This module will equip students with the skills set necessary for the literary critical side of their degree: historical context, major movements in literature, the application of theory to text, handling critical material, research, essay-writing, referencing, bibliography. The foundations laid down here will give students the wider narrative of the development of literature from the Medieval to the contemporary and enable them to situate all forthcoming literature modules within that continuum.

The journey of your study of literature begins here! Spanning the long historical sweep of a thousand years of literature, we cover landmark moments in the development of the written word in English. We’ll look at the ways that English has changed along from the Medieval period to the present day, see the development of forms such as the novel and take time to consider the ways that literature responds to and shapes our ideas about life. This module will also equip you with the skills you’ll need for the whole course such as essay-writing, research, referencing and bibliography.

Teaching will be delivered by weekly workshops which will involve segments of lecture, discussion activities, student participation and analytical practice. This module will require students to engage in their Academic Mentoring and incorporate that into their Learning Journal as a way of becoming intrinsically motivated learners.

Barry, P. (2009) Beginning Theory: an introduction to literary and cultural theory. 3rd ed. Manchester: Manchester University Press.

Bennett, A. and Royle, N. (2016) An Introduction to Literature, Criticism and Theory. London: Routledge.

Drabble, Margaret. (2000) The Oxford Companion to English Literature. Oxford: Oxford University Press.

Eagleton, Terry 1943. (2007) How to Read a Poem. London: Blackwell.

Garrett, M. (2018) The Cambridge companion to narrative theory. Cambridge: Cambridge University Press.

Goring, Paul (2001) Studying Literature. London: Arnold.

Gray, Martin. (1992) A Dictionary of Literary Terms. London: Longman.

Herman, D. (2007) The Cambridge companion to narrative. Cambridge: Cambridge University Press.

Leitch, V.B. (2018) The Norton Anthology of Theory and Criticism. 3rd ed. London: W. W. Norton.

Levenson, M.H. (2011) The Cambridge companion to modernism. Second edition. Cambridge: Cambridge University Press.

Lodge, David. (1992) The Art of Fiction. London: Penguin.

Wainwright, Jeffrey (2004) Poetry: The Basics, London: Routledge.

Young, T. (2008) Studying English literature: a practical guide. Cambridge: Cambridge University Press.

Library & VLE

1. DEMONSTRATE KNOWLEDGE OF THE DISTINCTIVENESS OF FORMS, PERIODS AND STYLES OF ENGLISH LITERATURE AND SHOW AN UNDERSTANDING OF SOME OF THE MAJOR ISSUES EMERGING IN ITS DEVELOPMENT.
[Knowledge & Understanding]

2. READ ANALYTICALLY A RANGE OF LITERARY TEXTS ACROSS KEY LITERARY GENRES AND APPLY KEY TERMS IN LITERARY STUDIES AND PRACTICAL CRITICISM IN YOUR OWN COHERENTLY COMPOSED AND STRUCTURED ACADEMIC WORK.
[Analysis; Learning]

3. COMMUNICATE A COHERENT CRITICAL ARGUMENT IN A NUMBER OF FORMS .
[Communication]

4 Reflect on contributions to class learning.

Learning journal on Blackboard which records:

Learning journal: to consist of 6 reflective pieces, equally weighted:¿(LOs: 4)¿

Two reflections upon two separate contributions to classlearning on the module (one per semester) using authentic forms such as podcasts, presentations, vlogs, leading group sessions¿(these may be done in pairs or alone), blogs, poster presentations. Forms must vary within the journal and reflection should show the detail of what the student intended to convey, how and why. Reflection should also show how the contribution was received and what the student would do differently next time. ¿

Two reflections upon two separate elements of Academic Mentoring and Engagement (one per semester). These reflections should outline the student’s contact with their Academic Mentor, what insights they gathered and how they will take those on board, as well as showing deeper engagement with the life of the University and/or their subject: e.g. going on Uni trips/self-led trips to galleries/exhibitions, attending appointments in the Careers/Study Skills departments, engagement in SU clubs/societies, attending talks by visiting speakers, watching the Drama students’ performances, contributing to Uni Open Mic nights.¿

Fifth reflection in the journal will be the student’s reflection upon their ‘verbal pitch’ to a tutor of their ideas for their final assignment.¿ Reflection should detail the plans for the assignment, the tutor’s feedback, and how the student intends to action that.¿

Sixth reflection will be upon the written feedback student receives on a draft section of their essay (max 1,000 words) & draft bibliography. The reflection should show understanding of the feedback and ways in which they will implement it in the final essay submission.

Essay – 2,000 words, a literary-critical essay, including relevant research, referencing and a bibliography. Topic agreed with tutor. (LOs: 1,2,3,)