Aidan Trulove, "How to End Your Story"

Aidan Trulove is a writer from Austin, Texas, who specialises in experimental fiction, mostly fantasy and horror. She mainly writes for a Young Adult (YA) audience, though also enjoys horrifying her professors with her encyclopaedic knowledge of The Rocky Horror Picture Show, a film she has incorporated into all of her academic work (without penalisation). She has been published by the Agave Review and the Skyline Literary Magazine, and currently works as a bookseller and story competition judge. 

Below, Aidan has written a letter addressed to future MA Creative Writing hopefuls, discussing her time writing her dissertation, The Unchosen One. 

How to End Your Story

To My Fellow Creative Writers,

When our dear lecturer and head of program, Jonathan Taylor, asked me to write about my process in crafting my dissertation, I was a bit surprised. Not because of anything about Jonathan, but due what he now knows about my own personal style. Even after earning my MA, I’m really not the formal academic-type. Here again, I probably won’t reference much of the theory that I’ve learned, or the articles (the many, many articles) I’ve read on the practice of writing. Instead, I’m going to tell you in the most unabashed way I can what it felt like to write my dissertation: The Unchosen One.  

Probably not the most dramatic title I could have chosen, but too late now. 

I came into this program having a pretty clear idea of what I wanted to do. I knew I wanted to finish my book, the first book in my Young Adult fiction series, which up until recently I’ve been calling The Unchosen One. (I’m changing this title because, now that I work in bookselling, I’ve realized there’s a Middle Grade book by the exact same name). I’ve been working on this project since the start of the COVID pandemic, when I had nothing else going on. The story of Gwen, my protagonist, and her misadventures in the magical world of Iaxos, have been my constant companion through two degrees, my entire relationship with my now-fianceé, and a series of moves from Texas to California, California to Texas, and Texas all the way to England. 

Still, even as I crept closer to the end of Gwen’s story, I found myself unable to part with it. I was terrified to let the story end - to face the beckoning crescendo at the culmination of the piece, one I didn’t feel skilled enough to write. I knew where I wanted Gwen’s story to go, but I didn’t know how to get there. Hence, deciding to get my MA. 

The single most important thing I learned during my time at Leicester is this: all stories have to end. They can have a concrete ending, an open-ending, an ending that falls somewhere in-between, but there comes a time where the words on the page must simply stop. Whether it’s a five-line poem or a twelve-thousand word dissertation, it’s not healthy to keep a story going indefinitely, for you or your writing. Especially since I plan on writing more books, I was encouraged in my dissertation to take this plunge, and to find out what an ending looked like, for me and for Gwen. 

At first, it felt like I was flying blind, because the research I wanted about the theory behind YA books just doesn’t exist yet, given that it’s a relatively new genre. This led me to switch to a more practical approach: reading YA books, mainly ones that were the first in their series, to look at how they ended and think about why. Given the timespan for the MA, I mainly focused on series I already loved: Suzanne Collins’ Hungergames, Tracey Deonn’s Legendborn, and Tomi Adeyemi’s Legacy of Orïsha. I looked at these series, observing a) how the protagonists changed from the start to the end of the first book, b) what questions the end of the stories did/didn’t answer, and c) the overall effect of the ending on me as a reader. 

Between these factors, I noticed something: none of these stories came to a polished end. As they approached their final pages, they opened the worlds of their protagonists even wider, while also, as Harry Whitehead would put it, "chasing their characters up a tree and continuing to throw rocks at them." I also realized, it isn’t enough to scare your readers into caring about your main character, by simply leaving them dangling over a cliff. Most of the authors I read took things a step further, by using the very final moments of the book to take something away that their protagonists could never get back, and then, after backing them into a corner, finally allowing these figures to reach their true potential. 

To end, here is a small excerpt from one of the final chapters of my book. I hope you enjoy, and if you happen to be a fellow YA/fantasy/horror writer, don’t hesitate to ask Jonathan for my contact information. Writing is a team sport, and I couldn’t have done any of this without the advice of my lecturers, and the support of my peers. 

From The Unchosen One

Once when I was around fifteen, my family left me alone at the house for a few days. I was given free reign of the kitchen, with instructions to throw out any food in the fridge that I didn’t eat before it went bad. I forgot, and on the morning they came home, we opened the fridge to find a very brown, very sour steak that had sat too long and gotten exposed to air. My mom nearly threw up on the spot, and I was tasked with throwing out the old meat, along with cleaning out and sanitizing the entire fridge. That was the smell that reached me as I curled my shield into my body, only to feel something new, and wet, soaking the edge of my clothing ...

Good luck with your own writing! Yours truly,

Aidan Trulove

Internal Windows: A Reflection on my Creative Writing MA

 By Anna Walsh

I started writing poems as a creative outlet when my children were small, and I occasionally performed them at spoken word events in Leicester.  When I became Word! Poetry Slam Champion 2022, part of my prize was a paid gig at the Attenborough Centre. One of my neighbours who came to the gig is an English lecturer at the University of Leicester and she encouraged me to consider the Creative Writing MA. 

It was intense but fun to return to studying as a mature student and the first modules, on climate change and poetry, suited my experience and interests. The second-semester course on fiction was a steep learning curve, but I was keen to challenge myself and I developed a good writing routine with excellent support from tutors and classmates.  

My final MA dissertation, Internal Windows: 42 Micro Memoirs, is a collection of memories from childhood, adulthood and parenthood which vary widely in form. It was inspired by Beth Ann Fennelly’s Heating and Cooling: 52 Micro-Memoirs, which includes memoirs of a single sentence, others which are lists or short paragraphs with joke-like punchlines, and the titular "Heating and Cooling" which is a five-page personal essay.

I was excited to discover a new genre which suited my writing style, as I discussed in my reflective commentary:

"I experience life in fragments. Each shard is glittering, and compelling. The inputs of my surrounding environment; sounds light and smells, images, words and textures, shine unfiltered into my brain. This feature of my neurodiversity can be an asset for Creative Writing. I notice detail and am fully immersed in every experience. I find interest in the ordinary. As each location is all-consuming, moving from one room to another is like travelling between different worlds. The recent past quickly becomes a distant memory and the future is unimaginable. Life is a set of disconnected segments rather than a connected continuum. This works well for writing poetry, dense and intense around a single metaphor. Longer-form writing and narrative structure is much more challenging for me. I found that micro-memoirs suited my ability to craft short pieces which are complete in themselves." 

