Writing and Responding
Level: 1
Credit Value: 20
Module Code: ACE1176
An introductory course for those who have done little or no writing before. A range of stimuli - both
challenging and fun - will introduce students to the building blocks of prose, poetry and scriptwriting;
moving towards the preparation of finished pieces through discussion and redrafting in a supportive and
constructive workshop environment. The course aims to inspire writers to experiment with different
types of writing and particular forms as a way of developing their own personal voice. This is the core
creative writing module for those enrolled on the Certificate of Creative Writing and priority for places
will be given to those students.
Aims:
This module aims to
 to give students an understanding of different aspects of the creative writing process including
introductions to prose, poetry and scriptwriting;
 the unit aims to give students the opportunity to practise and develop confidence in writing in different
genres.
Learning Outcomes:
By the end of the module, a candidate will be able to demonstrate the ability to, the capability for
 To demonstrate an understanding of the features of different styles, forms and genres;
 to demonstrate an ability to experiment with finding a voice for their writing;
 to extend their writing skills by trying out, for example, different narrative stances, developing
character, experimenting with dialogue, using images and metaphor;
 to enable the process of re-drafting, sharing work, and providing and accepting constructive feedback
in a workshop situation.
Assessment:
100% Coursework.This module will be assessed by a folder of work (4000 words in total) containing:
 8 pieces of writing developed on the course, showing range of styles and forms - 4 to be assessed.
2,500 words
 Notes and drafts of all pieces must be attached to each final version. (These are not included in the
word-count.) 75% of overall markDetailed commentary on the writing of one or more of the finished
drafts. 1,500 words Equal to 25% of overall mark.
INDICATIVE READING LIST (this is not set reading but a guide).
Linda Anderson and Derek Neale (Eds.) Creative Writing (Routledge, 2005)
Margaret Atwood, Negotiating With The Dead: A Writer on Writing (CUP, 2002)Julia Bell and Paul Magrs
(Eds.) The Creative Writing Coursebook (Macmillan, 2001)Clare Boylan (Ed.) The Agony and the Ego
(Penguin 1993)Dorothea Brande, Becoming a Writer (Macmillan, 1996)
Steven Earnshaw (Ed.) The Handbook of Creative Writing (Edinburgh University Press, 2007)James
Fenton, An Introduction To English Poetry (Penguin, 2003)
W.N. Herbert and M.Hollis (Eds.) Strong Words (Bloodaxe, 2002)
David Lodge, The Art of Fiction (Penguin, 1992)
Mary Oliver, A Poetry Handbook, (Harcourt, 1995)
Rainer Maria Rilke, Letters To A Young Poet (W.W. Norton & Co., 1934)
Sellars, Susan (Ed). Taking Reality by Surprise (Womens Press 1990)
Singleton, J & Luckhurst, M. (Eds.) The Writing Handbook (Palgrave 2000)
Matthew Sweeney and John Hartley Williams, Writing Poetry (Hodder & Stoughton, 1997)
Students who are already registered with TILL and who have a valid UCard can access full reading lists for
modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource
lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Journeys: Travel Writing
Level: 1
Credit Value: 20
Module Code: ACE1169
ACADEMIC CONTENT AND DELIVERY
Travel writing has provided an enduringly popular source of pleasure for readers and writers.
This creative writing course will explore the different ways that journeys can be used as a
stimulus and as subjects for writing. The main area of exploration will be travel writing but
students will also be able to write about more routine journeys. In addition, they may choose to
write about journeys made by other people and place themselves imaginatively in the footsteps of
other travellers. Students may also wish to use the idea of journeying as a metaphor for other
more profound life experiences. Students will read and study published accounts of journeys
which they may use as stimulus and as models for their own writing.
Aims:
 To introduce students to a wide range of published travel writing as a means of exploring its
literary significance and the social, historical and ecological implications of travelling and travel
writing.
 To enable students to develop their own style and voice in their choice of prose or poetry and
to attempt to find a balance in their own writing between notions of authenticity and
imagination.
Learning Outcomes:
By the end of the module a student will be able to:
 respond to published travel writing critically and imaginatively and analyse and apply relevant
concepts and ideas - such as genre, tourism, and forms of exploitation.
