creative writing on doctor

Essay on My Dream To Become A Doctor

Students are often asked to write an essay on My Dream To Become A Doctor in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Dream To Become A Doctor

Introduction.

Since childhood, my dream has been to become a doctor. The idea of healing people and saving lives fascinates me.

Why I Want to Be a Doctor

I want to be a doctor to serve humanity. I believe that being a doctor is not just a profession, it’s a mission to improve health and well-being.

My Preparation

To achieve my dream, I am focusing on my studies, especially in science. I understand that the journey is tough, but my passion drives me.

In conclusion, becoming a doctor is my dream. I am committed to working hard to make it a reality.

250 Words Essay on My Dream To Become A Doctor

Every individual harbors dreams that guide their life’s trajectory. One of my long-cherished dreams is to become a doctor, a profession that embodies service and intellect, and is driven by a commitment to alleviate human suffering.

Why a Doctor?

The desire to become a doctor is not merely an aspiration but a mission I have set for myself. Medicine, for me, is the perfect intersection of science, service, and personal interaction. It offers an opportunity to directly impact lives, providing a sense of fulfillment that few careers can match.

The Power of Healing

Being a doctor is not just about diagnosing illnesses or prescribing medications. It is about understanding the human condition, empathizing with people in their most vulnerable moments, and offering comfort alongside treatment. The power to heal is not just a professional duty, but a moral responsibility.

Challenges and Commitment

I am aware that the path to becoming a doctor is fraught with challenges, both academic and personal. The rigorous training, long hours of study, and the emotional toll can be daunting. Yet, I am undeterred. The commitment to my dream fuels my resilience and determination.

In conclusion, my dream to become a doctor is a reflection of my desire to serve humanity. It is a journey that demands dedication and perseverance, but the reward, the ability to heal and make a difference, is worth every sacrifice. This dream is not just a career goal, but a life’s mission that defines my purpose.

500 Words Essay on My Dream To Become A Doctor

Why i want to become a doctor.

My aspiration to become a doctor is not merely a professional ambition, but a life mission. I see it as a way to contribute positively to society by saving lives and improving the quality of life for others. The idea of being in a position to offer medical assistance to those in need, especially in underserved communities, fuels my ambition.

Moreover, the field of medicine is a landscape of continuous learning and growth. The prospect of unraveling the mysteries of the human body, understanding the intricacies of diseases, and exploring breakthrough medical technologies is intellectually stimulating.

The Journey Towards Becoming a Doctor

Despite the challenges, I am ready to embrace the journey. My passion for biology and my academic prowess in the sciences will serve as a strong foundation for my medical studies. I am prepared to invest the time and effort required to acquire the vast knowledge and skills necessary to become a competent and compassionate doctor.

My Vision as a Doctor

As a doctor, I envision myself as a beacon of hope and a source of comfort for my patients. I aim to practice medicine with empathy, integrity, and respect, always putting the patient’s welfare first.

In conclusion, my dream to become a doctor is driven by a deep desire to serve, a love for learning, and a commitment to improving health outcomes. I am aware of the challenges that lie ahead, but I am ready to face them head-on. I believe that with hard work, dedication, and a strong moral compass, I can make my dream a reality. I look forward to the day when I can don the white coat, not as a symbol of status, but as a testament to my commitment to serve humanity.

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Seven Doctors Project: Physicians Take on Creative Writing

Maggie maize.

September 28, 2021

It's springtime in 2008 in Omaha, Nebraska. Author and professor Steve Langan has spent years in public health administration and injection safety, watching doctors give their all to help people. He's seen the need for imagination in their lives, the need for self-expression. And he keeps coming back to the question, "Who is there to help the physician in need?"

This winding path eventually leads Langan back to his creative writing roots and his realization that "the physician cohort is an underserved one." So he decides to plant new seeds around the University of Nebraska Medical Center, seeds for a workshop and community place for mid-career physicians willing to claim job burnout or dissatisfaction. It's a taboo topic, yet seven doctors walk through the classroom door anyway, marking the beginning of the Seven Doctors Project.

The project is as rigorous as a graduate-level creative writing course, beginning with skill-building — form, character, plot, figurative language. Participants bring plenty of life experiences: encountering people on their worst day, living by the words "do no harm," being tethered to pagers, going home to families that have no clue what type of day they've had. But they have to start channeling it into a poem, a piece of fiction, and creative nonfiction, all within the first 3 weeks of the 9-week session.

Since the workshop's inception, Langan has captained 17 sessions, which translates to over 200 participants. Some of the doctors have had to bide their time until their busy schedules allowed for a weekly meeting, time to write, and the optional casual coffee shop meet-ups. Things get weird, deep, and vulnerable as members learn to nourish and care for their writing.

Figure 1 . Healthcare workers during a workshop in 2015.

Using Prose to Recapture the Past

Surgical oncologist William Lydiatt, MD, joined the Seven Doctors Project because he heard good things from a colleague who participated and wanted a new way to communicate. He learned that creative writing, particularly prose, helps him capture and relive moments. "I tend to forget the past," Lydiatt says. "So for me, it's a lot of fun to go back and read something I've written. It brings me immediately back into the same sense of whatever it is — the mood, the thought." And he sees it as something to pass on to his children like a fable, a family history.

Lydiatt compares his own writing approach to surgery. "In surgery, you're making lots of decisions with respect to where to make a cut, or what thing to clamp, or where to move in the operation," Lydiatt says. "I spend most of the operation avoiding drama. I try to keep things as low-key, as calm, as risk-averse as possible." In the workshop, the mentors and other members encouraged him to write clearly and honestly, without "couching things in analytical prose as opposed to expressive prose."

Langan helps teach physicians to step into associative and impulsive thinking through an exercise called "abstraction to image." Langan calls out a series of abstract words, such as coldness, success, joy, vanity, prudence. The participants jot down what they see in their minds, write two-line poems using concrete imagery, and read them aloud. "We're just flooding that room with imagery and surprise, not necessarily with sense," Langan says. During that exercise, they leave behind traditional meanings. "It makes a different kind of sense," he adds.

Another go-to exercise is a nonfiction prompt entitled "Nobody knows this but me…" As if murmuring secrets into a friend's ear, the writers arrange some of the strange observations they've mined from life — facts about the early history of liver transplants , how people talk hours into a double shift, how their original poem feels tucked into their lab coat pocket. Some even share intimate fears that they haven't expressed to anyone but themselves.

Lydiatt came away from the Seven Doctors Project with a new communication skill set (one that already included humor) and applies it to his teaching and everyday self-expression. Currently, he's putting what he's learned into practice and crafting his first book.

Permission to Make Mistakes

Lydia Kang, MD, an internist, writer, and early workshop participant, had one published essay when she first joined the workshop before hitting a wall of rejections. When she heard about the project, she saw it as an opportunity to write another essay, intending to publish it in the Journal of the American Medical Association .

Kang had "a lot of hang-ups" about entering this unfamiliar creative culture. "I was so afraid of what people were going to think about my writing," she says. Shedding the expert coat and assuming the role of a student again can be both humbling and challenging. Rather than being afraid of failure, Kang suggests people lean into the learning environment. Things got easier for her when she adopted that mentality. "Finally, I was like, 'Well, teach me,'" she says. "'I will try to get better. I will try to do this better. '" Kang says the mentors' supportive yet constructive feedback "opened a lot of doors for me."

Kang wasn't alone in her trepidation of not living up to expectations. In fact, Langan says that's the most common fear he's heard from the physicians he's taught — fear of making a mistake on the job. At Seven Doctors Project, mistakes are all in a day's work. "That's the best part of writing," Langan says. "We're going to guide you. You don't have to be in charge. You're going to make mistakes. It's okay. Disappointment is going to be part of it. And that's okay, too."

In 2009, shortly after Kang joined the Seven Doctors Project and started writing novels, she also picked up blogging. At first, she wrote about writing but then realized she could help her online community with medical questions they might have to make their own fictional tales more accurate.

These "fictional medical consultations" might look like someone saying that their character needs a head injury but also needs to be able to run shortly afterward. Kang would suggest plausible injuries the writer could inflict. These scenarios helped bridge her patient-care world and creative writing world. "Once I allowed them to flow into each other, I had a lot more peace," Kang says.

Kang has gone on to publish several books, ranging from young adult to historical fiction to nonfiction, including "Quackery: A Brief History of the Worst Ways to Cure Everything," which she co-authored with journalist Nate Pedersen. She's even returned as a mentor for Seven Doctors Project.

'The Therapeutic Value of the Writing Experience'

The project's more recent students featured 15 participants and four mentors who helped guide folks through detailed revisions. Jennifer Larsen, MD, Vice Chancellor for Research at the University of Nebraska Medical Center, says, "In our small groups, I'd share just about anything." But at the end-of-session public reading, she felt vulnerable in a new way. Larsen says that sharing poetry feels "a lot more personal" than the public speaking she does for her job. "You gear your poem to the circumstance," Larsen says. "Write for your audience." It's hard to be completely vulnerable around strangers.

To read a piece Larsen worked on during a Seven Doctors Project reunion, click here .

"I didn't believe in the therapeutic value of the writing experience," Langan says. "Then I watched it happen." The most satisfying response Langan receives, though, is from participants' co-workers and spouses saying, "I don't know what you're doing with him, but he seems a lot happier."

Like everyone else, the Seven Doctors Project is trying to adapt to the pandemic. They were 2 weeks into their most recent session when the world shut down. They left the local nonprofit they were affiliated with and ventured out on Zoom to finish that session. Now, they're looking for a way to relaunch, perhaps on a larger scale.