I had no shortage of material. It was just a case of collecting up the scattered post-it notes, the unnamed documents from the corners of my computer, the "notes to self" on my phone and some older memories from the depths of my brain.  I spent a lot of time on editing and applying my new learning to craft these pieces into effective stories in a wide variety of forms. 

Arranging the forty-two pieces in the most compelling order was an important but potentially overwhelming process. I followed my supervisor’s advice and printed them all out. I then infiltrated the Engineering block and enjoyed several hours rearranging my pages on their large, tiled landing with windows overlooking the park.

I am delighted that I will be returning to the University of Leicester in September to start my PhD as part of the EM-SLAM programme focussed on sustainability, storytelling and mental health.

Below, you can read three of the micro-memoirs from my MA Creative Writing Dissertation. 

Cheating death

I have written poems for one wedding and three funerals. My relatives message me memories and I connect them with rhyme. My dad says he’ll be sorry to miss the funeral poem I write for him, so we agree that he can have it in advance. I send him instalments, a verse for every birthday. He gets to cheat death by hearing his own eulogy and I will never have to say, "I wish I’d told him while I had the chance." 

Saturday mornings 

"Can we have icing sugar on our breakfast?," we shout towards the mounds of our sleeping parents. One of them mumbles a muffled syllable and neither of them moves. I will take that as approval. My brother is already on his way to the kitchen, jumping down the last two stairs. 

He places the pink box on the kitchen table, the cardboard flaps flipped up, and the inner packet open. We climb onto the wooden stools, dangle our legs and wait for several seconds in respect of the ritual. My brother hits the packet and a white cloud rises.  We lean right in and inhale the sweetness, coating our throats and noses with the soft powder particles.  

Once the magic has settled on the surfaces, we abandon the sticky kitchen to eat our sugar topped Weetabix in front of far too much TV. 

Years later I come across a newspaper article: a health study into the benefits of glucose for respiratory illnesses. It suggests inhalation therapy as a treatment, but they have yet to address how sugar might be inhaled. 

We are the pioneers who have the answer. Those Saturday mornings spent in research will not have been in vain. I message by brother to congratulate him.

The Tidsoptimist

Sorry I’m late I was thinking about my cheese plant.

Sorry I’m late I was working out the meaning of life.

Sorry I’m late but I genuinely believed that if I cycled fast enough, I could catch up with time. 

On Applications and Employability

By Jonathan Taylor

As part of the MA in Creative Writing at the University of Leicester, we run a major module on "employability" called Applications: Publishing, Teaching & Other Stories. This core module considers the vocational and professional aspects of Creative Writing, looking beyond the university workshop to the world outside. It's a crucial part of the Master's degree. I see Creative Writing as a hybrid subject, which brings together practice-based, research-based and vocational forms of knowledge. 

The module deals with three key strands in relation to employability: 

• the dissemination of Creative Writing in public and professional spheres (e.g. the publication and performance of Creative Writing);
• other diverse ways in which Creative Writers subsist in the world (e.g. through portfolio careers, made up of teaching, journalism, editing, writing for professional briefs, etc.);
• the myriad related fields to which the transferable skills that Creative Writing develops can be applied.

These three strands might also be seen as concentric circles, moving from the immediate vocational context of the dissemination of Creative Writing, to professional contexts directly related to Creative Writing, to the much wider circle of professions which draw on the writing skills students have developed. We look at major and independent publishing, the role of literary agents, literary magazines and reviewing, performance contexts and techniques, writing for briefs, and so on. The module includes workshops, seminars, talks as well as guest speakers from the professional writing world. 

I've been teaching the professional side of Creative Writing for twenty-five years now, and I've seen students go on to work in a myriad of different fields. In a literate economy, the value of writing well, reading critically, storytelling skills, imaginative use of language, communication skills can hardly be overestimated. Jobs and roles I've seen students go into after studying Creative Writing have included (among many more): novelist, short-story writer, poet, screenwriter, playwright, radio writer, speech writer, creative non-fiction writer, travel writer, memoirist, children's author, PhD student, academic, teacher (in all sorts of different contexts, and at all levels), tutor, publisher, performance poet, stand-up comedian, events manager, arts manager, festival manager, arts programme coordinator, literature development officer, public relations manager, human resources manager, advertiser, politician, journalist, literary magazine editor, commercial magazine editor, game designer, radio producer, radio presenter, voice-over artist, TV presenter, producer, web content creator, publicist, marketer, film producer,  accountant, literary agent, editor, copy editor, commissioning editor, copywriter, web designer, solicitor (through a conversion course), doctor (through a conversion course), civil servant, librarian, archivist, financial manager, administrator, counsellor, bookseller, actor, reviewer, arts organisation director ... and so on and so forth. 

Recently, though, I've been thinking a lot about "employability," and about how we should perhaps understand the term much more broadly. Given the state of the world, I've been thinking about the other invaluable (yet more intangible) roles Creative Writing graduates often take up, whether as writers or in their lives as a whole. Ideally, employability shouldn't just be a matter of "training" for particular roles in the capitalist world; it might also be about changing those roles, dreaming up new ones, maybe even dreaming of changing the world itself (however slightly). After all, Creative Writing, by definition, encourages you to re-imagine the world, or to imagine new worlds. In that regard, I think employability in Creative Writing is also about roles that have never seemed more vital in our society - such as dreamer, idealist, utopianist, magical thinker, empath, mentor, radical, creative, artist, activist, communitarian, critical thinker, social critic, optimist, pessimist, optimistic-pessimist, pessimistic-optimist, visionary, prophet, poet, storyteller, "unacknowledged legislator of the world" (as Shelley puts it). 

The MA in Creative Writing at the University of Leicester: What You Can Expect

Our acclaimed MA in Creative Writing is open to applications here. We think it's important to be up-front about what support you and your writing will receive if you embark on the course. So here (below) we've set out as clearly as possible what you can expect from the course, whether you take it full-time or part-time. We believe passionately that Creative Writing can be taught - that it's almost entirely a learnt skill - and that all students who finish this course are, almost inevitably, better writers as a result of the intense study provided by a Master's degree. 

Please do let us know if you have any questions about the MA, by emailing jt265@le.ac.uk. 

