what is creative writing in english subject

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Spring 2024 | ENGW 1101W Section 001: Introduction to Creative Writing (51439)

This intermediate level course delves deeply into the art of the personal essay and the craft required to write through memory. We'll conduct a survey of classic, modern and post-modern essays, including writing that pushes the boundaries of form and genre. In the second half of the semester, we will explore memory, memoir, and the myriad ways we might render the narrative self in the context of writing about families. Authors studied in this class include Mark Doty, Alison Bechdel, D.J. Waldie, Michael Patrick MacDonald, Joan Didion, E.B. White, Scott Russell Sanders, and others. Each student must keep a writing journal, and must write and revise several literary nonfiction pieces working toward a final portfolio of polished work. Along the way, students should expect to provide written and verbal feedback on one another's drafts during workshops. Active discussion is mandatory. This course is for students who have some prior experience writing literary nonfiction.

Spring 2024 | ENGW 3885V Section 001: Honors Capstone Seminar in Creative Writing (54511)

In this advanced undergraduate writing workshop, students will complete their senior projects—in literary fiction or creative nonfiction—for the English major. Members of the class will write and revise 15-20 pages of polished new prose in their chosen genre by the end of the term. The focus will be character-based literary fiction and nonfiction; the latter will include some discussion of journalistic strategies. The class will read as writers and practice thoughtful workshop citizenry and critique. Most time will be spent on workshops and discussion of published work (including essays, short stories, and books). Each student will present / lead discussion once. Students will also complete several writing exercises designed to aid with the senior project, and will submit thorough annotations/ written critiques of peers’ work. This last is a vital part of the workshop structure.

Students will read and write both fiction and nonfiction, regardless of the genre of their senior projects.

Spring 2021 | ENGW 3960W Section 002: Capstone Seminar in Creative Writing (51254)

This intermediate level course delves deeply into the art and craft of the essay, reading writers like Zadie Smith, Charles D'Ambrosio, Mary Ruefle and Kiese Laymon. Each student must write and revise several literary nonfiction pieces working toward a final portfolio of polished work. Along the way, students should expect to provide written and verbal feedback on one another's drafts during workshops. Active discussion is mandatory.

This course is for students who have some prior experience writing literary nonfiction.

Fall 2018 | ENGW 3110 Section 001: Topics in Creative Writing -- Writing Young Adult Fiction (33877)

Fall 2018 | engw 3110 section 002: topics in creative writing -- the bottom of the glass: on writing and addiction (33975), fall 2018 | engw 3960w section 001: capstone seminar in creative writing (31902), fall 2018 | engw 4205 section 001: screenwriting (20585), fall 2018 | engw 5102 section 001: graduate fiction writing (17198), fall 2018 | engw 5104 section 001: graduate poetry writing (17199), fall 2018 | engw 5106 section 001: graduate literary nonfiction writing (18237), fall 2018 | engw 5310 section 001: reading as writers -- first person singular (31903).

This is a reading course, not a workshop. There will, however, be opportunities for brief writing exercises, usually in the form of pastiches from our reading and sometimes brief personal essays related to specific reading. Class participation in discussion as well as willingness to read one's own work aloud and make brief formal presentations on the readings are key to success in the course.

Readings will include at least one novel, short fiction, memoirs and essays, as well as a rich array of poetry. Some of the readings will be from the "canonical" texts, but our focus will take us mainly to modern and contemporary writers in an effort to hear the first person as a leading voice of the age.

This course is designed for graduate students in creative writing and literature. It is an ideal reading course not only for nonfiction students but for poets and fiction writers and future literary critics and scholars who wish to focus on aspects of narration, and on what appears to be the signature voice of the age.

Fall 2018 | ENGW 5993 Section 001: Directed Study in Writing (20654)

This is the capstone course for English majors interested in creative writing. During the semester we will develop two prose pieces, one fiction and one nonfiction. Honing skills in these complementary genres, and exploring the differences between the two, will help us increase our overall understanding of narrative and the ways it can function. As we work toward these longer, more polished pieces, we will read examples of contemporary short stories and essays; review creative writing techniques; and test out our ideas in writing exercises.

Spring 2018 | ENGW 4205 Section 001: Screenwriting (51858)

The Fiction of Family

In contemporary fiction, there is no shortage of family stories; families are nuanced, rewarding, tragic, beautiful, painful, and unavoidable entities in our lives. As writers, families are the emotional, confusing, and somewhat political micro-societies from which we emerge. They also generate a great deal of their own fictions - ancestral legends, parental anecdotes, eccentric relatives with long histories of escapades. This course will interpret the family as organism, myth, and point of origin. In our readings and discussions, we will analyze and interpret interpersonal dynamics within many different family structures - large and small, living and dead, absent and overbearing, chosen and not.

At the same time, students will learn how to draw from stories they've heard in their own families (and/or families they know intimately) for use in their own fiction writing. Assigned texts - fiction, personal essays, and poetry - as well as other modern creative media, will communicate strategies to help students negotiate memories, retell histories, and locate the "real" story in the tales that get passed down. The texts we read will explore a range of cultural, economic, and individual perspectives.

Early readings will include articles on the ethnographic study of family structures, before we move to creative works. Classes will kick off with a brief lecture, followed by discussions of the readings that focus on ways family dynamics can be revealed through scene, dialogue, tone, exposition, and more. Students will each be responsible for leading one class discussion during the term. Students will also work together in groups to examine family portrayals in "non-traditional" literary contexts: either an assigned film, graphic novel, music album, or photo project. This group work will culminate in a final class presentation. Take-home assignments and in-class exercises will also aid students in generating a final project - either one longer essay or story (7-15 pages). A few of our meetings this term will be devoted to workshops, in which students will have the opportunity to submit drafts of their essays/stories and receive peer feedback before the final due date.

A tentative list of authors whose work we'll be reading is as follows: James Baldwin, Shyam Selvadurai, Gish Jen, Edward P. Jones, Justin Torres, Alison Blechdel, Stuart Dybek, Matt Rasmussen, Luis J. Rodríguez, Marie Howe, Sharon Olds, Eula Biss.

Summer 2017 | ENGW 5993 Section 001: Directed Study in Writing (82638)

This intermediate level course explores how craft elements associated with fiction and poetry can be used to tell true stories. Students will read and analyze contemporary and classic nonfiction works - everything from lyric essays to narrative journalism - while constructing and revising their own compositions. Authors studied in the class will include Maggie Nelson, John McPhee, Michael Ondaatje, Rebecca Solnit, and others. Each student will be working towards a final portfolio, comprised of three revised essays. Along the way, students should expect to provide written and verbal feedback on one another's drafts during weekly workshops. This course is for students who have some prior experience writing literary nonfiction.

Fall 2016 | ENGW 3110 Section 001: Topics in Creative Writing -- Minnesota Poets (31415)

Introductory course in the art and craft of reading and writing fiction. Students will read a variety of classic and contemporary fiction. Students will be responsible for composing original stories; writing comments on student work; workshop participation; attendance at a literary reading; and a final portfolio of fiction.

Spring 2016 | ENGW 1102 Section 003: Fiction Writing (Intro) (51718)

Spring 2016 | engw 1103 section 001: poetry writing (intro) (48642), spring 2016 | engw 1104 section 002: journal, essay, memoir writing (introduction) (51804).

Introductory course in the art and craft of reading and writing literary nonfiction. Students will read and analyze contemporary and classic nonfiction literary works (essays, memoir, biography, autobiography, short-shorts) and also construct and revise their own nonfiction pieces. Students will be responsible for crafting original works of nonfiction; commenting on student work; workshop participation; attendance at a literary reading; short papers and/or presentations; a final portfolio of nonfiction.

Spring 2016 | ENGW 3102 Section 001: Fiction Writing (Intermediate) (46900)

Spring 2016 | engw 3102 section 002: fiction writing (intermediate) (48643), spring 2016 | engw 3102 section 003: fiction writing (intermediate) (54314), spring 2016 | engw 3104 section 001: poetry writing (intermediate) (46901).

