learning outcomes of creative writing

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Learning Goals & Outcomes

Minor in Creative Writing

As a student of creative writing , you will create original works of literature, culminating in a significant, extended body of poetry, fiction, and/or creative nonfiction that manifests your artistic potential. 

These literary works will demonstrate the following aspects of your craft :

your own voice and style as a writer, which you have discovered and developed

your use of the central subject matter that comes out of your own individual life experience and from your imagination

your understanding of the creative process as a forum for critical as well as intuitive thinking, as well as problem-solving

your awareness of the literary, cultural, and historical contexts within which you write, including the influence of past and present literary forms, structures, styles, and traditions on your artistic choices

(for poets) : your ability to shape a poem in terms of lineation, stanza structure, rhythm, and sound; and to effectively work within the parameters of various poetic forms

(for fiction writers) : your ability to invent and organize plot; develop character; modulate tone; make use of evocative imagery; and shape and control the formal in both modular and linear narratives

(for creative nonfiction writers) : your ability to establish a distinctive voice and a clear sense of purpose; provide insightful reflection on the chosen subject matter; render vivid scenes complete with dialogue; distinguish between various types of nonfiction including memoir, personal essay, and literary journalism; and determine when and where to use research, as well as appropriate sources and research methods

Updated: February 2018

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Creative Writing Major and Minor, Course Descriptions

Creative writing major and minor, course descriptions.

ENG 209. Introduction to Creative Writing. 3 Credit Hours.   This is an introductory course in writing fiction and poetry.  A basic premise of this course is that powerful stories and poems often emerge from attentive reading, fearless writing, and rigorous revision.  Some writers may be born, but all writers are made (as are athletes, doctors, painters, lawyers, and musicians) through the deliberate and persistent practice of discipline.  In English 209, readings, class discussions and in-class writing exercises will focus on the elements of craft.  We will pay special attention to reading as models and jumping off places into our own work.  We will, in effect, “imitate toward originality.” 

Learning Outcomes

Develop a working knowledge of the differences between poetry, fiction and the third genre.

Understand how to talk about these genres as writers.

Become familiar with the workshop as a form of receiving and giving feedback.

Understand the writing process, from idea to draft, workshop to revision, and the importance of all steps.

Gain a familiarity with reading and writing work that is multilingual.

Attend literary events and write reflections about them.

Produce a final portfolio of writing samples, including first drafts, intermediate drafts, and final revisions (three samples—one in each genre).

ENG 290/219. Introduction to Fiction Workshop .   3 Credit Hours.    This course is an introduction to the writing of contemporary short fiction where you will develop critical as well as creative thinking and writing skills.  We will focus on building your understanding of the elements of fiction and how you might use these elements to design your stories.  We are also concerned with developing your sense of what it means to be part of a writing community. The workshop environment requires extensive peer collaboration as we practice various writing strategies and examine the stages of the writing process: mining, collecting, shaping, drafting, and revising. This course meets requirements for creative writing majors and minors.

Prerequisite:  ENG 209 or   Requisite:   Creative Writing Majors or Creative Writing Minors. May not be taken in the same term with another Creative Writing course

Define and know the difference between a short story, vignette, flash fiction, novel, and the novella.

Develop and implement a vocabulary for talking about the craft of fiction. Terms should include tension, conflict, character, setting, plot, structure, pacing, voice, point of view, tone, revision, epiphany, resolution, scene, exposition, summary, narrative, sensory details, concrete details.

Recognize scenes as the building blocks of stories.

Write from the ground up, i.e. begin with the writing of scenes that develop character and conflict, that can move a story forward.

Write complete short stories, built upon the work done at the scene level.

Become comfortable with the workshop, with the giving and receiving of feedback.

Become aware of their personal writing process, and be able to describe it in reflection.

Continue to become familiar with work that is multilingual.

Produce at least one assignment that is multilingual.

Write work that fall under the literary tradition.

Produce a final portfolio of writing samples, including first drafts, intermediate drafts, and final revisions.

ENG 292/219.  Introduction to Poetry Workshop. 3 Credit Hours.   Our aim is to help each of you develop your interests and abilities as poets. This means we’ll be doing a lot of reading, writing, and revising during this semester. We’ll spend much of our time in the detailed discussion of your own creative work. We’ll also read the work of a diverse array of contemporary writers to gain an understanding of contemporary American poetry. You will learn the state of the art and you will contribute to its continuing evolution as engaged and active artists.

Actively participate in the workshop by receiving and providing critical feedback

Define key terms including diction, syntax, line break, stanza, image, metaphor, simile, and cliché.

Define the term ‘free verse’ and write free verse poems that feature tactile imagery and original phrasing/description free of clichéd language.

Understand the difference between concrete and abstract language.

Understand the poetic line as a unit of sound and meaning.

Generate evocative titles for their poetry.

Understand how punctuation shapes rhythm, cadence, and meaning in a poem.