What you can expect on the MA in Creative Writing at Leicester:

• Four taught 30-credit semester-long modules: EN 7040 Research Methods in Creative Writing, EN 7041 Styles, EN 7042 Applications, EN 7043 Substances 
• An individually-supervised Dissertation in Creative Writing, from May to September (EN 7044)
• One two-hour workshop per week (usually ten weeks) per 30-credit semester-long taught module (so you have one two-hour workshop per week if you are part-time, two two-hour workshops per week if you are full-time)
• In-depth introductions to two particular forms (e.g. poetry and prose fiction)
• In-depth introductions to two particular themes (these vary year on year, but have included subjects such as Space, Memory, Time, Climate Change, Place, Creative Reading, etc.)
• Workshops on research skills (which might include subjects like using oral histories, archival research, interdisciplinary research, etc.)
• Workshops on aspects of the professional writing world (such as publishing, performance, teaching, etc.)
• Thorough feedback on summative assignments (i.e. formal assessments)
• A supervisor for your Dissertation over Summer, who provides individual supervision and feedback on draft sections
• A personal tutor who oversees your progress, and whom you meet at least twice a semester for an individual tutorial
• Office hours or pre-arranged appointments, in which you can drop in to see tutors (either in person or electronically)
• Detailed handouts, resources and learning materials shared on Blackboard (the virtual learning environment)
• Online electronic reading lists for every module
• Continuous email support

And, on top of these formal aspects of the course, you can also normally expect additional support and resources, such as:

• On-going feedback on formative work-in-progress from peers and staff
• Guest lectures and masterclasses by authors, publishers, editors, agents from outside the university (obviously depending on budget and availability)
• Attendance at other events hosted by the Centre for New Writing, the School of Arts, Media and Communication and the annual Literary Leicester Festival 
• Voluntary attendance at any of the undergraduate lectures in Creative Writing
• Access to online resources, including the Creative Writing at Leicester University Facebook group (on which we post opportunities, jobs, events, news, articles), Everybody’s Reviewing, and the Creative Writing at Leicester blog
• Opportunities to gain experience of participating in a major literary festival (i.e. Literary Leicester)
• Performance opportunities (e.g. at Literary Leicester)
• Postgraduate Creative Writing research seminars
• Connections with professional writing and publishing networks
• Electronic forums on which you can share work with other students
• Advice on publishing, teaching, careers, etc. 
• Participation in a vibrant community of Creative Writing students, graduates, local and national authors.

All about the MA in Creative Writing Dissertation at the University of Leicester

Towards the end of the MA in Creative Writing at the University of Leicester, students concentrate on an individual extended writing project, the Dissertation in Creative Writing. The Dissertation is the students' opportunity to concentrate on a pet major project (e.g. a collection of stories, a poetry collection, a script, an extended extract from a novel, etc.), and develop it with the help of an individual supervisor. This is the students' chance to write what they always wanted to!

The Dissertation usually runs from May to mid-September, after the four taught MA modules have been completed. The Dissertation consists of three stages:

1. In May, students attend the annual Creative Writing Dissertation Day, where they get to share ideas with each other and tutors. Following this, student submit a short proposal about their intended project.

2. Students are then allotted an individual supervisor, who meets with them regularly over Summer, providing feedback and advice on the work in progress. 

3. Students submit their Creative Writing Dissertation in mid-September. 

Over the last few years, we've featured a number of our MA Creative Writing students who have written about their Dissertation experience, so to give a flavour of the (huge) range of different creative possibilities in this respect, we've collected some of these articles (below). There's lots of great writing and research advice here, and some fantastic projects. Do take a look!

If you're interested in either the part-time or full-time MA course in Creative Writing, and would like more information, please do email Jonathan Taylor on jt265@le.ac.uk. You can apply here.

Some Articles by Students about the MA Creative Writing Dissertation on Creative Writing at Leicester. 

Anna O'Sullivan, My MA Creative Dissertation

Mandy Jarvis, Moving on Up: My Creative Writing Dissertation

Tracey Foster, Deep Diving the YA Market: My Creative Writing Dissertation

Kate Durban, The Creative Writing Dissertation

Danni Devenney, Girls Who Play Sports 

Thilsana Gias, Researching and Writing a Historical Dissertation

Rosie Anderson, Managing a Creative Writing Dissertation

Millie Henson, The Call of the Wild in Children's Literature

Tionee Joseph, Mastering the Dissertation

All about the MA in Creative Writing at the University of Leicester

This blog has recently passed 700,000 readers! Thanks to everyone - students, graduates, authors, editors, readers - concerned. Over the last few years, we've published over 640 articles by over 450 authors. 

The blog was originally set up in conjunction with our acclaimed MA in Creative Writing at the University of Leicester. So it seems like a good occasion to bring together some of the articles about the MA here (below). 

The MA in Creative Writing is now open for applications to start in Autumn 2026. The course is available full-time (12 months) or part-time (24 months). You can find basic information and the online application form here. If you'd like to discuss the MA further, you can email the course director Jonathan Taylor on jt265@le.ac.uk and he can send you lots of detailed information about it. The MA is open to students from diverse academic and writerly backgrounds: you don't necessarily have to have a first degree. All applications are judged individually, on their own writerly merits. Do get in touch if you have any queries!

Here are some articles on the blog about aspects of the MA in Creative Writing at Leicester:

What Is an MA in Creative Writing at the University of Leicester?

Ten Things Worth Knowing about the MA in Creative Writing at Leicester

The MA in Creative Writing: Some Advice from Past Students

An MA in Creative Writing: Is It for You?, By Kathy Hoyle

Why Do a Creative Writing MA?, By Kit de Waal 

Doing a Part-Time MA in Creative Writing, By Karen Rust

I'm a Master's Graduate!, By Jessica Bacon

"The Armour of Fiction Versus the Sword of Reality": My Creative Writing Dissertation

By Kimaya Tushar Patil

Hi! I'm Kimaya, I'm 22, and I've recently been awarded my MA in Creative Writing from the University of Leicester. I'm originally from the city of Pune, in India, and I graduated from Fergusson College with a BA in English Literature in 2024 (2:1).

My final dissertation for the MA was a prose-based Creative Writing project which highlighted the political turmoil we face in a society that manipulates information to control and divide its citizens, and how we, as recently inducted adults, learn to navigate this chaos on finding ourselves in such an uncertain environment. For my dissertation, I submitted the first six chapters of the first book of what I have planned to be a trilogy.

My undergraduate project had to be done in a group and was purely research based (we applied Allen Tate's "Theory of Tension" to Dante's Inferno), so I was glad to have free rein this time around, as my Master's dissertation allowed me to combine research with my original work. 

