Level 3 Module Choice document
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Page |1 Module Choice Handbook 2015-16 Level 3 PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |2 Contents DEGREE REQUIREMENTS for English Language and Linguistics (Single and Duals) .......... 4 DEGREE REQUIREMENTS for English Language and Literature .............................................. 6 DEGREE REQUIREMENTS for English Literature (Single) .......................................................... 9 DEGREE REQUIREMENTS for English Literature (Duals)......................................................... 11 DEGREE REQUIREMENTS for English and Theatre .................................................................. 13 DEGREE REQUIREMENTS for Theatre and Performance ........................................................ 15 Module Descriptions .......................................................................................................................... 16 EGH302: Dissertation ........................................................................................................................ 17 EGH303: Research Practice ............................................................................................................ 19 EGH304: Conversation Analysis...................................................................................................... 21 EGH310: Psychology of Language ................................................................................................. 22 EGH312: Theatre Practice: Research Project- Texts ................................................................... 24 EGH313: Theatre Practice: Research Project - Ensemble.......................................................... 25 EGH317: Investigating Real Readers ............................................................................................. 26 EGH318: Cognitive Poetics .............................................................................................................. 27 EGH319: Narrative Style in the Contemporary Novel .................................................................. 28 EGH321: Dialect in Literature and Film .......................................................................................... 29 EGH322: Dissertation (Language-Literature) ................................................................................ 30 EGH323: Theatre Practice: Research Project - Applied Theatre ............................................... 31 EGH330: Theatre and Performance Dissertation ......................................................................... 32 EGH336: Performance Essay .......................................................................................................... 33 ELL310: Introduction to TESOL (Teaching English to Speakers of Other Languages) .......... 35 ELL326: Special Subject: Linguistics (Language in the City) ...................................................... 36 ELL329: History of Linguistics .......................................................................................................... 37 ELL344: Language and Gender....................................................................................................... 38 ELL352: Approaches to Discourse .................................................................................................. 39 ELL354: Advanced Phonetics .......................................................................................................... 40 ELL358: Dialectology past, present and future.............................................................................. 41 ELL361: Advanced Syntax ............................................................................................................... 42 ELL362: World Englishes .................................................................................................................. 43 PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |3 ELL363: Corpus Approaches to English Grammar ....................................................................... 44 LIT3000: America and the Avant-Garde:1950s - 1990s .............................................................. 45 LIT3015: Writing Fiction .................................................................................................................... 46 LIT302: Modern Literature ................................................................................................................ 48 LIT303: Contemporary Literature..................................................................................................... 50 LIT3034: Contemporary British Theatre ......................................................................................... 51 LIT3045: The Elegy............................................................................................................................ 52 LIT3046: Sappho's Granddaughters; Poetry by Women 1789-1901 ......................................... 53 LIT3048: Women Playwrights on the International Stage: 1880s-1930s .................................. 54 LIT305: Afro-American Literature to 1940 ...................................................................................... 55 LIT3050: No Animals Were Harmed in the Making of this Module............................................. 56 LIT3053: Project Module ................................................................................................................... 57 LIT3055: Women/Self/Writing: Women's Autobiography, c.1400 - Present ............................. 58 LIT3056: Byron and Shelly ............................................................................................................... 59 LIT3057: Fin de siecle Gothic........................................................................................................... 61 LIT3058: Imagining the North ........................................................................................................... 62 LIT306: African American Literature: 1940s to the Present......................................................... 63 LIT3060: War on Screen ................................................................................................................... 65 LIT3061: Sex and Decadence in Restoration Theatre ................................................................. 66 LIT3062: Theory/Contingency .......................................................................................................... 67 LIT3063: Creative Writing Poetry 3 ................................................................................................. 68 LIT3100: Romantic and Victorian Poetry ........................................................................................ 69 LIT3101: Romantic and Victorian Prose ......................................................................................... 70 LIT369: The Idea of America ............................................................................................................ 71 LIT386: Dissertation ........................................................................................................................... 73 Faculty of Arts and Humanities Interdisciplinary modules unrestricted ..................................... 74 IPA310: The Literacy Exchange and Achievement Programme................................................. 74 IPA311: The Literacy Exchange and Achievement Programme................................................. 75 PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |4 DEGREE REQUIREMENTS for English Language and Linguistics (Single and Duals) Level 3 modules There are no core modules at Level 3 for English Language and Linguistics. Single Honours students will choose 120 credits from the modules available. Or 100 credits with the option to choose ONE unrestricted module (to the value of 20 credits) outside English. Dual students will choose 60 credits from the modules available All modules are 20 credits Autumn (Semester 1) EGH303 Research Practice EGH310 Psychology of Language EGH317 Investigating Real Readers EGH321 Dialect in Literature and Film ELL310 Teaching English to Speakers of Other Languages ELL329 History of Linguistics ELL352 Approaches to Discourse ELL358 Dialectology past, present and future ELL363 Corpus Approaches to English Grammar Spring (Semester 2) EGH302 Dissertation EGH304 Conversation Analysis EGH318 Cognitive Poetics EGH319 Narrative Style in the Contemporary Novel ELL326 Special Subject (Language in the City) PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |5 ELL344 Language and Gender ELL354 Advanced Phonetics ELL361 Advanced Syntax ELL362 World Englishes PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |6 DEGREE REQUIREMENTS for English Language and Literature Level 3 modules Autumn Semester 1 Core Module Spring Semester 2 Core Module (Choose 20 credits from this group) (Choose 20 credits from this group) EGH317 Investigating Real Readers EGH318 Cognitive Poetics EGH321 Dialect in Literature and Film EGH319 Narrative Style in the Contemporary Novel EGH322 Dissertation All modules are 20 credits Choose 20 credits from the following Literature shortlist: Autumn: LIT3100 Romantic and Victorian Poetry LIT3101 Romantic and Victorian Prose Spring: LIT302 Modern Literature LIT303 Contemporary Literature Choose 20 Credits from the language shortlist: Autumn: EGH303 Research Practice EGH310 Psychology of Language EGH317 Investigating Real Readers EGH321 Dialect in Literature and Film ELL310 Teaching English to speakers of Other Languages ELL329 History of Linguistics ELL352 Approaches to Discourse ELL358 Dialectology past, present and future ELL363 Corpus approaches to English Grammar PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |7 Spring EGH302 Dissertation EGH304 Conversation Analysis EGH318 Cognitive Poetics EGH319 Narrative Style in the Contemporary Novel EGH322 Dissertation (Lang/Lit) ELL326 Special Subject (Language in the City) ELL344 Language and Gender ELL354 Advanced Phonetics ELL361 Advanced Syntax ELL362 World Englishes All modules are 20 credits. Choose a further 20 credits of optional modules from the following list: Autumn: EGH303 Research Practice EGH310 Psychology of Language EGH317 Investigating Real Readers EGH321 Dialect in Literature and Film ELL310 TESOL ELL329 History of Linguistics ELL352 Approaches to Discourse ELL358 Dialectology past, present and future LIT3000 America and the Avant-Garde, 1950s-1990s LIT3045 The Elegy LIT3048 Women Playwrights on the International Stage LIT305 Afro-American Literature 1: Beginnings to the Harlem Renaissance LIT3050 No Animals were harmed in the making of this module LIT3055 Women/self/writing: Women’s Autobiography c1400- present LIT3060 War on Screen LIT3062 Theory/ Contingency PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |8 LIT3100 Romantic and Victorian Poetry LIT3101 Romantic and Victorian Prose LIT3063 Creative Writing: Poetry 3 Spring: EGH302 Dissertation EGH304 Conversation Analysis EGH318 Cognitive Poetics EGH319 Narrative Style in the Contemporary Novel EGH322 Dissertation (Lang-Lit) ELL326 Special Subject (Language in the City) ELL344 Language and Gender ELL354 Advanced Phonetics ELL361 Advanced Syntax LIT3015 Writing Fiction LIT302 Modern Literature LIT303 Contemporary Literature LIT306 Afro-American Literature 2: 1940 to the present LIT3034 Contemporary British Theatre LIT3046 Sappho’s Granddaughters: Poetry by Women 1789-1901 LIT3053 Project Module (Shakespeare) LIT3056 Byron and Shelley LIT3057 Fin de siècle Gothic LIT3058 Imagining the North LIT3061 Sex and Decadence in Restoration Theatre LIT386 Dissertation You may choose ONE unrestricted module (20 credits) outside English or a further 20 credits from the options above. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK Page |9 DEGREE REQUIREMENTS for English Literature (Single) Level 3 modules Autumn Semester 1 Core Modules Spring Semester 2 Core Modules LIT3100 Romantic and Victorian Poetry LIT302 Modern Literature LIT3101 Romantic and Victorian Prose LIT303 Contemporary Literature All modules are 20 credits Choose 40 credits English Literature optional modules Autumn Semester 1 LIT3000 America and the Avant-Garde LIT3045 The Elegy LIT3048 Women Playwrights on the International Stage LIT305 Afro- American Literature 1: Beginnings to the Harlem Renaissance LIT3050 No Animals were harmed in the making of this module LIT3055 Women/Self/Writing: Women’s Autobiography c.1400- Present LIT3060 War on Screen LIT3062 Theory/ Contingency LIT3063 Creative Writing Poetry 3 LIT369 The Idea of America Spring Semester 2 LIT3015 Writing Fiction LIT3034 Contemporary British Theatre LIT3046 Sappho’s Granddaughters: Poetry by Women LIT3053 Project Module (Shakespeare) LIT3056 Byron and Shelley LIT3057 Fin de siècle Gothic LIT3058 Imagining the North PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 10 LIT306 Afro- American Literature 2: 1940 to Present LIT3061 Sex and Decadence in Restoration Theatre LIT 386 Dissertation You may choose ONE unrestricted module (20 credits) outside English Literature in place of the optional module. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 11 DEGREE REQUIREMENTS for English Literature (Duals) Level 3 modules You must choose 40 credits of Literature core modules from the 80 credits available. Autumn Semester 1 Core Modules Spring Semester 2 Core Modules LIT3100 Romantic and Victorian Poetry LIT302 Modern Literature LIT3101 Romantic and Victorian Prose LIT303 Contemporary Literature All modules are 20 credits. You have the option of choosing 20 credits from the following lists: Autumn Semester 1 LIT3000 America and the Avant-Garde LIT3045 The Elegy LIT3048 Women Playwrights on the International Stage LIT305 Afro- American Literature 1: Beginnings to the Harlem Renaissance LIT3050 No Animals were harmed in the making of this module LIT3055 Women/Self/Writing: Women’s Autobiography c.1400- Present LIT3060 War on Screen LIT3062 Theory/Contingency LIT3063 Creative Writing Poetry 3 LIT369 The Idea of America LIT3100 Romantic and Victorian Poetry LIT3101 Romantic and Victorian Prose Spring Semester 2 LIT3015 Writing Fiction LIT3034 Contemporary British Theatre LIT3046 Sappho’s Granddaughters: Poetry by Women LIT3053 Project Module (Shakespeare) LIT3056 Byron and Shelley PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 12 LIT3057 Fin de siècle Gothic LIT3058 Imagining the North LIT306 Afro- American Literature 2: 1940 to Present LIT3061 Sex and Decadence in Restoration Theatre LIT 386 Dissertation LIT302 Modern Literature LIT303 Contemporary Literature You may choose ONE unrestricted module (20 credits) outside English Literature in place of the optional module. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 13 DEGREE REQUIREMENTS for English and Theatre Level 3 modules Spring Semester 2 Core Module EGH336 Theatre Practice: Performance Essay You must choose 20 credits of Theatre core modules from the 40 credits available Autumn Semester 1 Spring Semester 2 EGH323 Theatre Practice: Research Project - Applied Theatre EGH312 Theatre Research Project: Text You must choose 40 credits of Literature core modules from the 80 credits available Autumn Semester 1 Spring Semester 2 LIT3100 Romantic and Victorian Poetry LIT302 Modern Literature LIT3101 Romantic and Victorian Prose LIT303 Contemporary Literature Choose 40 credits from the following: All modules are 20 credits Autumn Semester 1 EGH312 Theatre Practice: Research Project - Texts EGH323 Theatre Practice: Research Project- Applied Theatre LIT3000 America and the Avant-Garde LIT3045 The Elegy LIT3048 Women Playwrights LIT305 Afro-American Literature 1: Beginnings to the Harlem Renaissance LIT3050 No Animals were harmed in the making of this module LIT3055 Women/self/writing: Women’s Autobiography c.1400- Present PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 14 LIT3060 War on Screen LIT3062 Theory/ Contingency LIT 3063 Creative Writing Poetry 3 LIT3100 Romantic and Victorian Poetry LIT3101 Romantic and Victorian Prose Spring Semester 2 EGH313 Theatre Practice: Research Project- Ensemble LIT3015 Writing Fiction LIT3034 Contemporary British Theatre LIT3046 Sappho’s Granddaughters: Poetry by Women 1789-1901 LIT3053 Project Module (Shakespeare) LIT3056 Byron and Shelley LIT3057 Fin de siècle Gothic LIT3058 Imagining the North LIT306 Afro-American Literature 2: 1940 to the present LIT3061 Sex and Decadence in Restoration Theatre LIT386 Dissertation LIT302 Modern Literature LIT303 Contemporary Literature PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 15 DEGREE REQUIREMENTS for Theatre and Performance Level 3 modules Autumn Semester 1 Core Modules Spring Semester 2 Core Modules EGH312 Theatre Practice: Research Project Texts EGH323 Theatre Practice: Research Project Applied Theatre EGH313 Theatre Practice: Research Project Ensemble EGH336 Theatre Practice: Performance Essay All modules are 20 credits Choose 40 credits from the following Autumn Semester 1 EGH331 Dissertation (Autumn) LIT3048 Women Playwrights on the International Stage LIT3063 Creative Writing Poetry 3 Spring Semester 2 EGH330 Dissertation (Spring) LIT3034 Contemporary British Theatre Unrestricted modules to the value of 20 credits PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 16 Module Descriptions Level 3 On the following pages you will find in alphabetical order module description information. The module description gives a brief overview of the module, the teaching and learning methods, assessment and the contact details for the tutor. You may wish to contact a tutor to discuss the module in more detail. This information is to help you to make an informed choice regarding the modules you wish to study for the next academic year. The School will also be holding module briefing sessions on Wednesday 15 April 2015, (see emails for further information). The briefing sessions will consist of a 30 minute talk informing you about module choice, plus there will be an opportunity for you to ask questions about individual modules. The module choice briefing slides, links to the module choice handbook and screen casts, will be sent by email on Wednesday 15 April. The School on-line module choice enrolment will be available from Friday 17 April 2015 and will close on Friday 24 April 2015. On Thursday 30 April 2015 and Friday 01 May 2015 you will be notified by email of your allocated modules. You should then submit your allocated modules to the University on-line module approval system. The University on-line module approval will open on Tuesday 5 May. You will be sent further information on how to do this by Registry Services. Further information can be found at: http://www.sheffield.ac.uk/polopoly_fs/1.364731!/file/ModuleChoiceLevel2.pdf PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 17 EGH302: Dissertation Description The 'Dissertation' module is always taken in combination with the 'Research Practice' module and, together, these two units give students the opportunity to spend a whole year researching a topic of particular interest to them, engaging with new data or primary sources, and working on material more advanced than that normally covered in taught modules. The final results is a dissertation of between 8,000 and 10,000 words. Students receive support and research training throughout the year, attending workshops and one-to-one sessions with a supervisor. In the process, they develop research and communication skills valuable in academic and professional contexts. Teaching Students taking this module will already have completed another level-3 module, ‘Research Practice’, during which they will have attended 6 hours of research-training seminars and had 5 meetings with their supervisors to discuss the progress of their work. In the process they will have produced a detailed research proposal (roughly 1,500 words) and also submitted a piece of work-in-progress relating to the research methods they intend to implement in their project (roughly 2,500 words). During the ‘Dissertation’ module, they will attend another 5 hours of research training, the focus now moving from planning research to reflecting critically upon the process of implementing a research plan (aim 2 and outcome 2). In addition, seminars will also encourage students to reflect on what further skills they might need in bringing their projects to completion and will help them to acquire those skills either through training within seminars or through liaison with supervisors (aim 3 and outcome 3). One of the seminars will focus on advanced writing skills (aim 5 and outcome 5). In parallel, students will have 3 meetings with their supervisors (each meeting lasting notionally for an hour). In this context, students will receive support in implementing their research plans (aim 2 and outcome 2), input in terms of further skills necessary for the completion of their projects (aim 3 and outcome 3), and feedback on their written work (aim 5 and outcome 5). The meetings with supervisors will be of particular importance in helping students to interpret their findings and, in so doing, develop an argument (aim 4 and outcome 4). The combination of research training seminars and meetings with supervisors will support students as they engage in the substantial amount of independent study required for the completion of a dissertation (aim 1 and outcome 1). PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 18 Assessment This module will be assessed entirely through a dissertation of between 8,000 and 10,000 words. The flexibility in word-length is intended to reflect the diversity of topics that students might be working on. (In syntax, for example, it would be usual to make extensive use of diagrams in writing up research and 8,000 words of text might be sufficient. In literary linguistics, by contrast, 10,000 words of text might well be more appropriate.) In the earlier module, ‘Research Practice’, students will already have submitted 4,000 words of material in the form of a developed dissertation proposal and a piece of workin-progress relating to their proposed research methods. It is expected that this material will be incorporated into the final dissertation in revised form. Clearly it is not usual for work to be submitted twice in two separate modules. However, in this case, it is appropriate that the earlier work be included for the sake of completeness, the grade given for the final work depending upon: (1) the 4,000-6,000 words of new material produced in the second semester (this being the quantity of work written work usually required for a 20-credit module) and (2) some consideration of how well the previously submitted material has been adapted, revised, and integrated into the final product in the light of the actual experience of conducting the research. The dissertation will test all four aims and outcomes. First, the successful production of the dissertation will provide evidence of outcome 1, the ability to bring to completion a sizeable research project. The sections of the dissertation dealing with methods and results will provide evidence that outcomes 2 and 3, which relate to the implementation of appropriate skills and methods, have been met. The interpretative sections of the dissertation will provide evidence that outcome 4, which relates to the interpretation of findings and the development of an argument, has been met. And the work as a whole will constitute evidence for outcome 5, the ability to write a will organised piece of work in an appropriate academic style. Convener(s) Dr. Gareth Walker Email g.walker@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 19 EGH303: Research Practice Description ‘Research Practice’ is normally taken in combination with the ‘Dissertation’ module, and, together, these two units give students the opportunity to spend a whole year researching a topic of particular interest to them, engaging with new data or primary sources, and working on material more advanced than that normally covered in taught modules. ‘Research Practice’ focuses on the planning of the larger project. Students receive appropriate support and training in workshops and one-to-one sessions with a supervisor. By the end of the module, students have designed an appropriate programme of research and are ready to implement it. If you sign up for EGH302 and/or 303 you will need to submit a short description of your research interests, and if possible, a research topic, so that we can assign you a supervisor. This should be no more than one side of A4 and should be submitted to (n.harwood@shef.ac.uk) no later than Friday, May 1st Teaching Students taking this module will submit a brief statement describing their topic for research in semester 2 of level 2. The convenor of the module will assign them a supervisor and contact them during the summer to notify them. On returning in semester 1 of level 3, they will meet with their supervisors four times. During the semester, they will conduct preliminary library research in order to produce an annotated bibliography and then they will focus on developing their research interests into a research proposal. They will work on developing an appropriate research methodology for the project and they will submit a 1,500-word piece of ‘work-in-progress’ on an aspect of their topic to be selected in consultation with their supervisor and the module convenor. For example, it might focus on explaining and justifying their chosen methodology, considering other possible approaches, and locating their own work in relation to the literature of the field. This activity will ensure that all four aims and outcomes are met. In addition, students will attend six research-training seminars in which they will learn about the use of electronic resources, the purpose and development of a bibliography, practical, ethical, and theoretical issues associated with data collection, and the role of a literature review in locating one’s own research within a particular field of inquiry. These sessions will further ensure that the first three aims and outcomes are met. