In the second opportunity, in July, students will have to write an essay about the texts studied (4-6 pages, 60% of the final grade) and the exam (40% of the final grade). Students who have submitted satisfactory work during the course will not be required to submit any additional work in the second opportunity.

Turnitin may be used to check the originality of work completed outside of the classroom, including wrong citations, plagiarism or any other type of academic fraud. Should this occur, penalties for plagiarism will be applied (Normas de avaliación, revisión e reclamación das cualificacións dos estudos de grao e mestrado universitario).

Students who do not show up at either of the tests will be marked "Absent" ("Non presentado") if they have not turned in more than 50% of the gradable activities.

Students officially registered as part time students and who have been granted permission not to attend clases (academic exemption), as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity.

Students sitting the December exam will be assessed according to the criteria specified for the July opportunity.

Diversity: This module can be adapted to students who need support for their particular situation (physical,visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their school or faculty, or the Unidad de Atención ala Diversidad (ADI) at the beginning of each academic semester in the timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/);alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ).

According to rules and regulations in university teaching the gender perspective must be included in this subject (non sexist language will be used as well as bibliography by male and female authors. In class both male and female students will be encouraged to participate)

-Prejudices and sexist attitudes will be identified and modified by means of supporting values of respect and equality.

-Unequality gender situations must be detected and corrected.

Learning outcomes	Study programme competences
To be familiar with the evolution of English literature	A1 A3 A6 A8 A9 A15	B1 B3 B7 B8	C2 C4
To learn how to use literary analysis techniques	A1 A2 A3 A7 A10 A11 A15 A16	B6 B7	C2
To be familiar with various aspects of the history and culture of Great Britain	A1 A2 A3 A7 A15 A17	B1 B2 B4 B10	C4
To be able to recognize and analyze ideology in texts	A1 A2 A7 A17	B1 B3 B5 B8 B10	C4

Topic	Sub-topic
1. Literature in the 18th Century.	1.1.Introduction to realism. Periodicals and the Birth of the Novel in the English Language 1.2. Swift and Lady Mary Wortley Montagu, Defoe. 1.3. Charlotte Lennox Readings: "The True-Born Englishman", Swift´s Poems; and "The Female Quixote" (chapters).
2. The novel in the early 19th century. Romantic Poetry.	2.1.The Regency Period 2.2. Jane Austen 2.3. Romantic Poetry Readings: "Pride and Prejudice", Selection of Poems.
3. The novel in the mid- and late-19th century. High Victorianism. Fin de siècle.	3.1 Victorianism 3.2. Charles Dickens, Elizabeth Gaskell 3.3.The Brontës 3.4. George Eliot 3.5. The fin de siècle: the New Woman. 3.6. Joseph Conrad Readings: "Wuthering Heights", "The Mill on the Floss". "Middlemarch" (chapters) "Hard Times", "The Secret Agent".

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Directed discussion	A2 A3 A8 B4 B10	14	6	20
Supervised projects	A1 A6 A7 B1 B2 B5 B6 B7	0	29	29
Guest lecture / keynote speech	A9 A10 A11	21	21	42
Seminar	A15 A16 A17	12	0	12
Workbook	B3 B8 C2 C4	0	43	43

Personalized attention		4	0	4

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Directed discussion	Classroom discussion of previously read texts.
Supervised projects	Individual or small group projects.
Guest lecture / keynote speech	Introduction to each of the units.
Seminar	In-depth discussion of topics and readings.
Workbook	The Complementary Bibliography section includes a list of mandatory literary readings (4 full novels + a selection of poems). Additional excerpts will be seen in class in order to widen the overall view of the period.

