Main Content
Syllabus
LL ED 564: Creative Writing (3):
Supervised workshop in the craft and techniques of creating picture books, short stories, longer fiction and nonfiction literature for children.
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
General Course Description
Welcome to Writing to Children!
This is a course in creative writing for those who wish to write for children. This muse-friendly, workshop-style class will provide an opportunity to discover, explore, experiment, and develop skills for writing in a variety of genres for young readers, including poetry, picture books, picture story books, short stories, and more. It is designed to help writers of all levels to stretch and grow, whether you have a little story-writing experience or a lot.
This course is an invitation. Through a sequence of writing exercises and readings, you are invited to discuss, explore, experiment, practice, pursue your muse, and hone your craft. The lessons and writing activities are intended to encourage you to develop a writer’s attitude, embracing the process more than the final result. You'll learn from the masters -- and from one another. Together, we will explore story-making, from its pleasures to its responsibilities to its materials and its practices.
Throughout this course, special emphasis will be placed on the process of creating story – from idea to voice to characters to setting to plot to revision and more revision. This process will be personally relevant and grounded in scholarship. Each lesson will begin with warm-up exercises and short assignments to get the ideas flowing and then move into exercises designed to further develop the lesson's focus or to help you write longer works and/or parts of longer works.
The only prerequisites for this course are a love of language and a love of story.
You’ll also learn about the field of literature for children from a writer's perspective. You will develop your ideas into appropriate literary forms for the various age groups, from pre-readers to young adult. You will read and discuss contemporary writers and examine their work. You will read what other writers have to say about writing. You will hear what they have to say, too!
But mostly you'll write, because that's what writers do.
Is there room for experimentation in this class? Yes! Is there room for the silly and the serious? Yes! To be wild? Yes! For mistakes? Of course!
And there's room for more, much more . . .
There's room for writers who wish to work on the fundamentals. There's room for writers who wish to work on short pieces, such as poems, short stories, and picture books (both fiction and nonfiction). There's room for writers to wish to work on a longer piece of fiction or nonfiction.
But all within these guidelines and rules:
Your course outline provides you with a specific map for the semester. Your work must be on time. Unexcused late work will be penalized -- or not accepted at all. All work must conform to manuscript format. (An explanation of manuscript format for online posts and your final portfolio and final paper can be found in the Course Cafe.)
Please keep copies of everything you post as well as copies of all rough drafts and revisions. Edit and proofread your work before it’s posted. Follow the rules of grammar and mechanics appropriate for your work - as well as for your posts to the discussion forum and the writing workshop. Follow the guidelines for posting comments.
Above all, the usual rules of kindness and attentiveness apply throughout this course, only more so, given the importance of your work and the work of others and our work together. This class is to be a safe space for all.
Please note that only new original work(s) written during this semester will be shared and accepted. Please show up each class prepared to participate actively and constructively. Friendliness is the atmosphere that works best -- and that atmosphere is expected. This class is intended to be an exciting, challenging, but safe place for all of us.
Ready? Let’s play, work hard, make glorious mistakes, stretch and grow, and have a good time.
Course Objectives
This course is intended to be creative practice in the art, craft, and techniques in a wide range of genres in children’s literature: poetry, picture books, picture story books, short stories, and longer works. Upon completion of this course, you will have demonstrated:
- An understanding of the substance, structure, style, and principles of writing for children
- An understanding of basic story design, literary tools, and the operational elements of a story
- An understanding of the writing process, from idea to final draft with an emphasis on revision
- An understanding of child/adolescent psychology and development as it applies to literature for young readers
- An ability to craft a story in an appropriate form that draws upon said understanding of child/adolescent psychology and development while utilizing knowledge of said substance, structure, style, principles, story design, basic literary tools, and the writing process
- An understanding of the workshop model and an ability to offer constructive criticism, utilizing all of the above
This is not a course in how-to-get-published. This is a course designed to help you become a better writer. This is a course designed to help you become a better teacher of writing.
This course will be fun. It will be exciting. It will be challenging. It will be frustrating. It will be satisfying. In turn, this course will help you become a stronger writer, a stronger reader, and an even stronger teacher of reading and writing.
Be aware that writers write and that you will write a lot in this course. You will write in a daily journal as well as poetry, picture books, short stories, and/or longer works.
