| Study programme competencies |
| Code | Study programme competences |
| A1 | Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
| A2 | Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
| A6 | Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
| A9 | Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
| A10 | Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
| A11 | Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
| A16 | Ter un coñecemento avanzado das literaturas en lingua inglesa. |
| A17 | Coñecer a historia e a cultura das comunidades anglófonas. |
| B1 | Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
| B2 | Manexar ferramentas, programas e aplicacións informáticas específicas. |
| B3 | Adquirir capacidade de autoformación. |
| B4 | Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
| B5 | Relacionar os coñecementos cos doutras áreas e disciplinas. |
| B6 | Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
| B7 | Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
| B8 | Apreciar a diversidade. |
| B10 | Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
| C2 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| General knowledge of the literary history of Ireland. General Knowledge of the main literary movements. General knowledge of the influence between England and Ireland, and vice versa. Know the main authors. Know the most important works. Know and understand the main characteristics of Irish literature. Analysis of different texts and authors. Reviews and studies of works and authors: a study of technical analysis. To develop tools for literary analysis. To develop and know how to use techniques of reading and textual interpretation. Analyse connections between texts, comparing features and qualities, characters and settings; Analyse the impact of style, language, structure and form; Relate texts to their social and historical contexts. | A1 A6 A17 |
B1 B2 B3 B5 B7 B8 B10 |
C2 C3 |
| To develop reading habits. To develop critical reading. Encourage interest and enthusiasm for literature. Understand the importance of an author in a specific context and period. Be able to develop teamwork, collaboration and research. Be able to work with new technologies. Emphasize the importance of attending tutorials with the teacher. | A2 A9 A10 A11 A16 |
B4 B6 |
C2 C3 |
| Contents |
| Topic | Sub-topic |
| Introduction: Irish Medieval Literature | History and culture of Ireland: a general overview Early Irish Medieval Poetry. Ireland, myth and identity. The Amergin Poems (Amergin Invocation) Pángur Ban (The poet and the cat) The medieval and mythical world reflected in the contemporary poets |
| 1.-The 19th century. The Great Famine. | The Great Damine (context) The Famine Poems. (selection of poems). Documents and texts about the Great Famine. |
| 2.-Early 20th Century. Irish Literary Revival. The Easter Rising. The Declaration of Independence. The Civil War. James Joyce. | The Irish Literary Revival. General overview and political context. 2.1.- Text: The Aran Islands and Connemara (Synge) (Excerpts) 2.2. Yeats. Text. Mythologies (excerpts) 2.3 Drama as the foundation of Irish identity. The Irish National Theatre. Lady Gregory and Yeats. The Abbey Theatre 2.4. John Millington Synge (Text: The Playboy of the Western World) (full). Sean O’Casey. 2.5. James Joyce. (Text: A Portrait of the Artist as a Young Man. Excerpts). 'Ulysses' (chapters: 3. 6. 18...), Dubliners ('The Dead') |
| 3.-Irish Literature in the Second Half of the 20th Century. | 3.1. Drama: Brian Friel (Text. 'Dancing at Lughnasa') (Excerpts) John B. Keane, Martin MacDonough, Marina Carr. 3.2 Poetry: John Montague, Thomas Kinsella, Murphy, Paul Durcan, Eavan Boland, Bernard O’Donoghue, Paddy Bushe, Lorna Shaughnessy, Medbh McGuckian, (poems). 3.3. Seamus Heaney and his relevance in Irish literature (poems). 3.4. Pearse Hutchinson's poetry. (poems). 3.5. Contemporary Irish Fiction (an overview). |
| 4.-Introduction to the Irish contermporary novel and short story. | A general survey of the Irish novel and short stories in the last fifty years with special mention of some important authors. Students will have to read a novel by one of the authors listed, preferably different novels, not repeated ones, and will have to pass a reading test or quiz, oral or written, or both. Among the possible authors (if necessary, a selection will be made) to work on in class, we point out the following: Frank O’Connor Flann O’Brian MacGahern Roddy Doyle Colm Tóibín John Banville Joseph O'Connor Sebastian Barry Eimear McBride Mike McCormack Sally Rooney William Trevor Kate O'Brian Colum McCann. Liz Nugent. Claire Keegan. Eilis Ni Dhuibhne. Clare Boylan. Anne Enright. Kevin Barry Paul Murray Rob Doyle Donal Ryan Emma Donoghue Lisa McInerney Sara Baume Belinda McKeon Hugo Hamilton Doireann Ní Ghriofa |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Seminar | A1 A2 A6 A17 B1 | 12 | 18 | 30 |
| Practical test: | A6 A16 B1 B2 B3 B8 B10 C2 C3 | 4 | 12 | 16 |
| Workbook | A1 A6 B1 B3 B6 B7 B10 C2 | 0 | 40 | 40 |
| Objective test | A1 A6 B3 C2 | 0 | 5.5 | 5.5 |
