open university essay writing course

Associate Degree Programs

Bachelor degree programs, master degree programs, doctorate degree programs.

• Essay and Report Writing Skills OpenCourseWare: A Free Undergraduate Academic Writing Class by The...
• Undergraduate English...
• OpenCourseWare...

Essay and Report Writing Skills OpenCourseWare: A Free Undergraduate Academic Writing Class by The Open University

The Open University offers its 'Essay and Report Writing Skills' course as free OpenCourseWare (OCW). The course aims to improve your academic writing ability. The original course was designed for students of all disciplines.

Essay and Report Writing Skills: Course Specifics

Essay and report writing skills: course description.

Writing reports and essays are unavoidable in the academic environment. Regardless of major, the vast majority of students will have to write them eventually. This course looks at helping you plan, structure and write academic papers through techniques, tips and activities. Specific topics include polishing, letting go, drafting, researching, planning and identifying key concepts among other topics. The original course was designed for students of all disciplines.

This OpenCourseWare includes lecture notes, discussion questions and course-related hyperlinks. If you're interested in taking this free course, visit the report and essay writing skills course page.

Featured School Choices:

Michigan state university.

Michigan State University responds quickly to information requests through this site.

More information about Michigan State University

Iowa state university.

Iowa State University responds quickly to information requests through this site.

More information about Iowa State University

University of maryland global campus.

University of Maryland Global Campus responds quickly to information requests through this site.

James Madison University

James Madison University responds quickly to information requests through this site.

More information about James Madison University

University of idaho.

University of Idaho responds quickly to information requests through this site.

More information about University of Idaho

University of wisconsin.

University of Wisconsin responds quickly to information requests through this site.

More information about University of Wisconsin

Featured school options:, article categories, college and university lists by degree, counselor's corner, degree and career details by academic field, opencourseware (graduate degree level), opencourseware (undergraduate degree level), related articles, ba degree in writing: overview of jobs available with a ba degree in writing.

A B.A. degree in Writing offers versatility when it comes to seeking employment. Authors, copywriters, editors, copy editors, public relations...

Get Published - 50 Online Writing Websites for New Writers

Looking for paying writing gigs? Wondering how to get your name into print? This article offers up a list of 50 websites that will help you get...

The Open University offers its 'Essay and Report Writing Skills' course as free OpenCourseWare (OCW). The course aims to improve your academic...

Technical Writing Degree: Career Options for Graduates with a Degree in Technical Writing

If you like to write and are technically inclined, Technical Writing may be the career for you. As technology becomes increasingly complex, the...

Technical Writing Courses: Overview of Skills Taught in Technical Writing Courses

Technical Writing requires the ability to communicate clearly in writing and an understanding of the technology you are writing about. Although...

Online Writing Courses: Overview of Common Online Writing Classes and Courses

Whether you're interested in taking writing courses to complete a degree or to simply brush up on your literary skills, there are plenty of...

Technical Writing Certificate: Requirements to Enroll in and Complete a Technical Writing Certificate Program

A Technical Writing certificate program prepares graduates to present complicated, technical or complex subject matter so that it can be readily...

College Degree in Writing: Career Options for Graduates with a College Degree in Writing

Language is essential to any business, and writers are in the business of language. Many Writing career options exist for those who write...

© copyright 2003 – 2024 www.educhoices.org

• My Account |
• StudentHome |
• TutorHome |
• IntranetHome |
• Contact the OU Contact the OU Contact the OU |
• Accessibility Accessibility

Postgraduate

• International
• News & media
• Business & apprenticeships

The Open University & UNISON in Partnership

You are here

• Writing skills

Every course you study will feature academic writing and this will often take the form of an essay or report. Most assignments will ask you to demonstrate your academic objectivity and to show this in the form of an argument, rather than just produce a summary of everything you know about a topic. There are a number of ways to achieve this. Most importantly, throughout your studies you will develop your ability to argue a cause and provide evidence for your argument. Tackling tasks such as writing an essay or report for the first time can be daunting, especially if you are new to academic study. But remember that support is available from your tutor.

What style of writing will be needed?

Different subjects will demand different styles of writing. For example a vocational subject, such as health and social care, may require descriptive writing where you set the scene and describe what happened in a particular work situation. Words that tell you a descriptive style is needed may be when you are asked to ‘state’, ‘list’ or ‘describe’.

If you are working, or studying, a more technical subject such as science or engineering perhaps, you may need to use a more analytical style of writing. This style may draw on research or evidence from various sources and you may need to discuss and critically assess information in your writing.

Finally, reflective writing is needed when you are asked to think about your own learning or approach to a particular workplace situation. In this style of writing you need to reflect on your learning or experiences and discuss how these will inform and improve your future studies or practice.

What are the important points to remember when writing for study?

• Answer the question –  this may seem obvious, but an assignment question will rarely ask you to regurgitate everything you know about a particular topic. Read the question several times looking for the instruction, sometimes called process words, for example, discuss, describe, illustrate. Plan your answer fully before you write.
• Use your own words  – when you write an essay or an assignment you must make sure you use your own words, as this shows that you understand what you have read. You also need to avoid using (copying), the words of other people as this is known as plagiarism and it is not allowed.
• Support your arguments with evidence  –  in your writing you will be expected to support your argument with information you have found in the course material, for example in a book or on a DVD, rather than base your discussion purely on your own opinion. In addition any evidence used should always be referenced to its source.

