2BA

ENG204 STUDIES IN EARLY MODERN LITERATURE
This course seeks to familiarise students with the rich variety of early modern drama and poetry. To this end, we will consider the work of well-known authors such as William Shakespeare and Christopher Marlowe, alongside that of their less-familiar contemporaries, including Elizabeth Cary, Aemilia Lanyer and Richard Crashaw. The course is arranged thematically, rather than in a text-based way, into two sections. Section A focuses on religious and political contexts that inform early modern literature. During the sixteenth and early seventeenth centuries, England was ruled by several monarchs, experienced religious reformation and conflict, faced a succession crisis and lived in threat of foreign invasion.
We will be exploring how these historical circumstances informed literary representations of kingship and court politics, and articulations of faith and belief. Having addressed some political and religious contexts for interpretation of early modern literature, Section B moves to consider identities (of gender, race and sexuality). This section of the course will address ideas such as gender transgression, desire, female speech, selfhood, and difference as they are manifested in drama and poetry by male and female writers.
Venue: Monday 5-6 O’Flaherty Theatre and Tuesday 3-4 O’Flaherty Theatre
Lecturers: Dr. Victoria Brownlee
Texts: Christopher Marlowe, Edward II (New Mermaids)
William Shakespeare, The Tempest (RSC)
William Shakespeare, Othello (RSC)
William Shakespeare, Antony and Cleopatra (RSC)
Elizabeth Cary, The Tragedy of Mariam (Arden)
Course Reader (PrintThat)
Assessment: End-of -Semester Assessment: two essays, each worth 50%.
EN265 STUDIES IN RENAISSANCE LITERATURE
Section A:
Section A of ‘Studies in Renaissance Literature’ deals with Shakespeare’s Hamlet and its confluences. We will begin by raising broad questions about what ‘Shakespeare’ means and why we continue to study his works today. Engaging with theoretical ideas about authorship, cannon formation and cultural capital, our first few lectures will investigate the varied resonances of ‘Shakespeare’ across time and cultures. The remainder of this section will then be dedicated to an intensive investigation of the work for which Shakespeare is best remembered in contemporary society: Hamlet . Not only will we apply a variety of modern critical lenses (including feminist and Freudian theory) to this Renaissance play, but we will also give some consideration to how Hamlet has been received and adapted by later authors such as Iris Murdoch or Laura
Bohannan.
Section B:
Section B examines the human body in Renaissance literature. The course will provide context for understanding and analysing the bodies found in these texts – whole and dissected, healthy and diseased, living and dead, humorous and monstrous. We will first establish a theoretical grounding for interpreting the body in Renaissance literature through studies of Mikhail Bakhtin and humoral theory, amongst others. We will then consider the role of writing and authorship in relation to corporeal understanding and the representation of the body in a range of texts, including Thomas Dekker’s plague pamphlets, Ben Jonson’s The Alchemist and Bartholomew Fair , and the poetry of John Donne.

Section A of EN 265 will run on Mondays and Tuesdays from weeks 1 to 6, and Section B will run on Mondays and
Tuesdays from weeks 7 to 12 of the semester
Venue:
Lecturers:
Monday 5-6 AM250 Colm O’hEocha Theatre and Tuesday 3-4 IT250 IT Building
Dr. Lindsay Reid and Dr. Kathleen Miller
Texts: Section A:
A course reader, available from PrintThat
William Shakespeare, Hamlet (Norton edition), available from the university bookshop
Section B:
Ben Jonson, The Alchemist and Other Plays (Oxford World’s Classics). Available from the university bookshop.
John Donne, The Major Works (Oxford World’s Classics). Available from the university bookshop.
A course reader, available from PrintThat
Assessment:
Assessment: End-of -Semester Assessment: two essays, each worth 50%.
