Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A3 |
Coñecer as correntes teóricas da lingüística e da ciencia literaria. |
A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
A14 |
Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A16 |
Ter un coñecemento avanzado das literaturas en lingua inglesa. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B3 |
Adquirir capacidade de autoformación. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
B9 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Be acquainted with the basic schools of literary theory |
A1 A2 A3
|
B8
|
C6
|
Be aware of the importance of behaving fairly and correctly. |
|
B8 B9 B10
|
C6 C7 C8
|
Improve Spoken and Written English skills |
A6
|
|
|
Be aware of the importance of research |
|
|
C6 C7 C8
|
Learn to relate sources of different kinds |
A1 A2 A3 A10 A11
|
|
|
Improve selfteaching skills. |
A15
|
B3
|
|
Value diversity |
A15
|
|
|
Be more critical and aware concerning discourse. |
A2 A10 A11 A15 A16
|
|
|
Learn to use literary competence skills with texts. |
|
B1 B2 B3 B7
|
|
Learn more about English Literature. |
A16
|
B5 B8
|
|
Learn to analyse and comment on literary and nonliterary discourse using literary analysis techniques properly. |
A1 A2 A15
|
B7
|
|
To know and apply the methods and techniques of linguistic and literary analysis |
A1 A2 A15
|
|
|
Be aware of the importance of behaving fairly and correctly. |
|
B10
|
|
use of information assets with this subject. |
A14
|
B1 B3 B7 B9
|
|
Contents |
Topic |
Sub-topic |
1. Concepts
|
1.1 What is literature? And English literature? 1.2 What is Literary Theory? What is it for?1.3 Writers and critics: who does the text belong to? 1.4 Validation: the literary canon. 1.5 Mediation agents (audiences, publicity, translators, critics, scholars, etc). 1.6 Centre and periphery: standards y alternatives. 1.7 A brief view of the history of literary theory: from Matthew Arnold, the Cambridge critics and the New Critics up to ecocriticism.
|
2. Text, author and reader |
2.1 "Meaning" and "significance" (Hirsch)
2.2 Objectivity: authorial intention and reception. Is the author dead?
2.3 Open / closed (Eco).
2.4 Related sources: I. A Richards, Hirsch, Roland Barthes, Umberto Eco, W. Iser, Wayne C. Booth, Estructuralismo, Stanley Fish. |
3. The authorial persona |
3.1 Implied authors and narrators. A study of the processes of communication. Tellability. Identity. Narrators and narratees. Voice and point of view.
3.2 Poetic voice and alter ego.
3.3 Playwrights and their characters (the problem of satire in the theatre)
3.4 Drama and the theatre: performance texts.
3. 5 Sources: E. M. Forster and E. Muir on the novel; Wayne C. Booth and the Chicago School; Speech Act theories (Grice and M- L- Pratt in particular); Chatman's and Genette's studies on narratology. |
4. Form and content. The literary language |
4.1 Does a literary language exist?
4.2 Does form mean? Is literature useful? Fiction/Non fiction.
4.3 Semiotics: Saussure and Peirce.
4.4 Metaphor, metonymy: a structuralist explanation of modernism and realism.
4.5 Phonocentrism: from Structuralism to Poststructuralism. Text as communication or pleasure.
4.6 Sources: Liberal humanists, Formalists and Marxists, Fowler, Lodge, Deconstruction, Barthes. |
5. Text, history, culture and nature |
5.1 Historiography and the historical novel.
5.2 The universal versus the contextual.
5.3 The concepts of culture and ideology.
5.4 Gender: theories and evolution. Gay studies.
5.6 Power and subversion: Foucault and the discursive surveillance of the State. Historicism and Cultural Materialism.
5.7 National/linguistic identity. The "other": postcolonialism versus Eurocentrism.
5.8 Nature: ecocriticism.
5.9 Hayden White, Eagleton, Dollimore, Bakhtin, Said. |
6. Literary analysis from different perspectives. |
6.1 Reading Aphra Behn's The Rover
6.3 Reading Conrad's Heart of Dakness |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A1 A2 A3 A15 A1 A2 A3 A10 A11 A14 A15 A16 B8 B9 B10 B1 B3 B5 B7 B8 B9 B10 C8 C6 |
12 |
11 |
23 |
Workbook |
A1 A2 A3 B3 B5 B7 C6 C7 C8 |
0 |
35 |
35 |
Supervised projects |
A1 A2 A3 A6 A15 A1 A2 A3 B1 B2 B3 B7 B8 B9 C6 C7 C8 |
1 |
11 |
12 |
Oral presentation |
A1 A2 A3 A6 A7 A15 B1 B2 B3 B5 B7 B8 B9 B10 |
4 |
10 |
14 |
Mixed objective/subjective test |
A1 A2 A3 A6 A7 |
0 |
4 |
4 |
Document analysis |
A1 A2 A3 A6 A7 A15 |
10 |
7 |
17 |
Directed discussion |
A1 A2 A3 A6 A7 A15 B7 B5 |
2.5 |
3 |
5.5 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
The teacher will introduce basic concepts, and data about Schools and authors. |
Workbook |
Reading primary sources through photocopies, website pages and books from the library. As far as the two literary texts (Behn e Conrad), there exist copies in the library. |
Supervised projects |
An academic essay in between 5 and 7 pages long (double spaced, works cited list included). The subjects will be indicated during the course. |
Oral presentation |
A a brief oral presentation done by one-three students concerning a) the two main literary texts, b) a literary theory question or source |
Mixed objective/subjective test |
An evaluatory test that may include two or three different kinds of exam such as a multiple choice test, a textual commentary and a brief essay on one of the two literary texts. |
Document analysis |
The students work with sources of different kinds. |
Directed discussion |
Debate in class. Always after an oral presentation. Often done when analysing texts in class. |
Personalized attention |
Methodologies
|
Oral presentation |
Supervised projects |
|
Description |
The students will be guided in order to write or present orally an essay. They'll be in touch by EMail or UDC Moodle when necessary. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Oral presentation |
A1 A2 A3 A6 A7 A15 B1 B2 B3 B5 B7 B8 B9 B10 |
Oral presentation done alone or in a small group (2 or three people) 1.5 points.
