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Writing for Children and Young Adults

Module description

This module requires you to analyse a wide-range of narrative techniques evident in contemporary children’s books (from Picture Books through to Young Adult Fiction), and to examine the ever-changing demands and ethics of the children’s publishing world. Through writing exercises, peer review and a combination of formative and summative tasks, you will gain knowledge about the children’s publishing industry while developing your own unique writing style(s). 

Module aims - intentions of the module

• The module will provide an opportunity for manuscript critique, critical reflection, peer review and creative progression. Advice on writing synopses, approaching literary agents and editing and submitting work will also be addressed, thereby enriching your links to future employment.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Demonstrate an understanding of the complex demands of children’s publishing
• 2. Critically engage with and explain the constantly changing ‘ethics’ of children’s books
• 3. Interrogate assumptions and preconceptions about children’s literature
• 4. Produce typescripts of a variety of age-targeted children’s books, evidencing a full understanding of both convention and audience

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 5. Demonstrate an ability to write and prepare submissions for the contemporary market
• 6. Demonstrate proper formatting, including considerations about appropriate font and page-turn in written work
• 7. Show a positive response to workshop critiques, amending and revising creative work accordingly
• 8. Develop a unique writing style and/or approach a subject matter in an original way

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 9. Gain an informed appreciation of the expectations of the children’s publishing industry
• 10. Acquire editorial skills and engage in (and respond to) peer review
• 11. Develop an awareness of the impact of both digital media and the global market on children’s publishing

Syllabus plan

Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:

A combination of critical reflection, writing exercises, peer review and seminar discussion will enable you to become aware of the demands of writing for children in the contemporary publishing world. This awareness will be reflected in your own creative and critical work, as well as in your understanding of the demands of various age-targeted audiences. In addition to this, you will enhance your Research and IT skills through studying publishers’ and agents’ submission guidelines, as well as researching (and reflecting upon) children’s authors’ increasingly active online profiles.

The module will be largely organised into three blocks, which will focus on the following:  

• Block 1: Picture Books
• Block 2: Middle-Grade Chapter Books
• Block 3: Young Adult Fiction  

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

Basic reading:

• Mary Cole, Writing Irresistible Kidslit (Writer’s Digest Books, 2012)
• Robert McKee, Story (Methuen, 1999)
• John Yorke, Into the Woods (Penguin, 2014)
• Children’s Writers’ and Artists’ Yearbook (Bloomsbury – most recent edition preferable*)

Primary texts may include the following (but all wider reading will be beneficial):

• Alan Ahlberg, Burglar Bill
• David Almond, Skellig
• Arree Chung, Mixed
• Julia Donaldson, The Snail and the Whale
• Astrid Lindgren, Pippi Longstocking
• Tanya Landman, Buffalo Soldier
• Dave McKee, Two Monsters
• Wendy Meddour, Lubna and Pebble
• Wendy Meddour, The Secret Railway
• Zanib Mian, Accidental Trouble Magnet
• Patrick Ness, A Monster Calls
• Louise O’Neill, Only Ever Yours
• Jewell Parker-Rhodes, Sugar
• Onjali Rauf, The Boy at the Back of the Class
• Celia Rees, Witch Child
• Chris Riddell, Ottoline and the Yellow Cat
• Katherine Rundell, Rooftoppers
• Alex T. Smith, Claude in the City
• Andy Stanton, You’re a Bad Man, Mr Gum

Indicative learning resources - Web based and electronic resources

ELE – https://vle.exeter.ac.uk/course/view.php?id=11201

Key words search

Writing for Children, Picture Books, Chapter Books, Young Adult Fiction, Creative Writing