Programme Specifications

NAWE Creative Writing Subject Benchmark statement (2008) and underging review against QAA Creative Writing (2016)

History

September 2023

September 2023

gain a knowledge of the history, culture and theories of literature by studying a range of primary texts of different genres from different historical periods.

develop a systematic understanding of knowledge, and a critical awareness of current literary problems and/or new insights, which are at the forefront of critical and theoretical debates.

explore the relationships between texts, and between texts and their contexts

develop the ability to write an originally conceived and sustained piece of research

become self-reflective readers of literary and theoretical texts

develop their own critical voice

become independent learners who can use a broad range of reference tools, assimilate and appraise substantial amounts of information, and address, define, and solve problems

develop an ability to arrive at independent conclusions and make judgements

develop an ability to express themselves clearly in speech and in writing

develop their own interests and manage their own learning through their choice of options

develop a broad repertoire of writing techniques

develop a responsiveness to the writerly demands made by subject matter, audience, genre, and style

develop the ability to work in a sustained and cumulative way on a writing project over an extended period of time

develop the ability to compose, revise, edit, sub-edit and finalise a piece of writing as part of a regular work routine

develop good habits of sustained, self-critical, and active engagement with chosen subject matter, including creative, imaginative, and transactional writing tasks

develop the ability to produce originally conceived and effective written work

gain a knowledge of the history, culture and theories of writing by studying a range of primary texts of different genres from different historical periods

develop a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, which are at the forefront of critical and theoretical debates about writing

explore the relationships between texts, and between texts and their contexts

investigate how different theories contribute to the practices of writing

become reflective readers of literary and theoretical texts

become independent practitioners and learners able to address, define and solve problems

develop an ability to arrive at independent conclusions and make judgements

develop an ability to express themselves clearly in speech and in writing

develop their own critical and creative voices

develop their own interests and manage their own learning

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other  attributes in the following areas:

The successful student will have gained a knowledge and understanding of:

A1 their own writing practice, in terms of a reflective self-awareness of some of their own strengths and characteristics as a writer.

A2 the variety of options available to writers in presenting subject matter, and some of the effects of choosing one option rather than another

A3 some of the theories (for instance, of genre, register, rhetoric, and audience) which influence writing practice.

A4 key relevant aspects of the relations between texts, and between texts and their contexts

A5 a range of different literary genres from different historical periods

A6 a range of theories and debates about literature across different historical period

A7 the relations between texts, and between texts and their contexts

A8 the major theoretical issues associated with literature from different period.

• A1 Knowledge and understanding of human societies in the past through the study of a range of historical periods and themes in more than one country, and in different cultural contexts

• A2 The ability to frame historical questions, and to search for and locate appropriate secondary and primary evidence in diverse forms, including the electronic.

• A3 The ability to read and use, critically and empathetically, a range of secondary texts and primary sources

• A4 The appreciation of the complexity and diversity of situations, events and ways of thinking in the past.

• A5 The understanding of the difficulties inherent in historical interpretation, and the means whereby historians deal with ambiguity, incomplete evidence and differences of viewpoints

• A6 The appreciation of the basic critical skills of the historian in establishing and using rules of evidence and testing the validity of statements by developing a practical understanding of how established techniques of research and enquiry are used to produce and interpret historical knowledge

• A7 Intellectual independence in the setting and solving of problems, the acquisition of bibliographical skills, the ability to gather, sift, select, organise and synthesise historical evidence, and the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.

• A8 Reflexive and critical awareness of the forces of historical change and the ways in which they are explained in historiographical debates

• A9 The marshalling of lucid and coherent arguments in written and oral forms.

• A10 The ability to listen and to respond to the arguments of others.

• A11 The understanding of the social value of History, and the fostering of a life-long enjoyment of History as a subject.