Learn more about writing skills

Visit the skills for study section of the OU website for tips on how to practise your writing skills.

Writing for university

Writing in your own words .

Further information on writing skills

Practise various activities, particularly if English is not your first language, at  Improve your writing skills . 

iTunes U has a good section on  essay writing . 

• With the Open University
• Communication skills
• Effective note taking
• Prioritising effectively
• Self reflection
• Team working
• My Knowledge

The Open University

• Study with us
• Supported distance learning
• Funding your studies
• International students
• Global reputation
• Apprenticeships
• Develop your workforce
• Contact the OU

Undergraduate

• Arts and Humanities
• Art History
• Business and Management
• Combined Studies
• Computing and IT
• Counselling
• Creative Writing
• Criminology
• Early Years
• Electronic Engineering
• Engineering
• Environment
• Film and Media
• Health and Social Care
• Health and Wellbeing
• Health Sciences
• International Studies
• Mathematics
• Mental Health
• Nursing and Healthcare
• Religious Studies
• Social Sciences
• Social Work
• Software Engineering
• Sport and Fitness
• Postgraduate study
• Research degrees
• Masters in Art History (MA)
• Masters in Computing (MSc)
• Masters in Creative Writing (MA)
• Masters degree in Education
• Masters in Engineering (MSc)
• Masters in English Literature (MA)
• Masters in History (MA)
• Master of Laws (LLM)
• Masters in Mathematics (MSc)
• Masters in Psychology (MSc)
• A to Z of Masters degrees
• Accessibility statement
• Conditions of use
• Privacy policy
• Cookie policy
• Manage cookie preferences
• Modern slavery act (pdf 149kb)

Follow us on Social media

• Student Policies and Regulations
• Student Charter
• System Status
• Contact the OU Contact the OU
• Modern Slavery Act (pdf 149kb)

© . . .

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

Systems & Services

Access Student Self Service

• Student Self Service
• Self Service guide
• Registration guide
• Libraries search
• OXCORT - see TMS
• GSS - see Student Self Service
• The Careers Service
• Oxford University Sport
• Online store
• Gardens, Libraries and Museums
• Researchers Skills Toolkit
• LinkedIn Learning (formerly Lynda.com)
• Access Guide
• Lecture Lists
• Exam Papers (OXAM)
• Oxford Talks

Latest student news

CAN'T FIND WHAT YOU'RE LOOKING FOR?

Try our extensive database of FAQs or submit your own question...

Ask a question

• TutorHome |
• IntranetHome |
• Contact the OU Contact the OU Contact the OU |
• Accessibility Accessibility
• StudentHome

Help Centre

Structure of text developing academic english.

Organise the response in an appropriate way.

• Is the text organised in a way best suited to the task you were given?
• Is the introduction appropriate to the type of assignment text?
• Does each section develop a specific point - with explanations and examples as appropriate - and are the points linked to provide a logical flow of ideas?
• Are your claims supported by evidence which you have critically evaluated?
• Does the conclusion follow from the rest of the text?

In the following video, this experienced OU academic describes one useful approach to organising your information in an essay-style assignment.

The house analogy - a way to structure text

Words on screen: MASUS Area 2. Structure and development of text. The house analogy, a way to structure text. Chris Lee: To help students structure and develop their texts we encourage them to do plans. So to help with that what one of my colleagues always says to her students, and I've picked up, is to pretend that you're somebody selling a house and you're showing you know, the customers, the clients around the house. The introduction to the house and what different rooms you're about to see, that would be the introductory paragraph. Then you move into the living room and say, 'This is the living room' which is your introductory sentence, and then you describe what's in the living room, that's the rest of the paragraph. Then you move into the next room which is the next paragraph, introduce that, give the detail and then move on like that. And that seems to help students organise things. When using the house analogy, moving into a new room is like introducing a new theme. You need to give the introduction to the room first, for example say, This is the dining room where we eat, rather than saying the detail like, Look at the knives and forks, so that would help a student give a clear key opening sentence and then fill in the detail later, rather than the other way round. The room analogy can help students deal with the logic of the argument, and linking paragraphs which is one of the key difficulties, I think, for many students. You don't just leap from one room to the other but you make a sort of transition. For example, I suppose if you were going up the stairs to the bedroom you'd have to finish the downstairs and use the stairs to link to the bedroom. In a similar way, a student cant leap from one bit of the essay to the next, you have to link the paragraphs together logically for the reader so that there's a flow in the argument which makes the logic stand out.

Planning your writing

Before you start writing you should have an idea of what the assignment requires of you. These resources will help you identify key words in the question and help you plan your assignment.

Tells you how to identify key words and phrases in a question. Includes activities and video extract with tutor tips.

Gives you an outline of the key stages in planning an assignment, with video extracts offering tips from students.

Overarching structure of your assignment

The following resources will help you understand what the overarching structure of your assignment should look like.

Discusses the basic format for different assignment types: essays, reports and short-answer assignments.

Has a useful activity on arranging paragraphs.

Linking ideas into a logical flow

It's important to indicate the relationship between different points and ideas in your assignments. The following activities from the University of Southampton, allow you to explore how to link your ideas in a logical and flowing way.

• Activity: Creating cohesion in your writing
• Activity: Expressing causality and sentence structure
• Activity: Structures for expressing purpose

Also see Using linking words which includes an engaging activity demonstrating how you might use linking words in your writing.

Last updated 6 months ago

The Open University

Follow us on social media.