| Workshop | A1 A6 A9 A10 A11 A17 B1 B4 B5 B8 C2 | 15.5 | 4.5 | 20 |
| Personalized attention | 1 | 0 | 1 | |
| (*)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 | Lectures and debate in the classroom based on pre-reading texts. Paticipation will be taken into account. |
| Practical test: | Oral or written exams or tests on course readings. Oral presentations could be considered for individual students (on contemporary novels), as a complement not to replace exams or tests. |
| Workbook | Work on novels, poems, articles and plays supplied. |
| Objective test | The students will be asked to sit one test (divided into 2 parts) in which students must show their command of the contents and skills from lectures, seminars, etc. A minimum mark of 4/10 is mandatory from each of these in order to be added to the overall mark for the other activities. |
| Workshop | In-depth discussion on topics. Interactive groups to allow greater individual participation and reading experience exchange. Seminar will include workshops and plenty of oral and written activities. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Objective test | A1 A6 B3 C2 | The students will be asked to sit ONE test (occasionally divided into two parts) on the official date of the final examination, in which students must show their command of the contents and skills from lectures, seminars and small group work. A minimum mark of 4/10 is mandatory for each of these in order to be added to the overall mark for the other activities. | 50 |
| Workshop | A1 A6 A9 A10 A11 A17 B1 B4 B5 B8 C2 | Work carried out in seminars, in-class activities and exercises, assignments, together with attendance and participation, if necessary. | 20 |
| Practical test: | A6 A16 B1 B2 B3 B8 B10 C2 C3 | Oral or written exams or quizzes on all or some of the course readings. The teacher may ask for an oral presentations to some (or all) of the individual students, as a supplement, not as a substitute for exams or quizzes. In this case, reading activities (contemporary novels) will be subjected to a brief oral presentation, between 15 and 20 minutes, on an individual basis. | 30 |
| Assessment comments | |||
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In the July evaluation students will submit one essay (or other activities and exercises, as indicated by the professors, such as an oral presentation), on the texts studied (50%) and sit an examination (50%). In the June and July evaluations, students who do not attend the final exam during the course will be given the grade of "non presentado". A minimum mark of 4 in each part is required for the results to be added together. IMPORTANT: Part-time and students with special dispensation must contact the teacher at the beginning of the course in order to plan each individual situation and the changes needed to compensate the percentages of the grade arising from seminar work and participation, reading and supervised projects.Those essays or works which are not totally original, i.e. affected by plagiarism, will receive 0.0 points, according to UDC regulations. Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied in the July opportunity. Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity. Students are encouraged to use recycled materials whenever possible. Full-time students and part-time students can be examined according to the criteria for the July opportunity. Students who don't sit the July or June final exam will receive, unless otherwise specified, the NO PRESENTADO as a final grade. About plagiarism In this subject, the Turnitin tool could be used in the evaluation of essays and activities. Based on the recommendations of the Xunta de Facultade, the following text is added for the students' consideration: Turnitin is an application for teachers to review parts of a text from other texts and indicate their origin. This tool can identify papers presented previously in this or other universities, including those written by the same student. If this circumstance occurs, it will be understood that it is contrary to academic honesty and will be applied to the academic regulations for evaluations, grades, etc. Any plagiarized exercise or test will result in a failing grade (0) in this subject in accord with article 11, section 4b, of the "Regulamento disciplinar do estudantado da UDC": "Cualificación de suspenso na convocatoria en que se cometa a falta e respecto da materia en que se cometese: o/a estudante será cualificado con “suspenso” (nota numérica 0) na convocatoria correspondente do curso académico, tanto se a comisión da falta se produce na primeira oportunidade como na segunda. Para isto, procederase a modificar a súa cualificación na acta de primeira oportunidade, se fose necesario". 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 schoolor faculty, or the Unidad de Atención a la 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 ). In accordance with the various regulations governing university teaching, it is necessary to incorporate a gender perspective intothis subject. This includes, among other measures, the use of non-sexist language, bibliographies that are inclusive from a gender perspective, and encouraging participation from allstudents in class, regardless of their gender. We will pay particular attention to identifying and addressing sexist prejudices and attitudes. We will actively work towards the modification of this environment and the promotion of values of respect and equality. Our efforts will focus on detecting cases of gender discrimination and implementing appropriate actions to rectify such cases. |