This intermediate level course is for writers who have some previous experience in writing poetry. The course will focus on craft and stylistic techniques using writing exercises and readings from a range of poets writing in different forms. The workshop portion of the class will be devoted to developing individual student work; student critiques; some short papers and presentations; attendance at one literary reading; final portfolio of poetry.

Spring 2016 | ENGW 3106 Section 002: Journal, Essay, Memoir Writing (Intermediate) (51805)

This intermediate level course is for students who have some experience writing literary nonfiction: memoir, essay, biography, etc. Students will read and analyze contemporary and classic nonfiction works while also constructing and revising their own nonfiction writing. Written comments on student work, workshop participation, some short papers and presentations, attendance at a literary reading and a final portfolio of nonfiction writing.

Spring 2016 | ENGW 3110 Section 001: Topics in Creative Writing -- Long Stories and Novellas (57924)

Spring 2016 | engw 3960w section 001: senior seminar in creative writing (47173), spring 2016 | engw 3960w section 002: senior seminar in creative writing (57906), spring 2016 | engw 4205 section 001: screenwriting (68719), spring 2016 | engw 5130 section 001: topics in advanced creative writing (52999).

Students will apply for admission to this course during the preceding fall. Admitted students will meet twice with the instructor, near the end of the fall semester.

Spring 2016 | ENGW 5993 Section 001: Directed Study in Writing (47183)

Students in this course will locate and critically evaluate information and learn to communicate effectively. They will read a variety of contemporary and classic poetry and will learn poetic terminology. Students will be able to identify and discuss various poetic styles. Students will write and revise original poems. Student learning will be assessed through written assignments, revised work, group presentations, and a final portfolio of revised work.

Fall 2015 | ENGW 1104 Section 001: Journal, Essay, Memoir Writing (Introduction) (11372)

Fall 2015 | engw 3102 section 001: fiction writing (intermediate) (11373), fall 2015 | engw 3102 section 002: fiction writing (intermediate) (15813), fall 2015 | engw 3104 section 001: poetry writing (intermediate) (15094), fall 2015 | engw 3110 section 001: topics in creative writing -- minnesota poets (22287), fall 2015 | engw 3960w section 001: senior seminar in creative writing -- fiction & nonfiction writing workshop (11653), fall 2015 | engw 5102 section 001: advanced fiction writing (11376), fall 2015 | engw 5104 section 001: advanced poetry writing (11377), fall 2015 | engw 5106 section 001: advanced literary nonfiction writing (15706), fall 2015 | engw 5310 section 001: reading as writers -- the lyric essay (19757).

This course looks at the breaking of genres that creates the lyric essay—a popular, dynamic, and complex form that combines nonfiction, poetry and prose. Through close reading and discussion of key books of lyric essays, along with writing several original pieces, students will explore the methods that have made the form influential. We will find ways to use previous practices in nonfiction, fiction, and poetry to work in the lyric essay and find experimental structures from all three genres as we enter new textual territory.

Required texts:

George Albon, Aspiration—Omnidawn Publishing. Eula Biss, The Balloonists—Hanging Loose Press. Ann Carson, Plainwater—Vintage. Julio Cortazar, From the Observatory—Archipelago Books. John D’ Agata, The Next American Essay—Graywolf. Ben Marcus, The Age of Wire and String—Dalkey Archive. Ander Monson, Vanishing Point—Graywolf. Maggie Nelson, Bluets—Wave Books. Frances Ponge, Mute Objects of Expression—Archipelago. Lia Purpura, On Looking—Sarabande Books Alan Zieglar, Short: Five Centuries of ShortShort Stories, Prose Poems, Brief Essays, and Other Short Prose Forms—Persea Books.

Fall 2015 | ENGW 8101 Section 001: Reading Across Genres (11378)

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English Literature and Creative Writing

Find out about English Literature and Creative Writing at Sussex, based within the School of Media, Arts and Humanities, and search for people who work there.

About English Literature and Creative Writing

Since the University was founded, English Literature at Sussex has challenged conventional, critical and cultural models.

With over 50 research-active faculty, we are one of the largest centres in the UK, and offer expertise across more than 1,000 years of literary production.

Our faculty are recognised scholars, who have won academic prizes and research awards and our courses are widely seen as inventive, inviting interdisciplinary study.

Our students are curious, intelligent and engaged – they leave us with fiercely independent creative minds, and a deep understanding of the history and future of English. They have the opportunity to study the entire range of the discipline, from Anglo-Saxon epic avant-garde poetry and creative writing.

English at postgraduate level explores theories of culture, politics, identity, and society, considering English in all of its diversities.

We have long-established links with external partners, including the British Library, Charleston Literary Festival, the Brighton Festival, the Globe Theatre and many other arts organisations throughout the South East.

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English and Creative Writing

what is creative writing in english subject

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The Ins and Outs of Archival Research

Part-time postgraduate researcher, Antonia Saunders, kicks off our series on the PhD journey and beyond with her reflections on a recent trip to Oxford’s Bodleian Libraries. As Antonia reveals, her visit not only furthered her research into how 19 th -century historians and novelists constructed an idea of Jewishness, it also offered broader and more unexpected rewards.

“ The Bodleian Library ” by malias is licensed under CC BY 2.0 .

As a part-time PhD student with a full-time job in corporate banking, I sometimes feel as if I am snatching snippets of time to follow my aspirations of becoming a full-time academic.

So, when my supervisors suggested that I use some of my Support Grant to facilitate a three-day research trip to the Bodleian Libraries , I got onto it straight away. The prospect was overwhelmingly appealing: access to materials relating to my research on Maria Edgeworth , Benjamin Disraeli , and George Eliot ; accommodation in college rooms; an uninterrupted period to focus on my research.

I needed to apply for a Bodleian Reader card ahead of my visit, and my supervisor very kindly supplied me with a letter of introduction. I could order materials for my visit up to five days before. My list of archival materials has over forty items, and you can only order up to ten items at a time. So, I selected what I thought might be the most relevant ones to look at on my first visit.

These included handwritten manuscripts and typed proofs of Disraeli’s novels, and one of George Eliot’s notebooks from 1861, and two for 1868 when she first conceived the idea of her long poem The Spanish Gypsy . I also wanted to consult Gordon S. Haight’s seven volumes of George Eliot’s letters in the Old Bodleian Library as these have not, as yet, been digitized.

“ The Weston Library, Oxford University. Opening Weekend tour (March, 2015) ” by alisonjpope is licensed under CC BY 2.0 .

I spent most of my visit in the Weston Library with the resources I had ordered. The ability to search through Disraeli’s papers and George Eliot’s notebook was thrilling. At first, I found Disraeli’s handwriting illegible – horizontal lines in brown ink with occasional bumps and tails. I had a sinking feeling that I wouldn’t be able to make out anything. But I tried comparing his handwriting to his novels on Project Gutenberg, and – slowly, very slowly – I began to be able to decipher his handwriting, and to note some changes between the manuscript and the finished novels.

George Eliot’s handwriting in her notebooks was meticulously neat, but she had written some pages in Latin, German, and Italian, so I copied down some passages with names and words I recognised to translate later on. I also spent some time in the Old Bodleian Library reading through Haight’s volumes of George Eliot’s letters.

I didn’t get through all of the material I ordered for my visit. Now that I know what is held there, I am planning my next trips with a more focused approach to specific materials – perhaps visiting for one day at a time,

I do, however, highly recommend staying overnight in college rooms. I booked into St. Stephen’s House , a theological college, about a twenty-minute walk from the centre of Oxford. The students were welcoming, and I had some very interesting conversations over breakfast. One of the students had a diamond pin on his lapel with the figures 1897. I asked him of the significance of the year, and he told me it was from the diamond jubilee of Queen Victoria and that he collects Victorian merchandise from the golden and diamond jubilees. I also spoke to a visitor who is an Egyptologist translating a ceremonial text held at the Ashmolean Museum .

I completed both my BA and my MA at the Open University, and I am passionate about the egalitarian principles the university is founded on, especially because of the opportunities it has afforded me. However, the chance to sit down and meet other students in a relaxed atmosphere, and to talk about interests beyond my own research, gave me a feel of what it might have been like had I attended university in my youth.

