Identifying Data 2019/20
Subject (*) Literary and Cultural Movements in English-Speaking Countries Code 613505116
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
Simal Gonzalez, Begoña
 E-mail
begona.simal@udc.es
Lecturers
Simal Gonzalez, Begoña
 E-mail
begona.simal@udc.es
Web http://www.imaes.eu
General description Investigación avanzada do estudio dos movimientos literarios e culturais nos países de fala inglesa. Mediante a exploración ducha variada gama de textos literarios e artístico-culturais representativos de variados ámbitos geográficos e históricos, ofrécese ao alumnado a posibilidade de examinar cuestions relativas á periodización peral das literaturas anglófonas (p. ex. Renacimiento, Romanticismo, Realismo e Naturalismo, Modernismo, Postmodernismo) así como as tendencias ideolóxicas e culturas dominantes en cada época e ámbito, que amparan e propician tal creación literaria (p. ex. narrativa social na Gran Depresión; existencialismo e teatro do absurdo na posguerra; reescritura histórica/identitaria na etapa poscolonial, autorreflexividade e sátira sociocultural na era postmoderna, etc…).

Study programme competencies
Code Study programme competences
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
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.
2. Case studies. Focus on one or more movements; close analysis of representative texts.

Planning
Methodologies / tests Competencies Ordinary class hours 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 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
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<p>SUMMARY OF ASSESSMENT:&nbsp;</p><ul>
  • <b>40% - course work</b> (20% attendance and participation + 20% essays and other activities)&nbsp;
  • <b>60% - Final essay / project</b> &nbsp;(supervised project + presentation)
    • </ul>
    <p>Students unable to attend classes, students retaking the course, etc.: assessment will be based on
    the final written examination (= 100%)&nbsp;</p>
    </div>
    </div>
    </div>
    </div>

    Sources of information
    Basic VV.AA. (2010). The Cambridge Companion to British Literature. Cambridge: CUP
    Balshaw, Maria and Liam Kennedy, eds. (2002). Urban Space and Representation. London: Penguin
    Amigoni, David (2011). Victorian Literature. Edinburgh: Edinburgh University Press
    Amigoni, David. Victorian Literature. Edinburgh : Edinburgh University Press,&nbsp; 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

    Other comments


    (*)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.