The impact of the Seven Doctors Project extends beyond just its participants. Larsen has taken the lessons she's learned in practicing vulnerability in her poetry and offered them to grieving colleagues, emphasizing the necessity of writing down their thoughts, working through the emotions. "I think it is important for everyone — in whatever job they do, particularly in medicine — to be able to get your head away from the trials and tribulations,'' Larsen says. "It's been incredibly important to me to pass this knowledge on to others."

Meditation by Jennifer Larsen

The boots marched over old and new snow ice frosted by light their cadence regular predictable stamping out order on a disordered life their clear objective to erase and replace uncertainty and anxiety with peace a meditation in movement uninterrupted for once by any human requests contemplating only the sea of white aching for contrast to improve insight about the terrain ahead knowing jagged peaks and pits still lurk beneath unseen but for now the rhythm remained unbroken and the thoughts remained unspoken

Credits : Image 1: Getty Images

Medscape Business of Medicine © 2021 WebMD, LLC

Any views expressed above are the author's own and do not necessarily reflect the views of WebMD or Medscape.

Cite this: Maggie Maize. Seven Doctors Project: Physicians Take on Creative Writing -  Medscape  - Sep 28, 2021.

Authors and Disclosures

Freelance writer Disclosure: Maggie Maize has disclosed no relevant financial relationships.

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Australian author and doctor Melanie Cheng reflects on the benefits of creative writing for healthcare professionals

Topic: Arts, Culture and Entertainment

Holistic approaches to medicine are slowly being integrated into mainstream medical education. ( Getty Images: Hero Images )

Doctors often see us at our most vulnerable, whether we're beaten down by a persistent head cold or saying goodbye to loved ones.

They know our intimate inner workings (literally) and they are often present at life-changing moments, like discovering a pregnancy or a serious illness.

These moments of intimacy, which doctors have on a daily basis, also happen to be the stock-in-trade of creative writers: the instances our humanity is most visible and vibrant.

With a few notable exceptions (Anton Chekhov chief among them), however, doctors and writers tend to be placed on remote ends of the intellectual spectrum — one end analytical and rational, the other intuitive, abstract and emotional.

But there is a growing number of people within the medical community who think the separation of the disciplines is nonsensical — and more importantly, a missed opportunity.

Melbourne GP and author Melanie Cheng is one of those people.

"A good fiction writer is, by definition, putting themselves inside the head of someone whose life experience is not their own," she says.

Chekhov once said, "Medicine is my lawful wife and literature is my mistress". ( Supplied: Wikimedia commons. )

"And I think a good GP, in particular, should really be trying to see the world from the view of the patient that's sitting across from them."

The reality of life as a clinician, though, is quite different.

"They have done some studies that looked at the levels of empathy in medical students before they enter medical training and at the end of it, and their empathy levels actually seem to drop," Cheng says.

"I think it may be a bit of a coping mechanism, because if you get emotionally involved in every single patient's life, that could be quite a burden to bear."

But for Cheng, whose first novel Room for a Stranger came out last month, creative writing is an opportunity to exercise the imaginative muscle that she uses to better treat and care for her patients.

"I don't feel like I'm switching brains or modes when I go from work to home and start writing," she says.

"I think they [medicine and writing] enhance and complement each other, and they come from the same essential place."

Happier doctors

Cheng broke on to the Australian literary scene in 2017 with Australia Day, a collection of short stories that won the Victorian Premier's Literary Award for Fiction.

Born in Adelaide and growing up in Hong Kong, she had been writing informally since high school, but went on to study medicine, graduating in 2003.

The cover of Melanie Cheng's 2019 novel Room for a Stranger. ( Supplied: Text Publishers )

Upon completing her GP training, Cheng found she had some unexpected time on her hands.

"I found this Creative Doctors network … that was started by a doctor call Tony Chu. So I made the effort, I didn't have kids at the time, I went along to one of their meetings," she says.

What Cheng found at these conferences "invigorated" her: "They were doctors that were doing writing, photography, painting, performance. Tony Chu himself was this screenplay writer," she explains.

"I'd been used to going to the hospital wards and seeing a lot of these very tired and very grumpy and overworked doctors, and even in general practice, a lot of really burnt-out GPs.

"What struck me when I went to see this Creative Doctors network was that they really seemed happy — and it was a bit of a light-bulb moment."

Hilton Koppe , a GP with almost three decades' practice and involvement in training medical professionals, had his own light-bulb moment 16 years ago: he uses writing exercises in his sessions to replenish his trainees' "wells", or stores, of empathy.

"[As health professionals] we're asked … to be present for others, and to bear witness to their suffering," he explains.

For GPs, this kind of transaction might happen "20, 30, 40 times a day, sometimes more," he says.

"It's tiring, and it's easy for the well to become empty."

A typical exercise in one of Dr Koppe's training sessions might involve asking his students to write up a patient-doctor scenario in narrative form, and then identify what emotions each "character" might be feeling.

"And then we play with the words, and the emotions also to create some metaphors and poems … it's amazing what they come up with."

Dr Koppe has presented keynote speeches on his techniques all over the world including England, Portugal and New Zealand. ( Supplied: Doctors of Australia )

Dr Koppe says that, in general, trainees have been "incredibly positive" about the experience.

He speculates that part of the reason might be neurological:

"The traditional medical way … you follow a linear approach. This is sort of opening it up into a slightly different way of exploring things," he says.

"It probably releases different neuro chemicals that make people feel a bit happier or alert or awake."

Dr Koppe also points to a number of studies that suggest reflective writing practices have an impact on our physical health, in particular the immune system and responses to pain and viral illnesses.

Healthier patients

"[In] my undergraduate training … I didn't receive a lot of teaching about empathy at all," Cheng reflects.

"It was all about symptoms and signs, and occasionally people would talk about an holistic approach, but it was almost done in a kind of dismissed way at the end, as an add-on."

Cheng thinks this cavalier approach to human connection, combined with enormous time and resourcing pressure, results in doctors who don't give enough time to a patient's perspective.

She points to a study that says, on average, doctors wait only 11 seconds into a consultation before cutting a patient off with a close-ended question.

Increasingly, however, the medical profession is recognising that a patient's perspective is key not only to their experience, but to effective care.

Cheng currently works as a part-time GP at a student health service in inner-Melbourne. ( Supplied: Melanie Cheng )

"There's this whole discipline called narrative medicine, which recognises that illness unfolds through stories and that at the core of medicine is the patient's account of their illness and the clinician's ability to skilfully receive that story," Cheng says.

"The theory is that if you listen in an efficient way to the patient's story, you will reach the diagnosis much more quickly."

When she was involved in training registrars, Cheng and her colleagues asked that the doctors-in-training not cut a patient off for two minutes.

"They found it excruciating, because two minutes seems like a long time to listen to the patient's story when it's a 15-minute consultation," she says.

But the technique shifted the trainees' perspectives.

"I think most of the registrars appreciated that they got more information when the patient was allowed to tell the illness in their words, than they did from trying to nut it down to clinical symptoms," she says.

"It gives it much greater and richer context to the disease."

Dr Koppe says that humanistic approaches to medicine are getting greater traction in Australia's tertiary institutions — but that the university sector's increasingly mercantile approach to education is impeding this progress.

"The [mostly] financial pressures to train the largest number of people, in the shortest possible time, with the least expense … the opportunities for really deeper transformational learning, which is what's required for these kinds of things to happen, in fact become less," he says.

A clearer perspective

In Macca, the third story in Cheng's Australia Day, Dr Garrett — described as an "idealistic registrar" — struggles to help an older patient (Macca) with an alcohol addiction.

While Cheng's stories are "always fictionalised accounts", Dr Garrett's experiences do mirror her own.

"The patient did quite well for a time, but then they fell off the wagon, as often happens, and … as a junior doctor, I took that to be a real failure on my part," she says.

"I'd had such great hopes of changing this person's life through my consultation."

It wasn't until she sat down to write a story about her experiences that Cheng had a realisation.

"I was making this patient's recovery someway about me and how good I was as a doctor," she says.

Now she takes a longer perspective on the patient-doctor relationships.

"You're with these patients over a long period of time, and you can't see these episodes of care as being what's going to change the trajectory of their lives forever. It's about actually being there in the long term," she says.

"The writing of that story that helped me to understand that, and to understand where the patient was coming from."

Room for a Stranger and Australia Day are published by Text.

Essay on Doctor for Students and Children

500+ words essay on doctor.

Doctors all over the world are given the stature next to God. It happens so mostly because they are lifesavers who work tirelessly for mankind. Moreover, being a doctor is considered one of the most sought-after professions. People want their kids to become doctors and they instill this dream in them from an early age.

Doctors have a very noble profession. In addition, they are equipped with comprehensive knowledge and devices that enable them to diagnose and treat their patients with correct procedures. Doctors require medical staffs that help them in performing their treatment. They are very proficient and have proved their importance time and again for mankind.

The Medical Scenario of India

The medical scenario in India is renowned all over the world. The doctors originating from India are reaching new heights globally abroad. However, when we talk about the medical scenario within the country, we see how it’s quite worrying.

In other words, all capable and talented doctors are moving abroad in search of better job opportunities and facilities. Therefore, we see there is a lack of doctors in the country to cater to the ever-growing population.

But if we see on the bright side, we will notice how Indian doctors are very charitable in comparison to doctors of other countries. As India has been a country of tradition, the qualities are deeply rooted in our culture. This reflects in the medical scenario of the country as well.

Aside from the allopathic doctors, India also has doctors who practice Ayurvedic , Unani as well as Homeopathic system of medicine. These are very famous practices which do not have any side effects. This is so because they are completely herbal making them very popular.

Get the huge list of more than 500 Essay Topics and Ideas

The Degradation of Doctors

Although the medical field is evolving, there are still immoral practices in the field which makes it tough for patients to get the right treatment. Corruption has not spared this field as well.

India suffers from a high illiteracy rate which results in people fooling the citizens for money. There are many wrongs and unethical medical practices prevalent in India which brings a bad name to the country.

