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The New School has been a vital center for writing since 1927, when Gorham Munson—a New York City editor, literary critic, and close friend of Marianne Moore, Hart Crane, and William Carlos Williams—offered his first workshop in creative writing. Over the years, our writing and literature faculty has included many of America's most acclaimed poets, novelists, and nonfiction writers.

The poets, essayists, memoirists, and novelists who have taught and studied at The New School make up a who's who of modern American literature. A brief, incomplete, and somewhat random list includes Berenice Abbott, Joan Acocella, Hannah Arendt, John Ashberry, W. H. Auden, James Baldwin, Amiri Baraka, Teju Cole, Billy Collins, W. E. B. Du Bois, Kay Boyle, André Breton, Jericho Brown, Anatole Broyard, Stephanie Burt, Anne Carson, Peter Caret, Lucille Clifton, Sigrid de Lima, Lydia Davis, Jacques Derrida, Ani DiFranco, Carol Muske Dukes, Jennifer Egan, Jeffrey Eugenides, Betty Friedan, Robert Frost, Louise Glück, William Goyen, Jorie Graham, Horace Gregory, Daniel Halpern, Lorraine Hansberry, Edward Hoagland, bell hooks, David Ignatow, Leslie Jamison, Alfred Kazin, Jack Kerouac, Jamaica Kincaid, Carolyn Kizer, Lisa Ko, Kenneth Koch, Stanley Kunitz, Jhumpa Lahiri, Madeleine L’Engle, Dorothea Lasky, Pearl London, Robert Lowell, Thomas Mann, Jacques Maritain, David Markson, Bernadette Mayer, Joyce Carol Oates, Jenny Offill, Frank O'Hara, Mario Puzo, May Sarton, Robyn Schiff, Tracy K. Smith, Layli Long Soldier, Gilbert Sorrentino, Mark Strand, Sekou Sundiata, John Jeremiah Sullivan, James Tate, Hannah Tinti, Charles Tomlinson, Jean Valentine, John Waters, Eudora Welty, Ruth Westheimer, Tennessee Williams, Colson Whitehead, Kevin Young, and Marguerite Young.

Since the inception of the MFA Creative Writing Program in 1996, our faculty have comprised a range of extraordinary contemporary authors, including Hilton Als, Catherine Barnett, Shanna Compton, Karen Ellis, Angela Flournoy, John Freeman, Mary Gaitskill, Carol Goodman, Lucy Grealy, David Howe, David Hajdu, Amy Hempel, A. M. Homes, Richard Howard, Fanny Howe, Hettie Jones, James Lasdun, David Levithan, Phillip Lopate, Sarah Manguso, Greil Marcus, Douglas Martin, Patrick McGrath, Maggie Nelson, Sigrid Nunez, Sidney Offit, Danielle Pafunda, Francine Prose, Camille Rankine, Lucy Sante, Jill Santopolo, Sapphire, Tor Seidler, Dani Shapiro, Prageeta Sharma, Benjamin Taylor, Lynne Tillman, Renée Watson, Sarah Weeks, Susan Wheeler, Tiphanie Yanique, and Jenny Zhang.

Today our teachers are themselves celebrated authors.

Administration & Leadership

Directors, Chairs, and Coordinators John Reed , Director, Creative Writing Program Laura Cronk , Chair of the Undergraduate Creative Writing Program Caron Levis , Writing for Children and Young Adults Coordinator Helen Schulman , Fiction Chair Margaret Rhee , Arts Writing Chair Val Vinokur , Interim Poetry Coordinator

Program Staff Lori Lynn Turner , Associate Director of Administration

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Our campus in the heart of New York City's Greenwich Village allows you to study and live in one of the most vibrant and diverse cities in the world. Take advantage of the infinite opportunities to work alongside leading professionals, experience groundbreaking work, and absorb diverse cultural and educational opportunities.

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The New School's mission is to prepare students to understand, contribute to, and succeed in a rapidly changing society, thus making the world a better and more just place. As a university where design and social research drive approaches to studying issues of our time, we seek to provide students with the tools needed to grapple with complex problems facing society and to pursue more fluid and flexible career pathways.

100 Years New

A century ago, a few progressive scholars and thinkers founded what would become The New School. Discover some of the pioneers, movements, and events that collectively tell our story of creative and intellectual innovation. Explore the university's legacy and learn how 1919 was the start of something new.  

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The Creative Writing Program’s Writing for Children and Young Adults Concentration Specializes in the Form and Function of Crafting Stories for Young Readers

Alumni of the Writing for Children and Young Adults program have recently racked up a number of remarkable achievements. Last week, the National Book Awards finalists were announced, and among the selections in the Young People’s literature category was King and the Dragonflies by Kacen Callender, MFA Creative Writing ‘14. Janae Marks’, MFA Creative Writing ’10, debut From the Desk of Zoe Washington has been earning stars and stellar reviews.  Soon after graduation, Sona Charaipotra and Dhonielle Clayton, both MFA Creative Writing ’12, created a book development company, Cake Literary, which has led to the publication of many new voices in middle grade, teen, and women’s fiction; in addition their own book “Tiny Pretty Things” has just been turned into an hour-long drama series on Netflix. Corey Ann Haydu, MFA Creative Writing ’12, a popular YA and middle-grade author has just published the first two books of her new chapter book series, Hand-Me-Down Magic, this summer. 

