MODULE OUTLINE

Modern Liberal ArtsUniversity of WinchesterSemester 1 2015

LA 2007 Utopia and Tragedy

Monday/9.00 – 11.30/Holm Lodge 5Derek Bunyard

Module Learning Outcomes

Show engagement with primary sourcesShow a knowledge of theoretical perspectives and/or worksShow an understanding of abstract concepts and ideas within theoretical perspectives Show an ability to work with theorists and their concepts in various forms of assessment as appropriate Show evidence of engagement with texts and ideas concerned with utopias and tragic societies

Introduction

This module is the second in the Modern Liberal Arts programme to take tragedy as its central theme. In the first year, the approach to classical tragedy emphasised its ethical import; in this second module attention shifts to the inventive use of metaphor and figuration to establish alternative conceptions of civil society. The basic idea here is that each metaphor operates as a potential ‘narrative’ about possible social relations, and

authors deploy these in order to suggest their favoured modifications to an existing social formation. To a greater or lesser extent, these authors have been generally understood as employing this specialised form of rhetoric in order to encourage or warn others, i.e., these texts have been received as being more political than philosophical in intent.

Although each of the texts studied offers an account of the results of such acts of re-description, there is a common tragedy associated with this genre of representation which tends to undercut any manifest political message: attempts at realising positive conclusions typically result in failure; and equally, avoiding negative outcomes is equally futile since they will already exist in one form or other elsewhere – as the histories of Russia, China, France, America, Britain, Germany, France, etc. all testify – and as does the on-going ‘experiment’ that is ISIS. But if this is the most familiar ‘reading’ of utopianism – essentially a strategy of dismissal and re-coding of the texts as mere ‘entertainments’, there is also a second form of recognition: of there being a distinct form of tragedy which can be called ‘utopian’; the second half of the module develops this less familiar idea, but as a back-marker from the first module, consider Thucydides’ history of the Peloponnesian War.

What may be at stake is suggested by Francis Bacon’s phrase – ‘the ‘idols of the tribe’ (although this is not to exclude idols of the cave, market place, or theatre!). Bacon’s idols of the tribe are those common and over-simplified conceptions of the way the world works that most of us employ when trying to avoid thought. It is, largely, these pictures of the world which are ‘worked up’ into utopian (or dystopian) fictions by the simple procedure of de-coupling familiar narrative relations and inventing new ones. But although the resulting content is colourful, and the lack of familiar constraints can be exhilarating, our ultimate quest remains the same as it was for the first module on tragedy: what are the archai – the founding principles, the well-springs, the rules, or the grounds of these examples of re-imagining, and what do they tell us, ultimately, about human experience? In other words, is this really a study of a specific form of rhetoric as philosophy? (i.e., are these vastly extended versions of Aristotle’s enthymemes?)

(If you are still in Shakespearean mode after finishing Ancient ‘Canonic’ Tragedy, you may recall that the link text suggested for the first year module was Macbeth; now, the equivalent taking-off point is The Tempest. Apart from the play itself, you may find Peter Greenaway’s film, Prospero’s Books intriguing. There was also a version prepared for TV a year ago, called The Tempest, featuring Helen Mirren as Prospero’s widow – with much of the script being left largely unchanged. The director took the opportunity to use various digital effects that produce some striking renditions of, for instance, Ariel – available now on YouTube.)

Principal theory texts:-There are three in particular that repay careful reading, although in each case the authors identified are better known by other titles (also mentioned here): Louis Marin’s Utopics, but also his On Representation; Frederic Jameson’s Archaeologies of the Future, but also his The Political Unconscious; and Susan Buck-Morss’ Dreamworld and Catstrophe, but also her The Dialectics of Seeing. However, for the first assignment question, and much discussion within

the lectures, a good knowledge of the texts themselves is of greater importance and so make your selections of favoured utopian texts, make sure you have the time to read them, and make even more sure that you know them well enough to be able to answer almost any question on utopian thinking generated within the MLA programme using them as a source of illustration. (Good luck!)