Moreover, the greed for money has resulted in various losses of lives of patients. The hospitals diagnose the patients wrongly and give them the wrong treatment. This results in even more worse results. The public is losing its faith in the medical field and its doctors.

As a result, this impacts the reputation of the medical field. Doctors must be more responsible and vigilant with the lives of their patients. The government must provide the public with good medical facilities which can bridge this gap. In addition, we must also come together to help doctors do their job better.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [{ “@type”: “Question”, “name”: “Why do we consider are doctors next to God?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “We give doctors the stature next to God as they save lives and help people become better through their knowledge and treatment.” } }, { “@type”: “Question”, “name”: “Why are Indian doctors moving abroad?”, “acceptedAnswer”: { “@type”: “Answer”, “text”:”Indian doctors are settling abroad as they do not find ample opportunities in the country. Lack of goof facilities is also a reason for it. Most importantly, the pay scale in foreign countries is much better than that of India.”} }] }

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Reclaiming Reflection: Creative Writing and the Medical Humanities (1)

Poetry and Reflection: a powerful tool for learning

This post is part of a series over the next three days on the theme of Creative Writing and Medical Humanities by Dr Eleanor Holmes (pen name Eliot North ).

  As a GP Tutor I’ve delivered seminars on the patient centred medicine (PCM) component of Newcastle University’s Medical Undergraduate (MBBS) course to 1 st and 2 nd year students, for the past three years. Professional reflective practice is taught and assessed across all five years of the curriculum.

The ability to reflect and learn from clinical encounters is central to medical education and continuing professional development. Delivered within a creative context, I believe written reflection can also be an important tool to foster wellbeing and resilience in healthcare students and professionals.

Working in an increasingly overstretched and under resourced system such as the NHS, in which clinician burnout and mental health problems are on the rise, the question of how we reflect on the difficult and complex nature of care is becoming ever more important to address.

Stating that the answer might be found outwith Medicine may seem heretical, but it is my belief that we need to look outwards to move forwards. The Arts and Humanities, like Health and Medicine, explore and reflect upon the human condition. What therefore can we learn from each other?

My last seminar with my first year group was entitled ‘Professional Reflective Practice 2.’ After a year of working together trust, an essential element of clinical reflection, had been built within the group. I used my own writing, a poem called He Blew Me a Kiss, as a launch point for discussion, which was published under my pen name Eliot North.

            He Blew Me a Kiss

She liked Frank, they connected

despite his expressionless face. Behind the wound-up limbs and tremor

a gentle man shone out from the mask.

When she visited they would share a cuppa,

chat about this and that. Do the ‘medication shuffle’;

a two-step dance they both knew well.

She’d heard about stem cell research.

How they’d taken swabs from patients’ skin. Growing stem cells

from skin cells in dishes, right there in the lab up the road.

These stem cells would then become brain cells.

Models of Parkinson’s just like Frank’s. For testing newer and better

medications and perhaps one day even a cure.

The last time she saw Frank it was snowing

but he insisted on accompanying her out. Standing by the gate like a sentinel

he’d wave her off that one last time.

Later she’d think of stem cells like kisses

blown on the winter air. The moment captured in her rear-view mirror;

A hand lifted slowly, toward a frozen face.

Published by EuroStemCell ‘Tales from Within: Imaginative Non-Fiction on Stem Cells,’ 2013. (Frank is a pseudonym)

http://www.eurostemcell.org/he-blew-me-kiss-eliot-north

I have found that reading a poem aloud, that I’ve written myself, is an extremely powerful learning tool. There are obvious medical elements I can draw out regarding Parkinson’s Disease and stem cell research, but more than that the poem makes an important statement about connectedness, communication, the complex and varied role of a doctor as well as the limitations of medical science. It speaks to students about the importance of getting to know patients and continuity of care; how embracing the humanity in an encounter can be both powerful and revelatory.

The moment captured in the poem will live with me until the day I die, reading it always chokes me up; I choose to show this emotion to my students. We as clinicians who teach, whether in seminars or on the wards and in clinics, are hugely powerful role models. By stating and showing that this encounter moved me I am by example saying, “It’s OK to show emotion.” This leads to discussions about professionalism, boundaries and clinician wellbeing linked to the evidence base that demonstrates better patient outcomes when doctors show that they are emotionally affected when breaking bad news.

I wrote this poem many years after the event, it was something that sat in my brain waiting to come out. I wish that I’d been able to share it with the man who inspired the poem but he died some years before I got it down on paper. It was a EuroStemCell competition, partnered with the Centre for Regenerative Medicine in Edinburgh that spurred me to write it.

The challenge to submit an ‘imaginative non-fiction’ poem that incorporated stem cell research brought this encounter immediately to mind, the link between stem cells and Parkinson’s a way to explore how I felt about this patient. Discussing the creative process and the fact that I write under a pen name and changed the patient’s name forms a nice link to the importance of anonymity, confidentiality and consent, as well as patient and doctor voice.

With my students I then facilitated a creative guided writing exercise on a memorable clinical encounter followed by small group work, drawing and writing Haiku. The seminar culminated in poster presentations delivered by the students to the group. The results were insightful, empathetic and moving; their use of metaphor and close observation giving authenticity to the explorations they had made of encounters with patients and carers struggling to cope with dementia, a potential diagnosis of cancer and the communication difficulties witnessed for a patient with learning disabilities, linking this to issues of capacity and consent.

As someone who uses creative outlets as a way of coping with the stresses of practicing medicine, it amazes me that the word ‘creative’ can strike fear in to the hearts of medical students and healthcare professionals alike. I believe that by embracing creativity and essentially our inner child, written reflection can be much more than a required component of assessment and appraisal. All humans have the capacity to be creative, no matter how much they protest to the contrary. The skill lies in being able to coax it out of them.

Acknowledgements

All of the work I’m currently doing in this area is in collaboration with Sue Spencer with whom I wrote the guided writing framework I used above with my students, influenced by reading the books and on-line resources below. We are delivering a ‘Reflection of Clinical Encounters’ workshop using creative writing methodologies in November 2016 for the Staff Development Programme, School of Medical Education, Newcastle University.

Writing Poems by Peter Sansom, Bloodaxe 1994

The Poetry Toolkit – The Poetry Trust 2010, available as a free PDF download http://www.thepoetrytrust.org/images/uploads/pdfs/Toolkit%20for%20Teachers.pdf

Related reading

S E Gull, R O’Flynn, J Y L Hunter. Creative writing workshops for medical education : learning from a pilot study with hospital staff.  Med Humanities 2002 ; 28 : 2 102 – 104

Khaled Karkabi ,  Orit Cohen Castel.  Teaching reflective competence in medical education using paintings.  Med Humanities 2011 ; 37 : 1 58 – 59

T J Collett , J C McLachlan.  Evaluating a poetry workshop in medical education.  Med Humanities 2006 ; 32 : 1 59 – 64

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How writing helps medical students and doctors handle stress

Poems about the spleen and tales from the operating room are what  Laurel Braitman , PhD, expected to see when she started teaching medical students storytelling five years ago in her role as writer-in-residence for Stanford's  Medicine & the Muse . 

Her students  did  pen pieces about the usual medical maladies; but peppered among the submissions, she saw something else that gave her pause -- candid and raw descriptions of anxiety, imposter syndrome and even thoughts of self-harm.

Understanding the challenges

Researching the stresses faced by health care workers, Braitman learned that the feelings of depression, anxiety and hopelessness that some of her students wrote about weren't ephemeral, atypical, or something they'd "grow out of" once they became doctors. But the more opportunities she gave medical students to tell stories about their frustrations, joys and fears, the better the students reported feeling about themselves and their medical careers, Braitman explains in her new  TED talk .

"I actually never decided to teach writing to students and faculty as a way of processing their emotions and experiences -- it just happened that way," Braitman told me in an email. 

Discovering the benefits

She began teaching for Stanford Medicine & the Muse in 2015, leading storytelling workshops for medical students and for the broader  Stanford medical community . Two years later, Braitman joined Stanford's department of anesthesia as faculty and became Stanford Medicine & the Muse's director of writing and storytelling. In addition to teaching and mentoring, she also co-founded a live storytelling series for medical students called  TalkRx  with medical student Pablo Romano.

One of Braitman's students, Lauren Joseph, wrote about her experience at a Medicine & the Muse storytelling retreat in a Scope story entitled, " I will not be a Robot Doctor ":

Students read pieces about times they failed miserably, times they were hurt, and time they will never get back again. ... As I sat there among all of these blessedly wonderful people, I felt their compassion and humility. They were, like me, struggling against the emotional drains of medicine, and yet they managed to elude the pressures that can harden us into becoming Robot Doctors.

The science behind storytelling

Quantifying how much writing can help medical students isn't easy or an exact science; but Candace Kim, an MD-PhD student at Stanford who works with Braitman, is making progress towards this goal. 

Since 2017, Kim has conducted surveys of medical students who attend Medicine & the Muse writing workshops. She asks students to rank their distress from low ("0") to maximum distress ("7") using the  Mayo Medical Student Well-Being Index , a measure that was co-developed by  Tait Shanafelt , MD, Stanford's chief wellness officer. 

Data from three workshops spanning 2018-19 suggest the workshops were helpful. Kim found that student distress scores decreased by about 43% from before the workshop to one week after it ended. One month after the workshop, students still reported feeling less distress, but the benefit had waned.

"I really think that doctors have the most important job," Braitman said, "and if their lives are at stake, so are ours."

This is especially true today as the coronavirus pandemic poses new and potentially life-threatening challenges for health care workers. 

Combatting the stress of COVID-19

After the COVID-19 outbreak began, Braitman created a new course (available via Zoom and phone), called  Writing Medicine . It's open to health care workers and their loved ones, and requires no writing experience or Stanford affiliation.

