objectives of creative writing lesson

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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

Week One Creative Writing Lesson Plans: Expert Guide

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

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Objectives of Creative Writing

Delve into the "Objectives of Creative Writing" and explore the multifaceted aims of this expressive art form. Uncover the diverse purposes, entertainment, education, and social commentary, that creative writing serves. Gain a deeper understanding of how creative writing transcends mere words, providing insight into the human experience.

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In this blog, we delve into the Objectives of Creative Writing and its purposes, shedding light on its significance in our lives. From the art of storytelling to the therapeutic release of emotions, Creative Writing is a dynamic and versatile discipline that has enchanted both writers and readers for generations. 

Table of C ontents  

1)  Objectives of Creative Writing 

    a)  Self-expression 

    b)  Entertainment 

    c)  Education 

    d)  Social commentary 

2)  Purpose of Creative Writing 

3)  Conclusion 

Objectives of Creative Writing  

Creative Writing serves as a versatile and dynamic form of expression, encompassing a range of objectives that go beyond mere storytelling. Here, we delve into the fundamental objectives that drive creative writers to craft their narratives and explore the depths of human creativity:  

Self-expression 

Creative Writing is, at its core, a powerful means of self-expression. It provides writers with a unique canvas upon which they can paint the colours of their innermost thoughts, emotions, and experiences. This objective of Creative Writing is deeply personal and cathartic, as it allows individuals to articulate their inner worlds in ways that spoken language often cannot. 

Through the act of writing, authors can explore the complexities of their own psyche, giving shape and substance to feelings that might otherwise remain elusive. Whether it's capturing the euphoria of love, the depths of sorrow, or the intricacies of human relationships, Creative Writing serves as a conduit for unfiltered self-expression. 

Moreover, Creative Writing grants the freedom to experiment with different writing styles, tones, and literary devices, enabling writers to find their unique voices. In the process, it cultivates self-awareness, self-discovery, and a deeper understanding of one's own experiences. For many, the act of putting pen to paper or fingers to keyboard is a therapeutic release, a way to make sense of the chaos within, and an avenue for personal growth and reflection. In essence, Creative Writing empowers individuals to share their inner narratives with the world, fostering connection and empathy among fellow readers who may find solace, resonance, or inspiration in the tales of others. 

Entertainment 

One of the primary and most recognisable objectives of Creative Writing is to entertain. Creative writers craft stories, poems, and essays that are designed to captivate readers, transporting them to different worlds, evoking emotions, and engaging their imaginations. 

At its heart, Creative Writing is the art of storytelling, and storytelling has been an integral part of human culture since time immemorial. Whether it's a thrilling mystery, a heartwarming romance, or a thought-provoking science fiction narrative, Creative Writing offers an escape from the ordinary into realms of fantasy, intrigue, and wonder. It weaves narratives with vivid imagery, compelling characters, and gripping plots, all working together to hold the reader's attention. 

Through Creative Writing, authors create emotional connections between the reader and the characters, fostering a sense of empathy and identification. As readers immerse themselves in a well-crafted story, they experience a wide range of emotions, from laughter to tears, joy to sorrow. It is this emotional journey that makes Creative Writing such a potent form of entertainment, offering readers a pleasurable escape from reality, a chance to explore new perspectives and a memorable experience that lingers long after the last page is turned.  

Education 

Creative Writing is not only a source of entertainment but also a powerful educational tool. It engages writers in a process that goes beyond storytelling; it encourages research, critical thinking, and the development of effective communication skills. 

Writers often embark on extensive research journeys to create authentic settings, characters, and plots. This quest for accuracy and depth enriches their knowledge in various fields, ranging from history and science to culture and psychology. As they delve into their chosen topics, writers gain valuable insights and expand their intellectual horizons. 

Furthermore, Creative Writing teaches readers important life lessons and imparts knowledge. It introduces them to diverse perspectives, cultures, and experiences, fostering empathy and understanding. Reading well-crafted works can be an enlightening experience, challenging preconceptions and encouraging critical thinking. It also enhances vocabulary, language skills, and the ability to express thoughts and emotions effectively. 

In educational settings, Creative Writing nurtures creativity, encourages self-expression, and helps students develop essential communication and analytical skills. This educational objective of Creative Writing underscores its value as a holistic tool for personal and intellectual growth, making it an integral part of both formal and informal learning processes. 

Social commentary 

Creative Writing often serves as a potent medium for social commentary, embodying a powerful objective that transcends mere storytelling. Through the art of narrative, poets, novelists, and essayists alike can engage in meaningful discourse about society's values, issues, and challenges. 

Writers use their creative works to shine a light on important societal concerns, question norms, and provoke thought. They employ allegory, satire, symbolism, and other literary techniques to critique, challenge, or explore various aspects of the human condition and the world we inhabit. Whether addressing issues such as inequality, injustice, environmental crises, or political corruption, Creative Writing can be a catalyst for change. 

By portraying the complexities of real-life situations and characters, writers encourage readers to reflect on their own lives and the world around them. This introspection can lead to increased awareness and, ideally, inspire action to address pressing societal issues. 

In essence, the social commentary objective of Creative Writing underscores its role as a mirror reflecting the world's triumphs and flaws. It empowers writers to be advocates for change, storytellers with a purpose, and champions of social justice, ensuring that Creative Writing continues to be a powerful force for positive transformation in society. 

Tap into your creative potential with our Creative Writing Training – Get started today! 

Purpose of Creative Writing 

Creative Writing serves a multitude of purposes, making it a dynamic and invaluable art form. Beyond its objectives, Creative Writing plays a crucial role in our lives and society, contributing to personal growth, cultural preservation, inspiration, and connection.  

Catharsis 

One of the profound and therapeutic purposes of Creative Writing is catharsis. This aspect of Creative Writing is deeply personal, as it offers writers a means to release pent-up emotions, confront inner turmoil, and find a sense of closure. 

Through the act of writing, individuals can explore their innermost thoughts and feelings in a safe and controlled environment. Whether it's grappling with grief, heartbreak, trauma, or any other emotional burden, Creative Writing provides an outlet to give shape and voice to those complex emotions. It allows writers to dissect their experiences, providing a space for self-reflection and healing. 

