Study programme competencies |
Code
|
Study programme competences / results
|
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. |
A13 |
E13 – Familiarity with the relationship between the main artistic and literary manifestations in the English-speaking domain. |
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. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Ability to use appropriate techniques for the analysis of artistic and cultural texts in the English-speaking domain.
Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies
Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students |
AR10
|
BR7 BR10
|
|
Familiarity with the main models and resources in literary/cultural research in the English-speaking domain.
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.
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. |
AR9
|
BR6 BR11
|
|
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.
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. |
AR11
|
BR9
|
|
Familiarity with the relationship between the main artistic and literary manifestations in the English-speaking domain. |
AR13
|
|
|
Contents |
Topic |
Sub-topic |
1. General periodization.
|
Introduction to the periodization of the literary and cultural movements in English-speaking countries, with special emphasis on the 20th and 21st centuries. |
2. Case studies. |
Focus on one or more movements; close analysis of representative texts. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Seminar |
A10 A11 |
4 |
12 |
16 |
Guest lecture / keynote speech |
A9 A13 |
4 |
0 |
4 |
Document analysis |
A10 B11 |
4 |
20 |
24 |
Supervised projects |
B6 B7 B10 B11 |
0 |
20 |
20 |
Online discussion |
B9 B11 |
0 |
7 |
7 |
Oral presentation |
B9 |
2 |
0 |
2 |
|
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 |
Seminar |
Group-work technique aimed at in-depth exploration of given topic, consisting of group discussion, individual engagement, preparation of texts and collective conclusions. |
Guest lecture / keynote speech |
Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. |
Document analysis |
Research skills development involving use of audiovisual and/or bibliographical documents (literary texts, documentary or film extracts, etc.) relating to specific topic of study, with targeted analysis activities. |
Supervised projects |
Supervised learning process aimed at helping students to work independently in a range of contexts (academic and professional). Focused primarily on encouraging students to become responsible for their own learning. SUPERVISED RESEARCH PROJECT: FINAL CRITICAL ESSAY. |
Online discussion |
Group dynamic technique involving exchange of ideas on specific topic according to criteria established in advance. Discussion takes place in online learning environment using synchronous (‘chat’) and asynchronous (‘forum’) communication tools. |
Oral presentation |
Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles. PRESENTATION OF SUPERVISED PROJECT. |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Basic supervision and guidance of students prior to the elaboration and presentation of their research projects. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Document analysis |
A10 B11 |
Close-reading exercises, either oral or written. |
10 |
Oral presentation |
B9 |
Brief presentation of the research project/essay. |
10 |
Supervised projects |
B6 B7 B10 B11 |
Long research essay, which will be submitted and presented at the end of the course. |
50 |
Seminar |
A10 A11 |
The teacher will assess the participation in these sessions, where there will be an in-depth discussion on a given topic/text, complementing the on-line discussion (and viceversa). |
20 |
Online discussion |
B9 B11 |
On-line forum discussion where students are expected to participate in an active, critical way, delving into the topics and texts seen in class, especially during the seminar sessions. |
10 |
|
Assessment comments |
SUMMARY OF ASSESSMENT: - 40% - course work (20% attendance and participation + 20% essays and other activities)
- 60% - Final essay / project (supervised project + presentation)
Those students who have not reached 4 out of 10 points in each of the main assessment sections, even if the overall addition is 5 or higher, will have to use the second opportunity (July), which comprises: - 60% final essay/project
- 40% written exam, replacing course work
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.
Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.
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).
PLAGIARISM: When assessing the students' essays, the teacher will pay attention to possible cases of plagiarism; to that effect, she can interview the students about their written work or use tools like TURNITIN.
|
Sources of information |
Basic
|
Atwood, Margaret (2003). Oryx and Crake. Knopf
VV.AA. (2010). The Cambridge Companion to British Literature. Cambridge: CUP
Powers, Richard (2018). The Overstory. Norton
McCarthy, Cormac (2006). The Road. Picador |
Amigoni, David. Victorian Literature. Edinburgh : Edinburgh University Press, 2011. The Cambridge Companion to British Romanticism. Cambridge ; New York. Cambridge University Press, 2010. Victorian Literature. Balshaw, Maria and Liam Kennedy, eds. Urban Space and Representation. London:Pluto, 2000. Benjamin, Walter. The Arcades Project. Cambridge: Harvard UP, 2002.
Bradbury, Malcolm and James MacFarlane. Modernism. London: Penguin, 1991.
Brooker, Peter. Modernity and Metropolis:Writing, Film and Urban Formations New York: Palgrave, 2002.
Andrew Thacker, eds. Geographies of Modernism : Literatures, Cultures, Spaces . New York: Routledge, 2005.
Brown Tindall, George and David E. Shi. America: A Narrative History, vol. 2. New York: Norton, 1996. Carter, Ronald. The Routledge History of Literature in English Britain and Ireland. London: Routledge, 1997.
Caws, Mary Ann, ed. City Images: Perspectives from Literature, Philosophy and Film. Amsterdam: Gordon and Breach, 1991.
Clarke, Graham. The American City. New York: Helm, 1997.
The American City: Literary Sources and Documents. Robertsbridge: Helm, 1997. Cuerkovich, A. Mixed Feelings Feminism,1992
Donald, James. Imagining the Modern City. Minneapolis: U of Minnesota P, 1999
Hand, Derek. A History of the Irish Novel: from 1665 to 2010. Cambridge; New York: Cambridge University Press, 2011. Henkin, David M. City Reading. New York: Columbia UP, 1998.
Hurm, Gerd. Fragmented Urban Images: The American City in Modern Fiction from Stephen Crane to Thomas Pynchon. New York : Peter Lang, 1991
Hughes, W. Maniac in the Cellar, 1980. Legates, Richard T. The City Reader. London: Routledge, 2003.
Lehan, Richard. The City in Literature: An Intellectual and Cultural History. Berkeley:U of California P, 1998.
Lombardo, Patrizia. Cities, Words and Images:From Poe to Scorsese. Houndmills: Palgrave Macmillan, 2003.
Miller, D.A. Cage aux Folles,1980 Pike, Burton. Image of the City in Modern Literature. New Jersey: Princeton, UP. 1981.
Shail, Andrew. The Cinema and the Origins of Literary Modernism. New York: Routledge, 2012
Shiel, Mark. Screening the City . London: Verso, 2003.
Showalter, Elaine. A Literature of Their Own: British Women Novelists from Brontë to Lessing. London: Virago, 1982.
Tillotson, K. The Woman in White, 1969
Williams, Raymond. The Country and the City. London: Chatto, 1973.
Woodward Smith, Elizabeth. Diccionario de referencias culturales en la literatura inglesa. Santiago de Compostela: Universidade de A Coruña, Departamento de Filología Inglesa, 2002.
Young, Tory. Studying English Literature : A Practical Guide. Cambridge ; New York: Cambridge University Press, 2008. |
Complementary
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
|