Concentration in Creative Writing

Assessment for Concentration in Creative Writing

In class discussions and their assessment portfolios, students who are completing a major in English with a concentration in creative writing will demonstrate that they are

persuasive expository writers
Papers which meet this goal will show the student writer's awareness of
•    purpose in writing,
•    audience,
•    role,
•    tone,
•    and use of supporting details.
acquainted with the literary traditions of Britain, Europe, and the U.S. and 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,
•    and 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 a literary theory (e.g., feminism, psychoanalysis, historicism) to texts,
•    and use research to enter scholarly dialogue.
accomplished creative writers
Papers which meet this goal will show the student writer’s knowledge of
•    two creative genres (e.g., the short story, the one-act play, the novella),
•    and a mastery of one creative genre.

    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 nonfiction, 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.

Contact Information

Dr. Michael G. Cornelius
Department Chair
717-264-4141  ext. 3308