Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title GO HIGHER STAGE 3: IDEAS IN LITERATURE
Code GOHI007
Coordinator Dr JR Bainbridge
Faculty of Humanities and Social Sciences
James.Bainbridge@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2018-19 Level 3 FHEQ Second Semester 10

Aims

  • To foster and enhance the skills of close reading by drawing attention to what is needed to read texts attentively.
  • To consider in detail a range of poetry, prose and drama from a range of critical and historical perspectives.
  • To develop reading skills in critical reading, academic research and writing.
  • To enable students to criticise and write focused critical essays on the basis of their attentive reading.
  • To develop confidence in constructing an argument and presenting it clearly in debates and academic discussion.
  • To discuss form, structure, voice and genre.
  • To consider the implications of these categories for both writing and reading literary texts.

 


Learning Outcomes

Demonstrate informed responsiveness to a range of literary texts from a variety of periods by employing skills of close reading.
 

Deploy an initial analytical and critical vocabulary for the discussion of English literature.

Demonstrate an understanding of the basic principles and aims of literary criticism.

Consider literary texts within the contexts of other disciplines.

Participate in group discussion of texts, and write coherently constructed essays on the texts and issues studied.


Syllabus

A typical format for this module is:
1. Introduction to the module: The processes of reading. Examining a familiar eighteenth century text, we will question the processes involved in reading, considering how historical and philosophical context alter our understanding of the text.
2. Seamus Heaney, Beowulf: In this session we will examine Seamus Heaney’s translat ion of the Old English poem Beowulf. You are asked to have read the poem in advance. An electronic copy is available from the library.
3. The Sonnet: The session will introduce concepts of poetic form and metre, examining Michael Drayton’s fifth sonnet from Idea. The session will consider Elizabethan rhetoric and epistemology. Handout provided.
4. William Blake, Songs of Innocence and Experience: We will continue our exploration of poetic form, examining works in detail. We will consider the texts’ depictions of gender and sexuality and the purpose of metaphysical poetry. Handout provided.
5. Alice Oswald, Tithonus: Our explo ration of poetic form brings us up to date with Oswald’s 2014 poem.
6. George Eliot: Silas Marner: Students are expected to have read the novel in advance. This session begins a four-week period exploring the development of nineteenth century fiction.
8. Elizabeth Gaskell, Cousin Phillis: Examining another work of nineteenth century fiction. The novella raises key questions of the purpose of education for both men and women. In this session we will consider Gaskell’s motivations for writing the text, and question whether the text reveals an underlying ironical intent. Students are expected to have read the novel in advance.
10. A.S.J. Tessimon d: Once an undergraduate at the University of Liverpool, in this session, based on new research we re-examine the work of this much-neglected twentieth century poet.
11. William Shakespeare, King Lear: “An evocative story of family tragedy” (Brown). Examining the traditions of Renaissance theatre, we will consider the ideas and meaning of tragedy. The session will give an overview to the text and consider why it is shaped in the way it is.
12. William Shakespeare, King Lear: In this session we will consider key moments from the play in detail, particularly those which question belief. Students will utilise close reading skills to explore the language of the play.
13. Samuel Beckett, Waiting for Godot: Continuing our discussion of symbolism, we will consider Beckett’s existentialist drama. What conventions of drama are retained in this challenging work? To what extent can it be considered to be in the tradition of King Lear?

Teaching and Learning Strategies

Lecture - Interactive lectures cover key texts.

Tutorial - Students to prepare by reading texts in advance of classroom discussions.

Online Discussions - Online resources and virtual forums will be established to facilitate debate.

Workshop - Problem-based learning


Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours 3
Interactive lectures cover key texts.
  8
Students to prepare by reading texts in advance of classroom discussions.
    2
Online resources and virtual forums will be established to facilitate debate.
1
Problem-based learning
14
Timetable (if known)              
Private Study 86
TOTAL HOURS 100

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
             
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Coursework  1500 words  Second Semester  50  Yes  Non-standard penalty applies  Close Reading of given extracts from literary works Non-standard penalty applies for late submission, Work submitted after the deadline listed will be deemed late and will receive the following penalties: 5 mark deduction for up to one week late 10 mark deduction for up to two weeks late Work submitted over two weeks late will be deemed to have gone beyond the submission window and counts as a non-submission, gaining a 0. 
Coursework  2500 words  Second Semester  50  Yes  Non-standard penalty applies  Essay Non-standard penalty applies for late submission, Work submitted after the deadline listed will be deemed late and will receive the following penalties: 5 mark deduction for up to one week late 10 mark deduction for up to two weeks late Work submitted over two weeks late will be deemed to have gone beyond the submission window and counts as a non-submission, gaining a 0. Notes (applying to all assessments) Skill in close critical analysis of texts, developed in the first assessment, will be used in the production of the final essay.  

Recommended Texts

Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module.
Explanation of Reading List:

Students are recommended to purchase the following, but copies are available for loan in the library.

 
Seamus Heaney, Beowulf
Michael Drayton, The Sonnet
William Blake, Songs of Innocence and Experience
Alice Oswald, Tithonus
George Eliot: Silas Marner
Elizabeth Gaskell, Cousin Phillis
A.S.J. Tessimond
William Shakespeare, King Lear
Samuel Beckett, Waiting for Godot
 

Other texts will be given as handouts

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