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Module

SEL3409 : Planetary Imaginations: Literature in the Time of Environmental Crisis

  • Offered for Year: 2020/21
  • Module Leader(s): Dr Ella Mershon
  • Owning School: English Lit, Language & Linguistics
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

Aims

This module will introduce students to the interdisciplinary study of literature and the environment through a sustained engagement with the concept of the Anthropocene, the new epoch that marks the advent of humanity’s emergence as a planetary, geological force.

It has four main aims:

•       To develop a close familiarity with the idea of the Anthropocene, as well as its counter-concepts;

•       To explore how the Anthropocene challenges the binary logic of nature and culture, science and literature;

•       To develop an interdisciplinary approach to the Anthropocene by beginning to draw out connections and comparisons across disciplinary boundaries;

•       To analyze and articulate the unique resources of the literary imagination for conceiving, structuring, and interpreting humanity’s relationship to the earth.

Outline Of Syllabus

This module examines the entanglement of human and earth histories on an increasingly imperiled planet. While this entanglement has prompted geoscientists to speculate that we have entered a new geological epoch—the Anthropocene—this term also raises significant questions for literary studies as it suggests that we can no longer decouple “culture” from “nature.” Taking up the intervention of the human into earth systems, this module will use the provocation of the concept of the Anthropocene to consider how literature can help us understand, imagine, and interpret our relationship to geo-histories that eclipse the scale of human life. 

This module will begin in the nineteenth century, when the widespread use of fossil fuels launched modern industrialization, and when the scientific discoveries of geological and evolutionary timescales revolutionized historical consciousness. We will discuss the literature and scientific thought of the Victorian era in order to better understand how emerging generic and narrative conventions shaped representations of the human’s place in inhuman timescales. In the latter half of the module, we will turn to the twenty-first century and consider how these same concerns continue to shape the contemporary literary imagination.

Readings from Victorian literature, such as H. G. Wells, The Time Machine and Joseph Conrad, The Heart of Darkness, will be read alongside excerpts from nineteenth-century geology and evolutionary biology as well as contemporary environmental literature and ecocriticism. Readings from contemporary literature will include N. K. Jemisin, The Fifth Season and Kathy Jetnil-Kijiner, Iep Jaltok: Poems from a Marshallese Daughter.

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
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials92:0018:00Video lecture with set tasks
Guided Independent StudyAssessment preparation and completion401:0040:00N/A
Guided Independent StudyDirected research and reading721:0072:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching91:3013:30Synchronous seminars
Scheduled Learning And Teaching ActivitiesWorkshops31:103:30Writing workshops and assessment preparation
Guided Independent StudyStudent-led group activity81:008:00Weekly study group work
Scheduled Learning And Teaching ActivitiesDrop-in/surgery11:001:00N/A
Guided Independent StudyIndependent study441:0044:00N/A
Total200:00
Teaching Rationale And Relationship

Lecture materials introduce students to the texts, providing key historical contexts and interpretive frameworks.

Small group sessions offer students the opportunity to sharpen their critical and analytical skills; to review concepts from lecture; and to express their own opinions and ideas.

Study groups are preparatory and exploratory: they offer students the opportunity to explore set readings and discussion questions in a collaborative setting.

Workshops are designed to help students sharpen their writing skills and prepare for assessments.

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
Description Semester When Set Percentage Comment
Essay2M30Mid module essay, 1500 words
Prof skill assessmnt2M10Group presentation
Essay2A60Final essay, 2500 words
Formative Assessments
Description Semester When Set Comment
Computer assessment1MWeekly posting to online discussion forum
Assessment Rationale And Relationship

*Summative Assessment*
1) Students will be required to submit a short mid-semester essay (30%) that is designed to help students prepare for the final essay.

2) Group presentation. Working in groups, students will create a 10-15 minute presentation that will summarize a secondary reading, connect the secondary reading to the primary reading, and pose a series of questions designed to launch small group discussion.

3) The final essay assessment (60%) tests students on their written argumentation, their successful acquisition of the module's key knowledge outcomes, and their understanding of the historical and social contexts of Anthropocene literature.


*Formative Assessment*
1) Each student will post on a weekly basis to the online discussion forum. Posts can take many forms: close reading of a text, exploration of a module concept, connection to a text/film/article not included on the module, or discussion question designed to help spur further debate.

Reading Lists

Timetable