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 20 Assessment This module will be assessed through three pieces of work: (1) an annotated bibliography reflecting preliminary library research on the research context of their chosen topic; (2) a short research proposal of not more than 1,500 words, and (3) a piece of ‘work-in-progress’ of not more than 1,500 words on any selected aspect of the topic. This might be a literature review, a preliminary data analysis, or a piece explaining and justifying the chosen methodology, considering other possible approaches, and locating the proposed work in relation to the literature of the field. Taken together, these two pieces of work will test all four learning outcomes. Convener(s) Dr Nigel Harwood Email n.harwood@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 21 EGH304: Conversation Analysis Description In this module we will work with recordings and transcriptions of real conversation, analysing in detail aspects of spoken interaction such as turn-taking, overlap, repair, sequence organisation and topic from the perspective of Conversation Analysis (CA). The module provides an opportunity to: deepen your understanding of how conversation is structurally organised; develop analyses of conversation which are grounded in the observable linguistic-sequential properties of the talk; and explore the relationship between CA and linguistics. Teaching The whole group will meet for two hours each week, with the time divided between lectures and group work. Assessment Component one: an essay (worth 35% of your final mark) in which you write on one of the core areas of conversational organisation covered in the course (e.g. turntaking, overlap, repair etc.). Component two: an essay (worth 65% of your final mark) in which you identify some conversational phenomenon which is of interest for its linguistic-sequential properties, and then develop an original analysis of linguistic and interactional aspects of the phenomenon Both components will involve detailed analysis of recordings and transcriptions which you will be given access to. Convener(s) Dr Gareth Walker Email G.Walker@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 22 EGH310: Psychology of Language Description This final-year module in psycholinguistics examines the relationship between the human mind and language, addressing both theoretical and methodological issues. We look at the processes involved in speaking, listening and reading, exploring the ways in which we represent and store linguistic knowledge. The core linguistic modules will be investigated: phonology, morphology, syntax, and semantics. Evidence from speech errors, impaired speech, and neuroscience alongside classic psychological experimental work in the field will be considered. Students will gain a thorough grounding in psycholinguistic theory and practice, and should acquire the tools to undertake their own research in the future. By the end of the module, students should be able to: Understand and evaluate theories of speech production and perception/comprehension Understand and evaluate theories of reading and accounts of dyslexia Use the methods and concepts learned in the module to analyse language and experimental data Understand the basics of the brain functions involved in language use, and language disorders Understand different methodologies used in discovering the psychological processes involved in language use Design and present an experiment or course of investigation, formulating a clear research question and using an appropriate methodology Teaching Nine lectures One consolidation class, revising and applying course material, identifying transferable skills Five seminars, practising analysis of language data according to speaking, listening, and reading, and exploring psychological models of these One assessment 1 guidance and practice session, allowing students to test out and receive feedback on assessment ideas Three weeks of group meetings, where the convener meets each group to develop plans for assessments 2-3 PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 23 Assessment There will be three assessed components, with the second and third forming a continuous group project. Assessment 1 (50%): 2,000-word assignment to be completed individually. Submission deadline: week 8. There will be three different guidance sessions in week 6 on how to tackle the assessment according to which question you have chosen (speaking, listening, and reading). You are expected to use this session to make sure that you fully understand what you are required to do in the assessment. You are allowed to discuss this assignment with your peers, but the submitted work must be written individually. Assessments 2-3: Group Project (total 50%): Collaborative work in groups of around 5 on one of a choice of topics from the course. Your group must decide which topic to choose by week 6, as you individually are not permitted to choose the same topic for your assessment 1. The group project consists of: Assessment 2 (15%): 15-minute presentation in class and submission of an ethics application by each group. There will be three one-hour sessions during the week and all students must attend all three sessions. Assessment 3 (35%): A1-sized poster based on the project – submission deadline: week 12, after informal poster display session. You will work on this project during the course of the semester. Convener(s) Ranjan Sen Email ranjan.sen@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 24 EGH312: Theatre Practice: Research Project- Texts Description This is a module which builds on some of your practice at levels one and two, particularly within the modules EGH115 and EGH221. Working in one group or in smaller groups, we shall engage practically in the process of rehearsing and performing a playtext which poses significant and particular challenges- or extracts from playtexts - within the context of a contemporary performance. Alongside the practical work, you will also engage with more theoretical questions about how best we should approach the process of turning a written script into a live performance. What is our responsibility? Do we aim to serve the text and the playwright or to invent? What do we mean by a word such as 'interpret'? And who has the right to do it? Teaching Much of the work will be studio-based and will require you to work practically on playtexts as creative and thinking performers. There may be opportunities to approach the work from the point of view of directors, designers and dramaturgs. There will also be seminars, and you will be expected to read widely and to engage in individual and group research. Where possible, we shall view live or recorded performances relevant to the focus of the module. You will be expected to document all aspects of your work, and to analyse it. Assessment 1. You will be assessed on your contribution to one or more performances of a play, or extracts from plays. Creative imagination, attention to the requirements of the text, and performance discipline will all be significant here, but so too will be the ability to express your learning (60%). 2. A portfolio containing individual reflection on the practice, the reading and the research (40%). Convener(s) Dr Steve Nicholson Email s.nicholson@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 25 EGH313: Theatre Practice: Research Project - Ensemble Description Students on the course will work as an ensemble to stage a public performance of a Shakespearean text. Depending on module numbers, you may be split into two separate companies. The process will be investigative and collaborative, as we explore different possible staging’s of the chosen text. Because our focus is the ensemble, then you will share responsibility for all aspects of the production, from acting through design and lighting to publicity. As ever, we will pay critical attention to historical, cultural and theatrical contexts and antecedents. Practice will be informed by study, and by critical reflection on process. Teaching Laboratory work, Independent Study Assessment Practical performance (60%), Written assignment (40%). Convener(s) Dr Bill McDonnell Email w.g.mcdonnell@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 26 EGH317: Investigating Real Readers Description Stylistic analyses often make claims about a text's effects on 'the reader' or audience. This module asks: who is this 'reader'? How can stylisticians support their claims about textual effect? Students will be introduced to various methods used to investigate the responses of real readers in stylistics, with a central emphasis on verbal data and qualitative analysis. The module's practical focus means students will be engaged in testing out and evaluating these methods, and will complete the module with an understanding of how to design, conduct and reflect upon their own stylistic investigations of real readers. Teaching Lectures, Seminars, Independent Study Assessment Course work, Mole Postings Convener(s) Dr Sara Whitely Email sara.whitely@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 27 EGH318: Cognitive Poetics Description This module explores the relationship between literature and the human mind, drawing on a range of academic disciplines; from literary theory to cognitive psychology, from literary linguistics to philosophy. The module considers how recent advances in the study of human cognition can enhance our understanding of the reading experience. Students will be introduced to a range of concepts from the cutting-edge of cognitive research and will be encouraged to investigate the ways in which this body of knowledge can be used as a means of exploring literature. We will examine, for example, the role of cultural and personal knowledge in the reading process, the conceptual structure of metaphor, how texts direct readerly attention, and the readerly experience of literary worlds. Teaching Lectures, Seminars, Independent Study Assessment Course work, learning Diary Convener(s) Joanna Gavins Email j.gavins@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 28 EGH319: Narrative Style in the Contemporary Novel Description In this module you will consider how the contemporary novel in English experiments with narrative style and technique, and the effects that are generated as a result. The module will start with a basic recap of key narrative concepts, in order to enable appreciation of the ways in which contemporary writers play with traditional narratological concepts. Some of the styles we will look at include: disruptions to chronological sequence; second-person narration; first-person free indirect discourse. We will also look at how such techniques generate or hinder the construction of experiences such as identification and empathy in the reader. Teaching Seminars, Independent Study Assessment Course work Convener(s) Dr Joe Bray Email j.bray@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 29 EGH321: Dialect in Literature and Film Description This module will explore the way in which non-standard varieties of English are represented in literature and film, and how these representations have changed over time. We will explore a range of texts and films, investigating both how dialects are represented, and why writers and filmmakers choose to use these dialects in these ways. Authors studied will include Charles Dickens, Angela Carter and James Kelman. Films studied will include Saturday Night, Sunday Morning, Howards End, and The Full Monty. Teaching 1 lecture,1 seminar per week, plus individual study. Assessment The module will be assessed by a group work project (20%), an individual reflection on the group project (20%) and an independent research essay (60%). Convener(s) Dr Jane Hodson Email j.hodson@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 30 EGH322: Dissertation (Language-Literature) Description In this module students will develop an independent research project on a topic at the interface of literary and linguistic studies. They will usually have completed EGH303, Research Practice, in the autumn semester so that, in consultation with an appropriate supervisor, they will already have produced a detailed plan for a suitable project and received training in the skills necessary for its completion. Under the continued guidance of a supervisor with appropriate expertise, each student will now undertake the research necessary to complete the project and will write the work up in the form of a 10,000-word dissertation. They will also present their work at a dissertation conference and receive feedback that will inform the final write-up. Teaching Lectures, Tutorials, Independent Study, one to one meetings with supervisor Assessment Course work Convener(s) Richard Steadman-Jones Email r.d.steadman-jones@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 31 EGH323: Theatre Practice: Research Project - Applied Theatre Description Students will participate in a staff-led practical research project exploring the history and social use of applied theatre methods and forms. They will be expected to participate in the creative development, organisation and delivery of one or more applied theatre projects in, for example, local schools, museums and community contexts. The process of work will be investigative, and students will be expected to explore specific and current questions about applied theatre practices through their work. The assessed performance/workshop(s) will be expected to embody some of their learning and answers to research questions, which may be either conclusive or provisional. Teaching Teaching will be through staff directed practical workshops and seminars, student led practice workshops, individual and collective research, and viewing of live and recorded performance and performance-related material. Assessment There will be two assessments for this module: 1. The creation and delivery of an applied theatre programme. (50%) 2. A portfolio containing individual reflection on the practice, the reading and the research undertaken during the module. (50%) Convener(s) Dr Bill McDonnell Email w.g.mcdonnell@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 32 EGH330: Theatre and Performance Dissertation Description This module enables those students taking the undergraduate degree in Theatre and Performance to pursue an independent project during the final semester of their studies. Students will be guided by a supervisor, with whom they can expect between 3 and 4 hours personal supervision across the semester. In addition, 3 workshops on aspects of planning and writing the dissertation will be provided. Although practical work may be used as a method of research, the