Advanced Creative Writing - Script Writing

Course Number: WR 247
Transcript Title: Adv Creative Scriptwriting
Created: September 1, 2012
Updated: August 26, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

WR 243 or instructor permission

Course Description

Focuses on writing and submitting both drama and screen scripts for class discussion and analysis, as introduced in WR 243. Continues the study of established writers for techniques, structures, and styles. Prerequisite: WR 243 or instructor permission. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Read and analyze established authors in order to become familiar with the elements of drama (eg. plot, character, diction, theme, and spectacle) as well as an understanding of how these elements combine to create a theatrical experience.
  2. Write one or more original scripts totaling at least 6,000 words that effectively use the elements of the craft, demonstrating an understanding of the unification of form, content, and structure.
  3. Effectively edit own original script based on knowledge gained from close and analytical reading of peer scripts.
  4. Demonstrate an understanding of proper formatting and the ability to prepare a script for production.
  5. Research and submit scripts for consideration for production.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Minor

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

Assessment may include informal responses to reading and study questions; quizzes; evaluation of small and full-group discussion, in-class and out-of-class writing; writing scripts; revising scripts; participation in reading of scripts.

Because of the participatory nature of the workshop atmosphere of the course, consistent attendance is essential. The course grade is determined by appraisal of the students' writing, regularity of attendance in class and individual conferences, and active participation in class activities. 

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

  • Plot
  • Character
  • Scene
  • Voice
  • Diction
  • Theme
  • Sound/Music
  • Spectacle
  • Point of view
  • Dialogue
  • Conflict
  • Objectives
  • Obstacles
  • Stakes
  • Setting
  • Context
  • Tone/Language
  • Text
  • Subtext
  • Visual metaphors/Imagery
  • Pacing
  • Protagonist
  • Antagonist
  • Theatrical convention
  • Audience
  • Dramatic irony
  • Dramatic economy
  • Mimesis