Writers also read, and you will read a lot, too. The majority of our readings will be short stories, picture books, parts of longer works, and some longer works in their entirety. You will also read articles, both scholarly and those that focus on elements of craft. You will read your classmates' work.
Because we are using the workshop model, you will read and respond to the ideas and to the work of your course mates.
Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
General Course Requirements
Your grade will be based on the following:
- contributions to the Discussion Forum
- completion of writing exercises (Writing Journal posts)
- submission of workshop material
- peer review of classmates’ work submitted to workshop
- final portfolio
- final paper
You are also required to do daily freewriting. This is an on-your-honor assignment. You do not post it. Your instructor does not read it. You are on your honor.
You aren't expected to win the next Newbery or National Book Award winner by semester’s end, but you are expected to grow as a writer.
Major Assignments:
Note: All work must be posted on time, by the time and date stated on your syllabus. Read below for the late policy.
- Completion of weekly readings and exercises
- Posting on Discussion Forums
- Submitting work-in-progress to your assigned workshop
- Responding to the work of others in your assigned workshop
- Submission of a portfolio
- Submission of a final paper
Course Cafe:
The Course Cafe is a place to post questions that come up throughout the course. Think of the Cafe as a place to ask a writing- or course-related question. Your instructor or classmates may respond. No question is too simple or too hard for the Course Cafe.
Discussion Forum:
Grading Rubric -
Criteria Outstanding (90-100) Proficient (77-89) Basic (68-76) Reflection
- Substantial information
- Some thought, insight, and analysis has taken place
- New ideas
- Lacking depth and/or detail
- Generally competent • Information, insight, thought, and analysis are thin and commonplace
- Limited connections
- Vague generalities
- Few new ideas
- Rudimentary and superficial
- No analysis or insight
- No connections
- No new ideas
Stylistics
- Few grammatical and/or stylistic errors
- Several grammatical or stylistic errors
- Errors interfere with content
- Obvious grammatical or stylistic errors
- Makes understanding impossible
You will also participate in a class discussion group. Think of this place as your classroom, or better yet, a comfy living room or salon, where you will respond to a discussion post or generate a discussion about a reading or discussion prompt.
Required responses to lesson assignments and will be clearly marked as "posts."
Your responses to these required posts needn't be long -- a minimum of just a few sentences. You are required to follow the discussions and to respond to the discussion posts of at least three classmates. (Which classmates? That's up to you. Follow your interest.)
Writing Journal:
Your journal is a place to explore, experiment, and take risks as you complete the exercises. Your entries will be graded as follows:
Outstanding (90-100) Proficient (77-89) Basic (68-76) You explored! You experimented! You took a risk! You did it! Your entry exhibits a promising start Your entry illustrates that you made an attempt Your entry is child-centric and follows directions Your entry is child-centric and follows directions Your entry may or may not be child- centric
In your Writing Journal, you'll post your writing exercises and other prompts. Think of your journal as a place to try out ideas and post your drafts.
Although most writers keep their journals private, your Writing Journal will not be private. Your instructor will be reading it and so will your classmates.
You are required to post to your journal, but you are not required to read and respond to your classmates' journal entries -- unless you want to. Know that your instructor will read your journal entries, just to make sure you're doing the required postings. Your instructor may or may not respond.
Note: All workshop posts must come from your writing journal. All of your work in your final portfolio must have been posted to your writing journal throughout the semester. In other words, you may not hand in work at the end of the semester that was not posted to your writing journal and/or submitted to workshop.
Your Assigned Workshop:
Grading Rubric for Creative Work -
Criteria Outstanding (90-100) Proficient (77-89) Basic (68-76) Below Expectations (65) Child-centric Piece remains within child's world Several slips into adult world Obviously not a piece for children but intent is clear Cannot possibly be a work for children Stylistics
- Few grammatical or stylistic errors
- Grammar and style appropriate for work
Several grammatical and/or stylistic errors
- Obvious grammatical or stylistic errors
- Errors interfere with content
- Obvious grammatical or stylistic errors
- Makes understanding impossible
Rubric for Workshop Peer Review -
Criteria Outstanding (90-100) Proficient (77-89) Basic (68-76) Below Expectations (65) Reflection
- Rich in content, insight, and analysis
- New ideas
- Depth and detail
- Response discusses piece from a craft or writer's point of view.
