hsc advanced english creative writing

Module C – Creative Writing Exemplar (InspirED)

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Module C – Creative Writing Exemplar by InspirED

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Select a different module, select a different course, english advanced – setting and symbolism in imaginative writing.

The activities in this resource will help you develop your skills in answering questions in the examination for module c.

English standard – setting and symbolism in imaginative writing

Exploring sample answers – an imaginative response and reflection.

This resource will support students to unpack a sample examination response from the 2019 HSC.

Finding inspiration for the discursive in the prescribed texts

This resource will exploring module c through the lens of discursive writing.

Practising discursive writing – resource 4

This resource will support students to practise writing discursively.

Staying focused on Module C – part 1 and part 2

Reviewing the key ideas in relation to sample examination questions.

Staying focused on module C part 3 components 1-4

Reviewing the key ideas in relation to examination questions

Supporting students with writing discursively in English Standard

This resource will support students to re-engage with the module statement for module c

Unpacking sample questions and discursive writing samples

This resource will support students to respond to and unpack sample HSC questions

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Discovery: The Ultimate Guide to Creative Writing

Friday 4th, March 2016

Elyse Popplewell

If you’re a first time reader, then you might not be aware of my free online HSC tutoring for English (including HSC creative writing), and other subjects. Check it out! Also – I have a deal for you. If this post is crazy helpful, then you should share it with your friends on Facebook . Deal? Awesome.

HSC Creative Writing: The Guide.

HSC creative writing can be a pain for some and the time to shine for others. Getting started is the most difficult part. When you have something to work with, it is simply a matter of moulding it to perfection. When you have nothing, you have a seemingly difficult road ahead. After several ATAR Notes members expressed that they need help with HSC creative writing, I wrote this to give you some starting points. Then I edited this, and re-wrote it so that it helps you from the beginning stages until the very last days of editing. Fear no more, HSC creative writing doesn’t have to be the foe that it is in your head! Let’s get started.

Surprise: You’re the composer!

Write about what you know

In the years 2010-2015, not once has Paper 1 specified a form that you have to use. Every year in that time frame they have asked for “imaginative writing” except in 2011 when they asked for a “creative piece” of writing. Most commonly, students write in the short story form. However, students can also write speeches, opinion articles, memoirs, monologues, letters, diary entries, or hybrid medium forms. Think about how you can play to your strengths. Are you the more analytical type and less creative? Consider using that strength in the “imaginative writing” by opting to write a feature article or a speech. If you want to ask questions about your form, then please check out my free online HSC tutoring for English and other subjects.

Tense is a very powerful tool that you can use in your writing to increase intensity or create a tone of detachment, amongst other things. Writing entirely in the present tense is not as easy as it seems, it is very easy to fall into past tense. The present tense creates a sense of immediacy, a sense of urgency. If you’re writing with suspense or about action, consider the present tense.

“We stand here together, linking arms. The car screeches to a stop in front of our unified bodies. The frail man alights from the vehicle and stares into my eyes.”

The past tense is the most common in short stories. The past tense can be reflective, recounting, or perhaps just the most natural tense to write in.

“We stood together, linking arms. The car screeched to a stop in front of us. The frail man alighted from his vehicle and stared into my eyes.”

The future tense is difficult to use for short stories. However, you can really manipulate the future tense to work in your favour if you are writing a creative speech. A combination of tenses will most probably create a seamless link between cause and effect in a speech.

“We will stand together with our arms linked. The man may intimidate us all he likes, but together, when we are unified, we are stronger he will ever be.”

It is also important to point out that using a variety of tenses may work best for your creative. If you are flashing back, the easiest way to do that is to establish the tense firmly.

Giving your setting some texture

You ultimately want your creative writing to take your marker to a new place, a new world, and you want them to feel as though they understand it like they would their own kitchen. The most skilled writers can make places like Hogwarts seem like your literary home. At the Year 12 level, we aren’t all at that level. The best option is to take a setting you know and describe it in every sense – taste, smell, feel, sound and sight.

Choose a place special and known to you. Does your grandmother’s kitchen have those old school two-tone brown tiles? Did you grow up in another country, where the air felt different and the smell of tomatoes reminded you of Sundays? Does your bedroom have patterned fabric hanging from the walls and a bleached patch on the floor from when you spilled nail polish remover? Perhaps your scene is a sporting field – describe the grazed knees, the sliced oranges and the mums on the sideline nursing babies. The more unique yet well described the details are, the more tangible your setting is.