Learning/teaching methods and strategies:

Acquisition of 1 is through lectures, seminars (which include formal presentations, directed and student-led discussions), assessed coursework and individual essay tutorials. Additional support is provided by the resources of the University Library and the National Library of Wales. Acquisition of 2-11 is through a combination of Option and Survey modules with a range of skills and historiographical modules in Year 2 and Special Subject, Dissertation and general Historical Problems modules in Year 3. Throughout, learners are required to consolidate and broaden their knowledge by means of independent reading.

Assessment:

Assessment is by coursework (1, 3, 4-9), for which learners are offered regular feed-back, and by a combination of closed unseen examinations (1, 4-10), take-away examination (8) and where appropriate, projects (6) and dissertation (1-9). Trials are currently being conducted for oral assessment by means of formal presentations (9).

Intellectual Skills:

The successful student will develop an ability to:

B1 Analyse and interpret a variety of texts

B2 exercise independent thought and judgement, and demonstrate self-direction in tackling and solving problems

B3 engage critically and self-reflectively with complex material, major concepts, and assess the significance of key literary thinkers

B4 interrogate and apply a variety of theoretical perspectives

B5 present sustained persuasive and coherent arguments

B6 communicate the results of their studies clearly and articulately

B7 plan and organise work and present work to deadlines

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

Seminars and workshops are used to develop these skills, which are assessed by independently devised and researched coursework assignments and a dissertation.

Practical skills

The successful student will develop:

C1 research skills, including the ability to analyse issues and theories, to assimilate, select and organise relevant material, and to use a variety of research tools in paper and on-line formats

C2 writing skills, including competence in structuring and presenting arguments, word-processing skills, and the ability to used recognised presentational skills, including bibliographical and notational conventions

C3 an ability to work in groups

C4 time and task management, initiative, and personal responsibility

C5 independent learning ability required for continuing professional development

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

core skills-based modules

student presentations

preparation for written assignments

essay writing

seminars with small-group components

independent study

extended research skill

Assessment

coursework assignments

essays on topics to be devised by the student

orally presented research papers

dissertation of writing project

• B1 engage with the complexity and diversity of the subject

• B2 reason critically

• B3 apply historical methods and concepts

• B4 demonstrate independence of mind

• B5 communicate knowledge and ideas to others, in written and spoken forms

• C1 search out, sift, assimilate and deploy bodies of historical evidence from a variety of sources

• C2 demonstrate self-discipline in time-management and an ability to work both independently and collaboratively

• C3 read secondary sources critically

• C4 analyse primary sources in complex ways, including an ability to establish their provenance, analyse their content and language, and cross-reference them with other primary and secondary sources

The successful student will develop an ability to:

D1 analyse issues and theories

D2 research, assimilate, select and organise relevant material using a variety of research tools in paper an on-line formats

D3 sustain academic writing across an extended assignment

D4 structure and present cogent and substantiated arguments that are complex and nuanced

D5 work as part of a group or team

D6 manage their time effectively

D7 produce word-processed documents to a high standard

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

student presentations

group work

seminars in 'workshop' format

independent study

essay writing

extended research

Assessment:

coursework assignment

essays on topics to be devised by the student

orally presented research paper

dissertation/writing project

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

tutor-and-student-led workshops and seminars

encouragement of methods of working on longer pieces which incorporate on-going processes of composition, reflection, revision, and feedback

encouragement of habits of 'articulated practice', for instance, in the form of reflective working diaries and the acquisition of relevant theoretical ideas and terms

Assessment:

module assignments

writing portfolio

oral presentations

• D1 demonstrate initiative, self-direction and self-motivation

• D2 demonstrate flexibility and independence of mind

• D3 demonstrate effective presentation and communication skills, orally and in writing

• D4 manage time and work to deadlines

• D5 search for and locate information in a wide variety of sources

• D6 contextualise, evaluate and cross-reference diverse forms of (often incomplete) information

• D7 work constructively in groups, and to assess the value and relevance of the ideas and arguments of others.