Produce at least one poem that is multilingual.

Produce a final portfolio of free verse poetry that includes first drafts and final revisions.

ENG 390/391. Intermediate Fiction Workshop. 3 Credit Hours.   This workshop will look at the construction of effective contemporary stories. Its intention is to build a community of writers with a commitment to craft, to risk taking, and to building each other’s own sense of story. Students are expected to generate 20-30 pages of new writing and to complete one revision of a full-length story. In addition, each student may be expected to discuss writing from a reflective and critical perspective in the form of an annotated bibliography, close reading, essay, presentation, response paper, review, or some other form determined by the instructor. Topics may include an element of craft (i.e. balancing story with flashback), a narrative strategy (such as the unreliable narrator) or an exploration of a particular writer, group of writers, or writing school. This course meets requirements for creative writing majors and minors.

Prer equisite:  ENG 219 Or ENG 290 Or Permission of Creative Writing Director.  May not be taken in the same term with another Creative Writing course.

Write and revise 20-30 pages of new writing.

Develop and refine the use of literary elements in their short stories.

Develop their sense of what it means to be part of a writing community via workshop, attendance of literary events.

Read contemporary writers, including work from multilingual and/or multicultural writers.

Discuss writing from a reflective or critical perspective in the form of an annotated bibliography, close reading, essay, presentation, response paper, review or some other form determined by the instructor.

ENG 392/391. Intermediate Poetry Workshop .   3 Credit Hours.   This course will continue your development as writers and critical readers of poetry. While you may be familiar with workshop practices from prior courses, this intermediate workshop will challenge you into offering increasingly sophisticated feedback to your peers. We’ll be seeking similarly sophisticated turns of thought and language in the poems you write. Our course reading will complicate your notions of what’s possible in poetry and inspire you to write poems unlike any you have written before. 

Prerequisite:   ENG 219 Or ENG 292.  Or Permission of Creative Writing Director. May not be taken in the same term with another Creative Writing course.

Learning outcomes

Receive and offer critical feedback in workshop with an eye towards submitting their work to undergraduate literary journals like   Mangrove .

Display a deeper understanding of the terminology and elements of craft introduced in ENG 292/219.

Experiment with more figurative language, unconventional forms, and cross-genre work.

Be able to distinguish between free verse and formal poetry with an increased knowledge of terms like metered verse, blank verse, rhyme scheme, and fixed form.

Develop a stronger sense of his/her revision process with an emphasis on independent self-direction.

Produce a final portfolio of free verse poetry that includes first drafts and final revisions with an eye towards submitting their work to undergraduate literary journals at UM or elsewhere.

Read and offer original analysis of poetry by contemporary writers, including work from multilingual and/or multicultural poets.

ENG 404. Creative Writing (Fiction Prose). 3 Credit Hours.   This workshop will look at the construction of effective contemporary short stories. Its intention is to build a community of serious writers with a commitment to craft, to risk taking, and to building each other’s own sense of story. It is my hope that you find the material deep inside you and that you use your craft, your ability to risk and your community to develop your works. In addition to workshopping student narratives, we will ground our discussions in published contemporary short stories to give your own stories context in form and inspiration to grow. In the end, I intend for you to be strong storytellers and readers, able to write, critique and revise your works in a confident manner. This course meets requirements for creative writing majors with a concentration in fiction.

Prer equisite : ENG 390 Or Permission of Creative Writing Director.  May not be taken in the same term with another Creative Writing course.

Students should produce 20-30 pages of writing.

Construct effective short stories and write outside the short story form as well. This may include flash fiction, novellas, chapters from novels-in-progress, digital expressions, etc.

Read at an advanced and challenging level.

Take risks in their writing in order to develop the content of their work.

Be introduced to basic ideas about publishing for emerging writers.

Create a portfolio that is future-minded. In other words, the portfolios should include samples of work and the revision process, as well as proposals regarding either longer work to be written post-graduation, or postgrad plans, a process letter that serves as self-assessment, or an annotated list of goals for continuing the life of the writer after the undergraduate degree is completed.

ENG 406. Creative Writing (Poetry Workshop). 3 Credit Hours.   Students in this advanced poetry workshop will have the opportunity for hands-on experimentation with poetic crafts—structure, language, musicality—as well as for research, collaboration, and critique.  We’ll mine memory, mix genres, and explore culture and linguistic inventions, while enjoying the work of a diverse array of contemporary and canonical poets.  Through annotations and lively discussions of both contemporary poems and student work, as well as through exercises and assignments, students will create poetry of increasing risk and quality and develop the skills necessary to advance their craft.  A final portfolio of creative and critical work is due at the semester’s end.

Prerequisite:   ENG 392 Or ENG 391 Or Permission of Creative Writing Director. May not be taken in the same term with another Creative Writing course.

Receive and offer highly informed and eloquent critical feedback in workshop with an eye towards submitting their work to undergraduate literary journals like   Mangrove   and/or towards the compilation of an MFA application portfolio.

