Please choose the following workshop for its course description.

Reading to Write

Poetry for Beginners

Poetry 2A: Analysis to Essay


Reading to Write

Suitable for: Years 7-11

Prerequisites: N/A

Duration: 3 hours every day for 5 days; 15 hours total

About: Reading to Write is our specialised creative writing course for high school students. In every lesson, students are introduced to a variety of short stories by writers across different times and cultures. After reading each short story, students are asked to critically evaluate the story as a writer. They are then given time to plot and write their own short story inspired by the reading. Students read and write 2-3 stories per lesson.

In the second and subsequent lessons, students bring multiple copies of their creative writing for peer workshopping. During peer workshopping, students read and comment on one another’s stories, and provide suggestions on how to improve. Based on this feedback, students are asked to redraft their stories.

Student Writing Outcomes:

  • Writing at least five (5) original short stories;
  • Undergoing the redrafting process at least three (3) times for various stories; and
  • Creating at least one short story that could be anthologised in a collection by Shakespeare Academy

Student Learning Objectives:

  • Understanding the techniques for writing prose fiction;
  • Critically evaluating various short stories as a creative writer;
  • Appreciating the scope of the short story form by reading numerous quality texts;
  • Plotting and writing original short stories;
  • Providing constructive criticism to peers;
  • Using feedback to improve on own short stories;
  • Understanding the significance of the redrafting process; and
  • Utilising the redrafting process to improve own creative writing

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Poetry for Beginners

Suitable for: Years 7-11

Prerequisites: N/A

Duration: 3 hours every day for 5 days; 15 hours total

About: This course covers poetry analysis and comprehension. Students learn the vocabulary for analysing poetry, and put these to use by studying and analysing a range of poems from the 16th century to now (at least 6 poems studied per lesson). At the end of the course, students are equipped to analyse a wide variety of poetry, including Shakespearean sonnets.

Student Writing Outcomes:

  • Original poetry inspired by the poems studied in class;
  • Opinion pieces about the poems studied in class; and
  • Analytical paragraphs or partial essays about the poems studied

Student Learning Objectives:

  • Understanding and applying an extensive list of techniques for poetry analysis;
  • Critically evaluating a range of poems based on structure as well as meaning;
  • Studying poems by Shakespeare, Wordsworth, P. B. Shelley, Byron, Donne, Whitman, Barrett Browning, and Frost; and
  • Having the tools to analyse and write about poems in opinion pieces and essays

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Poetry 2A: Analysis to Essay

Suitable for: Years 8-11

Prerequisites: Poetry for Beginners OR Literary Techniques (one-day crash course)

Duration: 3 hours every day for 5 days; 15 hours total

About: Poetry 2A builds on the analytical skills introduced in Poetry for Beginners and other Shakespearean drama courses, and focuses on refining students’ skills in writing essays about poetry. The poems featured in the course are all prescribed texts from the current HSC syllabus. Students spend the first half of every lesson reading, analysing, and discussing these poems, before spending the second half of the lesson structuring and writing essay responses, with a focus on forming the best thesis for every essay question.

Student Writing Outcomes:

  • Opinion pieces about the poems studied in class; and
  • At least five (5) full essays on the poems studied

Student Learning Objectives:

  • Reviewing and consolidating an extensive list of techniques for poetry analysis;
  • Critically evaluating a range of poems based on form, context, and meaning;
  • Studying prescribed HSC poems by Donne, Coleridge, Wordsworth, Keats, and T. S. Eliot;
  • Building strong theses specific to individual essay questions; and
  • Structuring and writing essays with strong arguments supported by in-depth analyses

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