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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 150-200 6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal None 7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) C 8. The number of credits which the module represents 30 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 None 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 culture 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 outcomes 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 research. 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.
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