 write about their own and other people’s travels using memory and experience.
 use research diaries, notes, photographs and other sources of information as a stimulus for
their writing.
 experiment with writing skills, for example, different genres, narrative, point of view, language,
imagery and symbols.
Assessment:
A portfolio of creative and critical writing of 4000 words comprising 3 elements:
1. Examples of writing about journeys in prose or poems totalling 3000 words. (weighted 70%)
2. Selected notes and drafts as evidence of the writing process equivalent to 500 words. (15%)
3. A critical commentary of approximately 500 words on a piece of published travel writing.
(15%)
Indicative Reading List:
Bruner, M. ed
Culture on Tour
2005
Cashdan,
Liz
and Woodward,
Mary
Chatwin,Bruce
Craig, David
Fiennes, Celia
Almost Like Talking
1993
The Songlines
On the Crofters Trail
Journeys
1988
1992
1947
Univ
of Chicago
Chicago
Smith/
Huddersfield
Doorstop
Picador
Cape
Oxford
London
London
Oxford
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Rebellion, Freedom and Change: Exploring Popular Culture of the 1960s
Level: 1
Credit Value: 20
Module Code: ACE1777
This course explores ideas and texts arising from the growth of popular culture in the 1960s, looking at
work from popular music, literature, television, cinema and the visual arts in the context of social and
historical change. Concepts of 'rebellion', 'freedom' and 'change' will be examined in relation to the social
and moral domain and to the changing nature of content, forms and practices within the arts themselves.
We will develop inter-disciplinary approaches to readings of works, which may be drawn from: pop and
experimental music, the working-class novel, the rise of television drama, cinema, performance poetry
and pop art.
Aims:
This module aims that students will develop:
•
•
•
Awareness and understanding of the importance of social, political and historical contexts
surrounding cultural practice during the 1960s
Knowledge and critical appreciation of works within literature, visual arts, music and popular culture
Inter-disciplinary skills in approaching social and cultural themes and issues and their relationship to
art of the period.
Learning Outcomes:
By the end of the module, a student will be able to demonstrate:
•
•
•
A critical understanding of the relationship between a range of artistic practices and their broader
contexts.
An ability to critically evaluate a diversity of work from literature, visual arts, music and popular
culture
An appropriate level of inter-disciplinary analysis of the themes and issues arising from this period.
Assessment: 100% Coursework. There are two assignments:
1. An oral presentation on one of the course texts/songs prepared and delivered individually, in pairs or in
small groups. Students submit notes for their presentation equivalent to 1500 words.
2. An essay of 2500 words discussing two examples from the different cultural forms studied. One of
these should be musical and one should be literary/cinematic.
Indicative reading.
This is for guidance only and may change. It will be finalised in the course handbook.
Alan Sillitoe, Saturday Night and Sunday Morning (originally published in 1958)
Bill Naughton, Alfie (originally published in 1966)
Sylvia Plath, The Bell Jar (originally published in 1963)
J Street, Rebel Rock: Politics and Popular Music (Blackwell, 1986)
I. Macdonald, Revolution in the head: the Beatles and the 1960s (Pimlico, 1998)
S.Madoff, Pop art: a critical history (University of California, 1997)
Gosse, R, Roseizweig, The world the sixties made: politics & culture in recent America (Temple University
Press, 2003)
S. Whitely, The Space between the notes: rock and counter culture.(Routledge, 1992)
Students who are already registered with TILL and who have a valid UCard can access full reading lists for
modules before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource
lists"; or via the "How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Creative Reading / Creative Writing
Level: 1
Credit Value: 20
Module Code: ACE1756
A good creative writer is foremost a creative reader who is able to be critical of other authors and of their
own work. The module introduces the principles of good creative writing through the critical study of
published examples, creative exercises, discussion and feedback on students’ own writing. Through a
critical appreciation of literary texts, we will discover how poems, fiction and dramatic pieces are made,
and what students can learn from them to develop their own creative practice. The module functions as a
practical introduction to literature for both the creative writer and literature enthusiast.
Aims:




To recognise how formal literary conventions apply to poetry, fiction and/or dramatic writing.
To provide students with practice in the critical analysis of literary style, forms and technique.
To develop a critical awareness of literature and learn how this informs their own creative work.
To develop good practice in editing and redrafting skills as part of a critical and objective stance to
students’ own creative writing.”
Learning Outcomes:
By the end of the unit, a candidate will be able to demonstrate the ability to:




show an awareness of variety in poetic forms, narrative styles and dramatic conventions.
be capable of analysing poetry, fiction and drama.
show an understanding of the particular requirements of writing in different genre.
understand the different stages of writing (e.g. initial idea; drafting, editing) and why different
approaches are appropriate to each.
Assessment
 Assignment 1. The brief analysis of a published text will emphasise the student’s understanding of its
technical aspects and the creative exploitation of its content. This will assess students’ reading skills
(1,500words). (Weighted at 25%)
 Assignment 2: Creative writing of 2000 words or equivalent (a short story/poems/short dramatic piece
weighted at 50%); together with a short reflective commentary on creative writing (500 words) with
evidence of editing, redrafting of creative writing (weighted at 25%), will assess students’ writing skills
and creative practice.
Indicative Reading:
Linda Anderson, Creative Writing: A Workbook with Readings, Routledge in association with The Open
University, 2006.
Bell, Julia and Paul Magrs, The Creative Writing Coursebook, Macmillan, 2001.
Brande, Dorothea, Becoming a Writer, Macmillan 1996.
Chisholm, Alison, The Craft of Writing Poetry, Allison & Busby, 1997.
Duffy, Carol Ann, Rapture, Picador, 2005.
Doubtfire, Dianne, The Craft of Novel-Writing, Allison & Busby, 1981.
students who are already registered with TILL and who have a valid UCard can access full reading lists for modules
before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the
"How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html
Contact: Angi Johnson 0114 222 7222 a.m.johnson1@sheffield.ac.uk
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Writing Fiction: Short Stories
Level: 1
Credit Value: 20
Module Code: ACE1326
Somewhere between the poem and the novel lies the short story. It is one of the most challenging and
fulfilling of literary forms and one that is currently enjoying a renaissance. This course aims to be
inspirational as well as instructional, taking students through the story writing process, from original ideas
to practical advice on aspects of short fiction.
As well as experiencing some of the best fiction from an array of contemporary and past writers, students
will become familiar with practical techniques essential for achieving maximum impact in their own work.
Aspects of the course will include structure and narrative development, characterization and dialogue,
point-of-view or focalisation, voice, genre, prose style, revision and editing. Students will be encouraged
to experiment with form and content as well as practising close readings of their own and classmates'
writing. The course and its assessments will emphasise the value of the writing process as well as the
finished product.
Aims:
 To give students an understanding of the techniques of short story writing by introducing them to
different examples of form, genre and content;
 provide the opportunity to practise and develop confidence in writing short stories.
Learning Outcomes:
By the end of the module, a candidate will be able to demonstrate the ability to, the capability for
 By reading and close analysis, demonstrate an understanding of the formal components of short
stories;
 demonstrate an ability to experiment with finding a voice for their writing;
 extend their writing skills by trying out, for example, different narrative stances, developing character,
experimenting with dialogue, using different structural techniques;
 to enable the process of re-drafting, sharing work, and providing and accepting constructive feedback
in a workshop situation.
Assessment:
100% Coursework. There are three elements. One preparation task. You can choose a task from any
week on the module and the submission will consist of a response to the questions set on the reading for
that week and your response to the creative task. One finished short story of 2000 words. A reflective
commentary on the finished short story and its development through the creative process.
Indicative Reading (this is a guide)
Pritchett, V.S. ed., The Oxford Book of Short Stories (Oxford: Oxford University Press, 1981)
Anderson, Linda, Creative Writing: A Workbook with Readings ( Oxford: Routledge in association with The
Open University, 2006)
Abbs, Peter, and Richardson, J., The Forms of Narrative (Cambridge: Cambridge University Press, 1990)
Bennett, Alan, The Complete Talking Heads (New York: Forlake, 1998)
Bennett, Alan, The Writer in Disguise (London: Faber, 1985)
Bickham, Jack. M., Elements of Fiction Writing: Scene and Structure (Ohio: Writers Digest Books, 1993)