The themes of my work were inspired by the current world events unfolding in the previous and ongoing decade. We have been through so much as a society; battling precarious geo-political conflicts, global pandemics, and corrupt leaderships. And yet, in spite of all the chaos, we are trying to not only persevere, but to find ourselves as we enter a new stage of life. My submission focused on the themes of 1) individual morality vs. social indoctrination, 2) identity and belonging, and 3) the construction of a false reality through propaganda and class division. 

As for the genre, while never having worked with fantasy before, it was the only one that felt right to be able to bear the weight of the themes being explored. It gave me the chance to probe further into these issues. My book would be classified in terms of the newly popular "New Adult" category, in the genre of political-fantasy with a romantasy sub-plot. The "New Adult" category is fairly recent development, and usually falls between the "Young Adult" and "Adult" categories, aiming for audiences between 18-25 years of age. 

The first book follows 22-year-old Oriana Seravelle, as she navigates her life as a new adult. As the adoptive daughter of the decorated army General of Elydris, Oriana has big shoes to fill. Between training and honing her ability to wield shadows, and her ageing father retiring soon, she is trying her best to be worthy of his legacy. Just when her father agrees to let her take on some more serious responsibilities, she comes across a mysterious stranger who threatens to turn her world upside down. 

During my dissertation I found myself struggling with scene edits, as well as stylistic edits. With scenes, I often struggled to maintain the delicate balance between mystery and revelation. I also often spent too much time focusing on minute details of particular scenes. I have learned, though, that it is best to know just enough about a scene to make sure it can be converted into a rough draft. That way there is at least something to edit later. 

Here are a few general tips for writing at university I feel I've picked up along the way:

• Write whatever you can. It doesn't matter if it is 50 words or 500. It does not necessarily have to be a perfect draft.
• Perfect drafts are a MYTH. And imposter syndrome is real, although it is good to remind yourself that you have your own unique timeline to accomplish your goals!
• Go through your curriculum well before your classes begin and email your tutors in case of any queries. (They are always happy to help you!)
• While navigating the busy schedule of a post-graduate degree, organisation is key! (Don't be shy to use that note-taking app, and the scheduling calendar. They are lifesavers).

Below, you can read a short excerpt from my MA Creative Writing Dissertation.

 

From Chapter Two

The moon is high by the time I make my way across the town and to the outskirts near the cliffs. The Fortress is a daunting structure in the distance. Its security is second best, only to its geographical advantage, which makes it inescapable, by foot or by water. Hewn from stone, the structure is deeper than it is taller, overlooking the steep drop to the jagged shoreline and deep waters below. 

Shadows dance along the walls as I climb the steps to the entrance. The two stationed guards exchange skeptical looks, but let me pass after handing me the roster of the cells. The darkness seems to close in the deeper I go, the dampness of mildew coating my senses in an invisible cloak. The sound of my boots is the loud compared to the occasional groan or yell coming from a distance. It takes my eyes a minute to adjust to the light that flickers from the carved hollow quartz stones, placed upon unevenly distanced sconces. I make sure to double-check every name and locking mechanism on each of the holding cells as I move deeper into the fortress. 

About forty cells in, the Fortress goes quiet; too quiet. I move cautiously, drawing a blade from its sheath, and take a left at the upcoming junction. I see something move in the shadows out of the corner of my eye. I turn around to find hollow darkness, but I sense someone standing in the shadows. There is more than one person here. Not guards. 

Constantine, "Alien Boy"

Congratulations to University of Leicester Creative Writing MA graduate Constantine, who has published a new novel, Alien Boy! 

Constantine achieved a first in his B.A. Creative writing degree in 2017 and achieved equal success when he finished his Master's degree in 2021. He has written four episodes of the CBeebies show Pablo and has written a number of books, the most well-known being The Cats of Charnwood Forest.

About Alien Boy, by Constantine

Alien Boy is the first in several very short volumes designed for reluctant readers. The chapters are short, there is some description, plenty of dialogue and it is written from a first-person point of view. The style of writing fits the age of the character and reminds me of the "What We Did in the Holidays" reports I used to be asked to write at school in the late 80s. The story follows Alen, an 11-year-old orphan with ASD who discovers he is far more important than he could possibly believe.

You can read more about Alien Boy on the publisher's website here. Below, you can read a sample from the novel. 

From Alien Boy

After dinner I rushed to my room, closed the door, and took out my watch. I looked at it long and hard. It had come back on, and once again random numbers were showing on the screen.

I put it down and immediately the numbers stopped … you can guess what happened next can’t you? That’s right, I picked it up and the numbers started again but stopped when I put it down.

My mind went back to my talk with Gordon. The watch had flashed when I passed it to him, but was it flashing while he held it? I don’t think it did. Could the watch only work when being touched by me?

This was amazing, I strapped it to my wrist, and it came to life, numbers scrolling across the screen, always in groups of two. After a while, the watch beeped and then the numbers started again. Was there a pattern? I waited till it beeped again and this time I wrote them down. This is what it looked like:

09 06 00 26 15 21 00 23 01 14 20 00 20 15 00 11 14 15 23 00 23 08 15 00 26 15 21 00 01 18 05 27 00 20 08 05 00 17 21 05 19 20 09 15 14 00 20 15 00 01 19 11 00 09 15 00 23 08 15 00 01 13 00 09 

The 09 was flashing, so I underlined it. I thought that it must be important, but what did it mean? What did any of it mean? I looked at the numbers long and hard. And the 00’s stood out. If 0 is nothing, then 00 is also nothing. So, I wrote it again leaving a space where the 00’s were. Now it looked like this.

09 06    26 15 21      23 01 14 20    20 15    11 14 15 23    23 08 15    26 15 21    01 18 05 27    20 08 05    17 21 05 19 20 09 15 14    20 15    01 19 11    09 15    23 08 15    01 13    09

Now I was getting somewhere. The numbers were starting to look like words. Could it really be so simple?

I looked for a 01 and saw there was one near the end next to a 13. Now if 01 was "A" then 13 would be "M" which would make "AM." It seemed to work and so I tried all the other numbers. The 27 caused me some problems, because as you know there are only 26 letters; but then I figured that if 00 could be a space, 27 could be a full stop. Within minutes I had deciphered the message:

"If you want to know who you are the question to ask is 'who am I?'"