The benefits reaped during my visit went beyond the academic. I also experienced a boost to my mental health. I found it invaluable to clear space in my schedule to focus on my research, to be able to think a thought through without being interrupted by pressures of work or home life, and to be surrounded by such a wealth of learning and knowledge.

“ Magdalen College, Oxford ” by interbeat is licensed under CC BY 2.0 .

One of my supervisors, who lives in Oxford, met me for a walk on two of the days. She gave me a tour of Magdalen College , including a walk around the deer park and through a field of snake’s head fritillaries. She also took me to her own alma mater, New College , where we heard the choristers practising.

I started my research in 2020 during lockdown, and I think I have inadvertently adopted sedentary habits – always a potential risk for bibliophiles. But it felt so good to be out and about, walking in the fresh air. It made me reflect on my use of time and to commit to getting outside each day, rain or shine, to clear my mind.

Antonia Saunders

Antonia Saunders studied for both her BA and MA at The Open University. Her primary interest is in the novel in all its forms with a particular concentration on the nineteenth and early twentieth century. She began her part-time PhD at the OU in October 2020. Her thesis, The construction of a Jewish Identity in histories and novels of the nineteenth century , considers the literary and historiographical contexts of representations of Jewish people and Jewish Identity.

Judging Milton Keynes LitFest’s Poetry Competition

In recent months, several members of our Creative Writing team have been collaborating with our local bookish friends at Milton Keynes Literary Festival. On Saturday 15th April, lecturer Lania Knight interviewed fellow novelist and life writer Kit de Waal about the extraordinary journey she has made since first voluntarily reading a novel at the age of 22. Saturday was also be a big day for those writers who have been shortlisted for MKLitFest’s MinK2023 Writing Competition. In the leadup to tomorrow’s announcement of the winners, we caught up with Open University PhD graduand, Patrick Wright , who acted as a judge for the poetry categories.

Tell us a little about your first encounters with poetry and your journey to becoming a poet.

My mother used to recite quite a bit of poetry around the house when I was growing up — poems such as ‘ Night Mail ’ by W.H. Auden and William Wordsworth ’s ‘ Daffodils ’. This was my first introduction to rhythm and rhyme. We also had a few anthologies lying around that I’d dip into. I recall studying poems by Norman Nicholson at school and I was especially taken by ‘ Windscale ’.

How has winning awards and having poems selected for anthologies affected your writing life?

It’s given me encouragement. Poetry can be a solitary activity and there are times when I wonder if it’s worth the investment. Is it too rarefied or self-indulgent? However, moments of praise and recognition always make the sacrifice worthwhile. There can also be a tinge of glamour at times. Though I’ve learnt to not feel too intensely about the ups and the downs. I can’t rely on the fruits at the end of the process: writing must be enjoyed for its own sake; and yet there’s certainly a kick that comes with having work accepted by a magazine or anthology, and that feeling can be quite addictive. I’m now more confident too and willing to take additional risks: with form for example or having the courage to break the rules I was taught. With the success that’s come my way, I’m also persuaded that my poems can sit alongside the poets I admire.

You are an award-winning poet yourself, and now you have judged MK Litfest’s flash fiction competitions. From your experience on both sides of the process, what would you say makes for a prize-winning poem?

I suppose it must tick several boxes at once. Technical elements should be considered; but there’s also the theme, the way a poem strikes at the heart of something in the zeitgeist, or how it leaves an impression. There’s also the inevitable subjective aspect, and what I think works best at a given moment. It’s often fine margins — and I have no doubts that my thoughts as a judge might have changed if I’d read the same poems again another time or in a different mood. Taste and a complex set of characteristics that the reader values (some of which are hard to pin down) will often shape the final verdict. So, my message to poets is: Don’t be discouraged and keep writing. There’s every chance that next time you will have your work chosen.

Tell us a bit about some of the poems you shortlisted for MK Litfest.

In the 14-19 group I enjoyed ‘My Roots’, ‘To all you ash-grey men’, and ‘The Aftermath’. I thought that ‘My Roots’ was particularly impressive with the poet’s clear adherence to the theme (Milton Keynes and green spaces), awareness of form, organised stanzas, and memorable images.

In the 20-plus group, I liked ‘The Green’, ‘The Other One’, and ‘Covid Spring’. Each of these had a distinctive voice and demonstrated a striking or unusual use of language. ‘The Green’ stood out for me with its neat couplets and appreciation of sound.

How has your work and research at the OU shaped you as a poet?

Aside from new ways of making a poem in response to modern art (the focus of my thesis), I’m particularly interested in aligning myself with the current trend of exploring hybrid forms, such as the prose poem or the lyric essay. My current project follows in this vein: a memoir that includes prose poems.

Patrick Wright has a poetry collection, Full Sight of Her , published by Eyewear and nominated for the John Pollard Prize . He has been twice shortlisted for the Bridport Prize and teaches English Literature and Creative Writing at the Open University. He has just completed a PhD in Creative Writing on the ekphrasis of modern and contemporary art, supervised by Jane Yeh and Siobhan Campbell .

Cursed art, ekphrastic poetry and Prague

Staff Tutor and Associate Lecturer, Jennie Owen, travelled to Prague to present at a conference on the theme of Global Horror. The conference was run by Progressive Connexions , an organisation that supports sustainable global interdisciplinary research, and promotes collegiate exchange of ideas, experiences, and points of view. Prague This emphasis on curiosity, open-mindedness, and collaboration is also at the heart of our Contemporary Cultures of Writing conference on 20th April, which Jennie is organising. You can book here for tickets to this London-based one-day conference: Writing place: what haunts the landscape of modern Britain? Today, Jennie offers us a glimpse into the kinds of urban legends that inspired her paper, ‘ Cursed Poetry: An Exploration of Ekphrastic Poetry Inspired by Cursed Art ’.

At the Darkness at the Edges conference, delegates spoke on varied topics, from the gothic and dystopic in Indigenous fictions to fairy tale motives in German post-war literature.

I’ve long had an interest in horror, as well as the gothic and dystopian. My particular fascination with cursed paintings began as a distraction from the more challenging sociological aspects of my PhD research into traumascapes in the northwest of England.

The notion of the modern-day curse is often propagated through social media, and I was fascinated by how these urban legends become fragmented as they are retold online on websites and community forums.

But the idea of the curse is not a new one. We can trace its path through ancient history: it’s discussed in the Bible, linked inextricably to our perceptions of ancient Egypt, and a common inciting incident in the fairy-tale narrative. In common folklore, a portrait that falls to the ground may foretell the death of a loved one; whilst anyone who was a fan of the cartoon Scooby Doo will be aware of the risk of the eyes in a portrait following you around the room.

The Crying Boy by Giovanni Bragolin. This image is in the public domain.

One of the most famous cursed paintings in the UK is The Crying Boy by Giovanni Bragolin (1911-1981) – an image of a smudge-faced toddler looking sadly out at the viewer, tears running down his face.

In 1985, the Sun issued a warning that around 50 houses in Yorkshire had burned to the ground, leaving only this painting intact. This created a mild panic, reflected in a series of subsequent articles with headlines such as ‘Crying Flame’ and ‘Crying boy curse strikes again’. Such was the panic that on Halloween the Sun burned dozens of these paintings, which had been sent to their offices, and quoted a fire officer who stated: ‘I think there will be many people who can breathe a little easier now’.

The covered painting during an exam in 1984. ©Royal Holloway, University of London

There is a rich vein of allegedly cursed artworks. Man Proposes, God Disposes by Sir Edwin Landseer (1802-1873), which hangs in Royal Holloway University, has to be covered with a Union Jack during exam season to allay students’ fears that they might fail or lose their minds if they spend too long staring at the painting. Indeed, its subject matter is rather gruesome: two polar bears fighting over the remains of the 1845 Franklin expedition. This infamous expedition was designed to locate the northwest passage in the Artic, and resulted in the loss of two ships and all men aboard (and rumours of cannibalism).

There are dozens of mysterious contemporary pieces too: having once seen it, for instance, who can forget the Momo Whatsapp curse , which featured a distorted wide-eyed sculpture by Japanese artist Keisuke Aiso?