Write original work that reveals their unique aesthetic interests and displays a strong sense of individual voice.

Discuss their specific literary models and influences by speaking and writing knowledgably about the work of published poets they either admire or find difficult.

Experiment with more figurative language, unconventional forms, and cross-genre work

Effectively experiment in multiple languages, including writing in vernacular, dialects, and even invented language.

Be able to dramatically transform their poems from one draft to another with an emphasis on linguistic originality, descriptive sophistication, and thematic complication.

Produce a final portfolio of poetry that includes final revisions with an eye towards submitting their work to undergraduate literary journals at UM or elsewhere or towards the compilation of an MFA application portfolio.

Course Description for 407

Special Topics Advanced Workshop in Creative Writing

This course explores special topics in Creative Writing. Students will be taken step by step through the process of writing compelling fiction, poetry or nonfiction in the genre and specific form of the professor’s choice. Students will learn the basic skills and attitudes needed to research, produce and write in that specific form. Readings in the form will be broad and challenging. By the end of the course, students will have developed a portfolio of work that reflects the form under study.

Prerequisite:  ENG 390 or Permission of Creative Writing Director. This course may not be taken concurrently with another creative writing workshop.

Produce a significant amount of written work, equivalent to what is asked of them in ENG 404, but tailored to the needs and standards of the form being studied.

Recognize the major elements of the topic under study, and be able to talk about them in formal terms related to that topic.

Model the readings in their work via writing assignments, reflecting an understanding of the topic.

Complete a final portfolio or project that reflects their best work, their understanding of the topic, and their process.

Course Description for 408

Writing Autobiography

This course explores the writing of prose or poetry as autobiography. Students will be taken step by step through the process of writing compelling memoir, the essay, blogging or creative nonfiction as a way of exploring the Self. Students will learn the basic skills and attitudes needed to research, produce and write autobiography. Readings in the form will be broad and challenging. By the end of the course, students will have developed a portfolio of work that reflects the form under study.

Recognize the major elements of autobiography, creative nonfiction and the essay; and be able to talk about them in formal terms.

Model the readings in their work via writing assignments, reflecting an understanding of form.

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Learning objectives: creative writing.

For the Creative Writing Emphasis in the BA/BS degrees, the three key Learning Objectives are:

• Tone  of writing invites reader into the work
• Anticipates and  addresses potential resistances  on the part of the reader
• Presents a  matter that the reader will care about  or makes a good case why the reader should care about the topic
• Provides  appropriate credit or citing  of others’ ideas
• Shows  knowledge of the appropriate body of literature  associated with the genre and subject of the writing
• Develops and  original  artistic vision, thesis, or research contribution
• Free of problems  at the sentence level (syntax, usage, grammar)
• Uses  clear and descriptive  language
• Flows  well from paragraph to paragraph

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Learning Outcomes

Seattle university undergraduate creative writing students should be able to:.

• Demonstrate a broad understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works
• Engage questions of justice, value, spirituality, and meaning raised by literary texts

Read, closely analyze, interpret, and produce texts in a variety of formats and genre For Literature : Draw from different critical perspectives and appreciate how differences in theoretical framework can produce multiple readings of a text For Creative Writing : Draw effectively from craft principles in more than one genre in order to create a variety of creative pieces

Analyze the role that intersections among race, gender, class, sexuality, and/or national or global history play in literary studies

Write and speak effectively for specific audiences and purposes in university, public, and professional life For Literature : Conduct scholarly inquiry to produce literary research. For Creative Writing : Demonstrate the professional habits of creative writers: revision, workshopping, public reading, and submission for publication

Here is a complete list of Learning Outcomes for Seattle University Undergraduate Students. 

Kate Koppelman, Ph.D. Chair 206-296-5476 [email protected]

Bridget Hrybiniak Senior Administrative Assistant 206-296-5420 [email protected]

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Creative Writing Certificate Online | Northwestern SPS - Northwestern School of Professional Studies

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Program Overview

Creative Writing

Graduate Certificate in Creative Writing

The writing certificate introduces students to the small-group workshop format and features individual attention from published, award-winning faculty . Flexible scheduling – with courses offered evenings and weekends on Northwestern’s Chicago and Evanston campuses as well as online and in hybrid format – gives students the opportunity to balance their professional, personal and writing lives. While earning their certificate, students will likewise have the opportunity to connect with other writers at readings and events in an artistic community that extends beyond the University into Chicagoʼs vibrant literary scene.

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STACKABLE CERTIFICATE

Complete this four-course certificate and apply your credit to Northwestern’s MA in Writing or MFA in Prose and Poetry programs.

About the Graduate Certificate in Creative Writing

Graduate certificate in creative writing learning outcomes, creative writing curriculum, creative writing courses, creative writing admission, creative writing tuition, registration information for creative writing, creative writing faculty.