Module Programme

Week 1: Lecture: Introduction

Theme – Utopia – when, where and why is it there, and what is it anyway?

Readings:-Plato: Republic, Shakespeare: The Tempest

Additional readings:-(N.B. This relatively extensive list is intended to suggest a number of background secondary texts which may help you in constructing an overview of the entire topic area.)

Bloch, E. (2000) Geist der Utopie (in English, The Spirit of Utopia) Stanford, CAL: Stanford University Press.Bloch, E. (1970) A Philosophy of the Future New York: Herder & Herder.Burwell, J. (1997) Notes on Nowhere: Feminism, Utopian Logic, and Social Transformation Minneapolis: University of Minnesota Press.Christie, G. (2011) Philosopher Kings? The adjudication of conflicting human rights and social values Oxford: Oxford University PressClaeys, G. & Sargent, L. eds. (1999) The Utopia Reader New York: New York University Press.Claeys, G. (2010) The Cambridge Companion to Utopian Literature Cambridge: Cambridge University PressClaeys, G. (2011) Searching for Utopia: the history of an idea London: Thames & HudsonFerns, C. (1999) Narrating Utopia: Ideology, Gender, Form in Utopian Literature Liverpool: Liverpool University Press.Goodwin, B. (1982) The Politics of Utopia: a Study in Theory and Practice London: Hutchinson.Halpin, D. (2002) Hope and Education: the Role of the Utopian Imagination London: Routledge.Horowitz, I. (1977) Ideology and Utopia in the United States, 1956-76 Oxford: Oxford University PressJames, S. (2012) Maps of Utopia: H. G. Wells, modernity, and the end of culture Oxford: Oxford University PressKumar, K. (1991) Utopianism Buckingham: Open University Press.Lasky, M. (1977) Utopia and Revolution: on the Origin of a Metaphor, or some Illustrations London: Macmillan.Levitas, R. (1990) The Concept of Utopia Syracuse, NY.: Syracuse University Press.Midgley, M. (2000) Science and Poetry London: Routledge

Midgley, M. (2004) The Myths We Live By London: Routledge.Moyn, S. (2010) The Last Utopia: human rights in history Cambridge, Mass., Belknap PressNewman, J. (2013) Utopia and Terror in Contemporary American Fiction London: RoutledgePapastephanou, M. (2009) Educated Fear and Educated Hope: dystopia, utopia, and the plasticity of humanity Rotterdam: Sense PublishingSpencer, N. (2006) After Utopia: the rise of critical space in Twentieth Century American fiction Lincoln: University of Nebraska PressWegner, P. (2002) Imaginary Communities: Utopia, the Nation, and the Spatial Histories of Modernity Berkeley, CAL: University of California Press.

Week 2: Lecture: More’s Utopia in its historical context

Theme - What experiences were the Philosopher Kings meant to be the solution for, and how might this be translated into Sixteenth Century European culture?

Readings:-More: Utopia – various selections, but try to work through as much of his text as you can.

Additional readings:-Adams, R. (1992) Utopia: a revised translation, background, criticism New York: NortonBaker-Smith, D. (1991) More's Utopia London: Harper Collins.Bauman, Z. (2009) Socialism: the Active Utopia London: RoutledgeMore, T./Adams, R. (1992) Utopia: a revised translation, background, critique London: NortonOlin, C. (1989) Interpreting Thomas More's 'Utopia' New York: Fordham University Press.Olin, C. (1994) Erasmus, Utopia, and the Jesuits: essays on the outreach of Humanism New York: Fordham University PressSylvester, R. (1977) Essential Articles for the Study of Thomas More Hamden, Conn., Archon BooksWalicki, A. (1995) Marxism and the Leap to the Kingdom of Freedom: the rise and fall of the Communist utopia Stanford: Stanford University Press

Week 3: Lecture: The rhetorical construction of More’s Utopia

Theme: the utopian text as a literary form facilitating the play of ideas

Readings:-Marin: selected aspects of his analysis, matched by More: Utopia – selections from the description of UtopiaMarin, L. (1984) Utopics: the semiological play of textual spaces New York: Humanity Books

Additional readings:Baker-Smith, D. (1987) Between Dream and Nature: essays on utopia and dystopia Amsterdam: RodopiBarthes, R. (1986) The Semiotic Challenge Oxford: Blackwell, Ch. 1.

