UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
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The title of the module The Image of France in English Culture, c. 1500-1620
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The Department which will be responsible for management of the module Centre for
Medieval and Early Modern Studies
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The Start Date of the Module September 2006
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The number of students expected to take the module approx 3-5
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Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal N/A
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M]) M
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The number of credits which the module represents 30
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
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Which term(s) the module is to be taught in (or other teaching pattern) Autumn or Spring
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Prerequisite and co-requisite modules ‘Palaeography and Manuscript’
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The programmes of study to which the module contributes Taught MA in Medieval and
Early Modern Studies
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The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
The module aims to:
a)Examine a wide range of sources that illustrate how French culture was perceived and
influenced England in the 16th century. This will cover relations at the level of the court
and major cultural cross-currents during the reign of Henry VIII and Elizabeth I.
(CMEMS Learning outcome C.10)
b)Investigate the influence of the French language and of the translation into English of
French literature. (CMEMS Learning outcome B.4 B.5)
c)Survey the range of English observations of France through the works of Eliot,
Dallington and others.
d)Study news reporting and the translation of French tracts during the Wars of Religion
for the light they throw on how news from France was understood in England. (CMEMS
Learning outcome B.5, C.12)
e) Acquire facility with the use of 16th-century printed and manuscript texts.
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The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Students will:
a) Learn how to evaluate sources. (CMEMS Learning outcome B.6-9, C.12, D. 14-19)
b) Develop complex arguments. (CMEMS Learning outcome B.6)
c) Develop their awareness of cross-cultural influences.
d) Develop an awareness of the importance of drawing on a very wide range of sources.
(CMEMS Learning outcome B.6, D. 14-15)
e) Understand the problems of translation from one culture to another.
f) Develop at an advanced level communication and presentation skills through
seminar discussion and written work. . (CMEMS Learning outcome B.6-9, C.12, D. 1419)
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A synopsis of the curriculum
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Anglo-French relations have been extensively studied in their diplomatic and military
contexts. Though there will be a certain amount of this material included, the aim here
is to concentrate on the reception of influences from France on English culture in the
16th century. An important part of the module will concentrate on the teaching and
inculcation of the French language in the period as well as the influences of reading
French literature in the original and in translation (from Rabelais to Montaigne) in
England. A knowledge of French would be an advantage by not essential for anyone
taking the module. Another significant aspect of the module will concentrate on the
portrayal of France, firstly by travellers and secondly by systematic observers between
the reign of Henry VIII and the early 17th century.
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Indicative Reading List
Primary Sources:
Gairdner, Brewer and Brodie (eds.), Letters and Papers, Foreign and Domestic of the Reign of
Henry VIII
Calendar of State Papers Foreign, Elizabeth, ed. J. Stevenson et al. 23 vols, London, 18631950)
[The following available on EEBO]
John Palgrave, L’esclaircissement de la langue francoyse (1530)
Giles Duwes, An Introductory for the lerne to rede, to prononce and the speke French trewly
(1534)
Claude de Saint-Liens, The French Middleton (1576) ed. M. St.Clare Byrne (Cambridge,
1953)
Jacques Bellot, The Englishe scholemaster (1580), fasc,. Reprint ed. R.C. Alston (Scholar,
1967)
Jacques Bellot, Familiar Dialogues (1586) facs. reprint (Scholar, 1969)
John Eliot, Ortho-epia Gallica: Eliot’s fruits for the French (1593) fasc. Reprint ed. R.C.
Alston (Scholar Press, 1968)
Cotgrave, Dictionary of the French tongue
Narrative by Mr. Edward Grimston of his captivity in the Bastille (1560)
Fynes Morrison, An Itinerary, 4 vols. (Glasgow, 1908)
Sir George Carew, A Relation of the State of France in T. Birch (ed.), An Historical View
(London, 1749)
News pamphlets on the affairs of France from EEBO (list available as required)
D. Potter (ed.), Foreign Intelligence and Information in Elizabethan England: Two English
Treatises on the State of France, Camden 5th series, vol.25 (Cambridge, 2004)
John Eliot, Survay or topographical description of France (London, 1592)
Robert Dallington, The View of Fraunce (1604), reprint (Oxford, 1936)
Sir George Carew, A Relation of the State of France in T. Birch, An Historical View
(London, 1749)
Secondary Reading:
G. Ascoli, La Grande-Bretagne devant l’opinion française depuis la guerre de Cent Ans
jusqu’à la fin du XVIe siècle (Paris, 1927)
L. Charlanne, L’influence française en Angleterre au XVIIe siècle (Paris, 1906)
S. Lee, The French Renaissance in England (Oxford, 1910)
L.F. Parmelee, Good Newes from Fraunce : French anti-League Propaganda in Late
Elizabethan England (Rochester, NY, 1996)
D. Potter, ‘Anglo-French Relations, c. 1500’ in Franco-British Studies, 28 (1998)
G. Richardson, ‘Entertainments for the French ambassadors at the court of Henry VIII’,
Renaissance Studies, 9 (1995); ‘The Privy Chamber of Henry VIII and Anglo-French
relations’, The Court Historian 4 (1999)
J.H. Salmon, The French Religious Wars in English Political Thought (Oxford, 1959)
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
A.H. Upham, The French Influence in English Literature from the Accession of Elizabeth to
the Restoration (New York, 1908)
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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
The course will be taught by 10 weekly 2 hour seminars. It is expected that students will
spend 20 hours per week in study preparing for seminars and undertaking research for
their assessed essay. Required reading will consist of primary sources (see learning
outcomes 12 a) b) d) and f)) and work on processes of cultural exchange (see 12 c) and
f)) backed by a selection of background secondary material, some of it to be provided in
booklet form, some of it available from Early English Books on-line [EEBO]. Both
primary and secondary reading will be related to learning outcomes d) and e). Total
study hours 15.
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Assessment methods and how these relate to testing achievement of the intended learning
outcome.
The course will be assessed by one 5-6000 (article length) essay on a relevant topic of
each student’s choosing. This essay will test the learning outcomes by requiring students
to make a coherent, sophisticated, scholarly argument with an appropriate scholarly
apparatus.
Both the learning and teaching and assessment methods relate closely to the intended
learning outcomes. They will encourage student-centred exploration and discussion of
primary and secondary materials in both their essays and their seminar contributions.
Students will develop their presentation skills (written and spoken) and their capacity
for independent research.
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Implications for learning resources, including staff, library, IT and space
Students will be required to consult specialist journals in the University Library and
material in the Cathedral Library and electronically available on EEBO
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 non-justifiable
disadvantage to students with disabilities
Agreed. Both the University Library and Cathedral Library have list for wheelchair
access.
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