General interest in the field of young adult and children’s literature has grown steadily — fueled by the success of juggernauts like the Harry Potter, Twilight, and Hunger Games franchises, along with stand-alone bestsellers like The Hate You Give , Children of Blood and Bone , and Love, Simon . But MFA writing programs at only a handful of universities, including The New School’s Creative Writing Program , offer concentrations for authors targeting this age group. “Good writing is good writing, but there are very specific craft choices that come up when writing for different ages,” says Caron Levis, faculty member and program coordinator for the Writing for Children and Young Adults concentration. “Everything has its own format or issues you have to be aware of, from picture books, which have a very specific form, to writing for teens, which is an ever-shifting area in terms of content and craft, so being in a program where you are in a workshop full of people immersed in the same world you are is invaluable.” 

Although a program focused solely on writing for young readers may sound highly specific, there is incredible variety within the concentration. “Because the concentration covers a wide range of topics and age groups, I’ve loved learning more about writing for the different age groups within the larger Children and Young Adults category,” says, Isabella Hendricks, MFA Creative Writing ’21. “We have picture book, middle grade, and YA writers in the cohort, and I think that studying all of these categories strengthens your writing, regardless of which age group, or groups, you’re primarily writing for. It’s also great to have a group that is not just passionate about writing for young people but is also avidly reading what’s out there. Everyone is well-versed in children’s and young adult lit and, as a result, is critiquing each other’s work from a perspective informed by the genre.” 

With only ten to 15 students selected every year for the program, each cohort is able to develop and create a strong community that supports them through their time at the university and beyond. “Our faculty of authors and editors, who are highly active in the field, bring their knowledge and experience to the program; in addition, as our students go into publishing world, they discover that their community of fellow writers, is just as essential to their writing and careers,” says Levis.  

This access to a writing community was a strong draw for Eleanor Owens, MFA Creative Writing ’21. “I believe one of the most important things I possibly could have gotten out of The New School’s MFA program is the group of like-minded writers who have critiqued me, recommended incredible books, pushed me to grow, and changed me in ways I’m sure I’m still not aware of,” says Owens. “When I applied to MFA programs, the only ones I applied to were in-residency for this exact reason. I ended up choosing The New School because it offered me a significant scholarship, has an incredible reputation, and is based in New York City, so it was hard to beat its access to book events and author interviews.”

The program has also been successful in attracting authors interested in expanding the diversity and inclusiveness of children’s books. “What has been historically lacking in the field of children’s literature is greater and authentic diversity, inclusion, and representation of all children and their experiences,” says Levis. “There have always been amazing books, but there haven’t always been books everyone can see themselves in them. A lot of our alumni are contributing to shifting that whether that’s through their own writing, as editors, or being an active part of the We Need Diverse Books movement; many people come to the program with a specific interest in writing books for communities of readers that have been under or incorrectly represented.”

For Levis, who is also a social worker, the children’s book community’s willingness and desire to address social issues like Black Lives Matter and #MeToo are crucial to their work. “Children’s writers often consider how stories can support children and young adults navigate their worlds,” she says. “That can happen through a super silly book or one that tackles tough and fierce themes.  For young people, reading the right book at the right time can have significant impact on their lives. Writers in this program understand that, and that’s what brings them here.”

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Creative Writing

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“I Need to Get this Down”: Writing in Paris with Wilbert Turner III

For centuries, Paris has inspired writers from Voltaire to James Baldwin. The Paris Writing Intensive, a collaboration between the New School’s Creative Writing Program and Parsons Paris, is bringing writers […]

Things We Carry: Lisette Boer

When I am inside writing, all I can think about is how I should be outside living. When I am outside living, all I can do is notice all there is to write about.

Things We Carry: J. Mae Barizo

Who needs wifi?

Things We Carry: Jerakah Greene

I’ve been really into drinking things out of goblets lately, so give me a goblet and a playlist and I can get some writing done.

Things We Carry: Sidik Fofana

Facing a blank screen is like stepping into a boxing ring with your hands tied behind your back and with no choice but to take the punches. 

Things We Carry: Oriana Peckham

It is relieving to know that if you suffered amnesia, there would be people to remind you of your own story.

Things We Carry: Elissa Bassist

If I had a prayer, it would be, “Just revise yesterday’s paragraph for 25 minutes, and then quit until tomorrow.”

Things We Carry: Charlotte Slivka

Other than that, it's just about finding that opening into the creative space, that little space-out or space-in spot that involves me not being involved.

Things We Carry: Carlton W. McGrone

Things We Carry is a series of short interviews with current students, faculty, and alumni of the Creative Writing Program. These conversations are interested in the tactile elements of writing: […]

Things We Carry: helena grande

Things We Carry is a series of short interviews with current students, faculty, and alumni of the Creative Writing Program. These conversations are interested in the tactile elements of writing: what do we hold essential? […]

10 Must-Read Magazines and Presses Founded By New School MFA Alumni

Since the inception of the MFA in Creative Writing program at The New School, alumni from each graduating class have gone on to create influential websites, magazines, and presses. Here is a […]

Things We Carry: Natalee Cruz

Things We Carry: Anthony Casella

Things We Carry: Stephanie Danler

Things We Carry: Morgan Jerkins

Things We Carry: Tamara Lynch

A former writing mentor said “Give yourself permission to be bad and trust in your ability to revise.”

Where I Write: With Lori Lynn Turner

Where I Write, a series of short interviews with current students, faculty, and alumni of the Creative Writing Program. It is a discussion of place in writing. What our writing […]

Where I Write: With Katrina Papouskaya

Where I Write: With John Reed

Where I Write: With Robert Polito

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The department of english and creative writing responds to the may 1, 2024 events and arrests on campus.

