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Professional Writing and Communication

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Program Information

Degree(s): Honours Bachelor of Arts

Program(s): Professional Writing and Communication (Major, Minor)

OUAC Admission Code: TMC (Communication, Culture, Information & Technology)

Academic Requirements

Ontario Secondary School Diploma Six 4U/M courses, including:

• English (ENG4U)

Find equivalent requirements for Canadian high school systems , US high school system , International Baccalaureate , British-Patterned Education , French-Patterned Education , CAPE , and other international high school systems .

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• MA Programs
• MA in English in the Field of Creative Writing

The Department of English at the University of Toronto launched the MA Program in English in the Field of Creative Writing (MA CRW) in 2004-05. The program draws both on the expertise of faculty at the University of Toronto and on the extraordinary vitality of Toronto’s writing community. Internationally acclaimed writers, a multiplicity of cultural traditions, and an energetic publishing industry provide the environment for nurturing new talent. Students have at their disposal the academic and creative resources of the English Department, including its strengths in historical research and traditional scholarship, numerous interdisciplinary collaborations, its acknowledged expertise in world literature, and a faculty engaged in new theoretical studies in culture, race, and gender. Students also have access to one of the world’s great library systems, including the manuscript collections at the Fisher Rare Book library. While the program is designed to prepare participants for careers as professional writers, it will also qualify those wishing to pursue further graduate studies.

Admission Requirements

The MA in English in the Field of Creative Writing requires students to attend graduate-level English courses. The degree can lead to a PhD in English. Therefore, students must have at least seven full-year undergraduate courses in English or the equivalent in half-year courses (i.e., fourteen), or any combination of full- and half-year courses that add up to the equivalent of seven full-year courses .  It is not necessary to have an English major, as long as you have the seven undergraduate English courses. Students who do not meet this requirement cannot be admitted into the program.

A B+ average (GPA of 3.3) is the minimum requirement for entry into the program. Once this is met, the primary basis for the selection of candidates is the quality of the portfolio submission. It is not expected that students will have publication credits. Applicants do not need to provide GRE results.

Applications must be submitted online and are considered complete only when the following documentation has been received by the Department of English:

• Two academic letters of reference submitted online by academic referees/recommenders, each addressing your performance in university English and/or Creative Writing coursework. At least one letter must discuss your performance in English coursework. Do not use editors, publishers, employers, or fellow writers as referees.
• A statement of purpose, submitted electronically
• Official transcripts from each post-seconday institution attended, submitted electronically and sent by mail to the department
• Maximum 25 pages of drama, fiction, or creative non-fiction (Double-spaced, 12-point font)
• OR maximum 25 pages of poetry
• OR a combination of the above (maximum 25 pages; all prose must be double-spaced and 12-point font)
• Portfolio pages exceeding this length will not be read
• Do not submit academic essays
• View the SGS Admissions Guide 2021-2022

Program Requirements

The MA program in English in the Field of Creative Writing usually requires 18-24 months to complete. Applicants must have an overall average of B+ or better and evidence of first-class work in English for admission to the program. The program requires the completion of two FCE’s (full course equivalents) in English; ENG6950Y Writing Workshop; and a supervised Writing Project (the equivalent of a thesis) completed under the direction of a mentor.

All candidates must complete the Writing Workshop in the first year of their program. Some sessions may feature on-campus visits from editors, publishers, professional archivists, researchers, and agents so that students can learn the pragmatics of the publishing industry. In their second year, students undertake a book-length Writing Project in a genre of choice – poetry, drama, fiction, or creative non-fiction. Each student is assigned a faculty member or adjunct faculty member with whom to consult on a regular basis about the Project. All advisors are published writers.

Writing Workshop

English 6950Y: All candidates for the MA in English in the Field of Creative Writing must complete this workshop in the first year of their program. Students will also submit creative work in order to receive feedback from the instructor and fellow students, and this will allow them to develop their portfolios.

Writing Project

In the second year of the program, students will undertake a book-length Writing Project in a genre of choice (poetry, drama, fiction, or creative non-fiction). Each student will be assigned a faculty member or adjunct faculty member with whom to consult on a regular basis about the Project. All mentors will be published writers. The completed Project should normally be submitted before the beginning of April of the second year. The Department will then arrange an oral defense, to be chaired by the Director of the MA in English in the Field of Creative Writing. The Writing Project can be designated as Pass, Fail, or Distinction.