In this and other writing courses, students learn to be vulnerable, she said. Many rediscover what drew them to medicine in the first place, by sharing their stories, essays and other creative work.

More than 1,000 doctors, trauma nurses, respiratory therapists and other health care workers and their loved ones have participated in the Writing Medicine course. On Saturday mornings, they come together online to "pause, reflect, be creative and share," Braitman said.

Some members of this "virtual medical family" -- who hail from around the globe -- have already published their work. Others write purely for themselves, as a way to help process their experience. 

Helping health care professionals express and communicate their feelings won't solve the problem of physician burnout, Braitman explained. But, she said, it is essential "in making sure our healers are healthy enough to heal the rest of us."

Images courtesy of Laurel Braitman and Ted Talks.

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Why We Need More Writers Practicing Medicine (and Vice Versa)

Xi chen looks at two unexpectedly intertwined professions.

In 2003, Rivka Galchen received her M.D. from the Icahn School of Medicine at Mount Sinai. Once she was finally a doctor, she turned away from medicine forever. Seeing patients was not her calling; writing fiction was.

“I’m not a clinical person,” Galchen, now a contributor to The New Yorker and author of five books including Everyone Knows Your Mother Is a Witch , told me. “I’m not great with other people’s bodies in a basic, practical way.”

Galchen loved meeting patients from different walks of life but said that pursuing medicine felt like a familial obligation rather than a vocation. When she was supposed to be brushing up on the urea cycle or diabetic ketoacidosis, Galchen was reading Gabriel García Márquez and Lorrie Moore instead. “The truth was,” she said, “I really wanted to be a writer. It was hard to let go of that dream because reading and writing were when I felt like myself.”

The lineage of physician-writers runs deep: the novelist Arthur Conan Doyle; the playwright and short-story writer Anton Chekhov; the poet William Carlos Williams; and, more recently, Oliver Sacks, Danielle Ofri, and Paul Kalinithi. While their works of literature have arguably eclipsed the impact of their clinical work on cultural memory, these authors managed to straddle two widely disparate ways of addressing human suffering.

Others, like Galchen, went to medical school and then left the profession. James Joyce, a keystone of literary modernism, attempted medical school three times. Although insufficient funds and bad chemistry grades foiled his ambitions, Joyce maintained his fascination with bodily processes and would regularly carouse with medical students at a local hospital. (One was the poet-otolaryngologist Oliver St. John Gogarty, who served as a model for the most infamous medical student in fiction, the raucous Buck Mulligan.)

Another titan of modernism, Gertrude Stein, studied medicine at Johns Hopkins to satisfy her mentor William James, who believed an M.D. would provide her more latitude for studying psychology. Stein dropped out in her fourth and final year because, according to an obstetrics professor, “she was bored, frankly openly bored.”

Other defectors abound. During his five years of medical education, when he “learned pretty well everything [he knew] about human nature,” English novelist W. Somerset Maugham reveled in his patients’ tales of poverty and illness. He gathered these precious “glimpses of life in the raw, of human nature at its most unguarded” into his debut novel Liza of Lambeth , a bestseller that freed him financially to write full-time. The American poet Elizabeth Bishop briefly attended Weill Cornell before her idol Marianne Moore convinced her that poetry was more urgent. The Japanese writer Kobo Abe did medicine to dodge conscription (“My friends who chose the humanities were killed in the war,” he said), and then eschewed his degree once World War II ended and his expectant physician father died from typhus.

Some of the writers who attended medical school expressed ethical concerns about remaining in the profession while pursuing their literary ambitions. In his memoir Travels , Michael Crichton reminisces about skipping clinical rotations at Harvard to be on set for the Hollywood dramatization of his debut novel, The Andromeda Strain . “I often listened to patients, thinking, how can I use this in a book?” he wrote. “When you go to a doctor, you don’t want him to view you as a book chapter … I understood that I was not behaving like a doctor that I would want to consult. So I thought I ought to quit.”

Galchen, who was accepted to Mount Sinai’s humanities and medicine early-admissions program as a college sophomore, suffered from a similar feeling of disconnection between patients and herself. High-pressure environments like hospitals and clinics force doctors to remain in the present all day long, faced with the people or bureaucratic tasks before them. Galchen termed this state “front of the brain thinking,” whereas the writing mind is “back of the brain thinking”: slow, reflective, and passive.

Modern medical education has increasingly blurred the lines between these two modes of thinking. In parallel with the emergence of poststructuralism in the 1960s, American medical schools began integrating literature, history, ethics, and, later, sociology and anthropology with lectures on human anatomy and physiology. Macbeth became a case study for schizophrenia, King Lear for vascular dementia, and Othello for narcissistic personality disorder. Philosophical works by the phenomenologists Edmund Husserl and Maurice Merleau-Ponty informed approaches to clinical encounters that considered patient perceptions and lived experience equally as important as physical facts.

Responding to the biomedical model of illness, which has dominated since the Scientific Revolution and has allowed doctors to operate at a remove from their patients, proponents of the medical humanities wanted to re-humanize medicine by emphasizing the subjective components of illness in education. Diabetes, for example, was not only the pathological mechanisms or individual choices that elevated a patient’s blood glucose but also a watershed for historical and psychosocial factors ranging from food insecurity and colonialism to race and personal identity.

The particular emphasis in recent decades on “narrative competence” seeks to cross-pollinate clinical and literary language by encouraging physicians to approach their patients’ life stories like novels-in-progress. By seeking a patient’s first-person exploration and articulation of changes in self, physicians can better divine coherent patterns from the messiness of illness, recognize both parties’ emotional responses to their encounter, and address medicine’s core task of preventing and alleviating suffering—all in a 15-minute appointment.

Does it work in practice? When I entered medical school at the University of Rochester in 2018, I found that a love for reading and writing was not rare among the students. Amidst the onslaught of exams, we had book clubs. A reflective writing group met monthly, and at the year’s end we published a literary magazine with our work. The pre-clinical curriculum made room for students with literary inclinations, with a track for developing personal projects under the guidance of faculty members in the medical humanities. My personal goal was to write a novel.

Rotating in the hospital, known for eroding the empathy of trainees, tempered my romantic vision of medicine. Covid-19 was raging. I had to yell so that patients could hear my voice through layers of PPE. Some would ask me if I was from Wuhan or whether I could speak English. Others would grab my gloved hand and ask if I could sit quietly with them because they were dying and alone.

These experiences devastated me in different ways. I was not magically adept at soliciting patient stories just because I was a writer; their stories were usually beside the point, anyway, and supervising hospitalists barked at me for dwelling in the social history during patient presentations. As Dr. Danielle Ofri describes in What Doctors Feel , the empathy with which I entered school was ambushed by medicine’s hidden curriculum of brutal pragmatism, its reliance on derogatory humor towards patients, the ever-present (and increasing) exhaustion of its staff, and the overwhelming sensation of being surrounded by suffering but only being liable for the selfish act of learning.

I was never bored; medical science thrilled me and discharging recovered patients added meaning to my days. Still, to understand my experiences, I needed to write about them—at the same time, the all-consuming nature of hospital life dominated the time required by literature. I was not satisfied with making writing into a hobby to which I could only return once a month. Meanwhile, I was barely passing my board exams.

I thought about leaving medicine every single day.

Our medical institutions are undergoing a historic moment. One in 5 American healthcare workers have quit their jobs since the pandemic started, adding to the already-alarming concern over rampant physician burnout leading to major medical errors and high physician suicide rates. This is an institution that suffers from, and is responsible for, systemic mistrust in medicine, which has hampered America’s ability to effectively manage the pandemic and continues to promote health inequities among marginalized people. A broad humanities education before and during medical school should prepare students to interrogate institutional structures as physicians. If the work environment is actively hostile towards creative work, then those students will either leave or relegate their art to a pastime. This is why physician-writers, our vanguards against misinformation in uncertain times, are exceedingly rare.

In the case of almost physician-writers, many would have been bad doctors, interested more in their patient’s imagined internal realities than in their insulin refills. We will never know. I believe their examples are important because they point to medicine and literature’s shared mission: to discover, witness, and tell the stories of vulnerable others. Our data-driven, results-oriented medical institution has created the impression that these methods of care are mutually exclusive, when in fact they are complementary. The literary-minded medical student should not be made to feel fraudulent, but necessary. Whether it’s by expanding medical humanities electives during the clinical years, developing admissions programs that encourage both young students in the humanities and older established artists to pursue medicine, or by creating joint MD/MFA degrees, our institutions and the well-being of our patients need more writers in hospitals.

Maugham would write later in his life, “I am sorry I abandoned medicine so soon.” Galchen also expressed reservations about her decision to leave, wishing that she was much older when she entered medical school. “In retrospect, the hospital is an incredibly stimulating environment,” she told me. “If I was older, my heart would’ve been more open to what was beautiful about it.” Medicine and science never left Galchen, and much of her writing is infused with curiosity about clinical language and the art of doctoring.

In a single career, a physician amasses thousands of narratives, a deluge of individuals and families at the height of human suffering (the unveiling of a terminal diagnosis, the alienation of a disabling accident) and joy (the moving calm of a good death, the long-awaited birth of a baby). Like writers, physicians are the collected stories of others, and they bring their anthology of experiences to each new patient visit. These are embodied stories, records of flesh and movement. Medicine can help literature not only how to imagine bodies, but also how to listen to bodies.

On leave from medical school to study at the same MFA program that Galchen escaped to, I encounter medicine in everything I read and write about. Illness and mortality are the reality of our day-to-day lives, especially during the pandemic. When I move through a piece, I find myself asking the same questions I learned to ask patients. How can I help you today? Where does it hurt? Where are you right now? Medicine provides literature a different kind of close reading, one attuned to language as a corporeal act. It’s in the slow moments when I am seated and listening to another’s uninterrupted testimony on the page that I sense the power of the patient-doctor relationship in the process of healing, both personal and societal. Writing can unleash the beauty of medicine—now it’s time for medicine to recognize the beauty of writing.