The process of transforming raw emotions into words can be both liberating and transformative. It can provide a sense of relief, allowing writers to gain insight into their emotional landscapes. Moreover, sharing these emotions through writing can foster connection and empathy among readers who may have experienced similar feelings or situations, creating a sense of community and understanding. 

Ultimately, catharsis through Creative Writing is a journey of self-discovery and emotional release, offering solace, healing, and a path towards personal growth and resilience. It highlights the profound impact of the written word in helping individuals navigate the complexities of their own inner worlds. 

Cultural preservation 

Creative Writing serves a noble purpose beyond personal expression and entertainment—it plays a vital role in cultural preservation. This objective of Creative Writing involves safeguarding the rich tapestry of human heritage, traditions, and stories for future generations. 

Cultures are defined by their narratives, folklore, and historical accounts. Creative writers, whether chroniclers of oral traditions or authors of historical fiction are the custodians of these invaluable cultural treasures. They document the stories passed down through generations, ensuring they are not lost to time. 

Through Creative Writing, cultures are celebrated, languages are preserved, and unique identities are immortalised. Folktales, myths, and legends are retold, keeping them relevant and alive. These narratives provide insights into the beliefs, values, and wisdom of a society, fostering a deeper understanding of its roots. 

Moreover, Creative Writing bridges cultural divides by sharing stories from diverse backgrounds, fostering empathy and appreciation for the richness of human experience. In this way, Creative Writing becomes a bridge across generations, connecting the past with the present and preserving the collective memory of humanity for a brighter future. 

Inspiration 

One of the transformative purposes of Creative Writing is to inspire others. It is a beacon that shines brightly, guiding aspiring writers and kindling the creative flames within them. Through the power of storytelling and the written word, Creative Writing has the remarkable ability to ignite the spark of imagination and motivation. 

Exceptional works of literature often leave an indelible mark on readers. They can evoke a sense of wonder, curiosity, and passion, motivating individuals to embark on their own creative journeys. Many renowned authors found their calling through the inspiration they drew from the words of others, perpetuating a beautiful cycle of creativity. 

Creative Writing serves as a testament to human potential, showcasing the boundless depths of imagination and the infinite possibilities of language. It encourages individuals to explore their unique perspectives, cultivate their voices, and craft stories that resonate with the human experience. 

For writers and readers alike, Creative Writing is a wellspring of inspiration, a reminder that the world of imagination is boundless and that the written word has the power to shape minds, hearts, and the course of history. Through the act of creation and the sharing of stories, Creative Writing continues to inspire generations to dream, create, and connect with the world in profound ways. 

Connection 

Creative Writing holds a remarkable purpose - it fosters connections. It serves as a bridge between authors and readers, offering a means of understanding, empathy, and human connection that transcends time, space, and cultural boundaries. 

When readers immerse themselves in a well-crafted story, they embark on an emotional journey alongside the characters. This shared experience creates a bond between the author and the reader as both parties navigate the complexities of the human condition together. Readers can see the world through the eyes of characters from diverse backgrounds and cultures, fostering empathy and understanding. 

Furthermore, Creative Writing connects individuals across generations. Literary classics, for example, allow us to connect with the thoughts and emotions of people who lived centuries ago. These timeless works offer insights into the universal aspects of the human experience, reminding us of our shared humanity. 

Creative Writing also has the power to connect people in the present. Through reading and discussion, individuals can form communities, share their interpretations, and engage in meaningful dialogue. Book clubs, literary events, and online forums all provide platforms for people to connect over their love for literature. 

Conclusion 

In conclusion, Creative Writing is a multifaceted art form with diverse objectives and purposes. From self-expression and entertainment to education, social commentary, catharsis, cultural preservation, inspiration, and connection, it enriches our lives in myriad ways. This timeless craft continues to captivate, inspire, and connect us, shaping our world through the power of words. 

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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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Writing Effective Learning Objectives

Developing learning objectives is part of the instructional design framework known as Backward Design, a student-centric approach that aligns learning objectives with assessment and instruction.

Clearly defined objectives form the foundation for selecting appropriate content, learning activities and assessment plans. Learning objectives help you to:

• plan the sequence for instruction, allocate time to topics, assemble materials and plan class outlines.
• develop a guide to teaching allowing you to plan different instructional methods for presenting different parts of the content. (e.g. small group discussions of a common misconception).
• facilitate various assessment activities including assessing students, your instruction, and the curriculum.

Think about what a successful student in your course should be able to do on completion. Questions to ask are: What concepts should they be able to apply? What kinds of analysis should they be able to perform? What kind of writing should they be able to do? What types of problems should they be solving? Learning objectives provide a means for clearly describing these things to learners, thus creating an educational experience that will be meaningful.

Following are strategies for creating learning objectives.

I. Use S.M.A.R.T. Attributes

Learning objectives should have the following S.M.A.R.T. attributes.

S pecific – Concise, well-defined statements of what students will be able to do. M easurable – The goals suggest how students will be assessed. Start with action verbs that can be observed through a test, homework, or project (e.g., define, apply, propose). A ttainable – Students have the pre-requisite knowledge and skills and the course is long enough that students can achieve the objectives. R elevant – The skills or knowledge described are appropriate for the course or the program in which the course is embedded. T ime-bound – State when students should be able to demonstrate the skill (end of the course, end of semester, etc.).

II. Use Behavioral Verbs

Another useful tip for learning objectives is to use behavioral verbs that are observable and measurable. Fortunately, Bloom’s taxonomy provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing. (See The Innovative Instructor post: A Guide to Bloom’s Taxonomy ) Using concrete verbs will help keep your objectives clear and concise.

Here is a selected, but not definitive, list of verbs to consider using when constructing learning objectives:

assemble, construct, create, develop, compare, contrast, appraise, defend, judge, support, distinguish, examine, demonstrate, illustrate, interpret, solve, describe, explain, identify, summarize, cite, define, list, name, recall, state, order, perform, measure, verify, relate

While the verbs above clearly distinguish the action that should be performed, there are verbs to avoid when writing a learning objective. The following verbs are too vague or difficult to measure:

appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand, learn

III. Leverage Bloom’s Taxonomy

Since Blooms taxonomy establishes a framework for categorizing educational goals, having an understanding of these categories is useful for planning learning activities and writing learning objectives.