• Applying Credit to the MA in Writing or MFA in Prose and Poetry

After successful completion of the certificate, students will have the knowledge, skills, and aptitude to:

• Determine the strengths and areas for improvement in their writing, and learn how to evaluate critical feedback of their work
• Revise work, re-think it, and re-imagine it
• Experiment with different styles and forms
• Read literature as a writer and a critic

Students will also be introduced to:

• Tools for teaching creative writing, informed by current pedagogy and classroom experience
• The vibrant literary community at the university, in the city of Chicago, and environs

Students are required to complete the following four courses to earn the certificate: 

• 2 Writing Workshops in the genre in which they are accepted (list of available workshops below)
• 1 Literature Course (may be any 400-level LIT Course; some 400-level IPLS courses may apply)
• 1 Elective (may be any MCW 490 Elective Course, MCW 575 The Publishing Industry: Literary Presses and Journals, any Publishing and Professional Development Course, any additional Literature Course)

Writing Workshops

• MCW 411 - Poetry Workshop
• MCW 413 - Fiction Writing Workshop
• MCS 461 - Nonfiction Writing Workshop

Literature Courses

• LIT 405 - Topics in Literature (topics vary - see course schedule)
• LIT 410 - Introduction to Graduate Studies in Literary and Cultural Analysis
• LIT 480 - Topics in Comparative Literature (topics vary - see course schedule)
• LIT 492 - Special Topics (topics vary - see course schedule)

Review curriculum details while you consider applying to this program. Current students should refer to the curriculum requirements in place at time of entry into the program.

Explore Creative Writing Courses. You can narrow your course search by day, location or instructor.

A variety of factors are considered when your application is reviewed. Background and experience vary from student to student. For a complete list of requirements, see the  Graduate Certificate Admission  page.

Tuition for this program at Northwestern is comparable to similar US programs. Complete details can be found on the Creative Writing Certificate Tuition page.

Already accepted into the Graduate Certificate in program name program? Get ahead and register for your classes as soon as possible.

Instructors in the Graduate Certificate in Creative Writing program at Northwestern are leading scholars and practitioners in their field. They bring real-world experiences to the classroom and engage with students on a personal level. Get to know the instructors on the Creative Writing Faculty page.

Applying Credit to the MA in Writing or MFA in Prose and Poetry Programs

Students that are interested in the option of applying their credit to the SPS MA in Writing or MFA in Prose and Poetry programs must submit an online application and submit all required application materials .

Students that elect to apply to a master's program before completing a graduate certificate will be able to count completed courses toward the applicable master's degree, but there will be no certificate conferred.

If you are interested in exploring this option, please contact the SPS graduate advising team for information on how to pursue a master's degree at SPS.

Find out more about Northwestern's Graduate Certificate in Creative Writing

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Program Learning Outcomes - Creative Writing

Bachelor of arts.

• Reading and Analysis: Through coursework and in consultation with their advisors, creative writers encounter a wide range of literature. They are able to raise and engage questions of justice, value, and meaning raised   by literary texts, and understand how texts can produce multiple readings.  
• Invention and Craft: Through their own writing and in workshops, students encounter and employ the components of a writer’s craft: prosody, narrative strategies, forms, genres, and aesthetics. As they progress through workshops in various genres, students encounter increasing levels of difficulty. They learn to negotiate intention, aptitude, and effort, and acknowledge that a similar struggle faces other writers.  
• Technical Competence: Through their own writing and in workshops, students develop fluency as writers, learn to self-edit and identify grammar issues, and recognize that there are resources available to them beyond the ones provided in class. They understand and demonstrate the habits of professional writers, including revision, developing community, public reading, and submission for publication. 

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BFA Creative Writing

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» BFA Creative Writing Learning Outcomes

• Write using proficient sentence-level skills, including grammar, syntax, and vocabulary.
• Write demonstrating proficient use of genre elements, techniques, and conventions to produce a defined work: a story, a poem, or creative non-fiction piece.
• The work of fiction, creative non-fiction, or poetry adeptly employs multiple writing techniques in a single, unified piece.
• Invent a distinct personal voice or style that is appropriate for the content and effect in the given piece.
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Student Learning Outcomes

Learning outcomes for the creative writing program.

• Students will understand, analyze and effectively use the conventions of the English language.
• Students will examine how texts function across a range of genres, contexts and cultures.
• Respond to existing leadership and help provide new leadership.
• Represent cultures and encounters between cultures.
• Answer the needs of existing communities and creative new communities (or how these skills might be meaningfully applied in these areas).
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Objectives and Outcomes

Creative writing program learning objectives, outcomes, and assessment measures.