final dissertation will be in written form, and will be between 8,000 and 10,000 words in length. Where appropriate, it may be supported by visual materials. Teaching Seminars, Independent Study Assessment Project work Convener(s) To Be Provided Email english@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 33 EGH336: Performance Essay Description The final-year Performance Essay module requires you to work independently to plan, prepare and present a short (normally 20 minute) performance in an area of theatre you find especially interesting and stimulating. The Performance Essay is analogous to the Literature Dissertation in that it marks out a ‘space’ – here defined temporally and spatially, rather than by word limit – and invites you to use this to explore what fascinates you most in your subject in a way that is distinctive, wellinformed and original. The Performance Essay is creative, rather than simply interpretive: thus although you may choose to draw upon pre-existent dramatic texts, these will typically be ‘quoted from’ and used alongside devised or other original/found material rather than regarded as a complete script for production. Students opt to take this module either by the Individual Practice route or Group Practice route: in the first case, you work as writer-director (and if you choose, as solo performer), and receive an individual mark; in the second case, you work as part of a pair or small ensemble, and will be awarded a group mark. Teaching This module is largely conducted through your own independent practice. This means that ‘teaching’, understood in conventional terms, is minimal. Each Performance Essay will have a supervisor, who will be your main point of contact throughout the semester. Your supervisor will meet with you at the start of the semester to discuss ideas and help clarify the initial proposal and, where appropriate, to advise on process. S/he will also have regular meetings with you subsequently to discuss progress and debate with you about your ideas. However, your supervisor will not directly observe any rehearsals or practical ‘drafts’ of the work in progress; in this sense, the eventual presentation of the Performance Essay is more akin to sitting an examination paper than preparing a coursework essay. Your supervisor will still comment critically and supportively on your work in progress, but to an extent it is down to you to articulate this: thus you can meet to debate ideas and ask for advice over difficulties, and you can request feedback on scripts, designs and other documentation you provide. Following the presentation of the Performance Essays, students are required to attend a 15-minute viva with the assessing tutors. The purpose of the viva is to help tutors in determining the final marks for the Performance Essay practice element. Assessment There are two elements of assessment for the Performance Essay module: (i) Performance Essay: 70%.* The mark for this element will be on the final performance itself. The viva (see 'Teaching') will help tutors to arrive at the grade for this. * Those students who opt for Group Practice will normally receive a group mark for PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 34 this element. (ii) Reflective Commentary (1,500 words): 30%. Each student will submit a Reflective Commentary, which will receive an individual mark. This means that students who take the module by Group Practice will receive a group mark for their Performance Essay, but the remaining 30% of the assessment will come from an individual mark. Convener(s) Dr Rachel Zerihan Email r.zerihan@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 35 ELL310: Introduction to TESOL (Teaching English to Speakers of Other Languages) Description The module provides an introductory course to theory and practice of teaching English to second language learners. It familiarizes students with principles and methods of teaching core language skills: reading, writing, speaking and listening, and introduces them to general principles of teaching grammar and vocabulary to second language learners. The course also covers such aspects of the topic as use of materials and resources in second language classrooms, classroom management and discipline, outlines constructs of motivation and learning styles, and introduces students to basic principles of error correction and feedback in second language settings. Teaching The Module consists of 10 lecture sessions, each lasting one academic hour (50 minutes), and 10 seminar sessions, also each lasting one academic hour (50 minutes). The lecture sessions will provide students with the necessary input on the principles and ideas associated with contemporary language teaching methodology. Prior to each lecture students will be assigned a pre-reading. The seminar sessions will involve: (1) work with video recorded extracts of L2 lessons and analysis of these lessons, and (2) experiential learning tasks. The tasks/exercises and associated discussion will consolidate students' understanding of the concepts and ideas introduced in the lecture sessions. Prior to each seminar session students will be given a “homework” task, which will need to be prepared for the session. Assessment There are two parts of assessment: Essay 1, 1500 words (35% of final mark) and Essay 2, 2500 words (65% of final mark) Convener(s) Dr Oksana Afitska Email o.afitska@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 36 ELL326: Special Subject: Linguistics (Language in the City) Description Special subjects may be offered from year to year at the discretion of the Head of Department. Details of course content, teaching and assessment will be published at the end of the session prior to the special subject being offered. Teaching Teaching will be by lecture (one per week) and practical workshop (one per week). Assessment Assessment for the course will be one take-home commentary, workshop contributions (10%) and an essay. Convener(s) Dr Jane Hodson Email j.hodson@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 37 ELL329: History of Linguistics Description When we study Linguistics or the English language or any other language-based subject today, we do so in a fairly standardized way. There are textbooks containing generally agreed bodies of knowledge. There are particular methods we learn to employ and particular types of question we learn to ask about language. However, language has not always been thought about as it is today, and no doubt in the future people will focus on different aspects of language and have different priorities. This module is about understanding our place in history and getting a feel for what people have thought about and done with language at different points in history, and why. I hope that you will finish the module not only knowing a bit more about European intellectual history but also with more respect for the past, where some pretty amazing ideas and insights developed. Teaching You will be required to attend two classes each week. Some of these will be traditional lectures and some interactive workshops where your preparation and input is essential. Assessment The first assignment will be to write an essay of not more than 2500 words on the development of language study up to the end of the 19th century, focusing on a specific area of Linguistics. A list of topics will be provided in week 6, but you are welcome to choose a different aspect of language study which is of special interest to you and/or of relevance to other modules you are taking. The second part of the assessment will be a 2-hour examination at the end of the semester, focusing on the emergence of modern Linguistics from the 18th century onwards. There will be classes dedicated to preparation for both assessments. Convener(s) Prof Andrew Linn Email a.r.linn@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 38 ELL344: Language and Gender Description This module will explore the relationship between language use and gender identity. We will consider how gender has been defined in social and linguistic research and examine a variety of theoretical perspectives, methodologies and findings (incorporating both quantitative and qualitative linguistic work). The approach is interdisciplinary (drawing upon sociolinguistics, linguistic anthropology and discourse analysis) and will address the issues of power, status, socialisation and ideology. Teaching This module will explore the relationship between language use and gender identity. We will consider how gender has been defined in social and linguistic research and examine a variety of theoretical perspectives, methodologies and findings (incorporating both quantitative and qualitative linguistic work). The approach is interdisciplinary (drawing upon sociolinguistics, linguistic anthropology and discourse analysis) and will address the issues of power, status, socialisation and ideology. Assessment Assessment will be by a group project (presented as a poster) and individual writeups of the project preparation and a reflection upon the finished project work. Students will be given the opportunity to construct a simple experiment to investigate one of the claims made in the literature. There will be time set aside throughout the course to discuss and prepare for the poster presentation, including consultation time with the module convenor. Convener(s) Dr Emma Moore Email e.moore@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 39 ELL352: Approaches to Discourse Description The course aims to introduce students to the critical analysis of spoken and written discourse in contemporary social contexts. It provides a range of resources and techniques for analysing texts and dialogue, enabling students to apply them to real life data drawn from a wide variety of contexts. Instruction will cover classical theoretical approaches to the analysis of discourse and genre, including functional grammatical analysis of clauses and sentences, the generic structure of texts, conversational and pragmatic analysis of spoken discourse, and intertextual and interdiscursive analysis. Throughout the topics covered, the students will be encouraged to reflect upon the role of discourse in the structuring of social practices and power relations. Teaching Lectures, Seminars, Independent Study Assessment Course work Group presentation. Convener(s) Jane Mulderrig Email j.mulderrig@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 40 ELL354: Advanced Phonetics Description Increasingly it is necessary for linguists to provide acoustic evidence in support of claims they make about spoken data. In this module you will undergo training in the use of specialist computer software to provide robust analyses of a range of different phonetic parameters. This will involve working with waveforms, spectrograms, spectra and pitch traces. This training will take the form of practical demonstrations and guided workshop exercises, supported by specially-constructed screencasts. These are linked to a series of lab-report style assessments. Most of the module will deal with recordings of English read speech, though it may be possible to include other sorts of data. Teaching The whole class will meet for one two-hour session each week. These sessions will involve a mixture of demonstrations, in-class practical exercises, discussion, and skills training. These activities, along with your own independent reading and research and your work on the assessments for the module, fit together to make a coherent program of learning. One notable difference between ELL207 Phonetics and ELL354 Advanced Phonetics is that in this module you will spend much of the contact time engaged in doing analysis yourself. This is to help deepen your understanding of the subject material by putting various skills into practice, and to help you develop your skills in independent research. Assessment a series of exercise write-ups completed during the semester; these may include labelling a waveform, plotting formant values, estimating and comparing speakers' pitch ranges a longer write-up of an independent project using computer-based techniques to analyse phonetic details evident in one or more spoken passages Convener(s) Dr Gareth Walker Email g.walker@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 41 ELL358: Dialectology past, present and future Description This module will allow students to learn about and critically appraise dialectological methods past and present. Students will use technology such as Geographical Information Systems (GIS) in order to map and interpret linguistic and social data. This will enable them to understand how dialectology will evolve as a discipline through the completion of spatially sensitive analyses of the relationship between language use and geography. Students will learn how to select appropriate linguistic features for analysis by using a range of linguistic and non-linguistic materials and use these data alongside census and other national data in order to inform their work. Teaching Lectures, Seminars, Independent Study Assessment Course work Convener(s) Dr Chris Montgomery Email c.montgomery@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 42 ELL361: Advanced Syntax Description This module builds on the material covered in ELL 221 Syntax, focusing on both the universal and language-specific rules that govern syntactic structure in human language. The topics covered will expand our understanding of areas of structure that could not be explained in Syntax, including further instances of movement, a more nuanced understanding of verbal structure, and a greater emphasis on