Barthes, R. (1987) Michelet Oxford: Blackwell, the IntroductionColeman, A. (1985) Utopia on Trial: vision and reality London: Shipman

Week 4: Lecture: Ensuring the security of the State: knowledge and power.

Theme: Human nature and the nature of the world.

Readings:-Bacon: selections from his New Atlantis and Novum OrganumHobbes: selections from his Leviathan

Additional sources:Bacon, F. (2013) Physical and Metaphysical Works: including the Advancement of Learning and Novum Organum London: ULAN PressBird, A. Philosophy of Science London UCL PressClaeys, G. (ed.) (1994) Utopias of the British Enlightenment Cambridge: Cambridge University Press.Couvalis, G. (1997) The Philosophy of Science London: SAGEEliar-Feldon, M. (1982) Realistic Utopias: the Ideal Imaginary Societies of the Renaissance Oxford: Clarendon Press.McNeilly, F. S. (1968) The Anatomy of Leviathan London: MacmillanMurphy, P. (2003) Evidence, Proof, and Facts: a book of sources Oxford: Oxford University PressNozick, R. (1999) Anarchy, State, and Utopia Oxford: BlackwellPrice, B. (ed.) (2002) Francis Bacon's 'The New Atlantis': New Interdisciplinary Essays Manchester: Manchester University Press.Schmitt, C. (2008) The Leviathan in the State Theory of Thomas Hobbes: meaning and failure of a political symbol Chicago: university of Chicago PressSorrell, T. & Foisneau, L. (2004) Leviathan after 350 Years Oxford: ClarendonSpringborg, P. (2007) The Cambridge Companion to Hobbes’ Leviathan Cambridge: University of Cambridge PressUrbach, P. (1986) Francis Bacon’s Philosophy of Science: an account and a reappraisal La Salle: Open Court

Week 5: Lecture: on metaphor.

Theme: The analysis of the forms of metaphor and related rhetorical strategies. Most of our discussion will feature utopian texts, but since this topic has applications beyond the module, there is an extensive additional reading list which will be sent to you.

Readings:-Selections from Max Black, Andrew Ortony, I. A. Richards, and Sarah Kofman – an extensive set of notes accompanies these – again to be sent nearer the time.

