing should be fun, and children should have the freedom to pick their themes, and writing styles, the importance of creative writing in developing children’s cognitive and communication abilities should not be overlooked (Tompkins, 1982).

What are Creative Writing’s Advantages?

Self-expression is improved by creative writing. Improving your writing abilities will help you communicate more effectively. You use the same areas of your brain that are engaged in everyday writing and speech when you practise selecting the correct word in a narrative or poetry. A creative writing course makes you a more successful communicator without you even realising it.

1. Job Success Can Be Attained Through Creative Writing

This leads us to the following point: excellent writing leads to professional success. Of course, your boss is unlikely to expect you to send emails in the style of a short tale or a sonnet — but if they do, you have a very cool boss.

2. Thinking Skills are Boosted by Creative Writing

When you write well, you think well. Learning to write is learning how to think, regardless of the style of writing you pursue.

Consider this: That might sound like a big claim, but consider it this way. Our thoughts would have no shape if we didn’t have language. We don’t need language to think “I’m hungry” or “I enjoy cats,” but language is essential when it comes to more abstract notions. Without the ability to articulate yourself, how would you think about topics like justice, vengeance, or equality?

3. Empathy is fostered via creative writing.

Reading and writing, especially when it comes to being a good workshop participant, both require empathy. We put ourselves in other people’s shoes when we read and write tales; when we read and create poetry, we let language guide us through emotion.

4. It’s Exciting to Write Creatively

If you’re still not sure that a writing course is suitable for you, consider this: creative writing is enjoyable.

You’re building new worlds and characters, whether you’re taking a fiction writing class, starting a memoir, composing poetry, or writing for the big screen.

What are the objectives of creative writing?

1. general objective.

Here are the general objectives and expected outcomes of creative writing classes.

• You will be able to read and analyze literary texts in a variety of genres using critical and theoretical methods.
• Learn how to recognize, analyse, interpret, and explain key ideas, themes, and values found in literary texts, as well as how to assess how these ideas, themes, and values have influenced civilizations in the past and today.
• You will have the ability to write creative and interesting poems or literary nonfiction articles.
• You will be able to express an understanding of the link between individual works and traditional literary work.
• Able to determine if a journal or a press is a preferable place for publishing literary work.
• Through critical reading and analysis, you will have the ability to assess and evaluate the quality of literary magazines as well as the work of specific authors.

Now that you’re familiar with the basic outcomes let’s look at some more specific goals based on various creative writing characteristics.

2. Literary Techniques

Literary techniques are defined by three main genre foundational styles that equip students to write their own creative work. Here are the objectives of the three most primitive genres of writing —

‘Prose is architecture, not interior decoration’ – Ernest Hemingway, an professional in essay help and essay writing service provider.

Building blocks for writing must be organized around characters, stories, and places. When it comes to fiction writing, this rule becomes much more obvious. Imagination, passion, and hard effort are always present in this style of writing. Authors have built a new universe that has a strong impact on the readers. That is the essence of fiction writing.

• Identify the structural components of fiction as a first goal.
• Concentrate on characters, setting, and narrative development.
• You gain the ability to evaluate people’s actions and reactions and their facial expressions and body language.
• Because fiction helps you disengage from your daily life, it takes you away from the ordinary and leads you down a route you’ve never travelled before.
• We encounter emotions and new adventures via fiction, which connects us to the rest of the world. Patterns develop in both historical and current fiction: sadness or joy, hopelessness or hope, life or death, and so on.

‘Poetry is the spontaneous overflow of powerful feelings, and it takes its origin from emotions recollected’ – William, a poet and expert in assignment help and essay writing help provider.

Poem writing entails adopting a new way of life characterized by strong language, intense sentiments, and vivid imagination.

• The first goal is to help you grasp the principles and terminology of poetry writing.
• It introduces you to the concepts of rhythm, rhyme, and alliteration.
• It allows you to recognize fugitive languages such as simile, metaphor, and personification.
• Examines various poetic patterns.
• Acknowledges and appreciates poetry as a literary art form.

Creative Nonfiction

‘Writing nonfiction is like cracking a safe. It seems impossible at the beginning, but once you are in, you are in’ – Rich Cohen .

Nonfiction writing may appear tough, yet it encompasses a wide range of genres. The nonfiction writer has a significant amount of responsibility for the truth or veracity of the events, persons, and/or material provided.

• While writing your own literary nonfiction, creative nonfiction allows you to reflect on your personal experience as well as how to do excellent research, collect facts, and communicate a sense of authority in your work.
• You learn to remember and comprehend the vocabulary and structure of all major nonfiction literature kinds.
• You have an understanding of how to read a nonfiction literary work.
• You’ll learn how to write nonfiction for a specific purpose and audience, including organisational elements as needed.
• You may select from a variety of images and turn them into organised nonfiction writing.

