INSTITUTO DE ESTUDIOS DE POSGRADO 2020/21 Year · 2020. 7. 23. · INSTITUTO DE ESTUDIOS DE POSGRADO 2020/21 Year COURSE DESCRIPTION Analysis and discussion of the readings selected

2020/21 YearINSTITUTO DE ESTUDIOS DE POSGRADO

COURSE DESCRIPTION

COURSE DETAILS

ESTUDIOS AVANZADOS EN LITERATURA INGLESATitle (of the course):Code: 103416Degree/Master: Year: 1MÁSTER UNIVERSITARIO EN ESTUDIOS INGLESES

AVANZADOS: LINGÜÍSTICA COGNITIVA, LITERATURA YEDUCACIÓN B

ECTS Credits: 4.0 Classroom hours: 16Face-to-face classroom percentage: 16.0% Study hours: 84Online platform: Moodle

LECTURER INFORMATION

Name: PASCUAL GARRIDO, MARIA LUISA (Coordinador)Department: FILOLOGÍAS INGLESA Y ALEMANAArea: FILOLOGÍA INGLESAOffice location: 2nd floor, office 3 (left, next to the Main Hall/Salón de Actos)E-Mail: [email protected] Phone: 957-218812

Name: PÉREZ JÁUREGUI, MARÍA JESÚSDepartment: FILOLOGÍAS INGLESA Y ALEMANAArea: FILOLOGÍA INGLESAOffice location: Room XVIII (ground floor)E-Mail: [email protected] Phone: 957 212112

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

Students must be independent users of English (at least a B2 level must be accredited).

None specified

Recommendations

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INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CORDOBA

uco.es/idep/masteres

ESTUDIOS AVANZADOS EN LITERATURA INGLESA PAGE 1 8/ 2020/21 Year


COURSE DESCRIPTION

INTENDED LEARNING OUTCOMES

To make students able to show learning abilities that allow them to continue studying in an self-directed or independent manner

CB10

To acquire knowledge that can act as the basis for the original development and/ or application ofideas mainly in research contexts.

CB6

To be able to analyse and justify (orally or in written form) advanced English literary texts.CE6

To be able to apply the necessary analytical techniques, both linguistic and literary, in order to aid thecritical literary comprehension of English literary texts.

CE8

To know how to identify research questions and provide answers by means of developing a researchproject.

CG1

To attain the learning skills that allow them to carry out a critical analysis, evaluation and synthesis ofnew ideas.

CG2

To know how to manage the sources of scientific information and useful resources for study andresearch.

CT1

Development of skills for correct oral, written and graphic communication.CT2

To be able to write and present the results of their own research in the form of a scientific articlebefore a specialized audience.

CT4

To act professionally respecting human rights, the principles of universal accessibility for personswith disabilities, respect for fundamental rights of equality and in accordance with the values of aculture of peace and democratic ideals.

CT5

OBJECTIVES

Students will further their knowledge of the literature written in the British Isles going beyond the aspects alreadyconsidered in the English Studies Degree. They will analyse issues concerning canonical works and more marginalliterary manifestations from several critical approaches.Students will be able to analyse literary texts at a more advanced level, developing their own hypotheses andvalue judgements and comparing them with those of authors of great expertise in the field.Students will also develop to a greater extent their critical skills to read both primary and secondary sources.Hence, they are expected to be able to relate different texts and to derive formal, aesthetic and ideologicalimplications from their analysis.

CONTENT

1. Theory contentsAdvanced Studies in English Literature: canonical and marginal literaturePart I: The canon: Renaissance to Romanticism 1. Poetry and the desiring subject2. The rise of the novel

Part II: In the margins: tokens of identity, dissidence and negotiation3. Utopian an dystopian literature in English literature.4. The construction of female identity: English literature from a gender perspective.






COURSE DESCRIPTION

Analysis and discussion of the readings selected for each topic.Part I: The canon: Renaissance to Romanticism1. The debate on poetry and the desiring subjectAnalysis and discussion of texts on the subject of poetry and a selection of poems with the focus on the evolvingmanifestations of the desiring subject (the poetic "I") and the notion of love, ranging from early modern sonnets toromantic poems.2. The rise of the novelDaniel Defoe's Moll Flanders. Part II: In the margins: tokens of identity, dissidence and negociation3. Utopian an dystopian literature in English literature.Extracts from utopian and dystopian texts such as More's Utopia, Cavendish's Blazing New World de Cavendish,Defoe's Robison Crusoe, Swift's Gulliver's Travels, Johnson's Rasselas, Butler's Erehwon, H.G. Wells's A ModernUtopia and The Time Machine, A. Huxley's A Brave New World...