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Creative Writing in Medical School

Last Updated on June 24, 2022 by Laura Turner

It is Tuesday at 1:30 PM and the eight of us, two faculty leaders and six students, are sitting around a rectangular table on the third floor of the medical school. Dr. Mathews turns to Piper.

“How did it feel to share that piece?”

Technically, it is an elective creative writing class , but to my medical school classmates I jokingly refer to it as “group therapy.” We meet once a month and bring with us poems, essays, thoughts and stories about our personal lives and experiences in medical school. We have prescribed prompts, things like, “How have you changed since you started medical school?” and “How has medical school affected your relationships?” but we are imaginative and our leaders are forgiving enough that we can make anything fit. Once when I was particularly uninspired, I brought a list. Sometimes when we are overwhelmed with school work, we come empty-handed, just to listen. And that still feels good, to be trusted with everyone else’s stories.

Today we are talking about the bag metaphor again. Clayton wrote about it back in November. It is this idea that as you work with patients in their difficult moments you accumulate a “bag” full of emotions. The question is this: what do you do with the bag? How do you empty it? And what happens if you don’t?

In reality, we are too inexperienced to have a concrete understanding of what the weight of this bag really feels like. We are first-year medical students who have struggled under a stack of textbooks and held the hands of our cadavers in anatomy lab. We are rapidly accumulating a list of all the things that can fail in the human body and by extension, all the ways a human can die. But as far as patients go, we remain relatively naïve in our year-one academic bubble constructed of power-point slides, x-rays, and exams.

We may not know burnout, but all these things do accumulate; as the months go by we realize that it no longer feels like someone else’s illness.

So when we enter that classroom on the third floor, we bring with us our small bags in the form of backlit Word documents, and over the course of the next hour and a half we read. We learn to listen and what it feels like to be listened to. We learn to acknowledge and empathize. We learn to talk about the things that bother us. We learn to allow ourselves to be vulnerable and imperfect. At 3:00 PM, we leave with the Word documents completely intact but their contents oddly lighter.

I’m not sure if there is some magic that happens when we share stories or if the concept is so simple that there is nothing magical about it at all. Our professors remind us, “80% of correct diagnoses require only a detailed history.” Consequently, within medicine there is constructed an innate reverence for the importance of a patient’s story. And so as we learn to listen to patients’ stories in our clinical skills class, we are also learning to listen to and care for each other in creative writing.

It is my turn to share. I am always last because I am too nervous to volunteer to go earlier. Even after a year of meeting like this, reading aloud still makes my voice sound funny in my ears. But everyone is waiting, so I turn my eyes to my computer screen and inhale.

It is a poem I wrote last night at 2:00 AM. I don’t really like poetry, but it happened to be what came out of me in that sleepless moment. I hear myself trip over the last line and cringe.

Dr. Mathews turns toward me. “How did it feel to share that?”

I think for a moment. “Good. I mean the poem is not great. But yeah . . .Yeah, that felt good.”

Hillary Mullan is a third-year medical student at the University of Massachusetts. She is interested in the intersection of art and medicine. She believes that the creative process can be healing and has found that writing has helped her to process the complexities, challenges and joys of medical school. Currently, she is working on a project to increase access to art within hospitals. Previous work has been published in Pulse, Intima, Thirdspace, and In-training.

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Your Complete Guide to Creative Writing Doctoral Degrees

Written by Haley Boyce

By this point, your craft is not just a thing you study but something that is part of your essence. When someone describes you to a friend, one of the first things they mention is your love for storytelling. When they read your writing, they become part of it as the lines of the real world are blurred by sensory details of the fictional world that just one, two, even four years ago was kept only in your imagination. When people speak of you they say, “Oh, them? They’re a writer and an academic. You should really read their stuff. It’ll blow you away.”

You’re reading this because you love two things: Words and academics.

We’re willing to bet you have a philosophy on lifelong learning and a strong opinion about the Oxford comma. You see the value in research and sharing knowledge. That’s who you are and why you’re seeking out universities that offer creative writing PhDs.

By earning a creative writing doctoral degree, you are fulfilling your innate need as an artist to create through storytelling while elevating your professional opportunities in academia. If your parents always told you to become a doctor, just wait until you show them what you’re about to do with next few years of your life.

Creative Writing Doctoral Degrees are Purpose-Built for Careers in Academia

A creative writing doctoral degree is all about narrowing your writing focus down to your preferred genre. As a creative writing doctoral candidate, you will produce a complete manuscript, play, screenplay, or any other writing project you choose to work on. Additionally, you will have opportunities to work on university publications, participate in literary events and festivals, teach as an assistant or adjunct professor, and work in very small cohorts with well-respected writers as your mentors.  

After you finish your two or three years as a doctoral candidate, you will have your pick of career opportunities – as long as that pick is a tenure track at a college or university.

Applying to a Competitive Creative Writing PhD Program is a Study in Fortitude

As a scholar, you know that the application process can be arduous. At no such time is that truer than as a prospective candidate for a creative writing doctoral degree.

Doctorate programs are extremely selective with some schools admitting just two or three applicants out of hundreds per genre. 

Standard materials to have prepared for the application process will include a resume, at least three letters of reference, and a statement of purpose explaining exactly why a PhD in creative writing needs to be in your future. Of course, you’ll need transcripts from all graduate and undergraduate coursework you’ve completed. If you don’t have copies at the ready, this can take a little longer than expected since you’re at the mercy of each institution you attended.

As you’d expect, you’ll also need to supply plenty of samples of your creative writing work. Schools will differ in what they expect with your application, but plan to share approximately 25 pages of fiction or nonfiction work. Or if your focus is poetry, have 10 -12 pages at the ready. Schools may also ask for a sample of scholarly critical work.

Some schools will also have you complete a Diversity, Inclusion, and Access Statement. This is optional, but its purpose is beneficial to all applicants. Schools that ask for this are doing so in order to create an environment where everyone is comfortable. If you choose to submit a Diversity, Inclusion, and Access Statement with your application, write a one-page statement expressing how your perspective lends itself to a diverse learning atmosphere. 

Your Creative Writing Doctoral Dissertation Relies on the Skill and Discipline You’ve Already Developed

Your dissertation is a personal project and labor of love that you will be working on for the duration of your doctoral program, quite literally for years. In its final presentation, it could be a manuscript, a play, a novella, or even a screenplay. Depending on your program, the only requirement may be the one that all doctoral programs in creative writing will expect:

A publish-ready work that contributes something unique and significant to the field.

The topic may come to you easily, perhaps it’s something you’ve already been chewing on in your quite hours for many years. It may come through slow evolution, emerging only as you chip away at the more prosaic and uninspired elements. It may only crystalize after many thoughtful discussions with professors and colleagues, or it may have already been known to you in some form long before you ever thought you’d need it for anything other than your own internal dialogue. In any case, it will be something deeply meaningful to you.

The good news is that, aside from selecting the topic itself, the hardest part about a dissertation for most doctoral candidates will be the one thing that comes very naturally to you – writing. The best advice anyone can offer is the same advice you’ve been following as a matter of course since you first decided to become a writer: write every day. Making your dissertation a daily exercise will give you a chance to not only stay familiar with your topic and the thought process that led you to it, but it will also help you strike your chisel with gentler and gentler precision, allowing the definition of what you are trying to create reveal itself to you.

Fellowships Offer a Chance at a Fully-Funded PhD in Creative Writing

Because PhD programs in creative writing exist to prepare future scholars and academics, there’s a surprising number of options that won’t cost you anything monetarily. Instead, they represent a gentleperson’s trade, where you put your talent, integrity, commitment, brainpower, and time on the table in exchange for the finest education in the literary arts – an education that not even money can buy.

If you’re planning on applying to a fully funded creative writing doctoral program, you can expect complete funding for a select number of years, to be divvied at each school’s discretion. For example, some schools will guarantee funding for the first three years of academic studies, and then two more years through teaching assistantship.

It is a good idea to become knowledgeable about the different fellowships available to you prior to the application process as not all fellowships are created equal. The term “fully funded” generally means that tuition, housing, and health insurance are all covered.

The Doctor of Fine (DFA) Arts in Creative Writing is Strictly an Honorary Degree

To be sure, not all “doctorates” carry the same weight that a creative writing PhD does. The Doctor of Fine Arts degree only exist as something that is granted as a symbol of honor and nothing more. 

A Doctor of Fine Arts is honorary in that the school awarding the degree wishes to commend the recipient for their contribution to the arts. It’s granted in recognition of artistic achievement, not academic achievement.

It’s an Honor to Hold a DFA… But That’s About All It Is

At the end of the day, those honorary degrees are being awarded with good reason, but it’s not the same reason you’re earning a PhD, of course. Most schools award honorary doctorates to people who have dedicated their lives to bettering the world in some way. 

Meryl Streep: Well clearly, if there is one person who is suffering for an award, it’s Meryl. Poor thing needs some attention, don’t you think? She graduated from Yale in 1975 and was later awarded an honorary Doctor of Fine Arts from her alma mater in 1983. She also has honorary degrees from Dartmouth University, Princeton University, Harvard University, and Indiana University. 

Celine Dion: Celine’s heart will most certainly go on in dual-doctorate hall of fame. Her first, a Doctor of Music, was awarded by Laval University in Quebec. A subsequent Doctor of Music was given to her by Berklee School of Music alongside Pharrell Williams and Chad Hugo of The Neptunes. 

Oprah Winfrey: A recipient of a Doctor of Fine Arts degree from Princeton University, a Doctor of Humane Letters degree from Duke University, and a Doctor of Laws degree from Harvard University. Internationally, she was awarded an honorary doctorate degree from the University of the Free State in South Africa for her services to education there. 