• Accessibility statement
• Conditions of use
• Privacy policy
• Cookie policy
• Manage cookie preferences
• Student Policies and Regulations
• Student Charter
• System Status

© . . .

This unit contains mature or sensitive content and may not be suitable for some students.

Fundamentals of Academic Writing

Non-Award | CUR-UNR01 | 2024

Restock your academic skillset with proven writing and research strategies. Understand how to plan effectively before writing starts. Get the rundown on referencing and source evaluation. Learn about the peer review process and incorporate feedback.

Enrol today with instant approval and no entry requirements

Upfront cost

FEE-HELP available Learn more about financial options

About this subject

What you'll learn.

At the completion of this subject students will be able to:

• identify and implement relevant study processes, strategies and attitudes to effectively manage personal study demonstrated by completing specific learning development tasks including reflection
• consistently apply academic research and writing conventions and practices including information literacy, appropriate use of scholarly literature, and a formal writing style when producing written assignments
• construct an essay to demonstrate application of effective planning, structuring, editing and proofreading skills
• demonstrate competent communicative skill (in reading and writing,) in using English for academic purposes.

Topics covered

• Optimising your learning and studying style
• Reading critically- learning reflectively
• What do we mean by 'academic'
• Academic knowledge and evaluating sources
• Academic Integrity and plagiarism
• Plagiarism and referencing
• Types of assignments: the argumentative essay
• Structuring your writing: the essay & paragraph
• Pre-writing strategies & formal writing style
• Incorporating feedback & unpacking submission requirements
• Writing practice and peer review
• Polishing your essay

Description

The complex processes, strategies, attitudes and language that characterise academic learning, research and writing are identified, discussed, practiced and applied in relation to set tasks to build a foundation for academic success.

Please Note: This subject cannot be used as credit towards a university degree. However, it is designed to enable students to qualify for entry to an undergraduate degree.

Please Note :   If it’s your first time studying a Curtin University subject you’ll need to complete their compulsory ‘Academic Integrity Program’ . It only takes two hours to complete online, and provides you with vital information about studying with Curtin University. The Academic Integrity Program is compulsory, so if it’s not completed your subject grades will be withheld.

Find out more about the Academic Integrity module .

Assessments

• Essay planning (40%)
• Invigilated Exam (45%)
• Response (15%)

For textbook details check your university's handbook, website or learning management system (LMS).

About Curtin University

Start your career with Curtin’s globally recognised courses and extensive industry connections. Through OUA, their online courses offer an interactive and collaborative learning experience that gets you the same degree as if you studied on campus. Curtin is a global university with a vibrant culture of innovation and collaboration and is ranked in the top one per cent of universities worldwide.

Learn more about Curtin University .

Explore Curtin courses .

Entry requirements

No entry requirements

Additional requirements

• Equipment requirements - Audio/Visual equipment
• Other requirements - This subject is not available for students who are under the age of 16.

Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.

Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.

Why study a single subject?

Bite sized study

Try studying a particular area to see if online study suits you, or upskill in just a few months with a single subject that you’re interested in.

Pursue a dream

With thousands of single subjects to choose from, you can find topics that get you on the path to your higher education goals fast.

Gain Uni credit

Most single subjects are part of a full degree. That means if you’re keen to keep learning, you can gain credit for the subjects you’ve successfully completed.

What to study next?

Once you’ve completed this subject it can be credited towards one of the following courses

Undergraduate | CUR-UNR-DEG

UniReady Enabling Subjects

Single subject FAQs

Single subjects are the individual components that make up a degree. With Open Universities Australia, you’re able to study many of them as stand-alone subjects , including postgraduate single subjects , without having to commit to a degree.

Each of your subjects will be held over the course of a study term, and they’ll usually require 10 to 12 hours of study each week. Subjects are identified by a title and a code, for example, Developmental Psychology, PSY20007.

First, find the degree that you would like to study on our website.

If that degree allows entry via undergraduate subjects, there will be information about this under the Entry Requirements section. You will find a list of 2-4 open enrolment subjects you need to successfully complete to qualify for admission into that qualification.

Once you pass those subjects, you will satisfy the academic requirements for the degree, and you can apply for entry.

Our student advisors are here to help you take that next step, so don’t hesitate to reach out when you’re ready! We’ve also made it easier to figure out the right way to get started on our pathways page .

Our student advisors are more than happy to help you plan your online study. Get in touch with an advisor by:

- Booking a free one-on-one consultation

- Calling, messaging or chatting with us today

You can pay up front with your credit card, or you may be eligible for a HELP loan from the Australian government depending on your citizenship status and where you’ll live during your studies.

For more information about how to pay for your studies visit our fees page or contact a student advisor .

When you’ve made your choice, click ‘Enrol now’ on the relevant course page and follow the prompts to begin your enrolment. We’ll ask you to supply some supporting documentation, including proof of your identity, your tax file number, and a unique student identifier (USI) during this process.

Your university will get in touch with you via email to confirm whether or not your application has been successful.

If you get stuck at any time, reach out to us and we’ll talk you through it.

You can also take a look at our online self-service enrolling instructions .

Close of enrolment times vary between universities and subjects. You can check the cut-off dates for upcoming study terms by visiting key dates .

Tell us a little about yourself

Keep track of your favourites.

Create a free account or sign in to:

• Save your favourite courses
• Access your saved courses on any device
• Compare your saved courses using our compare tool

Create an account

Already have an account?

