Rhedir gan School of Arts, Culture and Language
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Prof Andrew Hiscock
- This module is designed to respond to the popularity of cross-chronological, cross-generic modules (such as Literatures of Troy), and to complement the existing opportunities in the School of English to explore comparative literary studies and to build upon knowledge bases gained at level 2.
- This module will offer students a wider understanding of the composition, production and consumption of texts in very different social contexts.
- This module will pay particular attention to the development of critical concepts of genre and will allow the student to reflect upon the undertakings of epic poetry, tragedy, the novel, narrative poetry and science fiction.
- This module is designed to enable students to develop a critical vocabulary and informed literary opinion about canonical and non-canonical texts.
This module will take as its focus the textual response to inherited mythic structures: how myth may be perceived in theoretical terms as a proairetic discourse; how it establishes affinities with certain genres (e.g. epic, tragedy, romance); and how in more contemporary cultural debates it has been problematised by expectations of falsehood. The seminar programme will changes from year to year but typically the modules ranges from Ancient Greek representations of myth (e.g. Medea, Homer, Plato) to medieval accounts in dramatic and/or prose narrative (e.g. Thomas Beckett) and to varying accounts of saints’ lives. In the early modern period attention may be devoted to the changing importance of ancient mythologies in literary narrative (e.g. Neoplatonism, chivalric romance). In the more contemporary periods, options also change from year to year, but may include explorations of such pervasive constructs as the Founding of Empire (Kipling, Lessing), The American Dream (Capote, Fitzgerald, Highsmith), Orientalism and the Other (Henry James, Du Maurier, Highsmith), and The War on Terror (Buchan, Fleming, and Porter’s Empire State), for example.
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
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
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
enhanced understanding of the diversity of literature produced from antiquity to the twenty-first century.
enhanced appreciation of the diversity of material cultures in evidence across the course of Western literature.
enhanced research skills with reference to textual analysis.
enhanced skills to exploit library collection, most particularly with reference to the classical collection and pre-modern collections in Modern languages.
enhanced experience of textual interpretative strategies
Strategaeth addysgu a dysgu
Students are encouraged to form together into small groups to perform seminar preparation and to establish areas of agreed understanding and to identify ongoing queries
Students are expected to prepare set texts and relevant critical reading thoroughly for seminar discussion each week.
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- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
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