Student Funding

Students accepted into the MA Program in English in the Field of Creative Writing are eligible for teaching assistantships, including a number in Creative Writing courses. All incoming students are considered for incoming scholarships.

Students are strongly encouraged to apply for external funding from the Social Sciences and Humanities Research Council of Canada, and for the Ontario Graduate Scholarship. For more information visit the Department of English Application Deadlines webpage.

Faculty, Mentors, and Alumni

• MA CRW Program Adjunct Faculty (Mentor) Biographies
• MA CRW Faculty Biographies
• MA CRW Alumni Biographies

How many students are admitted each year?

We admit seven students each year.

I do not have 7 full-year (or equivalent) undergraduate courses in English. Can I still apply?

Because the program is an MA in English, students must have a strong background in English literature. Students who do not have sufficient undergraduate training may wish to take additional courses in English in order to qualify for admission.

My average is less than a B+. Can I still apply?

The academic requirements for admission to the MA in English in the Field of Creative Writing are very strict. The B+ minimum must be met or a student’s portfolio will not be considered. Students who do not have an adequate GPA may wish to take additional courses in order to improve their academic standing and qualify for admission.

I have taken courses in literature in a language other than English. Can I apply?

Unless the texts were studied in English translation, courses in literature in a language other than English do not qualify students for admission to the program.

How should I choose what to submit?

Choose your best writing.

Can I apply to enrol in January?

There is only one entry point for students in the MA in English in the Field of Creative Writing, which is September. Students may not begin the program in January.

Can I enrol in the MA in English in the Field of Creative Writing part-time?

Students must enrol full-time.

How much Financial Support can I expect?

Currently we are able to offer students in the Creative Writing program a TAship each year (number of hours TBA at the start of the program), to a maximum of two years. Successful applicants for the SSHRC CGS-M award can expect $17,500. OGS award holders can expect up to $15,000. All incoming students are considered for incoming scholarships.

For more information please contact us by e-mail, phone or by mail.

[email protected]  Director, MA in English in the Field of Creative Writing Department of English 170 St. George Street University of Toronto Toronto, Ontario Canada M5R 2M8

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Certificate Overview

Creative Writing

About the certificate, what you'll learn, required courses.

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Writing Resources

General writing advice, essay tip sheets, referencing and style guides, lab report writing tip sheets, reflective writing.

Links to other Online Resources

For additional support book an appointment with a writing instructor. 

PDF Documents

• 10 Common Grammatical Errors and Conventions in Academic Writing
• 6 Effective Tips to Write a Summary
• 6 Effective Tips to Write a Summary  (alternative format) 
• Critical Review
• Comparative Essay
• APA Formatting & Style Guide
• MLA Formatting & Style Guide
• Chicago Formatting & Style Guide
• ASA Formatting & Style Guide  (from UTM Sociology Department)
• 8 Essential Parts of a Lab Report
• Lab Report Writing
• Fundamentals of Reflective Practice (Reflective Writing)

The  U of T Writing Advice website  features comprehensive writing information (also available in PDF format). Topic areas include:

• General Advice
• Planning & Organizing
• Reading and Researching
• Using Sources
• Types of Writing
• English Language
• Grammar Check Resource (external website)

• Requirements
• Life After Grad

Welcome to Writing & Rhetoric!

The Writing & Rhetoric Program (W&R) at Innis College, University of Toronto, will give you an invaluable education in critical thinking and persuasive writing. A minor in W&R provides a foundation – and a complement – to studying any discipline in the arts and sciences.

Why W&R is the program you need now

Read critically and analytically – write clearly and persuasively.

More than ever, in today’s digital world, writing and rhetoric go hand in hand. Given how much we interact with media, being able to distinguish between credible and suspect sources of information is crucial. The arguments, stories, and information that draw our attention require careful analysis and critical assessment. At the same time, our ability to write clearly, concisely, and persuasively is increasingly important for both our work and personal lives.

Choose the W&R minor program or individual courses

Complement your specialist or major program with the W&R minor program, or select from  individual courses that explore writing and rhetoric from historical, theoretical, and practical perspectives. You will be able to examine writing and rhetoric in terms of the field’s core ideas, history, relationship to other disciplines, applications, and uses across media platforms. You will also learn how to write well and in a variety of genres (academic, fiction, literary non-fiction, and reports), and for a variety of audiences (scholarly, popular, scientific, general, and business).

