Module Descriptors
GOTHIC FICTION
ENGL50429
Key Facts
School of Creative Arts and Engineering
Level 5
30 credits
Contact
Leader: Melanie Ebdon
Email: M.D.Ebdon@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 72
Independent Study Hours: 228
Total Learning Hours: 300
Assessment
- COURSEWORK -ESSAY weighted at 30%
- COURSEWORK - SECOND ESSAY weighted at 70%
Module Details
Module Additional Assessment Details
An essay on a Gothic short story/poem and a piece of critical/theoretical material (2,000 words, 30%). [Learning outcomes: 1, 2, 3, 4]
The fiction studied for the minor assessment may not be written about in the main assessment.
Main assessment:
An essay (3,000 words, 70%) [Learning Outcomes: 1, 2, 3, 4]
Key Information Set:
100% coursework
The fiction studied for the minor assessment may not be written about in the main assessment.
Main assessment:
An essay (3,000 words, 70%) [Learning Outcomes: 1, 2, 3, 4]
Key Information Set:
100% coursework
Module Indicative Content
This module surveys the development of Gothic literature from the 1800s to the present day. Students will study major works of Gothic fiction, reading novels, poetry and short stories. Through a study of this literary genre, debate will arise concerning issues such as rationalism and the irrational subconscious, sexuality, the boundaries of identity and the effect of the past upon the present. This module will equip students with a detailed knowledge of one of the most influential genres of non-realist/fantasy fiction.
Examples of primary texts (which may vary)
Dracula- Bram Stoker (1897)
Frankenstein - Mary Shelley (1816)
Selected Tales - Edgar Allan Poe (1845)
`Carmilla' - Sheridan Le Fanu
`Christabel' -S.T. Coleridge
Examples of primary texts (which may vary)
Dracula- Bram Stoker (1897)
Frankenstein - Mary Shelley (1816)
Selected Tales - Edgar Allan Poe (1845)
`Carmilla' - Sheridan Le Fanu
`Christabel' -S.T. Coleridge
Module Texts
Botting, Fred. (1996) Gothic. Routledge.
Cornwell, Neil. (1990) The Literary Fantastic: from Gothic to Postmodernism. Harvester Wheatsheaf.
Ellis, Markman. (2000) The history of gothic fiction. Edinburgh University Press.
Punter, David. (1996) The Literature of Terror: a history of Gothic fictions from 1765 to the present day. Longman.
Punter, David (2001) A Companion to the Gothic. Blackwell.
Robbins, R. and J. Wolfreys (2000) Victorian Gothic: literary and cultural manifestations in the nineteenth century. Palgrave.
Smith, Andrew. (2000) Gothic Radicalism: literature, philosophy, and psychoanalysis in the nineteenth century. Macmillan: St. Martin's Press.
Thompson, G. R. (1974) The Gothic Imagination: essays in dark Romanticism. Washington State U.P.
Cornwell, Neil. (1990) The Literary Fantastic: from Gothic to Postmodernism. Harvester Wheatsheaf.
Ellis, Markman. (2000) The history of gothic fiction. Edinburgh University Press.
Punter, David. (1996) The Literature of Terror: a history of Gothic fictions from 1765 to the present day. Longman.
Punter, David (2001) A Companion to the Gothic. Blackwell.
Robbins, R. and J. Wolfreys (2000) Victorian Gothic: literary and cultural manifestations in the nineteenth century. Palgrave.
Smith, Andrew. (2000) Gothic Radicalism: literature, philosophy, and psychoanalysis in the nineteenth century. Macmillan: St. Martin's Press.
Thompson, G. R. (1974) The Gothic Imagination: essays in dark Romanticism. Washington State U.P.
Module Resources
PC Projector
Video/DVD
Library
Internet
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Video/DVD
Library
Internet
The Blackboard virtual learning environment will be available (where relevant) to support this module. Details will be supplied in the module handbook.
Module Learning Strategies
Contact teaching will be a mix of lecture, workshop and small group discussion. Students will be expected to work both independently (on research and preparation for both classes and assessments) and as part of a team (on some class exercises and presentation work).
Key Information Set:
10% scheduled learning and teaching activities
90% guided independent learning
Key Information Set:
10% scheduled learning and teaching activities
90% guided independent learning