data from languages other than English. Teaching Two weekly lectures introduce students to new concepts and data related to course content. A weekly seminar provides a chance for students to practically apply course concepts in small groups. Independent study will involve preparation for lecture and seminar, as well as completion of the 5 course assignments. Assessment The assessments described above, particularly the 4 in-term assignments, are designed to help students deal with the cumulative nature of the course content. The foreign language assignment helps students apply course content to languages they do not speak natively, a necessary skill in Linguistic analysis. Although data from other languages will have been presented in prior courses, this analysis requires a higher level of independent work. The final exam serves to test the students’ overall mastery of course content. Convener(s) Dr. Robyn Orfitelli Email r.orfitelli@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 43 ELL362: World Englishes Description The module gives an introduction to the historical and social development of the English language, leading on to consideration of global spread of English in different parts of the world, including postcolonial contexts and the development of ‘new’ Englishes and creoles. The module provides an analysis of linguistic features (phonology, grammar and lexis) of several varieties of Englishes, and leads on to critically examine issues such as multilingualism, language contact and change, language planning/policy, attitudes towards variation; and globalisation and identity in the classroom. Throughout the module, students are encouraged to draw on their own experiences of linguistic diversity. Teaching The input elements of the teaching sessions will deliver key information for discussion and contemplation. The practical task and discussion elements will afford the students the opportunity to apply and assess the educational implications of different approaches to the issues of language (variation) in multilingual settings. The module engages students in extensive reading and interaction with data and resources outside of class. Thus, these weekly sessions are best seen as important starting points for study; they should give students information to reflect upon further both in class and in their own independent study. They also provide an introduction to state-of-the-art tools and resources for the study of World Englishes Assessment The assessment (particularly the two data analysis exercises) is designed to help students deal with the cumulative and practical nature of the course content. The final essay/project allows students to choose from a range of topics covered during the course, and to provide a critical discussion of a salient issue in World Englishes, supporting their arguments with academic sources and empirical evidence 2 x 1,000-word data analysis exercises (each 25%) 1 x 2,000 word essay (50%) Convener(s) Dr Gabriel Ozon Email g.ozon@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 44 ELL363: Corpus Approaches to English Grammar Description Linguists have increasingly resorted to corpora in order to test and evaluate their theories and hypotheses against a systematic collection of utterances representative of language as used by their speakers. Linguists can now use evidence not only to formulate and justify formal analyses, but also to account for people’s knowledge and use of language. While this module builds on materials introduced in other modules (Structure of English, Varieties of English, History of English, as well as Sociolinguistics and Corpus Linguistics), the topics covered expand the exploration of areas of sentence structure. Linguistic events (particularly those relevant to recent variation and change in verbal complementation) will be investigated in different corpora, employing sophisticated research tools/software and nuanced techniques. Teaching With a dual focus on ‘why’ and ‘how to’ in corpus-based language studies, this practical module will be delivered through a series of lectures and hands-on lab sessions. The weekly teaching typically comprises two parts. The first is a lecture introducing key concepts, theories and data analysis skills. The second part is a workshop applying those concepts and skills in a mini project exploring a specific linguistic issue. This module is computer-based and makes heavy use of specialised software packages and online databases to analyze large electronic databases of natural language production. In weeks 6-11, students work on the assessment task in practical sessions. Workshops also function as feedback sessions in which students present their findings and research plans for group discussion. Assessment The assessment consists of (i) a short review of the literature, relevant to the topic of English grammar selected for independent study. This will be revised with feedback and included as part of (ii) the final, 3,500-word project report based on independent research. Students will be evaluated on their ability to undertake independent work, and on the presentation of their own research findings into a cogently argued report, which should ideally follow dissertation guidelines very closely. Convener(s) Dr Gabriel Ozon Email g.ozon@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 45 LIT3000: America and the Avant-Garde:1950s - 1990s Description "We require a situation like it really is - no rules at all. Only when we make them do it in our labs do crystals win our games. Do they? I wonder?" (John Cage). In this module we will be looking at a range of avant-garde experiments in poetry, prose and performance that have been carried out by contemporary American writers and artists. As well as discussing the innovations of performance poetry, "happenings" and "assemblages", we will also be comparing the work of different movements such as the Beats, the Black Mountain Poets, FLUXUS, and Mail Art. Teaching Teaching will be by two one-hour seminars per week. The first will consist of a minilecture and/or group work. The second will be focused on close-reading of the set text(s), building on discussions from the first seminar. Assessment Assessment One (10% of total module mark) coursework for posting on the MOLE “Bulletin Board”. The mark for this assessment will be calculated in Week 12 from your best 7 responses overall. You must post responses to at least 9 of the weeks’ readings by Week 12. Assessment Two (30% of the total module mark) coursework. This assessment consists of either one critical essay of 1000 words, or one creative artwork of your own making, with a 1000 word critical response. Assessment Three (60% of the total module mark) coursework. This consists of an essay of 3000 words. Convener(s) Dr Sam Ladkin Email s.ladkin@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 46 LIT3015: Writing Fiction Description The aim of this unit is to help you develop your expressive and technical skills in writing prose fiction and to improve your abilities as an editor and critic of your own and other people's writing. You will be guided in the production of new work and encouraged to develop an analytical awareness of both the craft elements and the wider cultural and theoretical contexts of writing. The emphasis throughout will be on reading as a writer and writing as a reader. The first half of the course will be exploratory and practical, using structured exercises, published texts, handouts, discussion and homework to stimulate the production of new work and an understanding of such issues as character, voice, genre, structure, temporality, dialogue, setting, point of view, etc. You should expect the programme to be flexible, adapted by your tutor as required. Most class exercises will be based on a study of the work of established authors. You will analyse the ways in which exemplary texts work and ask what you can learn from them. On occasion you will be asked to write about ‘what you know’ and for this purpose you should be keeping an observational journal. You should also keep a writer’s journal in which to record your reading, your responses to class exercises, and your analysis of the progress of your own writing. In the second half of the semester the emphasis will shift to constructive group discussion of students’ own self-generated work with a view to guiding the editing and redrafting process. You may also be required to give a class presentation - a writerly appraisal of a story or novel you’ve been reading. Teaching Two seminar groups per week in spring term; one seminar is 1h30 mins. The module will be taught by one weekly seminar / workshop of two hours. Time will be divided between analysing published texts and discussion / feedback on students’ own creative work. This is primarily a creative writing class, so students will be expected to produce a short text, or a draft to work on each week. It is very important that students attend regularly so that the group becomes cohesive and students learn to trust each other’s ideas and critical judgements. Assessment You will be required to submit two pieces of short fiction, the second to be accompanied by a critical self-commentary. The work you submit in Week 7 will account for 30% of your final mark and the work you submit in Week 13 will account for 70%. You will be issued with separate guidance on this, and on the composition of the critical self-commentary element of the Week 13 assignment. You will also be issued with Creative Writing marking scales and criteria. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 47 Week 7: LIT3015-1 Short Story and Critical Review/Close Reading 30% Week 7 1. a short story arising from class exercises (1,500 words) 2. a critical review of a contemporary prose fiction published recently (1000) Week 13, LIT3015-2 Short Story and Critical Self-Commentary 70% Week 13 1. a short story arising from class exercises and workshops (2,000 words) 2. a critical self-commentary (1500 words) Convener(s) Dr Agnes Lehoczky Email a.lehoczky@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 48 LIT302: Modern Literature Description This course focuses on the literature of the period 1900-1945, in particular on AngloAmerican and Irish Modernism, its origins around World War 1, and the texts of the 1920s and 1930s which register its impact in Britain and North America. While the Modernism movement will be at the centre of the course, represented by Joyce, Woolf, and Eliot for example, we will examine a full range of texts of that period and pay attention to the vast range of styles, issues, and non-modernists movements of the periods. The aesthetic revolution of Modernism will be changed Teaching Lectures, Seminars, Independent Study Assessment Assessment 1: An essay of 1500-2000 words on at least ONE Author and ONE text, counting for 30% of the total module mark. The essay is designed to test your skills in analysing a literary text in relation to the wider historical and theoretical context. Set in Week 5, due in Week 8. An essay of 1500-2000 words on at least ONE Author and ONE text, counting for 30% of the total module mark. The essay is designed to test your skills in analysing a literary text in relation to the wider historical and theoretical context. Set in Week 5, due in Week 8: the questions are set by your own tutor, and will cover texts covered in seminars for weeks 1 to 6 inclusive. Assessment 2: A three-hour examination paper counting for 70%, sat in the examination period, weeks 13-15 (Tuesday 27th May). The exam is designed to test both your close-reading skills, and your ability to relate the literature to its wider context. There will be a section A comprising one extract from each of the following texts/collections of text: Ford Madox Ford, The Good Soldier Virginia Woolf, Mrs Dalloway James Joyce, Ulysses– from four chapters Proteus (2), Sirens (11), Ithaca (17), Penelope (18). T. S. Eliot, The Waste Land First World War poets – Norton selection W.B. Yeats – Norton selection Section B will be a research essay asking you to compare writers and texts. Answers in Section B should refer to at least two authors, with discussion of at least one substantial work per author. You may refer to work by authors on whom you wrote in Assessment 1, but such reference should comprise no more than 25% of your answer and you must not duplicate material. You must not base your answer on the text you chose in Section A. ‘Work’ in this context is defined either as a single work such as a long poem (150 lines +, e.g. The Waste Land), novel, novella (e.g. The Good Soldier), film or play; or at least three short stories (e.g. three stories by Lawrence and Mansfield) or three shorter poems. N.B. Over the two assessments you must cover at least FOUR authors and FOUR texts in total, at least one of which must be poetry. The exam for assessment two will require you to write on at least THREE authors and THREE texts. You may not repeat material across the assessments. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 49 Convener(s) To Be Provided Email english@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 50 LIT303: Contemporary Literature Description This module introduces students to important current topics in the study of literary and related forms of cultural text in the contemporary period. After collaboratively reading and analysing in detail a range of exemplary texts, students will then devise and conduct their own research in this field. Drawing extensively on the current research expertise of teaching staff, the course will focus on the relation between literature and significant cultural and political topics in the period. These include: technoculture; postcolonialism; gender and sexual politics; notions of memory, the self and cultural and national identity; the influence of new media; crime, punishment and justice; and the ethics of a more-than-human world. We will examine questions of form, authorship, and the impact of literary theory in creative writing about and cultural understanding of these topics. The course also attends to the fact that period’s literature is shaped by significant historical events and movements: the legacy of World War II and the politics of the Cold War; neo-imperialism, globalization, de- and post-colonisation; climate destruction and the technologisation of life. Having explored these and other topics students will then pursue a significant research project in an area of their choice. Teaching Two weekly lectures for the first 8 teaching weeks One weekly seminar/workshop for the first 8 teaching weeks 1-2-1 research supervisions for two further teaching weeks Independent directed reading (from a list provided on each theme) Staff Research presentations Assessment Assessment Methods 1. Class participation tasks (10% of overall grade). 2. Essay abstract and preliminary research bibliography (10% of overall grade). 3. Research Essay (80% of overall grade) Convener(s) Robert McKay Email r.mckay@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 51 LIT3034: Contemporary British Theatre Description The module has two strands. Students will explore and analyse recent texts and productions which raise practical and theoretical issues about the place and function of text and playwright in contemporary performance. Areas addressed might include contrasting approaches to staging historical texts; alternative methods of creating texts; experiments with form by playwrights such as Martin Crimp, Caryl Churchill, Howard Barker and Deborah Levy; and the implications for performers and audiences. Under staff direction, students will also investigate, workshop, rehearse and perform the whole or parts of one of the texts, and will subsequently reflect on and analyse their work. Teaching Workshops, seminars and presentations, led by the module tutor, visiting practitioners and students. These will focus on specific texts, approaches to creating texts, and theoretical ideas about the relationship between text and performance. Live and recorded performance viewings. Individual and Group Research. Assessment A written essay of 2000 words, worth 50% of the overall mark. , The remaining 50% of the module mark will be based on your contribution to a group performance Convener(s) Dr Steve Nicholson Email s.nicholson@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 52 LIT3045: The Elegy Description This course on genre will look at the ways in which writers in poetry have responded to bereavement and grief in literary form from the Renaissance to contemporary Northern Irish poetry. It will examine the elegy as a genre and tradition in order to connect literature, loss, consolation and memory. Students will be expected to understand the expectations and conventions inherent in a single literary genre. They will have come to an understanding of concepts of community, language and loss, and will be able to discuss such concepts in the contexts of a wide array of critical and literary material. Teaching takes the form of two 1-hour sessions, twice a week, over eleven weeks. The first meeting will be a lecture, with the opportunity to ask questions and help direct the lecture. The second will be a seminar which will be discussion led. I will provide you with a course pack that you must purchase, containing any texts not in the Norton anthologies used for core modules. Teaching Teaching takes the form of two 1-hour sessions, twice a week, over eleven weeks. The first meeting will be a lecture, with the opportunity to ask questions and help direct the lecture. The second will be a seminar which will be discussion led, and the seminars will be used to introduce the aims and produce the outcomes of the course in detail. The remaining hours per week of study for this module are to be divided between seminar preparation (directed reading), small group work, individual research, and preparation for assessments. Following established practice on the English Literature programme, should the module recruit more than 15 students (as was the case last year), the students would be divided into two groups. Both groups would meet together as a large group for the first meeting, and in the smaller groups for the second. Assessment The assessment will be two essays, the first weighted at 30%, the second weighted at 70%, set by the seminar leader based on issues raised in the seminars. The first essay (title chosen by student, with module leader approval) is of 1500 words, and the second essay question will be selected by the student from a list of approved questions, and will be of 2500 words. Convener(s) Dr Maddy Callaghan Email m.callaghan@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 53 LIT3046: Sappho's Granddaughters; Poetry by Women 1789-1901 Description This module aims to introduce students to the work of a range of Romantic and Victorian women poets and the critical and ideological debates that surround it. Reading the work of canonical poets such as Elizabeth Barrett Browning and Christina Rossetti alongside less familiar works by Dora Greenwell, Mathilde Blind and Amy Levy, students will be encouraged to engage with questions of gender and genre and to think about how women employed different poetic forms and voices to respond to the political, scientific and religious upheavals of the nineteenth century. Teaching Teaching takes the form of a 1-hour seminar, twice a week, over eleven weeks. The seminars will be discussion led, and are used to introduce the aims and produce the outcomes of the course in detail. The remaining hours per week of study for this module are to be divided between seminar preparation (directed reading), small group work, individual research, and preparation for assessments. Following established practice on the English Literature programme, should the module recruit more than 15 students, the students would be divided into two groups. Both groups would meet together as a large group for the first meeting, and in the smaller groups for the second; Students will be required to contribute to an online discussion in advance of the weekly seminar. This will structure their preparation for each seminar and will also enable them to begin analysing texts and constructing arguments about them. Assessment Students will give a 10-minute presentation, which will take the form of a ‘pitch’ that might be made to publishers in support of the publication of a select volume of work by a nineteenth-century woman poet. This will give them the opportunity to construct a spoken argument that demonstrates an awareness of questions of literary value and canonicity. Students will write a 3,000-word essay that will compare the work of at least two authors they have studied. This will demonstrate their ability to carry out critical analysis of poetry within its historical/cultural context. Convener(s) Dr Anna Barton Email a.j.barton@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 54 LIT3048: Women Playwrights on the International Stage: 1880s-1930s Description This seminar-based module introduces plays from the 1880-1930s to explore the vital role of women writers in the development of modern drama. Studying plays in the Social Realist tradition, by Elizabeth Robins, Marie Lenéru, Amelia Rosselli and others, we will examine the tensions attached to being a woman writing in a period marked by dramatic increase in women’s activism. Alongside these, we will consider plays within Symbolist and Expressionist modes by Rachilde, Zinaida Gippius, Djuna Barnes and others who aligned themselves with the primarily male avant-garde, where representations of ‘the feminine’ are typically highly ambivalent. In addition, the module will reflect on the distinctive contribution of the black woman writer Marita Bonner within the context of the (so-called) Harlem Renaissance. In all cases the plays will be studied in conjunction with non-dramatic documents, including texts of pro- and anti-suffrage speeches and examples from the visual arts. Teaching The module will be taught through weekly seminars, with the addition of two workshops that explore through practice the contrasting demands and possibilities of realist and symbolist theatrical styles. The module is thus strongly based in research and discussion, but enhanced by concentrated experiences of putting texts ‘on their feet’ - for which no prior practical experience of theatre is necessary - designed to give you a clearer appreciation of the intricacies of aesthetic/politic debates. Ideally the module will also include a theatre visit but this cannot be guaranteed since it is dependent on current repertoires. Assessment The module is assessed by (i) 2 x 2,000 word essays; OR (ii) 1 x 4,000 word essay. The assessment will test your understanding of the material, skills in close reading, and ability to make meaningful connections between literary/dramatic texts and contextual documents of the period. Option (ii), the 4,000 word essay, also provides an opportunity for students working on an undergraduate dissertation or contemplating further research to develop skills in producing more extended and wide-ranging analysis. Convener(s) Dr Frances Babbage Email f.babbage@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 55 LIT305: Afro-American Literature to 1940 Description "The problem of the Twentieth Century is the problem of the color line," W.E.B. Du Bois writes in 1903. The course will attempt to trace 'the problem' and explore Du Bois' prophecy by reading African-American literature written during slavery in the 19th-century (the slave narratives), during Reconstruction, during the New Americanization of the early-twentieth century, during the Harlem Renaissance, and in the aftermath of the Harlem Renaissance. As well as knowledge of individual texts, the course aims to investigate practices and problematics of an Afro-American tradition in relation to an Anglo-American tradition and in relation to questions of individuality and race. Teaching Seminars Assessment Coursework: 2 Essays of 1500 and 2000 words Convener(s) Dr Duco Van Oostrum Email d.oostrum@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 56 LIT3050: No Animals Were Harmed in the Making of this Module Description Animals have played a crucial role in the development of film as an artistic medium, from the literal use of animal products in film stock to the capturing of animal movement as a driver of stop-motion, wide-screen and CGI film technology. In terms of content and form, the wish to picture animals’ lives, whether naturalistically or playfully, has led to the establishment of key genres such as wildlife film and animation. By analysing a range of key animal films, the module will look at and beyond these major aspects of animals in film to consider: animals’ role in different film genres from arthouse to documentary to horror; the range of literal and symbolic ways animals appear in film; animals in the film star-system; animal lives and the ethics of film-making; adaptation and the different challenges of filmic and literary representation of animals. Teaching Teaching: Introduced screening and discussion (3 hours) + seminar (1 hour) Assessment Assessment: MOLE posts (10%) ZooScope Archive Entry (1500 words) 30% + Essay or ZooScope Entries (2500 words) 60% Convener(s) Dr Robert McKay Email r.mckay@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 57 LIT3053: Project Module Description This module provides students with the opportunity to work closely with a member or members of academic staff on a discrete project with a public engagement focus. These activities could encompass existing work, or could be specifically created with students in mind. Students will be able to gain an insight into and be co-producers of staff's research/public engagement activities, while deploying and developing academic knowledge outside the academy. The module is designed to provide a flexible template to enable staff to embed their public engagement activities within the curriculum. Teaching Seminars, Independent Study Assessment Course work Convener(s) Dr Brendan Stone & Dr Tom Rutter Email b.stone@sheffield.ac.uk t.rutter@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 58 LIT3055: Women/Self/Writing: Women's Autobiography, c.1400 - Present Description Auto/biography is one of the most avidly read genres in English yet it has rarely appeared on the literary studies curriculum. This module will explore the ways in which the Self is written and gender is manifested in both non-fiction and creative work, to ask how women self-write and to consider the politics affecting personal expressiveness, ‘identity’ and self-hood across several centuries. We’ll study a range of women’s writing (including diaries, letters, poetry and fiction, as well as auto/biography), to explore the relationship between the self and the text, following a chronological route from the later medieval period to the present. We’ll focus on themes that raise issues on the history of the Self and its relationship to literary subjectivity, considering, for example, how the fictive and the autobiographical connect; how personal experience responds to, shapes, or resists theory; how issues of race, class and sexuality might complicate the construction