- Response does not include personal information
- Substantial information
- Some thought, insight, and analysis has taken place
- New ideas
- Lacking depth and/or detail
- Response is mostly from a writer's point of view but lapses are evident.
- Response includes personal information.
- Generally competent
- Information, insight, thought, and analysis are thin and commonplace
- Limited connections
- Vague generalities
- Few new ideas
- Response has little or nothing to do with craft.
- Response is about the reader, not the writer.
- Rudimentary and superficial
- No analysis or insight
- No connections
- No new ideas
Stylistics
- Few grammatical or stylistic errors
- Grammar and style appropriate for work
Several grammatical and/or stylistic errors
- Obvious grammatical or stylistic errors
- Errors interfere with content
- Obvious grammatical or stylistic errors
- Makes understanding impossible
For the purposes of this course, you'll be assigned to a workshop. The number of students assigned to each workshop will depend on class enrollment.
Each week, you will submit one piece of original writing to your assigned workshop for discussion and critique. The piece might be a writing exercise from your Writing Journal. The piece might be a picture book, short story, or from a longer work in progress. Your post may not exceed 1500 words. (Please respectt this word limit.) The guidelines for each week's workshop submission can be found at the end of each week's class.
You will also critique and respond to the work of each person in your assigned workshop. (Both submission and response are required.) You will find guidelines for workshop submission and responses in Class One and in the Course Cafe.
After someone has posted a response about your creative work, you may find it tempting to respond individually to that person. Don't. This course is based on the workshop model. You can read more about the reasons for this rule in Class One and in the Course Cafe.
Note: if you have the time and inclination, you may respond to writing in other workshops too. This is not required.
The Final Portfolio:
A portfolio is a collection and/or representative sampling of your best work. Your portfolio will include only original work written during this semester. Please refer to the portfolio instructions in Class 7, page 3 for more complete information.
- All work must adhere to manuscript format: an ordinary 10- or 12-point font, such as Times, etc. and wide margins (no less than 1 inch). (For more guidelines, see below.)
- Your portfolio will have a title page, copyright page, dedication, table of contents, original work (as described below), and back matter (also described below).In other words, your portfolio will resemble a book.
- Where applicable, your reflections and bibliography will adhere to the MLA style or APA style (for citations and works consulted).
- Your work will show significant revision, not just simple copy editing.
- Your work will show that you followed the rules of grammar and mechanics appropriate for each work.
- Because you’ll be pursuing your own forms and interests (some of you may work on picture books; some might pursue short stories; others might pursue the start of a longer fiction or nonfiction work), you will have a choice of assignments to include in your portfolios.
- Confused? Daunted? No worries! All this and more will be explained in upcoming lessons. Again, refer to Class 7, page 3 for more complete information.
Your portfolio will have three parts:
Part 1 will include the following original work that was created (from idea to final copy) during this semester:
- 5 original pieces. You may include: poems created as a result of a writing exercise; original picture book, storybook, or short story texts; OR up to 15 pages of a longer work (Note: If you are working on a longer work, you should include an outline or short summary of the work.)
For each of the above, you will also include a graduate-level reflection and incorporate scholarship that tells the reader something more about the piece. You might discuss the inspiration or give background information or discuss an aspect of craft or a particular strength.
What do "graduate-level reflection" and "scholarship" mean?
Graduate-level reflection means that your paper is rich in content, insight, and analysis. It means that you've thought deeply about your thesis. It means you've offered keen insights and new ideas. It means you've provided specfics and given us details.
Scholarship means that you've used outside resources. At the very least, it means that you've used the class lessons and texts. It also means you've use other sources, too. For this reason, you mght find it helpful to take notes on your readings and on workshop comments.
Part 2 will include the following:
- Two examples of a critique you gave to someone in your assigned workshop. (Include the original critique and your classmate's name and workshop number so that your instructor can locate it, if necessary.)
- For each critique, write a graduate-level reflection that explains why these critiques were helpful. Perhaps you might consider what the critique helped you learn about your own writing. Perhaps you might include a deeper discussion of the craft elements. Your reflection should include scholarhip as well: make use of your class texts and lesson material. Utilize outside sources. NOTE: Don not combine these critiques and reflections into one essay. Each one is separate.
Part 3 is an appendix. It will include the following back matter:
Your portfolio is due by the time and date listed in the course schedule. Note: Weekly assignments are due on Wednesdays, by 3 AM Eastern Time. The portfolio and final papers are due at a different time. See the schedule below.