Again, it comes back to: write about what you know.

How much time has elapsed?

You want to consider whether your creative piece is focused on a small slot of ordinary time, or is it covering years in span? Are you flashing back between the past and the present? Some of the most wonderful short stories focus on the minutiae that is unique to ordinary life but is perpetually overlooked or underappreciated. By this I mean, discovering that new isn’t always better may be the product of a character cooking their grandmother’s recipe for brownies (imagine the imagery you could use!). Discovering that humans are all one and the same could come from a story based on one single shift at a grocery store, observing customers. Every day occurrences offer very special and overlooked discoveries.

You could create a creative piece that actually spans the entire life span of someone (is this the life span of someone who lived to 13 years old or someone who lived until 90 years old?). Else, you could create a story that compares the same stage of life of three different individuals in three different eras. Consider how much time you want to cover before embarking on your creative journey.

Show, don’t tell:

The best writers don’t give every little detail wrapped up and packaged, ready to go. As a writer, you need to have respect for your reader in that you believe in their ability to read between the lines at points, or their ability to read a description and visualise it appropriately.

“I was 14 at the time. I was young, vulnerable and naïve. At 14 you have such little life experience, so I didn’t know how to react.”

This is boring because the reader is being fed every detail that they could have synthesised from being told the age alone. To add to the point of the age, you could add an adjective that gives connotations to everything that was written in the sentence, such as “tender age of 14.” That’s a discretionary thing, because it’s not necessary. When you don’t have to use extra words: probably don’t. When you give less information, you intrigue the reader. There is a fine line between withholding too much and giving the reader the appropriate rope for them to pull. The best way to work out if you’re sitting comfortably on the line is to send your creative writing to someone, and have them tell you if there was a gap in the information. How many facts can you convey without telling the reader directly? Your markers are smart people, they can do the work on their end, you just have to feed them the essentials.

Here are some examples of the difference between showing and telling.

Telling: The beach was windy and the weather was hot. Showing: Hot sand bit my ankles as I stood on the shore.

Telling: His uniform was bleakly coloured with a grey lapel. He stood at attention, without any trace of a smile. Showing: The discipline of his emotions was reflected in his prim uniform.

Giving your character/persona depth

If your creative writing involves a character – whether that be a protagonist or the persona delivering your imaginative speech – you need to give them qualities beyond the page. It isn’t enough to describe their hair colour and gender. There needs to be something unique about this character that makes them feel real, alive and possibly relatable. Is it the way that they fiddle with loose threads on their cardigan? Is it the way they comb their hair through their fingers when they are stressed? Do they wear an eye patch? Do they have painted nails, but the pinky nail is always painted a different colour? Do they have an upward infliction when they are excited? Do the other characters change their tone when they are in the presence of this one character? Does this character only speak in high/low modality? Are they a pessimist? Do they wear hand-made ugly brooches?

Of course, it is a combination of many qualities that make a character live beyond the ink on the page. Hopefully my suggestions give you an idea of a quirk your character could have. Alternatively, you could have a character that is so intensely normal that they are a complete contrast to their vibrant setting?

Word Count?

Mine was 1300. I am a very fast writer in exam situations. Length does not necessarily mean quality, of course. A peer of mine wrote 900 words and got the same mark as me. For your first draft, I would aim for a minimum of 700 words. Then, when you create a gauge for how much you can write in an exam in legible handwriting, you can expand. For your half yearly, I definitely recommend against writing a 1300 word creative writing unless you are supremely confident that you can do that, at high quality, in 40 minutes (perhaps your half yearly exam isn’t a full Paper 1 – in which case you need to write to the conditions).

There is no correct word count range. You need to decide how many words you need to effectively and creatively express your ideas about discovery.

Relating to a stimulus

Since 2010, Paper 1 has delivered quotes to be used as the first sentence, general quotes to be featured anywhere in the text and visual images to be incorporated. Every year, there has been a twist on the area of study concept (belonging or discovery) in the question. In the belonging stage, BOSTES did not say “Write a creative piece about belonging. Include the stimulus ******.” Instead, they have said to write an imaginative piece about “belonging and not belonging” or to “Compose a piece of imaginative writing which explores the unexpected impact of discovery.” These little twists always come from the rubric, so there isn’t really any excuse to not be prepared for that!