Bradbury, Malcolm, Becoming a Writer (London: Pan, 1996)
Brande, Dorothea, Becoming a Writer (London: Jeremy Tarcher, 1981)
Card, Orson Card, Elements of Fiction Writing: characters and Viewpoint (Ohio: Writers Digest Books,
1988)
Clark, John Henrik, ed., Black American Short Stories: A Century of the Best (New York: Hill and Wang,
Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules
before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the
"How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Writing for Theatre
Level: 1
Credit Value: 20
Module Code: ACE1689
ACADEMIC CONTENT AND DELIVERY
This module provides students with the opportunity to explore the medium of writing for theatre
in a largely practical, 'hands on' course, using a variety of workshop techniques, textual
explorations, theatre games and improvisations. Time will be spent working on our own dramatic
texts in an experimental, mutually supportive group. A critical vocabulary will be developed
through the examination of existing texts from a variety of periods and countries, but with an
emphasis on contemporary writing. Students will produce short pieces of set work and as the
course develops will begin to work on a one-act play. These will be discussed both within the group
and individually with the tutor. Students will be encouraged to reflect on and write about the
process.
Aims for the module:
 Students will be introduced to the concepts, disciplines and techniques of writing for
theatre.
 Students will look at different kinds of dramatic structure, approaches to characterisation
and dialogue, and the nature of dramatic narrative through analysis of examples, including
students' own work.
 Students will develop their own pieces of writing for theatre.
Learning Outcomes:
By the end of the module students will be able to:
 Use the structures and conventions of writing for theatre to express their own ideas and
feelings, through the dramatic medium, about the world in which we live.
 Embark on a play, develop ideas within it and bring it to a successful conclusion.
 Use the critical vocabulary for theatre, and have insight into the realities of professional
theatre production and of the means by which writers may be able to gain access for their
work.
Assessment:
Portfolio of work developed from class assignments, including exercises and rough drafts and a one-act
stage play of at least 20 minutes duration. (4,000 words or equivalent in total.)
This is not set reading but a suggested guide to relevant material:
Hacker, Jeffrey
The Art and
Playwriting
McKee, Robert
Boal, A
Craft
of
Cincinnati
2000
Story Press
Story
1999
Methuen
London
Theatre of the Oppressed
1991
Routledge
London
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Boal, A
Routledge
1994
Routledge
London
Brook, P
The Empty Space
1972
Penguin
London
Edgar, D
The Second Time as Farce
1998
Lawrence and Weishart
London
Fugard, A
Diaries
1995
Faber
London
Gallagher, T
Writing for the Stage
1998
Elm Tree Books
London
Gooch, S
How to Write a Play
1991
A & C Black
London
Gray, S
An Unnatural Profession
1995
Faber
London
Griffiths, S
How Plays are Made
1982
Heinemann
Oxford
Miller, A
Salesman in Bejing
1985
Eyre/Methuen
London
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Getting Started with Research
Level: 1
Credit Value: 20
Module Code: ACE1880
This module provides you with the opportunity to develop the knowledge and skills gained from
other modules and to engage in a small-scale piece of academic research. The aim is to introduce
you to the research process and to encourage the development of self-directed learning skills.
Teaching is structured around a number of group tutorials spread across the academic year.
Aims
This module aims to:
 provide students with the opportunity to develop the knowledge and skills gained from other
modules and to engage in a small-scale piece of research;
 introduce students to the research process and encourage the development of self-directed learning
skills;
 provide students with the opportunity to pursue an academic project of particular personal interest
or significance;
 provide students with confidence in their ability to engage in academic research
Learning Outcomes
By the end of the module, a student will be able to demonstrate:
 an understanding of the research process;
 the ability to identify a research topic and formulate their own title;
 the ability to conduct a literature search;
 the ability to engage in a small-scale piece of academic research;
 the ability to produce a sustained academic argument in relation to their chosen research area.
Assessment
1000 word report on literature search (25%), 2500 word project (60%), 500 word reflective commentary
(15%)
Key Reading
Hart, C. (2001) Doing a Literature Search. Sage.
O’Dochartaigh, N. (2007) Internet Research Skills: how to do your literature search and find research
information online. Sage.
Ridley, D. (2008) The Literature Review: a step-by-step guide for students. Sage.
Students who are already registered with TILL and who have a valid UCard can access full reading lists for modules
