Aims

This module introduces students to how sexual desire was understood in the U.K. at the turn of the century (1890-1930). We will consider the rise of popular interest in psychoanalysis, the emergence of sexology as a discipline, fears about degeneration, and the stylistic figurations that spoke (both literally and figuratively) to the frissons of desire. How was sexual desire constructed, controlled and codified at the fin-de-siècle? The module introduces and investigates theories of sexology, anthropology and psychoanalysis to read such authors as Elinor Glyn, Bram Stoker, E.M Hull, and/or Georgette Heyer and/or texts such as *The Yellow Book* and the newspaper reports of the Oscar Wilde trial. By the end of the module, students will have a sophisticated understanding of how desire was understood and signified at the fin de siècle. This module is assessed by a study group chapter and a portfolio (consisting of a portfolio outline and one of the following: online exhibition; blogposts; podcasts; creative submission; essay).

Outline Of Syllabus

Lectures and seminars will concentrate on specific aspects of this period (including psychoanalysis, sexology, degeneration, and anthropology). The texts/authors studied on the module will vary from year to year. An indicative syllabus may include novels, short stories, journalism and criticism by Elinor Glyn, E.M. Hull, Georgette Heyer, and Bram Stoker as well as texts such as *The Yellow Book* and the newspaper reports of the Oscar Wilde trial. This second half of the module is driven largely by students' interest and there is the opportunity for students to introduce texts from the period in which they have an interest into the work of the module. The module concludes with portfolio bootcamps.

Teaching Rationale And Relationship

The lectures introduce students to ways of thinking about desire and the body, and to the relevant historical context. Seminars are used for critical analysis of the primary and secondary reading. Workshops are used to introduce students to archival work in Special Collections. Study groups supplement the seminar work and will be based around work set by the module convenor.

Assessment Rationale And Relationship

*Summative Assessment*
A) Written Exercise: Each study group will collectively write a chapter of a novel or a short story, requiring them to think about tone, structure, plot and character.
B) Portfolio: Each Student produces a portfolio outline (to be submitted in the second half of the module) and a portfolio, consisting of one of the following:
online exhibition; blogposts; podcasts; creative work with critical reflection; essay. Each of these will demonstrate a critical engagement with secondary reading, critical analysis and research and writing skills.

*Formative Assessment*
A) Computer Assessment: Each student will post regularly on the discussion forum in order to explore concepts and texts across the seminar groups.

All the assessment models require the students to demonstrate a facility with the intended learning outcomes. Study abroad international students will complete all of the assessment but may submit the portfolio electronically if s/he has returned home.