What did that mean? I thought about it, but it didn’t make sense. Then I remembered that the "I" was flashing. That was a clue. Who am I? I’m Alen Boiy. Was it the "I" in my surname? What if I took it out? I’m Alen Boy? That didn’t make much more sense. Okay what if I took the "I" and put it somewhere else? Alen I Boy? I Alen Boy? Then it hit me: you probably worked it out ages ago. The "I" went in the middle of my first name.

I whispered the answer out loud because it seemed too mad to stay in my head.

"I’m not Alen Boiy," I whispered. "I’m Alien Boy."

My watch made a beep and a new message scrolled across the screen. In a few minutes I had it deciphered.

"Well done," it said. "We will be in touch."

The MA in Creative Writing: Some Advice from Past Students

Starting a new course can be daunting, challenging, and this is especially the case for a high-level programme like an MA in Creative Writing. So we've brought together advice from some past students, for people who are thinking of doing the MA in Creative Writing at the University of Leicester. You can read their advice below, and you can find out more about the MA in Creative Writing, which is still open to applications for this Autumn, here. The course is open to part-time and full-time students. 

Advice from Past Students 

"Read widely and feverishly. Read the set texts, read the optional texts, read related texts. Read novels and short stories that have nothing to do with the course. Learn from them and welcome inspiration"  (Sam Dawson). 

"What I loved most about the MA in Creative Writing at the University of Leicester was the variation of the modules, so my main piece of advice would be: never limit yourself and don't be afraid to try something new, as daunting as that can be. Also, read widely, write as much as you can, learn to give and receive feedback, go to events such as Literary Leicester and open-mic sessions, connect with students from other courses, integrate yourself into the local community and always keep a notebook with you for those ideas that pop up when you're least expecting them to!" (Laura Besley). 

"If you're neurodiverse you can expect to find patience and understanding. I certainly found this. It doesn't mean you won't be challenged, you will. However you can expect to leave the course a better writer than you went into it" (Constantine). 

"I almost didn’t sign up for the MA in Creative Writing. I was concerned that, as a mature student, I might feel out of place, but I decided to go for it, and it turned out to be the best decision I ever made. My advice to prospective students is to write outside your comfort zone and experiment with genres. That is what I did, with the support of the amazing tutors, and I came away with a memoir, a stage play, an array of poetry and pages of ideas to be developed. My only regret is that I can’t do it all over again" (Rosalind Adam).

"Soak it all up, attend every session and allow time to hang out at the library and with your MA peers. If you're back in education after some time out, know that everything will be fine within weeks and you'll thank yourself for signing up for this course!" (Karen Rust). 

"As a writer, you're private for so long with these characters and scenes and words, and then you go public. It's quite the contrast. Yet critique and feedback on the work creates a lingering conversation, and helps you get a clearer sense of words on the page" (Lee Wright).

"The MA in Creative Writing at Leicester gives you the freedom to experiment with your writing regarding content, genre, form and audience whilst giving you the tools to hone your craft to make your work the best it can be. My biggest piece of advice would be to really experiment with what you want to write during this time – nothing is off limits – and to take the time to appreciate the different parts of the process of a single idea from conception, redrafting, editing and finally finding its place in the world. A great part of this process is sharing your work with other students as readers and fellow writers along the way - I really encourage you do that as much as you can. Also, take advantage of the wonderful members of staff that are ever so supportive and bubbling with curiosity. They’re always so happy to read things and offer really insightful and constructive / productive feedback" (Amirah Mohiddin).

"My best advice is to remember that each piece of writing is a learning opportunity, whether you end up loving it or shelving it. Writing slumps are normal, and it's okay to ask for help if you're ever struggling. During my course, my lecturers and peers were a huge source of support and helped me produce some of my best writing. Also, remember to have fun and write what you enjoy! (Millie Henson).

"I was a nervous writer before I took the MA in Creative writing, and worked in isolation, unsure of my abilities. The best thing about taking is this course is finding your craft and gaining confidence in your words" (Tracey Foster).

"The tutor support both challenged and affirmed me. It helped the quality of my writing improve from when I first started the course. I was introduced to sources I'd never considered before, both in and out of the classroom. An enriching experience, the MA was one of the best things I've done. Be open-minded, learn from those around you, see what you do / don't have in common. I wrote this poem (below) inspired by my experience early on the MA" (Tionee Joseph).

Belonging

I

My life was always this way,
Displaced.
Always in a group of people drawn together by chance,
Circumstance.
 
The only thing in common,
Is that we signed our names on the same dotted line.
 
II
 
I get you: you get me.
Minds alike,
The flow unblocked.
 
My people,
My tribe,
My community.

- Tionee Joseph

Kit de Waal, "Why Do a Creative Writing MA?"

Writing is a lonely business. When writers aren’t living in their heads, staring out of a window or into a coffee cup, when we’re not watching how people talk and move so we can use it later on, we are on our own writing, re-writing, editing, re-editing, lamenting and occasionally celebrating. Then comes the sharing bit. You know when you ask your best friend to read what you’ve done and you send the email and you wait and wait and hope that they say, "Oh wow! Brilliant!" because anything else has you reaching for the tissues. And then back to the screen for another bout of editing and refining.

Creative Writing courses - BAs, MAs, short courses and diplomas - all offer an alternative. Of course, you’re still going to be writing all on your own but you might do some of it in a classroom with other people struggling to get the great stuff in their heads down on to the page. And the feedback you get will likely be from someone who has been there, done that and lived to tell the tale and see their book in Waterstones.   

So often we hear that "the greats" (by that, people usually mean the mostly blokes that wrote the classics) didn’t do a Creative Writing degree, so why should I? Let’s think about that. Firstly, there were no Creative Writing degrees when, say Dickens was alive or Shakespeare or Flaubert or even Graham Greene. Secondly, most of "the greats" spent many, many years honing their craft, had many rejections, spent their days discussing Creative Writing with their friends (a course by any other name) and had editors and agents who polished up their manuscripts. And there are many examples of contemporary writers who have been published who didn’t do a Creative Writing degree. And there are just as many that did. Just like football or dressmaking or photography, some things are better achieved when there is a modicum of talent, but as well as talent you also need desire, opportunity, support and guidance.

What does make a good writer is a respect for the craft. Just as a chef or a tailor or a carpenter has to know the basics, has to know what tools to use and when, has to work for many years as an apprentice and learn from an expert, so too the good writer will know what good writing looks like and how the author has achieved the result. Like a good chef can taste a dish and say "too much salt," a good writer will also know what doesn’t work and be able to articulate why: "the character was not well rounded because …" or "the ending didn’t work because …" or "the middle was loose because …"  And good writers know the ingredients of a good story – plot, characterisation, dialogue, crisis, resolution etc. – and can put them all together in fresh and exciting ways.  