Using close examination of supposedly cursed art in the public domain, I used an ekphrastic methodology to create a series of poems.

The Poetry Foundation defines an ekphrastic poem as ‘a vivid description of a scene or, more commonly, a work of art. Through the imaginative act of narrating and reflecting on the “action” of a painting or sculpture, the poet may amplify and expand its meaning.’ It is hardly a new form of poetry – just think of Percy Bysshe Shelley’s ‘ On the Medusa of Leonardo Da Vinci in the Florentine Gallery ’ or ‘ Ode on a Grecian Urn ’, by John Keats. But ekphrastic poetry does appear currently to be celebrating a kind of renaissance in popularity.

With international colleagues from a wide variety of disciplines, I shared my practice-based research by discussing my own creative process of using art as a means of inspiration for poetry. I explored how this approach has had an impact on both the form and content of my writing, as well as how the writing of these pieces both celebrates and challenges the concept of cursed art.

My presentation was received, I hope, without any undue residue of curses.

Jennie Owen

Jennie E. Owen’s cursed poems will be featuring in an anthology pamphlet published by Nine Pens Press later in 2023. Jennie has worked as an Associate Lecturer here at the OU for nearly 20 years. She is now also a Staff Tutor in Creative Writing, and lead Cluster Manager for A363 , our level three undergraduate creative writing module. Jennie is working towards her PhD with Manchester Metropolitan University. She is a Forward – and Pushcart- prize nominated poet and writer of short stories, whose work has been widely published in anthologies, journals and magazines.

Judging Milton Keynes LitFest’s Writing Competition

Open University PhD graduand, Patrick Wright, and current PhD student, Gwyneth Jones, acted as judges for Milton Keynes LitFest’s MinK2023 Writing Competition. All the shortlisted entries will be published in an anthology, and the winners will be announced at the Anthology Launch at Milton Keynes Library on 15th April 2023. To mark the announcement of the shortlisted entries, we caught up with Gwyneth Jones, who judged the flash-fiction categories and is a prize-winning author of flash herself.

What is flash fiction and how did you first discover it?

Flash fiction, in a nutshell, is a very short story. Exactly how short is debateable but certainly less than 1000 words, perhaps as few as 200, and it should feel absolutely complete in itself. Flash can be any genre it chooses. It can dress up, dress down, dress to impress, or go commando. It’s a delinquent midget-gem that resists pigeonholing.

Very short fiction has been around for ever – just think of Aesop’s Fables. But flash fiction really began to gain traction as a genre in the late 1980s. Today it has a wide international fanbase and is published in literary magazines, anthologies, single-author collections, and also, of course, online. The immediacy and connectivity of the internet has proved an excellent forum for these punchy bite-sized fictions.

It was on the internet that I stumbled across flash fiction competitions. Entering gave me a way of finding out if my writing was any good – which it wasn’t at first – but I learned by reading the entries that were better than mine, the ones scooping prizes. After a while, I got hooked, got listed, got published.

As a writer, what attracts you to the form?

The chance to experiment in a way that might not be sustainable in long-form fiction. Flash can be very disruptive, disregarding ‘rules’ about writing, such as having a beginning, middle, and end. Scrap that! Flash hardly gets past the beginning. Flash is always close to the end. You might start in the middle, in media res, or you could squeeze that out altogether and trust the reader to fill in the gaps. Another rule: ‘create original characters’. Or you could use archetypes to save thousands of words. Take Goldilocks: your reader already knows she’s an adventurous, entitled, blonde who’s very, very picky. With only a few hundred words so much is possible; you could write about a nanosecond, a lifetime, or an eon. You could write from an unusual point of view, or in the negative, or in a Fibonacci sequence. Flash can handle some serious subjects, but the form is very playful.

You have won the Wild Words competition and been long/shortlisted for the Bridport, Bath Flash Fiction, Reflex Flash, and the Quiet Man Dave prizes, and now you have judged MK Litfest’s flash fiction competitions. From your experience on both sides of the process, what would you say makes for a prize-winning flash?

After that, the elusive prize-winning quality is something that’s hard to describe – but you know it when you read it – and you want to go back and read it again, and again. Roland Barthes called it the punctum. He was talking about photographs, but I think it translates. It’s some unexpected detail or moment, some splinter beyond the ordinary subject that pierces you and isn’t easily forgotten. Julio Cortázar talks about this power as a story ‘rupturing its own limits’, spilling out and illuminating something beyond the page. The best flash fictions do this; they remain with you like an earworm or a bruise.

Tell us a bit about some of the flashes shortlisted for MK Litfest.

The theme was ‘Green Spaces in the City’ and there was a lot of inventiveness in the shortlist with some writers speculating on the future and about how our relationship with the natural world might develop. One that made me laugh out loud, was written as an email to mankind, warning of an imminent plant-life revolution. There were also some finely penned observations of present-day concerns including one about a woman with a young child searching for a new home and measuring spaces both urban and green with the span of her hands. My personal favourite came from the younger age category (14-19 years) and it was the shortest by far, just 188 words. A quirkily voiced stream of consciousness that exactly captured the crowding and leaping of thoughts, and how one thing leads to another. It had slant, and resonance, and compression; I just adored it from the very first read.

How has your study at the OU shaped you as a writer of flash fiction?

I’ve learned a lot about the craft of writing and applied that to flash fiction, but the most surprising thing is discovering that a ‘being a writer’ isn’t the solitary endeavour I first imagined. I did an MA in Creative Writing here at the OU and was lucky enough to be part of group of incredible, talented writers; we’re still in touch on a regular basis, swapping work and cheering each other on. Now, I’m doing a PhD, and the circle is smaller, but the support and the camaraderie is every bit as good. My time at the OU has spurred me to get involved and make connections out in the wider world where the flash fiction community is vibrant and welcoming with a multitude of workshops, discussion groups, and festivals. I’ve benefitted enormously from the advice and generosity of other writers, and hope to pay that forward. But still, all this sociability and joining in is learned behaviour; if I wasn’t a writer, my dream job would be lighthouse keeper.

Jupiter Jones

Gwyneth Jones lives in Wales and writes short and flash fictions. Under the pen name Jupiter Jones , she is the two-time winner of the Colm Tóibín International Prize , and her stories have been published by Aesthetica, Brittle Star, Fish, Scottish Arts, and Parthian. Her first novella-in-flash, The Death and Life of Mrs Parker was published by Ad Hoc Fiction, the second, Lovelace Flats by Reflex Press and the third, Gull Shit Alley and Other Roads to Hell by Ad Hoc. She is currently a PhD candidate at the OU researching form and narrative purpose in the novella-in-flash.

Adam Baldwin on helping George Griffith wing his way into modern critical consciousness

We are proud to announce that this year’ s Peter Nicholls Prize has been awarded by the Science Fiction Foundation to Adam Baldwin. Adam is a fourth-year PhD student here with us at the Open University. He completed his BA and MA at the OU too, so has been with us now for almost 20 years – testament, he says, to the addictive nature of studying here.

Adam’s PhD focuses on the once popular but now little-known novelist George Griffith , and his role in the development of early science fiction. Adam’s prize-winning essay ‘Secularizing the Destruction of Gomorrah in George Griffith’s Hellville, USA ’ will appear in the Science Fiction Foundation’s summer 2023 issue (no. 145) .

Today, he shares with us how this fascination began, and where it has taken him.

I have been working on a PhD thesis on George Griffith, a little-known science fiction and adventure writer, as well as journalist and globe-trotter, from the late-nineteenth century and into the first few years of the twentieth. Born the son of a country vicar in 1858, George Chetwynd Griffith-Jones (he changed his name by deed poll to George Chetwynd Griffith in 1894), was an immensely prolific author, writing around 44 novels across multiple genres between 1893 and his early death in 1906 at just 48, as well as a stream of innumerable short stories, poems and articles.

This image of George Griffith is in the public domain.