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| Sources of information |
| Basic |
McGahern, John (2006). Amongst Women. London: Faber and Faber
De Toro, Antonio y José M. Alonso-Giráldez eds (2021). Atlantic Finisterres, An anthology . Medulia Editorial
Keane, John B. (1969). Big Maggie. L: The Mercier Press
Tóibín, Colm (2000). Blackwater lightship. London: Picador
Friel, Brian (1998). Brian Friel's Plays Dancing at Lughnasa. London: Faber and Faber
Hutchinson, Pearse (1985). Complete Poems. Dublin: The Gallery Press
Heaney, Seamus (2000). Death of Naturalist. London: Faber and Faber
O'Casey Sean (2016). Juno and the Paycock. London: Faber and Faber
Yeats, William Butler (1999). Mythologies. London: Penguin
Synge, John Millington (1999). Riders to the Sea. London
O'Donoghue, Bernard (2008). Selected Poems. London: Faber and Faber
McDonagh, Martin (1998). The Beauty Queen of Leenane and other plays. London: Vintage
Deane, Seamus (1991). The Field Day Anthology of Irish Writing. London: Faber and Faber
Kinsella, Thomas, ed (1992-2000). The New Oxford Book of Irish Verse. London: Oxford UP
Synge, John Millington (2009). The Playboy of the Western World. London: Thames and Hudson
Banville, John (2005). The Sea. London: Picador
Bushe, Paddy (2008). To Ring in Silence. Dublin: Dedalus Press
Joyce, James (2000). Ulises. Catedra: Letras Universales |
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Hand, Derek. A History of the Irish Novel. Cambridge: CUP, 2011. Ingman, Heather. A History of the Irish Short Story. Cambridge: CUP, 2009. Pelaschiar, Laura. Writing the North. The Contemporary Novel in Northern Ireland. Trieste: Edizione Parnaso, 1998. Praga Terente, Inés, ed. La novela irlandesa del Siglo XX. Barcelona: PPU, 2005. Villacañas, Beatriz. Literatura irlandesa. Madrid: Síntesis, 2007. Watson, G. J. Irish Identity and the Literary Revival. Synge, Yeats, Joyce and O’Casey. Washington D.C.: The Catholic University of America Press, 1994. ......... Bartlett, Thomas, Chris Curtin, Riana O'Dwyer and Gearóid Ó Tuathaigh, eds . Irish Studies: A General Introduction. Dublin: Gill and Macmillan, 1988. Dawe, Gerald and Jonathan Williams, eds . Krino 1986-1996: An Anthology of Irish Writing. Dublin: Gill & Macmillan, 1996. Deane, Seamus, ed. The Field Day Anthology of Irish Writing. 5 vols Derry: Field Day Publications, 1991. Deane, Seamus. A Short History of Irish Literature.London: Hutchinson, 1986. Dunne, Seán, ed. An Introduction to Irish Poetry. Cork: Bookmark, Ossian Publications Ltd., 1991. Gonzalez, Alexander, G., ed. Modern Irish Writers: A Bio-Critical Sourcebook. London: Aldwych Press, 1997. Hogan, Robert, ed. Dictionary of Irish Literature. London: Aldwych Press, 1996. Hurtley, J.A., B. Hughes, R.M. González Casademont, I. Praga y E. Aliaga . Diccionario cultural e histórico de Irlanda. Madrid: Ariel, 1996. Hyde, Douglas. A Literary History of Ireland from Earliest Times to the Present Day.London, 1899. Kennelly, Brendan, ed. The Penguin Book of Irish Verse. London: Penguin Books, 1981. Kinsella, Thomas, ed. The New Oxford Book of Irish Verse. Oxford and New York: Oxford UP, 1992. Pierce, David, ed. Irish Writing in the Twentieth Century: A Reader. Cork: Cork UP, 2000. Kenneally, Michael, ed. Irish Literature and Culture.Gerrards Cross: Colin Smythe, 1992. MacCarthy, Ann. A Search for Literary Identity in Irish Literature.Alicante: Departamento de Filología Inglesa, Universidad de Alicante, 1997. >McHugh, Roger, and Maurice Harmon. A Short History of Anglo-Irish Literature.Dublin: Wolfhound Press, 1982. Welch, Robert, ed. The Oxford Companion to Irish Literature.Oxford: Clarendon Press, 1996. |
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| Complementary |
McBride, Eimear (2016). A Girl is a Halformed thing. NY: Coffee House Press
McCormack, Mike (2016). Solar Bones . Tramp Press |
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The teacher will provide further reading during the academic year. |
| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | |
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| Other comments | |
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Guidelines for the students: reading activities: literary texts and literary criticism. Traductological skills. Interpretation of literary texts. Students will have individual tutorials (presential, Teams, e-mails), both to solve any questions related to the theoretical classes, and to improve their practical activities (as well as to guide students in their individual tasks). Students will be asked to download documents and other materials from the UDC Virtual Campus. |