Small classes, dynamic learning opportunities

The W&R Program is taught through small-class instruction by award-winning faculty and instructors who take a mentorship approach to teaching. In our classes you’ll have opportunities to contribute both orally and in writing in order to find and fine-tune your voice as you connect with a community of like-minded students from diverse disciplines.

Meet our students

Riley Switzman

Fourth-year student

I have been interested in writing for as long as I can remember, and find rhetoric fascinating, now even more so than when I started these courses. The W&R program was always a joy, the professors are passionate in ways that make their classes unexpected in various ways.

Classes had me looking at aspects of writing and rhetoric I thought I had a grasp on in completely new ways. WRR414: Writing for Social Change has me looking at many aspects of my life in new ways, and that will always be a valuable perspective.

Riley is an English major with double minor in cinema studies and W&R.

Catherine Dumé

Third-year student

I chose W&R simply because I love writing. Writing is more than just a hobby or a love of words, it’s the ability to communicate ideas in a message that can either change the world for the better or encourage someone else.

By learning the techniques of writing, as well as the elements of a good argument, I’m able to share my ideas effectively. I have learned valuable skills that led to me to become the online editor of The Innis Herald, a journalist for The Varsity, and the communication relations officer for a federal organization.

Catherine is a political science major with double minor in W&R and history.

Meet our instructors

Cynthia Messenger

In my courses, the readings and my lectures reflect my interest in fine art, the decorative arts, rhetoric, style, and belles lettres. Most of my courses feature at least one research-based assignment.

Daniel Adleman

Most of the courses that I teach are focused on rhetorical theory and its applications to everyday life. But I also like to teach WRR103 (Writing Essays) because of its focus on the practice of writing in different practical and creative contexts.

Happening@W&R

Book talk with linda schuyler.

Join us on October 12 as we welcome back entrepreneur, producer, and alumna  Linda Schuyler  (BA ’74 Innis, Hon LLD ’16), CM, OOnt. Linda will discuss her memoir,  The Mother of All Degrassi , with Innis Principal  Charlie Keil .

Linda, the co-creator and executive producer of the long-running  Degrassi  franchise, reflects on the grit and determination necessary to make it as a woman entrepreneur in the bourgeoning independent Canadian television industry of the early 1980s.

The Mother of All Degrassi  will be available for purchase on site courtesy of  Queen Books . Linda will sign copies of her book following the event in the college lobby.

The Spectatorial

The Spectatorial , U of T ’s one and only student-run genre journal, proudly operates out of the Writing & Rhetoric Program at Innis College.

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Academic Reading and Writing

Reading academic material is very different from reading for pleasure. Academic reading is an active process that goes beyond merely reading and highlighting your text. You need to interact with the text by taking notes, making connections between the text and what you already know or have experienced, and asking critical questions about the material you are reading.

Academic writing takes time – including setting aside time to write first drafts that you revisit to read with fresh eyes. This will improve clarity, organization of ideas, word choice, grammar and other elements. 

SQ3R Worksheet

Critical Questions for Proactive Reading

Active Verbs in Academic Writing

Tips for Academic Reading and Writing

• Do not merely highlight your texts. Learn actively by making notes and mind-mapping important concepts using key terminology. 
• Participate in CTL's English Language Development Support (ELDS) workshops aimed at improving your note-taking, mind-mapping and vocabulary expansion to learn how to make sense of complex academic texts.
• Download the  SQ3R handout , which is a useful tool to help you with active reading.
• Consider writing a one or two paragraph summary of any article/chapter you read after you have finished it. 
• Work on expanding your academic vocabulary. Take the Academic English Health Check for a confidential report on your level of Academic English and recommendations to continue improving in this area. 

Reading Strategies for Difficult Texts

When reading, you are likely to encounter unfamiliar concepts or material that is hard to understand. The following is a series of strategies to help you navigate difficult texts.

• Before reading, examine the overall structure of the book or article to see how it is put together. Then read the introduction and conclusion carefully so that you know the thesis and main conclusions before immersing yourself in the details. This preparation will help you situate difficult passages into the context of the whole.
• To understand a particularly complex sentence, begin by searching for the main subject and main verb. These two components will give you a basic idea of what the sentence is about.
• When you encounter an unfamiliar concept or word, analyze the context to determine its meaning.
• Break apart sentences or paragraphs into their components to see what ideas are linked and how.
• Remember that it is not necessary to understand every nuance of every sentence before proceeding to the next. If the sentence or its concepts remain obscure, make an educated guess and continue reading. Test your understanding to see if it fits with the rest of the discussion. If not, revise.
• If you are still having trouble with words or concepts and they are central to your reading, look them up in a specialized dictionary.