I came across his work around eight years ago when I picked up a modern reprint of his first novel The Angel of the Revolution (1893). I was fascinated by this story of an underground revolutionary group, led by the mysterious and mesmeric Natas, who, having exclusively obtained the knowledge of heavier-than-air flight (the novel is written some ten years before the Wright brothers finally succeeded at Kittyhawk), end a catastrophic world war and go on to impose a world-wide socialist utopia. The edition I read was edited by H. G. Wells specialist Steven McLean , and he ended his introduction with the words: ‘ The Angel of the Revolution deserves to wing its way into modern critical consciousness’ (2012).

This comment was made only a couple of years before I read it, and I was interested enough in the novel to see if any work had been done on George Griffith’s work since then. The short answer appeared to be No. There is a handful of modern pieces on Griffith’s writing, but nothing substantial, and he certainly hadn’t winged his way into critical consciousness. I sought out reprints of his novels from small publishing houses and read what I could. McLean’s phrase stayed in my mind, and I decided I would take up his challenge. Luckily, the Open University agreed.

I have been drawn to Griffith’s work not because he is a great writer of extraordinary prose and delicately drawn characters, quite the opposite: Griffith writes thrilling novels, exciting page-turners, full of action, romances in the vein of H. Rider Haggard of King Solomon’s Mines (1885), She , (1886) and Allan Quatermain (1887) fame.

His great innovation was to build on the adventure romance, bringing in various other popular genres: the future-war dramas that followed in the wake of George Chesney ’s The Battle of Dorking (1871); utopian writing such as Edward Bellamy ’s Looking Backward (1888), William Morris ’s News from Nowhere (1890) and Edward Bulwer-Lytton ’s The Coming Race (1871); the apocalyptic dramas of Richard Jeffries’s After London (1885) or Mary Shelley ’s The Last Man (1826); and the voyages extraordinaire novels of Jules Verne , such as Twenty-Thousand Leagues under the Sea (1869, trans. to English 1873). This combination helped to form the emerging genre of scientific romance, an early form of what is now called science fiction.

All this is set against a backdrop of what Sally Ledger and Roger Luckhurst called ‘an epoch of endings and beginnings…a time when British cultural politics were caught between two ages, the Victorian and the Modern; a time fraught with anxiety and with an exhilarating sense of possibility’ (2013).

Within this new genre framework Griffith examines contemporary anxieties: the fear of invasion, the rise of socialism, the extension of suffrage, both male and female, evolution and degeneration, and the rise of the New Woman, a proto-feminist figure. Griffith’s portrayal of women is fascinating, if complex. Many of his women characters possess an unusual degree of personal agency over their lives and marriage choices for the time. In one extraordinary scene Natasha, the titular Angel of the Revolution , dispatches an unwanted suitor with a well-aimed gunshot to the head.

Natasha despatching her unwanted suitor, illustration by Fred T. Jane, 1893. (This image is in the public domain).

This is no spur of the moment action by a hysterical figure, but calm, controlled, if not quite cold-blooded. The remarkable part of this is that Natasha is permitted to do this, and she does not suffer punishment within the novel for her actions.

Reading further across Griffith’s novels, I frequently found similarly strong, independent female characters. An exploration of these, and how much freedom they actually have, is central to my thesis. Closer reading of the novels shows that women were still subject to patriarchal authority, they were just lucky enough to have father’s and/or erstwhile suitors who allowed these women unusual personal agency.

This may not seem like a great victory for women’s rights, but glance through the works of H. G. Wells, H. Rider Haggard , Arthur Conan Doyle or other adventure writers of the period, and you would be hard-pressed to find a female character who was not merely decorative, or a victim in need of rescuing – often both.

My mission is to rise to Steve McLean’s challenge, slightly modified, and help George Griffith wing his way into modern critical consciousness.

Sketching in Shadow and Sunlight: Writing Multivocal Historical Fiction by Sarah Law

Today, we hear from one of the Associate Lecturers who teaches on our Creative Writing MA programme . Sarah Law draws back the curtain to reveal some of the choices and happy accidents that lie behind the final form and title of her recently published novel Sketches from a Sunlit Heaven .

Sometimes writing allows us to meet characters who we don’t correspond with in terms of time or culture, but who speak to us anyway. My novel, Sketches from a Sunlit Heaven , arguably falls into this category: historical fiction where my characters, based on real people, tell their stories.

July 1896, in the sacristy courtyard. Licensed for non-commercial use by Copyright Office Central de Lisieux

By way of an introduction to my subject matter: I have an endless fascination with the ‘Little’ Saint Therese . She lived in a Carmelite Monastery in Lisieux, France, for nine short years before dying of tuberculosis in 1897 at the age of twenty-four. Her own memoir is full of sweetness but granite-tough underneath. Rare archive photos reveal lively eyes and a subtle smile full of some secret I still want to hear. Most unusually, three of her blood sisters and a cousin joined her in the same monastery. One sister was an artist and photographer. Another became prioress for much of her long life, and together they supported the cause of Therese being canonised, which she duly was in 1925 when, had she lived, she would have been fifty-two years old.

I started writing a fictionalised biography, hoping to deepen my knowledge of this young nineteenth-century nun. Then, as I read about her family, particularly her blood sisters, I heard their voices in my head (I mean this figuratively, of course). Pauline, the prim, practical community leader. Marie, the warm-hearted dreamer. Celine, the fiery-tempered artist. And Leonie, the difficult loner. Add in cousin Lucie with a beautiful singing voice, and Maurice, a missionary who fails and fails again, but with whom Therese, toward the end of her life, corresponds with the tenderness of an ethereal lover. Six different perspectives emerged: six distinct, but related, takes on Therese. But how were they going to work together? As each character’s narrative grew, so did my concerns about a clunky jumping from one chapter to another, from one account to the next, especially as they would substantially be going over the same events as each other.

I paused to reflect. I decided that my options were:

Change the novel’s narrative perspective back to the third person, potentially becoming an authorial presence in my own right;
Revise my narrative strategy to just one sustained first-person voice;
Somehow intercalate my various first-person speakers (or at least some of them) into one chronological narrative.

While I considered each option seriously, I decided I wanted to retain the polyphony of multiple voices, even if they weren’t the longest-lived or most substantial in terms of narrative length. I wanted the book to offer a multidimensional account. A series of fragments mapped over Therese’s life and beyond. A mosaic.

Something clicked into place: this was how the novel itself wanted to emerge. A mosaic or a series of sketches, as each speaker passed the narrative between themselves. Sketches from a Sunlit Heaven had found its form and, incidentally, soon afterward, its title.

I embarked on an intense period of copying and pasting as I took what felt like brief but complete episodes from all six of my first-person narratives. I wanted to proceed in chronological order, but alert to the poetic magnetism produced by selective juxtapositions of my speakers’ accounts. Of course, I’m not the first novelist to choose multiple speaking characters (‘intradiegetic narrators’, if you will). From Wilkie Collins ’s The Woman in White to George Saunders ’ Lincoln in the Bardo , the polyphonic approach to narrating a novel has been successful across recent centuries. Virginia Woolf ’s The Waves remains one of my favourite modernist novels. A very tall order to write anything on par with these great works! But, to paraphrase the words of poet Robert Browning in ‘ Andrea del Sarto ’ a writer’s reach should exceed their grasp, or what’s a heaven for?

As I continued to cut, paste, shape, and write, I imagined jigsaw pieces fitting together to make a whole picture. Neither mosaics or jigsaws are perfect analogies, but both echo images in the novel: pieces of mosaic from the Roman Forum that teenage Celine cherished, and later, Lucie’s imaginative consideration of the ‘jigsaw’ view of Normandy seen from above – looking down from a sunlit heaven.

Sketches from a Sunlit Heaven is published by Wipf and Stock.

Two more motifs appeared as the novel grew into its ultimate structure. Firstly, that of letters. Therese, her sisters, and others close to them or the family wrote to each other a lot. I haven’t framed any narrative fragments as letters per se, but their usual length—from a few hundred words to a thousand or so—is reminiscent of a letter. The epistolary novel is the earliest form of the novel genre in English, so there is perhaps an echo in my work of its literary ancestor. My characters write to each other, request letters, read, receive, and even dream letters. And then there’s the sketch. A sketch is brief, descriptive, often urgent, suggesting with few lines, and judicious shade and hatching, larger issues than itself. Something Celine literally does, as do the others, figuratively. Sketches from a Sunlit Heaven secured its place as my novel’s name.

