- Professor Dafydd Johnston (Yr Athro - Canolfan Uwchefrydiau Cymreig a Cheltaidd, Prifysgol Cymru)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay 1 - 3,000 words||40%|
|Semester Assessment||Essay 2 - 3,000 words In order to ensure an opportunity for students to make academic progress and improve their performance from one assessment to another, an element of formative assessment will be introduced in the form of 1 workshop (2 hours) during which ideas for Essay 2 will be discussed.||60%|
|Supplementary Assessment||Essay 1 - 3,000 words||40%|
|Supplementary Assessment||Essay 2 - 3,000 words||60%|
demonstrate an understanding of the module’s relationship with feminism and gender studies in their broadest senses and in relation to Welsh, Scottish and Irish studies (Celtic Studies).
demonstrate an understanding of the module’s relationship with archipelagic criticism.
identify and discuss dominant literary and historical patterns and their implications for women’s poetry in Ireland, Scotland and Wales, both generally and in relation to individual poems.
be able to locate and discuss individual female poets from Ireland, Scotland and Wales 1400–1800 in their relevant historical and literary contexts.
be able to critically appraise the work of individual poets, as well as the themes and genres of individual poems.
be able to identify and critically appraise the comparative dimension of themes, genres and general patterns in the poetry of women in Ireland, Scotland and Wales.
The module focuses on a crucial period in the history of women’s poetry in Ireland, Scotland and Wales with regard to its transmission and development in oral, manuscript and print media, alongside a burgeoning public sphere and literary marketplace. Introductory lectures will discuss factors such as socio-economic contexts of women poets and the tensions between professionalism and amateurism. The module is structured according to genres/themes in order to cut across chronological, national and linguistic boundaries and encourage students to engage with the interactions across the three nations.
Voices, themes and genres of women’s poetry in Ireland, Scotland and Wales (textual analysis):
Weeks 2–4. ‘Elegy’: mother’s laments; national differences such as the politicized elegy in Ireland (the keen) and Jacobite Scotland.
Weeks 5–7. ‘Love and relationships’: love poetry; erotic verse; friendship poetry.
Week 8. In order to ensure an opportunity for students to make academic progress and improve their performance from one assessment to another, one two-hour workshop will be held to discuss ideas for Essay 2.
Weeks 9–11. ‘Religious verse’: devotional poetry (private and public spheres); the carol and the hymn (public sphere, congregational); dynamics of Catholicism / Protestant Reformation / Counter Reformation / Nonconformity.
A selection of poems by women in Welsh, Irish, and Scottish Gaelic will be read under each theme. Texts and translations will be provided.
|Skills Type||Skills details|
|Application of Number||N/A|
|Communication||Written: clear articulation of ideas and analysis in written assignments. Verbal: class contribution and interaction with peers, although the verbal element is not formally assessed.|
|Improving own Learning and Performance||By independent research; tutor feedback on written work and oral contribution in class; interaction of peers during discussions; developing time/work management skills; reflecting upon presentational skills and other written work. There is an element of formative assessment in this module|
|Information Technology||For research purposes (essays); word-processing. Using electronic research and bibliographic resources; accessing Blackboard for course materials|
|Personal Development and Career planning||Development of skills such as managing workload, effective time management, and undertaking independent research.|
|Problem solving||By critical engagement (verbal and written) with intellectual concepts raised by the historical context and specific texts.|
|Research skills||Through independent research for written assessment (essays) and verbal contribution in class. Using electronic research and bibliographic resources.|
|Subject Specific Skills||By developing competence to read and understand medieval and early modern texts in their cultural and national contexts, thus learning more about the shared culture of the Celtic languages.|
|Team work||Contributions to group discussions in lectures.|
This module is at CQFW Level 6