Additional sources:-

Bath, M. (1994) Speaking Pictures London: LongmanBlack, M. (1972) Models and Metaphors, Ithaca, Cornell University PressCameron, L. & Low, G. eds. (1999) Researching and Applying Metaphor Cambridge: Cambridge University PressDaly, P. (1979) Literature in the Light of the Emblem Toronto: University of Toronto Press.Doughty, C. (2006) Prometheus London: RoutledgeDraaisma, D. (2000) Metaphors of Memory Cambridge: Cambridge University Press; useful illustrations of the involvement of metaphors and figurative thinking in the development of our understanding of memory.Empson, W. (1991) Seven Types of Ambiguity London: Hogarth PressFauconnier, G. & Turner, M. (2002) The Way We Think: conceptual blending and the mind's hidden complexities New York: Basic BooksForceville, C. (1996) Pictorial Metaphor in Advertising London: Routledge.Freeman, R. (1970) English Emblem Books London: Chatto & Windus.Gibbs, R. (1994) The Poetics of Mind: Figurative Thought, Language and Understanding Cambridge: Cambridge University Press.Goodman, N. (1978) Ways of Worldmaking Hassocks: Harvester Press.Griffiths, E. (2006) Medea London: Routledge; imagery of witchcraft, child-murder, and a wronged 'everywoman'.Heartfield, J. (1977), Photomontages of the Nazi Period by John Heartfield London: Gordon Fraser Gallery. Jenks, C. (ed.) (1995) Visual Culture London: Routledge; just the introduction.Kofman, S. (1993) Nietzsche and Metaphor London: Athlone Press, chs. 1, 2, and 3.Lakoff, G. (1980) Metaphors We Live By Chicago: Chicago University Press; the first introductory work to Lakoff and Johnson's project.Lackoff, G. & Johnson, M. (1999) Philosophy in the Flesh: the Embodied Mind and its Challenge to Western Thought New York: Basic Books.Lavin, M. et al., (1992) Montage and Modern Life 1919 - 1942 Cam. Mass.: MIT Press, pp. 60 - 81.Lyn, D. et al. (1997) Mathematical Reasoning, Analogies, Metaphors and Images New York: Lawrence Erlbaum AssocManning, J. (2003) The Emblem London: Reaktion.Mitchell, W.J.T. (1986) Iconology: Image, Text, Ideology Chicago: University of Chicago Press.Mitchell, W.J.T. (1995) Picture Theory: Essays on Verbal and Visual Representation Chicago: University of Chicago Press.Nietzsche, F. (1993) The Birth of Tragedy London: Penguin.Ortony, A. (ed.) (1986) Metaphor and Thought Cambridge: Cambridge University Press.Pinker, S. (2007) The Stuff of Thought London: Allen Lane.Plato, The Phaedrus - although the line of argument is consistent with the Gorgias, this text is better known for its extended use of imagery.Richards, I. A. (1965) The Philosophy of Rhetoric Oxford: Oxford University Press.Ricoeur, P. (1978) The Rule of Metaphor London: Routledge and Keegan Paul; a re-reading of Aristotle's Rhetoric.Sperber, D. & Wilson, D. (1995) Relevance: Communication and Cognition Oxford: Blackwell, an alternative to semiotic analysisWillett, J. (ed.) (1998) Bertolt Brecht: War Primer London: Libris

Week 6: Lecture: Satire as the first form of truly ‘utopian’ tragedy?

Theme: Reviewing Marin’s argument in the light of 18th. Century satirical texts – does his argument survive in these new contexts – and/or should it now be supplemented by other forms of analysis?

Readings:-Selections from Voltaire – Candide Swift – A Voyage to the Houyhnhnms (and also his A Modest Proposal)And then …Butler’s Erewhon – ‘The Musical Banks’

Additional sources:Aldridge, A. O. (1975) Voltaire and the Century of Light Princeton, N.J.: Princeton University PressAppelbaum, R. (2002) Literature and Utopian Politics in Seventeenth Century England Cambridge: Cambridge University Press.Fox, C. (2003) The Cambridge Companion to Jonathan Swift Cambridge: Cambridge University PressJacobs, E. (1987) Voltaire on Tragedy Cambridge: Chadwyck-HealeyKeener, F. (1983) The Chain of Becoming: the philosophical tale, the novel, and a neglected realism of the Enlightenment: Swift, Montesquieu, Voltaire, Johnson, and Austen New York: Columbia University Press.Thatcher, C. Ed. (1995) Voltaire: selected writings London: EverymanVoltaire (1994) Letters to the English Nation Oxford: Oxford University Press Zizek, S. (2009) First as Tragedy, Then as Farce London: Verso

Week 7. Lecture: Biology (or science) as fate – a second form of utopian tragedy?

Theme: the imperilled imagination – the threatened soul.

Readings:-Shelley – Frankenstein, or a New PrometheusSelections from Shelley’s Frankenstein – I would prefer to stick to the first edition, if this is possible, but various amalgamations with the second have now been published which makes this more difficult to achieve than it used to be. Selections from Wells: The Island of Dr. Moreau, Huxley’s Brave New World, and Zamyatin’s We.

