Identifying Data

2021/22

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

Language

English

Teaching method

Hybrid

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…).

Contingency plan

1. Modificacións nos contidos

Ningunha.

2. Metodoloxías

Metodoloxías docentes que se manteñen

• Mantéñense o debate virtual e máis o traballo tutelado. Nun escenario de docencia non presencial, a exposición oral do traballo poderá ser substituída por exposicións gravadas (vid. Infra).

Metodoloxías docentes que se modifican

• Nun escenario de docencia non presencial, os seminarios e a análise de fontes documentais levaranse a cabo por medio de foros interactivos de Moodle, así como por pequenas tarefas/assignments de Moodle.
• As clases expositivas ou “leccións maxistrais” serán substituídas por (ou complementadas con) recursos textuais (documentos PDF) e audiovisuais (presentacións gravadas);
• Presentación oral do traballo tutelado: a exposición oral do traballo poderá ser substituída por exposicións gravadas.

3. Mecanismos de atención personalizada ao alumnado

Ferramenta Temporalización

• Moodle (foros de dúbidas)

• E-mail (consultas individuais)
Semanalmente (a petición do alumnado)

Semanalmente (a petición do alumnado)

4. Modificacións na avaliación

O peso na cualificación de cada un dos apartados non sufrirá cambios, pero si se adaptarán as metodoloxías:
• As actividades de evaluación continua (40%) levaranse a cabo por medio de foros interactivos de Moodle (discussion forums) e/ou pequenas tarefas/assignments de Moodle.
• O ensaio final (60%) se mantén, pero a exposición oral poderá ser substituída por exposicións gravadas.

OBSERVACIÓNS DE AVALIACIÓN:

• MODIFICACIÓN NA AVALIACIÓN DE XULLO: Os/as estudantes que non teñan acadado un 4 sobre 10 en cada un dos apartados de avaliación, aínda que a nota media sexa superior a 5, terán que ir á oportunidade de xullo. Nun escenario “non presencial” os exercicios de análise e outras actividades de clase (40%) serán substituídas por probas realizadas via Moodle na data oficial do exame (en caso de problemas constatados de conectividade, esta proba podería levarse a cabo oralmente, mediante chamada telefónica); o ensaio final (60%) se manterá, pero a exposición oral poderá ser substituída por exposicións gravadas.

5. Modificacións da bibliografía ou webgrafía

- Facilitación de recursos electrónicos. As fontes primarias obrigatorias de extensión reducida estarán dispoñibles en Moodle. En canto ás fontes secundarias, engadiranse máis recursos electrónicos (p. ex. extractos en PDF, recursos propios da docente) ou en liña (p.ex. ligazóns a recursos bibliográficos da Biblioteca da UDC).

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, 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	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
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

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.