Examples of Learning Objectives

At end of the [module, unit, course] students will be able to…

… identify and explain major events from the Civil War. (American History)

… effectively communicate information, ideas and proposals in visual, written, and oral forms. (Marketing Communications)

… analyze kinetic data and obtain rate laws. (Chemical Engineering)

…interpret DNA sequencing data. (Biology)

…discuss and form persuasive arguments about a variety of literary texts produced by Roman authors of the Republican period. (Classics)

…evaluate the appropriateness of the conclusions reached in a research study based on the data presented. (Sociology)

…design their own fiscal and monetary policies. (Economics)

Additional Resources

• Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . New York, Toronto: Longmans, Green.
• Writing learning objectives. http://sites.uci.edu/medsim/files/2015/03/Writing-learning-objectives.pdf

*****************************************************************************************

Richard Shingles, Lecturer, Biology Department

Richard Shingles is a faculty member in the Biology department and also works with the Center for Educational Resources at Johns Hopkins University. He is the Director of the TA Training Institute and The Summer Teaching Institute on the Homewood campus of JHU. Dr. Shingles also provides pedagogical and technological support to instructional faculty, post-docs and graduate students.

Images source: © Reid Sczerba, Center for Educational Resources, 2016

19 thoughts on “ Writing Effective Learning Objectives ”

The post is interesting. Can I share it?

Yes you may, just please link back.

I agree! Perfect to help my pre-service teachers! Thank you.

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From the viewpoint of SPECIFIC , isn’t it that singularity of behavior that can be measured rather than two behaviors at the same time as noted in your example “Identify and explain” is more preferable. I think combining two behaviors at the same time defeats the purpose of concise

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I agree with separating the two behaviors into two learning objective statements.

Thanks for the concrete suggestions for writing course objectives.

Quite helpful due to such clear explanations. Thanks.

I am especially drawn by the list of verbs and verbal expressions not to use in preparing learning objectives, some of which I had not considered but these expressions do express a level of noncommittal and ambiguity. This is useful information

I really appreciate this article, it has really helped me a lot. I will take what I learned from this article and apply the knowledge for when I create the online classes for the fall 202 semester and further into the future.

This was an excellent article. I appreciated both lists of verbs. The lists will help me in the future, and they’re a great resource to continually use.

Thank You for the clear and concise information.

Very good article on specific terms that identify what is required from the students.

I first learned of Bloom’s taxonomy when I took Applying the QM Rubric. This is a great guide to help me with articulating learning objectives and creative module and course level objectives.

Helpful to have specific examples in different content areas, thanks!

I appreciated the differences between concrete verbs and vague verbs.

Excellent description of what we should be listing for the students. In the pass, our objectives were vague and not always measurable other than quizzes, tests, written assignments, and exams. This proposal assures that each objective can be measured and provides the students how to determine their understanding and grasp of the materials and requirements.

Thank You: I enjoyed reading this, it was very helpful, I do plan to utilize it. Also, the GoEd, Article, How to successfully learn from Online courses, is broken, it returns as an error

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Lesson Plan

Object creative writing, view aligned standards, learning objectives.

Students will be able to develop sequenced pieces of creative writing.

Introduction

• Tell students that this lesson will involve writing an adventure story about a random object.
• Write on the board: The adventure story must be told from the point of view of the object or from the point of view of the object's owner.

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Lesson Plan: KS3 English, creative writing

• Subject: English and MFL
• Date Posted: 12 March 2013
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​Providing the right atmosphere can encourage students to take their creative writing to a whole new level, says Claire Sheffield…

​Providing the right atmosphere can encourage students to take their creative writing to a whole new level, says Claire Sheffield…

Today you will….

• Develop the ability to use your imagination to create a story in the gothic genre
• Learn to use ambitious vocabulary to achieve specific effects

Starting a piece of creative writing can be a source of frustration for many young people; so much so that it can lead to loss of confidence. If ideas aren’t flowing, learners can quickly switch off and give up. Creative writing lessons, therefore, need to stimulate all of the senses and inspire students. Creative writing in the gothic genre – spooky stories – offers a wonderful opportunity for just this. This is a topic that always manages to enthuse pupils and one of the most exciting aspects is that the outcome is completely different with every group. Giving students time for thinking and the creation of ideas is essential. Therefore, this plan should be seen as just a starting point; it provides the stimulus from which a number of sessions can be developed. Subsequent periods can also focus on the development of different writing skills as required by the individual needs of a group. As a way into creative writing, this opener allows learners to be independent; an environment that enables them to thrive. Most importantly, it’s a lesson that students always leave talking about!

Starter activity

Creating a spooky word wall.

Preparation is key to this lesson. For maximum impact, everything needs to be ready so that students enter the room and immediately feel a mysterious atmosphere. This can be created by closing blinds, turning off the lights, playing spooky music and displaying an image on the whiteboard of an old, decrepit, haunted-looking house (easily sourced from the internet). It is great to see students entering the room and looking around confused, wondering what is happening and therefore immediately engaged!

Ideally learners need to be seated in small table groups; this should be a buzzy lesson with lots of group discussion and sharing of ideas. As they take their seats they see on their table a map/floor plan of a house with a cross in one of the rooms; it’s one of the rooms from the house displayed on the board. This can be easily created in a word document using text boxes to create the floor plan and labelling each room. The idea is that each table will focus on a different room.

On each table an instruction card for the starter activity is also displayed. This should say something along the lines of: ‘As a group create a word wall of spooky words to describe the room you are in. Be as ambitious as possible! You have 5 minutes’. This could be completed on A3 paper or on post-it notes to stick up on the wall next to them; students will then have created their own bank of vocabulary that will help them in later parts of the lesson.

Main activities

1 developing the plot.

This lesson works well if very little is said by the teacher to the whole class. This adds to the mysterious atmosphere because students have to read and find out what to do at different stages. The teacher very much facilitates the learning in this lesson, by circulating the room, supporting and stretching groups as appropriate.

As the 5 minutes for the starter activity draws to a close, the spooky background music should be turned off and a short, shocking sound should be played. This could be a scream or a crash, for example. As this point another slide should be displayed on the board to move students onto the next stage of the lesson. This could read: ‘What has happened? Write the opening for a spooky story about a mysterious incident that has happened in the room you are in. Discuss for 5 minutes.’ Students are now using their imaginations to create a plot for their gothic story; it is important that students are encouraged to discuss and develop ideas before beginning the writing stage.