• To produce graduates familiar with representative literary texts from a significant number of historical, geographical, and cultural contexts, with particular focus on the Modern and contemporary periods.
• To produce graduates able to apply their knowledge and understanding of critical, theoretical, and technical traditions to the production of original literary works.
• To produce graduates familiar with the contemporary literary publishing milieu.
• To produce graduates able to effectively communicate what it is they, as writers, do, and to effectively present literary works, their own as well as the works of others.
• Graduates will have the ability to apply critical and theoretical approaches to the reading and analysis of literary texts in multiple genres.
• Graduates will be able to identify, analyze, interpret and describe the critical ideas, values, and themes that appear in literary texts and to understand the ways these ideas, values, and themes inform and impact cultures and societies, both in the past and the present.
• Graduates will produce stories or poems or literary nonfiction pieces that are original yet engage in an effective and rewarding conversation with the traditions of literature.
• Graduates will be able to articulate an awareness of the relationship between their individual works and the tradition.
• Graduates will be able to judge whether a journal or press is an appropriate venue for their literary works.
• Graduates will be able to analyze and critique the quality of literary journals and presses, as well as the work of particular writers.
• Graduates will be able to produce cogent written and/or oral arguments to defend and explain the value of literature to a general population, to be, in other words, public ambassadors for the literary arts.
• Graduates will be able to present their own literary works—and the works of others—orally in a public forum with the ability to bring the written word to life for an audience.

Assessment Measures

• The required senior thesis, which is a book-length collection of the student’s creative work accompanied by a critical preface, is the best mechanism for assessing the success of our courses in achieving our objectives and outcomes. The project requires the ability to write creatively, of course, but it also assesses the students’ abilities to write and speak critically about their own creative work and the work of other writers. The project consists of five elements: the critical preface, the creative body of work, the scholarly bibliography, the oral defense, and a public reading.
• The success of our program can be assessed by how many graduates attend M.F.A. programs, where they publish their writing, and what role their writing skills play in the jobs they take.
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2024-2025 Catalog > Degree and Certificate Programs > AA Degree Programs > Creative Writing

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Associate in Arts (A.A.)

Curriculum Requirements

As a student in this program, you are required to complete a minimum of 63-64 credit hours with a grade point average of no lower than C (2.0). For this degree program, you must successfully complete the following:

Program Core

Complete one of the following:

General Education

Sample Schedule

The schedule below shows how the requirements for this degree may be met in four semesters. For some students, fulfilling degree requirements may take more than four semesters to complete. When planning your schedule, you should consult with your advisor.

First Semester (15 Credit Hours)

Second Semester (15 Credit Hours)

Third Semester (15-16 Credit Hours)

Complete one of the following :

Fourth Semester (18 Credit Hours)

Program Learning Outcomes

Upon completion of this degree program, students will have the ability to:

• Develop ideas, drafts, and polished work within multiple literary genres.
• Critique, revise, edit, and complete original creative works. Analyze and reflect upon one's writing process, including aesthetic choices, experiential intent, and revision strategies. Examine one's contribution to projects associated with gathering, evaluating, and promoting College's literary journal.
• Use effective, emotive oral presentation skills in order to publicly read one's original work.
• Use multiple social media formats in order to develop copy, including promotional material for the College's literary journal.

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Getting Started with Writing Learning Outcomes

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Defining Learning Outcomes

Learning outcomes are statements that specify what participants will be able to know, do, or be upon completion of a course.

They should answer the following questions:

• What knowledge should participants possess? What should they be able to do with it?
• What skills should they demonstrate?
• What attitudes, values, or behaviors should they have?

Learning Outcome Types and Assessment Recommendations

The assessment method one chooses is driven by the thinking skills articulated in the learning outcome to be measured. Depending on whether the assessment is  formative  or  summative,  consider how students will receive feedback on their work and what they respond to or incorporate this feedback.  Utilize the Learning Outcome Types and Assessment Recommendations for recommended learning technologies that could facilitate such assessments.

Writing a Specific & Measurable Outcome

Possible format:

• As a result of participating in (program/course name), participants will be able to (action verb) (learning statement).

Examples of learning outcomes:

• Participants will be able to describe the key characteristics of the different classes of planets.
• Participants will be able to explain economic institutions such as the Federal Reserve and stock markets.
• Participants will be able to apply basic pharmacokinetic principles to estimate drug concentration in a patient.
• Participants will be able to collaborate in a multidisciplinary team to solve an environmental problem.

The following table is based on educational psychologist Benjamin Bloom’s taxonomy of educational objectives (1956) with verbs representing a hierarchy of learning levels from basic knowledge to the highest level of creativity, as well as extending beyond cognitive learning to affective and psychomotor learning.

Reviewing your Outcomes

• Do they emphasize the participant, use an action verb, and incorporate a learning statement?
• Are they specific and clear?
• Are they observable?
• Are they measurable? How will they be assessed?
• Are they able to be demonstrated?
• Do they align with the outcomes of the program, unit, or college?

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Learning outcomes

After studying this course, you should be able to:

articulate the notion of ‘write what you know’

write ‘blind’ descriptions of known objects and note new observations

have an enhanced ability to list sensory perceptions

write short texts about a personal memory of either a place or a character.