Without sufficient vocabulary for academic purposes, it can be difficult to:

• understand lectures,
• read textbooks and other materials needed for your assignments,
• participate in tutorial or class discussions, 
• deliver effective presentations, 
• contribute as a productive team member,
• and communicate with professors and teaching assistants.

Expanding your vocabulary should be a top priority. The best way of expanding your vocabulary is through constant exposure to well-written texts. You can also complete the confidential  Academic English Health Check  to better understand your current level of vocabulary and to receive recommendations for support to help you succeed in academic communication.

Most students find it difficult to explain abstract and complex information in writing. Communicating difficult concepts and presenting well-reasoned arguments demands far more than just being able to express oneself in grammatically “perfect” sentences. Critical thinking, organization, clarity and precision in word use require more than just grammatical skill. 

Many students realize that developing their writing skills enables them to express more complex thoughts. Developing a higher level of competency in academic writing takes time, patience, determination and effort, so it is important to begin that journey as early as possible.

Students who are English language learners, and students learning Academic English need to improve their ability to express ideas clearly and logically, especially since many may come from cultures where conventions of good academic writing are very different from North American conventions. Different academic contexts have different expectations, and learning these expectations is central to academic success. 

Useful Tips for Academic Writing

• If you’re concerned about your grammar or editing and revising skills, attend CTL's English Language Development Support (ELDS) workshops that target these specific skills. 
• Summarize important concepts from your lectures and textbooks so that you are familiar with key terminology and can use these terms in your writing.
• Participate in the Reading and Writing Excellence (RWE) program, which allows you to read and write about texts from your courses.
• Plan carefully when you may need a CTL Writing Support appointment. Appointments open for booking one week in advance.

Writing Support

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The Literature Review: A Few Tips On Conducting It

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What is a review of the literature?

A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography —see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries

Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas

• information seeking : the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books
• critical appraisal : the ability to apply principles of analysis to identify unbiased and valid studies.

A literature review must do these things

• be organized around and related directly to the thesis or research question you are developing
• synthesize results into a summary of what is and is not known
• identify areas of controversy in the literature
• formulate questions that need further research

Ask yourself questions like these:

• What is the specific thesis, problem, or research question that my literature review helps to define?
• What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research (e.g. on the effectiveness of a new procedure)? qualitative research (e.g., studies of loneliness among migrant workers)?
• What is the scope of my literature review? What types of publications am I using (e.g., journals, books, government documents, popular media)? What discipline am I working in (e.g., nursing psychology, sociology, medicine)?
• How good was my information seeking ? Has my search been wide enough to ensure I’ve found all the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of sources I’ve used appropriate for the length of my paper?
• Have I critically analysed the literature I use? Do I follow through a set of concepts and questions, comparing items to each other in the ways they deal with them? Instead of just listing and summarizing items, do I assess them, discussing strengths and weaknesses?
• Have I cited and discussed studies contrary to my perspective?
• Will the reader find my literature review relevant, appropriate, and useful ?

Ask yourself questions like these about each book or article you include:

• Has the author formulated a problem/issue?
• Is it clearly defined? Is its significance (scope, severity, relevance) clearly established?
• Could the problem have been approached more effectively from another perspective?
• What is the author’s research orientation (e.g., interpretive, critical science, combination)?
• What is the author’s theoretical framework (e.g., psychological, developmental, feminist)?
• What is the relationship between the theoretical and research perspectives?
• Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with?
• In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis?
• In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely “proving” what he or she already believes?
• How does the author structure the argument? Can you “deconstruct” the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)?
• In what ways does this book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations?
• How does this book or article relate to the specific thesis or question I am developing?

Final Notes:

A literature review is a piece of discursive prose , not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question

If you are writing an annotated bibliography , you may need to summarize each item briefly, but should still follow through themes and concepts and do some critical assessment of material. Use an overall introduction and conclusion to state the scope of your coverage and to formulate the question, problem, or concept your chosen material illuminates. Usually you will have the option of grouping items into sections—this helps you indicate comparisons and relationships. You may be able to write a paragraph or so to introduce the focus of each section

This handout and many others are available in Writing in the Health Sciences: a comprehensive guide .