Master of Arts: Creative Writing

Purpose

The purpose of the qualification is to develop and strengthen learners' capabilities and knowledge as creative writers, to enable academics to undertake advanced reflection and develop multilingual and interdisciplinary creative writing practice.

The qualification aims to enhance learners' knowledge of and capabilities in, creative writing including: how to refine self-expression, structure, narrative form, poetic discourse within a Southern African context. The practice, publication, perusal and discussion of good indigenous writing will make a significant contribution to personal and societal identity formation and mutual understanding in South Africa. This will render them employable and desirable in a number of fields: publishing, print and visual media, academia and as prospective publishable authors.

Rationale

The success of the undergraduate and Honours level qualifications in Creative Writing showed that there is both the demand and need for the establishment of a Master of Arts in this field to optimise progression for learners.

Creative Writing Masters' qualifications are one of the fastest growing degrees both nationally and internationally. For the academics involved in the qualification, these interdepartmental co-operations have resulted in an exciting birth of a new pedagogy and new qualifications.

The nurturing of South African creativity is a national imperative. The need for a Master's qualification which supports the development of high-quality word-artistry and cultural creativity in the field of writing, in the major genres is recognised by this qualification. The qualification sets out to develop word artists who understand and practice their craft with a critical awareness of their role in society and the values, knowledge, skills and attitudes which nurture the process of democratic transformation in South Africa.

This qualification aims to enhance South Africa's performance in the field of Creative Writing, by developing new writers to professional standards.

It is assumed that learners accessing this qualification are able to read, analyse and reflect on study material and relevant literature at NQF Level 8. It is assumed that they are able to communicate effectively using academic English in written and oral form and they are able to manage their own study schedule effectively.

Recognition of Prior Learning (RPL)

Learners may have been performing duties that reflect competencies contained in this qualification at the workplace for many years without having received any formal qualification. Such learners will be allowed to apply for RPL for access into the qualification. In addition, through RPL learners may apply for credits for certain modules.

Access to the Qualification

Learners must have obtained a Bachelor of Arts (Honours) Degree: English or equivalent.

The qualification comprises three compulsory modules, totaling 120 credits and two elective modules totaling 60 credits.

Compulsory modules

• Creative Writing A, 30 Credits.
• Creative Writing B, 30 Credits.
• Mini-thesis/dissertation, 60 Credits.

Elective modules (choose two)

• Digital Cultures, 30 Credits.
• Directed Reading, 30 Credits.
• Fiction and Narrative: Reading Jane Austen, 30 Credits.
• Ecology and Writing, 30 Credits.
• Fiction and Narrative: World Literature, 30 Credits.

Total Credits: 190.

The qualifying learner will be able to

1. Develop good pieces of writing.
2. Manage self as a writer.
3. Understand the publishing scene in Africa.
4. Develop creativity and self-confidence in writing.
5. Develop writer order and control.
6. Conduct independent research in creative writing in an academically appropriate manner.

Critical Cross Field Outcomes

All the Critical Cross-Field Outcomes are addressed in this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• The writer's self-consciousness and self-awareness in terms of the challenge of writing is developed and own work is reflected upon.
• Focused writing exercises are undertaken.
• Own work is shared and positive feedback on writing is given and received.
• Successive drafts are improved using own reflection and feedback from others on own writing.

Associated Assessment Criteria for Exit Level Outcome 2

• Issues of rhythm, time-management and routine are considered to organise self productively and allow time for creative reflection and activity.
• Creative research is done to improve own writing and to enrich self.
• Note-making techniques are developed and ways to preserve draft texts are developed.

Associated Assessment Criteria for Exit-Level Outcome 3

• The publishing environment in Africa and particularly South Africa is understood and discussed.
• The way in which texts have to be prepared, edited and presented for publication is understood and discussed.
• Publishers, editors and reviewers are interacted with to establish positive rapport.
• The ways in which writers have to market themselves and their work is understood and reviewed.

Associated Assessment Criteria for Exit Level Outcome 4

• A number of different types of writing are engaged with to determine own preference and strengths.

> Range: Types of writing include timed writing, free writing, guided free writing, avoiding self-censorship, writing as discovery, trusting the unconscious, producing raw text, mindfulness, finding own voice and imagining audience.

Associated Assessment Criteria for Exit Level Outcome 5

• Techniques of imitation and process writing are practised.
• Writing to achieve unity (control of person, tense, mood, pace and audience) is exercised.
• Self-editing is carried out on a continuous basis to all writing.
• The demands of genre are understood and applied in all writing.

Associated Assessment Criteria For Exit Level Outcome 6

• Identify a research problem related to Creative Writing.
• Propose a plan to conduct research to resolve the problem in an academically appropriate manner.
• Carry out research by collecting and analysing data and presenting the results.
• Communicate research findings effectively to share new insight into Creative Writing.

Integrated Assessment

Both formative and summative forms of assessment will be used to determine competencies acquired through learning. Learners will complete module work and a mini thesis/dissertation reporting on research that they have completed. The mini thesis/dissertation and modules will be examined by internal and external examiners appointed by the relevant University committees.