Study programme competencies |
Code
|
Study programme competences
|
A7 |
E07 – Ability to analyse different types of discourse and discursive genres, both oral and written, in the English language |
A9 |
E09 – Familiarity with the main models and resources in literary/cultural research in the English-speaking domain. |
A10 |
E10 –Ability to use appropriate techniques for the analysis of artistic and cultural texts in the English-speaking domain. |
A11 |
E11 – Ability to identify and analyse the most relevant characteristics of culture and institutions in the English-speaking world through the study of different types of texts belonging to different historical periods. |
A12 |
E12 – Understanding of different theoretical and critical approaches, as well as their application to the analysis of literary and cultural texts in the English-speaking domain. |
A13 |
E13 – Familiarity with the relationship between the main artistic and literary manifestations in the English-speaking domain. |
B1 |
CB6 – Students should have the knowledge and understanding necessary to provide a basis or opportunity for originality in the development and/or application of ideas, often in a research context. |
B2 |
CB7 - Students should be able to apply the knowledge acquired and a problem-solving capacity to new or lesser known areas within wider contexts (or multidisciplinary contexts) related to the study area. |
B3 |
CB8 - Students must be able to integrate knowledge and to deal with the complexity of judgement formulation starting with information, which might be incomplete or limited, and which includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgement. |
B4 |
CB9 – Students must be able to communicate their conclusions, as well as the knowledge and reasoning behind them, to both specialized and general audiences in a clear and unambiguous way |
B5 |
CB10 – Students should have the necessary learning skills to allow them to continue studying in a largely autonomous manner. |
B6 |
G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology. |
B7 |
G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies |
B9 |
G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language |
B10 |
G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students |
B11 |
G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research. |
B12 |
G07 –Linguistic competence (C2 level) in oral and written English must be developed and consolidated. |
B13 |
G08 – Students should become progressively autonomous in the learning process, and in the search for appropriate resources and information, via the use of bibliographic and documentary sources related to English Studies. |
B14 |
G09 – Students are expected to be able to carry out research projects of an academic nature in the different fields of English Studies |
B15 |
G10 – The ability to present and defend a research project using adequate terminology and resources appropriate to the field of study is a skill which should be acquired. |
Learning aims |
Learning outcomes |
Study programme competences |
An advanced introduction to the theoretical and historical contexts of the multiculturalism
debate and later manifestations of cultural diversity in the English-speaking world and its supporting methodological frameworks. The aim is to attain a working knowledge of and critical competence in the theories and debates that constitute the concept of the multicultural in the literature and culture of the English-speaking world via a focus on certain national, regional, and thematic domains that exemplify in their own specific ways cultural diversity in its different manifestations. |
AR7 AR9 AR10 AR11 AR12 AR13
|
BR1 BR2 BR3 BR4 BR5 BR6 BR7 BR9 BR10 BR11 BR12 BR13 BR14 BR15
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Contents |
Topic |
Sub-topic |
1. Introduction: |
Contemporary migrations in times of international terrorism, economic and political crises and the Covid-19 pandemic. |
2. Theoretical and Critical Perspectives: |
Postcolonialism, Cosmopolitanism, Multiculturalism, Interculturalism and Transculturalism. |
3. Contemporary Transcultural Contacts and Their Representation in Literature(s) in English: |
Ethics, aesthetics and strategics. |
4. Case Studies: |
Reading and Analysis of selected stories from, Dublin: Ten Stories, One Destination (2010), Refugee Tales (2016), The Things I Would Tell You: British Muslim Women Write (2017) and This Hostel Life (2018). |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Directed discussion |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
4 |
4 |
8 |
Case study |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
8 |
14 |
22 |