2 Going further

After around five minutes discussion, another slide can be displayed which reads: ‘Look for a clue about what has happened. You will find this somewhere near you!’ Underneath each table, students will find an envelope with a picture of a clue. This could be anything (e.g. a book or a camera). Equally, props could be placed around the room for students to find. The more unusual the better! It just gets pupils thinking more creatively. They will naturally want to talk about what they have found and start to revise their previous thinking

3 Stage three

After a few moments, the final slide of instruction can be displayed. This time, students are told: ‘Time to start writing. You have 25 minutes to use the clues so far to write the opening to a spooky story. Remember your objectives – be imaginative and use ambitious vocabulary to achieve a spooky effect.’ Spooky background music can be played throughout the writing stage. It is also important that learners have access to a thesaurus in order to locate more ambitious vocabulary.

Home learning

The lesson can be used as a starting point and developed in a number of ways… + Subsequent lessons/home learning activities could focus on developing other writing skills such as structuring a plot from beginning to end, using literary devices or using a variety of sentence structures and punctuation for effect.

+ The written work could lead into a speaking and listening lesson where students devise, rehearse and perform dramatic readings of their stories. + Students can explore a variety of gothic literature, researching different writers in the genre, reading different works and learning about the conventions of the genre. They can then develop their work to incorporate more of these conventions themselves.

After the main writing stage of this lesson, students are usually desperate to read their work out. To be able to do this in a meaningful way though, more time is usually needed, so it is appropriate to dedicate the following lesson to this. However, an opportunity to share work with others can be achieved through groups swapping their work and providing some feedback to consider for the following lesson. Questions such as those below can help students to structure their feedback in a constructive manner:

• How imaginative is the piece?
• How exciting did you find the story?
• Is there anything that does not make sense?
• How ambitious is the vocabulary? Does it achieve the desired spooky effect?
• How would you like the group to improve the piece?
• What questions can you ask the group to help them develop the piece further?

The following lesson can then begin with students considering this feedback in order to improve the work they have begun in this lesson.

Differentiation suggestions to support less able students:

• Provide a word bank or sentence starter bank.
• Provide additional resources to inspire ideas; further images or props, for example.
• Provide a wagoll (what a good one looks like) as a model of a piece of spooky writing.
• Suggestions to stretch more able students:
• Provide definitions/examples of literary devices and a challenge card asking students to ‘aim to include as many literary devices as possible.’
• Ask students to work towards a third learning objective: ‘use a variety of sentence structures for effect’ or ‘use a variety of punctuation for effect.’
• Allocate an expert to mixed ability groups who is asked to fulfil additional responsibilities as group leader.
• Provide a ‘challenging criteria’ card as a checklist of skills that more able students should aim to demonstrate.

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Lesson Plan on Creative Writing

by B.S. Selina | 25 May 2021

The lesson plan on creative writing is for UG students of I year who are at an Intermediate level of language proficiency which is part of course work for students of semester-I. The lesson plan is in PPPP format.

Resource Type: Lesson Plan

Audience: University

Audience Language Proficiency: Intermediate

Duration: 60 minutes

Notebook, pen, smart phone/camera

Writing skills with specific reference to creative writing

Students will demonstrate an understanding of creative writing and will be able to write on any topic chosen by them.

1. Introduction on creative writing is to be given to students as they have no previous knowledge of the topic

2.As a warm up activity, students will be asked to attempt free writing on a given topic. This will create confidence in them that they can attempt writing tasks.

3. The warm up activity is, however, not assessed.

4. To begin the creative writing task through use of photography, students need to be given notice, one week in advance to click three pictures on anything that interests them on their smart phone or a camera, if they do not possess a smart phone.

5. They can then be given a choice to select one of the pictures taken and write on it. This will create interest in the student as they can relate to it. 

6. The teacher can take time to assess the students as it takes time to go through them.

The teacher goes through the work of the students and by the next class, she will give valuable and overall feedback for the work of each student as follows:

• Very well-written
• Well-organized and presented. But there are some spelling mistakes
• Well done but punctuation should be taken care of
• Good attempt but certain sentences can be rewritten to make the writing effective

The teacher will then select well-written and exceptional work which will be made available on the LMS platform to encourage students to write better.

http://d2lq260uvblqf7.cloudfront.net/convention/2012/sessions/160/default.htm

Supporting Files: Lesson Plan On Creative Writing.pdf

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Home » Blog » Learning Objectives: How to Write, Types and Examples

Learning Objectives: How to Write, Types and Examples

For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.

Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.

As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.

In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.

What are Learning Objectives?

Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.

Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.

In simple terms, learning objectives:

• Outline what students should be able to do after completing the lesson
• Provide a shared understanding of the topics covered in a course or lesson
• Help teachers plan and assess learning activities
• Allow administrators to monitor student progress
• Make it easier for students to review key material

Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.

Learn How To Create Personal Learning Journeys For FREE!

What’s the difference between a learning objective and a learning outcome.

Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.

However, there is an essential distinction between the two.

A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.

For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”

The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.

Benefits of Well-Written Learning Objectives

Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.

There is a wide range of material benefits associated with creating and leveraging learning objectives, including:

Improved lesson and course planning

A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.

Improved assessment

Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.

Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.

Improved student understanding

Clear learning objectives are helpful for students in a number of ways.

For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.

Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.

Increased student engagement

Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.

When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.

Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.

More effective communication between teachers, students, and administrators

A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.

Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.

Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.

A better focus on the topics covered in a given course or lesson

Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.

Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.

By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.

Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.

How to Write Effective Learning Objectives

While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.

Let’s take a look at some tips to help you craft practical learning objectives:

Understanding the ABCD Model

The ABCD model provides a foundation for creating effective learning objectives.

The ABCD stands for:

The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.

For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.

The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.

This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.

The type of behaviour should be specific and clearly defined in order for it to be effectively measured.

The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.

For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).

The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.

The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.

This can include anything from basic understanding to complete mastery of the topic in question.

The degree should be clearly specified so that it can be effectively measured when assessing student performance.

Putting it all together

In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.

Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.

Breaking Down the Process

To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:

Identify your audience

When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.

Specify desired learner behaviour

Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.

Determine the conditions and constraints

The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.

It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.

Define the degree of success desired

Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.

By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.

The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.

Taking a step-by-step process

By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.

Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.

To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.

Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.

Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.

By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.

Types of Learning Objectives

There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.

Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.

Knowledge-based Objectives

Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.

This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.

A good example of a knowledge-based objective would be:

“The learner will be able to explain the process of photosynthesis in at least three sentences.”

Skill-based Objectives

Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.

This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.

A good example of a skill-based objective would be:

“The learner will be able to apply the principles of photosynthesis to solve a problem.”

Attitude-based Objectives

Attitude-based objectives are used to assess the learner’s attitude towards the concept.

This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.

A good example of an attitude-based objective would be:

“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”

Learning Objectives Examples

To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.

Knowledge-Based Objectives Examples

“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”

“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Skill-Based Objectives Examples

“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”

“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “

Attitude-Based Objectives Examples

“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”

“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”

Best Practices for Writing Learning Objectives

While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.

By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.

Make your Objectives Specific and Measurable

Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.

Use Action Verbs

Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.

Action verbs include:

• Understand • Identify • Demonstrate • Apply

Consider the Level of Difficulty

Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.

Align objectives with the overall learning goals

Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.

Turning Learning Objectives into Training Objectives

While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.

Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.

The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.

Some strategies for turning objectives into training objectives include:

• Focus on how to effectively apply the knowledge or skills acquired from the learning activity.
• Consider how best to facilitate the transfer of this knowledge or skill so that learners can use it in their professional lives. Make sure the objective is measurable and achievable.

An example of a training objective derived from a learning objective is:

Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”

Developing content and assessments that align with objectives

The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.

Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.

When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.

By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.

Assessing and Evaluating Learning Objectives

Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.

Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.

On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.

By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.

Measuring Learning Objectives

The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.

As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.

Other methods for measuring learning objectives include:

• Pre- and Post-Tests: This involves administering a test or quiz before and after the lesson to measure how much the learners have learned.
• Self-Assessments: Ask learners to reflect on what they have learned at the end of each lesson or session.
• Observation: An observer can be used to watch a learning activity and provide feedback on how well learners are performing.
• Projects: Ask learners to create a project or product at the end of the lesson that demonstrates their understanding of the material.

By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.

Final Thoughts

Learning objectives are essential for any educational or training setting.

By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.

Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.

Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.

With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.

If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

Contact us today to find out how we can help you achieve your educational goals.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 11 October, 2023

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Home » Lesson Plans » Set The Right Goals—Writing A High-Quality Lesson Plan’s Objective

Set The Right Goals—Writing A High-Quality Lesson Plan’s Objective

We’ve all heard students say, “ I’ll never need this in my life .” 

Teacher, forgive them, for they do not know what they are saying. They don’t know how hard you’ve worked on your lesson plan and how much thought you need to put into each lesson plan’s objective.

It’s you who knoweth the true value of preparation. You get that entering the classroom without a clear understanding of what you need to accomplish before the bell rings may cause things to go south—fast. 

But how can you be sure that the goal of your lesson is indeed well-written and precise enough? We’ll show you how to do this and give you both good and bad examples to ensure your lesson objectives never miss the mark.

Source: @musiena via Twenty20

What Should Your Lesson Plan Objectives Look Like?

A lesson plan objective should give you a clear and concise idea of what you want to achieve with a lesson. You’ll write the rest of the lesson plan to help you accomplish your objective.

Think of it as a lighthouse that helps you stay on course while navigating the treacherous waters of keeping the students’ attention alive and kicking. 

In practice, an objective is a sentence that needs to be S.M.A.R.T.:

• Specific 

The difference between a well-written and poorly defined objective is whether or not it hits all these boxes. If you can’t measure an objective, how can you know if you’ve achieved it?

An objective must provide answers to why, how, and when .

How To Write an Objective for a Lesson Plan—Bloom’s Taxonomy

The first step in writing an objective is choosing a measurable and specific verb. Depending on what you’re teaching and the age group you’re working with, you’ll need to choose an active verb that’s adjusted to your students’ abilities. You need to have lower expectations when writing a lesson plan for first and second graders than you would with high school students .

According to Bloom’s taxonomy , there are six levels of learning:

• Remembering
• Understanding

These levels are arranged in a specific hierarchy, meaning that you need to start from the first one and go forward. You can’t use a kindergarten lesson plan and expect the students to provide a critical evaluation of the provided information.

Source: @olgakhorkova via Twenty20

Verbs To Use in a Lesson Plan Objective

Every level of learning has an appropriate set of active verbs that you can use to write a measurable objective. You need to avoid verbs such as know, understand, appreciate, learn, be familiar, analyze , and others that don’t express a result you can quantify and assess.

Check out the table below to see some examples of verbs that you can use for each level of learning:

Note that some verbs can appear in different stages of learning. For instance, you can ask students to compare information in comprehension, analysis, and evaluation stages, but the level of comparison needs to be more advanced as your students progress through Bloom’s pyramid of learning.

The ABCDs of Writing Objectives for Lesson Plans

Apart from choosing an appropriate verb, the rest of your lesson plan objective also needs to be written in line with the S.M.A.R.T. acronym. A well-thought-out objective covers every aspect of the lesson and answers every question regarding your lesson plan .

You can refer to the ABCD checklist to ensure you hit all the necessary points within your objective. The ABCDs of writing a lesson plan objective are as follows:

• Audience —Who is the objective for? You should aim your objective at students and not yourself
• Behavior —What will students achieve? Use a measurable and specific verb to show what students will gain after completing a lesson
• Condition —How will students show their improvement? You should define the exact conditions under which they will need to demonstrate their knowledge, skill, or attitude
• Degree —How well should students be able to perform? This element of the objective defines the minimum criteria that students need to fulfill to reach the goal

For more context, here’s an example of a well-written objective split into its ABCDs:

Source: @cloudyew via Twenty20

Lesson Plan Objective Examples

A lesson plan objective depends on a variety of factors, including grade, subject, and students’ learning abilities. Another important factor is the lesson plan’s scope, i.e., whether you’re using a weekly lesson plan template or you want to plan an individual lesson instead.