We the faculty and staff of the Dartmouth College Department of English and Creative Writing write to condemn the decision-making process that led to the presence of multiple militarized police units on our campus. One of these units, the New Hampshire Special Weapon and Tactics , defines itself as a highly-trained squad,

with expertise in weaponry and specialized tactics such as rappelling and building assaults. The purpose of the SWAT Unit is to be able to respond to high-risk incidents such as barricaded suspects, hostage takers, high-risk warrant service, active shooter situations and executive (VIP) security, as well as other incidents in which the lives and safety of the public are in extreme danger.

As in-person observers of the protest—representing a range of political views within the department—and as faculty who've consulted with students representing a range of political views, we affirm that the following played no role in the protest:

—barricaded suspects,

—hostage takers,

—standing warrants,

—active shooters,

—executive (VIP) security.

The decision to call in law enforcement, leading to the presence of militarized police, made this a case of "SWATting," the practice of summoning militarized police to a non-threatening situation to increase the risk of violence​. This decision endangered the safety of every member of the Dartmouth community.

The protest in question obstructed nothing and threatened no violence. Before this administration took power, there was no precedent in Dartmouth history for responding with law enforcement to language that is not explicitly threatening. There is no precedent in Dartmouth history for responding to any protest with militarized police units created to respond to life-or-death situations.

Therefore, w e call for the College to formally revise its dissent policies, in consultation with the faculty, so that police and militarized police will never again be used in response to peaceful protest.

In solidarity with students and with the many departments and programs across our campus that have issued statements denouncing the administration's actions, we reiterate and affirm the demands articulated by our colleagues in the Department of History and African and African American Studies that the Dartmouth administration

• acknowledge publicly that the deployment of state police and armored vehicles was an excessive and punitive response to peaceful protests, which will not be repeated,
• announce publicly that you are asking prosecutors to dismiss all criminal charges against the faculty, students, and staff who were arrested on May 1—a request that in no way infringes on prosecutorial discretion—and charges against the two students arrested in the fall, Roan V. Wade and Kevin Engle, should also be dropped immediately,
• make it officially and publicly known that academic freedom includes the right to peacefully express support for Palestinian rights. The college should permit nonviolent protest and restore faith in fair process and commitment to free speech on campus.

This statement was agreed upon by a clear majority of 26 yes votes, with 1 no vote, 1 abstain vote, and 9 uncast ballots.

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An Adolf Hitler-themed question-and-answer assignment given to students at a private school in Atlanta has sparked outrage among parents over its suspected antisemitic nature.

Eighth-grade students at the Mount Vernon School in Atlanta were given a series of questions asking them to rate some of the characteristics of Adolf Hitler — the dictator of Nazi Germany from 1933 to 1945, whose antisemitic ideology fueled the Holocaust — as a leader, according to Fox 5 Atlanta . 

One question posed to students asked, “According to the Mount Vernon Mindset rubric, how would you rate Adolf Hitler as a ‘solution seeker’?” 

A second question asked how students would “rate Adolf Hitler as an ethical decision-maker?”

For both questions, the students were given the option of selecting “Lacks Evidence,” “Approaching Expectations,” “Meets Expectations” or “Exceeds Expectations” to describe the ruthless dictator. 

The bizarre questions ignited outrage among parents — many of whom were concerned the queries were antisemitic by nature, according to the outlet. 

Students at the private school also had issues with the questions, with one telling the outlet the assignment was “troubling” and could be seen as glorifying the warmongering totalitarian leader. 

“Obviously, that looks horrible in the current context,” another student told the outlet. “Knowing Mount Vernon, we do things a little odd around here.”

The student added that the school is known to “try to think outside the box” but shared that “oftentimes that doesn’t work.”

Several former students told Fox 5 that those questions weren’t given to them during eighth grade.

While many parents and students were shaken over the assignment, one student believes the school attempted to pose a historically provocative question that required students to use their critical thinking skills. 

“I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation, and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad,” said the student.

Upon learning the phrasing of the questions in the assignment, Mount Vernon officials said they had removed it from the school’s curriculum. 

The principal of Mount Vernon, Kristy Lundstrom, wrote in a statement that the assignment was “an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles.” 

“Immediately following this incident, I met with the School’s Chief of Inclusion, Diversity, Equality, and Action, Head of Middle School, and a concerned Rabbi and friend of the School who shared the perspective of some of our families and supported us in a thorough review of the assignment and community impact.”

“Adolf Hitler and the events of the time period are difficult and traumatic to discuss.”

The private school, about 16 miles outside downtown Atlanta, is a “co-educational day school for more than 1200 students in Preschool through Grade 12,” according to the institution’s  website . 

“We are a school of inquiry, innovation, and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders,” its mission statement reads.

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EdD Student Named President and Head of the Menaul School in Albuquerque, New Mexico

Julie Bean, a student in the Wilkes EdD program, was named the Menaul School’s first woman president and head of school in its 128-year history.

“We are incredibly proud of Julie and her appointment as the first woman president and head of school at Menaul,” said Karim Medico, associate professor and doctoral department chair. “Our doctoral program endeavors to prepare students for this precise scenario that requires the highest ethical practice, the courage to innovate and break new ground, and the strength of character and skill to unite a community around a shared mission and vision. Julie embodies these traits and her work in our doctoral program is a testament to her personal journey of life-long self-development. This will undoubtedly benefit the Menaul School and her future work as their leader.”

The Wilkes doctoral program seeks to provide its students with essential leadership skills and empower them to effect positive change in educational systems. Designed for working professionals, the rigorous yet flexible curriculum prepares educators to leave the program ready to make meaningful change in and out of the classroom.