ENG203 GENRE STUDIES
This course will involve the study of literary genres and how these relate to and emerge out of the cultural contexts that formed them. The course will focus on a series of literary texts representative of particular generic forms, for example, the realist novel, science fiction, political writing, imperial romance, historical fiction, children's fiction, utopian writing, travel writing. Texts will be explored in relation to a selection of other documents and media productions. We will study generic narratives, myths and characters alongside cultural themes and contexts and evolving media formats.
Venue:
Lecturers:
Thursday 12-1 IT250 IT Building, 1st Floor and Thursday 3-4 Kirwan Theatre
Dr. Richard Pearson and Dr. Andrew O’Baoill
Texts: (running order unconfirmed):
George Eliot, Silas Marner (OUP)
Lewis Carroll, Alice's Adventures in Wonderland (tbc)
H.G. Wells, The War of the Worlds (tbc)
Charlotte Perkins Gilman, Herland (tbc)
John Fowles, The French Lieutenant's Woman (Vintage)
Nellie Bly - 10 Days in a Mad House
Upton Sinclair - The Jungle
Richard Tressel - The Ragged Trousered Philanthropists
James Plunkett - Strumpet City
Jules Verne - Around the World in Eighty Days
End-of -Semester Examination (100%)

ENG214 IRISH LITERATURE IN ENGLISH BEFORE 1900
On this team-taught lecture course we encounter a varied group of writers working over several centuries in different genres and styles, not all of whom considered themselves Irish, but all of whom had a strong connection to the island. It examines questions of genre, form, canonicity, performance, identity, authorship and publishing history as they are variously articulated by this group of authors. The course observes the beginnings of the formation of a self-consciously Irish literature in English, considering individual writers from a number of thematic, generic, and stylistic perspectives, while also exploring the influence of literary networks and textual cultures on shaping a national literature. Lectures engage with the work of such animated figures as Jonathan Swift, Laurence Sterne, Oliver Goldsmith, Richard Brinsley Sheridan,
Thomas Moore, Sydney Owenson, Dion Boucicault, James Clarence Mangan, and Lady Wilde, and trace the tributaries which led to the articulation of national literary canons at the turn of the twentieth century.
Venue: Wednesday 10-11 UC102 Theatre, Aras Ui Chathail and
Thursday 3-4 D’Arcy Thompson Theatre
Lecturers: Dr. Justin Tonra, Dr Walt Hunter, Dr Frances McCormack, Dr Richard Pearson, Prof.
Lionel Pilkington, Prof. Sean Ryder.
Texts:
Assessment:
Angela Lucas, ed. Anglo-Irish Poems of the Middle Ages.
(Columbia)
Jonathan Swift. Poems Selected by Derek Mahon. (Faber)
Laurence Sterne. A Sentimental Journey . (Oxford World’s Classics)
Oliver Goldsmith. She Stoops to Conquer . (New Mermaids).
Richard Brinsley Sheridan. School for Scandal . (New Mermaids).
Sydney Owenson, Lady Morgan. The Wild Irish Girl . (Oxford World’s Classics)
Dion Boucicault. Selected Plays of Dion Boucicault . (Colin Smythe).
A Course Book including essential poetry, prose, and selected criticism will also be available from PrintThat .
End-of-Semester Examination (100%)

EN278 MILTON’S POETRY
Dr. Victoria Brownlee
This course focuses on John Milton’s biblical epic Paradise Lost , which tells the story of Adam and Eve, their fall from Eden, and the conflict between Satan and God. The seminar’s primary aim is to facilitate a close reading of Milton’s poem while also referring to seminal critical interpretations. We will explore the poem’s treatment of character and motivation, good and evil, free will, gender, politics, marriage, and literary epic. For the purposes of comparison, we will consider extracts from the King James Bible, and explore how the political, theological, and
Monday 11-1
Room 302 Tower 1
EN280 philosophical contexts of the seventeenth century inform Milton’s reading of the biblical narrative of Genesis. Assessment: 30% continuous assessment (one oral presentation (10%), and one written assignment
(20%)); 70% final essay.