If you’re struggling to come up with a specific, measurable, and time-bound objective, go through these examples to see what a well-written objective should look like:

• After reading From Caterpillar to butterfly students can draw a diagram of a butterfly life cycle in a graphic organizer
• Students can name all parts of a compass rose accurately after learning the song about cardinal directions
• After the lesson about the Pythagorean theorem, students are able to solve eight out of ten geometry problems using the theorem
• Students can contrast Poe’s tone with that of another Romantic author in a short essay after reading The Tell-Tale Heart

Bad Examples of Objectives in a Lesson Plan

Great objectives use active verbs that you can quantify easily and say with certainty whether the wanted action has been completed or not. Bad objectives are too vague and don’t tell what students need to do, when they should do it, and how. They usually don’t focus on a single behavior but list out several at the same time.

To make sure you don’t make the same mistakes, check out the examples of what your lesson plan objectives shouldn’t look like:

• Enjoy speaking Chinese
• After the lesson, students will be familiar with the American law
• Students will learn about lakes
• Students will understand the process of photosynthesis
• By the end of the lesson, students should write a summary , recall parts of the story orally, and predict what will happen next in the story
• By the end of the course, students will have a deeper appreciation of literature in the 20th century

Struggling With Your Lesson Plans? Use a Ready-Made One

Nobody becomes a teacher to get bogged down in filling out administrative forms and lesson plan templates . If you write your own lesson plans, you might spend hours staring at an empty sheet of paper, trying to think of every single detail you need for your lesson. 

The good news is that you can find ready-made lesson plans online. The not-so-good news is that there are plenty of poorly written resources out there (especially free ones). So, how do you find a good one?

You can find thousands of lesson plans online for every grade, from preschool to high school, covering various subjects, such as math , physics , and life studies . The catch is that the majority of these websites charge per download and offer a preview that doesn’t give enough information about a lesson plan.

You need to spend hundreds of dollars each year to go through lesson plans that are ultimately unusable. A large portion of these plans don’t meet curriculum standards, don’t have clear, well-defined objectives, and don’t take into account various learning styles.

The only way to avoid spending money on useless lesson plans is to avoid being charged per download. You don’t walk into a classroom with a collection basket and go from one student to another before you start teaching, either.

Source: GIPHY

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Our materials are made by teachers with hands-on experience in classrooms who know the requirements for a well-planned lesson. Here’s a preview of the materials you can find on Teach Simple:

• Reading Comprehension: Using Graphic Organizers To Identify Main Ideas
• How To Write a Book Report: What Is a Book Report?
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Take On Writing Student Learning Objectives With These Three Easy Methods

SLO is one of many acronyms that have been bouncing around the education world for the last few years. SLO stands for Student Learning Objective. With each project, lesson, and unit you design, you are already setting expectations and objectives for your students. It’s easy to get caught up in the fun of creating and lose track of why we were making something in the first place. This is where SLOs come in! A well-thought-out SLO is key to keeping you on track and reflective as an art educator. You know that your students continue to improve in their creative and technical abilities. Furthermore, SLOs measure that growth and give you evidence that you can bring to your administration to advocate for your art program.

Keep reading to learn three easy approaches to apply SLOs in your art room.

As you read through these three approaches with examples, feel free to use this complimentary download to help you stay focused and organized as you plan your own. For more resources like this one, be sure to check out the PRO Pack, Understanding SLOs in the Art Room . Find this Pack and so many more in PRO Learning.

1. Pre-written SLOs

Every great art piece starts out with the artist finding a reference. SLOs are the same way—every great SLO starts out with the art teacher finding an anchor standard. The National Visual Arts Standards are already written in a way that is easy to adapt into an SLO. Keep your students and what you want them to do in mind as you read through the different anchor standards. Read through the example essential and enduring questions. When you come across one that sounds like a good fit for your students, look at the grade level expectation. If needed, distill that standard down into language your students will understand.

Here are three examples of distilling grade-level anchor standards.

Say you want your students to be able to accurately render an object from observation. This sounds like Anchor Standard #3: Refine and complete artistic work . This anchor standard is broken down further when you look at the grade-level expectations.

For third-grade artists, the standard says, “Elaborate visual information by adding details in an artwork to enhance emerging meaning.”

To share this goal with students in the form of an “I can” statement, you may use, “I can make my art more meaningful by adding details.” This is a great SLO to build in near the end of a multi-day project.

Here are some suggested steps to implement this SLO:

• Before students start working on the final day of their project, they write down the big idea behind their artwork.
• Brainstorm three different details they can add to make their big idea more obvious.
• Ask an elbow partner for suggestions if needed.
• Students add at least one of the new details to their artwork by the end of the period.
• For an exit ticket, students reflect on how the new detail helped make the meaning clearer.

For eighth-grade artists, the same standard says, “Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.”

To share this goal with students, you may say, “I can accept a critique from my peers and use their feedback to improve my art.” This SLO lends well to an in-progress critique.

• A few days before a project due date, students write down two to three questions they have about their own artwork.
• Students circulate the room for five to ten minutes, writing their own answers to their classmates’ questions.
• Students return to their seats and read their peers’ answers.
• As students finalize their projects, they consider and use the feedback they received.
• After submitting their project, students compose a short reflection on how they revised their pieces using their classmates’ advice.

For advanced high school artists, the same standard says, “Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.”

An example of student-friendly language at this level may be, “I can refine my own work by considering where my personal artistic vision falls in relation to the rest of art history.” You can insert this SLO right after ideating and starting an artwork.

• As students get started with an artwork, research how similar topics have been represented throughout art history and contemporary art.
• Challenge students to incorporate at least one thing they learned from their research.
• After completing the artwork, students will write an artist statement that shares how their research informed their approach and intent.

Looking for more? Here are 20 Practical SLO Ideas for Busy Art Teachers .

2. The ABCD Method

If you prefer to write your own SLO, try out the ABCD method. ABCD stands for Artist, Be able to, Condition, and Degree. First, decide which age artists and skills you will be teaching. Next, determine what students will be able to produce. Then, decide the conditions for artmaking. Finally, share what criteria you will use to measure the success of your students. Then, take all your pieces and put them together into a student-centered narrative.

Here is an example using the acronym:

• A for Artist I will be teaching graphite and observational drawing skills with my Art 1 students who have never done this activity before.
• B for Be able to Students will be able to produce a self-composed still-life drawing with at least five objects from their backpacks.
• C for Condition Students will complete a full-page drawing with graphite in their sketchbooks. Students can use an eraser. They will demonstrate value, line, graphite techniques, and observational drawing skills. To establish a baseline, students will draw for an entire half-hour. Students will have access to all instructions and a timer displayed on the projector for this exercise.
• D for Degree Success will look like a well-rendered drawing. The drawing will use a full range of values, have strong value contrast, and include accurate, observed details. The drawing will take up the whole page.