before they begin. They do so either via MUSE, under the "Library" tab, and "View Library resource lists"; or via the
"How can I find my reading lists?" link on http://www.shef.ac.uk/library/services/taught.html
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Study Skills in Higher Education Part A
Level: 1
Credit Value: 10
Module Code: ACE1786
By concentrating on developing the study and presentation skills necessary to gain an academic
qualification at a higher educational level, this module is intended to support learners entering higher
education for the first time. The focus of the course is on developing skills such as academic writing and
oral presentation, note-taking and revision, locating information, and managing deadlines and heavy
reading loads. It also emphasises techniques of self-reflection, so that learners can gain a better
understanding of their own strengths and weaknesses, and be able to utilise these on other courses of
study.
Aims:
The aims of this module are:
• To give students a grounding in the basics of higher education study and presentation skills;
• To develop best practice in academic thought, writing, and verbal exposition;
• To advance skills of critical reflection, so the student can develop independent responsibility for her or
his own learning;
• To support and nurture the student's confidence and orientation within higher education to lay the
foundations for success at university.
Learning Outcomes:
By the end of this module, a student will be able to demonstrate:
• An awareness of good study practice in higher education;
• Experience of communicating effectively, in both spoken and written academic forms;
• The capacity to critically reflect on her or his own learning and recognise links between different
courses of study, and between academic and broader life experiences;
• A recognition of her or his individual strengths as learners, and how these can be put to best use within
higher education.
Assessment:
100% course work – a portfolio (90%) and presentation (10%)
Key Reading:
Stella Cottrell’s The Study Skills Handbook, second edition, Palgrave Macmillan, 2003.
********* OR *********
Learning to Learn On-Line
Level: 1
Credit Value: 10
Module Code: ACE1757
This module concentrates on developing the research and writing skills necessary to gain a higher
education qualification. The focus of the module is on the practice of such skills as essay-writing, correct
referencing, analysing texts, locating information, and ways to approach heavy reading loads. Also included
are activities that encourage students to adopt a critical approach to a variety of disciplines at
undergraduate level. A range of subject-specific materials are provided for use in developing skills in
critical thinking. The module is primarily delivered online, at the student's own pace, with face-to-face
tutorials available upon request.
Aims:
This module aims to
• to give students a grounding in the basis of research and presentation skills.
• to develop students' critical skills by means of practice in analysis of texts
• to ensure students are aware of correct use of academic conventions, such as referencing
• to facilitate transference of skills to all modules undertaken.
Learning Outcomes:
At the end of the module, students will be able to;
• approach assignments with confidence and locate information from a variety of sources
• analyse a variety of different types of texts
• structure arguments and present work correctly
• relate and transfer learned skills to other units on their programme.
Assessment:
100% coursework – a portfolio of work.
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield
Study Skills in Higher Education, Part B
Level: 1
Credit Value: 10
Module Code: ACE1787
Study Skills in HE Part B further develops and enhances the skills and knowledge gained in Part A, with an
emphasis on the effective use of ICT (information and communication technologies) in an academic
context. Students will increase their presentation and communication skills through written practice,
using a variety of appropriate software. Students' research skills will likewise be further developed using
on-line sources. The module will be delivered via blended learning using a combination of workshops and
on-line resources. There will also be opportunities for individual tutorials.
Aims:
This module aims to

provide students with an understanding of the use of ICT in the context of academic study

provide students with the necessary IT skills to support their study efficiently and effectively

develop students' information and data handling skills

further develop students' written communication skills
Learning Outcomes:
By the end of the module, a candidate will be able to demonstrate

confidence in the use of ICT within an academic environment

transferable IT skills necessary for study and research

appropriate data handling and information skills to support their academic work

ability to communicate effectively using a variety of software
Assessment:
100% coursework – a portfolio of work.
Key Reading:
Northedge. A, The Good Study Guide, 2005, Open University Press, Maidenhead
Course Secretary: Angi Johnson, 0114 2227022, a.m.johnson1@sheffield