If the stimulus is a quote such as “She was always so beautiful” there is lenience for tense. Using the quote directly, if required to do that, is the best option. However, if this screws up the tense you are writing in, it is okay to say “she is always so beautiful.” (Side note: This would be a really weird stimulus if it ever occurred.) Futhermore, gender can be substituted, although also undesirable. If the quote is specified to be the very first sentence of your work: there is no lenience. It must be the very first sentence.

As for a visual image, the level of incorporation changes. Depending on the image, you could reference the colours, the facial expressions, the swirly pattern or the salient image. Unfortunately, several stimuli from past papers are “awaiting copyright” online and aren’t available. However, there are a few, and when you have an imaginative piece you should try relate them to these stimuli as preparation.

The techniques:

Don’t forget to include some techniques in there. You study texts all year and you know what makes a text stand out. You know how a metaphor works, so use it. Be creative. Use a motif that flows through your story. If you’re writing a speech, use imperatives to call your reader to action. Use beautiful imagery that intrigues a reader. Use amazing alliteration (see what I did there). Avoid clichés like the plague (again…see what I did) unless you are effectively appropriating it. In HSC creative writing, you need to show that you have studied magnificent wordsmiths, and in turn, you can emulate their manipulation of form and language.

Some quirky prompts:

Click here if you want 50 quirky writing prompts – look for the spoiler in the post!

How do I incorporate Discovery?

If you click here you will be taken to an AOS rubric break down I have done with some particular prompts for HSC creative writing.

Part two: Editing and Beyond!

This next part is useful for your HSC creative writing when you have some words on the page waiting for improvement.

Once you’ve got a creative piece – or at least a plot – you can start working on how you will present this work in the most effective manner. You need to be equipped with knowledge and skill to refine your work on a technical level, in order to enhance the discovery that you will be heavily marked on. By synthesising the works of various genius writers and the experiences of HSC writers, I’ve compiled a list of checks and balances, tips and tricks, spells and potions, that will help you create the best piece of HSC creative writing that you can.

Why should you critique your writing and when?

What seems to be a brilliant piece of HSC creative writing when you’re cramming for exams may not continue to be so brilliant when you’re looking at it again after a solid sleep and in the day light. No doubt what you wrote will have merit, perhaps it will be perfect, but the chances lean towards it having room for improvement. You can have teachers look at your writing, peers, family, and even me here at ATAR Notes. Everyone can give their input and often, an outsider’s opinion is preciously valuable. However, at the end of the day this is your writing and essentially an artistic body that you created from nothing. That’s special. It is something to be proud of, and when you find and edit the faults in your own work, you enhance your writing but also gain skills in editing.

Your work should be critiqued periodically from the first draft until the HSC exams. After each hand-in of your work to your teacher you should receive feedback to take on board. You have your entire year 12 course to work on a killer creative writing piece. What is important is that you are willing to shave away the crusty edges of the cake so that you can present it in the most effective and smooth icing you have to offer. If you are sitting on a creative at about 8/15 marks right now (as of the 29/02/2016), you only have to gain one more mark per month in order to sit on a 15/15 creative. This means that you shouldn’t put your creative to bed for weeks without a second thought. This is the kind of work that benefits from small spontaneous bursts of editing, reading and adjusting. Fresh eyes do wonders to writer’s block, I promise. You will also find that adapting your creative writing to different stimuli is also very effective in highlighting strengths and flaws in the work. This is another call for editing! Sometimes you will need to make big changes, entirely re-arranging the plot, removing characters, changing the tense, etc. Sometimes you will need to make smaller changes like finely grooming the grammar and spelling. It is worth it when you have an HSC creative writing piece that works for you, and is effective in various situations that an exam could give you.

The way punctuation affects things:

I’ll just leave this right here…

Consistency of tense:

Are your sentences a little intense?