Creative Writing

The Department of English offers creative writing instruction in multiple formats and offers several degrees and qualifications.

Undergraduate

At the undergraduate level, students who are enrolled in a B.A. program at UT Austin can pursue the Creative Writing Certificate .

For graduate students, there are two degree options in creative writing:

• the New Writers Project MFA in Fiction and Poetry , and
• the Michener Center MFA in Writing .

We invite you to visit the center's pages for information on their programs.

An introduction to writing effective learning outcomes

How to plan your teaching and prioritise what students need to learn.

Learning outcomes describe what students should be able to do by the end of a teaching session or course. They are related to, but different from, teaching aims, which instead describe broadly what the session or course is about and its overall purpose.

Writing learning outcomes can help you to plan your teaching, for example, by prioritising key learning points for the session or course and enabling you to plan your teaching across a session or course. You may also want to share learning outcomes with your students to help them to understand what they are meant to be learning.

Core principles of learning outcomes

Learning outcomes should:

• Avoid jargon.
• Use action verbs to describe what it is that students should be able to do during and/or at the end of a session or course. One way to ensure this is by completing the sentence: ‘By the end of the session students will be able to …’ (see the ‘Learning outcome verbs’ table later in this guide).
• Not be too numerous. This helps to avoid writing a list of ‘content to be covered’ and will also help you prioritise what students need to do.
• Be specific.

Examples of learning outcomes

All learning outcomes should include an action verb to describe what students should be able to do at the end of the session or course to demonstrate their learning. Two examples are provided below:

‘Describe qualitatively the relationships between risk factors and acute respiratory infections using data from published sources.’

‘Analyse the use of language and symbolism in Middle English poetry by close reading extracts of verse.’

Learning outcome verbs

This table lists some examples of action verbs which you may find helpful when writing learning outcomes for your session or course:

When writing learning outcomes, avoid using words that are vague and which are more difficult to assess. This includes words and phrases such as:

• learn the basics of
• be aware of
• have a good grasp of
• be interested in
• be familiar with
• realise the significance
• become acquainted with
• obtain a working knowledge of
• Download this Oxford Teaching Idea as a Word document

We encourage you to adapt and build upon the material in any medium or format to suit your individual teaching purposes (for non-commercial purposes only). If distributing your adapted material, we ask that you credit the Centre for Teaching and Learning.

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Objectives Of Creative Writing For Students

Taking classes to write fiction, poetry and creative non-fiction is a great way to excite your writing spirit and discover your hidden talent. Besides, discovering a ‘new you’, creative writing units also have numerous other objectives and potential outcomes. If the courses work right for you, it enables you to enhance your knowledge of reading and writing. Before enrolling in a creative writing class, you may, however, want to know what benefits you will get by completing such classes. So, here we list the objectives of creative writing for students. But one thing is guaranteed that the learning will stay with you for rest of your life.

1. General Objective

Here are the general objectives and expected outcomes of creative writing classes.

(i) Objective 1: You will have the ability to apply critical and theoretical approaches to the reading and analysis of literary texts in multiple genres.

(ii) Objective 2: You will understand how to identify, analyze, interpret and describe critical ideas, themes, values that consist of literary texts and perceive the ways to evaluate how ideas, themes and values create an impact on societies, both in the past and present.

(iii) Objective 3: You will become capable of producing poems or literary non-fictional pieces that are original and engaging.

(iv) Objective 4: You will be able to articulate an awareness of the relationship between the individual works and conventional literary work.

(v) Objective 5: You will become capable of passing judgment whether a journal or a press is better venue for publishing literary work.

(vi) Objective 6: By critical reading and analysis, you become someway an expert to analyze and critique the quality of literary journals as well as the work of particular writers.

Now that you know the general outcomes, let us go into more specialized objectives based on various parameters of creative writing.

2. Literary Techniques

Literary techniques are defined by three main genre’s foundational styles that equip students to write their own creative work. Here are the objectives of the three most primitive genre of writing —

‘Prose is architecture, not interior decoration’ – Ernest Hemingway

Writing must have building blocks, structured against characters, plot and setting. This rule becomes more pronounced when it comes to fiction writing. This type of writing always revolves around imagination, passion and hard work. A new world created by authors that certainly influence the readers. That’s what fiction writing is all about.

(i) Objective 1: Identify the structural elements of fiction

(ii) Objective 2: You might emphasis on characterization, setting and plot development

(iii) Objective 3: You become able to analyze how people act and react, their facial expression and their body language

(iv) Objective 4: As fiction helps you to disconnect with your everyday life, it lifts you from the mundane and walks you on the path that you have never experienced before

(v) Objective 5: Through fiction, we experience emotions and new adventures that connect us with the rest of the world. Whether historical or contemporary fiction, patterns do emerge: sorrow or joy, hopelessness or hope, life or death etc.