Here is the final ABCD goal:

This goal is based on Anchor Standard #3: Refine and complete artistic work .

Art 1 artists will demonstrate their graphite skills and observational drawing knowledge. They will accurately render their own still life from observation using at least five items from their own backpack. Students will use their sketchbook, pencil, and eraser to render this still life. Students apply prior knowledge to this new practice. They will have thirty minutes to work and must stop drawing at the end of that time. Students will be assessed based on how accurately they were able to render their still life within the set parameters.

3. The SMART Method

The SMART method is another option if you want to write your own SLO. SMART stands for Specific, Measurable, Achievable, Relevant, and Timely. First, decide exactly what you want to do and why. Then, determine how you will know when you have met your goal. Ask yourself if this is a realistic goal that you will be able to reach. Then, articulate how meeting this goal will help you. Last, set a deadline for when you will accomplish your goal. Once you have addressed all those parts, synthesize your goal into one or two sentences.

Here is another example using this acronym:

• S for Specific I want my Art 1 students to accurately render from observation using graphite. Accurate rendering is an important foundational skill. This class has not drawn from observation before, aside from icebreaker activities.
• M for Measurable I will measure whether my students have met the goal by assessing their still-life skills. To set a baseline, students will design and then render a still-life using five objects from their backpacks. Students will have a time limit of thirty minutes. After the first still life, students will learn rendering techniques like blocking, gridding, and angle references. Learning these techniques will take three block periods. After that, students will do the same still life a second time. I will compare the two drawings based on pre-determined criteria already established with the students.
• A for Achievable This is a reachable goal. Most students show improvement just with dedicated class time to draw. Adding in instruction on rendering techniques will prompt greater growth.
• R for Relevant This goal will benefit students in a few ways. It will very clearly document student growth. Students will be able to look back and see that their practice paid off and they improved. It will allow you to identify students who are already comfortable with rendering and may need more of a challenge. It will also show you which students may need more time, practice, or more scaffolded objectives. The goal will help students feel successful as they move further into the Art 1 curriculum. These are foundational skills that will be built upon as the year progresses.
• T for Timely This challenge will take four class periods or seven class hours. Students will see results in a short period of time.

Here is the final SMART goal:

This goal is also based on Anchor Standard #3: Refine and complete artistic work .

After two weeks of rendering practice and exercises, Art 1 students will accurately draw a self-composed still life in graphite from observation in thirty minutes.

Figure out what works for you and your students.

Pre-written, ABCD, and SMART student learning objectives all meet different needs. Are you pressed for time or is cross-district alignment necessary? You may want to lean towards a pre-written SLO. Trying to work out one specific activity? ABCD might be the way to go. A bigger picture unit might be best hashed out with the SMART method. SLOs are used to communicate expectations between teachers, students, and administration, so it is important to consider what works best for you and your students.

Distill your SLO into student-friendly language and share it. A common example is the “I can” statement . Find a place to display your SLOs so you can constantly reference them. Be consistent in where you display them so students can begin to use that space as a resource to answer their own questions. Make sure you include the SLO in everything you share with the students. Technique handout? SLO at the top! Learning how to do visual notetaking ? Make sure they write the SLO in a prominent spot! With clear and consistent communication, you can empower students to set their own goals and be more equipped to meet the ones you have for them.

If you are looking for even more resources on SLOs, check out the PRO Pack, Understanding SLOs in the Art Room , found in PRO Learning, or the Designing Your Art Curriculum graduate course.

How do you already communicate learning objectives to your students?

Which approach to establishing SLOs are you most interested to try this year?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Jennie Drummond

Jennie Drummond, a high school art educator, is a former AOEU Writer. She loves facilitating an environment where students collaborate, help one another succeed, and celebrate diversity, individuality, and community.