It is very exhausting for a responder to read complex and compound sentences one after the other, each full of verbose and unnecessary adjectives. It is such a blessed relief when you reach a simple sentence that you just want to sit and mellow in the beauty of its simplicity. Of course, this is a technique that you can use to your advantage. You won’t need the enormous unnecessary sentences though, I promise. “Jesus wept.” This is the shortest verse in the Bible (found John 11:35) and is probably one of the most potent examples of the power of simplicity. The sentence only involves a proper noun and a past-tense verb. It stands alone to be very powerful. It also stands as a formidable force in among other sentences. Sentence variation is extremely important in engaging a reader through flow.

Of course, writing completely in simple sentences is tedious for you and the reader. Variation is the key in HSC creative writing. This is most crucial in your introduction because there is opportunity to lose your marker before you have even shown what you’re made of! Reading your work out loud is one of the most effective ways to realise which sentences aren’t flowing. If you are running out of breath before you finish a sentence – you need to cut back. Have a look here and read this out loud:

The grand opening:

Writer’s Digest suggested in their online article “5 Wrong Ways to Start a Story” that there are in fact, ways to lose your reader and textual credibility before you even warm up. It is fairly disappointing to a reader to be thrown into drastic action, only to be pulled into consciousness and be told that the text’s persona was in a dream. My HSC English teacher cringed at the thought of us starting or resolving our stories with a dream that defeats everything that happened thus far. It is the ending you throw on when you don’t know how to end it, and it is the beginning you use to fake that you are a thrilling action writer. Exactly what you don’t want to do in HSC creative writing.

Hopefully neither of these apply to you – so when Johnny wakes up to realise “it was all just a dream” you better start hitting the backspace.Students often turn to writing about their own experiences. This is great! However, do not open your story with the alarm clock buzzing, even if that is the most familiar daily occurrence. Writer’s Digest agrees. They say, “the only thing worse than a story opening with a ringing alarm clock is when the character reaches over to turn it off and then exclaims, “I’m late.””So, what constitutes a good opening? If you are transporting a reader to a different landscape or time period than what they are probably used to, you want to give them the passport in the very introduction otherwise the plane to the discovery will leave without them. This is your chance to grab the marker and keep them keen for every coming word. Of course, to invite a reader to an unfamiliar place you need to give them some descriptions. This is the trap of death! Describing the location in every way is tedious and boring. You want to respect the reader and their imagination. Give them a rope, they’ll pull.However, if your story is set in a familiar world, you may need to take a different approach. These are some of my favourite first lines from books (some I have read, some I haven’t). I’m sure you can appreciate why each one is so intriguing.

“Call me Ishmael.” -Herman Melville, Moby Dick.

This works because it is simple, stark, demanding. Most of all, it is intriguing.

“It was a bright cold day in April, and the clocks were striking thirteen.” – George Orwell, 1984.

Usually, bright and sunny go together. Here, bright and cold are paired. What is even more unique? The clocks tick beyond 12. What? Why? How? You will find out if you read on! See how that works?

“It was a pleasure to burn.” Ray Bradbury, Farenheit 451.

This is grimacing, simple, intriguing.

“I write this sitting in the kitchen sink.” -Dodie Smith, I Capture the Castle.

Already I’m wondering why the bloody hell is this person in a kitchen sink? How did they get there? Are they squashed? This kind of unique sentence stands out.

“In case you hadn’t noticed, you have a mental dialogue going on inside your head that never stops. It just keeps going and going. Have you ever wondered why it talks in there? How does it decide what to say and when to say it?” – Michael A Singer, The Untethered Soul: The Journal Beyond Yourself.

This works because it appeals to the reader and makes them question a truth about themselves that they may have never considered before.

“Mr and Mrs Dursley, of number four Pivet Drive, were proud to say that they were perfectly normal, thank you very much.” JK Rowling, Harry Potter and the Philosopher’s Stone.

Who was questioning that they weren’t perfectly normal? Why are they so defensive and dismissive? I already feel a reaction to the pompous nature of the pair!

Resolving the story well!

There are so many ways to end stories. SO many. What stories have ended in a very efficient way for you? Which stories left you wanting more? Which stories let you down?

Because you are asked to write about discovery in HSC creative writing, you want the ending to be wholesome. This means, you need your marker to know that the ending justifies the discovery. You can’t leave your marker confused about whether or not the discovery had yet occurred because this may jeopardise your marks. If your discovery is an epiphany for the reader, you may want to finish with a stark, stand alone sentence that truly has a resonating effect. If your story is organised in a way that the discovery is transformative of a persona’s opinions, make sure that the ending clearly justifies the transformation that occurred. You could find it most effective to end your story with your main character musing over the happenings of the story.