4. The construction of female identity: English literature from a gender perspective Essays, short stories and extracts from the works of M. Astell, M. Wollstonecraft, V. Woolf, Ch. Perkins Gilman, S.Plath & A. Carter.

2. Practical contents

METHODOLOGY

ClarificationsPart-time students must contact the lecturers in the first weeks of the academic year for guidance and furtherinstructions.

Face-to-face activities

Activity Total

Lectures 6

Reading Activities 5

Text commentary 5

Total hours 16

Off-site activities

Activity Total

Analysis 12

Assignments 40

Reading 20

Reference search 6






COURSE DESCRIPTION

Activity Total

Self-study 6

Total hours 84

WORK MATERIALS FOR STUDENTS

Compulsory readingsDossierOral presentations

ClarificationsResources and readings will be available at the photocopy service and/or moodle

EVALUATION

Tools Percentage

Assignments and projects 50%

Observation records 20%

Text commentary 30%

Clarifications:

Students who plagiarise in their final essays will automatically fail the course.Attendance to 80% of face-to-face activities is required. Students (especially part-time students) who justify theirinability to attend that percentage of classroom activities will be asked to compensate for those absences inseveral ways to be determined by the instructor.

Until the last call of the present academic year.

Period of validity for partial qualifications:

BIBLIOGRAPHY

Part I: Bloom, Harold. Novelists and Novels. Philadelphia: Chelsea House, 2005. Brown, Homer O. Institutions of the English Novel: From Defoe to Scott. Philadelphia : University of PennsylvaniaPress, c1997.Corns, Thomas N. The Cambridge Companion to English Poetry: Donne to Marvell. Cambridge: Cambridge UP,2006.Defoe, Daniel. Moll Flanders, Harmondsworth: Penguin, 1994.Goulimari, Pelagia. Literary Criticism and Theory : from Plato to Postcolonialism. New York : Routledge, 2015.Hattaway, Michael, ed. A New Companion to English Renaissance Literature and Culture. Malden: Wiley-Blackwell, 2010.Jones, Emrys, ed. The New Oxford Book of Sixteenth Century Verse. Oxford: Oxford UP, 1991.Loewenstein, David and Janel Mueller. The Cambridge History of Early Modern English Literature. Cambridge:

1. Basic Bibliography






COURSE DESCRIPTIONCambridge UP, 2003.Matz, Robert. Defending Literature in Early Modern England: Renaissance Literary Theory in Social Context.Cambridge : Cambridge University Press, 2000.Shakespeare, William. The Complete Sonnets and Poems. New York: Oxford UP, 2015.Stafford, Fiona J. Reading Romantic Poetry. Hoboken, NJ : Wiley-Blackwell, 2012.