of gender. Among other topics, we’ll consider the impact of Modernism, Postmodernism and new technologies (like Facebook, Second Life) on the formation and expression of self-hood. Teaching There is one lecture-discussion and one seminar a week. Assessment Two essays (40% and 50% respectively), and seminar work (10%) based on permissive and very informal contributions during the module as a whole. If you wish, your final essay can be a piece of self-writing, weighing up theories against your own experience. Convener(s) Dr Nicky Hallett Email n.a.hallett@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 59 LIT3056: Byron and Shelly Description This module will concentrate on a selection of major poems by Lord Byron and Percy Bysshe Shelley. Seminars will discuss their mutual preoccupations with power and powerlessness, the role of the poet, issues of poetic imagination and revolution, and critical approach. We will look at their respective poetics, influences, and distinctive poetic styles. Students will be encouraged to develop critical skills through close reading and analysis of texts, skills of effective communication and presentation, and demonstrate awareness of diversity of interpretation and methodology. Teaching Teaching takes the form of two 1-hour sessions, twice a week, over eleven weeks. The first meeting will be a lecture, with the opportunity to ask questions and help direct the lecture. The second will be a seminar which will be discussion led. The remaining hours per week of study for this module are to be divided between seminar preparation (directed reading), small group work, individual research, and preparation for assessments. Following established practice on the English Literature programme, should the module recruit more than 15 students (as was the case last year), the students would be divided into two groups. Both groups would meet together as a large group for the first meeting, and in the smaller groups for the second. Assessment The assessment will be two essays, the first weighted at 30%, the second weighted at 70%, set by the seminar leader based on issues raised in the seminars. The first essay will focus on examining the individual student's choice of poetry in the light of set extracts of Byron's or Shelley's prose, and is of 1500 words. The second essay, chosen from a list of set questions, will be of 2500 words. The key outcomes are: 1. the ability to display analytical-critical skills by studying and imaginatively responding to texts. They must show sensitivity to generic conventions, demonstrate awareness of the shaping effects on communication of historical circumstances, and articulate a mature understanding of questions of literary achievement. 2. Articulate an informed awareness of formal and aesthetic dimensions of literature and an ability to offer cogent analysis of their workings in specific texts. 3. Demonstrate an imaginative response to literature showing an appropriate command of literary terminology, and communicate an awareness of literature as a medium through which values are affirmed and debated. 4) The ability to sustain a reasoned argument backed-up with relevant evidence: presented according to the Department’s criteria. 5) The ability to conduct independent web-based and library research that can be used to develop and refine their individual response to course material. Convener(s) Dr Maddy Callaghan PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 60 Email m.f.callaghan@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 61 LIT3057: Fin de siecle Gothic Description The module examines a range of Gothic texts and their fin de siècle contexts. Writers explored include R.L. Stevenson, Arthur Conan Doyle, Vernon Lee, Oscar Wilde, M.R. James, Bram Stoker, and H.G. Wells. Students will explore a diverse range of contemporary contexts which will enable them to see how theories of degeneration, images of Empire, models of medicine, notions of decadence, and ideas about history can be applied to the fin de siècle Gothic. The focus on ghosts, vampires, and aliens will help identify how a language of `otherness' articulated the culturally specific anxieties of fin de siècle Britain. Teaching involves a mixture of lectures and seminars. Teaching Lectures, Seminars, Independent Study Assessment Course work Convener(s) Dr Andrew Smith Email andrew.smith1@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 62 LIT3058: Imagining the North Description This module will consider the narratives and imagery that underpin the literary and filmic constructions of ‘the north of England’ in the post-war period, with particular emphasis on the representation of Sheffield. It will explore the psycho geography of the north in relation to its constituent tropes and myths, and some seminars will be given by guest experts on such topics as dialect and architecture. A wide variety of representational forms will be considered, including fiction, poetry, drama, documentary and fiction film, and television plays, while drawing on other cultural forms such as music and visual art. The module may include field trips, engagement with city institutions such as Sheffield Archives, and use of Special Collections archives, such as the Jack Rosenthal, Barry Hines and Richard Hoggart papers. Teaching Teaching will be delivered via one weekly seminar (50 minutes) and one weekly screening/lecture of up to two hours. The seminars will constitute a forum for highlevel student-led discussion, while the lectures will combine a range of verbal and audio-visual methods alongside traditional group discussion. Assessment Students will be assessed via a research project and a long essay. The research project will be submitted in the third quarter of the semester, while the essay will be due during the assessment period. The research project will involve students creating a portfolio which may include the following: literature review, archival material or reference to it, audio-visual material, and literary, dramatic and filmic criticism, thematized under a specified and student-generated research question (LO1-3). In relation to the essay, students will respond either to a set of essay questions, or will have the opportunity to propose their own questions to the module tutors. This will involve students writing on more than one of the disciplinary areas covered in the unit Convener(s) David Forrest and Sue Vice Email d.forrest@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 63 LIT306: African American Literature: 1940s to the Present Description "But my world has become one of infinite possibilities" (from Ralph Ellison, Invisible Man) This course examines the "infinite possibilities" of African American Literature by attending to various forms and "worlds" of contemporary black literature. We will explore a wide range of voices and genres that comprise the field including some of the following: neo-slave narratives, detective fiction, lyric and performance poetry, and short-stories, black theatre, political and prison writing (Martin Luther King, Assata Shakur, Malcolm X), speculative fiction and satirical and humorous writing. The reading for this module follows both a chronological and thematic structure so that you are encouraged to explore connections between social and political contexts and aesthetic forms of representation. We will address key questions such as: "What makes African American literature black?"; "What do we mean by racial aesthetics?"; "What is the relationship between multicultural writing and African American literature?" and "What is the role of art in social justice movements?" Additionally, mindful that this may be your first encounter with black literature, you will be encouraged to reflect on how the curriculum you have studied at University reproduces or challenges ideas about diversity and aesthetic values and to address questions of power and knowledge production. In keeping with the critical focus on ideas of blackness and artistic expression, we will explore how gender, sexuality and social class impact on the vision of African American artists as well as acknowledge the significance of space (particularly urban environments) and region on the depiction of African American subjectivity. Each week's reading is framed by cultural and historical events defining the period including some of the following: the Civil Rights Struggle, Liberation Movements (Gender & Sexuality), Black Power, Black Arts Movement, 'the War on Drugs', Reparations for Slavery, Commodity Capitalism, Hurricane Katrina, President Obama and "Postracial" America. Finally, this module gives an opportunity for you to develop interests in literary theory as together we will explore how theoretical models advanced by poststructuralism, narrative and vernacular theory, trauma studies and critical whiteness studies can enhance our understanding of the forms and politics of representation visible in this dynamic field of study. Teaching Teaching will be organised around a weekly workshop which will provide context for the reading in a lecture format or via the stimulus of video or group work and a weekly small-group seminar discussion where the focus will be on an exploration of some of the emerging ideas in your MOLE posts and discussion of key critical issues. There may be opportunity for us to organise a film club to support the syllabus (subject to student interest). A MOLE site will support the teaching and learning for this module. PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 64 Assessment The assessments are your opportunity to demonstrate initiative in your learning and to build critical thinking skills and engage opportunities for reflective learning. In Summary: Weekly MOLE posts and one collaborative group research assignment (15% of overall module grade) Mid-term assignment (35%, 1,500 words) Research Essay (50%, 2,500 words) Convener(s) Dr Rachel van Duyvenbode Email r.van-duyvenbode@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 65 LIT3060: War on Screen Description This module sets out to examine the interconnections, reciprocal relationships and parallel development of warfare and cinema, and the evolution war on film. The module will engage with close textual analysis, aspects of film history and cultural history, theories of representation, and concepts of film adaptation from literature in examining the depiction of conflict in images, on film and on television through the twentieth and twenty-first centuries. Historically- and thematically- linked topics will be supported by weekly screenings of examples such as All Quiet on the Western Front (1930) In Which We Serve (1942), The Battle of Algiers (1965) and Zero Dark Thirty (2012). We will study images of war from Britain, America, Europe, Asia and the Middle East, from the First World War to the present day. We will explore and debate diverse representations of conflict through concepts of realism and spectacle, frameworks of film genre and ideology, and cinema's influential role within popular culture, the propagation of establishment and personal histories, and constructions of national identity. Teaching Topics for consideration (for example, realism in depictions of conflict, definitions of the war film, imagery of the Global War on Terror) will be introduced via weekly lectures and tutor-led presentations. These themed topics will be explored through weekly seminars, supported by set films. Short written responses to the weekly set films will form the basis of assessment 1. Assessment The module will be assessed through 100% coursework, composed of two assessments: Assessment 1: Portfolio of 5 written responses to weekly set texts (1000 words maximum, 40% weighting) Assessment 2: Research essay on a topic proposed by the student, e.g examining in detail texts from a substantial area of theoretical and/or historical significance in the representation of war (3000 words maximum, 60% weighting) Convener(s) Dr Jonathan Rayner Email j.r.rayner@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 66 LIT3061: Sex and Decadence in Restoration Theatre Description The period between the Restoration of Charles II and the death of Queen Anne, witnessed an astonishing development of theatrical practice and culture; the professional Restoration stage, unlike its Renaissance predecessor, used actresses rather than cross-dressed boys to play female parts and the introduction of moveable scenery to these theatres brought with it different styles of acting, plotting and realism. On this module, we will consider how this new kind of theatre enabled the emergence of two key Restoration theatrical types, the rake and the courtesan. We will analyse what these new roles might tell us about changing attitudes towards sex - as leisure activity, moral behaviour, easy (or hard) work - in the later seventeenth century. A key question we'll be considering, too, is the degree to which the theatricalisation of sex (or sex talk) might be thought to be political in a period still haunted by the Puritanism of the civil-war and Cromwellian interregnum. Was Restoration drama, sexually adventurous at every turn, as decadent and morally bankrupt as many outraged contemporaries thought? Was it really as politically and socially conservative as some modern-day commentators suggest? Or was the Restoration propensity to talk sex on stage emblematic of the most revolutionary of cultural shifts, heralding the advent of core Enlightenment values such as equality, privacy and individual freedom? Did Restoration theatre, in other words, help to make sex modern? In order to answer such questions