TRANSFORMATIONS OF THE NOVEL
The Novel and the Ethical Effects of Reading
Ms. Kathleen Pacious
The crossover of literature and ethics is an exciting and recent field in literary studies. This seminar pays particular attention to the capacity of novels to persuade, influence, and affect their readers. We will explore topics that include aesthetics vs ethics, empathising with “bad” characters, the connection between novel-reading and empathy, fictionality vs reality, the relationship between reader and author, the role of affect in literary studies, and how to “measure” readerly engagement and ethical influence.
Eschewing the idea that ethics only focuses on moral issues, we will draw on narrative theory as we engage in close reading of four novels from
1818-1989, drawing on historical and contemporary ethical theories. The novels include: Jane Austen’s Persuasion (1818), Elizabeth Gaskell’s
North and South (1855), E.M. Forster’s Howard’s End (1910), and Kazuo
Ishiguro’s Remains of the Day (1989). Assessment: 30% continuous assessment (10% in-class assignments, 20% mid-term essay), 70% final essay.
EN2100 CREATIVE WRITING
"Patrols of the Imagination"
Ms. Siobhan Kane
This course will provide a context and framework to nourish and enhance
Monday 9-11
TB306 Tower 2
Tuesday 9-11
TB306 Tower 2

students' interest and ability in creative writing, with a mixture of weekly writing exercises and critical readings of notable writers, with a particular focus on the short story, referencing some of the genre's greatest exponents, such as; Edgar Allen Poe, Flannery O' Connor, Raymond
Carver, Roald Dahl, James Joyce, Kurt Vonnegut, Alice Munro, William
Carlos Williams, Annie Proulx, Kate Chopin, and Ray Bradbury. The course will also touch on a diverse range of novels, creative nonfiction, and poetry, and encourage weekly class discussions around the culture and processes of creative writing.
Assessment: 30% continuous assessment (a combination of weekly written exercises and critical reviewing,) and 70% final submission - a creative writing project of the students choice ie. a chapter of a novel, some short stories, poems, play, or non-fiction.
EN2101 CREATIVE WRITING
"Patrols of the Imagination"
Ms. Siobhan Kane
This course will provide a context and framework to nourish and enhance students' interest and ability in creative writing, with a mixture of weekly writing exercises and critical readings of notable writers, with a particular focus on the short story, referencing some of the genre's greatest exponents, such as; Edgar Allen Poe, Flannery O' Connor, Raymond
Carver, Roald Dahl, James Joyce, Kurt Vonnegut, Alice Munro, William
Carlos Williams, Annie Proulx, Kate Chopin, and Ray Bradbury. The course will also touch on a diverse range of novels, creative nonfiction, and poetry, and encourage weekly class discussions around the culture and processes of creative writing.
Assessment: 30% continuous assessment (a combination of weekly written exercises and critical reviewing,) and 70% final submission - a creative writing project of the students choice ie. a chapter of a novel, some short stories, poems, play, or non-fiction.
EN2102 RENAISSANCE DRAMA
Ms. Kirry O’Brien
This course explores four plays, two by William Shakespeare and two by his predecessor Christopher Marlowe. We will examine the development of theatrical drama during this era, and invigilate many of the concerns of the day that were addressed by said theatre: Kingship, power, race, gender etc. Texts: Christopher Marlowe’s The Jew of Malta and Edward II
William Shakespeare’s The Merchant of Venice and Henry IV .
Assessment: 15% for the class presentation write up, 15% for a mid-term minor essay and 70% for the final essay.
EN2103 RENAISSANCE DRAMA
Dr. Dermot Burns
This course examines the treatment of love in three of Shakespeare’s plays: Romeo and Juliet , Twelfth Night and Measure for Measure . The method of study will involve close textual analysis and consideration of a variety of critical approaches to the plays. Texts: William Shakespeare’s
Romeo and Juliet, Twelfth Night and Measure for Measure.
