These objectives assess the effectiveness and implementation of your craft techniques. Effectively, these are about developing the creative writing practice of the students that we serve. This means that through developing students in various forms – poetry, critical essays, novels, short stories - students will have a wide variety of work. Our assessments are designed so that students become experienced in the idea-to-publication pipeline and have complete creative control of their interests with guided tutor support. Do note that the following list of skills are a non-exhaustive list and these skills are contingent on what students focus on form-wise. A student who mostly writes nonfiction will develop a different set of skills than fiction writers, for example. 

Key Practice skills developed are:

• Editing (developmental and line). 

• Drafting (revision processes).

• Crafting compelling fiction (craft and concept-wise).

• Creative-critical development.

• Group and autonomous working.

• Diversity of form and range of critical approaches.

• Narrative upending (taking the traditional and making it untraditional).

These assess what you know. Our courses are a critical engagement with theory (for example, craft theory, genre theory, or a specific type of framework). 

These tend to be assessed through a reflective statement (or alternative assessment method to be arranged with the module leader). This helps our students develop their critical engagement, which directly feeds into creating them as critically engaged creative writers. 

Key knowledge skills developed through the course are:

• Engagement with critical theory (a variety of sociological perspectives).

• Developing an awareness of differing perspectives (from centring minority voices).

• A hybrid creative-critical approach to theory (where creative practice and theoretical ideas co-exist and feed off each other).

• Reflective process development and meta-cognitive writing (thinking about writing and revision processes).

Students sometimes find that these are too abstract. Learning objectives sometimes do not explicitly link to the world beyond the course. This is why we have this section - to make understanding the worth of these students easier. There will always be more general development skills, but this section is more for specific module skills (for example engagement with specific theories, editorial approaches, publication processes, or creative writing forms).