|Assessment length / details
|Assignment 2,500 portfolio (Critical or Creative)
|Portfolio 2500 Words
On successful completion of this module students should be able to:
1. Demonstrate knowledge and understanding of a range of writings about the sea.
2. Display an awareness of a range of relevant critical and theoretical perspectives.
3. Show a reflective awareness of the ways in which themes and techniques employed in the set texts have informed their own critical and/or creative practice.
4. Write in a disciplined and cogent manner, making use of appropriate registers and conventions
This module offers students the opportunity to engage critically with a range of literary texts (short fiction, poetry, and creative nonfiction) that take the sea and/or the shoreline as their subject. The module will begin with Rachel Carson’s poetic exploration of the sea’s primeval origins, before considering representations of the sea’s capacity for instilling wonder and wreaking devastation, in both Victorian and Modernist texts. The sea’s role in the slave trade will be explored in work by Derek Walcott and Kamau Brathwaite. The last part of the module will examine contemporary literature on the sea in the genres of fiction, poetry and creative nonfiction – with a special focus in weeks 8 and 9 on Welsh writing in English. The module will introduce students to range of authors, theoretical concepts and writing practices which will form a base knowledge on which later modules can build. Teaching delivery will consist of ten 50-minute lectures and ten 2-hour seminars. It will be an alternative assessment module, open to both Creative Writing and English Literature students.
This module offers students the opportunity to engage critically with a range of literary texts (short fiction, poetry, and creative nonfiction) that take the sea and/or the shoreline as their subject. The module will introduce students to range of authors (e.g. Conrad, Woolf), theoretical concepts (e.g. ecocriticism, postcolonialism) and writing practices which form the base knowledge on which later modules (such as Literary Modernisms, Literary Theory: Debates and Dialogues, and Writing and Place) can build. The module will consist of ten 50-minute lectures and ten 2-hour seminars. It will be an alternative assessment module, open to both Creative Writing and English Literature students.
Week 2: Selected Sea Shanties (from Poems of the Sea ed. by J.D. McClatchy)
Week 3: Matthew Arnold, ‘Dover Beach’; Walt Whitman ‘As I Ebb’d with the Ocean of Life’; Alfred Tennyson, ‘Crossing the Bar’
Week 4: Joseph Conrad, Typhoon
Week 5: Wallace Stevens, ‘The Idea of Order at Key West’; Marianne Moore, ‘A Grave’
Week 6: Ernest Hemingway, ‘After the Storm’; Virginia Woolf, ‘The Watering Place’
Week 7: Derek Walcott, ‘The Sea is History’; Kamau Brathwaite, ‘Limbo’
Week 8: Cynan Jones, ‘Aberarth’ (from A Fiction Map of Wales)
Week 9: Robert Minhinnick, ‘Story of the Woman Who Fell’; Zoë Skoulding, ‘Llanddwyn Beach with Directions for Copenhagen’
Week 10: Kathleen Jamie, ‘Three Ways of Looking at St Kilda’ (from Sightlines)
|Application of Number
|(Written) By developing a sustained critical argument (Oral) Through group discussions and seminar presentations (not assessed)
|Improving own Learning and Performance
|Through reflecting on how theoretical understanding can be used to improve the students’ own creative practice.
|By using word processing packages and making use of Blackboard and other e-resources to research and access course documents and other materials.
|Personal Development and Career planning
|Through increased critical self-reflection and the development of transferable, ICT, communication and research skills.
|By evaluative analysis and critical skills
|By independent and directed research for seminar preparation and work on summative assessment tasks.
|Subject Specific Skills
|Writing skills and conceptual knowledge in key fields of creative writing and literary study.
|Through group work in seminars.
This module is at CQFW Level 4