UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
1.
Title of the module: Wrestling with
Angels: Writing the Prose Poem
2.
School which will be responsible for management of the module: School
3.
Start date of the module: September
4.
The cohort of students (onwards) to which the module will be applicable:
5.
The number of students expected to take the module: 16
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal: None
7.
Level of the module H
8.
The number of credits which the module represents : 30
9.
Which term(s) the module is to be taught in (or other teaching pattern): Autumn
of English
2011
2009
10. Prerequisite and co-requisite modules: None
11. The programme(s) of study to which the module contributes: BA in English and
American Literature with Creative Writing
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete this module will have:
1)
identified ‘given’ boundaries between poetry and prose, and
explored them for creative possibilities
2)
engaged with elements of the historical and contemporary contexts
of prose poetry
3)
analysed historical and contemporary models of prose poetry for
characteristic craft and technique
4)
investigated the nuances and functions of the reader/writer
relationship in cross-boundary writing
5)
developed their own writing within the spectrum of prose poetry
6)
begun to make informed decisions about editing their own and
others’ cross-boundary work
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete this module will have:
1)
2)
3)
4)
developed their capacity for close reading and critical analysis and
made comparisons across a range of their reading
developed their creative writing skills to an advanced level
extended their range of critical and creative vocabulary and broadened
their conceptual framework
developed their communication skills, particularly in responding to
others’ work in the context of the workshop, and in discussion
14. A synopsis of the curriculum
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UNIVERSITY OF KENT
This module aims to extend the creative possibilities of students’ writing
through an exploration of the boundaries between prose and poetry in theory
and in practice. The first half of the module will consist of an investigation of
historical and contemporary models of prose poetry, alongside writing
exercises. The second half of term will be devoted to the development of
students’ own work via writing workshops and tutorials.
The module will focus on the following areas:
 identifying and interrogating traditional distinctions between prose and
poetry
 tracing the characteristics and historical trajectories of European, British and
American prose poetry
 identifying and applying elements of craft and technique particular to prose
poetry such as the handling of tone, register, rhythm, symbolic language, the
possibilities of voice and characterisation
 drafting prose poems
 developing writing processes particular to the module, such as identifying
sources, experimentation, and when and how to exercise critical control
 mapping aspects of the reader/writer relationship, such as expectation,
anticipation, reliability, implied context, and silence, onto boundarycrossing
15. Indicative Reading List
Primary
Patricia Debney, How to Be a Dragonfly (Smith/Doorstop Books, 2005)
Stuart Friebert and David Young, eds., models of the universe: an anthology of
the prose poem (Oberlin College Press, 1995)
Luke Kennard, The Solex Brothers (Redux) (Salt, 2007)
Rupert Loydell and David Miller, eds., A Curious Architecture: A Selection of
Contemporary Prose Poems (Stride, 1996)
Michael Rosen, Carrying the Elephant: A Memoir of Love and Loss (Penguin,
2002)
Secondary
Robert Alexander, The Party Train: A Collection of North American Prose
Poetry (New River Press, 1996)
Gaston Bachelard, The Poetics of Space, (Beacon Press, 1994)
Michael Delville, The American Prose Poem: Poetic Form and the Boundaries
of Genre (University Press of Florida, 1998)
Umberto Eco, The Open Work (Harvard University Press, 1989)
Umberto Eco, The Role of the Reader: Explorations in the Semiotics of Texts
(Indiana University Press, 1979)
Wolfgang Iser, The Act of Reading: A Theory of Aesthetic Response (Johns
Hopkins University Press, 1980)
Dennis Keene, ed. & trans., The Modern Japanese Prose Poem (Princeton
University Press, 1980)
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UNIVERSITY OF KENT
Nikki Santilli, Such Rare Citings: The Prose Poem in English Literature
(Fairleigh Dickinson University Press, 2002)
16. 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
This module will be taught in 2-hour sessions over 10 weeks, using a mixture of
seminar and discussion, both in small groups and in plenary, alongside in-class
writing exercises, peer workshops, and one-to-one tutorials. Students will be
expected to devote 20 hours per week to reading and writing, plus two hours of
contact time per week.
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students will be assessed as follows: a portfolio of 8-10 prose poems (60%) due
at the end of term (subject specific LO1,3,5,6; generic LO2,3); a 1,500 word
critical appraisal of their portfolio (20%, in which students evaluate their process,
progress and resulting work) due at the end of term (subject specific LO2-6;
generic LO1-4); workshop/tutorial participation (10%)(subject specific LO4-6;
generic LO1-4); attendance (10%).
18. Implications for learning resources, including staff, library, IT and space :
None. A few
books will be needed for the library.
19. 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.
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