In the pressure of an exam, it is tempting to cut short on your conclusion to save time. However, you MUST remember that the last taste of your story that your marker has comes from the final words. They simply cannot be compromised!

George Orwell’s wise words:

Looking for a bit of extra help?

We also have a free HSC creative writing marking thread here!

Don’t be shy, post your questions. If you have a question on HSC creative writing or anything else, it is guaranteed that so many other students do too. So when you post it on here, not only does another student benefit from the reply, but they also feel comforted that they weren’t the only one with the question!

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College of Arts and Sciences   English Department   Ellis 201 Athens, OH 45701 Fax: 740.593.2832 [email protected] www.ohio.edu/cas/english/

Dr. Carey Snyder , contact person [email protected]

Program Overview

In the English – Creative Writing major, you will engage with genres of fiction, nonfiction, and poetry from the inside out, by generating and revising your own work as well as exploring closely how published work uses the techniques of craft. All creative writing students participate in workshops led by nationally recognized writers which focus on understanding and constructing different literary forms; to achieve these goals, workshops emphasize the study of texts by established writers as well as students’ experimentation with their own creative process. The major is also flexible enough to match your own interests and goals: you can fulfill up to 12 of the required hours in the major with courses focusing on literature, rhetoric, or literary theory, or by combining these with apprenticeship or internship experiences. To ensure a solid foundation in the skills and knowledge that employers and graduate schools expect from any English graduate, the English – Creative Writing major includes the English Core in analysis, research, and literary history. 

Admissions Information

Freshman/first-year admission.

Enrollment in an English major entails no requirements beyond University admission requirements.

Change of Program Policy

For students currently enrolled at Ohio University, transferring into an English major requires a 2.0 GPA. Students choosing to transfer into the English  – Creative Writing major should contact the director of undergraduate studies in the English department for assistance. Students who wish to add an English major in addition to another major program should seek assistance from the director of undergraduate studies; students with a second major outside the College of Arts and Sciences will be responsible for meeting the degree requirements of both the English – Creative Writing major and the College of Arts and Sciences.

External Transfer Admission

For students currently enrolled at institutions other than Ohio University, transferring into an English major entails no requirements beyond University admission requirements. Students should contact the director of undergraduate studies in the English Department for assistance.

Opportunities Upon Graduation

After a curriculum that emphasizes critical thinking and analytical reading as well as multiple genres of writing, English – Creative Writing students enjoy the same wide variety of opportunity upon graduation that other English majors have. Many of our graduates go on to graduate programs, not only M.A. or M.F.A. programs in Creative Writing but also programs in Information Science or Education. Others work in publishing, web content development, grant-writing and community organizing, advertising, or other creative industries. Having invested in developing their own creativity as well as in the well-rounded education that this degree requires, English – Creative Writing students can face the unexpected challenges of the 21 st -century job market with confidence.

Potential employers for those who hold a degree in Creative Writing include, but are certainly not limited to, newspaper and magazine organizations, the entertainment industry, government agencies, institutions of higher education, public and private K-12 schools, publishing companies, marketing agencies, non-profit organizations, businesses, etc.

Browse through dozens of internship opportunities and full-time job postings for Ohio University students and alumni on Handshake , OHIO’s key resource for researching jobs, employers, workshops, and professional development events.

Requirements

Universitywide graduation requirements.

Ohio University requires the completion of a minimum of 120 semester hours for the conferral of a bachelor’s degree. This program can be completed within that 120-hour requirement. For more information on the minimum hours requirement and other universitywide requirements, please review the  Graduation Requirements – Universitywide    page.

Liberal Arts and Sciences Distribution Requirement

View the College and Liberal Arts and Sciences Distribution Requirements   .

English Hours Requirement

For a B.A. degree with a major in English - Creative Writing , a student must complete a total of 42 semester credit hours in ENG coursework.

