Module Descriptors
PITS, POTS AND POETS: ENGLISH REGIONAL WRITING SINCE 1900
ENGL50412
Key Facts
Faculty of Arts and Creative Technologies
Level 5
30 credits
Contact
Leader: Catherine Burgass
Email: C.J.Burgass@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 28
Independent Study Hours: 272
Total Learning Hours: 300
Assessment
- PROJECT weighted at 30%
- COURSEWORK -ESSAY weighted at 70%
Module Details
Module Resources
Library holdings
Video/DVD
Internet
City Museum
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Video/DVD
Internet
City Museum
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Module Texts
Arnold Bennett (1902). Anna of the Five Towns. Penguin Classics, 2001.
D. H. Lawrence (1913). Sons and Lovers. Penguin Popular Classics, 2011.
John Braine (1957). Room at the Top. Arrow, 1989.
Shelagh Delaney (1959). A Taste of Honey. Heinemann, 1992. Additional film screening.
John Wain (1966). 'Down Our Way'.
Tony Harrison (1978), From 'The School of Eloquence' in Collected Poems. Penguin, 1987.
Alan Bleasdale (1982). Boys from the Black Stuff. BBC
Meera Syal (1996). Anita and Me. Harper Perennial, 2004.
Desperate Scousewives. E4, 2011.
D. H. Lawrence (1913). Sons and Lovers. Penguin Popular Classics, 2011.
John Braine (1957). Room at the Top. Arrow, 1989.
Shelagh Delaney (1959). A Taste of Honey. Heinemann, 1992. Additional film screening.
John Wain (1966). 'Down Our Way'.
Tony Harrison (1978), From 'The School of Eloquence' in Collected Poems. Penguin, 1987.
Alan Bleasdale (1982). Boys from the Black Stuff. BBC
Meera Syal (1996). Anita and Me. Harper Perennial, 2004.
Desperate Scousewives. E4, 2011.
Module Learning Strategies
Teaching will be delivered via workshop, incorporating short lectures where appropriate, individual and group exercises and group presentations. Students will also have the opportunity to conduct independent research and field work.
Key Information Set:
9% scheduled teaching and learning activities
91% guided independent learning
Key Information Set:
9% scheduled teaching and learning activities
91% guided independent learning
Module Indicative Content
In this module we will investigate the emergence in the nineteenth century of a literature which articulates not only the conditions of urban working-class experience but attempts to represent its literal voice (accent/dialect). We will focus on writers from the Midlands and North of Britain and examine the particular influence of location and context (class, urban geography and industry); students will be encouraged to take an interdisciplinary approach where appropriate. We will trace the development and persistence of the regional voice in literature until the latter part of the twentieth century. At this point the political urgency for self-representation transfers to the immigrant or second-generation experience and we will discuss certain cross-over texts which conflate the regional and immigrant voice. We will conclude the course by considering the representation of the regional voice in other twentieth-century media (film, documentary, soap, scripted reality TV) and assessing the relationship between these cultural forms.
Module Additional Assessment Details
1000 word research project/oral report on local writer: 30% (Learning Outcomes 2,3,4,5)
Essay (3500 words): 70% (Learning Outcomes 1,2,3,4)
Key Information Set:
70% coursework
30% practical exams
Essay (3500 words): 70% (Learning Outcomes 1,2,3,4)
Key Information Set:
70% coursework
30% practical exams