Module Catalogue 2026/27

Pre Requisite Comment

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Co Requisite Comment

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Aims

Every story must start somewhere. This core module will guide students on their first steps through medieval tales of monsters, fantastical voyages from the age of discovery, and introduce them to the radical working-class poets of the Enlightenment, laying the foundations for further literary studies in their degree. ‘Beginnings’ specifically addresses the emergence of English literature within the context of a multi-lingual Britain. Origin stories, travel, and self-discovery are themes throughout the texts we will be reading. By the end of this course students will have a better understanding of the evolution of English literature, and will have begun to practise their own ways of introducing academic topics through group presentations and essay writing.

Outline Of Syllabus

This module introduces students to key genres and forms from pre-1800 literature. Each week, we will be thinking about the creative ways authors lead their audience into their story, and the influence of popular oral culture on the written word, for example by looking at Shakespearean performance culture, medieval story-telling contests, and eighteenth-century ballads. We will also consider how the stories we tell about ourselves helped shape a sense of national identity, while also showcasing the linguistic diversity at the heart of early writing in English.

Intended Knowledge Outcomes

At the end of the module students should be able to:

1. Be aware of developments in different genres of English literary history before 1800.
2. Demonstrate an understanding of the relationship between popular oral and written culture.
3. Be aware of major social, economic and political contexts which influenced literary culture before 1800.
4. Demonstrate an understanding of the importance of formal aspects of literary texts.

Intended Skill Outcomes

At the end of the module students should be able to:

1. practise skills in the analysis of texts such as close reading and applying theory and historical context when appropriate.
2. demonstrate communication and interpersonal skills through group presentation and seminar discussion.
3. support claims with evidence from primary or secondary texts.
4. develop a coherent line of argument in written or oral assessment.

Teaching Rationale And Relationship

Lectures will introduce the students to key literary texts, genres, concepts, and historical context.

Seminars will be used to practise the learning outcomes outlined above, to produce formative tasks essential for Portfolio 1 assessment, and to develop students' interpersonal and communication skills.

Student-led study groups provide students with the opportunity to discuss their weekly reading and to prepare for their weekly seminar tasks.

Workshops will be further opportunities for students to produce formative tasks under guidance from teachers, and to receive formative feedback. These workshops will also clarify what academic skills are needed at degree level.

Assessment Rationale And Relationship

Portfolio 1 consists of a curation of 3 writing and presentation tasks which will have been undertaken during the semester. Students will revise and expand upon the initial seminar tasks based on formative feedback. Seminar tasks (e.g. presentations, close readings, historical research) will develop module knowledge and skills outcomes, while the mid-module tests these skills and encourages students to think of academic writing and research as a process of revision.

Portfolio 2 consists of an essay which engages conceptually with the set texts, and tests students' ability to write a coherent and persuasive argument. The accompanying commentary is intended for students to demonstrate their research process, and reflect on their development.


The formative assessment prepares students for Portfolio 2 by asking them to develop a preliminary essay plan. This proposal will be workshopped during seminar time, and students will be taught how to conduct a peer review.

General Notes

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