PROGRAMME SPECIFICATION
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SECTION A
PROGRAMME SPECIFICATION
AWARD and ROUTE TITLE
INTERMEDIATE AWARD TITLES
BA (Hons) Creative Writing
BA (Ordinary) Creative Writing
Dip. HE Creative Writing
Cert. HE Creative Writing
Name of the Teaching Institution
Sheffield Hallam University
Mode(s) of Attendance
(e.g. FT/PT/SW/DL)
Full Time
UCAS CODE
W800
Part Time
Professional/Statutory/Regulatory Not Applicable
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
There is as yet no QAA Subject Benchmark
Statement for Creative Writing
Date of Validation
May 2008
(First Validation)
Revised with minor modifications May
2011,May 12, July 12, August 2012, October
2012, November 2012, May 13, June 13,
August 13.
1
PROGRAMME AIMS
The main educational aims of the BA Creative Writing are



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to teach writing in all its forms as an aesthetic, as a craft and as a tool for
exploring our environment and experience
to develop effective writing practitioners who display self awareness,
analytical and communicative skills, and a degree of reflection
to provide an understanding of the history and structure of literary and other
forms of writing through emphasis on creative practice
to contribute both to the creative community of writing and the developing
scholarly community of the study of Creative Writing
to widen participation in university life and contribute to lifelong learning
through writing

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to develop an awareness of the diversity of the academic disciplines
associated with writing through a distinctive combination of (a) the study of
and exercise of the craft of writing in all its forms, b) the study of the history of
writing, that is of the literature of the past and present, (c) the study of modern
English criticism and analysis and their theoretical basis
to provide students with a range of skills relevant to their academic, personal
and career development and to support their evolution as independent
learners
2
PROGRAMME LEARNING OUTCOMES
2.1
Knowledge and understanding covered within the Programme.
By the end of the programme you will be able to demonstrate knowledge
and understanding of:
i.
ii.
iii.
iv.
writing skills
the place of imagination in all forms of writing creation
the history and development of English writing forms
the distinctive character of texts written in the principal writing genres (prose
fiction, poetry and drama) and of other kinds of writing and communication
v. the structure, levels and discourse functions of the English language
vi. the linguistic, literary, cultural, market and socio-historical contexts in which
writers operate
vii. precise critical, linguistic and stylistic terminology
2.2
i.
ii.
iii.
iv.
v.
vi.
vii.
Subject-Specific Outcomes of the Programme.
By the end of the programme you will be able to:
write effectively - in prose fiction, non fiction and understand what is
required to write verse and drama
read and critically analyse a variety of texts, including your own, with
precision, responding to the central role of language and images in the
creation of meaning and demonstrating a sensitivity to the affective power of
language and images
be able to present arguments and ideas effectively
initiate and apply appropriate research strategies to provide a good
foundation for independent writing practice; analyse information and generate
ideas, concepts, proposals, solutions and arguments in response to creative
and critical problems.
evaluate your own work and the work of others in detail, articulating
knowledge and understanding of texts, concepts and theories relating to
Creative Writing
work independently and/or collaboratively, as circumstances demand,
demonstrating a sensitivity to the shaping effects upon writing of
circumstances, market place, production and intended audience
analyse the contemporary world of writing and culture and assess the
relevance of those areas to your own practice, demonstrating an awareness
of how cultural norms and assumptions influence questions of judgement and
how different social and cultural contexts affect the nature of language and
meaning
viii.
apply resourcefulness, entrepreneurialism and professional skills to
support your own practice as a writer
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
Modules are delivered through workshops, seminars, tutorials, and lectures,
supported by the virtual learning environment. Through these encounters, students
are encouraged and supported in acquiring the skills to write fiction, non-fiction,
verse and other forms of writerly discourse. In parallel, students are exposed to
variety of critical and analytical approaches to culture, text and meaning which
enable them to analyse, understand, compare and comment reflectively on texts
written by others and by themselves.
Students of Creative Writing are encouraged to develop their own readings of and
responses to a variety of stimuli including other art forms and existing texts. They are
required to justify their responses to these stimuli orally and in writing. Much of the
work for the degree is through directed and independent writing and reading. The
aim of Level 4 in particular is to accustom students to the working practices required
to meet demands of a Creative Writing degree both in reading and writing, and to
develop their abilities as autonomous learners and practitioners.
The programme offers a path through which students progress from additional
support at Level 4 – for example through writer-led exercises for the Writing
Prose and Poetry module – to more independent activities at level 5, where
Script, Poetry and Prose modules all require a substantial piece of creative
work from the student. This culminates in Level 6 in more independent
learning and practice at the Major Project, which each student must complete.
This step by step learning approach through the levels 4, 5 and 6 is echoed by the
student’s developing appreciation of the existence of writer’s tools and of the use of
those tools – both academic and writerly – in the arena of expression. The course
moves from a more general approach to writers’ activities (Verse and Narrative,
Describing Language, Introduction to Writing) which introduce and examine the
notion of literary forms, to more specific genre based teaching and learning.
At Level 5 electives (Renaissance Literature, Race Slavery and Empire, The Gothic)
guide students towards these genres in the academic field just as the practical
modules (Script, Poetry, Prose Writing) guide them in approaches to genres in the
practical writing field.
At all levels in their development within BA Creative Writing students' employability is
addressed through subject-specific knowledge, through their acquisition of
transferable skills, through the development of an ‘original thinking’ frame of mind
and through a direct approach – Level 4 Narrative and Verse contains a Journalism
component, Level 5 has modules in The Writer as Teacher, Teaching English as a
Second Language, Level 6 has Making a Living as a Writer embedded in both
semesters for all students.
At Levels 5 and 6, students have the opportunity to take ‘hybrid’ modules which
combine their creative work with literary or linguistic analysis. At Level 6, modules
such as Kiss and Tell, Crime Fiction and The Historical Novel all study particular
literary genres from an analytical and creative perspective.

