Newcastle University > Undergraduate > Find a Degree > Module

• Offered for Year: 2020/21

• Module Leader(s): Dr Kate De Rycker

• Owning School: English Lit, Language & Linguistics
• Teaching Location: Newcastle City Campus

Semesters

Aims

This module provides an introduction to three main historical periods of early English literature: the medieval period (c.700-1500) the Renaissance or 'early modern' period (c.1500-1680), and the 'long eighteenth century' (c.1680-1830). Students will also learn about the way in which modern literary critics continue to interpret these earlier historical texts in new ways. The texts we study in this module are a taster of the range of authors, genres, and media that students can explore further in specialist modules in the second and third year of your degree. We will use these literary texts to develop our practices in literary criticism: how can we become 'active readers' and engage with texts which may otherwise feel culturally and aesthetically distant? This module aims to enable students to develop their skills of analysis, and to work confidently in the criticism of literary texts and cultures.

Outline Of Syllabus

NB:The specific texts taught on this module are subject to change because we have some variation in the team of lecturers who teach on this course. Students will be told in December which texts we’ll definitely be studying. We will be focusing on one key primary text per historical period, and three additional co-texts which allow students to develop deeper knowledge about these key texts, their controversies, and their context. At the end of this module, students will be able to direct their own study by helping to create a course anthology of early British literature.

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities

Teaching Rationale And Relationship

Before the Easter break each week will contain structured guided learning of video lecture recordings interspersed with content quizzes. Student-led collaboration on tasks such as annotating primary texts and using discussion boards will be used to work through the guided reading. Scheduled small group teaching will be used to draw out connections developing over the course content. There will be a screening of a play (most likely as a virtual 'watch party'). There will also be three 'surgeries' with the 6 team lecturers.

This module combines the use of reading journals with study groups to allow for full flexibility and adaptability for student requirements: in the first instance students are encouraged to work as a collective to write their journal entries (thus giving them the opportunity to develop their interpersonal skills), however, in case of group breakdown or lethargy, individuals can also opt to maintain their journal individually (in which case, developing their independent research skills).

After the Easter break students will participate in a group research project, and apply skills learned in the first seven weeks to the creation of a course anthology in early English literature. This will include small group teaching in which students can practice the skills outcomes outlined above, including oral presentation, critical reflection, and the development of their interpersonal communication and analytical skills.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

This module supports students in developing written argument, refining their research skills and producing well-evidenced argumentative essays. A weekly reflective journal in weeks 1-7 will be used to model good research practices at stage one, and allow seminar tutors to provide formative feedback on independent work. Three entries (selected by students) and an overview will be submitted as part of their mid term assessment.

As described in the teaching rationale, students will work on a group project during weeks 8-9 to construct their own course anthology of early English literature. They will then submit a report explaining either (a) their choice of text, or (b) their favourite text chosen by others for assessment.

At the end of this course, students will submit a 2,250 word essay. This will allow students to demonstrate their ability to create their own argument based on their close reading of literary texts, supported with secondary criticism and/or historical evidence.

Reading Lists

• SEL1004's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SEL1004's Timetable