Should it be impractical or impossible to do (too many students, for example),
the written essay will be worth 3.5. |
15 |
Mixed objective/subjective test |
A1 A2 A3 A6 A7 |
Evaluation at the end of the course. 50 per cent (5 points). Students must obtain a minimum of two points in the exam to pass (and the average must be 5). |
50 |
Document analysis |
A1 A2 A3 A6 A7 A15 |
Commentaries done in class (1.5 points) |
15 |
Supervised projects |
A1 A2 A3 A6 A15 A1 A2 A3 B1 B2 B3 B7 B8 B9 C6 C7 C8 |
An essay done individually. It must be original and personal, and any borrowings quoted correctly. 2 points |
20 |
|
Assessment comments |
In this subject, what is evaluated is the student´s literary competence at analysing texts using various literary perspectives. A general knowledge of the literary schools is also valued, but to a lesser degree. The final mark must be 5 or more to pass . Also 2 out of 5 in the exam, and 2 out of 5 in the continuous evaluation are required. Those students that do not do commentaries in class, essays etc, have no continuous evaluation marks, so they will have to recover at least two out of 5 points in the second opportunity examination. They may obtain 5 out of 5 in the first opportunity exam (not easy to do), but they would not pass the subject yet. English is the only language used in class and exams. Mistakes must be avoided. Plagiarism is also forbidden. Borrowing ideas from the teacher and books is understandable, but students must try to do their own research. Their input is essential. When a student for whatever justified reason (illness, exemption, etc) cannot do the continuous evaluation pratices he or she must tell the teacher in advance, otherwise he or she will have to wait for the second opportunity evaluation to make up for such parts. He/she may submit a second piece of written work before the first opportunity exam so that the activity can count as 2 points out of 10. Those
students who attend and participate in the continuous assessment activities
will be eventually considered "No Presentados" (absent from
examination) only if they have done less than 25% of the required activities.
Those students that have been officially given a dispensation (exemption), in accordance with the regulations of this university, must tell the teacher in advance, during the first two weeks of the course. Such students will be assessed in either of the opportunities according to the criteria for the July opportunity. In July the second opportunity evaluation takes place. Those students that have not done or passed the continuous evaluation parts will be given the chance to do so by doing the essays or commentaries necessary. A second 5 point exam is also done at that time for those that failed it earlier or did not take it. That is, the second (July) opportunity will consist of a 50% final exam and 50% activities repeating or replacing the continuous assessment work. Those students sitting the December exam (final exam brought forward) will be assessed according to the criteria for the July opportunity.
|
Sources of information |
Basic
|
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Photocopies will be provided during the course when necessary. For further reading, see the list below. Two literary sources must be read: Aphra Behn, The Rover. Joseph Conrad, Heart of Darkness. |
Complementary
|
|
Guerin, Wilfred L., et al. (1992). A Handbook of
Critical Approaches to Literature. 3rd ed. New York: Oxford University
Press Barry, Peter (2002). Beginning Theory: An
Introduction to Literary and Cultural Theory. Manchester: Manchester
University Press, 1995 (2002).
Cullers,
Jonathan (2000). Breve introducción a la teoría literaria. Barcelona: Crítica
Elam, Keir. The Semiotics of Theatre and Drama. London: Routledge. Tyson,
Lois (2006). Critical Theory Today: A User-Friendly
Guide. London:
Routledge Ryan, Michael (2010). Cultural Studies: A Practical
Introduction. UK:
Wiley-Blackwell, 2010.
Eagleton, Terry (1996). Literary Theory. Oxford: Blackwell
Bertens, Hans (2008). Literary Theory: The Basics. .
London: Routledge. Second edition.
Lodge David, ed. (2000). Modern Criticism and
Theory: A Reader . London:
Longman
Belsey, Catherine (2002). Post-Structuralism: A Very
Short Introduction.. Oxford:
OUP, 2002.
Peck, John, and Martin Coyle, eds (1995). Practical
Criticism. (How to Study Literature series). Basingstoke:
Macmillan
Selden, Raman, Peter Brooker and Peter Widdowson
(1997). Practising Theory and Reading Literature. Hempstead:
Prentice Hall Europe
Pearce, Lynne (1994). Reading Dialogics . London: Edward Arnold
Eagleton, Terry (1998). The Eagleton Reader . Oxford: Blackwell
Glotfelty, Cheryll and Harold Fromm (1996). The
Ecocriticism Reader: Landmarks in Literary Ecology.. Athens: The U of Georgia P.
Leich, Vincent B. ed., et al (). The Norton
Anthology of Theory and Criticism. New
York: Norton
Kermode, Frank & John Hollander eds. (1973). The
Oxford Anthology of English Literature. London:
OUP.
Said, Edward W (1983). The World, the Text, and the
Critic. Cambridge
(MA): Harvard UP
Gates, Henry Louis, ed. (1986). “Race,” Writing and
Difference. Chicago:
The U of Chicago
P
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Recommendations |
Subjects that it is recommended to have taken before |
Introdución aos Estudos Literarios/613G03005 | Literatura Inglesa (XVI-XVII)/613G03021 |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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