“I am proud and honored to be part of Menaul’s bright future and I am very humbled given Menaul’s rich and deep history,” said Bean. “I have had the opportunity to meet outstanding students, proud parents, exceptional faculty and staff, accomplished alumni and the committed greater community over the past few months. I can’t wait for us to all work together to continue Menaul’s mission.”

Julie and her husband Mike have been married for 25 years and they have two children, Matthew and Emma.

“As the only full time, international boarding school in Albuquerque, representing over 20 different countries, Menaul is unique in its World Smart Education. At the same time, we’re firmly rooted in our unique New Mexico culture and traditions,” said interim president and head of the Menaul School, David Breidenbach. “Finding the right fit in a dynamic leader that could merge into so much positive restructuring at the school was a huge undertaking for the search committee. Julie Bean is an absolute standout and will lead Menaul far into the future.”

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2024 Program for Humanities in Medicine Health Professions Creative Medical Writing and Art Contest: “These Small Things” by Courtney Hart

Yale university’s 2024 program for humanities in medicine (phm) health professions creative medical writing and art contest awarded first prize in the prose category to courtney hart ’25 msn, a nurse midwifery/women’s health student. to read more about yale school of nursing (ysn)’s other prize winners in this contest, please visit ysn news ., these small things, by courtney hart, to read more about yale school of nursing (ysn)’s other prize winners in this contest,  please visit ysn news ..

Virtual Creative Writing for Kids Ages 5-12

• Tuesday, May 21, 2024, 4 - 5 PM
• Tuesday, May 28, 2024, 4 - 5 PM

Join us online on Google Meets each Tuesday for an hourlong workshop where we'll collaboratively discuss a story idea or concept in a group, freewrite, and share back our stories with other kids. 

This is a virtual workshop for ages 5-12. Please have an adult in the room to troubleshoot any tech issues. Please bring something to write with if you aren't comfortable typing. 

Register on this event page or email [email protected] and [email protected]  for more information.

Here are this month's themes:

May 7 - Finish the story: Accidental Pirate

What if you didn't mean to become a pirate, but ended up one sort of as an accident? Maybe you were on the run and happened on an abandoned boat...or maybe you thought the sailors who hired you were respectable, but they aren't at all! Do you abandon ship to return to law-abiding landlocked life, or do you embrace your new oceanic outlaw self?

May 14- Finish the story: Wizard Doors

You notice someone in your neighborhood using some mysterious doors that open onto portals glowing with light and then close again. By watching carefully, you notice that there seems to be a code of taps with a stick that the people using the doors do before the door opens. You imitate the series of taps...does the portal open? Is it the same place you saw other people going?

May 21 - Finish the story:  A Dragon Egg

Two kingdoms are at war and about to wage a final battle-- when a dragon flies between the armies and lays an egg next to the battlefield. The dragon is so protective of the egg that the armies can't fight there. What happens next?

May 28 -  Silly Stories

Incorporate a list of ridiculous places, people and actions into your story-- or enjoy drawing on the absurd ideas from your own brain as we write the weirdest and wackiest possible stories together. 

• Audience: Children, School Age (5-12 years)

Unlock M4 iPad Pro power with these apps for creative professionals

It’s been a big week for the iPad. The M4 iPad Pro and iPad Air 6 will make their way into users’ hands in a matter of days. That makes now the perfect time to start making a list of all the best iPadOS apps to enjoy while using the latest and greatest iPad hardware.

The question of getting things done on the iPad is evergreen. So we’ve assembled a collection of some of the best iPad apps specifically for creative professionals, spanning a variety of fields.

Want to create great things using Apple’s tablet? Here are some of the top tools to get started. Many of them will push the power of the new M4 iPad Pro, but even those that don’t will still run smoother than ever on the new hardware.

• FiLMiC Pro is a video capture app that gives you full manual control of your footage. It supports shooting in ProRes and was even touted by Apple for that feature when the iPhone 13 Pro debuted. As an alternative, be sure to check out Apple’s new Final Cut Camera app when it debuts later this spring.
• LumaFusion is the gold standard third-party app for video editing on the iPad. Our own Fernando Silva even uses LumaFusion for his video work at 9to5Mac.
• Final Cut Pro is Apple’s own solution for iPad video editing. Years in the making, the app finally debuted last spring and is getting a big upgrade to version 2 soon.

• Spotify for Podcasters is the new name for what was once known as Anchor until Spotify acquired it. Anchor built a strong reputation for making podcasting easy and accessible to the masses, with a streamlined set of tools that take the complexity out of recording and publishing a podcast.
• Ferrite Recording Studio is the app I used to edit the now-retired Adapt podcast on my iPad Pro. It’s a versatile audio editing tool that works equally well when just using touch, or with an Apple Pencil, or a connected Magic Keyboard.

Photography

• Affinity Photo was the Photoshop-equivalent on the iPad long before Photoshop debuted on iPadOS. A powerful, touch-native design, Afffinity proves that iPad apps don’t have to be second-class citizens to their Mac counterparts.
• Photomator provides user-friendly but dynamic tools to users of all skill levels and has been especially on the front lines with utilizing AI and ML.
• Adobe Photoshop may not be the exact replica of its Mac sibling, but Adobe has done significant work to bring some of the most important editing tools to the iPad.
• Darkroom is a far more approachable app than tools like Photoshop, providing valuable tools for those who don’t need a full-fledged editing suite. Darkroom’s secret weapon is that it’s built for editing not just photos, but video too.