‘Poetry is the spontaneous overflow of powerful feelings, it takes its origin from emotions recollected’ – William Wordsworth

Writing poetry involves undertaking a new way of life that takes a form of strong words, powerful feelings and vivid imagination.

(i) Objective 1: Make you understand the concepts and basic terms of poetry writing

(ii) Objective 2: It teaches you the concept of rhythm, rhyme and alliteration

(iii) Objective 3: It enables you to perceive the fugitive language like simile, metaphor and personification

(iv) Objective 4: Involves different patterns of poetry

(v) Objective 5: Understand and appreciate poetry as a literary art form.

3. Creative Non-fiction

‘Writing non-fiction is like cracking a safe. It seems impossible at the beginning, but once you are in, you are in’ – Rich Cohen

Writing non-fiction may seem difficult, but it has an array of genres to cover. The writer of non-fiction has a huge responsibility to present the truth or accuracy of the events, people and/or information presented.

(i) Objective 1: Creative non-fiction allows reflecting your personal experience and how to conduct good research, collect data and convey a sense authority in your work while creating your own literary nonfiction

(ii) Objective 2: You learn to recall and understand the language and organizational features of all main non-fiction text types

(iii) Objective 3: You perceive how to go about reading a non-fiction literary piece

(iv) Objective 4: You can choose different types of imageries and transform them into structured non-fiction prose

(v) Objective 5: You learn to write non-fiction effectively for a particular purpose and audience, combining organizational features as appropriate.

3. Critical Reading

Being able to analyze reads is the key understanding of how creative writing works. When you join creative writing classes, it typically includes intensive reading and discussion of poems and other literary works that enables you to see the technique in action.

(i) Objective 1: According to Ohio University of English Department, as a critical reader, you understand the styles and traditions of different genres and gain inspiration from different authors. For example, let say, you might read Flannery O’Connor’s famous short story, ‘A Good Man is Hard to Find’ and discuss with your class how O’Connor developed her characters. Later, you can use her work as an inspiration for your writing

(ii) Objective 2: Many believed that their vocabulary could be improved

(iii) Objective 3: You gain the ability to comprehend and extract appropriate meaning and relevance of what is being read

(iv) Objective 4: A critical reader who is constantly looking for new ideas and inspiration welcomes written piece with an open mind, but at the same time questions the content and of the text by testing against its knowledge and experience

(v) Objective 5: You become competent to discover the hidden message in the text and to ascertain how the ideas in the text accords with writer's opinion, values and objectives.

4. Revision

Many students make mistakes by assuming that good writing is effortless and natural. In reality, all writing requires revision, sometimes multiple drafts and total rewrites of a single piece.

(i) Objective 1: You leave the class knowing the technique of brainstorming, composing a draft and determining the piece’s revision

(ii) Objective 2: Since creative classes sometimes involve giving peer feedback through a writing workshop, students also learn how to give constructive reviews and feedback to improve a piece

(iii) Objective 3: You become able to decide how a writing piece should be revised towards improvement.

5. The Philosophy of Creativity

Ultimately, when you finish the creative writing class, you should be able to explain their creative values and strengthen your future plans.

(i) Objective 1: When you get in touch with different and numerous writers, you are able to identify authors whose work left an impact on you

(ii) Objective 2: You will understand what genre attracts you the most and you enjoy writing in

(iii) Objective 3: In the course, you will be comfortable to share how you are going to pursue your writing after class’s conclusion. For example, you might go onto graduate creative writing program, others may want to continue writing on their own

(iv) Objective 4: The students should leave the class with an appreciation for creative writing and better understanding of the unique voice of the different authors.

The list does not end here. The more you get involved in the course, the more outcomes come in your way. The above-mentioned are common learning objectives of creative writing and its different sections. But it works differently on distinct natured personalities. And to experience that, you need to join a creative writing class.

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• Graduate School
• Prospective Students
• Graduate Degree Programs

Master of Fine Arts in Creative Writingm, Distance Education (MFA)

Go to programs search

Creative Writers are at the heart of our cultural industries. Poets, novelists, screenwriters, playwrights, graphic novelists, magazine writers: they entertain, inform and inspire. For more than 15 years, UBC's Creative Writing program has been educating writers through distance education in a program which complements our long-standing on-campus MFA program.

A studio program with the writing workshop at its heart, the distance MFA focuses on the work created by students as the primary text. Through intensive peer critique and craft discussion, faculty and students work together with the same goal: literary excellence.

The MFA granted to distance students is the same degree as granted to on-campus students, and the same criteria of excellence in multiple genres of study apply.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

UBC's Optional-Residency (Distance) MFA was the first distance education MFA program in Canada and remains the only full MFA which can be taken completely online. It is designed to be uniquely flexible, allowing students across Canada and around the world to study writing at the graduate level while still living in their local communities and fulfilling career and family obligations.