The Creative Writing MA at Leicester will help you find out what sort of a writer you are, help you discover your writing voice (the thing that makes you different from everyone else, just like your audible voice), and will help you develop confidence and connections. You will hear from published writers, agents and industry professionals and be accountable so that you keep writing and you keep moving forward. It's time spent working on something you love and that occasionally loves you back.

There are many routes to publication and a Creative Writing Master's is no guarantee of success. Neither is working alone without any professional input or support, without a class full of people all working towards the same goal, all interested in the exact placement of a comma or a line break and celebrating your success.

Come and join us, lonely or not. 

See here for further information about the MA in Creative Writing at the University of Leicester. 

Kit de Waal is Professor in Creative Writing and Jean Humphreys Writer in Residence at the University of Leicester. Born to an Irish mother and Caribbean father, she was brought up among the  Irish community of Birmingham in the '60s and '70s. Her debut novel My Name Is Leon was an international bestseller, shortlisted for the Costa First Novel Award, longlisted for the Desmond Elliott Prize and won the Kerry  Group Irish Novel of the Year Award for 2017. In 2022 it was adapted for television by  the BBC. Her second novel, The Trick to Time, was longlisted for the Women's Prize and her young adult novel Becoming Dinah was shortlisted for the Carnegie CLIP Award 2020. A collection of short stories, Supporting Cast, was published in 2020. An anthology of  working-class memoir, Common People, was crowdfunded and edited by Kit in 2019. Kit founded her own TV production company, Portopia Productions, and the Big Book Weekend, a free digital literary festival in 2020 and was named the FutureBook Person of the Year 2019. Kit is a Fellow of the Royal Society of Literature. You can read about her memoir Without Warning and Only Sometimes on Creative Writing at Leicester here. Her author website is here. 

Tracey Foster, "Deep Diving the YA Market: My Creative Writing Dissertation"

For my MA Creative Writing Dissertation last year I intended to write for the Young Adult market, classified as readers of twelve to eighteen years-old. This was a target market I knew a lot about after working as a secondary school teacher for over thirty years. This group of readers has seen an explosion in choice content over the last decade with a range of formats and new authors to choose from, names that now fill the shelves at Waterstones: Malorie Blackman, John Green, Suzanne Collins. This diverse content has covered a huge range of challenging and controversial issues, from genocide (Boy in the Striped Pyjamas), racism (Ghost Boys), teen pregnancy (Boys Don’t Cry), transgender (The Art of Being Normal), and bereavement (Holding Up the Universe). The bar was set high for me to write a novel to sit along these ranks.

My first mission was to read all the classics, novels that were not always written with this market in mind but have since become a go-to for adolescents. The current top 100 list compiled by TIME magazine (see here) features Lord of the Flies, Little Women and The Catcher in the Rye, novels that we were encouraged to turn to as children and that formed our early understanding of the adult world. As I reread all the classics, I began to feel undercurrent themes of loss, hardship, and inevitability. This was understandable as many of these authors wrote in a period either between or after the wars, when there was an uncertainty about our future and a pervading sadness about the human condition. William Golding witnessed the horrors of the D-Day landings before writing Lord of the Flies, George Orwell served in the Spanish Civil war before penning Animal Farm, J.R.R. Tolkien had served in the trenches in the First World War before starting on the idea that would become Lord of The Rings. A melancholy that pervades these books stems from the experiences of the writers, but when read by the young it seems to resound with their yearnings to find a place in the world. 

Modern stories have moved more directly to tackle issues that are current and all-consuming. Many authors today often choose to shift the narrative away from third-person description to a first-person perspective, and this gives the tone an immediacy and intimacy that appeals to modern readers - a confidential tone that appeals to younger readers and is a quick let-in to the action. Some authors have chosen to employ alternative voices to narrate each chapter, showing the scene from different viewpoint and allowing the reader to choose their favourite. The YA audience likes this approach as it works on a few levels, moving the action along and showing prejudice and preferences. This has led to a series of online formats pushing similar novels written in the multiperspectival style (see some examples here). 

One of the biggest outputs in the YA market in recent years has been the multicultural novel. Like buses, you wait several decades for one and then you get a whole shelf full. This has been one of the most successful areas of writing as the market seems to lap up these newcomers with open arms. Read avidly by all YA readers, the multicultural novel has explored all aspects of multiculturalism in society from many different viewpoints (see some examples here). 

The Carnegie Medal, first established in 1936, sought to identify and celebrate the best in British children’s literature. Its aim is to publicise and reward those authors whose works stay in the imagination long after closing the cover, and while the content may be challenging for the audience, the readers must leave with a sense of closure and pleasure. These books are sometimes not written for the YA market but become championed by it. They are often a good starting point when beginning to dip into the field of YA material and are usually available in most libraries. (See Carnegie Medal Winners here).

After spending a long summer reading as much YA material as I could get my hands on, I wanted to consult the experts and, having the target market close to hand, I thought I could survey my pupils on their reading habits. This required a few careful steps before starting. I needed to approach the Ethics Committee at the University of Leicester and also seek permission from the principal of my school. Secondary education is already protected by many safeguarding measures, and students' information is secured within an IT safe wall. I was able to use these systems to create a survey that asked my pupils about their literature preferences and dislikes. The online nature of this survey meant that I had complete control over the collection of the data and could interact with it as needed but always keep the student’s data anonymous. The Ethics Committee had to check my questions and the school’s safeguarding measures before giving me the green light to go ahead. Working with the head of English, we selected the students according to their English sets, choosing the ones most likely to be avid readers and asked the pupils to complete the survey over the summer break. (The school already had a cluster of students that took part in shadowing the Carnegie medal every year and who read and reviewed the short list together). The survey was very informal and used a Loom video to introduce and to personalise the task. All the students knew me well and the questions embedded this approach as I asked, ‘tell me,’ rather than ‘tell the school.’ From this lengthy questionnaire I sought to determine a few things.