• Ulysses is my app of choice for writing on the iPad Pro. It features an elegant, exceedingly native feeling design, while also providing powerful tools that scale from smaller works like writing 9to5Mac articles to drafting entire books.
• Scrivener is a fan favorite among novelists especially, with an array of tools built specifically for managing and keeping track of various author notes, character details, and other world-building information.

Illustration

• Procreate has a long history on the iPad and continues to receive noteworthy updates all the time. It’s the most popular app for sketching, painting, and illustrating and has truly earned its success.
• Linea Sketch is a lighter weight illustration tool for anyone intimidated by Procreate. The app does a great job of curating a core set of tools and providing a distraction-free interface for creating.

• BandLab provides a one-stop shop for music creation on the iPad, with tools that span the whole process from recording to editing and even sharing your music online.
• Logic Pro is Apple’s iPad version of the well-known Mac tool that musicians and producers have relied on for decades. Logic’s upcoming stem splitting feature seems set to take full advantage of the iPad Pro’s M4 chip.

The above apps are just scratching the surface of the powerful tools available to creative professionals on iPad. While it’s undeniable that iPadOS comes with a variety of restrictions and limitations that don’t plague the Mac, the platform can still be a fantastic place for creative work if you find the right tools for the job.

What are your thoughts? Do you have any go-to apps for getting creative work done on the iPad? Let us know in the comments.

FTC: We use income earning auto affiliate links. More.

Check out 9to5Mac on YouTube for more Apple news:

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Ryan got his start in journalism as an Editor at MacStories, where he worked for four years covering Apple news, writing app reviews, and more. For two years he co-hosted the Adapt podcast on Relay FM, which focused entirely on the iPad. As a result, it should come as no surprise that his favorite Apple device is the iPad Pro.

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Creative Writing Certificate: Paris Writing Intensive

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About This Certificate

Parsons Paris and the Creative Writing Program at the Schools of Public Engagement have joined forces to present a non-credit certificate: the Paris Writing Intensive. During the program, students will have a chance to focus on their own creative writing with a fresh perspective by attending a series of in-depth morning writing workshops in the genre of their choice: fiction, nonfiction, or graphic novel/memoir/poetry. In the afternoon, students will take a closer look at contemporary French culture, examining France's colonial history and Paris' immigrant communities, and taking walking tours of the outer arrondissements. Instruction will include lectures, walking tours, and reading seminars focusing on the published work of migrants and exiles who have made France their home.

Long lauded for its rich literary history, Paris remains a hotbed of aesthetic fermentation and changing norms. Students will learn from our renowned graduate Creative Writing faculty, a project-based experiential learning curriculum, and the resources and stimulating academic environment that a collaboration between the Schools of Public Engagement and Parsons Paris can provide.

All courses are taught in English.

2024 Program Information:

• Priority admissions deadline: December 15, 2023
• Rolling admissions until February 1, 2024
• Program Dates: May 31, 2024 - June 9, 2024
• On or before January 14, 2024: 100% of tuition refunded
• January 15, 2024 or later: 0%

What You’ll Gain

• Intensive focus on developing a writing project and creating new work
• One-on-one collaboration with leading MFA faculty
• Lasting connections with an intimate group of students and instructors
• An experience of writing in a community
• A deeper understanding of contemporary French culture and Francophone literature on migration and exile
• Cultural immersion that provides unique insight into Paris as a diverse, dynamic, and global city

What You’ll Earn

After completing the certificate requirements, you will be able to download and print a copy of your certificate and share it with your network. Your personal certificate will be accessible from your Student Portal.

Who Should Enroll

• Current and emerging writers who would like to hone their technique, expand and deepen an existing project, or create new work inspired by their explorations of Paris
• Anyone interested in learning about and engaging in contemporary French culture through the unique lens of postcolonial history and literature
• Upper-level undergraduate and graduate students, and continuing education working professionals

How You’ll Learn

• In the morning, students will have a chance to focus on their own creative writing by attending writing workshops in the genre of their choice: fiction, nonfiction, or graphic novel/memoir/poetry
• Afternoon instruction will include lectures, walking tours, and reading seminars focusing on the published work of migrants and exiles who have made France their home
• Small seminars and writing workshops allow for individualized attention
• Critiques from leading faculty practitioners

Why The New School?

The professional landscape as we've known it has changed dramatically, and ongoing learning is more important now than ever before. At The New School, we champion every student's creativity and growth. By combining integrated disciplines with collaborative problem solving, we deliver an immersive, transformative learning experience. Our faculty imparts the critical expertise students need to advance their careers or pivot to a new one in a constantly evolving world.

Additional Details

To apply, you need to have the following materials prepared before filling out the online application . 

Please submit:

• Statement of purpose (250 to 500 words) detailing what you would like to work on during the course
• Five-page writing sample
• Copy of your CV

Required Course

1 Course(s)

• NWRW 0003 Global Citizen Initiative–Creative Writing at Parsons Paris

Session Time-Out

Privacy policy, the new school student privacy notice.

This privacy notice describes how The New School collects and processes personal data about you at The New School; how we use, store, transfer, and protect this personal data; and your rights in relation to this personal data. This notice applies to The New School, with global headquarters at 72 Fifth Avenue, New York, NY 10011 USA, as well as to its affiliated legal entities and branches (collectively “we,” “us,” or “our”):

• TNS Parsons (“Parsons Paris”) of 45 rue Saint-Roch, 75001 Paris, France is the European branch of Parsons School of Design. Parsons Paris works closely with our US-based operations and certain information is shared between entities, so for purposes of this privacy notice, both The New School and Parsons Paris are data controllers. For more information on how your information is shared with third parties, please refer to Section 3 of this notice.

