• Creative Writing

    Mission Statement

    The Creative Writing Department at SCPA is dedicated to creating an imaginative, inspirational and productive environment focused on the process of writing. In our community of artists, the objective is to write honestly, producing professional-quality pieces resonating with life and voice. Through daily practice in reading, writing, listening and speaking, students will mature artistically and aesthetically while reaching a wide audience through numerous performance and publication opportunities.

    Course Sequence

    • Fundamentals 4-6 
    • Techniques 7-8 
    • Global Issues 9-11 
    • Dramatic Process 10-12 
    • Advanced Media Communications 11-12 
    • Critical Concerns 11-12 
    • Pandora’s Ink: Honors 12

    Dramatic Process provides students with a foundation in theatre/film script writing. Students analyze and explore dramatic structure as it applies to theatre and film. Students work on script projects culminating in a theatre performance or film piece.

    Advanced Media Communication is a continuation of the Dramatic Process class. Students conceptualize, write, revise and direct a play or film that is performed for the public and entered in local, state and national competitions.

    National Standards: English/Language Arts
    (Revised {see italics} by Dr. Joy A. Fowler for SCPA Creative Writing Department, 2002)

    Reading For Perspective
    Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; to tap into the potential and power of literature and writing as an art, and for personal fulfillment. Among these texts are fiction and nonfiction, poetry and drama, classic and contemporary works.

    Understanding the Human Experience
    Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience, reflected by the evolution of literature and the changing societal role of the author.

    Evaluation Strategies
    Students apply a wide range of strategies to comprehend, interpret, evaluate, create and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence,, sentence structure, context, graphics).

    Communication Skills
    Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

    Communication Strategies
    Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

    Applying Knowledge
    Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

    Evaluating Data
    Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

    Developing Research Skills
    Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

    Multicultural Understanding
    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across time, cultures, ethnic groups, geographic regions, and social roles.

    Applying Non-English Perspectives
    Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

    Participating in Society 
    Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

    Applying Language Skills 
    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for becoming an author of literature, learning, enjoyment, persuasion, and the exchange of information).

    Copyright 1996-2002 by Education World, Inc. All Rights Reserved. Italics added 6/1/2002 by Dr. Joy A. Fowler

  • Writing Department Policy

  • Rubric

  • Review Policy

  • Plagiarism

  • Co-curricular time commitment expectations

  • Arts diploma criteria for writing