Part II: - The individual and community: rupture and reassertion of identityBlaim, Artur. Gazing in Useless Wonder: English Utopian Fictions, 1516-1800, Oxford; New York: Peter Lang,2013.Claeys, Gregory (ed.) The Cambridge Companion to Utopian Literature, Cambridge: Cambridge University Press,2010.Claeys, Gregory, Dystopia: A Natural History, Clarendon: Oxford University Press, 2017---. Restoration and Augustan British Utopias, Syracuse, NY: University of Syracuse, 2000.Firchow, Peter Edgerly Modern Utopian Fictions from H.G. Wells to Iris, Washington: Catholic University ofAmerica Press, 2007.Levitas, Ruth, The Concept of Utopia, Bern: Peter Lang, 2010. Pohl, Nicole and Brenda Tooley. Gender and Utopia in the Eighteenth Century: Essays in English and FrenchUtopian Writing, Aldershot; Burlington: Ashgate, 2007.Sargisson, Lucy. Contemporary Feminist Utopianism, London ; New York : Routledge, 1996.Theis, Mary. E. Mothers and Masters in Contemporary Utopian and Dystopian Literature, New York: Peter Lang,2009.Wegner, Phillip E. Imaginary Communities: Utopia, the Nation, and the Spatial Histories of Modernity, Berkeley:University of California Press, 2002.Wilson, Sharon R. Women's Utopian and Dystopian Fiction, Newcastle upon Tyne: Cambridge ScholarsPublishing, 2013.- The construction of female identity: English literature from perspective of gender Alexander, Meena. Women in Romanticism: Mary Wollstonecraft, Dorothy Wordsworth and Mary Shelley,Basingstoke: Macmillan, 1989.Armstrong, Nancy. Desire and Domestic Fiction: a Political History of the Novel, Oxford; New York: OxfordUniversity Press, 1987.Backscheider, Paula R. Revising Women: Eighteenth-century "Women's Fiction" and Social Engagement,Baltimore: John Hopskins University Press, 2000.Bloch, Ruth H. Gender and Morality in Anglo-American Culture, 1650-1800. Berkeley: University of CaliforniaPress, 2003.Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity, New York: Routledge, 2008.---. Undoing Gender, New York: Routledge, 2004.Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: the Woman Writer and the Nineteenth-centuryLiterary Imagination, New Haven: Yale University, 1984. Jump, Harriet Devine. Nineteenth-century Short Stories by Women: a Routledge Anthology,London ; New York :Routledge, 1998.Moi, Toril. Sexual-textual Politics: Feminist Literary Theory, London: Routledge, 1990.Schlueter, Paul and June Schlueter (eds.) An Encyclopedia of British Women Writers, New Brunswick: RutgersUniversity, 1998.Showalter, Elaine. A Literature of their Own: from Charlotte Brontë to Doris Lessing, London: Virago, 1993.Taillefer de Haya, Lidia (ed.) Orígenes del feminismo: textos ingleses de los siglos XVI-XVIII, Madrid: Narcea,2010.Warhol-Down, Robyn and Diane Price Herndl (eds.) Feminisms Redux: an Anthology of Literary Theory andCriticism, New Brunswick: Rutgers University Press, 2009.






COURSE DESCRIPTION

2. Further reading

None

The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according tothe needs presented by students with disabilities and special educational needs in the cases that are required.

CONTINGENCY PLAN: CASE SCENARIO A

Case scenario A will correspond to a diminished on-site academic activity due to social distancingmeasures affecting the permitted capacity of classrooms.

General clarifications on the methodology on case scenario ASessions will be held face-to-face as usual with interactive lectures, class discussion on selected texts for eachthematic block. These will be complemented by the use of online forums, chats and the analysis of case-studies.

METHODOLOGY

EVALUATION

Clarifications on the methodology for part-time students and students with disabilities andspecial educational needs (Scenario A):Students who plagiarise in their final essays will automatically fail the course.Attendance to 80% of face-to-face activities is required. Students (especially part-time students) who justify theirinability to attend that percentage of classroom activities will be asked to compensate for those absences inseveral ways to be determined by the instructor.

Tools Percentage



Text commentary 30%


Period of validity for partial qualifications (Scenario A):






COURSE DESCRIPTION

CONTINGENCY PLAN: CASE SCENARIO B

Case scenario B will bring about a suspension of all on-site academic activities as a consequence ofheath measures.

General clarifications on the methodology on case scenario BAll the teaching will be held online in this case using the tools available in Moodle (videoconference, forums,chats). Active involvement of the students is required in all the set activities and tasks.

METHODOLOGY

EVALUATION

Students who plagiarise in their final essays will automatically fail the course.Attendance to 80% of face-to-face and remote activities is required. Students (especially part-time students) whojustify their inability to attend that percentage of classroom activities will be asked to compensate for thoseabsences in several ways to be determined by the instructor.

Clarifications on the methodology for part-time students and students with disabilities andspecial educational needs (Scenario B):

Moodle Tools

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Chat X X

Foro X X

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Videoconferencia X

Tools Percentage



Text commentary 30%


Period of validity for partial qualifications (Scenario B):






COURSE DESCRIPTION





COURSE DETAILSLECTURER INFORMATIONPREREQUISITES AND RECOMMENDATIONSINTENDED LEARNING OUTCOMESOBJECTIVESCONTENTMETHODOLOGYWORK MATERIALS FOR STUDENTSEVALUATIONBIBLIOGRAPHYCONTINGENCY PLAN: CASE SCENARIO AMETHODOLOGY (SCENARIO A)EVALUATION (SCENARIO A)CONTINGENCY PLAN: CASE SCENARIO BMETHODOLOGY (SCENARIO B)EVALUATION (SCENARIO B)

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INSTITUTO DE ESTUDIOS DE POSGRADO 2020/21 Year · 2020. 7. 23. · INSTITUTO DE ESTUDIOS DE POSGRADO 2020/21 Year COURSE DESCRIPTION Analysis and discussion of the readings selected