SEL3340 : Romantic Poetry: Journeys of the Imagination
- Offered for Year: 2017/18
- Module Leader(s): Dr Meiko O'Halloran
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
In poetry of the Romantic period, other worlds often serve as symbolic sites of self-interrogation and conflict. This module explores some of the ways in which Romantic poets use journeys of the imagination – and imagined places – to address their individual and societal preoccupations. How does their representation of imagined journeys and places question, for example, private or public concerns about the relationship between the poet and society, the role of the imagination, the political dynamics of early nineteenth-century Britain, and changing ideas about religious faith? How do the poets position their work in relation to received literary traditions?
Primary texts may include Coleridge’s The Rime of the Ancient Mariner (1798 and 1817), Shelley's Queen Mab (1813), James Hogg’s Pilgrims of the Sun (1815), Keats’s The Fall of Hyperion (1819) and Byron’s poetic drama, Cain (1821). Throughout the module, we will consider Romantic poets' imagined journeys and uses of other worlds in response to the work of 'high' literary ancestors such as Virgil, Dante, and Milton, as well as popular eighteenth-century ballads of supernatural abduction or visitation.
Outline Of Syllabus
Primary texts may include the work of Coleridge, Shelley, Hogg, Keats, and Byron. Throughout the module, we will consider the poets’ intertextual relationships with predecessors such as Virgil, Dante, and Milton, as well as popular eighteenth-century ballads.
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||11||1:00||11:00||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||2:00||24:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||1||1:00||1:00||N/A|
|Guided Independent Study||Student-led group activity||1||10:00||10:00||N/A|
|Guided Independent Study||Independent study||1||34:00||34:00||N/A|
Teaching Rationale And Relationship
The lectures introduce students to the knowledge outcomes. The seminars allow for the development of knowledge outcomes through close reading of specified texts and the practice of skills, especially oral presentation and interpersonal communication. Throughout the module, students will be assessed for constructive seminar participation and the preparation of study group reports; this will encourage students to engage consistently with all aspects of the module. Students are required to discuss their essay plans with the module leader in a small-group tutorial before the end of the module.
The format of resits will be determined by the Board of Examiners
|Prof skill assessmnt||1||A||15||Oral participation in seminars and preparation of study group reports|
|Essay||1||M||A short mid-semester practice essay|
Assessment Rationale And Relationship
Students will be invited to submit a short mid-semester practice essay. This formative work will be returned with feedback before the final assessment.
The 3,500-word essay assesses students' skills in close critical analysis of primary texts, research, writing, and engagement with critical sources. Essays must demonstrate detailed knowledge of the work of at least two of the authors studied on the module.
The assessment of study group reports and oral participation in seminars encourages students to engage consistently with all aspects of the module. Students are expected to complete the required reading each week and meet for small group discussion, taking it in turns to lead the study group and write the group report (1-2 pages). In seminars, students should demonstrate the ability to present ideas orally and respond constructively to their peers.