• My Account |
• StudentHome |
• TutorHome |
• IntranetHome |
• Contact the OU Contact the OU Contact the OU |
• Accessibility Accessibility

Postgraduate

• International
• News & media
• Business & apprenticeships
• Contact Contact Contact
• A to Z of subjects
• Course types
• Honours degrees
• Integrated masters degrees
• Foundation degrees
• Diplomas of Higher Education
• Certificates of Higher Education
• Open University certificates
• Open qualifications
• Higher Technical Qualifications
• Microcredentials
• Short courses
• All courses
• Student stories
• Accountancy
• Counselling
• Engineering
• Environment
• IT and computing
• Mental health
• Social work
• Working with children
• Employability and the OU
• International recognition
• Apprenticeships
• What is distance learning?
• A guide to our qualifications
• How long will my qualification take?
• How will I study?
• Tutors and tutorials
• How will I be assessed?
• Support and the OU community
• Ask a student
• Our global reputation
• Can I do it?
• Finding time to study
• Is my English good enough?
• Computing skills
• Am I ready tool
• Fees and funding
• Tuition fee loan
• Tuition fee grants and loans
• Part-time fee grant
• Support for living costs

Employer sponsorship

• Credit or debit card
• Enhanced learning credits

Mixed payments

• Study costs funding
• Carers' Scholarship
• Carers' Bursary
• Care Experienced Bursary
• Care Experienced Scholarship
• Scholarship for Black Students
• Disabled Veterans' Scholarships
• Sanctuary Scholarship
• How to apply
• Transferring your study

Advanced creative writing

Advanced creative writing develops your writing ability by widening your generic range and developing your knowledge of style. The module works on the forms introduced in the OU level 2 module Creative writing (A215) – fiction, poetry and life writing – and supplements these with dramatic writing, showing you how to write for stage, radio and film. You’ll explore how these scriptwriting skills might enhance your prose style, improve your writing across the range of forms, and further develop your individual style and voice. The module offers guidance on professional layouts for the dramatic media and is a natural progression from Creative writing (A215).

Modules count towards OU qualifications

OU qualifications are modular in structure; the credits from this undergraduate module could count towards a certificate of higher education, diploma of higher education, foundation degree or honours degree.

Browse qualifications in related subjects

Module code.

• Credits measure the student workload required for the successful completion of a module or qualification.
• One credit represents about 10 hours of study over the duration of the course.
• You are awarded credits after you have successfully completed a module.
• For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.

Study level

Study method, module cost, entry requirements, student reviews.

This module was very different from Creative Writing (A215) which I also enjoyed, although it did build on the skills... Read more

When I enrolled on this module, I wondered what writing techniques could be improved upon after studying Creative writing (A215).... Read more

Request your prospectus

Explore our subjects and courses, what you will study.

This module is structured in four parts. At the core of the module is a handbook that takes you week-by-week through methods, readings and writing exercises. This handbook covers the first three parts of the module. The fourth part is a period of independent study and project work.

Part 1: Ways of writing  You'll begin by looking at different approaches to writing. In particular, you'll focus on the influence of genre, world-building in dystopian and fantasy fiction, setting in life writing and narrative in poetry. Work includes readings and writing exercises in fiction, poetry, and life writing.

Part 2: Dramatic writing You'll progress to explore writing techniques for three dramatic media: stage, film and audio, which will illustrate the narrative strengths and constraints of each medium. You'll examine the conventional layouts for these media, and this part will also deal with dramatic principles connected to dialogue, subtext, status and exposition, as well as media-specific elements such as sets for the stage, aural contrast in audio and montage in film. You’ll also consider the techniques involved in adapting work in other genres to script.

Part 3: Developing style and structure You'll look at how some of the methods used in dramatic writing can improve fiction writing, life writing and poetry. You’ll consider the inner world in life writing, and dramatic techniques in poetry. This section goes on to explore writing approaches in a wide-ranging fashion, covering poetic form, time, voice, long and short-form work, theme and structure, and the uses of rhetoric and analogy. You’ll focus on improving your writing style and voice in all genres.

Part 4:   Independent study This final part involves working on a larger project, culminating in the presentation of an end-of-module assessment comprising a substantial piece of creative writing in one of the forms taught in the module – fiction, poetry, life writing or drama.

As in Creative writing (A215), the emphasis is very much on practice through guided activities, although as the module progresses, you will increasingly be expected to generate and develop your own ideas without reliance on the study materials. In comparison to the OU level 2 module, the emphasis will be on working independently to enhance and improve your writing style and voice. You'll spend longer developing, editing and redrafting your work and will write a dramatic adaptation and explore the influence of drama on your work.

Online tutor-group forums will enable peer-group discussion of some of your work. You'll be expected to engage in these activities, giving impersonal and informed evaluations of your own and others’ work through constructive criticism. Some of the tutor-marked assignments will require evidence of engagement on the online forum.

Teaching and assessment

Support from your tutor.

You’ll have a tutor who will help you with the study material and mark and comment on your written work, and whom you can ask for advice and guidance both via online forum and by phone or email. Your tutor also offers general support throughout the module, as you progress through the Handbook, which is the principal guide to your learning.

There will be online tutorials that you are encouraged, but not obliged, to attend. You can access recordings of tutors covering material that was delivered in online tutorials.

Full guidance will be provided on accessing the teaching provided via online forums. Online tutor-group forums enable peer discussion of some of your work and allow tutors to make general points of relevance to the whole group.

Contact us  if you want to know more about study with The Open University before you register.

The assessment details for this module can be found in the facts box.

