CRWR 2013 - The Writer's Voice: Intersections in Writing

North Terrace Campus - Semester 1 - 2018

This course investigates the idea of the writer's voice (or voices) through reading and writing. `Voice' is a mysterious concept. Students will explore the usefulness of `voice' (or voices) as a concept in other writers' work, and student-writers will ask whether they are consciously trying to develop what they might call `voice', to consider whether it is useful to try to define or pinpoint their own `voice', or if they should leave that to critics. In so doing, students will be encouraged to identify what attracts them to particular authors and pieces of writing. This course will challenge them to (where applicable) rethink their work after being exposed to a range of writing and to frame it as it relates to competing traditions. The texts we will read together will be selected for the multiplicity of voices they reveal, and will include novels, poetry, memoir and short fiction. Assessment will consist of: two pieces of creative writing (which can include creative non-fiction); an exegetical essay (investigating the research components of their work) and seminar participation.

  • General Course Information
    Course Details
    Course Code CRWR 2013
    Course The Writer's Voice: Intersections in Writing
    Coordinating Unit English and Creative Writing
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Assumed Knowledge Advanced writing and reading skills in English
    Course Description This course investigates the idea of the writer's voice (or voices) through reading and writing. `Voice' is a mysterious concept. Students will explore the usefulness of `voice' (or voices) as a concept in other writers' work, and student-writers will ask whether they are consciously trying to develop what they might call `voice', to consider whether it is useful to try to define or pinpoint their own `voice', or if they should leave that to critics. In so doing, students will be encouraged to identify what attracts them to particular authors and pieces of writing. This course will challenge them to (where applicable) rethink their work after being exposed to a range of writing and to frame it as it relates to competing traditions. The texts we will read together will be selected for the multiplicity of voices they reveal, and will include novels, poetry, memoir and short fiction. Assessment will consist of: two pieces of creative writing (which can include creative non-fiction); an exegetical essay (investigating the research components of their work) and seminar participation.
    Course Staff

    Course Coordinator: Dr Matthew Hooton

    Dr Matthew Hooton will convene the course in 2018
    matthew.hooton@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    After successfully completing this course students should be able to:

    1. Confidently read, understand and appreciate a range of literary texts
    2. Think rigorously about selected contemporary texts and the contexts of their production
    3. Prepare and deliver polished and carefully edited examples of creative writing (through a series of exercises and drafts)
    4. Critically evaluate their own and others' written materials
    5. Engage constructively and respectfully with their peers
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    The Writer's Voice: Intersections in Writing Course Reader (available from Image, Copy & Text)


    The Lone Ranger and Tonto Fistfight in
    Heaven, by Sherman Alexie.

    How to Be Both, by Ali Smith.

    Black Swan Green, by David Mitchell.

    Harry Potter and the Philosopher's
    Stone, by J.K. Rowling.






    Recommended Resources
    Coleman, Dylan, Amazing Grace, UQP, 2012
    Steinbeck, John, Of Mice and Men, Penguin Classics, 2006
    Mears, Gillian, The Mint Lawn, Allen & Unwin, 2011
    Frame, Janet, Lagoon and other stories, Bloomsbury, 1997
    Murnane, Gerald, Tamarisk Row, Giramondo, 2008
    Online Learning
    Course information & lecture material will be available online through MyUni

    Recorded lectures will be realeased progressively over the semester
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lecture Topics

    -Voice and Point of View (Mechanics)

    -An Englishwoman Sits in a Rocking Chair… (The Storyteller’s Voice)

    -Musicality, Place, and the Written Word

    -The Voice of a Child

    -If Hemingway Flexes His Bicep and No One Sees it… (The Macho Persona)

    -Experimentation and Beautiful Sentences

    -Humour

    -All Those I’s and You’s (The Slippery Narrator)

    -One Hand Clapping (Personal Histories and Writing for an Audience)

    -Subjugated Voices and Silence


    -Voices in Translation
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students will commit the equivalent to 156 hours of study in this course.

    Learning Activities Summary
    Students are expected to have read the material in the reader for each week's lecture and seminar, Seminars will focus on material covered in lectures and provide time for writing and workshopping.


    Lectures and seminars will be delivered on the themes listed below in the following order:

    Writing in contested spaces
    Writing deeply and succinctly
    Landscape as writing
    The subconscious and the inexpressible as writing
    Writing as meditation rather than character

    The novel as poetry
    The peronal as the political
    Where history meets self
    Writing as nature
    Breaking up the 'real'
    Personal writing

     
    Specific Course Requirements
    Not applicable
    Small Group Discovery Experience

    Provisional.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    10% Participation
    20% Assignment #1: Creative Piece- 500 words.
    20% Assignment #2: Creative Piece- 500 words.
    50% Final Assignment: Creative Work- 2000 words, Exegesis- 500 words (2500 words total).
        

    Assessment Related Requirements
    Attendance at seminars is expected.
    To successfully complete the course students will have to submit all assessment tasks.
    Assessment Detail
    To be announced.
    Submission
    All assignments must be submitted in hard copy. No electronic submissions will be accepted.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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