Module ENGL2531: LITERATURE IN ENGLAND, 1066-1348: FROM CONQUEST TO PLAGUE (SPECIAL TOPIC)

Department: English Studies

ENGL2531: LITERATURE IN ENGLAND, 1066-1348: FROM CONQUEST TO PLAGUE (SPECIAL TOPIC)

Prerequisites

• Any Single or Joint Honours finalist student wishing to take this Special Topic module must have satisfactorily completed the required number of core modules. Combined Honours and Outside Honours students must have satisfactorily completed either two Level 1 core introductory modules, or at least one Level 1 core module and one further lecture based module in English at Level 2

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module is designed as an introduction to English literature and culture between 1066 and 1348 which was a golden age, not just for medieval art, architecture and music, but also for medieval literature.
• It will present a sample of texts written in English, French and/or Latin, focusing to some extent on the continuities and "competition" between them as an interesting phenomenon in itself - an aspect of the richly multicultural nature of high medieval England. In an English context, this is often obscured by the fact that English was not the only literary language commonly used in this period, or even the dominant one; and, as a result, early Middle English literature has too often been seen as either a victim of competition from Latin and Anglo-Norman (the dialect of French spoken in England) or as a mere interlude between the Anglo-Saxon period and the age of Chaucer.

Content

• This module will attempt to present a representative selection of texts written in England between 1066 and 1348, in English (E), French (F) and/or Latin (L). Many Durham students will have some acquaintance with Old English; texts in Anglo-Norman and Latin will be discussed primarily in translation (unless students prefer otherwise). Choice will be constrained to some extent by the availability of editions and translations, but topics might include: Female Saints (St Christina of Markyate (L), Lives of St Catherine (F, E)); Tale and Lai (Walter Map (L), Marie de France (F), Auchinleck "lays" (E)); Romance (Horn (F, E), Haveloc (F, E)); Historical Romance (Geoffrey of Monmouth (L), Gaimar, Wace (F), Laamon (E)); Satire (Walter Map, Peter of Blois, Walter of Chatillon (L), various shorter poems (F, E); Body and Soul (L,F,E); Poetic Debate (Owl and the Nightingale (E), Petit Plet (F)). Some sessions may also be structured around collections of texts in particular manuscripts, such as Harley 978, Harley 913 or Digby 86. Where appropriate, the selection of texts will be tailored to the particular interests of students taking the course.

Learning Outcomes

• On completion of this module, students will be able to demonstrate: detailed knowledge of a selection of texts written in England between the Norman Conquest of 1066 and the Plague of 1348; insight into debates about national, class and linguistic identities in this period; appreciation of significant historical, social, political and cultural contexts.

• Students will develop an informed awareness of relevant critical and analytical frameworks.

• Students on this course will be expected to exhibit independent thought and judgement in their essays. Critical reasoning, an ability to offer cogent arguments, as well as word-processing, time-management, electronic data access and information organizational skills, are all required for this module.

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

• The module is taught through seminars, which encourage collective responsiveness through interactive discussion as well as the development of independent, individual thought.
• The consultation session with the seminar leader before the first essay allows for further, guided exploration of individual ideas and arguments.
• Assessed essays give students the opportunity for focused independent study, permitting them to explore their own ideas and insights as well as demonstrating a requisite knowledge of the subject.
• The written feedback that is provided after the first assessed essay allows students to reflect on examiners' comments, giving students the opportunity to improve their work for the second essay.
• Typically, directed learning may include assigning student(s) an issue, theme or topic that can be independently or collectively explored within a framework and/or with additional materials provided by the tutor. This may function as preparatory work for presenting their ideas or findings (sometimes electronically) to their peers and tutor in the context of a seminar.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Before the first essay, students will have an individual consultation session in which they are entitled to show their seminar leader a list of points relevant to the essay and receive oral comment on these points. Students may also, if they wish, discuss their ideas for the second essay at this meeting.

■ 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