Future availability

Advanced creative writing starts once a year – in October. This page describes the module that will start in October 2024. We expect it to start for the last time in October 2035. 

Regulations

Course work includes:.

This module builds on the explicit skills taught in Creative writing (A215), ideally which you'll have completed, or equivalent study, before embarking on this module.

If this is your first creative writing module, then ‘equivalent study’ would comprise preparation, including our Creative Writing Tasters and Exercises , which has interviews with writers, sample writing exercises and links to other creative writing study at the OU.  

If you have any doubt about the suitability of the module, please speak to an  adviser .

Preparatory work

You are also strongly advised to prepare for the module by reading  Creative Writing: A workbook with readings  (2nd edition).

Additional Costs

Study costs.

There may be extra costs on top of the tuition fee, such as set books, a computer and internet access.

If your income is not more than £25,000 or you receive a qualifying benefit, you might be eligible for help with some of these costs after your module has started.

Ways to pay for this module

Open university student budget account.

The Open University Student Budget Accounts Ltd (OUSBA) offers a convenient 'pay as you go' option to pay your OU fees, which is a secure, quick and easy way to pay. Please note that The Open University works exclusively with OUSBA and is not able to offer you credit facilities from any other provider. All credit is subject to status and proof that you can afford the repayments.

You pay the OU through OUSBA in one of the following ways:

• Register now, pay later – OUSBA pays your module fee direct to the OU. You then repay OUSBA interest-free and in full just before your module starts. 0% APR representative. This option could give you the extra time you may need to secure the funding to repay OUSBA.
• Pay by instalments – OUSBA calculates your monthly fee and number of instalments based on the cost of the module you are studying. APR 5.1% representative.

Joint loan applications

If you feel you would be unable to obtain an OUSBA loan on your own due to credit history or affordability issues, OUSBA offers the option to apply for a joint loan application with a third party. For example, your husband, wife, partner, parent, sibling or friend. In such cases, OUSBA will be required to carry out additional affordability checks separately and/or collectively for both joint applicants who will be jointly and severally liable for loan repayments.

As additional affordability checks are required when processing joint loan applications, unfortunately, an instant decision cannot be given. On average the processing time for a joint loan application is five working days from receipt of the required documentation.

Read more about  Open University Student Budget Accounts (OUSBA) .

Studying with The Open University can boost your employability. OU courses are recognised and respected by employers for their excellence and the commitment they take to complete. They also value the skills that students learn and can apply in the workplace.

More than one in ten OU students are sponsored by their employer, and over 30,000 employers have used the OU to develop staff so far. If the module you’ve chosen is geared towards your job or developing your career, you could approach your employer to see if they will sponsor you by paying some or all of the fees. 

• Your employer just needs to complete a simple form to confirm how much they will be paying and we will invoice them.
• You won’t need to get your employer to complete the form until after you’ve chosen your module.  

Credit/debit card

You can pay part or all of your tuition fees upfront with a debit or credit card when you register for each module. 

We accept American Express, Mastercard, Visa and Visa Electron. 

We know that sometimes you may want to combine payment options. For example, you may wish to pay part of your tuition fee with a debit card and pay the remainder in instalments through an Open University Student Budget Account (OUSBA) .

For more information about combining payment options, speak to an  adviser  or book a  call back at a time convenient to you.

Can you study an Access module for free?

Depending on eligibility and availability of places, you could apply to study your Access module for free.

To qualify, you must:

• be resident in England
• have a household income of less than £25,000 (or be in receipt of a qualifying benefit)
• have not completed one year or more on any full-time undergraduate programme at FHEQ level 4 or above or successfully completed 30 credits or more of OU study within the last 10 years

How to apply to study an Access module for free

Once you've started the registration process , either online or over the phone, we'll contact you about your payment options. This will include instructions on how you can apply to study for free if you are eligible and funded places are still available.

If you're unsure if you meet the criteria to study for free, you can check with one of our friendly advisers on +44 (0)300 303 0069 , or you can request a call back .

Not eligible to study for free?

Don't worry! We offer a choice of flexible ways to help spread the cost of your Access module. The most popular options include:

• monthly payments through OUSBA
• part-time tuition fee loan (you'll need to be registered on a qualification for this option)

To explore all the options available to you, visit Fees and Funding .

What's included

You’ll be provided with the printed module Handbook, which is the principal guide to your learning,  and have access to a module website, which includes:

• a week-by-week study planner
• module materials
• audio, video and interactive content
• assignment and assessment details and submission section
• online forums and tutorial access.
• electronic versions of the printed study materials
• online exercises
• links to online resources

Computing requirements

You’ll need broadband internet access and a desktop or laptop computer with an up-to-date version of Windows (10 or 11) or macOS Ventura or higher.

Any additional software will be provided or is generally freely available.

To join in spoken conversations in tutorials, we recommend a wired headset (headphones/earphones with a built-in microphone).

Our module websites comply with web standards, and any modern browser is suitable for most activities.

Our OU Study mobile app will operate on all current, supported versions of Android and iOS. It’s not available on Kindle.

It’s also possible to access some module materials on a mobile phone, tablet device or Chromebook. However, as you may be asked to install additional software or use certain applications, you’ll also require a desktop or laptop, as described above.

If you have a disability

The OU strives to make all aspects of study accessible to everyone and this  Accessibility Statement  outlines what studying A363 involves. You should use this information to inform your study preparations and any discussions with us about how we can meet your needs.