This privacy notice applies to all personal data we collect or process about you (i) from the information you provide to us when you interact with us before applying (e.g., when you express your interest in studying at The New School); (ii) when you apply to study at The New School and complete enrollment forms or other admissions documentation; (iii) when you communicate with us by telephone, email, or via our website (e.g., in order to make inquiries or raise concerns); (iv) when you interact with us during your time as a student at The New School; and (v) from third parties (e.g., from recruitment organizations, government agencies in connection with financial aid or student visas, or from your previous or current school, university, or employer(s), who may provide records or a reference about you, or who may sponsor or pay for your studies). This notice will inform you of:

• Personal data we collect and use;
• How we use your personal data and the basis on which we use it;
• Who has access to your personal data;
• How your personal data is protected and stored;
• International transfer of your data;
• How to exercise your rights;
• How to contact us; and
• Changes to the privacy notice.

1. Personal data we collect and use

We collect and use certain personal data about you. Personal data is information about you through which you can be identified (including where you can be identified by combining the information with other information).

Note that we may be required by law to collect certain personal data about you, or as a consequence of our contractual relationship with you. Failure to provide this personal data may prevent or delay the fulfilment of these obligations. We will inform you at the time your personal data is collected whether certain data is compulsory and the consequences of the failure to provide such personal data.

1.1 Personal data we collect directly from you

We collect some personal data directly from you. Personal data that is collected directly from you includes the following:

a) Personal details, such as your name(s), date of birth, and place of birth; b) Contact details, such as your phone number, personal email address, mailing address, and social media handles; c) Demographic details, such as your age, marital status, languages spoken, national origin, and current nationality; d) Citizenship status; e) Military or veteran status; f) Identification numbers, such as your Social Security number or other government-issued identification number; g) Authenticating information, such as user names, passwords, and security questions and answers; h) Passport and visa information; i) Financial information, such as your bank account information related to direct deposits; j) Information relating to financial aid, scholarships, and immigration status, such as information collected in connection with financial aid applications, financial aid and scholarship eligibility, immigration applications, and information about your or your family’s or your sponsor’s financial situation; k) Information about your location while on break from your studies; l) Information you submit in connection with your application for admission, including your personal essay, portfolio, academic transcript, test scores, disciplinary records, work history, and other information submitted with your résumé; m) Information about your preferences; n) Photographs for use in identification; o) Your emergency contact details, such as names of your emergency contacts and their contact information; p) Communications you send us, including your requests and information provided by you in the form of feedback or complaints about the program, housing, or other matters; and q) Information about your family, including the names of relatives who have attended The New School and education information.

1.2 Personal data generated by us

In addition, the following categories of personal data about you may be generated by The New School in the course of our relationship with you:

a) Student identifiers, such as your student ID number, NetID (user name for university systems), and other internal identification numbers; b) University email address; c) Employment details if you are employed by The New School as a student, such as work-study or other employment details, including salary or pay information, performance evaluations, and job actions; d) Travel information, including a log of travel excursions; e) Information about your computer and other devices, including your IP address, MAC address, and information about your browser and operating system; f) Records of emergency incidents; g) Student and education information, including your academic transcript, attendance records, grades, recommendations or feedback from teachers, and current and prior course schedules; h) Student conduct records; i) Audio and visual information captured by lecture capture systems, videoconferencing systems, web-based meeting applications, and similar technologies; j) Visual information captured by security cameras; k) Information regarding financial aid and eligibility for financial aid and scholarships; l) Federal immigration documents; and m) Information regarding building and cafeteria access.

1.3 Personal data we obtain from other sources

The New School may also obtain the following categories of personal data about you from third parties :

a) Contact and demographic information, including publicly available information, which we collect from third parties who provide us information about prospective students who may be interested in attending The New School. We may also collect this contact information from students about their parents, family members, and legal guardians; b) Feedback and information from your teachers, school faculty, and others; c) Information about your or your family’s or your sponsor’s financial status and ability to pay tuition or school expenses; d) Academic performance, test scores, student conduct (including complaints brought by you, about you, or to which you may be a witness), and attendance information from other institutions; and e) Non-academic performance information and feedback from organizations with which you have participated.

1.4 Sensitive data we collect and use

Some of the categories of personal data that we collect are considered special categories of personal data under European Union law. In particular, we may process the following types of sensitive data:

a) Health and medical information, including your medical history, information about your health during your time studying with The New School, information about disabilities or related accommodations, information about allergies or dietary restrictions, and health insurance information; b) Information about your racial or ethnic origin; c) Information about your gender identity, sex assigned at birth, and preferred pronoun (if you choose to disclose it for purposes of matching with roommates) and information about the facts and circumstances surrounding instances or allegations of sexual misconduct (which may be collected in the context of investigations into or adjudications of allegations of sexual misconduct, assault, or unlawful activity); and d) Information about criminal convictions.

