Course Requirements
- ENG 220: Creative Writing
-
ENG 320: Advanced Creative Writing
Either of the following two:
-
ENG 340: Independent Project in Creative Writing
- ENG 459/460: Honors Thesis
- ENG 210: Advanced Exposition
- ENG 311: Structure of the English Language
- ENG 355: Internship in Writing
- ENG 400: Assessment Portfolio (.5 credit)
Either of the following two:
- ENG 212 – Technical Writing
-
MCM 201 – Journalism I
Plus either of the following.
-
ENG 290: Shakespeare’s Tragedies and Romances
-
ENG 345: Shakespeare’s Histories and Comedies
The student will also take three additional courses from the offerings in literature in English. At least two of the four literature courses (which would include the required Shakespeare course) must be at the 300 level. No 100-level English courses count toward the completion of the concentration. Coursework is supplemented by semesterly seminars in genres, markets, and master classes by visiting writers that all students in the concentration are required to attend.
Each student in the Creative Writing Concentration is also required to develop a familiarity with a coherent subject area that could become a writing specialty by taking at least four courses from a subject area other than English. Students can satisfy this requirement by:
- Constructing a coherent subject area from a single department or from multiple departments with approval from her advisor
- Earning a formal Wilson College minor
- Declaring a double major in another subject area. A student who chooses this route may wish to declare the Creative Writing Concentration in English as her second major. The primary major will then satisfy her coherent subject area requirement, and the English second major can be used to satisfy her TDS and WI requirements.
All students at Wilson are required to complete Assessment in their Major.
Assessment for Concentration in Creative Writing
As an English major with a concentration in creative writing at Wilson College, you are required to assemble a writing portfolio. Its contents will address four general goals and thirteen sub-goals (see below) set by the department. In all, English majors with a concentration in creative writing will be:
Persuasive Expository Writers
Papers which meet this goal will show the student writer's awareness of
- Purpose in writing
- Audience
- Role
- Tone
- Use of supporting details
Accomplished Creative Writers
Papers which meet this goal will show the student writer’s awareness of
- A variety of creative genres
- A particular mastery of one genre of creative writing.
Familiar with the Literary Traditions of Britain, Europe, and the U.S.
Papers which meet this goal will show the student writer's knowledge of
- A literary school, movement, period, genre, or major author
- The debate over the literary canon
Skillful Interpreters of Literature
Papers which meet this goal will show the student writer's ability to
- Read literature closely and discuss narration, literary devices, or poetics
- Use evidence from the history of literature
- Situate literature in its socio-historical context
Effective Synthesizers of Ideas
Papers which meet this goal will show that the student writer can
- Compare and contrast themes across works of literature
- Apply theories of literature (e.g., feminism, historicism, psychoanalysis) to texts
- Use research to enter scholarly dialogue
Compiling the Student Portfolio
The first document in each English major's portfolio will be a lengthy essay (typically15-20 pages) that lists what is in the portfolio, names the course for which each item was produced, and explains the relevance of individual items to departmental goals. These materials may be creative fiction and onfiction, literary analyses and, less frequently, essay exams. Individual items may meet more than one goal. For instance, a paper written for ENG 108 College Writing might show a mastery of purpose, audience, role, tone, and supporting details—the sub-goals of the "persuasive expository writers" criterion. Similarly, a paper for an upper-division course in creative writing might demonstrate your knowledge of a creative genre or genres. Papers produced for upper-division courses in other departments may be applied to these criteria as well, so long as you provide a specific context for their inclusion. As a whole, the introductory essay will be a reasoned argument that treats the portfolio's materials as evidence of your development as a student.
Students will develop their portfolios during their senior year by enrolling in ENG 400 Assessment Portfolio, a one-half credit course required for graduation. Questions about portfolios should be directed to Professor Larry Shillock.
Wilson's English program has produced several prominent published authors. For a look at the some of the books written by Wilson alumnae and faculty, visit the Wilson College Author's Project page.