Assessment:
EN299 two short essays (15% each) - 30%, one final in-class essay 70%.
FILM AND SHAKESPEARE
Dr. Lindsay Reid
What happens when a Renaissance-era stage play is adapted for the contemporary screen? Why have successive generations of filmmakers so often sought to reinterpret Shakespeare’s works? What does the plethora of modern film adaptations say about the ‘Shakespeare Industry’? This seminar is designed for students interested in exploring Shakespeare's dramatic art alongside cinematic adaptations of his plays. We will study
Tuesday 1-3
TB306 Tower 2
Tuesday 9-11
Room 302 Tower 1
Thursday 1-3
TB306 Tower 2
Tuesday 9-11
Q1, Huston School of Film and Media
(Block Q, Earls
Island)

EN422 one tragedy and one comedy from Shakespeare ( Romeo and Juliet and
The Taming of the Shrew , respectively) as a means to understanding the interpretative choices made by filmmakers who have reworked these two texts. Feature-length films under our consideration will include Romeo and Juliet (1968), Shakespeare in Love (1998) and 10 Things I Hate About
You (1999), among others.
Assessment: 15% group presentation, 15% film review, and 70% final essay.
EARLY AMERICAN WRITING
Dr. Julia Carlson
This course examines 17 th and 18 th century writing about the United
States. Texts include selections from colonial histories, captivity narratives, and travel journals as well as poetry by Phillis Wheatley and
Royall Tyler's play The Contrast .
Assessment: Presentation, class assignments, and participation 30% and two essays 35% each.
EN2106 SHAKESPEAREAN COMEDIES
Ms. Kirry O’Brien
This seminar will examine, in detail, some examples of Shakespearean
Comedy. Shakespeare’s comedies end in marriage: however, many trials and obstacles have to be overcome along the way. We shall explore the complex issues raised on the journey towards a so-called happy ending.
Recommended (not obligatory) text: RSC William Shakespeare Complete
Works ed. Jonathan Bate and Eric Rasmussen . Plays: A Midsummer
Night’s Dream, As You Like It, Twelfth Night, Measure For Measure .
Assessment: 15% for the class presentation write up, 15% for a minor essay and 70% for the final essay.
EN2107 SHAKESPEAREAN COMEDIES
Ms. Kirry O’Brien
This seminar will examine, in detail, some examples of Shakespearean
Comedy. Shakespeare’s comedies end in marriage: however, many trials and obstacles have to be overcome along the way. We shall explore the complex issues raised on the journey towards a so-called happy ending.
Recommended (not obligatory) text: RSC William Shakespeare Complete
Works ed. Jonathan Bate and Eric Rasmussen . Plays: A Midsummer
Night’s Dream, As You Like It, Twelfth Night, Measure For Measure .
Assessment: 15% for the class presentation write up, 15% for a minor essay and 70% for the final essay.
EN441 PLAYS, PLAYERS AND PLAYHOUSES
Restoration Comedy of Manners
Prof. Richard Pearson
This seminar explores the reopening of the theatres in 1660 after the
Puritan closures of the mid-seventeenth century, and the emergence of a new more modern theatre of patent companies, new actresses, celebrity performers, and a new dramatic mode – the Comedy of Manners. We will consider the texts as part of a history of theatre and as participating in the fashionable culture of the day, creating such characters as the rake, fop, and cuckold, and the bawd, jade, and mask. The plays of 1670-1700 established the forerunners of the sexual intrigues and libertine dandies of
Dangerous Liaisons and Oscar Wilde, and their performance of gender relations can be funny, provoking, scandalous, and disturbing. Texts:
William Wycherley, The Country Wife ; George Etherege, The Man of
Mode ; Aphra Behn, The Rover ; and William Congreve, The Way of the
World . Assessment: Participatory portfolio (30%); final essay (70%).
