CRWR 2016 - Narrative: Where the Story Starts
North Terrace Campus - Semester 1 - 2023
-
General Course Information
Course Details
Course Code CRWR 2016 Course Narrative: Where the Story Starts Coordinating Unit English, Creative Writing, and Film Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Prerequisites 12 units of Level I study Biennial Course Offered in odd years only Assessment Participation (online forums), Research Essay, Creative Portfolio Course Staff
Course Coordinator: Dr Georgia Phillips
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
-
Learning Outcomes
Course Learning Outcomes
1 Demonstrate an ability to interpret and respond to a broad range of creative, critical, and theoretical texts relevant to the history and ongoing development of narrative theory and its practical applications;
2 Demonstrate the ability to frame creative and critical projects, produce plans for their research and execution, and fulfil these to deadlines;
3 Engage rigorously and self-reflexively with selected creative, critical, and theoretical texts and the global and historical contexts of their production;
4 Write and revise polished creative and critical works that demonstrate high levels of clarity, insight, narrative innovation, and sophistication;
5 Critically evaluate their own and others’ writing, both orally and in writing;
6 Engage seriously, sensitively, and respectfully with their peers, both in person and using online learning technologies, to provide substantive and productive feedback on creative and critical work.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
5, 6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
5, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 3, 5, 6 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 4, 5, 6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
2, 5, 6 -
Learning Resources
Required Resources
PRIMARY and/or SECONDARY (indicative)
Readings from Aristotle, Poetics
Readings from:
Mikhail Bakhtin, trans. Caryl Emerson and Michael Holquist, The Dialogic Imagination (1982)
Vladimir Propp, trans. Laurence Scott, Morphology of the Folktale (1968)
Tzvetan Todorov, ‘Structural Analysis of Narrative’
Readings from:
Roland Barthes, trans. Richard Miller, S/Z: An Essay (1975)
Gérard Genette, trans. Jane Lewin, Narrative Discourse: An Essay in Method, (Oxford: Blackwell, 1980).
Readings from Wayne C. Booth, The Rhetoric of Fiction (Chicago: University of Chicago Press, 1961; 1983)
Amos Tutuola, The Palm Wine Drinkard and My Life in the Bush of Ghosts
José Eduardo Agualusa, A General Theory of Oblivion
James Wood, How Fiction Works (New York: Picador, 2008; 2018)
Readings from Mark Currie, About Time: Narrative, Fiction and the Philosophy of Time (Edinburgh: Edinburgh University Press, 2006)
Muriel Spark, The Driver’s Seat (1970)
Anne Carson, The Beauty of the Husband: A Fictional Essay in 29 Tangos (New York: Vintage, 2002)
Sans Soleil, dir. Chris Marker (1983); Handsworth Songs, dir. Black Audio Film Collective (1986)
Suzan-Lori Parks, 365 Days/365 Plays (New York: Theater Communications Group, 2006)
Laurie Anderson and Hsin-Chien Huang, Chalkroom, 2017 and A Trip to the Moon, 2018.
Laurie Anderson, ‘Telling Stories in Virtual Reality: Laurie Anderson in conversation with Bonnie Marranca’, online. -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
LECTURE TOPIC (indicative)
Theoretical Foundations 1 - Aristotle
Theoretical Foundations 2 – Propp, Bakhtin
Theoretical Foundations 3 – Barthes, Genette, Todorov
Narrative Modes
Narrative, Point of View, and Voice
Characterization
Temporality
The Nouveau Roman
The Novel in Verse
The Essay Film
The Closet Drama
Virtual Worlds -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Participation (online forums); summative and formative 10% (300 words per post; minimum 4 posts per semester)
1,500-word Research Essay; formative and summative 40%
2,500-word Creative Portfolio; formative and summative 50%Assessment Detail
No information currently available.
Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
-
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
-
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
-
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
-
Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
