Creative+Writing

Creative Writing for 'After the Bomb'

At the same time that you are researching related texts, you need to make some decisions about your creative writing. You should select a genre or setting to use as the basis for further development. Some options might include: Obviously, detailed research and planning needs to happen before composition can commence.
 * Creative writing concepts **
 * military or historical fiction
 * spy or political thriller
 * alternate history set during Cold War
 * sci-fi, such as post-apocalyptic fiction
 * domestic tragedy
 * absurdist satire.

**Principles to remember:**
 * explore the notion of Cold War anxiety in the a) personal realm or b)political ramifications of the period
 * consider creativley investigating one or more of the four central paradigms: scientific, religious, philosophical and economic
 * it is optional to set your story between August 1945 and 1991 but it is important to explore notions of paranoia and anxiety
 * explore ways of thinking in the Cold War era
 * explore the intensified questioning of humanity and human beliefs/values

**<span style="font-family: 'Georgia','serif'; font-size: 18px;">Notes from the HSC Marking Centre ** **<span style="font-family: 'Georgia','serif'; font-size: 18px;">Summary **

<span style="font-family: Georgia,serif; font-size: 90%;">Successful responses:


 * <span style="font-family: Georgia,serif; font-size: 90%;">were firmly grounded within their given context,
 * <span style="font-family: Georgia,serif; font-size: 90%;">had a sophisticated control of language and structure, and
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated deep knowledge of the elective.
 * <span style="font-family: Georgia,serif; font-size: 90%;">fluently embedded the stimulus within the response - a key discriminating factor.
 * <span style="font-family: Georgia,serif; font-size: 90%;">engaged with the ways of thinking
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated a strong awareness of context and embedded it in the response in original and creative ways.
 * <span style="font-family: Georgia,serif; font-size: 90%;">established a clear social/political context and used this to reflect the values of the period clearly identifiable through authentic characters and setting
 * <span style="font-family: Georgia,serif; font-size: 90%;">used sophisticated language and structure
 * <span style="font-family: Georgia,serif; font-size: 90%;">used nuanced vocabulary
 * <span style="font-family: Georgia,serif; font-size: 90%;">used evocative descriptive detail
 * <span style="font-family: Georgia,serif; font-size: 90%;">successfully used purposeful motifs
 * <span style="font-family: Georgia,serif; font-size: 90%;">the manipulation of highly effective figurative language
 * <span style="font-family: Georgia,serif; font-size: 90%;">successfully used the language of the particular context, often with a very highly developed sense of the historical details of the period
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated the interplay of distinctive and sustained voice[s];
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated original and purposeful authorial voice.
 * <span style="font-family: Georgia,serif; font-size: 90%;">embedded an intelligent, thought-provoking and/or original use of the provided text
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated thorough preparation for the demands of the examination.

<span style="font-family: Georgia,serif; font-size: 90%;">Weaker responses:
 * <span style="font-family: Georgia,serif; font-size: 90%;">struggled to establish a sense of context in their narrative-this is paramount.
 * <span style="font-family: Georgia,serif; font-size: 90%;">did not successfully integrate the stimulus
 * <span style="font-family: Georgia,serif; font-size: 90%;">showed a limited understanding of the paradigms central to the electives
 * <span style="font-family: Georgia,serif; font-size: 90%;">failed to establish a clear and immediate sense of the elective
 * <span style="font-family: Georgia,serif; font-size: 90%;">demonstrated ineffective use of a particular form of imaginative writing
 * <span style="font-family: Georgia,serif; font-size: 90%;">wrote overly derivative pieces which simply replicated the language, action and characters of a setting from a prescribed text and could not be valued as original compositions.
 * <span style="font-family: Georgia,serif; font-size: 90%;">created amorphous and generalised settings which were not clearly attributable to set texts
 * <span style="font-family: Georgia,serif; font-size: 90%;">concept was not successfully anchored in the context/period of the elective.
 * <span style="font-family: Georgia,serif; font-size: 90%;">concentrated on addressing the concerns and values of a particular genre or text type (eg: absurdism) rather than demonstrating their understanding of the contextually specific reasons why this movement arose.
 * <span style="font-family: Georgia,serif; font-size: 90%;">was so general and/or incoherent that the studied elective could not be determined
 * <span style="font-family: Georgia,serif; font-size: 90%;">limited understanding of the paradigms central to the electives
 * <span style="font-family: Georgia,serif; font-size: 90%;">simplistic scenarios
 * <span style="font-family: Georgia,serif; font-size: 90%;">vague and clichéd use of language
 * <span style="font-family: Georgia,serif; font-size: 90%;">poor literacy skills