Friday 11-1
TB306 Tower 2
Tuesday 11-1
TB306 Tower 2
Wednesday 9-11
TB306 Tower 2
Monday 3-5
TB306 Tower 2

EN444
EN446
EN578
ENG201
PAIN AND PLEASURE IN JACOBEAN THEATRE
Prof. Lionel Pilkington
Jacobean drama is well known for its often-spectacular stage explorations of sexual transgression and social punishment. This course considers four of the most famous of these plays, and examines the relationship between theatricality, social order, power and sexual desire. The main emphasis of the course will be on close textual analysis, and to that end a detailed knowledge of all four plays will be essential. As well as class presentations, there will be two short critical essays.
Texts : William Shakespeare, Measure for Measure (Penguin);
Anon The Revenger’s Tragedy (New Mermaids or Methuen);
Thomas Middleton and John Rowley’s
The Changeling (NHB or New
Mermaids); John Ford’s ‘Tis Pity She’s a Whore (NHB or Revels New
Student Edition). Assessment : 30% for continuous assessment (15% for a short [1000 word max] essay and 15% for general class participation including completion of a one page [in-class analysis). 70% for final
(2,000 word max) essay.
LITERARY LANGUAGE
Modernism and the Critique of Literary Language
Ms. Kristin Jones
This seminar explores a selection of texts from the last one hundred years.
Engaging in close readings of the texts, students will learn to critique and interrogate what literary language is and how it functions in different time periods, spaces, places and mediums. Issues covered include: What makes something literary? How does the critical reader interpret and comment on literary works? What is the relationship between words and images? By the end of the seminar, students will have an understanding of the vital and changing role of literary language since the Modernist movement and will be able to consider and devise their own questions and critiques of literary language.
Texts: James Joyce’s Dubliners, Ernest Hemmingway’s In Our Time,
Gertrude Stein’s Tender Buttons, Samuel Beckett’s Company, Ill Seen, Ill
Said, and Worstward Ho (Faber and Faber edition) as well as short excerpts from criticism and other works of fiction will be provided in class. Assessment: Two short writing exercises 10%; participation 10%, presentation 10%, and final essay 70%.
GENDER, GENRE & EIGHTEENTH CENTURY
Dr. Muireann O’Cinneide
Eighteenth-century novels and poetry debated models of ideal femininity and masculinity – while depicting men and women engaged in far-fromideal acts ranging from social climbing to sexual violence. The rise of the novel opened up new artistic and commercial possibilities for both male and female authors, while traditions of poetic satire took on fresh urgency in the context of debates about gendered social roles. We will examine one of the best-selling, most controversial novels of the eighteenth century, together with some of the period’s most acerbic and visionary commentators on the follies of society and the battle between the sexes.
Authors include Samuel Richardson, Alexander Pope and Charlotte
Smith. Main Texts: Samuel Richardson, Pamela ; Charlotte Smith,
Emmeline ; Course Reader (available from Print That on the Concourse).
Assessment: 30% continuous assessment (15% class presentation; 10% written assignment(s); 5% in-class participation); 70% final essay.
EXPLORING THE CREATIVE ARTS
Ms. Mary McPartlan
This ten-week course aims to offer students of literature and theatre an opportunity to experience other relevant art forms, thereby gaining a valuable broader context for their chosen field of study. Thus traditional
Irish music old style and contemporary song and dance will be taught by
Thursday 11-1
Room 302 Tower 1
Tuesday 1-3
CA101 Cairnes
Building
Wednesday 3-5
TB306 Tower 2
Wednesday 11-1
Large Acoustics
Room, Aras na
Mac Leinn

ENG205 a leading practitioner with a view to developing a critical understanding of the traditional arts, as forms of cultural expression. The Arts in Action programme will be a compulsory element of study with attendance at three of the workshop lunchtime performances, follow up class discussion and written reviews.