Combing through my draft, I found it fell into fourteen sections, each bound by dates, and housing narrative fragments that developed the section’s essential kernel—Vocation, Discipline, Legacy, and so on. An introductory section, Glimmerings, also appeared.

It’s strange how, in the end, a novel largely emerges of its own volition. Despite the planning and researching, even historical fiction does too. Holding the published book in my hand, I can say the process of writing it is still part mystery.

With thanks to Writing Bad for permission to publish this blog, which is an abridged version of an essay Sarah Law originally published in Behind the Plots .

‘I shall shift my trumpet and take up my knitting’: Disability, Sex, and Self-Assertion in the Autobiography of Harriet Martineau

Today on the blog, we welcome our colleague Clare Walker Gore , who has recently joined us as a Lecturer in Victorian Literature. Clare offers us a glimpse into her research interests by sharing insights into the multiple ways nineteenth-century writer Harriet Martineau represented her experience of disability.

I first came across Harriet Martineau’s ‘Letter to the Deaf’ (1834) when I was writing my book on representations of disability in nineteenth-century fiction. I had been drawn to Martineau as an example of a writer who was herself disabled, having lost most of her hearing in childhood, but whose life signally failed to conform to the expectations established by fiction of the period for disabled characters.

By 1834, when she published this article on her experience of deafness, Martineau was well known as a writer unafraid to tackle controversial and even ostentatiously ‘unfeminine’ subjects. In 1832 she had made her name, and indeed her fortune, by publishing a spectacularly successful series of pamphlets, Illustrations of Political Economy , and become a notable – in some circles infamous – champion of free market capitalism.

She went on to tackle a wide range of inflammatory subjects, apparently undeterred by attacks on her character in the press and even by ostracism from her own family.

Martineau was clearly a woman who thrived on conflict. As she admitted in her Autobiography (1877), she found hostile reviews more inspiring than positive ones, declaring that ‘the more brutal, the more animating’ they were (Martineau, Autobiography II, 158)

Harriet Martineau by Richard Evans oil on canvas, exhibited 1834 NPG 1085 © National Portrait Gallery, London

So it came as something of a surprise to me to find that in her ‘Letter to the Deaf’, Martineau advises her Deaf readers that they must ‘submit to be usually insignificant’, and accommodate themselves to hearing society in every possible way, recommending positively masochistic strategies of self-suppression (Martineau, ‘Letter’, 176). She promises that Deaf readers who mask their true feelings and adopt the rule of turning ‘every sigh into a smile’ will experience the ‘thrill of delight which arises during the ready agreement to profit by pain’ (Martineau, ‘Letter’, 177).

How could so self-assertive and combative a writer have integrated such a view of her own disability with the narrative of her own life?

An answer is offered, I think, by the way Martineau develops her apparently depressing advice as the ‘Letter’ goes on. She exploits one of the commonest tropes of disability in contemporary fiction to offer her Deaf readers a potentially powerful self-image.

Most nineteenth-century novels depict disabled characters as either exceptionally flawed or exceptionally virtuous. Martineau taps into this tradition, suggesting that her Deaf readers will emerge from their ‘trial’ as either ‘selfish in principle, sour in temper, and disagreeable in manners’ or ‘with principles strengthened, affections expanded … and manners graced by the permanent cheerfulness of a settled mind and a heart at ease’ (Martineau, ‘Letter’, 179).

The exceptionally virtuous deaf subject will achieve such perfect self-control, in Martineau’s account, that they will be able to withstand anything in the future: ‘If you have brought vigour out of this conflict … your cheerfulness will probably be beyond the reach of circumstance’ (Martineau, ‘Letter’, 179). In other words, Deafness necessarily entails conflict and possibly produces heroism; it also puts the Deaf subject beyond the comprehension or judgement of their hearing counterparts. ‘No one can judge for you’, she assures her Deaf readers (Martineau, ‘Letter’, 177).

It is this understanding of her disability which shapes Martineau’s self-representation in her Autobiography . She depicts the onset of her deafness as ‘about the best thing that ever happened to me’ (Martineau, Autobiography I, 78). In her account, the struggle it entailed formed her character and freed her from dependence upon her family, in both an intellectual and an emotional sense. In Martineau’s telling, deafness essentially made her the heroine of her own story, the self-reliant and resourceful woman who could reject the belief systems she had inherited, and the limitations imposed by her society.

Indeed, Martineau suggests that disability put her beyond the scope of conventional femininity and allowed her to draw on masculine forms of heroism – acting, as she told her mother in one letter of 1833, the part of ‘a professional son’ rather than a daughter (Martineau, Autobiography III, 91).

Martineau’s choice to live by herself, when she could have lived with members of her family, shocked some reviewers. The novelist Margaret Oliphant , for example, clearly found Martineau’s preference for ‘bachelor life’ deeply unfeminine, suggesting that the Autobiography proved her to be ‘a very clever writer’ who was ‘not much of a woman at all’ (Oliphant, 52; 59).

Martineau anticipates and attempts to disarm such a reaction by insisting that her deafness effectively excepted her from ordinary rules, just as it excluded her from conventional femininity.

Interestingly, however, Martineau occasionally uses her disability not to circumvent but to re-affirm her femininity, in the face of accusations that her writing has in some sense unsexed her. She was criticised, for instance, for championing Thomas Robert Malthus ’ highly controversial Essay on the Principle of Population (1798), in which he argued that over-population would lead to disaster unless drastic action were taken – often interpreted as an argument for the use of birth control. In an essay for the conservative Quarterly Review , John Lockhart accused her of having ‘no modest misgivings’ as she promoted ‘unfeminine and mischievous doctrines’ (‘Miss Martineau’s Monthly Novels’, 136).

Recalling how she dealt with such criticism, Martineau uses her ear trumpet – a nineteenth-century version of a hearing aid – to defend her impugned modesty:

Credit: Ear trumpet, 19th century. Wellcome Collection. Attribution 4.0 International (CC BY 4.0)

‘I consider it, as treated by Malthus, a strictly philosophical question. So treating it, I find no difficulty in it; and there can be no difficulty in it for those who approach it with a single mind. To such I address myself. If any others should come whispering to me what I need not listen to, I shall shift my trumpet, and take up my knitting.’ (Martineau, Autobiography I, 202)

In this scene, Martineau’s ear trumpet becomes an instrument of self-assertion, just as her deafness, while cast as ‘affliction’, became a means of writing herself out of one, undesirable role and into an alternative, more heroic one. It’s an intriguing example of the multiple uses to which disability could be put in nineteenth-century texts, and into both the difficulties but also the possibilities opened up by an autobiographer’s dual identity as both ‘woman’ and ‘writer’.

Clare Walker Gore has recently joined the Department of English and Creative Writing as a Lecturer in Victorian Literature. She is the author of Plotting Disability in the Nineteenth Century Novel (Edinburgh University Press, 2019), and is now pursuing a project on women novelists’ life writing in the nineteenth century.

Works Cited

John Lockhart, ‘Miss Martineau’s Monthly Novels’, Quarterly Review , 49.97 (April 1833), 136 – 152

Harriet Martineau, Autobiography (1877), 3 vols, repr. Cambridge University Press, 2010

Harriet Martineau, ‘Letter to the Deaf’, Tait’s Edinburgh Magazine , 1834, 174–79

Margaret Oliphant, ‘Harriet Martineau’, Blackwood’s Edinburgh Magazine , 121 (April 1877), 472-96

From academic to creative writing

Dean de la Motte’s name will be familiar to anyone who attended our February 2019 Contemporary Cultures of Writing event, ‘ The lives of others: research and writing’ . The panel’s chair, OU Senior Lecturer Fiona Doloughan, suggested that both Dean and his fellow speaker might be breaking out of their comfort zones by applying their intellectual and emotional energy to new genres. Fiona Sampson was turning from poetry to biography, while Dean was moving from literary criticism to the writing of fiction.