To find out more about what kind of support and adjustments might be available, contact us or visit our disability support pages .

The Open University

• Study with us
• Supported distance learning
• Funding your studies
• International students
• Global reputation
• Develop your workforce
• Contact the OU

Undergraduate

• Arts and Humanities
• Art History
• Business and Management
• Combined Studies
• Computing and IT
• Creative Writing
• Criminology
• Early Years
• Electronic Engineering
• Film and Media
• Health and Social Care
• Health and Wellbeing
• Health Sciences
• International Studies
• Mathematics
• Mental Health
• Nursing and Healthcare
• Religious Studies
• Social Sciences
• Social Work
• Software Engineering
• Sport and Fitness
• Postgraduate study
• Research degrees
• Masters in Art History (MA)
• Masters in Computing (MSc)
• Masters in Creative Writing (MA)
• Masters degree in Education
• Masters in Engineering (MSc)
• Masters in English Literature (MA)
• Masters in History (MA)
• Master of Laws (LLM)
• Masters in Mathematics (MSc)
• Masters in Psychology (MSc)
• A to Z of Masters degrees
• Accessibility statement
• Conditions of use
• Privacy policy
• Cookie policy
• Manage cookie preferences
• Modern slavery act (pdf 149kb)

Follow us on Social media

• Student Policies and Regulations
• Student Charter
• System Status
• Contact the OU Contact the OU
• Modern Slavery Act (pdf 149kb)

© . . .

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development 

The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page  if you have any questions or comments.

All the best,

Social Media

Facebook twitter.

• Academics /

Take a Course

Online and on-campus courses that fit your lifestyle.

Courses Designed for Impact

At Harvard Extension School, our courses are the cornerstone of our academic offerings.

You may choose to take a single course — perhaps to build a new skill, explore a passion, or prepare for graduate school. Or you may decide to take courses in pursuit of a degree or certificate . The choice is yours.

Our courses are open enrollment, requiring no application to enroll. Whatever your goal, you’ll find courses that balance academic rigor with flexibility and value.

800 courses in over 60 subjects

Harvard faculty and industry-leading professionals

Flexible course formats to fit your life

High-impact learning designed for real-world application

A global community of motivated lifelong learners just like you

Stackable pathways that can lead from a course to a certificate to a degree

Take a Course This Summer

You can explore over 400 online and on-campus courses offered during Harvard Summer School 2024.

Multiple Participation Options Offered Year-Round

We understand that you need flexible attendance options to balance school, career, and other life commitments.

We offer courses multiple times a year, with 3 participation options:

• Online synchronous
• Online asynchronous

Learn more about our course participations options.

Full (15-week) and half (7-week) term courses between August and mid-December

January Session

3-week intensive courses

Spring Term

Full (15 week) and half (7 week) term courses from late January to mid-May

Summer Session

3- and 7-week options from June to August

Course Tuition Rates

Simply enroll—no application required.

To get started, simply follow these steps:

• Create a  MyDCE account .
• Review our  Enrollment Policies .
• Explore our  course catalog .
• Understand our  Enrollment Requirements and complete those applicable to you and your course of interest.
• Complete  preregistration in MyDCE .
• Register for your course.
• Submit your  payment by the payment deadline.
• Learn and connect!

Has it been a few years since you were in a classroom?

Returning to school as an adult student can be overwhelming. Our Harvard Extension Ready tool and Career and Academic Resource Center can help you prepare.

Harvard Extension Ready

Harvard Extension Ready is a series of online lessons on core writing skills. It is free, self-guided, and self-paced.

Learn more and get started with Harvard Extension Ready !

Career and Academic Resource Center (CARC)

CARC provides academic webinars covering a wide variety of study and research skills you’ll need to thrive at Harvard Extension School.

Whether you want to learn some effective note-taking strategies, prepare to give a presentation, or understand how to properly cite your sources in a midterm paper, you’ll find what you need in the online CARC resource library.

Visit the CARC website to explore all of these valuable resources and more.

Experience all that Harvard Extension Has to Offer

• Receive college credit. Harvard Extension courses are credit-bearing, can be applied to related Harvard Extension certificates and degrees , and may be transferable to other universities.
• Gain access to skill-building and career webinars , student resources , and Harvard University libraries .
• Develop a diverse network of peers like you—driven, experienced, and committed to growth.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

University of Notre Dame

Fresh Writing

A publication of the University Writing Program

• Home ›
• Essays ›

Why is Adjusting to College so Difficult, and How Can Colleges Support First-Year Students?

By Neel Gupta

Published: June 06, 2024

I closed the door to my black sedan and pressed the small button to open the trunk. It creaked as it slowly opened—revealing four black lawn chairs. I gently picked two of them up and handed one to my sister. My father and my mother gathered the other two. We set them up in the short grass around us. Together, we all sat down—staring at the brilliant sunset in front of us.

I had one week before I left home to attend the University of Notre Dame. This was one of the last times my family and I would have an opportunity to simply sit in peace and enjoy each other's presence.

“Are you excited for college?” asked my older sister. “I remember being nervous before I left.”

“So excited,” I replied without hesitation. Notre Dame was my dream school. Why would I be nervous?

“Do you think you’ll be homesick?” wondered my mother.

“Of course not,” I replied. “Homesickness only happens to kids.”

My family members smiled sadly; it was almost as if they knew something I didn’t.

