SEL2201 : Reading the Renaissance
- Offered for Year: 2017/18
- Module Leader(s): Dr Ruth Connolly
- Lecturer: Professor Jennifer Richards
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
The ‘Renaissance’ is marked by a general surge of different kinds of artistic and intellectual activity in Western Europe. In England, for example, a new and unique form of theatre developed in London. But there were similar ‘rebirths’ in all sorts of poetry, for example the long narrative epic and the much shorter lyric genres. In this course, we try to give you a glimpse of the richness and variety of the writing of the period between the mid-sixteenth and the mid-seventeenth century. There is a lot of Shakespeare and his fellow playwrights, but we will also read some key moments in English Renaissance epic (extracts not the whole poem!); and we will explore some of the vast realm of the lyric.
Outline Of Syllabus
Texts may change from year to year, but we will always have some tragedies and comedies by Shakespeare, and by two or three other playwrights. Epic is most likely to be represented by book 1 of Spenser’s Faery Queen and/or by two or three books of Milton’s Paradise Lost. The lyric selection will vary diversely.
|Guided Independent Study||Assessment preparation and completion||1||44:00||44:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||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|
Teaching Rationale And Relationship
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||1||M||20||1,000 words|
Assessment Rationale And Relationship
The mid-module assessment requires students to select a pithy quasi-proverbial quotation (‘commonplace’) from one of the set-texts and to show how it illuminates some aspect of that text. It helps students to use their close-reading and analytic-organisational skills and prepares them to do better in the longer end-of-module assessment, which is a traditional take-home paper.