In accordance with both the general educational aims of the degree
programme and the specific outcomes relating to knowledge and
understanding, the study of creative writing craft (Verse and Narrative, Prose
Writing, Script and Poetry), of linguistic description and analysis (Describing
Language, and Language and Literature) and of the historical and
contemporary context of writing (Introduction to Writing, Writing Now, What is
Contemporary?) are compulsory at Levels 4 and 5. The degree emphasises
progression from level to level, with students acquiring relevant knowledge
and understanding before moving on to study at another level.

The Level 4 modules introduce students to the fundamental strategies and
knowledge required for approaching creative writing. Level 4 modules are all
mandatory, but there are an increasing number of elective modules as
students progress through the degree. These modules offer students the
opportunity to apply their ‘core’ knowledge and understanding to other
perhaps less mainstream areas of study should they so wish.

At Level 5, students are expected to widen and deepen their subject
knowledge through modules which allow students to build experience and
practice in the main forms of literary writing - poetry, prose writing,
scriptwriting

At Level 6, students produce an independently devised but closely
supervised and original portfolio of work in the genre or genres of their choice.
This is the Major Project module.
In most creative writing modules, teaching is primarily delivered through seminars of
up to fifteen. These provide support and encouragement during the writing process
and the opportunity for peer and tutor feedback on work in progress. Some modules
– for example Making Monsters and The Gothic - are delivered through lectures and
seminars. The lectures are normally used to introduce relevant conceptual,
contextual and methodological material and to offer possible models of interpretation
or analysis. The seminars offer students the opportunity to engage with this material
in light of their own private preparatory reading. Many modules supplement this
format with on-line and/or multi-media resources which students can access from the
University’s Learning Centre or from their own homes.
3.2
The approach to Assessment and Feedback within the Programme
Assessment
For purely creative writing modules, students are required to submit a portfolio of
relevant original work together with a reflective commentry including their response
to tutor and student feedback, thus emphasising the students’ own awareness of
their personal development as writers and their growing command of the form in
which they are working. Some modules which are unique to Creative Writing assess
through essay and presentation. Writing Now is an example.
For hybrid modules (e.g. History and the History Novel, Crime Fiction) the
assessment is through a mixture of their own original creative writing collected in a
portfolio and classroom presentation.
For modules drawn from and shared with the English degree area (e.g.
Shakespearean Drama, Victorian Literature) Creative Writing of course follows the
English degree method. That means that the essay is the most common form of
assessment for literature modules in English. The essay is assessed as coursework,
as part of a formal unseen examination or, most frequently, both. The centrality of
the essay is in keeping with the Subject Benchmark Statement for English, which
sees it as ‘an essential component of the assessment process’. Within the essay
format, students are encouraged to pursue their own original thoughts and ideas and
are encouraged to engage critically with received opinion. Formal essay writing is
considered a useful and professionalising companion to the expressive creative
writing parts of the degree.
Linguistic/textual analysis through varied exercises is prominent as a mode of
assessment on language modules. Other forms of assessment include, for instance,
an on-line test, workbook and data analysis.
Assessment in Creative Writing is matched to the specific learning aims and
objectives of the particular module being taken. This means traditional assessment
methods are often supplemented or replaced by individual or group oral
presentations, log books, work books, project work, and research exercises.
Feedback
We aim to ensure the delivery of timely feedback in forms which are comprehensible
and useful for the students.
For coursework, students are required to fill in two kinds of self-assessment forms for
each assignment. These are designed to encourage students to take an active part
in assimilating the assessment criteria being applied, and to reflect on their own
learning: one form asks students to match their performance to a range of criteria;
the other asks students to reflect on their work's strengths and weaknesses. A copy
of one of these forms, with responses and comments added by the tutor is returned
to students when they are given their mark for the assignment. Usually fullyannotated creative writing pieces and essays are returned in seminars to enable
students to receive additional verbal feedback. However, feedback might also be
given in other ways: via email, tutorial, or script return through assignment
management. The process depends on the stage in the term and the kind of
feedback required by an individual student. Tutors will be available for individual
tutorial consultation, both before and after the assignment is completed, and at Level
4, assignment feedback tutorials are a formally scheduled part of the delivery.
Where possible, we deliver on-line formative assessment and feedback via