Oral presentation |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
1 |
8 |
9 |
Supervised projects |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
0 |
20 |
20 |
Introductory activities |
A7 A9 A10 A11 A12 A13 |
4 |
4 |
8 |
|
Personalized attention |
|
8 |
0 |
8 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Directed discussion |
Discusión en seminario dos textos primarios e as materias teóricas |
Case study |
Analise e debate dos textos primarios e teóricos en seminario |
Oral presentation |
Presentación de traballos individuáis de aspectos concretos das obras de leiture escollidos en consulta co profesor |
Supervised projects |
Elaboración de un traballo de investigación en forma de ensaio |
Introductory activities |
Introducción ós conceptos teóricos que se manexara´n no seminario |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Personal tutorials with the supervisor in order to guide the student's reading and her research work. |
|
Assessment |
Methodologies
|
Competencies |
Description
|
Qualification
|
Supervised projects |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
Personal research in the shape of a written essay on a topic related to the seminar's subject matter chosen in consultation with the teacher |
60 |
Case study |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
Close reading presented in seminar session of a key aspect of one of the set literary readings |
20 |
Oral presentation |
A7 A9 A10 A11 A12 A13 B1 B2 B3 B4 B5 B6 B7 B9 B10 B11 B12 B13 B14 B15 |
Individual presentation of one of the set theoretical texts encouraging participation by other students |
20 |
|
Assessment comments |
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</p><p lang="es-ES" align="justify">
<font size="3">Given that
this degree programme is part distance learning, part actual
attendance, students are required to attend the compulsory sessions,
unless they have applied for exemption within the time period
specified by the Academic Commission of the degree, and this
exemption has been granted. This exemption will be valid provided
students comply with the rules on attendance in force in the three
universities participating in the programme, and provided they comply
with the assessment systems which are specified in the teaching
guides for each module. Students should be aware, however, that not
attending certain classroom sessions may affect their final grades.</font></p><p lang="es-ES" align="justify">
<font size="3">Students
who have been granted exemption, as specified in the university
regulations, will be assessed according to the criteria applied to
the July opportunity.</font></p><p lang="es-ES" align="justify">
<font size="3">Students
who do not submit
a supervised project, or who fail to submit at least 50% of the other
tasks for assessment, will be graded as absent from assessment (NP:
no presentado).</font></p><p lang="es-ES" align="justify">
<font size="3">Students
who do not pass
in the first opportunity will be able to re-sit in July, when they
will be required to demonstrate that they have acquired the skills
for each module via two types of assessment: a supervised project
with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module.</font></p>
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Sources of information |
Basic
|
|
· Dagnino, Arianna. 2015. Transcultural Writers and Novels in the Age
of Global Mobility. Indiana: Purdue University Press, 2015. · Estévez-Saá, José Manuel. ”Multiculturalism, Interculturalism,
Transculturalism, and The Reluctant
Fundamentalist. SARE: Southeast Asian
Review of English, vol.53
nº1 (December 2016): 1-11.
https://ejournal.um.edu.my/index.php/SARE/article/view/2135· Estévez
Saá, Margarita. “Immigration in Celtic Tiger and post-Celtic Tiger Novels.” Literary Visions of Multicultural
Ireland. The Immigrant
in Contemporary Irish Literature”. Ed. Pilar
Villar-Argáiz. Manchester: Manchester
University Press, 2013. 79-92.· Herd,
David and Anna Pincus, eds. 2016. Refugee
Tales. Manchester: Comma Press.· Herd,
David and Anna Pincus, eds. 2017. Refugee
Tales II. Manchester: Comma Press.·
Mahfouz, Sabrina,
ed., The Things I Would Tell
You: British Muslim Women Write.
London: Saqi Books, 2017.· Meer, N.;
Modood T.; and Zapata-Barrero, R. Interculturalism and Multiculturalism.
Edinburgh: Edinburgh University press, 2015.·
Okorie, Melatu
Uche. This Hostel Life. Dublin: Skein
Press, 2018.·
VV.AA. Dublin: Ten Stories, One Destination. Dublin:
the Irish Writer’s Exchange, 2010. |
Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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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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