Three months into my first semester of college, I now realize I was mistaken. I’m homesick; I miss my car, my friends, my shower, and my room. I miss waking up to the tantalizing smell of my mother’s butter chicken, playing tennis with my father, and laughing at Instagram reels with my sister. It’s challenging; in fact, I struggled so much that I submitted a transfer application to a college that is closer to my home in Pennsylvania before I had even spent a month at Notre Dame. I was fully willing to give up on my dream school that I had worked endlessly to get into just to be closer to the people I love. Why was this the case? Why has it been so difficult for me to adjust to college, and what can universities do to help similar students?

Homesickness and the issues associated with it may often seem like they are not that big of a deal, but they pose a significant challenge for first-year college students. Psychology and brain sciences professor Tammy English and others define homesickness as “the distress or impairment caused by actual or anticipated separation from home” (1). Research conducted by English and others found that homesickness was linked to several other issues, such as a more challenging time adjusting to college and participating in social interactions (4). In their study, they gathered 174 undergraduate students and measured each student’s weekly levels of homesickness on a scale of zero to four (where four is the highest level of homesickness); it was discovered from the results that homesickness tends to decrease over time (English, et al. 6). However, it was also found that time was only linked to a small decrease in homesickness (English, et al. 6). In other words, homesickness does generally decrease with time, but it does not dissipate by a substantial amount. This makes the issue challenging to deal with.

Another issue that homesickness can cause is a lack of concentration in the classroom. According to professor of psychology and sociology Christopher Burt, homesickness can make it more difficult for students to concentrate during class (333). In his study, Burt gathered 108 undergraduate students and showed each of them a set of 44 slides that reminded students of home (336-337). Immediately afterward, the digit span test (a procedure in which individuals are presented with 22 sets of numbers and asked to repeat them verbally) was used to assess students’ attention to a task at hand; from this data, it was found that homesickness was linked to a lower level of attention (Burt 336). It is important to note, however, that the study did not find any correlation between homesickness and academic performance (Burt 341). Thus, homesickness can make it more challenging to actually concentrate, but it does not necessarily lead to lower grades. My personal experience supports this idea; during classes, I’ve often become lost in thoughts of home. I’ll start thinking about the great memories I’ve made with the friends from my hometown, which eventually leads to me falling down a rabbit hole of melancholy feelings—making it much harder for me to focus on topics such as atomic orbitals and natural selection.

The four days of “Welcome Weekend” at Notre Dame were a complete blur. Members of my dorm raced around the parking lot during move-in day—screaming and waving flags proudly displaying Stanford Hall. I was lost in a whirlwind of new faces, locations, rules, and foods over the next few days. Although the sheer excitement of moving into such an electric dorm and environment for the next four years initially overpowered any feelings of homesickness, I began missing home about a day or two after moving in.

As I walked to my chemistry lecture with a student I had just met in my second week of classes, I decided to strike up a conversation.

“Are you homesick?” I asked.

“Not really,” he replied. “I love it here.”

Then, on the way to North Dining Hall after a philosophy class, I began speaking to a fellow classmate.

“Do you feel homesick here?” I questioned.

“No,” she said. “I really enjoy the freedom that comes with college.”

Roughly a week later, I met a Brazilian student in my dorm. I felt relieved. As a student who is so far from home, he would certainly be able to empathize with my homesickness.

“You’re from Brazil, right?” I asked. “How do you deal with your homesickness?”

“I’m not homesick at all,” he replied. “I call my parents once in a while, but I don’t really miss home other than that.”

These conversations made it more difficult for me to adjust. I could not find anyone else who was struggling with homesickness. It was as if I was the only homesick student in the entire university. As a result, I struggled to find people who I could speak to about the issues I was dealing with.

However, studies have shown that homesickness is actually a very prevalent issue . Research has shown that within the first ten weeks of college, 94% of students report feelings of homesickness (English, et al. 6). In addition, it was found that homesickness affects all people—regardless of age or sex (Burt 333). Yet, if homesickness is so prevalent, why did I struggle to find peers who empathized with my feelings?

The answer to this question may lie in a study conducted on an issue related to homesickness: loneliness. A nationwide survey conducted in 2020 suggested that two-thirds of college students struggle with loneliness (Eisenberg 5) . In addition, psychology professors Natalie Kerr and Taylor Stanley determined from their research that college students stigmatized loneliness (2). In their study, they found that college students involved in the study were less likely to think positively of individuals who were characterized as “lonely” (Kerr and Stanley 6). This suggests that it is possible lonely students may be reluctant to speak about topics relating to their feelings in fear of being viewed in a negative fashion.

Similarly, first-year college students may feel that there is a stigma surrounding homesickness. As a result, they may be worried to actually speak about their issues in fear that they will be viewed in a different light. This environment that makes it difficult to speak about issues such as homesickness and loneliness may also pose a deeper issue. It may cause students to believe that their feelings are not common—just as I felt when my peers all claimed to not feel homesick.

Yet, as challenging as it was to deal with homesickness, there were certain aspects of Notre Dame’s Welcome Weekend that aided in my struggle. For example, I met some of my first real friends at Notre Dame’s famous “DomerFest.” In addition, dorm-related activities, such as participating in a trivia competition with my roommate, playing several ferocious games of ping-pong, and engaging in heated scavenger hunts helped to foster new connections with my roommate and other members of the dorm. Other events, such as the welcome mass and official university welcome also made me feel at home.