Blackboard, but longer essays at later levels cannot practically be marked
electronically. Where electronic feedback return is not viable, students receive
feedback via the Assignment Management Team. They are notified of the dates for
feedback through the Assessment Scheduler, and are emailed to notify them when
to collect work.
The teaching and learning in Creative Writing workshops incorporates the regular
submission of students’ own original work, either to peers or to tutors, for
constructive criticism. Corrected or ‘work-in-progress’ drafts must be submitted along
with finished pieces. They form part of the assessment process, so students can
demonstrate their response to feedback. Students must also submit a critical
commentry discussing what they feel they have learned over the semester woth
specific focus on their views on the writing process, revising their work in acordance
with tutor and student feedback, and their strengths and weaknesses. the
commentry wil be informed by the process of planning and reflection incorporated in
the daybook (see below)
Students of Creative Writing will be expected to keep a writers daybook throughout
the three years of the degree. Writers write every day and to demonstrate their
progression towards professional Creative Writing skills students must have this
daily writing gathered in one place. The Writer’s Journal or Daybook is this place.
Though this journal doesn’t carry credits, it will inform the reflective commentaries
submitted on creative writing modules (see above)
The Writer’s Journal and the associated reflective commentary embeds personal
development (PDP) in the daily activities of students. Theyare useful for both student
and tutor at every level in the degree so that a check on progress can be made,
They are expected to contain reflections on the modules taught as well as notes on
stimuli, experiences, plans for creative writing work and for prospective work. In
these documents the writer, both looking back and reflecting from the later part of
the degree or in medias res, could see how they have progressed towards writing
effectively (2.2. i) how their reading has progressed, (2.2.ii) in tandem with their
ability to present arguments (2.2. iii). students will have notes which will demonstrate
how they initiate independent writing (2.2. v) apply appropriate research strategies
(2.2. iv) and later evaluate their own work and write down thoughts about others
work (2.2. vi). They will have material which demonstrates their growing ability to
work both independently and in groups (2.2. vii) and all of this will give an insight into
the student’s growing resourcefulness, entrepreneurialism and professional skills in
support of their own practice as a writer. Writers need to be self starters and the
Writers’ Journal is the place from which they start. (2.2. viii)
4
PROGRAMME DESIGN AND STRUCTURE
BA (Hons.) Creative Writing is a broad-based contemporary writing course focussed
on the acquisition of writerly and critical skills. This acquisition goes hand in hand
with student-centred self-directed inquiry and practice. Self-directed writing practice
is prepared for throughout Level 4 and developed in Level 5 and Level 6.
Independent inquiry within practice is fully integrated with theoretical and contextual
learning.
The Creative Writing course encourages students’ motivation and professionalism.
This is demonstrated through the Writers’ Journal and the associated reflective
comentary, where among other activities the student keeps notes, comments upon
and reflects upon her or his development. Employability and desirable skills are at
the centre of an approach to writing which is itself rooted in the leading practices and
debates of contemporary writing. This course uses writing to develop a rounded,
educated person who is confident and able in self-expression through writing. The
course combines academic study and practical creative work to develop students'
understanding of writing in the context of its critical and historical settings.
Throughout the course, we explore both traditions in and recent developments in
creative practice and literary theory. Students on the degree study writing and the
contexts for writing from the Renaissance period to the present. Students combine
this study with practical written work in a wide range of genres. After the first year
students can increasingly specialise. At Level 5 and 6 students can also take
professionally-oriented modules, such as Writer as Teacher, Work-based Project,
Developing and Applying Public Relations Skills, Foreign Language.
5
PROGRESSION/CAREER ROUTES
Students can become writing professionals in the commercial and public media
and arts sectors
Students can enter professions associated with writing such as journalism, PR,
feature writing, editing, scriptwriting and script-editing, copy writing, tv
production and storylining, theatre, tv and film directing, the management and
agenting of writers
Students can progress to post-graduate routes in Creative Writing, English
Literature, Technical Writing or Journalism, for instance, as well as other
postgraduate programmes that require less specialised prerequisites, such as
postgraduate law programmes, social work, or management. The degree equips
students well for dealing with the National Curriculum in English and for teaching at
all levels, should they wish to take a PGCE. Creative Writing skills are an enormous
help to any teacher. Students also have the opportunity to take TESOL
qualifications.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
Specific Entry Requirements for entry to the initial stage of this
programme are