Additional sources:Albinski, N. (1988) Women's Utopias in British and American Fiction London: Routledge.Armitt, L. (1996) Theorising the Fantastic London: ArnoldBaker, S. (1993) Picturing the Beast: animals, identity and representation Manchester: Manchester University Press

Baker-Smith, D. (1987) Between Dream and Nature: Essays on Utopia and Dystopia Amsterdam: Editions Rodolpi.Bann, S. ed. (1994) Frankenstein: creation and monstrosity London: ReaktionBotting, F. (1995) Frankenstein: Mary Shelley Basingstoke: MacmillanBellin, J. (2005) Framing Monsters: fantasy film and social alienation Carbondale, Ill: Southern Illinois University PressDonawerth, J. (1997) Frankenstein's Daughters: Women Writing Science Fiction Syracuse, NY: Syracuse University Press.Forry, S. (1990) Hideous Progenies: dramatizations of Frankenstein from Mary Shelley to the present Philadelphia: University of Pennsylvania PressLinehan, K. (2003) Strange Case of Dr. Jekyll and Mr. Hyde: an authoritative text, backgrounds and contexts, performance adaptations, criticisms New York: NortonMidgley, M. (1983) Animals and Why They Matter Athens: University of Georgia PressMulhall, S. (2003) On Film London: Routledge; chapter 4, which features an analysis of Alien ResurrectionSeymour, M. (2000) Mary Shelley London: John MurrayThepan, M. (1997) Embodiment: essays on gender and identity Oxford: Oxford University PressVallone, L. & O’Farrell, M-A. (1999) Virtual Gender: fantasies of subjectivity and embodiment Ann Arbor, Mich.: University of Michigan PressVeeder, W. (1986) Mary Shelley and Frankenstein: the fate of androgeny Chicago: University of Chicago PressVHS Recording Channel 4, 1992/3 Mary Shelley: maker of monstersWeiss, G. (1999) Perspectives on Embodiment: the intersections of nature and culture London: Routledge

Week 8. Lecture: The realities of collective life – a third form of utopian tragedy?

Theme: theorising social relations as ‘damaging’.

Readings:-Selections from Debord, G. (1983) The Society of the Spectacle Detroit: Black & Red

Additional sources:Albinski, N. (1988) Women’s utopias in British and American Fiction London: RoutledgeBeecher, J. (1986) Charles Fourier: the visionary and his world Cambridge: BerkelyBerman, M. (1983) All That is Solid Melts into Air: the experience of Modernity London: VersoCaygill, H. (2013) On Resistance: a philosophy of defiance London: Bloomsbury AcademicCoverley, M. (2006) Psychogeography Harpenden: Pocket EssentialsD’Eramo, M. (2001) The Pig and the Skyscraper: a history of our future London: VersoFord, S. (2005) The Situationist International: a user’s guide London: Black DogFord, S. (1995) The Realization and Suppression of the Situationist International: an annotated bibliography, 1972 – 1992 Edinburgh: AK PressGaskell, I., Conway, D. & Kemel, S. (1998) Nietzsche, Philosophy and the Arts Cambridge: Cambridge University Press

Guarneri, C. (1991) The Utopian Alternative: Fourierism in Nineteenth-Century America Ithaca, NY: Cornell University Press.Harvey, D. (2000) Spaces of Hope Edinburgh: Edinburgh University Press; very useful analysis of designed community.Holloway, M. (1966) Heavens on Earth: Utopian Communities in America, 1680 - 1880 New York: Dover.Lefebvre, H. (1999) Writings on Cities trans. and ed. Eleonore Kofman & Elizabeth Lebas Oxford: BlackwellPlant, S. (1992) The Most Radical Gesture London: RoutledgeRosenau, H. (1983) The Ideal City: its Architectural Evolution in Europe, 3rd. edtn. London: Methuen.Sadler, S. (1999) The Situationist City Cambridge, Mass., MIT PressZizek, S. (2012) The Year of Dreaming Dangerously New York: VersoThere are also multiple sites presenting extracts from the writings of the various utopian socialists – these are included in the list of e-sources that will be sent.

Week 9. Lecture: Science Fiction and Dystopia – why is this the principal emerging form of utopian tragedy throughout the Twentieth century?

Theme: is the nature of literary production ‘connected’ to an economic or cultural ‘base’ – or something else entirely?

Readings:-Readings: Selections from Wells’ A Modern Utopia, The War in the Air, and The War of the Worlds – from The Time Machine: ‘The Sunset of Mankind’ (chapter 6), Explanation (chapter 8), ‘The Palace of Green Porcelain’ (chapter 11).

