Writing Wales, Writing Ireland
Writing Wales, Writing Ireland 2024-25
School Of Arts, Culture And Language
Module - Semester 2
In Writing Wales, Writing Ireland, students will study modern and contemporary English-language writing from Wales and Ireland. The module investigates the ways in which Welsh and Irish writers have articulated the Welsh and Irish experiences in all their diversity. Students will consider how writers have contributed to social and political change in both countries, and address themes including: - literature and national identity in modern Wales and Ireland; the power of literature to change society; gender roles and sexuality; the journey from child to adulthood; class and status, especially working-class writing; religion, conflict and post-conflict resolution; industrialisation and post-industrialisation; relationship to England/Britain; relationship to the Welsh and Irish languages; racial diversity and migration; Welsh and Irish gothic; contemporary and future Wales and Ireland. A class visit - usually to sites of literary significance in Dublin - will be an optional extra!
The module's syllabus will be updated each year, but students can expect some of the following themes:
- literature and national identity in modern Wales and Ireland
- the power of literature to change society
- gender roles and sexuality
- the journey from child to adulthood
- class and status, especially working-class writing
- religion, conflict and post-conflict resolution
- industrialisation and post-industrialisation
- relationship to England/Britain
- relationship to the Welsh and Irish languages
- racial diversity and migration
- Welsh and Irish gothic
- contemporary and future Wales and Ireland
Typical authors may include: Sally Rooney (Normal People), Lisa McGee (Derry Girls), Alys Conran (Pigeon), Niall Griffiths (Sheepshagger), Eimear McBride (A Girl Is a Half-formed Thing), Dylan Thomas (poems), W.B. Yeats (selected poems), Caradoc Evans (My People), R.S. Thomas (poems), Lewis Jones (Cwmardy), Tristan Hughes (Revenant), Gillian Clarke (poems), Rachel Trezise (In and Out of the Goldfish Bowl) Hannan Issa (poems), Adiba Jaigirdar (Hani and Ishu’s Guide to Fake Dating).
-threshold -Typically, work graded D- to D+ (or 40 to 49) will show many of the following qualities: •Unsure and lacking in confidence when discussing ideas •Referring to the subject in question in a superficial manner •Making an effort to provide fairly balanced answers •Some points in the argument irrelevant to the topic •Little evidence of background reading •Some uncertainty over language and syntax •Strengths and weaknesses fairly balanced; occasionally clumsy and unimaginative •In creative work: superficial •Not succeeding in mastering the requirements of the medium
-good -Typically, work graded B- to B+ (or 60 to 69) will show many of the following qualities: •Discusses ideas adeptly •Most of the arguments about a specific field are well-aired •Displays knowledge of the subject in question; the answer is relevant •Shows analytical and clear thought •Gives evidence of relevant reading •Shows accuracy in expression with mastery over language. •A few minor errors here and there. •Signs of creative thought deserve a higher position within the class •In creative work: shows signs of originality, having understood the requirements of the medium •Plans of well-balanced and full answers, despite some gaps
-excellent -Typically, work graded A- to A** (or 70 to 100) will show many of the following qualities: •Discusses ideas with confidence and precision •Demonstrates maturity and sophistication •Displays deep knowledge of the subject in question; the answer is totally relevant •Shows independent, analytical and clear thought •Gives evidence of substantial and relevant reading •Shows great accuracy in expression, displaying total mastery over all aspects of the language •Shows occasional signs of brilliance and originality of thought •In creative work: displays considerable originality •Command over medium; may have potential for publication/production
- Critically discuss the relationship between Welsh and Irish texts and their historic and cultural contexts.
- Evaluate the relationship between Welsh and Irish texts and their national, social and historic contexts, and critically discuss literary texts in relation to some of the key cultural issues.
- Identify and analyse the literary strategies employed to address key themes in Welsh and Irish literature.
- Identify and apply appropriate critical and historic material to support critical analysis of literary texts.
- Reflect critically on the affordances of literary form and genre.
Logbook Or Portfolio
Research Portfolio (2000 words) For this assessment, students will prepare a portfolio of secondary and primary research related to one of the module's core themes. They will identify, describe, and reflect on four sources (critical or thematic), explaining how these have shaped their knowledge and understanding of the chosen topic.
Essay Building on their work for the research portfolio, students will write an essay exploring their chosen theme in relation to two texts studied on the module.
Essay Proposal Students will fill in the proposal questionnaire, which will include a provisional question and thesis statement, an indicative list of primary texts, an indicative list of sources, and a paragraph outline.