Modiwl QXE-1015:
Landmarks in Literature

Ffeithiau’r Modiwl

Rhedir gan School of Languages, Literatures, Linguistics and Media

20 Credyd neu 10 Credyd ECTS

Semester 2

Trefnydd: Dr Maureen McCue

Amcanion cyffredinol

Landmarks in Literature encourages students to deepen their critical reading and writing skills by examining how the Western canon is formed and reformed through an ongoing dialogue between texts and contexts. Drawing from a range of genres, cultures and periods, we will consider not only how texts respond to and shape their cultural and historical contexts, but also how texts and developments in literary theory may attempt to re-read, rewrite and revise cultural memory and the accepted literary canon. Some key questions we will explore include

• What might constitute a literary “landmark” and why? • Who decides what might comprise our literary heritage? • What are the benefits and limitations of the canon? • How has the concept of a shared literary heritage changed across historical periods? • In what ways and through which techniques might an author/text question dominant cultural practices or accepted historical narratives?

By drawing from a wide range of world literature in English, Landmarks in Literature invites students to become more aware of the ways in which texts shape and are shaped by wider cultural considerations; more conscious of actively developing their critical reading and writing skills; and finally of their own participation in the creation of a literary heritage.

Cynnwys cwrs

Texts may include:

Austen, Mansfield Park

Brontë, Jane Eyre

Clare, poems (provided)

Margiad Evans, Country Dance

Friel, Translations

The Book of Margery Kempe (in The Norton Anthology, vol. A)

Morrison, Beloved

Jean Rhys, Wide Sargasso Sea

Shakespeare, The Tempest

Wordsworth, poems (in The Norton Anthology, vol. D)

The Norton Anthology of English Literature, 9th edn., various volumes

Meini Prawf

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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

trothwy

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

da

Typically, work graded C- to C+ (or 50 to 59) will show many of the following qualities: • Discusses ideas, but without much confidence • A respectable effort but not showing any unusual talent; a few flashes of originality here and there • Makes reference to the subject in question, but some important matters not mentioned • Fairly clear thought on most occasions, and the arguments relevant on the whole • Evidence of having read some works associated with the field in question • Quite accurate expression, though the points may sometimes be presented clumsily • Signs of conscientious work deserve a higher position within the class • In creative work: not having quite mastered the requirements of the medium
• Evidence of planning in the answers, but a lack of coherence at times; undisciplined and unsure at times

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

Canlyniad dysgu

  1. Be able to analyse and discuss, orally and in writing, literary texts in English from a variety of periods, genres and cultural contexts

  2. Demonstrate appropriate academic writing skills, including referencing and bibliography

  3. Be able to identify what might make a work of literature a ‘landmark’ text, and understand the factors influencing such judgements.

  4. Apply this concept and these judgements, both analytically and imaginatively, to the reading of literary texts and their relevant literary, cultural and material contexts

  5. Relate the meaning of a literary text to its formal and rhetorical features

Dulliau asesu

Math Enw Disgrifiad Pwysau
1500-word Essay 50
Final Exam 50

Strategaeth addysgu a dysgu

Oriau
Private study 156
Lecture

2x1 hour lecture per week

 22
Study group

1x 1 hour study group weekly

 11
Seminar

1x 1 hour seminar weekly

 11

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
  • Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
  • Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
  • Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

Adnoddau

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Students will need to purchase some texts, but many will be provided.

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/qxe-1015.html

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