Robert De Niro: This one’s a doozy, you guys. While receiving an honorary Doctor of Fine Arts at Bates College, De Niro gave a commencement speech to graduates. He told them that he made the right choice and saved money by not going to college. (Know your audience, Buddy.) However, he did give this bit of sage advice: “If you’re an actor, always be true to your character . . . If you’re not an actor, have character and always be true to yourself.”

Dolly Parton: In a rare move for the University of Tennessee at Knoxville, the even rarer gem, Queen Dolly, was awarded an honorary Doctorate of Humane and Musical Letters – only the second such degree to be awarded by the school. Fun fact: Her graduation gown was fitted to her notorious form and her regalia can be seen on display at the Chasing Rainbows museum at her Dollywood theme park in Pigeon Forge, Tennessee. 

Taylor Swift: T-Swizzle once joked in an interview with Vogue that she wanted to get an honorary doctorate degree because Ed Sheeran had just received one. Cut to May 2022 – she received an honorary Doctor of Fine Arts degree from New York University. In her speech, she quipped, “I’m 90% sure I’m here because I have a song called ‘22’.” 

If reading some of the above information about actors, actresses, and musicians leave you feeling a little perturbed, you’re not alone. But do you know what? Their degrees aren’t real. In no way did they get a free pass on the SS Good Ship Lollipop with a glittery rainbow bridge that led them straight to the podium to accept their degree.

It’s not only the rich and famous who are given honorary degrees. In fact, many are given to professionals who have dedicated their careers to activism and research and good old fashioned hard work so that others may live healthy and safe lives. Some notable recipients of honorary degrees include:

• José Ramón Andrés Puerta is the recipient of an honorary Doctor of Humane Letters degree for his humanitarian work. A chef with numerous other awards to his name, Puerta was honored by Harvard University for his work as the founder of the nonprofit disaster-relief organization World Central Kitchen. He was unable to attend the ceremony, as he was in Ukraine where World Central Kitchen has delivered over 130 million meals since February 24th, 2022.
• Jean-Jacques Muyembe-Tamfum is described in the Lancet as “Africa’s veteran Ebola hunter.” He is not only one of Ebola’s first survivors, but also its discoverer. For four decades his work was wrongfully attributed to a group of Belgian scientists. He has worked to battle other diseases including Covid-19 and is crucial to the World Health Organization’s efforts to battle infectious diseases. Today, Muyembe-Tamfum is the recipient of countless honors including Harvard’s Doctor of Science degree.
• Frederick W. Smith learned to fly a crop duster as a teenager, was admitted to Yale as an experienced pilot who would go on to write an economics term paper in which he proposed an overnight air courier service. This imagined company became what we now call FedEx. Smith was awarded an honorary Doctor of Humane Letters degree by Princeton University.

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The UL Lafayette Creative Writing Program invites you to join our close, energetic community of faculty and students.

Generalist Program

Our Ph.D. in English is unique in that it is a generalist program. That means you as a student gain broad expertise in a variety of creative writing genres: fiction, poetry, drama, and creative non-fiction. It also means that you’ll strengthen your understanding of literature, and develop solid pedagogical practice by instructing undergraduate courses in rhetoric and composition. There will also be opportunities to teach creative writing, literature, and design your own special topics courses.

The generalist program ensures graduates concentrating in Creative Writing who opt for academic positions are qualified to teach in several areas. Graduates who choose careers outside of the academy will have experience managing a classroom while teaching and designing their own courses.

Opportunities

Assistantships are available in the Ernest J. Gaines Center, the Paul and Lulu Hilliard University Art Museum, and within the English Department. Graduate teaching assistantships give you the chance to teach first-year writing, sophomore literature survey courses, a creative writing workshop, and a literature course of your own design. Three-year university fellowships with lighter teaching loads are also available.

You will be able to gain professional development experience through working on the University-supported in-house print journal The Southwestern Review, and our online literary journal Rougarou. Students also read at our Thursday Night Reading Series (TNRS) , and often attend the annual Association of Writers & Writing Programs (AWP) conference where our graduate creative writers host an annual off-site reading. Creative writers also have the opportunity to present their work at the Global Souths conference we put on each year through a creative plenary and creative panels.

In addition to our great faculty, and writer-in-residence, the UL Lafayette Creative Writing Program is enhanced by the Deep South Reading Series . Recent guests include: Maurice Carlos Ruffin, Katie Jean Shinkle, Terese Svoboda, Rodrigo Toscano, Asiya Wadud, Matthew Salesses, Vi Khi Nao, Clemonce Heard, and Wandeka Gayle.

Apply to Write with Us

In addition to the PhD in English application requirements, the department requires a creative writing portfolio. You should submit a creative writing sample of 15-20 pages as part of their application directly to the Graduate Coordinator for Incoming Students, Dr. Leah Orr at [email protected] . PDFs are preferred. Please specify the genre: Fiction, Poetry, Drama, Creative Nonfiction, or Hybrid work.

Read more info about applying.

Resources and Links

• Apply today to write with us at UL!
• Read about our current and past Writers-in-Residence.
• Have questions about our program? Contact our graduate coordinator at [email protected].
• See what jobs our students have landed.
• View our comprehensive English Graduate Student Handbook .
• Check out recent news and events for the UL Lafayette CWP.
• View Creative Writing PhD Requirements and Courses .
• Follow the UL Lafayette CWP on Facebook , Twitter , and Instagram .

The English Department’s Thursday Night Reading Series (TNRS) features weekly readings of original poetry, fiction, creative nonfiction, drama, and experimental works from UL graduate students and faculty. Watch the video to see our graduate students share their work and  visit the TNRS Facebook page to learn more.

Doctor of Philosophy in Creative Writing

Below is school-specific information for a phd in creative writing, general uq information can be found  here ..

The Doctor of Philosophy in Creative Writing, enables students to undertake a major creative writing project and a related critical essay. Students can work in the genres of fiction, creative non-fiction, poetry, drama, or screen writing. Students study the research, composition, and editorial skills necessary for a career in writing.  Students at a PhD level also develop their capacities for critical writing about creative writing practice. National and international students are encouraged to apply.

Course of Study

The Doctor of Philosophy in Creative Writing requires a minimum of three years of full-time study or six-years of part-time study. In order to have the degree conferred, the students must complete:

ENGL9000 Advanced Research Methods  (ARM): a highly recommended course  for all research higher degree students in the School of Communication and Arts

HDR Progress Review : designed to help students and advisors monitor progress of the thesis

WRIT9510 Creative Writing Workshop: an online workshop offered to creative writing students in the first semester of the second year of candidature

The Thesis (maximum 80,000 words): a creative project and related critical essay that together examine an aspect of creative-writing practice and generates original knowledge to make a significant contribution to the creative writing discipline.

It is expected that during the candidature students will disseminate their creative and/or critical research to peers and research communities in the School, University and at conferences. Students are also encouraged to endeavour to publish work in high-quality outlets.

The thesis is composed of an interrelated creative project and critical essay that together present and examine an element of practice. The creative project should display originality, a critical understanding of genre, and make a significant contribution to the practice. It typically takes the form of (1) a work of prose of approximately 60,000 words; or (2) a poetry manuscript of approximately 96 pages; or (3) a screenplay for a feature film; a script for a number of episodes of a television series or full-length theatre production; or a script for radio production or any other medium as approved by the advisory team.

The critical essay may employ a wide variety of approaches and rhetorical strategies. It should demonstrate expert understanding of the discipline, reflect critically on practice, and locate the work in relation to current theory and criticism. Appropriate approaches include (1) a reflection on an issue germane to creative writing practice, such as the processes or techniques of creative writing within a genre or within the creative project; or (2) an examination of the contexts and conditions of the candidate’s creative writing or the critical, industrial, or historical issues relevant to the candidate’s creative project; or (3) an exploration of a scholarly issue of genre, theory, representation, or themes in other creative works of demonstrated relevance to the candidate’s creative project. The critical essay is typically between 20,000 and 30,000 words in length, including footnotes and appendices but excluding a list of cited works.

Where the creative project is substantially shorter than is typical for this degree (see above), a longer critical essay may be required. Likewise, where the creative work contains substantial scholarship and research (such as in a biography, history, or research-based creative non-fiction), the requirements for the critical essay may be modified. Students in the program will usually have two advisors (a principal and an associate) drawn from the creative writing staff and/or members of the School with a PhD who have a strong involvement in producing or assessing creative writing.

Students in the program will have two advisors (a principal and an associate) drawn from the creative writing staff and/or members of the School with a PhD who have a strong involvement in producing or assessing creative writing.

Eligibility

Applicants to the Doctor of Philosophy in Creative Writing preferably will hold a good bachelor degree, or a bachelor degree with honours, plus a substantial record of publication appropriate to the proposed project. A cognate masters degree with a substantial research-practice component (such as a Master of Philosophy in Creative Writing) may form part of the record of publication.

Domestic and International Scholarships

Applicants for the Doctorate in Creative Writing may be eligible for a scholarship if (1) they are accepted into the doctoral program by the School; and (2) they have a strong academic and publishing record. Further information on  domestic and international scholarships  can be accessed from the  UQ Graduate School  website.

Application

Applicants can discuss the degree program with Creative Writing staff prior to making an Expression of Interest.   But formal discussions will follow the submission of completed  Expression of Interest form  to Dr Veny Armanno ( [email protected] ) and cc  [email protected] . A completed Expression of Interest form should be accompanied by:

1. A one page description of project: this should provide 200 to 250 words on the proposed creative project and 100 to 150 words on the proposed accompanying critical work

2. A one-page Resume: a chronology of relevant publications and experience.

3. A Writing Sample: a sample of twenty pages of creative work that demonstrates proficiency in the chosen genre and a sample (of up to 10 pages) of academic or essay writing.

