Identifying Data 2019/20
Subject (*) Literature and Cultural Diversity in the Anglophone World Code 613505115
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2019)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optional 3
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Liste Noya, Jose
 E-mail
jose.listen@udc.es
Lecturers
Liste Noya, Jose
 E-mail
jose.listen@udc.es
Web http://www.imaes.eu/?page_id=31
General description Toda la información relativa tanto a esta materia como al resto del Máster la pueden encontrar en la dirección Web arriba señalada.

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

Contents
Topic Sub-topic
1. Multicultural: defining/critiquing cultural diversity
2. Text in/-ing Space: Science Fiction and/as culture
3. Stars in My Pocket Like Grains of Sand – Prologue: A World Apart (3-57)
4. Stars in My Pocket Like Grains of Sand: Monologues 1 (61-170)
5. Stars in My Pocket Like Grains of Sand: Monologues 2 (171-323)
6. "Aye, and Gomorrah": identity's place, desire's space
7. Stars in My Pocket Like Grains of Sand: Epilogue (327-347)

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
<style type="text/css">p { text-indent: 1.27cm; margin-bottom: 0.25cm; direction: ltr; line-height: 120%; text-align: justify; }p.western { font-family: "Times New Roman",serif; font-size: 11pt; }p.cjk { font-size: 11pt; }p.ctl { font-family: "Times New Roman"; font-size: 10pt; }</style><p lang="es-ES" align="justify">






<style type="text/css">p { text-indent: 1.27cm; margin-bottom: 0.25cm; direction: ltr; line-height: 120%; text-align: justify; }p.western { font-family: "Times New Roman",serif; font-size: 11pt; }p.cjk { font-size: 11pt; }p.ctl { font-family: "Times New Roman"; font-size: 10pt; }</style>


</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>

Sources of information
Basic

Primary sources:

Samuel Delany, Stars in My Pocket Like Grains of Sand
Samuel Delany, "Aye, and Gomorrah"
Complementary

All secondary materials and critical bibliographies will be provided before the course begins, preferably during the first semester. It will be posted on the course Moodle page several months before the seminar takes place.


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments
&lt;p&gt;All primary readings must be made before the seminar actually begins so that fruitful discussion between all members of the seminar can be possible. All required secondary readings and most primary readings will be made available several months beforehand via the course Moodle page. &lt;/p&gt;


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.