|Semester 2 Credit Value:||20|
|SEL1003||Introduction to Literary Studies 1|
|SEL1004||Introduction to Literary Studies II|
What is Renaissance writing? And how should we read it? This module will introduce you to canonical Renaissance authors – More, Shakespeare, Jonson, Marlowe, Spenser, Milton – and to less familiar figures, and asks what makes their writing so distinctive. Renaissance writers translate, imitate, and sometimes plagiarise classical, medieval and contemporary works and through this textual dialogue they fashion many of the genres we now recognise as central to ‘English Literature’. This intertextual creativity and communication is the theme of the module. To understand it, we will explore a wide range of genres and writers, read them comparatively, and practice the techniques Renaissance writers used to compose these works - most notably, ‘commonplacing’.
Outline of Syllabus
This list of texts is indicative of the module’s intended scope both chronologically and in terms of the genres covered. The texts may change from year to year, and, in particular, the works by Shakespeare will be subject to review as the module will incorporate a link with the RSC’s productions whenever possible.
Week 1: What is the Renaissance? Lyric
Week 2: The Poetry of Sir Philip Sidney (Course Reader)
Week 3: The Poetry of Anne Bradstreet (Course Reader)Comedy
Week 4: John Lyly, Galatea
Week 5: William Shakespeare, TBC
Week 6: Ben Jonson, Volpone Tragedy
Week 7: Christopher Marlowe, Tamburlaine Part 1
Week 8: William Shakespeare, Macbeth
Week 9: Thomas Middleton, The Changeling Epic
Week 10: Edmund Spenser, The Faerie Queene, Book 1
Week 11: John Milton, Paradise Lost Books 1 and 2
1) An understanding of the distinctive aspects of early modern literature.
2) An ability to situate these texts in their intellectual and social contexts
3) An ability to read texts comparatively and in the context of their sources
4) An awareness of how these texts are intended to initiate a dialogue between writers and readers and a capacity critically to explore and analyse that dialogue.
By the end of the course, students will be able to:
1) Engage critically with a wide range of Renaissance genres
2) Understand the processes of composition which underlie these works
3) Construct their own version of one of these genres (the commonplace book)
4) Communicate their arguments effectively both orally and in written forms.
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||44:00||44:00||N/A|
|Guided Independent Study||Directed research and reading||1||80:00||80:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||N/A|
|Guided Independent Study||Student-led group activity||1||10:00||10:00||N/A|
|Guided Independent Study||Independent study||1||30:00||30:00||N/A|
The Learning Outcomes are intended to illustrate that texts in this period are read in dialogue with one another, and are intended to encourage discussion, analysis and debate among their readers. By co-teaching lectures and by examining texts comparatively, that dialogue is embedded into the course structure.
The format of resits will be determined by the Board of Examiners
|Written exercise||2||M||20||Commonplace Book and Critical Reflection (1,000 words)|
The submission of a portfolio of an essay and the commonplace book, with a short critical reflection on the compilation of the commonplace book is intended to concentrate attention on the processes of organising and communicating arguments effectively, the principle which underpins all critical writing. The use of a commonplace book as an aid to writing is characteristic of the education of Renaissance students and by introducing this method in a course on Renaissance literature, students gain a unique, practical insight into how Renaissance authors composed their texts and presented their arguments.
It may be that a student will only fail one component and that component would be the only one to be repeated.
Note: The Module Catalogue now reflects module information relating to academic year 14/15. Please contact your School Office if you require module information for a previous academic year.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.