Modiwl QXE-3107:
EM Lit: Sex, Sects and Scandal

Ffeithiau’r Modiwl

Rhedir gan School of Languages, Literatures and Linguistics

20 Credyd neu 10 Credyd ECTS

Semester 1

Trefnydd: Prof Helen Wilcox

Amcanion cyffredinol

Early Modern Literature offers the opportunity to study a diverse range of writings from the sixteenth and seventeenth centuries at an advanced level. Building upon the encounters with plays, poetry and prose from the reigns of Henry VIII to those of the later Stuarts which the student has encountered in a variety of modules in the first and second years, this module focuses upon questions of authorship and literary production, audience and reception and engages with dominant thematic interests of social change, gender, sexuality, heroism, violence and the body.

Cynnwys cwrs

Syllabus:

  1. CITIZEN NARRATIVES: Deloney - Jack of Newbury; Dekker - The Shoemaker’s Holiday
  2. [SELF-]GOVERNMENT: Marlowe: Edward II; Bacon: ‘Of Seditions and Troubles’, ‘Of Ambition’, ‘Of Followers and Friends’
  3. INTIMACY: Gascoigne: The Adventures of Master F.J.; Donne – ‘Sappho to Philaenis’; Linche – ‘The last so sweet…’; Barnes – ‘Jove for Europa’s love…’
  4. REVENGE – Marston: The Malcontent; Bacon ‘Of Revenge’
  5. COMEDY I: Jonson: Bartholomew Fair; Bacon - ‘Of Simulation and Dissimulation’
  6. ROMANCE: Shakespeare Cymbeline; G.B.A.F. A discovery of the great subtiltie (1591)
  7. COMEDY II: Beaumont: The Knight of the Burning Pestle;
  8. 17c POETICS: Henry Vaughan; Robert Herrick; Lucy Hutchinson.
  9. HEROISM: Milton -Samson Agonistes
  10. RESTORATION SOCIETY: Etherege: The Man of Mode; Rochester Poems
  11. EARLY FICTION & DEBATE: Eliz Heywood: Fantomina; Astell: Some Reflections; Katherine Phillips Poems
  12. Revision Week

Meini Prawf

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

ardderchog

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

da

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 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

Canlyniad dysgu

Dulliau asesu

Math Enw Disgrifiad Pwysau
2,500 word essay 2 50
2,500 word Essay 1 50

Strategaeth addysgu a dysgu

Oriau

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach

Sgiliau pwnc penodol

  • Conceptual skills developed by demonstration and discussion. (English Benchmark Statement 3.2.2; 3.3.14; 3.3.17; 3.3.18; 3.3.19).
  • Study skills in researching concepts and contexts by directed reading. (English Benchmark Statement 3.3.22; 3.3.23).
  • The ability to analyse texts, using appropriate critical terminology. ( English Benchmark Statement 3.1.8; 3.2.1; 3.2.6; 3.3.12).

Adnoddau

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/qxe-3107.html

Rhestr ddarllen

BIBLIOGRAPHY:

Primary Texts: • Norton Anthology, vols. B & C • David Bevington et al (eds.), English Renaissance Drama (New York: Norton, 2002) • Paul Salzman (ed.), An Anthology of Elizabethan Prose Fiction (Oxford: World’s Classics, 1987) • Shakespeare Cymbeline (any edition) • John Milton Samson Agonistes (any edition) • Library Database: Early English Books Online (EEBO) • Handouts (to be distributed by seminar tutor)

Secondary Texts: A.R. Braunmiller et al (eds.), The Cambridge Companion to English Renaissance Drama (Cambridge: CUP, 2003). T.N. Corns, A History of Seventeenth-Century English Literature (Oxford: Blackwell, 2007). William M. Hamlin, Tragedy and Scepticism in Shakespeare’s England (Cambridge: CUP, 2005). Michael Hattaway (ed.), A Companion to English Renaissance Literature and Culture (Hoboken: Wiley, 2008). Naomi Conn Liebler (ed.), Early Modern Prose Fiction (London: Routledge, 2007). David Loewenstein et al (eds.), The Cambridge History of Early Modern English Literature (Cambridge: CUP, 2002). Randall Martin, Women Writers in Renaissance England (London: Longman, 1997). Steve Mentz, Romance for sale in Early Modern England (Aldershot: Ashgate, 2006). Anita Pacheco (ed.), A Companion to Early Modern Women’s Writing (Oxford: Blackwells, 2002). Jason Scott-Warren, Early Modern English Literature (Cambridge: CUP, 2005). Gary Waller, English Poetry of the Sixteenth Century (London: Longman, 1993

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