Intercultural Foundations

Complete the following course:

• ENG 1100 - Crossing Cultures with Text Credit Hours: 3

Literary Reading

Complete one of the following courses:

• ENG 2010 - Introduction to Prose Fiction and Nonfiction Credit Hours: 3
• ENG 2020 - Introduction to Poetry and Drama Credit Hours: 3

British or American Literature I

• ENG 2510 - British Literature I Credit Hours: 3
• ENG 2530 - American Literature I Credit Hours: 3

British or American Literature II

• ENG 2520 - British Literature II Credit Hours: 3
• ENG 2540 - American Literature II Credit Hours: 3

Intercultural Breadth

Complete one course from the following:

• ENG 3240 - Jewish American Literature Credit Hours: 3
• ENG 3250 - Women’s Literature Credit Hours: 3
• ENG 3260 - Queer Literature Credit Hours: 3
• ENG 3270 - Queer Rhetorics and Writing Credit Hours: 3
• ENG 3370 - Black Literature to 1930 Credit Hours: 3
• ENG 3380 - Ethnic American Literature Credit Hours: 3
• ENG 3390 - Black Literature from 1930 to the Present Credit Hours: 3
• ENG 3450 - Intercultural Adaptations: Answering the Anglo-American Literary Canon Credit Hours: 3
• ENG 3550 - Global Literature Credit Hours: 3
• ENG 3850 - Writing About Culture and Society Credit Hours: 3
• ENG 4660 - International Authors Credit Hours: 3

Writing and Research

• ENG 3070J - Writing and Research in English Studies Credit Hours: 3

Senior Seminar

• ENG 4600 - Topics in English Studies Credit Hours: 3
• ENG 4640 - British Authors Credit Hours: 3
• ENG 4650 - American Authors Credit Hours: 3

Creative Writing Workshops

Complete three of the following workshops with at least one intermediate or advanced workshop:

• ENG 3610 - Creative Writing: Fiction Credit Hours: 3
• ENG 3620 - Creative Writing: Poetry Credit Hours: 3
• ENG 3630 - Creative Writing: Nonfiction Credit Hours: 3

Intermediate:

• ENG 3950 - Creative Writing Workshop: Nonfiction II Credit Hours: 3
• ENG 3960 - Creative Writing Workshop: Fiction II Credit Hours: 3
• ENG 3970 - Intermediate Creative Writing Workshop: Poetry Credit Hours: 3
• ENG 4860 - Advanced Workshop in Fiction Credit Hours: 3
• ENG 4870 - Advanced Workshop in Poetry Credit Hours: 3
• ENG 4880 - Advanced Workshop in Nonfiction Credit Hours: 3

Creative Writing Form and Theory

• ENG 4810 - Form and Theory of Literary Genres: Fiction Credit Hours: 3
• ENG 4820 - Form and Theory of Literary Genres: Poetry Credit Hours: 3
• ENG 4830 - Form and Theory of Literary Genres: Nonfiction Credit Hours: 3

Major Electives

Complete three additional ENG courses for at least nine hours excluding ENG 2800   , ENG 3***J, ENG 4510   , ENG 4520   , ENG 4911   , and ENG 4912   . Six hours may be at the 2000-level or higher; three hours must be at the 3000-level or higher.

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Department of English

M.f.a. creative writing.

English Department

Physical Address: 200 Brink Hall

Mailing Address: English Department University of Idaho 875 Perimeter Drive MS 1102 Moscow, Idaho 83844-1102

Phone: 208-885-6156

Email: [email protected]

Web: English

Mary Clearman Blew

Professor emerita.

[email protected]

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Mary Clearman Blew teaches creative nonfiction writing, fiction writing and Shakespeare.

College of Letters, Arts and Social Sciences

• Ph.D., University of Missouri
• M.A., University of Montana
• B.A., University of Montana

Mary Clearman Blew grew up on a small cattle ranch in Montana, on the site of her great-grandfather’s 1882 homestead. Her memoir "All But the Waltz: Essays on a Montana Family," won a Pacific Northwest Booksellers Award, as did her short story collection, "Runaway." A novel, "Jackalope Dreams," appeared in 2008 and won the Western Heritage Center’s prize for fiction. Other awards include the Mahan Award for contributions to Montana literature, the Idaho Humanities Council’s 2001 Award for Outstanding Achievement in the Humanities, a Handcart Award for Biography, and the Western Literature Association’s Lifetime Achievement Award. She has taught creative writing at the University of Idaho since 1994.

Focus Areas

• Creative Writing
• British Literature