Abstract
A paper setting out a ‘complementary’ angle of attack on assessing creative writing, combining article and creative genres. This suggests a form of feedback that eschews traditional templates of descriptors and privileges a creative response to creative work. This takes the shape of a theoretical verse form based on the Japanese haiku, synthesised from technical elements of the original and the language of more traditional assessment reports common to assessed creative writing programmes. Part antidote to homogenization of assessment in higher education, part (but only part) satire.
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