UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Writing Lives in Early Modern England: diaries, letters and secret selves
2.
School which will be responsible for management of the module
English
3.
The cohort of students (onwards) to which the module will be applicable
2012-13
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Modules to be withdrawn on the introduction of this proposed module and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 Schools and Faculties regarding the withdrawal
none
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H
7.
The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits
per year and postgraduate full-time students take modules amounting to 180
credits per year for a Masters award
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn/Spring
9.
Prerequisite and co-requisite modules
Standard relating to entry to Special option courses in English
10. The programme(s) of study to which the module contributes
BA in English and American Literature
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Students will:
1. Read and respond to a variety of genres of early modern life writing.
(A1, A2, A7, A10)
2. Explore the relationship between writing and identity in the early
modern period. (A7, A8, A9, A10, B1, B2, B3, C1, C4, C6, C8)
3. Read the set texts in relation to their relevant literary, theatrical,
political, cultural and social contexts.(A1, A2, A7, A8, A10, B1, B4, C1)
4. Apply and interrogate critical and theoretical strategies appropriate to
the study of early modern texts. (A4, A6, A8, A9, B1, B2, C1, C2, C3, C4,
C5,)
Minor Revision to module specification confirmed 13 February 2012
UNIVERSITY OF KENT
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
1. Be able to respond to and initiate group discussion of issues raised,
based on precise reference to text and context; (B1, B2, B5, B6, C3, C5,
C6, C9, D1, D2, D3, D4, D7, D8, D9, D10)
2. Analyse texts critically and make comparisons across a range of
reading;(B1, B2, B3, B4, B6, C1, C2, C3, C4, C5, C6, D1, D4,D7,D9)
3. Show a good command of written English, and be able to develop
coherent written arguments responding to the texts, contexts and
critical issues addressed by the module. (B1, B2, B3, B4, B6, C1, C3, C4,
C5, C6, D1, D5, D7, D9, D10, D11)
13. A synopsis of the curriculum
This module introduces students to the variety of sources which are
available for exploring early modern life writing. In a period described as
early modern partly because of its perceived development away from
medieval notions of identity and subjectivity, this module offers
students an opportunity to explore a theoretical concept through its
manifestations in literary and material form. Studying better- against
less well-known texts (e.g. Hamlet, Anne Clifford’s Diary; early modern
wills), and ‘literary’ works alongside more pragmatic writings, the
module will consider such questions as the nature of writing; the status
of individuality; the forms which identity might take; and the intended
audience for such works in this period. It will explore key influences on
writing early modern lives, such as literacy, gender and spiritual
identity.
14. Indicative Reading List
Primary reading:
Greenblatt, Stephen et al eds., The Norton Shakespeare (1997)
Hinds et al eds., Her Own Life, Routledge,1989
Hannay et al eds., Domestic Politics and Family Absence: The
Correspondence (1588–1621) of Robert Sidney, First Earl of Leicester, and
Barbara Gamage Sidney, Countess of Leicester, Ashgate
Steen ed., The Letters of Lady Arbella Stuart, OUP, 1994
http://collections.vam.ac.uk/
http://www.perditamanuscripts.amdigital.co.uk.chain.kent.ac.uk/default.asp
x
http://www.oxforddnb.com.chain.kent.ac.uk/index.jsp
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 9 weekly 2-hour seminars (learning outcomes 1-4). Students
will be expected to study for 20 hours per week. Seminars will include
opportunities for small group work, informal presentations and free
Minor Revision to module specification confirmed 13 February 2012
UNIVERSITY OF KENT
discussion. All students will be offered an individual consultation on the
extended essay. Total study hours 300.
16. Assessment methods and how these relate to testing achievement of the
intended learning outcomes
The module will be assessed by:
(i) performance in the weekly seminars 10%
(ii) shorter exercise of 1,000-1,500 words, producing an imitation early
modern biography 30%
(iii) extended essay of 3,500-4,000 words 60%
17. Implications for learning resources, including staff, library, IT and space
Some new books will be required
18. The School/Collaborative Partner (delete as applicable) 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/Collaborative Partner’s
(delete as applicable) disability/dyslexia support service, and specialist support
will be provided where needed.
19. Campus(es) where module will be delivered1
Canterbury
If the module is part of a programme in a Partner College or Validated
Institution, please complete the following:
20. Partner College/Validated Institution
21. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme
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"
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
Minor Revision to module specification confirmed 13 February 2012
UNIVERSITY OF KENT
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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"
.................................................................
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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 of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Minor Revision to module specification confirmed 13 February 2012
UNIVERSITY OF KENT
Module Specification Template
Last updated November 2011
Minor Revision to module specification confirmed 13 February 2012