2. How we use your personal data and the basis on which we use it

The New School uses your personal data in connection with your engagement with and your enrollment at The New School for the following purposes:

• Considering your applications for admission and financial aid. Our basis for doing so is the performance of the pre-contractual relations we have with you and to serve our legitimate interests in selecting a diverse and qualified student body;
• Contacting you about our academic programs, events, related opportunities, or other updates about The New School. This processing is necessary to serve our legitimate interests in marketing and student outreach. Where required by law, we will obtain your consent before sending you marketing communications.
• Communicating with applicants throughout the application process. This processing is necessary to serve our legitimate interests in responding to applicant requests and efficiently managing the application process.
• Carrying out our contractual obligations to you and exercising our rights in this respect, including provision of academic and support services, travel accommodations, insurance, housing, and related services associated with The New School academic program. Our basis for doing so is the performance of the contract we have with you.
• Identifying students, including for creating a student identification card that includes your photo. This processing is necessary to serve our legitimate interests in keeping our campus and associated facilities safe and secure.
• Supporting teaching, learning, and staff development using audio and/or video recording of lectures, presentations, or training events. Our bases for doing so are the performance of the contract we have with you and serving our legitimate interests in delivering educational services to students and enabling professional development for our faculty and staff;
• Responding to emergencies, such as contacting you or your family in the event of an incident. This processing is necessary to serve our legitimate interests in supporting the health and well-being of our students;
• Program development, travel planning, student development, tracking of academic progression, and commencement exercises. This processing is necessary to serve our legitimate interests in the efficient management and administration of our academic programs and extracurricular activities;
• Keeping our campus and associated facilities safe and secure. This processing is necessary to serve our legitimate interests in protecting our students, property, and facilities;
• Operating our information technology systems. This processing is necessary to serve our legitimate interests in supporting your use of the systems, understanding usage and performance of the systems, investigating information security or data integrity incidents, and providing evidence in disciplinary procedures;
• Maintaining our alumni records. This processing is necessary to serve our legitimate interests in fostering relationships with alumni, maintaining alumni networks, and supporting our fundraising efforts;
• Meeting the obligations of private organizations with oversight over The New School, such as accreditation organizations. This processing is necessary to serve our legitimate interests in maintaining accreditation;
• Keeping our records accurate and up-to-date. This processing is necessary to comply with legal obligations and to serve our legitimate interests in efficient management and administration; and
• Complying with legal obligations to which we are subject, including to defend your and our rights in legal proceedings and to cooperate with regulators, law enforcement, and governmental or other competent bodies. This processing is necessary to comply with legal obligations and to serve our legitimate interests in complying with the laws to which we are subject.

2.1 How we use sensitive data

• Health and medical information. To the extent we process health and medical information, we do so to support your health and wellbeing while attending The New School and to respond to medical and mental health issues and emergencies. In the case of information relating to disability or other accommodations, we process such data to provide learning assistance, mobility, and other necessary accommodations. Our basis for doing so is compliance with social obligations laws or where there is a substantial public interest in providing such services or accommodations. Additionally, in some contexts we may rely on your prior consent to process such data.
• Information revealing an individual’s racial or ethnic origin. To the extent we process information revealing racial or ethnic origin, such information is voluntarily disclosed during the application process for purposes of statistical reporting related to diversity. We rely on your prior consent for such processing.
• Information about an individual’s gender identity, sex assigned at birth, and preferred pronoun. To the extent we process information about an individual’s gender identity, sex assigned at birth, and preferred pronoun, such information is voluntarily disclosed to help facilitate matching with roommates for student housing purposes. Students are not required to provide such information, and where they do we rely on the student’s prior consent to process the information.
• Information about the facts and circumstances surrounding instances or allegations of sexual misconduct. To the extent we process such data, we do so only in the context of investigations into or adjudications of allegations of sexual misconduct, assault, or unlawful activity. Our basis for doing so is that the processing is necessary for the initiation, exercise, substantiation, or defense of legal claims and that processing of sensitive information in this context serves a substantial public interest. To the extent such investigations do not specifically involve special categories of data as defined by applicable law, our basis for processing is that it is necessary to serve our legitimate interests in complying with our legal obligations.
• Information about an individual’s criminal convictions. Where permissible under law, we may process this information in the context of the admissions process.

3. Who has access to your personal data

We treat your personal data with care and confidentiality. Your personal data will be available for the purposes mentioned above and only to employees on a need to know basis and to the extent reasonably necessary to perform their functions. We may share your personal data with third parties under the following circumstances:

• Service providers and business partners. We may share your personal data with our service providers and academic or business partners that perform services for us. For example, we may partner with other companies or entities to provide services for you in relation to our academic programs or affiliated study abroad programs (for example, our mobility program), such as learning management system providers, information technology providers, emergency service providers, study abroad providers or other foreign institutions involved in our study abroad programs, homestay facilitators, tour operators, or other academic institutions. We may also partner with companies or other employers to provide internship opportunities to interested students; The New School may transmit your personal data or provide a recommendation for you to these organizations.
• The New School’s global headquarters and branch campuses. The New School’s branch campuses are a part of The New School, whose global headquarters is located in the United States. The branch campuses work closely with our US-based operations and, from time to time, with each other. As a result, we may share certain personal data about you collected or used in the context of our academic programs with other New School personnel located at our main campus in the United States or other branch locations.
• Law enforcement agencies, courts, regulators, government authorities, or other third parties. We may share your personal data with these parties where we believe this is necessary to comply with a legal or regulatory obligation, or otherwise to protect our rights or the rights of any third party.
• Private organizations with oversight over The New School. We may share your personal data to the extent necessary to meet the obligations of private organizations with oversight over The New School, such as accreditation organizations.

Because we operate internationally, the recipients referred to above may be located outside the jurisdiction in which you are located (or in which we provide the services). See the section on “International transfer of your data” below for more information.

4. How your personal data is protected and stored

We implement physical, technical, and organizational measures designed to safeguard the personal data we process. These measures are aimed at ensuring the ongoing integrity and confidentiality of personal data.