Methodologies	Competencies	Description	Qualification
Guest lecture / keynote speech	A9 A10 A11	One tests (on the official final exam date) to assess the students' understanding of the course's contents and skills practised in the large-, mid- and small- group sessions. A minimum of 5 out of 10 must be obtained in order for the rest of the course grades to be computed.	50
Supervised projects	A1 A6 A7 B1 B2 B5 B6 B7	Individual and / or in small groups. Written and oral. All relevant information will be provided at the beginning of the course in Moodle and in the classroom.	30
Directed discussion	A2 A3 A8 B4 B10	Active and continued student participation will be taken into account.	20

Assessment comments
In the second opportunity, in July, students will have to write an essay about the texts studied (4-6 pages, 60% of the final grade) and the exam (40% of the final grade). Students who have submitted satisfactory work during the course will not be required to submit any additional work in the second opportunity. Turnitin may be used to check the originality of work completed outside of the classroom, including wrong citations, plagiarism or any other type of academic fraud. Should this occur, penalties for plagiarism will be applied (Normas de avaliación, revisión e reclamación das cualificacións dos estudos de grao e mestrado universitario). Students who do not show up at either of the tests will be marked "Absent" ("Non presentado") if they have not turned in more than 50% of the gradable activities. Students officially registered as part time students and who have been granted permission not to attend clases (academic exemption), as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity. Students sitting the December exam will be assessed according to the criteria specified for the July opportunity. Diversity: This module can be adapted to students who need support for their particular situation (physical,visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their school or faculty, or the Unidad de Atención ala Diversidad (ADI) at the beginning of each academic semester in the timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/);alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ). According to rules and regulations in university teaching the gender perspective must be included in this subject (non sexist language will be used as well as bibliography by male and female authors. In class both male and female students will be encouraged to participate) -Prejudices and sexist attitudes will be identified and modified by means of supporting values of respect and equality. -Unequality gender situations must be detected and corrected.

Basic	Brantlinger, P. y Thesing, W. (eds) (2005). A Companion to the Victorian Novel . Oxford:Blackwell Showalter, Elaine (1989). A Literature of their Own. From Brontë to Lessing. London: Routledge Ruthven, K.K. (1984). Feminist Literary Studies. An Introduction. Cambridge: CUP Ledger, Sally (1997). Fiction and Feminism at the fin de siècle. Manchester: Manchester UP Álvarez Amorós et al (1998). Historia crítica de la novela inglesa . Salamanca:Ediciones Colegio de España Lorenzo Modia, M.J. (1998). Literatura inglesa del siglo XVIII. A Coruña: Universidade da Coruña Butler, Marilyn (1981). Rebels and Revolutionaries: English Literature and its Background, 1760-1830 . Londres y Oxford: O.U.P. Liggins, Emma; Maunder, A.; Robins, R. (eds) (2011). The British Short Story. London: Palgrave Copeland, E. & Mc Master, J. (eds) (2001). The Cambridge Companion to Jane Austen. Cambridge: CUP Rogers, P. (ed.) (1978). The Eighteenth Century. The Context of English Literature. London: Methuen Stone, Lawrence (1990). The Family, Sex and Marriage in England 1500-1800. Harmondsworth: Penguin Miles, Rosalind (1987). The Female Form. Women Writers and the Conquest of the Novel. London: Routledge Gilbert, S. and Gubar, S. (2000). The Madwoman in the Attic. Yale UP Chris, Carol T. et al (Eds) (2006). The Norton Anthology of English Literature, vol 2. New York & London: Norton Greenblatt, Stephen et al (eds) (2005). The Norton Anthology of English Literature: The Victorian Age. New York: Norton Spencer, Jane (1986). The Rise of the Woman Novelist: From Aphra Behn to Jane Austen. Oxford: Blackwell Sanders, Andrew (1994). The Short Oxford History of English Literature. Oxford: Clarendon Todd, Janet (1992). The Sign of Angellica. Women, Writing and Fiction 1600-1800. Columbia UP Wollstonecraft, Mary (2004). Vindicacion dos dereitos da muller. Santiago de Compostela: Sotelo Blanco

Complementary	Eagleton, Mary (1998). Feminist Literary Criticism. London: Longman Todd, Janet (1988). Feminist Literary History. London: Polity Press Hanson, Clare (1987). Short Stories, Short Fiction 1880-1980. London: MacMillan Bell, Michael (1980). The Context of English Literature. London: Methuen
	Reading list: The True-Born Englishman. Pride and Prejudice. Wuthering Heights. Hard Times. Selection of Poems

Other comments
Recommended: Introduction to Literary Studies 613G03005 English Literature 1 613G03010 English Literature(XX and XXI) 613G03040 English Literature and Gender 613G03043