Unit name | Period Unit 1 - 1150-1550 |
---|---|
Unit code | ENGL20117 |
Credit points | 20 |
Level of study | I/5 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
Unit director | Dr. Gournet |
Open unit status | Not open |
Pre-requisites |
none |
Co-requisites |
none |
School/department | Department of English |
Faculty | Faculty of Arts |
Description
This unit will introduce you to medieval and early modern literature. It will explore the diversity of literature written between 1150 and 1550 and identify its distinctive qualities. Students will learn to read and translate Middle English; will read texts written in the other languages of medieval Britain in translation; and will study texts by both male and female writers. Students will be encouraged to study parallel developments in society and in late medieval and early modern thought and to consider changing methods of literary production and consumption.
Aims:
This unit aims to introduce students to a range of literature in the period running from 1150 to 1550. Students will be introduced to a range of literary developments in this period, and to relevant contexts that impact on particular texts and on literary production and reception. The unit aims to facilitate students' ongoing appreciation of the chronology and historical development of literature in English.
Successful students will be able to:
The unit will delivered through a combination of synchronous and asynchronous sessions over a period of 10 weeks, each of which will utilise a range of teaching methods including lectures by the tutor(s), formal and informal presentations by students, small group discussion supported by practical activities and self-directed exercises.
1 x 2000-word essay (50%) [ILOs 1-4]
1 x timed coursework with particular focus on critical commentary (50%) [ILOs 1-3]
The Norton Anthology of English Literature: The Middle 'Ages, 10th edition. Edited by Stephen Greenblatt.
The Cambridge Companion to Shakespeare and Contemporary Dramatists ed. Ton Honselaars (Cambridge: Cambridge University Press, 2001.