- an author's note
- biographical information about the author
- a bibliography of texts and other sources you utilized in your portfolio
Final Paper:
You will submit a final paper – up to 8 pages – that shows graduate-level reflection and scholarship. What do "graduate-level reflection" and "scholarship" mean?
Graduate-level reflection means that your paper is rich in content, insight, and analysis. It means that you've thought deeply about your thesis. It means you've offered keen insights and new ideas. It means you've provided specfics and given us details.
Scholarship means that you've used outside resources. At the very least, it means that you've used the class lessons and texts. It also means you've use other sources, too.
You might consider the following questions – or follow your own interest (as long as that interest relates to the course and is not a paper you wrote for another course). Please note that additional suggestions are offered in Class 12.
- What makes good writing good? What is the role of craft and technique? Who is meant to be a writer?
- What did you learn about writing that enriches the way you will teach? What is the pedogogy of creative writing? How is writing creatively best learned or taught? Perhaps you can research and discuss the implications that creative writing might have on students' success in meeting the new Common Core Standards.
- How does your work read against your early philosophy? Has your philosophy changed or evolved? How has the experience of writing for children impacted or changed your philosophy? Is there anything you'd like to revise? Is there anything you'd like to add or change? What did you learn about producing text that enriches the way you read it?
- How is close reading related to good writing? What is revision, really?
- How does free writing enrich writing? What makes a good writing journal? What are the implications for free writing and the teaching of writing?
- Or perhaps you might choose to explore some aspect of craft, such as setting or character development or figurative language.
- Or you might choose to read and respond to a favorite work with a writer's eye toward craft. For instance, you might choose a picture book or novel and discuss its setting, characterization, plotting, imagery, etc.
- Or . . . explore another question of your choosing.
When it's time to submit your paper, please be sure your paper adheres to a proper manuscript style such as APA. Make sure your paper includes your name, course number, course title, and date. Your paper should be paginated. It should have and a title. When you upload your paper to the dropbox, be sure the document name includes your last name. Example: SMITH FINAL PAPER.
Suffering from portfolio or paper anxiety already? Relax. Throughout this course, you will explore ideas and interests that you can turn into exciting stories and paper topics.
Class Reading
An important part of the writing life is the public reading, wherein the author or poet reads from his or her work. This is when we ooh and aah and applaud for you.
Your reading will be posted in Class 13, by the time and date listed on the syllabus. Nervous! Of course! All writers are nervous before a reading. But believe us. It's an important part of the process. We hope you will all take part.
We'll be using VoiceThread. You'll choose one of your works - either a poem or story (no more than three minutes, if you're reading from longer work in progress). You'll follow the directions for recording (either audio or video), available by clicking on the VoiceThread button in the green menu bar. During the recording, you'll introduce yourself and your work, saying something like, "Hello, my name is Jane Doe, and I'll be reading a poem called 'I remember.'"
Then you'll follow the directions for uploading your recording to the VoiceThread group for this class. It is not public. It will be viewed only by your instructor and classmates. You are encouraged to give text comments right on VoiceThread.
Is this required? No. We wish it were! But it's highly recommended and we hope you'll do it. We can't think of a better way to end this course with applause.
Late Policy:
You are expected to post all work by the time and date listed on the syllabus.
If your schedule requires that you work ahead, so be it: Post your work early. But you may not post your work late without permission. (It's unfair to your classmates to have to hunt for your late work.)
Late work will be penalized. Late work will be graded automatically as "below expectation" and receive a score of 65.
What if you have an emergency? Before you post, inform your instructor as early as possible. You are permiitted one emergency. Let's hope for a healthy, happy, productive semester.
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on the Eastern Time (ET). This ensures that all students have the same deadlines regardless of where they live.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
The final grades for the course comprise:
|
Discussion Forum | 10% |
|
Writing Journal | 20% |
|
Writing Workshop | 40% |
|
e-Portfolio | 15% |
|
Final Paper | 15% |
| Total | 100% |
Letter grades are assigned based on the following:
|
A |
93-100 |
|
A- |
90-92 |
|
B+ |
87-89 |
|
B |
80-86 |
|
B- |
77-79 |
|
C+ |
74-76 |
|
C |
68-73 |
|
D |
60-67 |
|
F |
0-59 |
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.