Perhaps the most influential part of the four days was a peer-led social group. It consisted of roughly six freshmen and two upperclassmen; together, we all sat on the Library Quad and simply talked. The peaceful night air felt warm on my skin as freshmen bombarded the upperclassmen with questions—asking about parties, social life, academics, adjustment, and much more.

“What if I’m late to class?”

“How do I reserve a room in the library?”

“Where can I go to buy snacks?”

In my experience, this was by far the most helpful event of Welcome Weekend; it was nice to hear the perspectives of students who had specifically been in our shoes just a few years prior.

My personal experience with peer-support groups is mirrored in research that has been conducted on the matter. Psychology professor Jonathan Mattanah and others conducted a study and discovered that social support groups have a positive effect on students’ adjustment to college (104). Specifically, they found that students who were involved with groups that met roughly eight times in the Fall Semester experienced lower levels of loneliness and felt more socially supported by their peers (Mattanah, et al. 97). Students who are involved in such groups are able to freely express their concerns and feelings in an environment where they know they will not be judged. In addition, many upperclassmen have specifically experienced similar circumstances, meaning they may be able to provide guidance to struggling freshmen. However, the peer support group at Notre Dame was just a one-time meeting during Welcome Weekend. To further assist students, Notre Dame and other colleges can implement specific groups that meet more than just once a semester.

Another way colleges can aid in students’ adjustment to college is through the use of a summer bridge program. Professor of politics and global studies Gina Woodall and others explain that a summer bridge program is one in which recent high school graduates begin college prior to the Fall Semester; these programs can be beneficial because they help to create “momentum” for college students by giving them a first-hand taste of what the Fall Semester will be like (449). These programs generally have two purposes. Firstly, they help to foster social connections for first-years—allowing these students to have a general group before actually arriving for their first real semester (Woodall et al. 448). In addition, this concept allows students to get a sort of head-start on the skills they will need to succeed at college (Woodall et al. 448). Essentially, implementing a summer bridge program can theoretically help students in their adjustment to college by exposing them to a similar environment before their first semester.

When Gina Woodall and others further researched the idea, they found that students who participated in the summer bridge program typically felt more socially and emotionally connected to their university (1). In addition, the researchers found that, out of the students who participated in the program, 100% claimed that they would return for the spring semester; conversely, a smaller 92.5% of the students who were not a part of the program reported that they would attend the same college for the spring semester (460). This research shows that there is real promise in using summer bridge programs to ease students’ transition to college life.

During my first month of college, I was convinced that the intense feelings of homesickness would last forever. I was fully ready to give up on my dream school and transfer. Yet, times have slowly changed. Sure, I’m still homesick. I’m counting down the days until Christmas break when I can spend a whole month with my people, but little developments have shown me how far I’ve come. One day, I woke up and no longer needed to use Apple Maps to make it to the Coleman-Morse Center for my writing class. On a random Tuesday, I figured out how to order the Grubhub burgers at North Dining Hall. Recently, I’ve been able to make time to play Fortnite with my new friends without sacrificing my academic performance. In essence, the homesickness has become more bearable with time—just as it does for many other students. However, it doesn’t have to be a lonely battle. Notre Dame and other colleges can play a large role in helping students manage their feelings of homesickness. With the implementation of concepts like peer support groups and summer bridge programs, colleges can help freshmen make a smoother transition to college—allowing for a higher quality of life for these students in their first year.

Works Cited

Burt, Christopher D.B. “Concentration and Academic Ability Following Transition to University: An Investigation of the Effects of Homesickness.” Journal of Environmental Psychology , vol. 13, no. 4, 1993, pp. 333–342, https://doi.org/10.1016/s0272-4944(05)80255-5.

English, Tammy, et al. “Homesickness and Adjustment Across the First Year of College: A Longitudinal Study.” Emotion , vol. 17, no. 1, 2017, pp. 1–5, https://doi.org/10.1037/emo0000235 .

Eisenberg, Daniel, et al. “Fall 2020 Data Report - Healthy Minds Network.” Healthy Minds Network, 2020, https://healthymindsnetwork.org/wp-content/uploads/2021/02/HMS-Fall-2020-National-Data-Report.pdf . 

Mattanah, Jonathan F., et al. “A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators.” Journal of College Student Development , vol. 51, no. 1, 2010, pp. 93–108, https://doi.org/10.1353/csd.0.0116 .

Kerr, Natalie A., and Taylor B. Stanley. “Revisiting the Social Stigma of Loneliness.” Personality and Individual Differences , vol. 171, Mar. 2021, pp. 1–9, https://doi.org/10.1016/j.paid.2020.110482 .

Woodall, Gina Serignese, et al. “Is an Early Start the Best Start?: Evaluating the Effectiveness of a Political Science Summer Bridge Program.” Journal of Political Science Education , vol. 13, no. 4, 2017, pp. 447–463, https://doi.org/10.1080/15512169.2017.1358174 .

Neel Gupta is a member of the Class of 2027. He is majoring in Science PreProfessional Studies with a prospective supplementary major in Theology and minor in Foundations of Business; he one day hopes to pursue a career in the medical field. As an individual from a small town in Pennsylvania called DuBois, Neel was inspired to write this piece based on his experiences with homesickness during his first few months of college. This writing reflects a combination of personal experience and research in an effort to produce a paper that can connect to individuals dealing with similar circumstances. He is incredibly grateful for his Writing and Rhetoric professor, Dr. Joanna Want, for her guidance in the writing process and for her support and reassurance during some of his most challenging times. Neel is also very grateful for his family who have always been by his side throughout his life.