Module ENGL3111: OLD FRENCH LEVEL 3

Department: English Studies

ENGL3111: OLD FRENCH LEVEL 3

Prerequisites

• A-level English Literature (grade C). Knowledge of modern French equivalent to GCSE (grade C). Must be capable of reading the prescribed literature in French.

Corequisites

• None.

Excluded Combination of Modules

• Old French Level 2.

Aims

• To introduce students to Old French language, and to a substantial range of Old French literature.
• To analyse Old French texts in relation to literary, socio-cultural and critical contexts.
• To make connections and comparisons across a range of different texts.
• To explore a range of relevant contextual material and critical perspectives.

Content

• The syllabus varies from year to year, but normally includes the epic (Chanson de Roland), romance (Marie de France's Lais and a selection of Chrétien de Troyes' Arthurian romances), and lyric poetry. It may also include selections of fabliaux and/or drama.

Learning Outcomes

• Students will be expected to show detailed knowledge of the Old French language and of a substantial range of writings, to be able to analyse texts at an advanced level, to place them in context, to assess the ideas of others, and to make connections and draw comparisons across a range of texts.

• Students studying this module will develop:
• The ability to read and analyse texts written in the Old French language.
• Mature critical skills in the close reading and analysis of texts
• an ability to demonstrate comprehensive and detailed knowledge of a range of texts, authors, and critical approaches within this literary perioda mature and 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
• an ability to suggest cross-connections and show awareness of issues raised by placing texts within wider cultural, aesthetic and intellectual contexts
• an enhanced sensitivity to generic conventions and to the shaping effects on communication of historical circumstances, and to the affective power of language
• an enhanced ability to articulate and substantiate an imaginative response to literature
• an enhanced ability to articulate knowledge and understanding of concepts and theories relating to this literary period
• confident skills of effective communication and argument
• a sophisticated command of a broad range of vocabulary and an appropriate critical terminology
• a mature and enhanced awareness of literature as a medium through which values are affirmed and debated

• Students studying this module will develop:
• A confident and maturecapacity to analyse critically
• an enhanced 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
• an enhanced competence in the planning and execution of essays
• an enhanced capacity for independent thought and judgement, and ability to assess the critical ideas of others
• enhanced skills in critical reasoning
• an ability to handle information and argument in an informed and critical manner
• enhanced information-technology skills such as word-processing and electronic data access information
• strong organisation and time-management skills

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

• Seminars: encourage peer-group discussion, enable students to develop critical skills in the close reading and analysis of texts, and skills of effective communication and presentation; promote awareness of diversity of interpretation and methodology
• 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. Written feedback is offered on all formative work. The first essay is carefully marked and returned to students individually in one 15-minute handback session. 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 handback: encourages 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, and test that students have achieved stated learning outcomes.
• Coursework: tests the student's ability to undertake independent research, 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; also tests the ability to present word-processed work, observing scholarly conventions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One essay of 1500-2000 words.

■ 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