Now that Dean’s novel Oblivion: The Lost Diaries of Branwell Brontë has been published by Valley Press , Fiona D. catches up with him again to discuss why he made the transition from authoring academic to creative works, and what he has learnt in the process.

Fiona: Congratulations on the publication of your novel. Tell us about your long-standing interest in the Brontës, and how you came to be particularly interested in the sisters’ lesser known brother, Branwell.

Dean: I read the Brontës in school, though I confess that I was not any more interested in them than I was in Dickens or Eliot, and arguably less so than in Hardy, whom I still love. In the mid-1990s I was designing a course called ‘Writing the Nineteenth Century’, where I paired works of fiction with works of history, including Charlotte Brontë’s Shirley and a book on the Luddite rebellion. I read Juliet Barker’s magisterial The Brontës and learned for the first time the full story of the family, including how Branwell fit into the family dynamic.

Oblivion: The Lost Diaries of Branwell Brontë published by Valley Press

I was utterly fascinated with him, perhaps because I could (at least in remembering my 20-something self) relate to him, if not to his actions at least to his character traits and flaws.

I conceived the idea of a novel called Oblivion , inspired by a) the oblivion into which he and his works have fallen; b) his own attempts to drink (and perhaps drug) himself into oblivion; c) the recurrent theme of a desire for oblivion (the word appears often in his poetry) or escape from the sorrows of existence, and d) his famous portrait of his sisters, where he painted himself out, or ‘into oblivion’. I wanted the book to be something of a tribute to the style, structure and themes of his sisters’ works, though I didn’t yet know that the book would take the form of a first-person diary.

Fiona: As an academic who specialized in 19th-century literature in France and England, in some ways your interest in the Brontës is consistent with your research expertise. But why did you decide to write a novel, rather than, say, a more conventional academic monograph?

Dean: I must confess that like Branwell, I once had a burning desire to be known primarily as an author of creative works. Unlike the Brontë siblings, however, I had available the more ‘practical’ path of an academic career. I often think all of the Brontës, including Branwell, might well have become professors had they lived a century or more later! In addition, I really am a scholar of nineteenth-century France, though I have written one article on teaching Emily Brontë’s Wuthering Heights.

Oblivion arose from a never thoroughly defeated desire to write a novel, my fascination with Branwell (including his similarities of character to me, which allowed me a ‘safe’ sort of confessional or therapy space), and my love of the language and historical period of the Brontës.

I went into academic administration for nearly 15 years and shelved the project, but never stopped thinking about it or reading works by and about the Brontës. When I moved back to full-time teaching in 2014, I at last had the time (a sabbatical plus subsequent summers) to write the historically detailed (and long) novel you now have before you.

Fiona: One of the original impetuses behind the development of Creative Writing in the US had to do with sharpening and sensitising the critical faculties of academics and giving them the opportunity to understand ‘from the inside’ what goes into the making of a piece of literature. Did writing a novel allow you to put aside your critical faculties and venture into more creative terrain in a way that writing a monograph might not?

Dean: The process has given me enormous empathy for all those who attempt to write and publish creative works. It is hard and emotionally exhausting work, especially if, as was my case, you are drawing on your own psychic life (which I think writers nearly always do, by the way).

I have, since finishing the book, been able to use my insights and discoveries in my teaching, notably to address the construction of characters and narratives generally, and the works of the Brontë sisters in particular. I don’t think writing a biography or study of Branwell’s poetry would have provided the level of awareness I have gained from writing Oblivion .

In addition, I’m not terribly interested in or impressed by Branwell’s body of work; rather, it was his life juxtaposed with the lives and works of his sisters, and the period in which they lived, that fascinated me.

Fiona: Publishing and promoting your book this year was the culmination of years of writing, drafting, reworking and editing. Can you say more about how you succeeded in obtaining a publisher? And what did it feel felt like to engage directly with readers ?

Dean: I was fortunate to find a small independent publisher, Valley Press, located in Scarborough, a stone’s throw from where Anne and Branwell worked, and where Anne died and is buried. They do beautiful work and allowed me to publish the book – which, at 250,000 words, is admittedly very long – as I had envisioned it. I’m not convinced one of the large multinational corporations would have permitted it. In many cases, readers are great fans of the Brontës, so I am already among kindred spirits. The feedback I’ve gotten from people who’ve read the novel has been enormously gratifying, because I seem to have accomplished what I set out to do.

Fiona: Do you have plans to write another novel? If so, would it be rooted in 19 th -century British culture or might you turn to a different part of the world? I know you’ve been working on Victor Hugo of late.

Dean: I don’t yet know, but I’ve got several ideas. One involves a Frenchman who sails to my native California in the 19th century, only returning to France at the end of the century. I continue to be fascinated by the enormous upheavals and transformations in France during the period 1830-1870 , as well as the ‘long 19th century’ of 1789-1914.

Dean de la Motte

Dean de la Motte was born and raised in California’s San Joaquin Valley, and studied English, French, and comparative literature at UC Santa Barbara, UNC Chapel Hill, and the University of Poitiers. He has published articles and books on 19 th -century French literature and culture, as well as numerous essays on the teaching of literature, including Emily Brontë’s Wuthering Heights . The father of two grown children, de la Motte lives in Newport, Rhode Island, and spends most summers in France. Oblivion: The Lost Diaries of Branwell Brontë (Valley Press, 2022) is his first novel.

Fiona Doloughan

Fiona Doloughan is a Senior Lecturer in English (Literature and Creative Writing) and Qualifications’ Lead for English at the OU. She has a dual background in Comparative Literature (University of North Carolina at Chapel Hill) and Applied Linguistics (University of Reading). While her research focusses on contemporary narrative forms in literature, she is also interested in translation and creativity. She has published two monographs (Continuum, 2011; Bloomsbury, 2016) with a third, entitled Radical Realism, Autofictional Narratives and the Reinvention of the Novel , due to be published by Anthem Press in February 2023.

From software tester to novelist, publisher and PhD candidate

Insurgent Press’ s recent take over of the Barbican Library featured readings from Brian Kelly’s debut Murph – a novel about a virus that reveals everyone’s internet search histories, and a joke shop owner who finds himself swarmed with customers seeking disguises.

Here, Brian lets us into his own journey from dissatisfied company employee to founder of his own press, host of longstanding literary night, novelist and PhD student . And he tells us about the crucial role played by the OU along the way.

At twenty-three I left Dublin to become a rock star in London. The big smoke kicked my ass for a couple of years and when the band eventually broke up on a rainy night in Liverpool (pathetic fallacy right on cue), I was left working as a software tester with no real creative output. It was around the time of the financial crisis, and I remember the CFO calling us in for our quarterly report. He advised us that money rarely disappears from the market but rather changes hands. As people in the know, he claimed, we stand to make large gains. At home, Ireland was going through a terrible time, unemployment and immigration back with a vengeance. I left the office and walked along the Thames to Vauxhall where I was renting a room over a pub. I sat down on my sofa-bed and decided I needed to do something else with my life.

My girlfriend at the time (now my partner of sixteen years) had given me a wrecked old computer from her parents’ attic and I had a vague impulse to write. Maybe it was the position above the pub, listening to voices below in the beer garden, the weird atmosphere of that bit of Vauxhall where gas towers stand cheek-by-jowl with cricket grounds and twenty-four hour gay clubs. I wanted to put down some words and make sense of it all, but I had no idea how to go about it.

Creative Writing: A Workbook with Readings, Ed. Linda Anderson

I remember the day I finally signed up for A215: Creative Writing and the little shot of adrenaline I felt. Would I have the discipline required to finish the course? How would it feel to have a proper writer reading my work?

Doing the daily writing exercises in my room every night, I came to a Colin Powell-esque realisation about all the things I didn’t even know I didn’t know. Step by step, the material demystified the various elements of the writer’s craft, and I was writing in unexpected and exciting ways. About halfway through the course, there was an exercise about eavesdropping on people’s discussions and using that to create characters. I was on a plane back to Dublin and a few rows ahead of me was a man from Roscommon giving out yards about something or other. The best material went in my notebook.