The program is unique globally for its multi-genre approach to writing instruction: students are required to work in multiple genres during the course of the degree. As a fine arts program rather than an English program, students focus on the practice of writing rather than the study of literature. Students may work on a part-time basis, taking up to five years to complete the degree.

My time in the Creative writing grad program at UBC has given me the discipline and focus I need to complete long-form writing pieces and larger poetry projects.

Kwaku Darko-Mensah Jnr.

Quick Facts

Program enquiries, admission information & requirements, program instructions.

The optional residency MFA (distance) program only has a July intake.

1) Check Eligibility

Minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Master of Fine Arts in Creative Writingm, Distance Education (MFA)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Options

Graduates of the MFA program have found success in varied fields related to writing and communication. The MFA qualifies graduates for teaching at the university level and many graduates have gone on to teach at colleges and universities in Canada, the United States and overseas as well as holding writing residencies. Many publish books and win literary awards. Others go on to work in publishing, and graduates have become book and magazine editors.

Although the MFA is a terminal degree, some graduates go on to further study in PhD programs in the US, UK and Australia.

The Optional-Residency MFA is particularly well suited to teachers: our teacher-students have been able to gain an advanced degree while continuing their careers.

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Belcourt, Billy-Ray (Fiction; Nonfiction; Poetry)
• French, Whitney (memory, loss, technology, and nature)
• Hopkinson, Nalo (Creative writing, n.e.c.; Humanities and the arts; Creative Writing: Speculative Ficton, Fantasy, Science Fiction, especially Other Voices)
• Irani, Anosh
• Koncan, Frances
• Leavitt, Sarah (Autobiographical comics; Formal experimentation in comics; Comics pedagogy)
• Lee, Nancy (Fiction; Creative Writing)
• Lyon, Annabel (Novels, stories and news)
• Maillard, Keith (Fiction, poetry)
• Marzano-Lesnevich, Alex (Nonfiction)
• McGowan, Sharon (Planning of film productions from concept to completion)
• Medved, Maureen (Fiction, writing for screen)
• Nicholson, Cecily (Languages and literature; Poetry)
• Ohlin, Alix (Fiction; Screenwriting; Environmental writing)
• Pohl-Weary, Emily (Fiction; Writing for Youth)
• Svendsen, Linda (Script development; Novels, stories and news; Writing for Television; Fiction)
• Taylor, Timothy (fiction and nonfiction)
• Vigna, John (Novels, stories and news; Fiction, Literary Non-Fiction, Creative Writing)

Related Programs

Same specialization.

• Master of Fine Arts in Creative Writing (MFA)

Same Academic Unit

• Master of Fine Arts in Creative Writing and Theatre (MFA)
• Master of Fine Arts in Film Production and Creative Writing (MFA)

At the UBC Okanagan Campus

• Master of Fine Arts (MFA)

Further Information

Specialization.

Creative Writing combines the best of traditional workshop and leading-edge pedagogy. Literary cross-training offers opportunities in a broad range of genres including fiction, poetry, screenplay, podcasting, video game writing and graphic novel.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

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Exploring the impact of generative AI-based technologies on learning performance through self-efficacy, fairness & ethics, creativity, and trust in higher education

• Published: 24 August 2024

Cite this article

• Muhammad Farrukh Shahzad   ORCID: orcid.org/0000-0002-6578-4139 1 ,
• Shuo Xu   ORCID: orcid.org/0000-0002-8602-1819 1 &
• Hira Zahid   ORCID: orcid.org/0009-0008-9650-2537 2  

122 Accesses

Explore all metrics

Artificial Intelligence (AI) technologies have rapidly transformed the education sector and affect student learning performance, particularly in China, a burgeoning educational landscape. The development of generative artificial intelligence (AI) based technologies, such as chatbots and large language models (LLMs) like ChatGPT, has completely changed the educational environment by providing individualized and engaging programs. This study brings forward a model and hypothesis based on social cognitive theory and appropriate research. This investigation centers on how generative AI-based technologies influence students’ learning performance in higher education (HE) institutions and the function of self-efficacy, fairness & ethics, creativity, and trust in promoting these connections. Data is collected from 362 students at Chinese universities using purposive sampling. The proposed structural model was evaluated using partial least squares–structural equation modeling (PLS-SEM). The findings reveal that generative AI technologies such as LLM models exemplified by ChatGPT and chatbots significantly influence students’ learning performance through self-efficacy, fairness & ethics, and creativity. Furthermore, trust significantly moderates the relationship between fairness & ethics, creativity, and learning performance but negatively moderates the relationship between self-efficacy and learning performance. This study supports the new explanatory potential of social cognitive theory in technological practices. Additionally, this research suggests using generative AI technologies to enhance students’ digital learning and boost academic achievement.

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Shahzad, M.F., Xu, S. & Zahid, H. Exploring the impact of generative AI-based technologies on learning performance through self-efficacy, fairness & ethics, creativity, and trust in higher education. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12949-9

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