• What they would recommend as their favourite reads, genre, format, author
• What they had a dislike for, authors, genres, particular novels
• What were the key themes, topics that they found engaging or a turnoff
• What topics were controversial to them, how easily were they shocked

I had no preconceptions about the survey results as these were discussions we had never had, and, more importantly, neither had the English department. Given that curriculum syllabi have spoon-fed a diet of classics for years without asking the audience what they really want to read, I found it fascinating that nobody had talked to the students before. What I found was an articulate, vocal, perceptive audience who most definitely had something to say about what they really wanted. Responses included the following:

‘I think that in today’s generation, there are very little topics that can be classified as extremely controversial due to progress for LGTBQ+, black and female rights. YA is arguably one of the most controversial genres due to the varied ages of the readers, but this is simply the nature of YA.’ 

‘I think things are controversial when they aren’t spoken about correctly. If they are talked about in a way that highlights issues people go through, then I think it is important to speak about them.’ 

‘I do not mind "disturbing" content as in the right context, it’s interesting. If I’m reading murder mystery, I would obviously want more gruesome descriptions. As long as the author isn’t being offensive themselves, they are allowed to make their characters antagonistic.’

‘Women are still considered inferior and instead of reading books with misogyny and about patriarchal societies we should read books about matriarchal societies and support female authors.’

The students identified their biggest pet-hates in novels as misogyny, animal cruelty and racism and instead recommended stories that had spoken to them. Clustered with the obvious best sellers was a surprising gem, Sylvia Plath’s Bell Jar. The YA popularity of this novel about a young woman’s decent into mental breakdown, subsequent hospitalisation and suicide attempt has even sparked mimicry by other authors, like Meg Wolitzer’s Belzhar. The students also suggested a few other novels not originally intended for the YA audience, showing that that are happy to browse the shop shelves and be discerning buyers. All of these novels showed a similar use of an informal first-person narrator, a clear voice, quick pace and the use of good metaphors. 

One of the best of the bunch was The Lie Tree by Francis Hardinge, winner of the Costa award. My original intention for my novel was to culminate with a horrendous accident in which the father is killed, so this book proved to be good research for both in technique and content. Teens are very adept at handling mortality and death is a topic often explored in YA fiction. The classics often set out with an orphan’s perspective to elicit empathy right from the start - e.g. Secret Garden, Jane Eyre, Great Expectations. This enables a confidential tone to the narration as we become their sole confidant in a lonely world.

I also set up a shadowing group at school and gave students the early drafts of my story to read. This process was invaluable, asking the readers what they think whist creating the plot. Hearing first-hand opinions on the scenario, pace and voice was really exciting. I can recommend this process to everyone as it was fascinating to hear what the readers inferred from my words and finding new perceptions that I hadn’t even intended. I was initially concerned about my opening paragraph as it stemmed from a real incident that had affected me as a child. The teenagers of my focus group were much less disturbed by the incident and even found the idea amusing. A viewing diet of TV and films means that the YA market is much more likely to have been exposed to death at a tender age. The survey had identified that young readers have a fast filter that enables them to quickly identify good and bad content and make their own decisions.

Concluding from this experience, I would recommend reading as much relevant material as you can get your hands on. Seek out your audience and, if possible, open a dialogue with them. Ask pertinent questions to determine what likes and dislikes your readers have and be open to criticism. Show them first drafts and allow them to find their own way through the plot you will be amazed what others perceive from your words. Listen to your readers to become a better writer.

Some useful links include:

• https://nybookeditors.com/2017/08/5-tips-for-marketing-your-ya-novel/
• https://www.penguinteen.com/2023-ya-book-preview/
• https://www.publishersweekly.com/pw/by-topic/childrens/index.html
• https://www.theatlantic.com/entertainment/archive/2013/10/the-8-habits-of-highly-successful-young-adult-fiction-authors/280722/

About the author
Tracey Foster started off in a long career as an Art and Design teacher but wanted to refocus her creative energies into writing poetry and prose. After helping others find inspiration in the world around us, she took an MA course in Creative Writing at Leicester University and has not looked back. She finds inspiration in the past and the events that shape us. Previous work has been published by Comma Press, Ayaskala, Alternateroute, Fish Barrel Review, Mausoleum Press, Bus Poetry Magazine, Wayward Literature and The Arts Council. 

What is the MA in Creative Writing at Leicester? Some Questions and Answers

By Jonathan Taylor

          I believe writers are writers the day they describe themselves as such. 

 - Adele Parks

In this blog I want to introduce the Master's programme in Creative Writing at the University of Leicester, and answer some simple questions that often arise about it - i.e. 

• What is the MA in Creative Writing?
• What do you need to apply for the course? 
• What modules does the MA in Creative Writing involve? 
• What is the rationale behind the course? 
• How is it taught? 
• Who teaches the course? 
• What have MA students gone on to do?
• What other opportunities are associated with the course?

For students' perspectives on Creative Writing MAs see here and here and here. 

What is the MA in Creative Writing at the University of Leicester?

This a year-long full-time course, or two-year part-time course that aims to help you develop your writing in a supportive and stimulating environment, taught by experienced writers and lecturers. It's a taught course that provides you with the support, skills, ideas, feedback, structure, community and space that will help your writing to flourish. It's a space for you to develop your own writing. 

What do you need to apply for the MA in Creative Writing?

First and foremost, we want students who love writing and reading, who are enthusiastic about the subject, who are willing to experiment. One of the wonderful things about the MA is the exciting mixture of students' hugely varied backgrounds, ages, experiences, ambitions and perspectives. We accept students with a relevant first undergraduate degree or students with significant writing experience. We always ask students to submit a sample of creative work, once they've submitted their initial application. If you have any questions about the application or eligibility, please email Jonathan Taylor: jt265[at]le[dot]ac[dot]uk. 

What modules does the MA in Creative Writing involve?

The MA is 12 months long full-time, 24 months long part-time. The modules are arranged as follows:

Full-time route (1 year):

In Semester 1, full-time students take two modules:

• EN 7040 Research Methods in Creative Writing (30 credits)
• EN 7041 Styles: Advanced Creative Writing Workshop 1 (30 credits)

In Semester 2, full-time students take two modules:

• EN 7042 Applications: Publishing, Teaching and Other Stories (30 credits)
• EN 7043 Substances: Advanced Creative Writing Workshop 2 (30 credits)

Over Summer, full-time students then also take:

• EN 7044 Dissertation in Creative Writing (60 credits), usually due mid-September

Part-time route (2 years):

• EN 7040 Research Methods in Creative Writing (year 1, semester 1)
• EN 7042 Applications: Publishing, Teaching and Other Stories (year 1, semester 2)
• EN 7041 Styles: Advanced Creative Writing Workshop 1 (year 2, semester 1)
• EN 7043 Substances: Advanced Creative Writing Workshop 2 (year 2, semester 2)
• EN 7044 Dissertation in Creative Writing, (year 2, Summer), due mid-September

What is the rationale behind the MA in Creative Writing?

