Module ENGL3101: OLD NORSE LEVEL 3

Department: ENGLISH STUDIES

ENGL3101: OLD NORSE LEVEL 3

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• Old Norse Level 2.

Aims

• To introduce students to the language, literature, culture, legend and mythology of the medieval Norse-speaking world, to enable them to gain a competent reading knowledge of the Old Norse language, and to permit them to pursue the study of one literary genre or theme in a more detailed way.

Content

• In the first term there are two taught hours per week: a series of lectures on the history, culture and specific literary genres of medieval Iceland and a weekly hour of language teaching, leading into the reading of some simple prose texts.
• In the second and third terms, translation classes (on prose and eddic verse texts) continue for one hour per week, and are supplemented with tutorials, for which short essays or other exercises are written. The syllabus varies somewhat from year to year, but includes at least one heroic poem and one mythological poem, and one optional text chosen by each student individually. This may be a family saga, a legendary saga, a history, an eddic poem, a linguistic work, or a body of runic inscriptions.

Learning Outcomes

• Students will be expected to gain an understanding of the structures and working of the Old Norse language, and a knowledge of the major features of Old Norse legend and mythology.

• Students studying this module will develop:
• an ability to translate and analyse Old Norse literary works in prose and verse, and to draw valid connections and comparisons between them
• critical skills in the close reading and analysis of texts
• an ability to demonstrate knowledge of a range of texts, authors, and critical approaches within this literary period
• an informed awareness of formal and aesthetic dimensions of literature and an ability to offer cogent analysis of their workings in specific texts relating to this literary period
• a sensitivity to generic conventions and to the shaping effects on communication of historical circumstances, and to the affective power of language
• an ability to articulate and substantiate an imaginative response to literature
• an ability to articulate knowledge and understanding of concepts and theories relating to this literary period
• skills of effective communication and argument
• a command of a broad range of vocabulary and an appropriate critical terminology
• an awareness of literature as a medium through which values are affirmed and debated

• Students studying this module will develop:
• a capacity to analyse critically
• an ability to acquire complex information of diverse kinds in a structured and systematic way involving the use of distinctive interpretative skills derived from the subject
• a competence in the planning and execution of essays
• a capacity for independent thought and judgement, and ability to assess the critical ideas of others
• skills in critical reasoning
• an ability to handle information and argument in a critical manner
• information-technology skills such as word-processing and electronic data access information
• organisation and time-management skills

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures: enable students to gain subject-specific knowledge of cultural, aesthetic and intellectual issues in relation to individual works and authors, an area or period, or a theoretical or language-related topic; encourage students to be aware of the range and variety of approaches to literary study; present ideas and information to encourage, on the part of students, further thought and discussion
• Tutorials and Language/Translation Classes: enable students to explore, in a selective way, through small-group discussion, specific texts and topics (many of which will be addressed by lectures); to focus on selected literary issues and problems; to give practice in translation and guide them in developing subject-specific analytical skills and knowledge
• Formative essays: are written on a text or texts, or a literary topic, and they require the student to demonstrate appropriate subject-specific knowledge and skills, such as the ability to articulate knowledge and understanding of concepts and theories relating to literary study. Essays are carefully marked and returned to students individually for further comment and discussion in two 15-minute essay-returning sessions (the second of which is optional for students). Formative essays allow for students to explore and try out without risk different approaches to and perspectives on literary texts; both essays are useful for revision purposes. A considerable element of choice of essay topics encourages development in students of their capacity for independent thought and judgement.
• Essay handbacks: encourage students to reflect critically and independently on their work
• Independent but directed reading in preparation for lectures and tutorials provides opportunity for students to enrich subject-specific knowledge and enhances their ability to develop appropriate subject-specific skills.
• Examination: tests the student's ability to present subject-specific knowledge, to select appropriate materials, and to construct and manage clear and effective arguments in a timed period; to demonstrate independent thinking, test that students have achieved stated learning outcomes.
• Coursework: tests the student's ability to argue, respond and interpret, and to demonstrate subject-specific knowledge and skills such as appreciation of the power of imagination in literary creation and the close reading and analysis of texts; they also test the ability to present word-processed work, observing scholarly conventions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Regular short translations and three short essays or equivalent exercises (e.g. a commentary question or linguistic description).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University