Additional sources:James, S. (2012) Maps of Utopia: H. G. Wells, modernity, and the end of culture Oxford: Oxford University PressKalin, M. (1975) Utopian Flight from Unhappiness: Freud Against Marx on Social Progress Totowa, N.J.: Littlefield.Kemp, P. (1982) H. G. Wells and the Culminating Ape: biological themes and imaginative obsessions London: MacmillanParrinder, P. (2005) The Reception of H. G. Wells in Europe London: ContinuumPartington, J. (2003) The Wellsian: selected essays on H. G. Wells Oss: EquilibriumPartington, J. (2003) Building Cosmopolis: the political thought of H. G. Wells Aldershot: AshgateScheik, W. (1995) The Critical Response to H. G. Wells London: GreenwoodWells, H. G. (1902) Anticipations of the Reaction of Mechanical and Scientific Progress upon Human Life and Thought, 8th. editn. London: Chapman & HallWolf, M. (1997) Shaw and Science Fiction University Park: Pennsylvania State University Press.

Week 10. Lecture: continuation from week 9 – with student contributions

Initial Reading: J. D. Bernal: ‘The World, The Flesh, and the Devil’ - available at

http://www.cscs.umich.edu/~crshalizi/Bernal/

Week 11: Student selection of topics. Review point for second assignment. Please notify me of your interests by week 8.

Week 12: Review and Conclusion – Reading from Wells 1939 text, The Fate of Homo Sapiens. (Group and individual tutorials on throughout the week as requested.

Assessment 1: (50%) …. (2000-2250 words; deadline: (Monday, week 6) given to

Catherine in the Office by 3.30pm).

Refer to ‘The Book of the Machine’ from Samuel Butler’s Erewhon (chapters 23, 24, 25). Indicate what you consider to have been the point of Butler’s apparent warning to his Victorian peers, and the extent to which this sketch of humanity’s Darwinian future is still relevant.

Assessment 2: (50%) ….. (2000-2250 words; deadline (Monday week 1, Semester 2)

given to Catherine in the Office by 3.30pm).

What do you think are the utopian or dystopian implications of the quote given below (pay particular attention in your response to what may be termed ‘tragic’).

I walk among men as among fragments of the future: of that future which I scan. And it is all my art and aim to compose into one and bring together what is fragment and riddle and dreadful chance. And how could I endure to be a man, if man were not also poet and reader of riddles and the redeemer of chance!

To redeem the past and to transform every ‘It was’ into an ‘I wanted it thus!’ – that I alone would call redemption.

(Nietzsche, F. (1992 [1886]) Ecce Homo, trans. R. J. Holingdale London: Penguin; section 8 on Thus Spake Zarathustra, p. 80, italics from original.)

Use Harvard Referencing

We attempt always to return work within 3 working weeks (15 days working days).

MODERN LIBERAL ARTS MARK SCHEME

We want you to be very clear about how we will mark your work and that means you must know with each assessment what you are expected to do. We hope that this does not mean you will feel that you have to write to a formula. We are trying to build in considerable freedom to your assessments; but as the term ‘liberal arts’ conveys, in every freedom there is a discipline, and in every discipline there is a freedom; together, we hope, they constitute the struggle of learning.

There are (often but not always) two types of essays in MLA: the first assessment title in a module will most often be set by the tutor and will be restricted to texts explored in the first weeks. The second assessment title can be tutor-led, or chosen from a list of titles, or can be negotiated individually; this varies according to the tutor and the module. This assignment can explore wider issues, employ wider reading, or explore a single issue in depth. Students will bear some responsibility for the references consulted in the second essay, increasing through years 1, 2 and 3.