Valuable resourceTexts:
- Carson, Ciarán, The Pocket Guide to Irish Traditional Music ;
- Breathnach, Breandán. Folk Music and Dances of Ireland ;
- Hast, Dorothea and Scott, Stanley. Music in Ireland: Experiencing
Music, Expressing Culture ;
- Brennan, Helen. The Story of Irish Dance ;
- White, Harry, and Barra Boydell, eds. The Encyclopdia of Music in
Ireland . 1st ed. Vol. 1&2;
- Mulrooney, Deirdre. Irish Moves: An Illustrated History of Dance and
Physical Theatre in Ireland .
Assessment: 30% Continuous assessment and 70% end of term essay of
2,000 words.
OLD ENGLISH I – INTRODUCTION TO LANGUAGE AND
READING
Dr. Frances McCormack
Old English is an exciting and beautiful language. Apart from being an invaluable object of study to those with an interest in etymology, it is the vehicle for some of the most challenging and captivating literature you will ever read. This course will provide you with a thorough introduction to learning to read Old English without painful memorisation! We’ll think about many important theoretical issues related to engagement with the language and its texts, and we’ll explore the culture of the Anglo-Saxon people. Texts: Robert Hasenfratz and Thomas Jambeck’s Reading Old
English . Assessment: Weekly assignments 30% (five assigned, best three chosen); Essays 70% (two short essays assigned, worth 35% each).
ENG207 NINETEENTH CENTURY WRITING
Ms. Hazel Gilchrist
This seminar will consider four novels from the Victorian fin de siècle .
The 1890s were a volatile and transitional era and we will examine how contemporary socio-cultural questions informed literature ranging from realist fiction to popular tales of detection. Issues discussed will include ideas of degeneration and decadence, changes in the cultural landscape, evolving philosophies of gender and sexuality, and the anxieties associated with imperialism and the urban.
Texts: Oscar Wilde, The Picture of Dorian Gray (1890), Arthur Conan
Doyle, The Sign of Four (1890), Richard Marsh, The Beetle (1897), and
H.G. Wells, The War of the Worlds (1898).
Assessment: 30% continuous assessment (attendance and participation:
10%: class presentation: 10%, short assignment: 10%) ,and 70% final essay.
ENG208 TWENTIETH CENTURY STUDIES
Dr. David Clare
This seminar will examine the children’s fiction of Belfast writer C.S.
Lewis, alongside Irish children’s literature that either influenced his work or that has much in common with it. Lewis was heavily influenced by the literature of his native country – particularly Irish works of fantasy by
Swift and Stephens. Like Wilde and Edgeworth, he attempted to infuse his work with spiritual and moral teachings while never losing sight of the need to tell a good story. Writers who came after Lewis, such as Lavin, have tried to emulate his success at introducing supernatural happenings into the prosaic lives of ordinary children. The anti-colonial themes in the work of Lewis and the other writers will also be discussed.
Texts: Jonathan Swift – Parts I & II of Gulliver’s Travels; Maria
Monday 1-3
TB306 Tower 2
Thursday 9-11
TB306 Tower 2
Monday 2-4
IT204 IT Building

Edgeworth – Eton Montem , “The Orphans”, and “The White Pigeon”;
Oscar Wilde – “The Selfish Giant” and “The Happy Prince”; James
Stephens – The Crock of Gold; C.S. Lewis – The Magician’s Nephew , The
Lion, the Witch and the Wardrobe , and The Voyage of the Dawn-Treader ;
Mary Lavin – A Likely Story [All but the Lewis and the Lavin will be included in a Course Handbook ]. Assessment: 30% continuous assessment (class participation, one oral presentation and one, brief written assignment); 70% final essay.
ENG209 ALTERNATIVE TEXTUALITIES
Reading the Body in Irish Literature
Ms. Siobhan Purcell
This seminar course would seek to trace and explore experimental writing in Irish literature and its representation of disability. In striving for representation, there is a considerable history of Irish writing that pushes and challenges form and text alike, at times reframing the very nature of textuality itself. What is the relationship between writing and the body?
And what does it mean to represent different bodies in experimental and form-defying work? What is the role of the reader as a consumer?
