UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Marriage, Adultery and Divorce in 19th Century Fiction
2.
School which will be responsible for management of the module
SECL (Comparative Literature)
3.
Start date of the module
Spring 2014
4.
The number of students expected to take the module
20
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Modules to be withdrawn on the introduction of this proposed module and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.
Level of the module
I
7.
The number of credits and ECTS value which the module represents
30 (15 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
No pre-requisites or co-requisites.
10. The programme(s) of study to which the module contributes
Comparative Literature and open to all other programmes within the Humanities as an
option.
11. The intended subject specific learning outcomes
On successful completion of the module students will be able to:
1. Demonstrate knowledge and critical understanding of the evolving legal and social
history of marriage and divorce in Europe during the 19th century
2. Show familiarity with a representative sample of works that deal with the subjects of
marriage, adultery, and divorce, and appreciate the changing nature of that depiction
during the period
3. Critically assess changing perceptions of the nature and importance of love, selfrealization, male and female sexuality, sexual morality, gender roles, and family and
class structures in the fiction of the period
4. Compare the similarities and differences in the depiction of marriage, adultery and
divorce in the literatures of different countries and account for these differences by
reference to the differing legal and social histories in those countries
12. The intended generic learning outcomes
On successful completion of the module students will be able to:
1. Demonstrate effective oral and interpersonal skills through a seminar presentation
and small group work
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UNIVERSITY OF KENT
2. Show they have refined their communication skills and reasoned argumentation
through two pieces of written coursework
3. Demonstrate analytical skills, including an engagement in independent research
13. A synopsis of the curriculum
Marriage, adultery and, to a lesser extent, divorce are central subjects of fiction during
the 19th century. The texts studied are all by major writers and have been chosen as
representative examples of the treatment of these subjects in a range of countries
(Britain, Germany, Russia, USA). The chosen texts include not only classic texts of
adultery, notably by Goethe and Fontane, but also novels which focus on the need for, or
actual depiction of, separation and divorce. All the texts will be studied against the
background of the differing and evolving legal and social histories of marriage and
divorce in the various countries. The study of the novels will also shed light on the nature
and importance of love, self-realization, male and female sexuality, sexual morality,
gender roles, and family and class structures in the fiction of the period.
14. Indicative Reading List

Mary Elizabeth Braddon, Lady Audley’s Secret (Wordsworth, 1997)

Anne Brontë, The Tenant of Wildfell Hall (Wordsworth, 1996)

Kate Chopin, The Awakening (Dover, 1994)

Theodor Fontane, Effi Briest, trans. Hugh Rorrison (Penguin, 2000)

J.W. von Goethe, Elective Affinities, trans. David Constantine (OUP, 2008)

Leo Tolstoy, The Kreutzer Sonata (Penguin, 2007)
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 learning outcomes
The module will be taught via a weekly three-hour teaching slot, comprising a two-hour
seminar and an optional hour’s tuition time for one-to-one student feedback, for ten
weeks.
Total Contact hours: 30
Total independent study hours will be 270 devoted to the reading of primary and
secondary texts, seminar preparation, and essay planning and writing.
Total study hours for the module will be 300.
The seminars will focus on specific texts (learning outcomes 11.1-4) and the teaching
methods will include small group work, large group discussion and student presentations
(learning outcomes 12.1). In-class analysis of the material will help students to approach
their individual coursework assignments (learning Outcomes 12.1-2). During their
independent study students will be expected to engage in close reading of the module’s
reading list and engage in independent research (learning outcomes 12.3)
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework, consisting of:
Two essays (40% each, 2000 words)
Seminar presentation (20%, 20 minutes).
The essays will test learning outcomes: 11.1-4 and 12.2-3
The presentation will test learning outcomes: 11.1-4 and 12.1 & 3
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UNIVERSITY OF KENT
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
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required
content of module proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the
introduction of the module and, where the module is proposed by School staff, will be
responsible for its resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
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UNIVERSITY OF KENT
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
Revised June 2014