Academic Qualifications
(including A / AS level grades
and subjects, where
applicable)

• 280 points from at least two GCE
A levels to include at least 100
points in either English literature or
language. AS levels and Key Skills
may count towards these points.
IELTS 7
Level of English language
capability
GNVQ – advanced level 3

Any other specific,
formally certified qualifications distinction plus a GCE A level or AS
level in a relevant subject
• pre-2003 BTEC/SCOTVEC
National Certificate/Diploma – four
distinctions in the final year
• Access – 36 credits at level 3 and
12 credits at level 2 from an Open
College Network-accredited course,
with a major English component

Previous relevant work or
work-related experience

Any specific articulation
arrangements recognised for
this programme

Professional qualifications

6.2
Any other specific entry
requirements
APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc.
required to enable you to benefit from, and succeed on the programme
of study are
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an interest in writing
an interest in self expression and creativity
an interest in learning about historical and contemporary literature
a desire to understand the workings of the English language
Applicants need to be self-motivated and to find enjoyment in reading and
writing.
6.3
The University will select non-standard entrants to the programme in the
following ways
We welcome applications from people of any age. If an applicant is 21 or
older, there may be some flexibility in entry requirements provided there is
other relevant learning or experience. Applicants must show that they will
benefit from and finish the course successfully. We will normally expect
attendance at a formal interview.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following
ways
Use of Prior Credit
With prior certified learning (APCL), applicants may gain exemption from
certain modules of the course subject to standard University approval
procedures. For example, students wishing to transfer from another degree
course at Sheffield Hallam University or elsewhere may gain exemption from
Level 4 modules, or may apply for direct entry into Level 5 or Level 6.
Equivalence needs to be established between the learning outcomes
previously achieved and those of modules or levels for which exemptions are
sought. Certification will be for credit only and will not contribute to the
calculation of an award classification.
Faculty
Division/Programme Area
DS
Development and Society, English
Programme