The course will examine the experimental nature of texts by canonical and non-canonical Irish authors. We will read from Swift’s Gulliver’s Travels,
Wilde’s The Picture of Dorian Gray , Synge’s Well of the Saints , Joyce’s
Ulysses , Beckett’s Molloy and Christy Brown’s My Left Foot , in addition to more recent works such as Eimear McBride’s A Girl is a Half-Formed
Thing and productions by Galway-based theatre company, Blue Teapot.
Assessment: 10% attendance and class participation, 10% in-class presentation, 10% short essay, and 70% end of term essay.
ENG211 CONTEMPORARY WRITING
Posthumanist Perspectives in Contemporary Fiction
Ms. Rebecca Downes
The genre of the novel is historically aligned with the construction of the liberal humanist subject, but it is also an inherently subversive genre, and this makes it an eminent vehicle for challenging and deconstructing
Western humanist models of subjectivity. Over the course of this seminar we will read three contemporary novels that challenge the privileged position the human has occupied in Western culture. We will explore a variety of emerging literary and theoretical perspectives including ecocriticism, animality, technology and the body, and new materialism.
Texts: Being Dead , Jim Crace (1999); Oryx and Crake , Margaret Atwood
(2003); Elizabeth Costello , J.M. Coetzee (2003).
Short theoretical excerpts from the major theorists of posthumanism such as Donna Haraway, N. Katherine Hayles, Rosi Braidotti, Neil Badminton and Cary Wolfe will be made available on Blackboard and are required reading. Assessment: three short written assignments (15%), class participation and presentation (15%), end of term essay (70%).
ENG215 LITERATURE OF NORTH AMERICA
Ms. Rosemary Gallagher
Kurt Vonnegut’s career spans forty-five years, from the post-World War
II era, to the cusp of the Millennium. His satirical, and often hilarious, novels are thus a mirror for changes in American society and culture during the second half of the twentieth century. A hero of the Civil Rights
Movement, Vonnegut was widely read on college campuses, and a cult of the author formed which persists today. This course will investigate
Vonnegut’s fiction in its own space and time, his social criticism, his development as a writer and his use of the novel form. It will ask the question: why, as literary critics, do we tend to foreground the tragic as the only ’serious’ art? Texts, which will be examined chronologically, include: ‘Report on the Barnhouse Effect’ and ‘Harrison Bergeron’ (Short
Stories, in Welcome to the Monkey House , 1950 and 1961
Friday 9-11
TB306 Tower 2
Wednesday 12-2
CA002 Cairnes
Building
Tuesday 5-7
TB306 Tower 2

respectively); Slaughterhouse-
Five (1969); Jailbird (1979); Bluebeard (1987); and Hocus Pocus (1990).
Assessment: 10% Attendance & Participation; 20% Class Presentation;
70% Essay.
ENG217 MEDIA STUDIES
Exploring Journalism
Mrs. Bernadette O’Sullivan
This Seminar series is an introduction to journalism. Students who engage fully with all aspects of the seminar will begin to develop the knowledge, practical skills and confidence to find their journalistic voice: to generate
ENG221 ideas and research and develop a portfolio of journalistic material.
Students will select and attend two newsworthy events on campus, in the city, or in their own locality and submit follow-up work.
Assessment: Portfolio of journalistic work: 30% continuous assessment and 70% for final portfolio of articles.
POSTCOLONIAL LITERATURE
The Trauma of Old Memories and New Identities
Mr. Mark Corcoran
This seminar examines issues of postcolonial criticism in the context of
Irish Literature in English in Post-Independence Ireland. The works covered in this seminar consist of two episodes, "Telemachus" and
"Cyclops", from Ulysses (1922), Elizabeth Bowen's The Last September
ENG223
ENG225
(1929), and Flann O'Brien's The Third Policeman (written in 1939: published posthumously in 1967). These postcolonial novels possessed shared themes regarding the Trauma of Memory and Identity tied to a changing Ireland. Within the texts the human body became a site of trauma and memory. The Post-Irish Independence novel reflected a modernist struggle to reinvent literary forms through the expression of a local and national identity. This course aims to provide students with training in close reading, an introductory knowledge of postcolonial criticism, and an introduction to the range of narrative strategies adopted in Ireland's post-independence fiction. Assessment: 30% continuous assessment (participation, class presentation and brief written assignments); 70% final essay.
