: Although creative writing entered undergraduate curricula in the 20th century primarily as a way to teach literature, the range of current programming suggests that original intent has evolved, as has opinion among faculty and writers about the nature of creative writing as a subject and its role within English programs. This study applies content analysis to 271 creative writing program learning outcomes (PLOs) from 51 undergraduate programs across the US in order to identify prevailing patterns and themes related to creative writing as a teaching subject. As measurable (and public) statements of content, PLOs are informative and accessible data sources, not just as measures of learning but as indicators of a program’s values and beliefs. Findings include a broad emphasis on craft/technical skills, strong reading ability, including historical and cultural contexts and the ability to generate original work, while areas such as digital media/technology, creative writing theory and drama/screenwriting are among the least populated.
Perkins, Tanya and Marling, Lisa
"Public Promises, Hazy Vision: What Program Learning Outcomes Tell Us About Creative Writing as an Academic Subject,"
Journal of Creative Writing Studies: Vol. 6:
1, Article 14.
Available at: https://repository.rit.edu/jcws/vol6/iss1/14