CRWR 2016 - Narrative: Where the Story Starts

North Terrace Campus - Semester 1 - 2023

This intermediate-level Creative Writing course explores how we construct narrative across different forms. Structured as an engagement with a series of readings in narratology and with primary texts from a range of forms and genres, the course offers a theoretical foundation to inform our creative practice, whether we are writing short fiction, creative nonfiction, narrative poetry, screenplays, or other forms such as fine art installation and virtual worlds. We will explore how to construct different points of view, voicing effects, and characterization, as well as consider the role of time, sequence, and occasion of narration in the development of narrative structures. The second half of the course turns to some innovative examples of narrative experiment across forms, genres, and periods, before finishing with a glimpse of how virtual reality constructs narrative now. Students will produce a theoretically inflected critical essay as well as a portfolio of creative works in multiple forms as a means of experimenting with different narrative techniques and approaches.

  • General Course Information
    Course Details
    Course Code CRWR 2016
    Course Narrative: Where the Story Starts
    Coordinating Unit English, Creative Writing, and Film
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange
    Prerequisites 12 units of Level I study
    Biennial Course Offered in odd years only
    Assessment Participation (online forums), Research Essay, Creative Portfolio
    Course Staff

    Course Coordinator: Dr Georgia Phillips

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrate an ability to interpret and respond to a broad range of creative, critical, and theoretical texts relevant to the history and ongoing development of narrative theory and its practical applications;

    2 Demonstrate the ability to frame creative and critical projects, produce plans for their research and execution, and fulfil these to deadlines;

    3 Engage rigorously and self-reflexively with selected creative, critical, and theoretical texts and the global and historical contexts of their production;

    4 Write and revise polished creative and critical works that demonstrate high levels of clarity, insight, narrative innovation, and sophistication;

    5 Critically evaluate their own and others’ writing, both orally and in writing;

    6 Engage seriously, sensitively, and respectfully with their peers, both in person and using online learning technologies, to provide substantive and productive feedback on creative and critical work.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3, 4

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3, 4, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    5, 6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    5, 6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1, 3, 5, 6

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    2, 4, 5, 6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    2, 5, 6
  • Learning Resources
    Required Resources
    PRIMARY and/or SECONDARY (indicative)

    Readings from Aristotle, Poetics

    Readings from:
    Mikhail Bakhtin, trans. Caryl Emerson and Michael Holquist, The Dialogic Imagination (1982)
    Vladimir Propp, trans. Laurence Scott, Morphology of the Folktale (1968)
    Tzvetan Todorov, ‘Structural Analysis of Narrative’

    Readings from:
    Roland Barthes, trans. Richard Miller, S/Z: An Essay (1975)
    Gérard Genette, trans. Jane Lewin, Narrative Discourse: An Essay in Method, (Oxford: Blackwell, 1980).

    Readings from Wayne C. Booth, The Rhetoric of Fiction (Chicago: University of Chicago Press, 1961; 1983)

    Amos Tutuola, The Palm Wine Drinkard and My Life in the Bush of Ghosts

    José Eduardo Agualusa, A General Theory of Oblivion

    James Wood, How Fiction Works (New York: Picador, 2008; 2018)

    Readings from Mark Currie, About Time: Narrative, Fiction and the Philosophy of Time (Edinburgh: Edinburgh University Press, 2006)

    Muriel Spark, The Driver’s Seat (1970)

    Anne Carson, The Beauty of the Husband: A Fictional Essay in 29 Tangos (New York: Vintage, 2002)

    Sans Soleil, dir. Chris Marker (1983); Handsworth Songs, dir. Black Audio Film Collective (1986)

    Suzan-Lori Parks, 365 Days/365 Plays (New York: Theater Communications Group, 2006)

    Laurie Anderson and Hsin-Chien Huang, Chalkroom, 2017 and A Trip to the Moon, 2018.

    Laurie Anderson, ‘Telling Stories in Virtual Reality: Laurie Anderson in conversation with Bonnie Marranca’, online.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary
    LECTURE TOPIC (indicative)
    Theoretical Foundations 1 - Aristotle
    Theoretical Foundations 2 – Propp, Bakhtin
    Theoretical Foundations 3 – Barthes, Genette, Todorov
    Narrative Modes
    Narrative, Point of View, and Voice
    Characterization
    Temporality
    The Nouveau Roman
    The Novel in Verse
    The Essay Film
    The Closet Drama
    Virtual Worlds
  • 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
    Participation (online forums); summative and formative 10% (300 words per post; minimum 4 posts per semester)

    1,500-word Research Essay; formative and summative 40%

    2,500-word Creative Portfolio; formative and summative 50%
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.

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  • Policies & Guidelines
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