SPECIAL THEME
Dr. Andrew Ó Baoill
How do issues of ownership, funding, and organisation shape our media environment? This course will provide an introduction to study of media industries, through a critical political economic lens. We will examine a variety of models, including commercial, political economic and alternative; identify the institutional pressures shaping media texts; and discuss the role of a number of interventions aimed at disrupting 'business as usual' in the mass media.
Assessment: 30% continuous assessment (20% presentation/profject, 10% short written work); 35% each for two essays.
THEORETICAL APPROACHES
Introduction to Ecocriticism
Ms. Lisa Fitzgerald
Ecocriticism examines literary texts that address nature, landscape and the environment. This seminar will focus on the emerging theoretical area of ecocriticism, its roots in nature writing, and major theorists in ecological literary criticism. Bringing together seminal writings on topics such as environmentalism, nature writing, landscape and animal studies, the objective is to foster knowledge of ecocritical discourse and its impact on literary criticism. Exploring a range of twentieth century literary and
Tuesday 1-3
ENG-3036,
Engineering
Building
Friday 1-3
TB306 Tower 2
Wednesday 3-5
Room 302 Tower 1
Friday 10-12
TB304 Tower 2

ENG227
EN2120 critical texts, students will develop a comprehensive awareness of ecocritical themes such as urban ecologies, posthumanism, toxic discourse, environmental crisis and deep ecology.
Texts: Rainer Maria Rilke, The Panther (1902), Wallace Stevens, The
Man on the Dump (1942), Ted Hughes, The Rain Horse (1974), Aldo
Leopold, A Sand County Almanac , (1949), Rachel Carson, Silent Spring
(1962), Don DeLillo, White Noise (1985). Further reading materials to be provided.
Assessment: 30% Continuous Assessment (Class participation, assignments and presentation), 70% final essay.
EIGHTEENTH CENTURY WRITING
Dr. Kathleen Miller
Daniel Defoe was a prolific writer, composing pamphlets, poetry and journalistic pieces in addition to his fictional texts. This seminar will examine Defoe’s writing through a detailed analysis of genre, historical context and narrative technique in three of his novels: Robinson Crusoe
(1719), A Journal of the Plague Year (1722) and Moll Flanders (1722).
The seminar will further study these novels in relation to print culture, considering each work’s paratexts, publication history and reception.
Additional texts and documents will be provided in a reader available from PrintThat, including bills of mortality from the Great Plague of
London (1665) and selections from Defoe’s non-fiction writing.
Core Texts: Robinson Crusoe (1719); A Journal of the Plague Year
(1722); Moll Flanders (1722).
Assessment: 30% continuous assessment (10% participation and attendance, 10% presentation, 10% short writing assignment); 70% final essay.
MEDIA STUDIES
Ms. Jessica Thompson
This course will introduce students to the various types of journalism, with a focus on print. Students will be expected to participate in class discussions and exercises in order to develop the knowledge and practical skills needed for a potential career in journalism. Writing will be a big part of this seminar, allowing students to take a more practical approach to
English, and find their own journalistic voice. Students will learn how to effectively write a news report, conduct interviews, generate ideas for features and research and develop a portfolio of journalistic material.
Students will be required to take part in class discussions and exercises.
Assessment: Portfolio of journalistic work: 30% continuous assessment
(including writing assignments and in-class participation) and 70% for final portfolio of articles.
Wednesday 9-11
Room 302 Tower 2
Monday 1-3
AM112, Arts
Millennium
Building