| Effective Term: | 2025/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Writing Stories |
| Unit ID: | BAWRT1001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAWRT2001 and LITCR1001) |
| ASCED: | 109999 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the craft, process and critical practice of storytelling. Through a blend of online mini lectures, readings, discussions, workshops, and creative-critical writing practice, students learn the foundations of storytelling and develop the key skills to shape ideas into well-crafted narratives. The unit covers a range of compositional techniques, with the focus primarily on prose writing. Reading, writing, re-writing, workshopping and revision will be undertaken by students. The unit includes critical examination of contemporary texts, creative writing theory, critical reflection, writing exercises, structured peer-review and workshopping which are designed to facilitate students’ use of creative detail, conscious crafting of formal elements, and critical engagement with the practice and process of writing stories. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify a range of relevant practices and techniques in contemporary prose writing through reading, analysis, and creative practice. |
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| K2. | Critically evaluate some of the cultural and creative apparatuses of creative writing production |
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| K3. | Consider the complex dynamics of the creative writing process and the relevance of ‘reading as a writer’. |
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| Skills: |
| S1. | Demonstrate competency with various creative writing techniques. |
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| S2. | Use strategies for producing, evaluating, workshopping and revising writing through understanding and practising writing, revision and peer-review processes. |
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| S3. | Demonstrate awareness of the publishing industry |
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| Application of knowledge and skills: |
| A1. | Reflect critically and creatively on creative writing techniques and processes |
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| A2. | Develop draft-in-progress material in preparation for final manuscript and participate in meaningful peer review of draft-in-progress work in a workshop environment. |
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| A3. | Produce a final manuscript and critical reflection based on creative journals and draft-in-progress/workshopping activity. |
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| Unit Content: |
•Storytelling & Creativity
•The Senses, Show vs. Tell & Setting
•Questions of Genre
•Character, Dialogue
•Point of View & Register
•Plotting & Narrative Structures
•Editing & Proofreading (Macro- & Micro-editing)
•Why do we Workshop? & How to Workshop
•Workshopping
•Extending Your Storytelling: Figurative Language & Other Narrative Devices
•Authorship |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1 | Each journal task has questions/prompts designed to provide students with the opportunity to integrate knowledge gained in the weekly topics, reflect on issues of the writer’s craft, evaluate their writing strengths and practice, and further develop their knowledge and skills. Journal tasks may be aligned with ‘The Five Rs Reflective Reading Scale’. | Reflective Journal Tasks | 30-40% | | 2. | K1, K2, K3, S1, S2, S3, A1, A2 | Draft of story submitted for workshopping: students will submit a polished draft of a work-in-progress and engage in guided peer-review of their peers’ drafts during designated workshopping weeks. | Draft of story submitted for workshopping and active participation in workshopping/peer-review | 10-20% | | 3. | K1, K2, K3, S1, S2, S3, A1, A3 | Polished Story and Critical Reflection: students will submit a final revised version of their workshopped story, accompanied by a critical reflection that may describe what ‘reading like a writer’ and creative writing practice means to them. Participation evaluated on discussion of completed components in weekly seminars in class or online. | Polished Story, Critical Reflection, and Participation | 40-50% |
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