|Module Title||READING THEORY/ READING TEXT|
|Co-ordinator||Dr David E Shuttleton|
|Other staff||Dr Louise Marshall, Mr Michael J Smith, Dr Damian Walford Davies, Dr David E Shuttleton, Dr Richard J Marggraf-Turley, Dr William G Slocombe|
|Course delivery||Seminars / Tutorials|
1. Analyse the relationships between different theoretical approaches.
2. Reflect on their own critical practice in a theoretically informed way.
3. Employ particular theoretical approaches in the critical analysis of literary text.
4. Evaluate the significance of particular theoretical approaches for the practice of literary criticism.
1. Geoffrey Chaucer, The Wife of Bath's Prologue and Tale
2. William Shakespeare, The Tempest
3. Daniel Defoe, Roxana
4. Emily Bronte, Wuthering Heights
5. Alfred Tennyson, selected poems
6. Herman Melville, Billy Budd
7. Henry James, The Turn of the Screw
8. James Joyce, A Portrait of the Artist as a Young Man
9. Virginia Woolf, Between the Acts
10. Toni Morrison, Beloved
11. Kurt Vonnegut, Slaughterhouse 5
The four broad theoretical headings, which all groups will use, are:
1. Politics and History
2. Language and Textuality
3. Gender and Sexuality
Tutors will decide individually on the order of treatment of these topics, and will match topic to text according to their own judgement. Tutors may wish to touch on several of the topics for a given text, rather than matching each of the four literary texts to just one of the four broad topics.
The module is assessed by one piece of course work (contributing 50% of the module mark), and one formal previously released 2 hour examination. The assessment tasks will be designed so as to allow students to demonstrate (i) their grasp of relevant aspects of critical theory, (ii) their skill in applying theory to text, and (iii) their understanding of the problems and opportunities entailed in doing so.
|Problem_solving||This will be developed during the course of the seminars and in the assessment tasks|
|Research skills||This will be developed during the course of the seminars and in the assessment tasks|
|Communication||Students' writing in an academic context will be developed and assessed in the coursework and examination assignments. Oral skills will be developed in individual and group work in seminars, but not assessed|
|Improving own Learning and Performance||This will be developed during the course of the seminars and in the assessment tasks|
|Team work||This is built into the pedagogy of the module - all students will work in pairs and/or groups to comment on theories in relation to texts|
|Information Technology||Students will be expected to present their work in word processed form (and will edit PC generated text); they will also be required to make use of computerized library resources|
|Application of Number||n/a|
|Personal Development and Career planning||This will be addressed in the module's emphasis on independent and group work, and its attempt to develop professional presentational skills|
This module is at CQFW Level 6