Project archive
Student responses to Creative Writing: Coherence, Progression and Purpose
Level Three - Student Narratives
G. Assessment
Marking sucks though; the ones I’ve been recommended to submit got red scrawls over them, and those I rebelliously slipped in were sung about.
Since the age of 11 I enjoyed writing small monologues, short stories and poems mainly for my own viewing. I chose this course as my English teachers said I had a lot of potential. I hoped that in completing this course I would become a writer. At first I found the course interesting and informative but over the past two years I have been alienated from literature. This is due to the fact that the subject is so subjective. Having one tutor praise your work and then another almost failing you when marking it, suggests to me that it isn’t what your write but who you are writing for. I will continue to write but for me only and I feel a completely new career path will have to be chosen. I haven’t given up hope though. If Dan Brown can get published then maybe so can I. I may just have to write to less pretentious people.
I was an expert student at previous schools, good at reading the professor and producing the type of work that she would like. Now at XXX, there was not “This is an A paper”…it totally shifted my audience awareness from one instructor to the entire class as well as possible readers outside the workshop.
I think creative writing degrees need to be provided and offered with clarity of content and method of teaching, with a devised way of measuring the success – even if that’s to have the student writers set their success goals. In this way, creative writing may become ‘seen’ as an equally ‘serious’ degree – because it is.
