University of Kent at Canterbury - Download as DOC - DOC by 4guzW0


									                                       UNIVERSITY OF KENT

                             MODULE SPECIFICATION TEMPLATE

1. The title of the module
Readings in the Twentieth Century
2. The Department which will be responsible for management of the module
School of English
3. The Start Date of the Module
September 2010
4. The cohort of students (onwards) to which the module will be applicable.
UG students (single and joint honours) from 2010 entry
5. The number of students expected to take the module
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other
   relevant Departments and Faculties regarding the withdrawal
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
8. The number of credits which the module represents
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and Spring terms
10. Prerequisite and co-requisite modules
11. The programmes of study to which the module contributes
English and   American Literature
English and   American Literature with a Year Abroad
English and   American Literature and Creative Writing
English and   American Literature and Creative Writing with a Year Abroad
English and   American and Postcolonial Literatures
English and   American and Postcolonial Literatures with a Year Abroad

12. The intended subject specific learning outcomes and, as appropriate, their relationship to
    programme learning outcomes

Students will:

       read and respond to selected critical and creative works representative of the formative
        events, debates and struggles in twentieth-century thought, history, literature and
       develop close reading skills appropriate to specific textual modes
       learn to make meaningful critical connections and cross-references between literature
        and other media, between different areas of cultural production, and between the
        textual and the visual
       learn to situate and discuss literary and critical texts in their historical, cultural, and
        theoretical contexts
       both apply and interrogate critical and theoretical strategies appropriate to
        interdisciplinary study
                                     UNIVERSITY OF KENT

       acquire a broad understanding of the ways in which creative and critical writing can
        convey ideological purpose
       develop their ability to identify various different kinds of texts and to analyse these
        texts critically
       develop their ability to make comparisons across a range of reading and a range of
        different media

13. The intended generic learning outcomes and, as appropriate, their relationship to programme
    learning outcomes

Students will:

       develop their command of written and spoken English and their ability to articulate
        coherent critical arguments
       develop their ability to situate critical arguments in historical contexts
       understand and interrogate various critical approaches, the theoretical assumptions
        that underpin these approaches, and the historical contexts which enabled them
       develop their ability to carry out independent research
       develop their presentational skills

14. A synopsis of the curriculum
The module aims to broaden the understanding of the conceptual relations between literature,
culture, history, and theory, and to sharpen the critical capacity to analyze connections
between textual and non-textual materials and different areas of cultural production. The ability
to make cross-references will be one of the key study skills taught on the module, with forms
of interdisciplinarity, intertextuality and intermediality central to its approach. The main focus
will be on the ways in which a select range of formative events, debates and struggles of the
twentieth century are addressed by different modes of creative and critical writing. The
selection of topics suggested below (which are likely to vary from year to year) is intended as a
series of stimulants rather than a comprehensive overview. The majority of writing samples are
drawn from English, American and more broadly anglophone writing, though several instances
of writing in other languages will also be included (all taught in translation).

15. Indicative Reading List
The following list contains both primary and secondary reading. Some of the longer texts will
be studied in extracts:

Achebe, Chinua, Anthills of the Savannah
Amichai, Yehudi, ‘Half the People in the World’
Arendt, Hannah – extracts
Auden, W.H., ‘Spain 1937’
Baldwin, James, ‘Sonny’s Blues’
Benjamin, Walter, Berlin Childhood around 1900
Bergson Henri – extracts
Bersani, Leo, ‘One Big Soul’
Darwish, Mahmoud, ‘A Soldier Dreams of White Tulips’
Djebar, Assia, ‘Voices from the Past: First Movement’
Ellison, Ralph – extracts
Fanon, Frantz, ‘Unveiling Algeria’
Gauguin, Paul, Noa Noa
Hughes, Langston – poems
Hyde, Douglas, On the Necessity of De-Anglicizing Ireland
James, William – extracts
Kafka, Franz, ‘Metamorphosis’
Kipling, Rudyard – short stories
Nabokov, Vladimir, Speak Memory
Orwell, George, Homage to Catalonia, ‘Shooting an Elephant’
Proclamation of Irish Republic
                                        UNIVERSITY OF KENT

Protest poetry – selection
Roy, Arundhati, The Cost of Living
Selvon, Sam, The Lonely Londoners
Shehadeh, Raja, Palestinian Walks
Spiegelman, Art, Maus
Tagore, Rabindranath, ‘Letter from a Wife’
Tutuola, Amos, The Palm Wine Drinkard
Vinaver, Michel, 11 septembre 2001
Weiss, Peter, The Investigation
Woolf, Virginia – short stories
Yeats, William Butler, Cathleen Ni Houlihan, ‘Easter 1916’

Non-textual material:

Cezanne, Paul – paintings
Gauguin, Paul – paintings
Picasso, Pablo – paintings
War photography
Armstrong, Louis – jazz samples
Davis, Miles – jazz samples
Earthrise photo
Various feature and documentary films

16. Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
learning outcomes

The module will be taught by eighteen weekly two-hour seminars and eighteen one-hour
lectures. There will be an optional series of screenings running alongside the lecture and
seminar programme. Two weeks per term are intended as reading and writing weeks, and one
week per term is for coursework tuition. Students will be expected to study for about 10 hours
per week. There will be the opportunity for individual consultation about essays. Seminars will
include opportunities for small group work, informal presentations and free discussion.
Students will be encouraged to work in small groups (of three or four) to prepare a formal
presentation to the seminar group.
Total study hours 300.

17. Assessment methods and how these relate to testing achievement of the intended learning

Assessment will be principally by coursework. Students write three short pieces (of c. 500
words each) in term 1, and one standard-length essay (2,000 to 2,500 words) in term 2. The
three short pieces in term 1 will take the form of a response to any one of the texts or issues
covered by the first three thematic units. In term 2, a formal essay topic will be chosen. The
progression built into these assessment methods is intended to allow students to focus on the
different elements required in an essay in their first term of study, before having to structure a
more complex argument in term 2. Overall they will be assessed on four pieces of coursework
(3 x 15% for the short pieces, 1 x 45% for the essay) and a seminar mark (10%).

Both the learning and teaching and the assessment methods relate closely to the intended
learning outcomes. They will encourage student-centred exploration and discussion of primary
and secondary materials in both their essays and their seminar contributions. Students will
develop their presentation skills (written and spoken) and their capacity for independent

18. Implications for learning resources, including staff, library, IT and space

The bulk of the required reading will be made available through Moodle on the course website.
In addition some texts (novels, playscripts, etc) will need to be individually purchased. A
                                       UNIVERSITY OF KENT

printed course reader might also be offered. The Templeman Library is well supplied with
copies of additional secondary reading.

19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and
teaching methods and forms of assessment do not present any non-justifiable disadvantage to
students with disabilities

The needs of any students with disabilities will be fully taken into account when planning the
lecture, seminar and screening programmes. As far as can reasonably be anticipated, the
curriculum, learning and teaching methods, and forms of assessment do not present any non-
justifiable disadvantage to students with disabilities.

To top