Critical Reading

Understanding how creative writing works requires the ability to assess readings. When you enrol in a creative writing programme, you can expect to read and discuss a lot of poetry and other literary works, allowing you to see the approach in action.

As a critical reader, you comprehend the styles and traditions of many genres and get inspiration from diverse writers, according to the Ohio University English Department. Let’s assume you read Flannery O’Connor’s classic short tale “A Good Man is Hard to Find” and analyse how O’Connor built her characters with your students. You can afterwards utilise her work as a source of inspiration for your own writing.

• Many people felt that they could increase their vocabulary.
• You develop the capacity to grasp what is being read and extract the proper meaning and relevance.
• A critical reader who is always on the lookout for fresh ideas and inspiration embraces a written work with open arms, but challenges the substance and the text by putting it to the test against his or her own knowledge and experience.
• You have the ability to decipher the book’s secret message and determine how the concepts in the text-align with the writer’s viewpoint, values, and goals.

Many students make the mistake of believing that good writing comes naturally to them. All writing, in actuality, necessitates rewriting, even many versions and complete rewrites of a single piece.

• You’ll walk out of the class understanding how to explore ideas, write a draught, and decide how to revise the work.
• Because creative classes often include peer evaluation in the form of a writing workshop, students learn how to provide constructive criticism and feedback in order to enhance a piece.
• You get the ability to select how a piece of writing should be updated in order to enhance it.

The Philosophy of Creativity

Finally, when you’ve completed the creative writing program, you should be able to describe their creative ideals and solidify your future goals.

• When you speak with a variety of writers, you’ll be able to identify authors whose work has had an influence on you.
• You’ll figure out what genre appeals to you the best and that you like writing in.
• You will feel at ease discussing how you plan to continue writing after the program ends during the course. For example, you could enroll in a graduate creative writing program, while others would want to continue writing independently.
• Students should leave the class with greater respect for creative writing and a deeper grasp of each author’s distinct voice.

This isn’t the end of the list. The more you participate in the course, the more benefits you will receive. The learning objectives for creative writing and its many components are as follows. However, it has a varied effect on people with various personalities. And the only way to do that is to enrol in a creative writing class.

Program Learning Objectives, Outcomes, and Assessment Measures

• Graduates will be conversant with representative literary texts from a wide range of historical, geographical, and cultural settings, with a concentration on the Modern and current periods.
• To create graduates who are conversant with the current literary publishing landscape.
• Made graduates who can use their critical, theoretical, and technical knowledge and insight to the creation of creative literary works.
• To create graduates who are able to effectively convey what they do as writers and present literary works, both their own and those of others.
• Graduates will be able to read and analyze literary texts in a variety of genres using critical and theoretical methods.
• Able to recognize, evaluate, interpret, and explain important ideas, values, and themes in literary texts and comprehend how these ideas, values, and themes inform and affect civilizations and communities in the past and present.
• Write unique tales, poetry, or literary nonfiction works that engage in effective and enjoyable interaction with literary traditions.
• Graduates will be able to convey an understanding of how their own works relate to the tradition.
• Make persuasive written and/or spoken arguments to defend and explain the importance of literature to a broad audience, effectively serving as public ambassadors for the literary arts.
• Graduates will be able to determine whether or not a journal or press is the best fit for their literary works.
• Able to verbally deliver their own literary works and the works of others in a public arena, bringing the written word to life for an audience.

Assessment Measures

The required senior thesis, a book-length collection of the student’s creative work with a critical preface, is the best mechanism for evaluating our courses’ success in meeting our objectives and outcomes. Of course, the project tests the students’ capacity to write creatively. But it also evaluates their ability to write and talk critically about their own creative work as well as the work of other authors. The five components of the endeavor are the critical preface, the creative body of work, the scholarly bibliography, the oral defense, and a public reading.

How many alumni go on to M.F.A. degrees, where they publish their work, and what importance their writing talents play in the positions they get are all indicators of our program’s success.

According to Rico, the nucleus phrase in clustering becomes the kernel or seed that holds the potential expansion of the writing since “clustering constantly develops from a core, like ripples created by a pebble tossed in a pond.” When the nucleus phrase or word is allowed to filter through the student’s own experience organically, it nearly always results in writing that expresses the student’s individual awareness. It permits the student’s real voice to be expressed, in other words, an expression that is natural but unique to the writer.

Also Read:- What is Prime Factorization?

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