Tutor-set assessments (disciplina) Student/tutor-set assessments (libertas)

1st module essay

Marks for depth of understanding specialist

terminology depth of understanding of set texts depth of understanding of ideas/concepts evidence by quotation answering the question correct referencing word limit

2nd module essay

Marks for depth of understanding of texts depth of understanding and application of

ideas/concepts evidence-based critical arguments depth/breadth of reading (depending on

the question) answering your own question correct referencing word limit

Note the difference between essays 1 and 2: the first one is marked only on your understanding of texts; the second one is marked on understanding, on your own reading, and your emerging critical voice. Be careful here; being critical does not mean just giving your opinions. It means making a case based on evidence from your reading, using ideas and concepts from texts. It does not mean you have to fight for one side of an argument or another… ambivalence will be treated with great respect. But for every essay, remember this: if we (and you) get the title right, then by answering the question you will be doing exactly what is required. Over years 1, 2 and 3 the levels of your work are raised by using increasingly challenging texts, ideas, concepts and writers, and by the way you are able to employ ideas, concepts and writers from other modules across the degree in increasingly sophisticated ways.

For all essays, then

Depending on the question you will need to

Demonstrate reflection on module material and the wider contexts from across the degree which might impact upon it

Communicate experiences of texts and ideas as appropriate Show knowledge and understanding of specialist terminology

Demonstrate requisite research skills in gathering, summarizing and presenting evidence including proficiency in referencing and academic conventions.

For essay 1

Depending on the question you will need to

Show careful reading of primary sources Show a knowledge of theoretical perspectives and/or works Show an understanding of abstract concepts and ideas within theoretical perspectives Show an ability to work with theorists and their concepts in various forms of assessment as

appropriate Show evidence of engagement with texts and ideas concerned with issues raised in the module.

For essay 2

Depending on the question you will need to

Show an ability to employ theorists critically in relation to issues Show an ability to use concepts as critical tools in discussing issues and questions as appropriate Show an ability to employ theoretical perspectives as critical tools Therein, to develop a critical voice informed and deepened by appropriate use of theory as

critique. Sustain a critical relationship to ideas related to the module

It is often hard to explain in generic terms how any particular essay could have been improved. But, cautiously, we can say the following:

In general,

a 3rd (40-49%) may have ignored the question, may have not given much evidence of reading, may have clumsy sentence structure, but will still have made a bona fide attempt at the work.

a 2.2 (50-59%) will have provided evidence of reading, quotations where appropriate, clear sentence structure, attended to the question or title, but not related the material in ways which synthesise more developed and complex thinking.

a 2.1 (60-69%) will have evidence of reading through effective selection of quotation, being able to make specific points, and to relate material together to make broader and/or deeper and more complex observations. At the higher end, it may have been able to relate material from across modules, or across the degree as a whole, to synthesise separate ideas and issues into more holistic comments, ideas and problems. The questions addressed will be getting ever more difficult and important, including those that are asked without being answered.

a 1st (70-100%) will make a little go a long way. Quotations may carry implications beyond their precise content; sentences will be clear but able to refine complex ideas succinctly; most importantly, it will be able to combine the microcosm of its subject matter with the macrocosm of its place in the wider context, and these contexts will be drawn form the overall, experience of the degree, growing obviously from years 1 to 3. No inaccuracies of grammar or sentence construction, and no referencing mistakes are expected here. The voice of the essay will be in control of difficult material throughout. Above all the questions asked and addressed will be compelling in their difficulty and import.

Module Evaluations (previous year)

The module was generally well received with many students finding the approach to literary analysis employed interesting. There was less enthusiasm for the emphasis on developing a contextual understanding of the author’s situation, since this was seen to add to the burden of reading for a course that was already intensive. For this year more time will be spent on fewer examples.

Catalogue summary

This module follows on from the level 4 module, Ancient ‘Canonic’ Tragedy, and continues to explore the theme of tragedy, but now the focus turns away from mythical and heroic figures to tragic states of society. The specific focus of this module is, therefore, utopias and dystopias as sites for ideological investigations of what counts as the socially normal and the socially deviant, and how this tension is played out through the experience of the tragic within a social collective. The media texts chosen are selected on the basis of their capacity to develop a reflective analysis of present states of sociality. As with the level 4 module, theoretical and philosophical components are split: in this case between the political philosophy of the state, and the aesthetics of collective and mass representation.