| Unit name | Critical Issues |
|---|---|
| Unit code | ENGL10017 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. James |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of English |
| Faculty | Faculty of Arts |
The aim of this unit is to build a bridge to University study by training students to respond to literary texts in more flexible, sophisticated and open-minded ways and to expand and cross-question their current literary critical practices and preconceptions. In the process, they will be introduced to some of the major theoretical and critical preoccupations informing degree-level English studies. The weekly seminar discussions will be grounded in the analysis of designated literary works, drawn from a diverse range. These works will be considered in the light of specific weekly topics, informed by further reading, so that students will examine the potential usefulness of discussing literature in the context of ideas derived from, for example, narratology, feminism and postcolonialism. Students are encouraged to develop and defend textual responses and lines of critical reading through discussion and clear, effective communication in seminars. Seminars are accompanied by a weekly skills lecture that introduces students to key research and writing skills and supports their transition to university level study. While the unit is free-standing and has its own intrinsic rationale, the approaches it introduces will provide an important foundation for English students throughout their degree studies.
On completion of this unit, a successful student will be able to:
1. demonstrate knowledge and understanding of a diverse range of literary texts;
2. apply an understanding of critical and theoretical reading to specific issues articulated in the designated literary texts;
3. discriminate between different critical perspectives on the literature studied;
4. identify and present pertinent evidence to develop a cogent argument;
5. demonstrate skills in textual analysis, argumentation, and critical interpretation, using evidence from primary texts and secondary sources.
6. demonstrate a sound level of competence and familiarity with academic conventions, research practice, and standards of presentation.
Teaching will involve asynchronous and synchronous elements, including long- and short-form lectures, group discussion, research and writing activities, and peer dialogue. Students are expected to engage with the reading and participate fully with the weekly tasks and topics. Learning will be further supported through the opportunity for individual consultation.
Andrew Bennett and Nicholas Royle, An Introduction to Literature, Criticism and Theory, 5th edn (Routledge, 2016)
Toni Morrison, Beloved (1987)
Kate Chopin, The Awakeni'ng (1899) Joseph Conrad, Heart of Darkness (1899) James Joyce, ‘The Dead’ (1914)