Murph by Brian Kelly

Back in London, I quit my job and was plotting a move to Korea to do a stint as an EFL teacher. While waiting for my visa to come through, I was spending my days in Stoke Newington Library reading and writing. My next OU assignment came up and the decrepit atmosphere of Stokey’s library merged with our man from Roscommon to create a short story about a psychedelic steam-of-consciousness librarian on the West Coast of Ireland. I remember feeling like I’d opened a door to a room I didn’t know existed. Could writing really be like this?

The guidance and encouragement from my tutor Emma Claire Sweeney egged me on. Moving to Seoul, I continued my writing and Emma started receiving pieces of work all the way from the Korean peninsula. I finished that first module and instantly signed up for the next, A363: Advanced Creative Writing . Life in Asia was fun, and I enjoyed teaching. The kids, the colleagues, the sense of purpose. I decided to pursue a BA in English at the OU .

I changed Seoul for Beijing but kept studying. Six years after starting my odyssey, I remember sitting my final exams in the British Embassy. The plan was to return to the UK to do a PGCE and start teaching in London, but the funding for third level had changed and unless I got a good degree from the OU my bursary was not going to cover my living costs. I studied like my life depended on it. In the end I got the grades and returned to London where I started my career as an inner-city teacher in Camden Town.

But the OU was not done with me yet. I had stayed in touch with my first tutor and when I mentioned being back in London, she encouraged me to apply for a novel writing course at City University. The people I met on that course were some of the most talented people I had ever met and became lifelong friends. The novel I wrote was a finalist in Penguin’s WriteNow competition and I continued on to do a Masters in Creative Writing, with the novel I finished winning an Irish Writers Centre award in 2022 .

Verbal Discharge anthology launch

Along the way, I had met so many brilliant writers and wanted to create a space where we could all share work in progress and chew the cud. Club Verbal Discharge was born and has been running in the Perini & Perini bar, Oxford Circus on the first Friday every month for four years in a row. We publish an anthology each year and this in course led to the creation of The Insurgent Press . Our mighty little press has now published three anthologies, one collection of short stories by Tara Basi and my novel Murph . I sent a copy to my first OU mentor to say thanks, and on the card I wrote:

You sign up for one little OU course and looks what happens!! Butterflies, hurricanes etc. etc.

Next month I start a PhD in English Literature at Kings and so the wheel continues to turn…

Brian Kelly Born in Dublin, Brian Kelly now lives in London with his partner and daughter where he works as an English teacher. After graduating from the OU with a BA in English, Brian continued to write fiction. In 2019, he was a finalist in Penguin’s WriteNow competition. In 2021, he received a Masters in Creative Writing from City University. In 2022, he won the Irish Writer’s Centre Novel Fair prize. He runs the monthly spoken word night Verbal Discharge, which publishes its third anthology this spring. He also runs the Insurgent Press, which does tiny runs of strange books and generally tries to cause trouble.

Creative Writing MA Scholarship: Deadline 29 July 2022

Here at the Open University, we have recently launched a Creative Writing scholarship for our masters degree programme. These scholarships are aimed at low-income UK residents from Black backgrounds, and 16 students will be funded over the next 5 years.

This qualification offers opportunities to develop skills in fiction, poetry, creative nonfiction and scriptwriting. Students get to write in a genre of their choice and experiment with at least one other through practical and inspiring activities. By the end of the programme, students will have produced a substantial piece of their own creative writing to a professional standard, honing their practice through sharing, reading and critiquing the writing work of peers in online forums.

Since applications are open until 29 July 2022, we thought it might be useful for those still trying to decide whether to submit to hear from some recent and current Creative Writing MA students. We happen to have had a flurry of poetry success stories recently, so we have interviewed a group of MA students and graduates who have each won a high-profile award and/or published a collection or pamphlet.

What was the highlight of your experience on the OU’s MA in Creative Writing?

Marian Christie :For the first time, I felt part of a writing community, with an engaged and supportive peer group and a tutor who was generous with insightful comments, suggestions and encouragement.

Viv Longley : The highlight for me was having my poetry taken seriously and critically particularly by my super tutor. I had never been appreciated in this context before.

Zoë Walkingon : The members of my tutor group have made each other laugh, squeal with outrageous delight, and feel genuinely touched by one anothers writing. I am always amazed by how such different responses and writing are generated out of the same prompt activities.

And what did you find most challenging?

Zoë Walkingon : The most challenging aspect for me personally has been the amount of time spent in front of a screen, because I also work full time from home at a computer all day. The fact that the learning is all in chunks means this screen-based activity can be spread out over each week though. Also, I tend to still write the old-fashioned way – into a notebook, and only use my computer to type up when something is looking half decent.

Marian Christie : Most challenging (but also very rewarding!) was preparing an extended and cohesive collection of poetry for the End of Module Assessment. This required me to reflect on my own relationship with the poetry that I write and the themes that preoccupy me, both consciously and subconsciously. It introduced me to the skills of careful editing and attention to detail, of making choices on inclusion and sequencing, and, above all, it served to clarify my own poetic voice.

Viv Longley : I had anticipated that it would prove challenging to write in more than one genre. But there was real power in having to take a different option in the second term. I produced some non-fiction that introduced me to another form of writing altogether, and I have returned to this genre a lot since.

How did your learning on the MA feed into your published writing?

Viv Longley : It took me a long while even to consider that someone else might read my poetry, let alone publish it. Essentially, I used to think of my writing as ‘mine’ and ‘private’. The first step was to get used to there being a ‘reader’ – be that another student or my tutor.

Sue Butler : The module on poetics, particularly the poetics of bearing witness, was especially significant to me. Consideration of my own poetics – the material I might use from the lives of others, and the use I might make of it – led to some poems being returned to the ‘bottom of my computer’ while others were reworked. ‘The Work of Women’ is one of these. I had learnt (been conditioned?) to consider my own needs, motives and concerns secondary to those of others around me. Now, I acknowledge and foreground the lens through which I wish to write – that of woman, mother, witness to suffering.

Which aspect of teaching from the MA comes back to you most often?

Sue Butler : To turn early drafts inside out, upside down, chop them up and glue them back together. I still consider myself to be an insufficiently adventurous editor, but I no longer get over-attached to early drafts.

Viv Longley : It has given me a set of tools that I now carry around with me. It is exactly what my work needed to give it polish, style and most of all, my voice. Other people recognise my writing as ‘mine’. I learnt to trust the feedback of some of my fellow students, and we are now working on producing an anthology of poetry called Daughters of Thyme . A shout out for Jane Keenan and Sue Brice with whom I am sharing this venture.

What advice would you give someone considering embarking on the OU’s Creative Writing MA?

Sue Butler : I would say to a new student get over your shyness early. Relish the constructive criticisms of your peers. Give feedback yourself – you will learn to feed back to yourself on your own poems as well as building a supportive and effective tutor group.

Zoë Walkingon : One of the worries I had myself before starting on the MA was that writing was a hobby that I loved, and I worried that studying it in a more formal sense might kill the enjoyment for me, and, heaven forbid, might even start to make me fall out of love with writing! I have not found this to be the case. In fact, doing the MA has made me write more than I usually would.

Marian Christie : Make the most of your tutor group! Your fellow students provide a safe, supportive and welcoming community within which you can experiment with form, style, voice and technique, and in the process learn from each other. Members of my tutor group have kept in touch after graduating, sharing our work, celebrating successes and commiserating rejections, and meeting up both online and occasionally in person too.

If hearing from these current and former creative writing students has whet your appetite, you can find out more on our website about our masters degree programme. And remember that applications are open for our scholarship until 29 July 2022.

Sue Butler, a retired GP took up walking and Creative Writing in retirement – both unpredictable forms of meditation on life in all its grace, pain and peculiarity. Her pamphlet ‘ Learning from the Body ’ is published by Yaffle press. It reflects the intimate connection General Practice brings with many lives, the gift and burden of that connection. Her poems have been published in One Hand Clapping , Poetry and Covid , Spelt , and the Hippocrates Prize Anthology for 2020 .

Marian blogs at www.marianchristiepoetry.net and is on Twitter @marian_v_o.

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