View available sections Introduction to Creative Writing acquaints students to basic principles, techniques, and tools for writing literary fiction, creative nonfiction, and poetry.
More Detail The structure of the daily writing depends on the students' Lower-level students will need more structure and will move more slowly into analytic and reflective writing on the right-hand side. Higher-level students can sometimes whisk right into reflection with much less attention and structure imposed for literal information.
Obviously, teachers can assign specific questions to Writing csu addressed in the left-hand section, or assign more general prompts: What do you remember? What was the "talk" about? Who is the focus of the reading? What was the most important idea in the reading?
What are the next important ideas?
What particularly striking example do you recall? Who is the target audience for the selection? What is the author's intention in this passage? More Detail Students often need more focused questions to begin working on the right-hand side--the evaluative, reflective, or metacognitive side: Why are certain details more memorable?
What connections can you make between X and Y? How did you arrive at this conclusion? Why is this conclusion significant? How does this assignment touch you personally? How does this assignment change your thinking on the idea?
How could you write about your new insight? What other information might you need to pursue this topic? Return to the Top Generic and Focused Summaries Depending on the level of detail that might be useful for each assignment, have students write out a paragraph or a page of summary for each assigned reading.
When collected in a reading journal or learning log, these summaries help students understand readings more fully when they are first assigned and remember them clearly for later tests or synthesis assignments.
You might also consider asking students to do more focused summaries.
By providing key questions about the reading, you can help students narrow in on the main ideas you want them to emphasize and remember from a reading. Or if abstracts are significant in your discipline, you might ask students to analyze the abstracts in a major professional journal and write similar abstracts of the readings they are assigned in the course.
Develop your technical writing abilities to a professional level and meet the demands of a growing field with a flexible, online program designed for working adults. About [email protected] [email protected] is an open-access Web site supported by Colorado State University. It has been providing resources to writers and teachers, first over the University's campus network and later over the Web, since Creative Writing at CSU; Creative Writing at CSU. Students in the Creative Writing track take part in a number of fun and rewarding literary activities while working toward a BA/English with a concentration in creative writing. The track's courses include workshops in fiction, poetry, creative nonfiction, screenwriting, and playwriting.
Return to the Top Annotations Unlike the summary that attempts an objective rendering of the key points in a reading, an annotation typically asks students to note key ideas and briefly evaluate strengths and weaknesses in an article.
In particular, annotations often ask students to note the purpose and scope of a reading and to relate the reading to a particular course project.
You can have students annotate and eventually compare readings assigned for the class, or you can ask students to compile annotations to supplement the course readings. Each student's annotations can be distributed to the class in one handout or through electronic media Web forum, e mail.
Return to the Top Response Assignments Still another type of writing to learn that builds on assigned readings is the response paper.
Unlike the summary, the response paper specifically asks students to react to assigned readings. Students might write responses that analyze specified features of a reading the quality of data, the focus of research reported, the validity of research design, the effectiveness of logical argument.Develop your technical writing abilities to a professional level and meet the demands of a growing field with a flexible, online program designed for working adults.
Creative Writing at CSU; Creative Writing at CSU. Students in the Creative Writing track take part in a number of fun and rewarding literary activities while working toward a BA/English with a concentration in creative writing. The track's courses include workshops in fiction, poetry, creative nonfiction, screenwriting, and playwriting.
The Master of Fine Arts in Creative Writing is for students with advanced abilities in the writing of fiction, poetry and creative nonfiction. The nationally ranked program offers a balance of intimate and intensive writing workshops with courses in literature, form and technique, and related electives.
In , a task force of a dozen high school teachers and administrators and California State University (CSU) faculty members began developing the Expository Reading and Writing Course (ERWC)--a rigorous, rhetorically based, full-year college preparatory English course for high school seniors designed to support college-readiness in English for California's diverse students.
Introduction to Creative Writing acquaints students to basic principles, techniques, and tools for writing literary fiction, creative nonfiction, and poetry.
Previously Approved Writing Composition. ENG Equivalents MCE Technical Writing & Professional Communication Effective Fall until Summer ENG Introduction to Poetry Effective Fall until Summer ENG Introduction to Fiction and Drama Effective Fall until Summer ENG Introduction to Drama Effective Fall until Summer