Delivery Type | Delivery length / details |
---|---|
Lecture | 20 x 1 hour lectures |
Seminars / Tutorials | 10 x 1 hour seminars |
Assessment Type | Assessment length / details | Proportion |
---|---|---|
Semester Assessment | 1 X 2000 WORD ESSAY on a single text from Section A | 33% |
Semester Exam | 3 Hours 2 QUESTION EXAM Question 1 on a single text from Section B Question 2 on any two texts from the module | 67% |
Supplementary Assessment | Resubmit or resit failed elements and/or make good any missing elements |
On successful completion of this module students should be able to:
demonstrate knowledge of a representative range of literary texts from across the period
locate texts in appropriate cultural and historical contexts
articulate a detailed critical analysis of individual texts from the period that shows an understanding of their distinctive qualities
relate texts from the period either to each other, or to a common theme
This revised module seeks to introduce students to a representative range of writing across the Restoration and Eighteenth Century. The seminar texts illustrate a number of key cultural and political issues: the Restoration of 1660, Puritan versus Cavalier culture, the "Glorious Revolution" of 1688, imperialism and colonialism, the growth of a professional literary marketplace, changing conceptions of authorship, the development of the novel, the cult of sensibliity and debates about the "feminization" of culture. In addition to the above, the lectures and seminars will also address the following areas in relation to the literary texts: town and country, gender, sexuality, class, religious expression and morlaity. The module familiarises students with a range of literary forms: poetry, the novel, drama, satire. For each seminar text, there will be 2 lectures: one closely focused on the text, and the other locating that text in wider contexts (cultural, political, biographical, critical, theoretical).
Skills Type | Skills details |
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Communication | (Written) in essays and examination answers students are encouraged to express their ideas articulately and fluently (Oral) seminars are based on group discussion and brief student presentations |
Improving own Learning and Performance | Students are encouraged to take more personal initiative in the planning and conduct of their preparation for assignments than at Level 1, and to make use of a broader range of resources; formal feedback on essays and informal feedback on seminar participation helps students measure their improvement |
Information Technology | Substantial use is made of electronic text-databases (EEBO, LION), of electronic journals, and of Blackboard, and students are encouraged to familiarise themselves with these |
Personal Development and Career planning | Only insofar as the module covers key areas of literature in which students intending to teach English would need to demonstrate competence; or which might be related to future academic research |
Problem solving | In essays and examination answers: by formulating and putting into practice a critical approach appropriate to text and topic set |
Research skills | In preparation for seminars, essays, and exams: by investigation of literary texts, associated critical and scholarly writing, and the relationship of literary texts to historical an cultural contexts |
Subject Specific Skills | Close reading of older literary texts; grasp of generic and intertextual relationships between texts; identification and analysis of appropriate historical and cultural contexts |
Team work | Informal group work in seminars |
This module is at CQFW Level 5