MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module
Reason and Passion in Eighteen Century European Fiction
2. Department which will be responsible for management of the module
Comparative Literature, SECL
3. The Start Date of the Module
2006 – revised for September 2013
4. The number of students expected to take the module
16
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Departments and Faculties regarding the withdrawal
None
6. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
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
None
10. The programmes of study to which the module contributes
Diploma/Degree in either Comparative Literature or Comparative and English Literature
11. The intended subject specific learning outcomes
By the end of the module, students will have:
1. Knowledge and critical understanding of how concepts such as ‘reason’ and ‘passion’ shape
eighteen century fiction
2. Cogent understanding of how these concepts interact with other factors such as gender, class,
moral conduct and family structures
3. A critically-informed awareness of how these concepts become significant in the surrounding
discourse of Enlightenment
4. An ability to describe in rigorous terms how the novel becomes an important vehicle not only for
social commentary but also for debating enlightened ideals
5. An awareness of their own preconceptions about the novel form and ways in which these
preconceptions have modified their interpretations of key texts
12. The intended generic learning outcomes
1.
2.
3.
4.
Improved and consolidated verbal and communication skills through seminar discussion
Improved written skills, including the structuring of an cogent and detailed argument
Enhanced ability to read and think critically and to research independently in libraries and online
Improved teamwork skills acquired through working in groups in seminars and in preparation for
class activities.
13. A synopsis of the curriculum
The 18th century witnessed the growth of the European novel as both a source of entertainment for the
emerging middle classes, and as a vehicle for the spread of Enlightenment values. A key concern in fiction
was the tension between reason and passion, which would become more acute as the century progressed,
eventually culminating in the Romantic movements. Some of the most notable novels of this period mediate
these tensions and shed light on issues of gender, sexual morality, seduction, wealth, class and family
structures. Prévost’s Manon Lescaut exemplifies an early manifestation of these developments and offers a
touchstone for the discussion of the Europe-wide success and influence of Richardson’s Pamela on
subsequent novels. Consideration will be given to the way authors were aware of each other’s writings and
students will be invited to consider the cultural variations these narratives present on the common concerns
of the age.
14. Indicative Reading List
Choderlos de Laclos, Dangerous Liaisons (Penguin)
Abbé Prévost, Manon Lescaut (Oxford World’s Classics)
Samuel Richardson, Pamela (Oxford World’s Classics)
Mary Wollstonecraft, Mary and the Wrongs of Woman (Oxford World’s Classics)
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
There will be a total of 300 study hours which will include ten two-hour weekly seminars. Seminars will be
built around group discussion of that week’s chosen text but may also include a student seminar
presentation (see generic learning outcomes 1 and 4). Each text will be discussed in relation to the other
texts and module themes as well as relevant critical approaches (see generic learning outcome 3). Outside
of class, students will be expected to be preparing for seminars and coursework essays by reading
secondary sources and learning to research independently via print and electronic resources (see generic
learning outcomes 2 and 3).
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
The module will be assessed by 100% coursework. Students will submit a minimum of two essays (90%) but
will also have the option of submitting a third essay, in which case the two highest marks will constitute the
overall mark. Word length will be 2000 words. The essays will test the student’s ability to build a cogent
argument in relation to the aims and objectives of the module (see subject specific learning outcomes 1 to 4
and generic learning outcomes 2 and 3). The final 10% will consist of an oral mark that will assess the
student’s ability to present and interact with other points of view in the seminars (see generic learning
outcomes 1 and 4).
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 and Tonbridge
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)
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
College/Validated Institution
..............................................
of
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
Date