Detailed information on  application procedures  can be found at the  UQ Graduate School  website. The number of places in the program are limited and entry is highly competitive. Applicants will be assessed on the quality of their publishing and academic record, the qualities of the work samples, and the suitability and strength of their research proposal.

Department of English Western Michigan University Kalamazoo MI 49008-5331 USA (269) 387-2572

Doctor of Philosophy in English with a Creative Writing Emphasis

Please send all inquiries to [email protected].

A 90-credit hour degree, the doctoral program in creative writing allows students to hone their writing of poetry, fiction, and playwriting.

Students coming to this degree are granted up to 30 hours credit from their master’s program, and are then required to take ENGL 6150: Literary Criticism, a forms course in their genre, one class in their major area (i.e., contemporary poetry, fiction, or playwriting), and at least 12 credit hours of workshop in their genre. Having fulfilled these requirements, students take an additional 9 elective credits, six hours of teaching pedagogy, and round out their doctoral experience with reading and dissertation hours. The program is designed with significant flexibility to meet the student’s educational aims.

Doctoral students from our program have gone on to tenure-track jobs at a variety of institutions, including Kansas State University, California State University, San Bernardino, West Chester University, The University of Southern Mississippi, Kendall College, Pennsylvania State University, Altoona, Embry-Riddle Aeronautical University, Pacific Lutheran University, and Truman State University.

 Apply now

37 Facts About Novosibirsk

Written by Adelice Lindemann

Modified & Updated: 25 Jun 2024

Reviewed by Sherman Smith

Novosibirsk, often referred to as the “Capital of Siberia,” is a vibrant and dynamic city located in southwestern Russia. With a population exceeding 1.5 million residents, it is the third most populous city in Russia and serves as the administrative center of the Novosibirsk Oblast.

Nestled along the banks of the Ob River, Novosibirsk is renowned for its rich cultural heritage, scientific advancements, and picturesque landscapes. As the largest city in Siberia, it offers a perfect blend of modern and traditional attractions, making it a fascinating destination for both locals and tourists.

In this article, we will delve into 37 interesting facts about Novosibirsk, shedding light on its history, architecture, natural wonders, and cultural significance. Whether you are planning a visit or simply curious about this intriguing city, these facts will give you a deeper understanding of what Novosibirsk has to offer.

Key Takeaways:

• Novosibirsk, the “Capital of Siberia,” is a vibrant city with a rich cultural scene, stunning natural landscapes, and a strong sense of community, offering a high quality of life for its residents.
• From being a major industrial and transportation hub to hosting world-class cultural institutions and scientific research centers, Novosibirsk is a dynamic city with a diverse culinary scene and a thriving IT and tech industry.

Novosibirsk is the third-largest city in Russia.

Situated in southwestern Siberia, Novosibirsk has a population of over 1.6 million people, making it one of the largest and most vibrant cities in the country.

The city was founded in 1893.

Novosibirsk was established as a railway junction on the Trans-Siberian Railway, playing a significant role in the development of Siberia.

It is known as the “Capital of Siberia”.

Due to its economic and cultural significance, Novosibirsk is often referred to as the capital of Siberia.

Novosibirsk is a major industrial center.

The city is home to a wide range of industries, including machinery manufacturing, chemical production, energy, and metallurgy .

It is famous for its scientific and research institutions.

Novosibirsk hosts several renowned scientific and research institutions, contributing to advancements in various fields including nuclear physics, chemistry, and biotechnology.

The Novosibirsk Opera and Ballet Theatre is one of the largest in Russia.

This iconic cultural institution showcases world-class ballet and opera performances and is a must-visit for art enthusiasts visiting the city .

The city has a vibrant theater scene.

Novosibirsk boasts numerous theaters, showcasing a wide variety of performances from traditional plays to experimental productions.

Novosibirsk is a major transportation hub.

Thanks to its strategic location on the Trans-Siberian Railway, the city serves as a crucial transportation hub connecting Siberia with other regions of Russia .

The Ob River flows through Novosibirsk.

The majestic Ob River adds to the city’s natural beauty and provides opportunities for recreational activities such as boating and fishing.

Novosibirsk is known for its harsh winter climate.

With temperatures dropping well below freezing in winter, the city experiences a true Siberian winter with snowy landscapes.

The Novosibirsk Zoo is one of the largest and oldest in Russia.

Home to a wide variety of animal species, including rare and endangered ones, the Novosibirsk Zoo attracts visitors from near and far.

Novosibirsk is a center for academic excellence.

The city is home to Novosibirsk State University, one of the top universities in Russia, renowned for its research and education programs.

The Novosibirsk Metro is the newest metro system in Russia.

Opened in 1985, the Novosibirsk Metro provides efficient transportation for residents and visitors alike.

Novosibirsk is surrounded by picturesque nature.

Surrounded by stunning landscapes, including the Altai Mountains and the Novosibirsk Reservoir, the city offers numerous opportunities for outdoor activities.

The Novosibirsk State Circus is famous for its performances.

Showcasing talented acrobats , clowns, and animal acts, the Novosibirsk State Circus offers entertaining shows for all ages.

Novosibirsk is home to a thriving art scene.

The city is dotted with art galleries, showcasing the works of local and international artists .

Novosibirsk has a diverse culinary scene.

From traditional Russian cuisine to international flavors, the city offers a wide range of dining options to satisfy all taste buds.

The Novosibirsk State Museum of Local History is a treasure trove of historical artifacts.

Exploring the museum gives visitors an insight into the rich history and culture of the region.

Novosibirsk is known for its vibrant nightlife.

The city is home to numerous bars, clubs, and entertainment venues, ensuring a lively atmosphere after dark.

Novosibirsk has a strong ice hockey tradition.

Ice hockey is a popular sport in the city, with local teams competing in national and international tournaments.

The Novosibirsk State Philharmonic Hall hosts world-class musical performances.

Music lovers can enjoy classical concerts and symphony orchestra performances in this renowned venue.

Novosibirsk is home to the Akademgorodok, a scientific research town.

Akademgorodok is a unique scientific community located near Novosibirsk, housing numerous research institutes and academic organizations.

Novosibirsk has a unique blend of architectural styles.

The city features a mix of Soviet-era buildings, modern skyscrapers, and historic structures, creating an eclectic cityscape.

Novosibirsk is an important center for ballet training and education.

The city’s ballet schools and academies attract aspiring dancers from across Russia and abroad.

Novosibirsk is a gateway to the stunning Altai Mountains.

Located nearby, the Altai Mountains offer breathtaking landscapes, hiking trails, and opportunities for outdoor adventures.

Novosibirsk hosts various cultural festivals throughout the year.

From music and theater festivals to art exhibitions, the city’s cultural calendar is always packed with exciting events.

Novosibirsk is a green city with numerous parks and gardens.

Residents and visitors can enjoy the beauty of nature in the city’s well-maintained parks and botanical gardens.

Novosibirsk is a center for technology and innovation.

The city is home to several technology parks and innovation centers, fostering the development of cutting-edge technologies.

Novosibirsk has a strong sense of community.

The residents of Novosibirsk are known for their hospitality and friendly nature, making visitors feel welcome.

Novosibirsk is a paradise for shopping enthusiasts.

The city is dotted with shopping malls, boutiques, and markets, offering a wide range of shopping options.

Novosibirsk has a rich literary heritage.

The city has been home to many famous Russian writers and poets, and their works are celebrated in literary circles.

Novosibirsk is a popular destination for medical tourism.

The city is known for its advanced medical facilities and expertise, attracting patients from around the world.

Novosibirsk has a well-developed public transportation system.

With buses, trams, trolleybuses, and the metro, getting around the city is convenient and efficient.

Novosibirsk is a city of sport.

The city has a strong sports culture, with numerous sports facilities and opportunities for athletic activities .

Novosibirsk has a thriving IT and tech industry.

The city is home to numerous IT companies and startups, contributing to the development of the digital economy.

Novosibirsk celebrates its anniversary every year on July 12th.

The city comes alive with festivities, including concerts, fireworks, and cultural events, to commemorate its foundation.

Novosibirsk offers a high quality of life.

With its excellent educational and healthcare systems, cultural amenities, and vibrant community, Novosibirsk provides a great living environment for its residents.

Novosibirsk is a fascinating city filled with rich history, stunning architecture, and a vibrant cultural scene. From its origins as a small village to becoming the third-largest city in Russia, Novosibirsk has emerged as a major economic and cultural hub in Siberia . With its world-class universities, theaters, museums, and natural attractions, Novosibirsk offers a myriad of experiences for visitors.

Whether you’re exploring the impressive Novosibirsk Opera and Ballet Theater, strolling along the picturesque banks of the Ob River, or immersing yourself in the city’s scientific and technological achievements at the Akademgorodok, Novosibirsk has something for everyone.

From its iconic landmarks such as the Alexander Nevsky Cathedral to its vibrant festivals like the International Jazz Festival , Novosibirsk has a unique charm that will captivate any traveler. So, make sure to include Novosibirsk in your travel itinerary and discover the hidden gems of this remarkable city.

Q: What is the population of Novosibirsk?

A: As of 2021, the estimated population of Novosibirsk is around 1.6 million people.

Q: Is Novosibirsk a safe city to visit?

A: Novosibirsk is generally considered a safe city for tourists. However, it is always recommended to take standard precautions such as avoiding unfamiliar areas at night and keeping your belongings secure.

Q: What is the best time to visit Novosibirsk?

A: The best time to visit Novosibirsk is during the summer months of June to September when the weather is pleasant and suitable for outdoor activities. However, if you enjoy the winter chill and snow, visiting during the winter season can also be a unique experience.

Q: Are there any interesting cultural events in Novosibirsk?

