MODULE SPECIFICATION: TACKLING TEXT 1 The title of the module: Tackling Text: Explaining Style 2 The Department which will be responsible for management of the module: School of European Culture and Languages 3 The Start Date of the Module: Spring Term 2011 4 The number of students expected to take the module: 45 5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal: None 6 The level of the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: C (Certificate) 7 The number of credits which the module represents: 15 credits 8 Which term(s) the module is to be taught in (or other teaching pattern): Spring (Period Two) 9 Prerequisite and co-requisite modules: None. 10 The programmes of study to which the module contributes: This module is available as an option for the BA in English Language and Linguistics. It is also available as a wild module. 11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes: Students will be able to: 1. Select and apply precise stylistic strategies to analyse poetry, prose and drama texts: A2, A6, A9; B10 2. Analyse the linguistic and stylistic choices a writer makes to create meaning and effect programme outcomes: A4, A5; C18, C21-22 3. Develop an understanding of the interconnections between English literature and language programme outcomes: A1, A7 4. Critically evaluate theories of stylistics: B11, B13; C21 5. Develop strategies towards more effective close reading. 12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes: Students will be able to: 1. Communicate the results of study and work accurately, with well structured and coherent arguments: BC20; D23-25 2. Interact effectively within small groups, exercising personal responsibility and appropriate decision-making skills: D25-27. 3. Develop their ability to work cooperatively with others, exercising personal responsibility and sensitivity: D26, D27. 4. Demonstrate their ability to undertake independent learning, by taking initiative, being organised and meeting deadlines: D26-32. 5. Demonstrate high sensitivity to the nuances of the written word, and the linguistic strategies employed by authors in producing them: B11-13; D27 6. Reflect on and identify interdisciplinary and/or transferable skills: B16 A synopsis of the curriculum: The module introduces students to the study of Stylistics as a systematic way to explore and analyse literary texts. Particular aspects of the structure of English will be related to literary texts from the three main genre. The first block considers linguistic choice and its relation to style and meaning, the levels of language, sound meaning and effect in poetry and figurative language and metaphor; the second block examines style and style variation in prose fiction, point of view and speech and thought presentation; the third block examines conversational structure and character, discourse structure and strategies, and impoliteness and characterisation in drama text. The lectures introduce theoretical and methodological material and the seminars enable the student to produce their own analyses with reference to specific stylistic features. 13 Indicative Reading List: Primary texts Astley, Neil (ed.) (2004) Being Alive. Tarset: Bloodaxe Books. Carver, Raymond (1999) Cathedral, London: The Harvill Press. Churchill, Caryl (1991) Top Girls. London: Methuen Student Edition. Joyce, James (1992) Dubliners, London: Penguin Classics. 14 Secondary texts Culpeper, J, M Short and P Verdonk (1998) Exploring the Language of Drama: From Text to Context., London: Routledge. Leech, GN (1969) A Linguistic Guide to English Poetry, London: Longman. Leech, G and M Short (1981) Style in Fiction, London: Longman. Rimmon-Kenan, S (2002) Narrative Fiction, 2nd edition, London: Routledge. Short, M (1996) Exploring the Language of Poems, Plays and Prose, London: Longman. Toolan, M (2004) Language in Literature, London: Arnold. Verdonk, P and JJ Weber (1995) Twentieth Century Fiction: From Text to Context, London: Routledge. Wales, K (2001) A Dictionary of Stylistics, 2nd edition, London: Longman. 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: One one-hour lecture per week + one one-hour seminar per week x 11 = 22 contact hours. The lecture session will introduce methodological tools, provide model analyses and introduce relevant areas of theory, thus helping students to achieve the following learning outcomes: selection and application of precise critical terminology and appropriate strategies for close reading to the study of literary text; awareness of current thinking in literary linguistics; enhanced understanding of the interface of theory and stylistic practice, including the limitations and drawbacks of such approaches to literary text. Seminar sessions will enable students to interrogate the methods they have learned in lectures in order to review, consolidate and articulate their knowledge and understanding. Seminars also contribute to the achievement of generic outcomes such as critical reflection, verbal discussion and written analysis of texts, in order to make judgements about the appropriateness of different approaches. Today study hours: 150. 16 Assessment methods and how these relate to testing achievement of the intended learning outcomes: Coursework (40%) + Examination (60%) Coursework made up of 1 x 1000 and 1 x 1500-word assignments. Assignment 1 = 15% Assignment 2 = 25%. The assignments test achievement of the following learning outcomes: a systematic and detailed understanding of linguistic and stylistic terminology, contextualising these methods, carrying out detailed textual analyses, showing cogent application of particular approaches, making critical and evaluative judgements about texts, and demonstrating a detailed understanding of the interconnections between style and genre. Essays also help to test achievement of the following generic outcomes and key skills: critical reflection, written analysis, the ability to undertake independent learning and use secondary texts with critical discrimination, logical and effective communication in writing and appropriate use of IT. The written examination (2 hours) will require candidates to answer 2 from 6 or 7 questions and thereby demonstrate understanding of key themes discussed during the course. The two questions will be equally weighted. 17 Implications for learning resources, including staff, library, IT and space: None 18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any nonjustifiable disadvantage to students with disabilities: As far as can be reasonably anticipated, the curriculum and forms of assessment do not present any non-justifiable disadvantage to students with disability. SECL is committed to actively fostering an inclusive community within the classroom. We have enabled students with physical disabilities, sensory impairments and learning difficulties to play a full part in the curriculum of our programmes. Such support has taken the form of assisted note-taking and alternative assessment formats. We will continue to work together with individual students and the DDSS to identify strategy aids and assess needs in order to provide appropriate educational support.