I believe that Creative Writing is a wonderful hybrid subject (a kind of Frankenstein's Monster of a subject!), which intermingles academic research, vocational and professional skills, and creative practice - along with bits of other subjects, too. 

The different modules on the MA in Creative Writing aim to cater for these various strands: Research Methods in Creative Writing introduces the academic, theoretical and research aspects of the subject; the outward-looking module Applications emphasises the vocational and professional contexts for writing; while Styles and Substances are workshop-based modules which explore various elements of creative practice, introducing both key forms (fiction and poetry) and key themes (e.g. Place, Time, Memory). As your individual extended project, the Dissertation module is the culmination of the MA, and draws on the skills you've developed throughout the course. For the Dissertation, you're allotted an individual supervisor, who guides you through the whole process, and provides on-going support and feedback. 

At the centre of all the modules is your writing. Creative Writing is, I think, a subject where people learn by doing - so all of the subjects are explored first and foremost through writing. You write throughout all the modules, and all the modules are assessed (in different ways) primarily through creative work - along with accompanying reflective commentaries, and (in the case of Applications) a short oral presentation.

The MA in Creative Writing at Leicester aims to introduce you to the huge breadth and variety of this amazing subject. You will learn about fiction, poetry, creative non-fiction, memoir, scriptwriting. We want you to experiment across forms and genres, and we believe that you learn by doing so: poets learn a lot by writing prose, and fiction writers learn a lot by experimenting with poetry. There are so many possibilities! During the MA, you may explore topics ranging from ekphrastic poetry, to reviewing, to oral histories, to neuroscience, to psycho-geography, to personal essays, to time travel ...

I believe writing is a learned skill, and can be taught. I believe the study of writing, storytelling, poetry, language is vitally important. And, above all, I believe it should be enjoyable (even though I don't believe in "organised fun"!).

How is Creative Writing taught? 

Each module is taught primarily by a two-hour seminar per week, during term time. Seminars might consist of in-situ workshop exercises, sharing work, peer feedback, introductions to and discussions of particular subjects, guest talks, masterclasses, and so on. Individual tutorials are always available, and you will be invited to special events associated with Creative Writing at Leicester (see also below). All students are allotted a personal tutor, who guides them through the course. 

Who teaches on the MA in Creative Writing at Leicester?

The course is taught by experienced and professional writers, editors and lecturers. The Creative Writing team at the University of Leicester currently includes Nick Everett, Felicity James, Harry Whitehead, myself (Jonathan Taylor), and Writer in Residence Kit de Waal. There are also guest talks, workshops and masterclasses on the course, given by visiting authors, publishers, editors and others. 

What have students on the MA in Creative Writing gone on to do?

Our students are amazing! They regularly publish their creative work in journals and magazines, give performances and readings, win competitions, both during and after the course. Among our graduates, some have gone on to publish books. Some have gone onto further study, at PhD level. Some have gone into publishing, editing, journalism, copywriting, teaching, film-making, arts administration, marketing, and so on. You can see some of our students' most recent successes here.   

What other opportunities are associated with the course?

One of the most important aspects a course like this is feeling part of a vibrant community of writers. At Leicester, that community includes BA students, MA students, PhD students, staff, writers in the local community, and guest authors from across the UK. On the MA, you will be part of the Centre for New Writing, which hosts events and opportunities throughout the year, as well as a regular research group. The University hosts Literary Leicester Festival every year, which features a wonderful array of events and readings. You can join our large Facebook group, "Creative Writing at Leicester," on which we feature news, opportunities, articles and calls for submission. We run the popular review blog Everybody's Reviewing and a course blog Creative Writing at Leicester. Nick Everett co-edits poetry publisher New Walk Editions. And there are lots more opportunities in the University and city for writers too. We want you to feel part of all of this, and to contribute to it. 

More information?

We're more than happy to answer any queries you have about the MA in Creative Writing at the University of Leicester, and to talk to you about it. Email Jonathan Taylor on jt265[at]le[dot]ac[dot]uk for detailed information and to discuss further!

Tionee Joseph, "Mastering the Dissertation"

 

Tionee Joseph recently completed the MA in Creative Writing at the University of Leicester. She has been published by The English and Media Centre and her poem ‘With the Passing of the First Generation’ was published in the Black History Month 2020 edition of Unite by Fly on the Wall Press. She has a YouTube channel where she vlogs about mental health here.

Below, Tionee writes about her experience of the MA Creative Writing Dissertation, and what advice she would give to future MA students undertaking it.

Mastering the Dissertation, by Tionee Joseph

Wow, you’ve finally made it to the Dissertation! Time flies, doesn’t it? On the downside this is the beginning of the end of your MA journey. On the upside, this is your big moment to shine (think talent-show-final with your supervisor as your mentor).

I discovered that the Dissertation at a Master's level is a different beast to the one of the undergraduate level. I wrote a play - a form I had never really written before - but something was telling me this was the perfect opportunity to give it a try. 

My Dissertation project was a full-length play about a couple who take in an acquaintance to stay with them during the beginning of the March 2020 lockdown. The play explores the relationship dynamics that develop between them over a couple of months. 

Anyway, no matter what you decide to write, below are some tips to make the experience easier:

1. Keep notes from the very beginning; you can track the changes in your process from start to end and it gives you material for your commentary rather than trying to do it retrospectively.
2. Take notes at each supervision and try to meet with your supervisor regularly. This gives you mini-deadlines to work towards.
3. If you are struggling to write, do some housekeeping. Write your bibliography and make sure it’s in the correct style, check your presentation is up to spec (using a suitable font and size, pages are numbered, line spacing). I used to do these things at the end but doing them sooner frees you up to concentrate on the writing when you do get back into the flow of it.
4. Use read aloud function on word for when you can’t spot your own mistakes.
5. Talk to someone about how it’s been going. Writing can be very solitary and unless you talk to yourself out loud you may not be aware of the issues that are blocking you until you verbalise them. The person you speak to doesn’t need to be a writer, but they could offer an opinion from a reader’s perspective which is just as valuable.  
6. Track your changes on word. You can see what you originally typed even if you delete it later on. This is useful for the commentary when talking about early drafts.

Good luck!