A: Yes, Novosibirsk is known for its vibrant cultural scene. The city hosts various festivals throughout the year, including the International Jazz Festival, Novosibirsk International Film Festival, and the Siberian Ice March Festival.

Q: Can I visit Novosibirsk without knowing Russian?

A: While knowing some basic Russian phrases can be helpful, many establishments in Novosibirsk, especially tourist areas, have English signage and staff who can communicate in English. However, learning a few essential Russian phrases can enhance your travel experience.

Novosibirsk's captivating history and vibrant culture make it a must-visit destination for any traveler. From its humble beginnings as a small settlement to its current status as Russia's third-largest city, Novosibirsk has a story worth exploring. If you're a sports enthusiast, don't miss the opportunity to learn more about the city's beloved football club , FC Sibir Novosibirsk. With its rich heritage and passionate fan base, the club has become an integral part of Novosibirsk's identity.

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Category : People of Novosibirsk Oblast

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image   flag image   coat of arms image   locator map image
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Authority file   Subcategories This category has the following 11 subcategories, out of 11 total. Heads of Novosibirsk Oblast ‎ (2 C, 1 F) People in Novosibirsk Oblast ‎ (3 C, 9 F) Deaths in Novosibirsk Oblast ‎ (2 C) Georgy Baydukov ‎ (1 C, 25 F) Births in Novosibirsk Oblast ‎ (2 C) Yuri Ilyin ‎ (6 F) People of Koltsovo (Novosibirsk Oblast) ‎ (1 C, 1 F) People of Novosibirsk ‎ (62 C, 55 F) Origa ‎ (1 F) People of Berdsk ‎ (4 C, 1 F) Ivan Starikov ‎ (16 F) Media in category "People of Novosibirsk Oblast" The following 2 files are in this category, out of 2 total. People of Russia by region Novosibirsk Oblast Uses of Wikidata Infobox Uses of Wikidata Infobox with subinfoboxes Uses of Wikidata Infobox with maps Pages with coordinates Navigation menu 405 IMAGES Essay On My Ambition In Life To Become A Doctor How to write doctor in beautiful and stylish calligraphy Creative Speech on the Profession of a Doctor write 10 points about doctor in English || how to write essay on doctor Essay on Why I Want to Become a Doctor for all Class in 100 to 500 Words 🎉 An essay on doctor. Essay on Doctor in English for Classes 1,2,3 VIDEO doctor writing Urdu dialogue writing doctor and patient it's my 24th anniversary of writing Doctor who for Big Finish audio! Doctors Hand writing 😄#shorts #shortvideo #ytshorts ecg 7 Doctor writing|Doctor's writing |doctor writing kaise samjhe COMMENTS Essay on My Dream To Become A Doctor Conclusion. In conclusion, my dream to become a doctor is driven by a deep desire to serve, a love for learning, and a commitment to improving health outcomes. I am aware of the challenges that lie ahead, but I am ready to face them head-on. I believe that with hard work, dedication, and a strong moral compass, I can make my dream a reality. Why Medical Doctors Should Write More and Consider Creative Writing Too However, professional and creative writing has helped me learn to slow down when communicating. Focusing on teaching and creativity in written format has made me a better doctor serving my ... Seven Doctors Project: Physicians Take on Creative Writing A creative writing workshop rejuvenates healthcare workers and community members. ... In 2009, shortly after Kang joined the Seven Doctors Project and started writing novels, she also picked up ... Could creative writing be a cure for overworked doctors? Award-winning author and GP Melanie Cheng says creative writing helps her give better care. She's one of a growing number of medical professionals using one discipline to improve the other. Script Writing Script Writing. The written word can be the most personalized medicine. Body Language Issue. by Ellen Barlow. By carefully listening to "half-spoken words," William Carlos Williams found poetry in the relationship between doctor and patient. He wrote in his Autobiography that his two occupations—acclaimed poet and rural family physician ... How Doctors Tell Stories: Writing Through the Practice of Medicine doctors Leslie Jamison Letter to a Young Female Physician Medicine Suzanne Koven W. W. Norton. Leslie Jamison is the New York Times bestselling author of The Recovering, The Empathy Exams, Make it Scream, Make it Burn, and a novel, The Gin Closet. She is a contributing writer at The New York Times Magazine, and her work has appeared in numerous ... Essay on Doctor for Students and Children 500+ Words Essay on Doctor. Doctors all over the world are given the stature next to God. It happens so mostly because they are lifesavers who work tirelessly for mankind. Moreover, being a doctor is considered one of the most sought-after professions. People want their kids to become doctors and they instill this dream in them from an early age. Reclaiming Reflection: Creative Writing and the Medical Humanities (1) Poetry and Reflection: a powerful tool for learning. This post is part of a series over the next three days on the theme of Creative Writing and Medical Humanities by Dr Eleanor Holmes (pen name Eliot North). As a GP Tutor I've delivered seminars on the patient centred medicine (PCM) component of Newcastle University's Medical Undergraduate (MBBS) course to 1 st and 2 nd year students, for ... What Does It Mean To Be A Doctor and a Writer? ‹ Literary Hub Four Physician-Writers on Their Craft. By Literary Hub. July 23, 2018. In this roundtable, four doctor-writers— Gavin Francis ( Shapeshifters: A Journey Through the Changing Human Body ), Sandeep Jauhar ( Heart: A History ), Paul Seward ( Patient Care: Death and Life in the Emergency Room ), and Jamie Weisman ( We Are Gathered )—discuss ... How writing helps medical students and doctors handle stress More than 1,000 doctors, trauma nurses, respiratory therapists and other health care workers and their loved ones have participated in the Writing Medicine course. On Saturday mornings, they come together online to "pause, reflect, be creative and share," Braitman said. Why We Need More Writers Practicing Medicine (and Vice Versa) Galchen termed this state "front of the brain thinking," whereas the writing mind is "back of the brain thinking": slow, reflective, and passive. Modern medical education has increasingly blurred the lines between these two modes of thinking. In parallel with the emergence of poststructuralism in the 1960s, American medical schools ... Creative Writing in Medical School Hillary Mullan is a third-year medical student at the University of Massachusetts. She is interested in the intersection of art and medicine. She believes that the creative process can be healing and has found that writing has helped her to process the complexities, challenges and joys of medical school. Currently, she is working on a project ... Effective Writing for Health Care How well we formulate arguments, present data and convey messages has an enormous impact on our ability to achieve our professional goals. Our communication skills affect how peers consider our work and ideas, and whether—and how—the public embraces our viewpoints and opinions. The Effective Writing for Health Care certificate program is a one-year, blended learning program designed to ... 2024 Best Creative Writing Doctor's Degree Schools 1. University of Cincinnati - Main Campus. Cincinnati, OH. Doctor's Degree Highest Degree Type. 6 Annual Graduates. Any student pursuing a degree in a doctor's degree in creative writing has to look into University of Cincinnati - Main Campus. Located in the city of Cincinnati, UC is a public university with a very large student population. Doctor of Philosophy Creative Writing PhD The Doctor of Philosophy Creative Writing will help develop your expertise as a researcher and provide tools to give you a competitive edge in an ever-evolving employment market. Learn more about a Doctorate of Creative Writing at Monash - one of the best creative writing PhD programs in Australia. Creative Writing PhDs Request Info. Creative Writing Doctoral Degrees are Purpose-Built for Careers in Academia. Your Creative Writing Doctoral Dissertation Relies on the Skill and Discipline You've Already Developed. Fellowships Offer a Chance at a Fully-Funded PhD in Creative Writing. The Doctor of Fine (DFA) Arts in Creative Writing is Strictly an Honorary ... Doctoral Concentration in Creative Writing Apply to Write with Us. In addition to the PhD in English application requirements, the department requires a creative writing portfolio. You should submit a creative writing sample of 15-20 pages as part of their application directly to the Graduate Coordinator for Incoming Students, Dr. Leah Orr at [email protected]. PDFs are preferred. Doctor of Philosophy in Creative Writing The Doctor of Philosophy in Creative Writing, enables students to undertake a major creative writing project and a related critical essay. Students can work in the genres of fiction, creative non-fiction, poetry, drama, or screen writing. Students study the research, composition, and editorial skills necessary for a career in writing. ... Doctor of Philosophy in English with a Creative Writing Emphasis Please send all inquiries to [email protected]. A 90-credit hour degree, the doctoral program in creative writing allows students to hone their writing of poetry, fiction, and playwriting. Students coming to this degree are granted up to 30 hours credit from their master's program, and are then required to take ENGL 6150: Literary ... Chulym, Chulymsky District, Novosibirsk Oblast 632550-632553. OKTMO ID. 50659101001. Website. www .admchulym .ru. Chulym ( Russian: Чулы́м) is a town and the administrative center of Chulymsky District in Novosibirsk Oblast, Russia, located on the Chulym River 131 kilometers (81 mi) from Novosibirsk, the administrative center of the oblast. Population: 11,568 ( 2010 Russian census ... 37 Facts About Novosibirsk Novosibirsk is the third-largest city in Russia. Situated in southwestern Siberia, Novosibirsk has a population of over 1.6 million people, making it one of the largest and most vibrant cities in the country.. The city was founded in 1893. Novosibirsk was established as a railway junction on the Trans-Siberian Railway, playing a significant role in the development of Siberia. State Research Center of Virology and Biotechnology VECTOR Organized in 1974, the center has a long history of virology, making impressive Soviet contribution to smallpox research. [4] Genetic engineering projects included creation of viruses that manufacture toxins as well as research on bioregulators and various peptides that function in the nervous system. [5] In the post-Soviet times the center made research and development contributions in many ... Category:People of Novosibirsk Oblast From Wikimedia Commons, the free media repository. Jump to navigation Jump to search Jump to search homework paper phd project resume review speech study thesis