We will retain your personal data for as long as we have a relationship with you (throughout the duration of your studies and in many cases afterwards, as part of the alumni community). Once our relationship with you has come to an end, we will retain your personal data for a period of time that enables us to:

• Maintain academic records;
• Comply with record retention requirements under applicable law;
• Defend or bring any existing or potential legal claims; and
• Resolve or otherwise address any complaints or queries relating to our programs.

Please note that personal data about admitted students is retained beyond graduation (or after your studies otherwise end), and the data is added to our permanent alumni records.

5. International transfer of your data

Your personal data may be transferred to, stored, and processed in a country that is not regarded as ensuring an adequate level of protection for personal data under the data protection laws of your locale.

We have put in place appropriate safeguards (such as contractual commitments) in accordance with applicable legal requirements to ensure that your personal data is adequately protected. For more information on the safeguards in place, please contact us at the details below.

6. How to exercise your rights

You have certain rights regarding your personal data. You have the right to access personal data The New School holds, and in some situations you have the right to have that personal data corrected or updated, erased, restricted, or delivered to you or a third party in a usable electronic format (the right to data portability). You may also object to how The New School uses your personal data if the legal basis for processing that information is our legitimate interest.

Where we are using your personal data on the basis of your consent, you have the right to withdraw that consent at any time. You also have the right to register a complaint to the applicable supervisory data protection authority.

If you wish to exercise these rights, or to notify us of a change in your details, or if you have any questions on the content of this notice, please contact us at [email protected] .

7. How to contact us

If you have questions or concerns regarding the way in which your personal data has been used, please contact us at [email protected] or:

The New School Office of Information Security and Privacy 71 Fifth Avenue, 9th Floor New York, NY 10003 USA

Our representative in the European Union is TNS Parsons, of 45 rue Saint-Roch, 75001 Paris, France.

We are committed to working with you to obtain a fair resolution of any complaint or concern about your privacy. If, however, you believe that we have not been able to assist with your complaint or concern, you have the right to make a complaint to the applicable supervisory data protection authority:

• For Parsons Paris, the supervisory data protection authority is the Commission Nationale de l’Informatique et des Libertés – CNIL, 3 Place de Fontenoy, TSA 80715 – 75334 Paris, Cedex 07, https://www.cnil.fr/ .

8. Changes to the privacy notice

You may request a copy of this privacy notice from us using the contact details set out above. We may modify or update this privacy notice from time to time.

Where changes to this privacy notice will have a fundamental impact on the nature of the processing or otherwise have a substantial impact on you, we will notify you of the changes and give you sufficient advance notice so that you have the opportunity to exercise your rights (for example, to object to the processing). REVISED JUNE 24, 2020

REVISED APRIL 3, 2020

ADOPTED SEPTEMBER 4, 2019

Cookie Policy

This statement explains how we use cookies on our website. For information about what types of personal information will be gathered when you visit the website, and how this information will be used, please see our privacy policy.

How we use cookies

All of our web pages use "cookies". A cookie is a small file of letters and numbers that we place on your computer or mobile device if you agree. These cookies allow us to distinguish you from other users of our website, which helps us to provide you with a good experience when you browse our website and enables us to improve our website.

Types of cookies we use

We use the following types of cookies:

• Strictly necessary cookies- these are essential in to enable you to move around the websites and use their features. Without these cookies the services you have asked for, such as signing in to your account, cannot be provided.
• Performance cookies- these cookies collect information about how visitors use a website, for instance which pages visitors go to most often. We use this information to improve our websites and to aid us in investigating problems raised by visitors. These cookies do not collect information that identifies a visitor.
• Functionality cookies- these cookies allow the website to remember choices you make and provide more personal features. For instance, a functional cookie can be used to remember the items that you have placed in your shopping cart. The information these cookies collect may be anonymized and they cannot track your browsing activity on other websites.

Most web browsers allow some control of most cookies through the browser settings. To find out more about cookies, including how to see what cookies have been set and how to manage and delete them please visit https://allaboutcookies.org .

Specific cookies we use

The list below identify the cookies we use and explain the purposes for which they are used. We may update the information contained in this section from time to time.

• JSESSIONID: This cookie is used by the application server to identify a unique user's session.
• registrarToken: This cookie is used to remember items that you have added to your shopping cart
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Changes to our Cookie Statement

Any changes we may make to our Cookie Policy in the future will be posted on this page.

IELTS Exam Preparation: Free IELTS Tips, 2024

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An Overview of the IELTS

The International English Language Testing System (IELTS) is designed to measure English proficiency for educational, vocational and immigration purposes. The IELTS measures an individual's ability to communicate in English across four areas of language: listening , reading , writing and speaking . The IELTS is administered jointly by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment at over 1,100 test centres and 140 countries. These test centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS tests are available on 48 fixed dates each year, usually Saturdays and sometimes Thursdays, and may be offered up to four times a month at any test centre, including Elektrostal' depending on local needs. Go to IELTS test locations to find a test centre in or nearby Elektrostal' and to check for upcoming test dates at your test centre.

Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre. You will normally only receive one copy of the Test Report Form, though you may ask for a second copy if you are applying to the UK or Canada for immigration purposes - be sure to specify this when you register for IELTS. You may ask for up to 5 copies of your Test Report Form to be sent directly to other organisations, such as universities.

There are no restrictions on re-sitting the IELTS. However, you would need to allow sufficient time to complete the registration procedures again and find a suitable test date.

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The reading, writing and listening practice tests on this website have been designed to resemble the format of the IELTS test as closely as possible. They are not, however, real IELTS tests; they are designed to practise exam technique to help students to face the IELTS test with confidence and to perform to the best of their ability.

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