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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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	Stephen F. Austin State University
	Aug 18, 2024   2024-25 Graduate Catalog     2024-25 Graduate Catalog Elizabeth Tasker Davis, chair Ericka Hoagland, coordinator of English graduate studies Dugas Liberal Arts North, Room 203 Phone: (936) 468-2101 Fax: (936) 468-2614 P.O. Box 13007, SFA Station Nacogdoches, TX 75962 Web:  sfasu.edu/english Objectives of the Department The SFA graduate program in English provides students with a body of learning in British, American and world literature and fosters critical thinking and excellence in creative expression. Through close engagement with texts, professors and fellow graduate students, students develop advanced understanding of the contexts, methods and theories that inform literary study and production. The 36-hour English, MA    offers the choice of two tracks (literature or creative writing), thesis and nonthesis degree plans, and the option to add in a Certificate in Advanced English Pedagogy.  The program also offers a 12-hour Certificate in Professional Writing. All graduate coursework in English has distance options for students who desire to study remotely.   Our flexible graduate offerings prepare students for careers in teaching, writing and other fields demanding textual expertise and for further study at the doctoral and MFA level. Graduate Faculty Marc S. Guidry, PhD, Louisiana State University, Medieval British Literature, Arthurian Romance Ericka Hoagland, PhD, Purdue University, World Literature (non-Western) Steven Marsden, PhD, Texas A&M University, Colonial and 19th-Century American Literature Michael Martin, PhD, Illinois State University, Contemporary American Literature John McDermott, PhD, University of Wisconsin - Milwaukee, Creative Writing Mark Sanders, PhD, University of Nebraska - Lincoln, Modern Poetry, Creative Writing, 20th-Century American and British Literature; PhD, University of Idaho, Higher Education Elizabeth Tasker-Davis, PhD, Georgia State University, Restoration and 18th-Century British Literature, Rhetoric Kenneth L. Untiedt, PhD, Texas Tech University, Literature of the American West, 20th-Century American Literature Kevin West, PhD, Indiana University, World Literature (European), Literature and Religion Assistant Professors Bridget Adams, PhD, Florida State University, Creative Writing Jason L. McIntosh, PhD, University of Nebraska at Lincoln, Rhetoric and Composition Sara B. Parks, PhD, Iowa State University, Technical Writing, Rhetoric of Science Graduate Assistantships A limited number of graduate assistantships are awarded each year. Interested applicants should contact the coordinator of English graduate studies for additional information. Preferential consideration for assistantships will be given to applications received by March 31 of the prior academic year; however, applications are accepted through May 31. During their first year in the program, graduate assistants are assigned to work on departmental research initiatives, publications and events; English faculty research and teaching support; and in the writing lab and tutoring center. In their second year, after completing eighteen hours of graduate coursework, including ENGL 5380 - Teaching First-Year Composition    and receiving professional development training, graduate assistants teach multiple sections of freshman composition. Background Requirements For clear admission to the graduate program a student must have a GPA of 3.0 on a 4.0 scale during the last 60 credit hours of undergraduate work in advanced-level undergraduate English courses. For further information on provisional status, see the  Graduate Admission    section of the Graduate Catalog. Although students may be granted probationary admission with a GPA below 3.0, no students may be granted probationary admission with a GPA below 2.7. Ordinarily, an English major with an undergraduate degree from an accredited college may pursue graduate study in English; however, any student with fewer than 24 semester hours of undergraduate credit in English may be asked to complete additional work to establish a background for graduate study. Students may be admitted to a graduate minor in English or to complete an elective concentration in English after evaluation of the student’s academic background by the coordinator of graduate studies. English, MA English, Minor English Pedagogy, Advanced, Certificate Advanced Certificate in Professional Writing 161 COMMENTS Learning Objectives Learning Objectives: Creative Writing. For the Creative Writing Emphasis in the BA/BS degrees, the three key Learning Objectives are: Students can identify and artfully explain significant questions (writing for an audience). Specifically, student work shows evidence that the student understands the concept of writing for an audience and ... Week One Creative Writing Lesson Plans: Expert Guide An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!). Creative Writing Lesson Plan Creative Writing Lesson Plan. Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community ... The Purpose and Objectives of Creative Writing: Explained Entertainment. One of the primary and most recognisable objectives of Creative Writing is to entertain. Creative writers craft stories, poems, and essays that are designed to captivate readers, transporting them to different worlds, evoking emotions, and engaging their imaginations. At its heart, Creative Writing is the art of storytelling, and ... Creative Writing Learning Goals & Outcomes 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: PDF Lesson 1. INTRODUCTION LESSON AIM WHAT IS CREATIVE WRITING? Choose an object in your immediate environment, such as a glass of water, a knife, a chair, and describe it in accurate detail, using literal, informative language. Write for 5 minutes, then stop. Breathe deeply and slowly while you examine the object, and allow yourself about a minute to get a 'feel' for it. Writing Effective Learning Objectives Learning objectives help you to: plan the sequence for instruction, allocate time to topics, assemble materials and plan class outlines. develop a guide to teaching allowing you to plan different instructional methods for presenting different parts of the content. (e.g. small group discussions of a common misconception). Creative Writing Lesson Plans Education.com offers creative writing lesson plans to kids of all ages. Teachers will find our lesson plans spark their classroom's imagination into artistic storytelling and writing. Our lesson plans are all purposefully themed so children can think outside the box when applying creative writing concepts. Don't delay the creativity - start now ... Planning a writing lesson Planning a writing lesson. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language - it has to be taught. Unless L2 learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking progresses. Author. Catherine Morley. Object Creative Writing Introduction. (5 minutes) Tell students that this lesson will involve writing an adventure story about a random object. Write on the board: The adventure story must be told from the point of view of the object or from the point of view of the object's owner. Download to read more. Lesson PLAN IN Creative Writing I. OBJECTIVES At the end of the 60-minute lesson, the students will be able to: a) define creative writing as a unique form of writing; b) differentiate imaginative writing from other forms of writing; c) understand why creative writing is important to be studied, and, d) construct creative compositions based on the principles of creative ... Lesson Plan: KS3 English, creative writing Creative writing lessons, therefore, need to stimulate all of the senses and inspire students. Creative writing in the gothic genre - spooky stories - offers a wonderful opportunity for just this. This is a topic that always manages to enthuse pupils and one of the most exciting aspects is that the outcome is completely different with every ... PDF Creative Writing Lesson Creative Writing Lesson Step 1- Getting a Story Started Objective Students will understand the following: 1. How to get a story started using a simple storytelling formula. Grade Level Grades 3-7 Standards Supports common core standards in Language Arts. 1. Write narratives to develop real or imagined experiences or events using effective ... Lesson Plan on Creative Writing Content Area:English as a second language. Procedure: 1. Introduction on creative writing is to be given to students as they have no previous knowledge of the topic. 2.As a warm up activity, students will be asked to attempt free writing on a given topic. This will create confidence in them that they can attempt writing tasks. Using Bloom's Taxonomy to Write Effective Learning Outcomes Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering). Steps towards writing effective learning outcomes: Make sure there is one measurable verb in each objective. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. Learning Objectives: How to Write, Types and Examples Knowledge-Based Objectives Examples. "The learner will be able to list the three main components of photosynthesis and explain their role in the process.". "The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.". How To Write a Good Lesson Plan's Objective How To Write an Objective for a Lesson Plan—Bloom's Taxonomy. The first step in writing an objective is choosing a measurable and specific verb. Depending on what you're teaching and the age group you're working with, you'll need to choose an active verb that's adjusted to your students' abilities. Take On Writing Student Learning Objectives With These Three Easy SLO stands for Student Learning Objective. With each project, lesson, and unit you design, you are already setting expectations and objectives for your students. ... You know that your students continue to improve in their creative and technical abilities. Furthermore, SLOs measure that growth and give you evidence that you can bring to your ... Creative Writing: If I were an Astronaut… • Teacha! Encourage your students to write, edit and review their own work with this five-day creative writing lesson plan. This easy-to-understand lesson makes your life as a teacher easier as everything is included in one lesson plan. - Lesson objectives. By the end of the lesson, learners will be able to: ·Write their own story of at least ten ... Objectives Of Creative Writing For Students 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 ... Department of English and Creative Writing Objectives of the Department. ... MA offers the choice of two tracks (literature or creative writing), thesis and nonthesis degree plans, and the option to add in a Certificate in Advanced English Pedagogy. The program also offers a 12-hour Certificate in Professional Writing. assignment essay homework paper phd report resume review speech