UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
CP317 Childhood & Adolescence in Modern Fiction
2.
School or partner institution which will be responsible for management of the module
SECL, Comparative Literature
3.
Start date of the module
September 2005 (Revised for September 2014)
4.
The number of students expected to take the module
50
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module
C
7.
The number of credits and the ECTS value which the module represents
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
JH and SH Comparative Literature students. Also available as a wild module
11. The intended subject specific learning outcomes
On successful completion of the module student will be able to:
1. Demonstrate the ability to think critically about childhood and adolescence as cultural
ideas.
2. Explore and re-evaluate what literature is through the ideas of childhood and
adolescence.
3. Demonstrate an ability to compare texts from different historical and cultural periods.
4. Evaluate the use of rhetorical devices and narrative strategies in the representation of key
concepts such as childhood
5. Demonstrate an understanding of the political repercussions behind texts dealing with
childhood and adolescence.
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12. The intended generic learning outcomes
On successful completion of the module student will be able to:
1. Undertake independent research through problem-solving around the prescribed set
texts.
2. Demonstrate and improved practice in reading, writing and group work
3. Demonstrate improved communication, presentation and leadership skills having
participated in seminar discussions and preparing for the group presentation.
4. Demonstrate well-documented critical and comparative writing skills.
5. Demonstrate an ability to synthesize, summarize, and present their arguments cogently
about a work of literature.
13. A synopsis of the curriculum
Who and what is ‘a child’, and what is adolescence? This module examines the representation of
childhood and adolescence in a cross-section of texts from modern literature within the context of
World Literature studies. Students will pay close attention to the rhetoric and techniques of
storytelling woven around these themes, as well as to relevant socio-political debates, while also
examining how these specific texts function across cultures.
The module encourages students to find innovative approaches to the topic, and at the same time
invites them to explore the relationship between literature and childhood and the joy of reading often
associated with childhood and adolescence.
14. Indicative Reading List
Collodi, Carlo. 2002. The Adventures of Pinocchio. Oxford: Oxford UP.
Kipling, Rudyard. 2013. The Jungle Books. London: Penguin.
Burnett, Frances Hodgson. 2011. The Secret Garden. Oxford: Oxford UP.
Salman Rushdie, 1993. Haroun and the Sea of Stories. London: Penguin.
Miles Franklin. 1980. My Brilliant Career. London: Virago.
J.D. Salinger. 1994. The Catcher in the Rye. London: Penguin.
Sylvia Plath. 2009. The Bell Jar. London: Faber.
Kazuo Ishiguro. 2005. Never Let Me Go. London: Faber.
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
This module will be taught by means of a 2 hour seminar for 10 weeks. The module is designed to
foster critical thinking (learning outcomes 11.1,4) while exploring and re-evaluating literature through
the ideas of childhood and adolescence in different cultural and political contexts (learning outcomes
11.1, 3, 5). It fosters creativity and independent research through problem-solving skills around the
set texts (learning outcomes 12:1); there is a strong emphasis on group presentations, student led
activities and discussion, which promote better communication and leadership skills (learning
outcomes 12:2,3, 5). Time will be made available for supervision and discussion of essays in the
form of a feedback session, which will help students improve and demonstrate critical and
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comparative writing skills, while synthesizing, summarizing, and presenting arguments cogently
about literature (learning outcomes 12.4).
Total Contact hours: 20
Total study hours: 150
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
100% Coursework:
Essay 1 (1500 words) 35%
Essay 2 (2000 words) 55%
Seminar Presentation (between 15 to 20 minutes): 10%
Students will be provided with essay questions (though if they wish they may suggest their own
essay questions providing these are approved by the seminar leader). The essay questions will
normally address the various discussions during the seminars, although students will be encouraged
to further examine relevant topics through independent research and explore various themes,
characters, theoretical approaches, etc. in greater depth.
The first essay will focus on a single text, exploring its themes, the overall tone, socio-cultural and
political contexts, characters, etc. and will address learning outcomes 11.1, 2, 4 and 5, and 12.1, 4
and 5.
The second essay will invite students to discuss and compare two texts, analysing the various
themes, contexts, characters, gender issues, etc. and will address learning outcomes 11.1-5, and
12.1, 4 and 5.
The seminar presentation, normally between 15 to 20 minutes and addressing the salient themes,
contexts, characters, writing style, gender issues, etc. with regards to a selected text from the
reading list, will address learning outcomes 11.3 and 5, and 12.2, 3, and 5.
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
Canterbury
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