we will scrutinise the relationships between sex, ethics and politics in drama by a wide range of playwrights (including Aphra Behn, Margaret Cavendish, William Congreve, John Dryden, George Etherege, George Farquhar, Nathaniel Lee, Thomas Otway, Thomas Shadwell and Nahum Tate). Teaching 2 x 50-minute seminars per week Assessment Either a) 1 x 1500-word essay and 1 x 2500-word essay or b) 1 x 4000-word essay Convener(s) Dr Marcus Nevitt Email m.nevitt@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 67 LIT3062: Theory/Contingency Description This course follows on from LIT204 and LIT271 (Radical Theory) and proposes to continue investigating the potential for radical change through critical theory: theory as contingency. Building on previous encounters with critical theory, we will explore the possible but, more so, the impossible, what hasn’t been possible as yet, what might never be possible. We will think failure, interruptions, ruptures, being-between the ‘capacity to be and not to be’ at the same time. We will collectively address these issues, texts, crises, structured around the works of, amongst illimitable others, Benjamin, Agamben, Blanchot, Battaglia. Teaching This course will be taught by weekly 2-hour workshops that begin by identifying (together, staff and students) some of the most pressing political events or issues to be addressed and which we will then explore by way of theoretical texts. Some of these texts will be set by the course convenor, which we will discuss during the first stage of the course, during which we will also form groups according to areas of research/intervention selected by the students. The next stage of the course involves independent and group research; each group will be assisted by the course convenor—this research will lead into the final stage of the module, in which we investigate the possibilities of resistance offered by critical theory. Assessment Students will be assessed through a 4,000 word portfolio submission, comprising a report on a cultural crisis, including key questions raised by this event/issue, as well as an essay that theorizes this current event. This type of assessment will demonstrate the above-mentioned learning outcomes (such as collaborative learning) through, for example, peer-review assessment Convener(s) Fabienne Collignon Email f.collignon@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 68 LIT3063: Creative Writing Poetry 3 Description We learn by example: creative writers are first and foremost creative and critical readers of their own work. This module explores poetic form and techniques for creating new poems through the critical study of published examples, imaginative exercises, discussion and feedback on students’ own writing. This exploration will help students to develop their own creative work while sharpening critical appreciation of published poetry. Subjects covered will include: voice, language and imagery; metrical and free verse; rhyme and verbal patterning; traditional and new forms. Teaching The module will be taught by one weekly seminar / workshop of two hours. Time will be divided between analysing published poems and discussion / feedback on students' own creative work. This is primarily a creative writing class, so students will be expected to produce a short poem, or a draft to work on each week. It is very important that students attend regularly so that the group becomes cohesive and students learn to trust each other's ideas and critical judgements. Assessment Portfolio 1, Week 6: a portfolio containing two elements 1. A collection of 3-5 poems arising from class exercises 2. A writerly appraisal of a contemporary poem: (1000 words) portfolio 2, Week 14: a portfolio containing two elements 1. A collection of 610 poems arising from class exercises and discussions (at least one of these should be formal) which could be thematically linked... 2. A critical self-commentary (1500 words) Portfolio One: 30% Portfolio Two: 70 % Convener(s) Dr Agnes Lehoczky Email a.lehoczky@shef.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 69 LIT3100: Romantic and Victorian Poetry Description This module is on the core literature programme in the School of English. It aims to give a sound grasp of poetry from the late eighteenth to the early twentieth century (roughly, 1790 to 1910). We study authors such as Charlotte Smith, William Wordsworth, S.T. Coleridge, Walter Scott, John Keats, Percy Shelley, George Gordon (Lord Byron), Robert Browning, Elizabeth Barrett Browning, Alfred (Lord) Tennyson, Matthew Arnold, Gerard Manley Hopkins and Thomas Hardy. Teaching involves a mixture of lectures and seminars, and there is a mid-session formative assessment and an end-of-semester summative assessment. Teaching Lectures, Seminars, Independent Study Assessment Course work Convener(s) To Be Provided Email english@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 70 LIT3101: Romantic and Victorian Prose Description This module is on the core literature programme in the School of English. It aims to give a sound grasp of prose - novels and essays - from the late eighteenth to the early twentieth century (roughly, 1790 to 1910). We study authors such as Edmund Burke, Mary Wollstonecraft, William Godwin, Mary Shelley, William Hazlitt, Karl Marx, Jane Austen, Emily Brontë, Charles Dickens, George Eliot, Lewis Carroll, Robert Louis Stevenson and Oscar Wilde. Teaching involves a mixture of lectures and seminars, and there is a mid-session formative assessment and an end-ofsemester summative assessment. Teaching Lectures, Seminars, Independent Study Assessment A close reading exercise (worth 30%) followed by a formal exam (worth 70%) Convener(s) Dr Andrew Smith Email english@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 71 LIT369: The Idea of America Description The Idea of America” deals with the works of American writers as they renegotiate and critically revise the meanings of America and Americanness in the contemporary period. We will read some of the most famous works of the twentieth century by authors such as Tennessee Williams, Arthur Miller, Toni Morrison, James Baldwin, Bret Easton Ellis, Cormac McCarthy, Don DeLillo, Allen Ginsberg, Amiri Baraka, Flannery O’Connor, Leslie Marmon Silko, Marilynne Robinson and Maxine Hong Kingston alongside extracts of non-fiction (including the New Journalists and President Obama’s autobiography) and poetry. We will examine the proliferation of different forms and subjects of American writing in the contemporary period and debate the persistence of American myths of self-reliance, the individual, democracy, the frontier/cowboy and the idealism of the ‘American dream’. We will also pay close attention to the ways in which immigration, race, landscape and religion inform the literary constructions of America. The module is structured chronologically so that our discussion of literary representations is informed by an awareness of the cultural impact of watershed periods of American history including: counter-culture, the Civil Rights movement, sexual-liberation movements, the Vietnam War and the ‘War on Terror’. This module as a whole is designed to develop your skills in reading texts in relation to cultural and historical context and also aims to consolidate your understanding of literary terms and theory including (but not limited to) the following: intertextuality, multiculturalism, postmodernism and theories of race, gender and sexuality. Teaching The teaching for this module will comprise one workshop/lecture session a week and a seminar. A MOLE site supports the teaching and learning for this module and you are required to post on MOLE each week. There is also a film club that runs alongside this module screening contemporary American films. Examples of films from previous years include: Far From Heaven, Unforgiven, Taxi Driver, American History X, Platoon, Thelma & Louise and United 93. The film club provides a paralleling filmic narrative of the Idea of America. Assessment 15% of overall module grade from MOLE posts (including weekly bulletin boards and a film review). 1 x mid-term coursework essay (35%, 1,500 words) 1 x research essay (50%, 2,500 words) Convener(s) Dr Duco van Oostrum PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 72 Email d.oostrum@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 73 LIT386: Dissertation Description This module provides third year students with an opportunity to develop work done in Approved Modules and Core units, or study a relevant topic not included in these courses. Students are expected to show a capacity for research and for organising a long essay. The Dissertation is an essay between 8,000 and 10,000 words, the result of a sustained period of independent study at Level 3. The Dissertation takes the place of a second semester Approved Module. Dissertation topics must be approved by the Dissertation convenor, Cathy Shrank. She will take into account appropriate courses that have been taken. She may advise against taking the Dissertation. It is expected that students will formulate a topic with the help of a potential supervisor chosen from the full-time academic staff and after discussion with their Personal Tutor. Registration for the Dissertation depends on availability of supervisors. Dissertation students have a preliminary meeting with their supervisors early in Semester 1 and then meet supervisors at least three times during Semester 2. Normally supervisors read one near-complete draft of the Dissertation not later than the first week after the Easter vacation. The Dissertation is due at the end of Semester 2 and normal assessment submission regulations apply to it. Teaching Lectures, Tutorials, Independent Study Assessment Course work Convener(s) To Be Provided Email english@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 74 Faculty of Arts and Humanities Interdisciplinary modules unrestricted IPA310: The Literacy Exchange and Achievement Programme 20 Credits: AUTUMN Aims/Description: This module is part of a partnership between the University of Sheffield, local primary and secondary schools, and Sheffield City Council. It will provide opportunities for students from any faculty firstly to learn about interdisciplinary theories of literacy, language, and education, and practical ways of working with young people to improve their reading, and secondly to work closely with pupils in a variety of Sheffield schools, both primary and secondary, in order to help them improve their literacy. In the first weeks of the module students will learn in workshop-style sessions about interdisciplinary approaches to theories of reading, language, cognition, literacy, and communication. Workshops will be led by academic staff from the School of English, the School of Education, and the Department of Human Communication Sciences. In addition, literacy experts and teachers from outside the university will provide hands-on training in classroom methods for delivering literacy mentoring, using schemes such as Reciprocal Reading and Reading Recovery. From week three of the semester, students will also undertake weekly visits in pairs to Sheffield schools to work with small groups of pupils to help them improve their reading skills. During this period of the course, students will keep online reflective diaries in which they compare their experience with their academic learning from the first part of the module. Diaries will be closely monitored by university staff with regular feedback being given. Teaching Methods: Seminars, Fieldwork, Independent Study Assessment: Portfolio Staff Contact: Ida Kemp Email: I.Kemp@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK P a g e | 75 IPA311: The Literacy Exchange and Achievement Programme 20 Credits: SPRING Aims/Description: This module is part of a partnership between the University of Sheffield, local primary and secondary schools, and Sheffield City Council. It will provide opportunities for students from any faculty firstly to learn about interdisciplinary theories of literacy, language, and education, and practical ways of working with young people to improve their reading, and secondly to work closely with pupils in a variety of Sheffield schools, both primary and secondary, in order to help them improve their literacy. In the first weeks of the module students will learn in workshop-style sessions about interdisciplinary approaches to theories of reading, language, cognition, literacy, and communication. Workshops will be led by academic staff from the School of English, the School of Education, and the Department of Human Communication Sciences. In addition, literacy experts and teachers from outside the university will provide hands-on training in classroom methods for delivering literacy mentoring, using schemes such as Reciprocal Reading and Reading Recovery. From week three of the semester, students will also undertake weekly visits in pairs to Sheffield schools to work with small groups of pupils to help them improve their reading skills. During this period of the course, students will keep online reflective diaries in which they compare their experience with their academic learning from the first part of the module. Diaries will be closely monitored by university staff with regular feedback being given. Teaching Methods: Seminars, Fieldwork, Independent Study Assessment: Portfolio Staff Contact: Ida Kemp Email: I.Kemp@sheffield.ac.uk PLEASE DO NOT PURCHASE ANY BOOKS OR MATERIALS FOR THE COURSE UNTIL CONFIRMATION IN SEPTEMBER - IF YOU WOULD LIKE TO PREPARE, PLEASE USE LIBRARY RESOURCES OR LOOK ONLINE PURCHASE AT YOUR OWN RISK
