Module ENGL2291: FIN-DE-SIECLE FICTION

Department: English Studies

ENGL2291: FIN-DE-SIECLE FICTION

Prerequisites

• At least one of the following modules: Introduction to Drama (ENGL 1011), Introduction to the Novel (ENGL 1061), Introduction to Poetry (ENGL 1071).

Corequisites

• ENGL 2011 Theory and Practice of Literary Criticism

Excluded Combination of Modules

• None.

Aims

• To introduce learners to the study of different varieties of fiction during a specific period of literary history, using both canonical and non-canonical texts, alongside relevant contextual material.

Content

• This module will consider fiction in a range of genres from the Fin-de Siecle.
• Thematic concerns will include the late nineteenth-century reinventions of the Gothic (Stevenson, Wilde, Wells, Stoker), the rewriting of sexual identities (decadence, the 'New Woman'), changing modes of literary production (the bestseller, the cult of the author, literary Bohemia), literature and science (Social Darwinism, degeneration) and the 'making new' of literary representations of the city, (particularly London).
• Notions of the 'literary' and the 'popular' will be explored through considering both the cultural origins of this division and by reading specific examples of texts, by authors such as George du Maurier, Henry James, Rudyard Kipling and George Gissing.
• A number of varying theoretical approaches may be employed on this module, such as methodologies drawing on cultural theory, social history, psychoanalysis, queer theory and techniques of close reading.

Learning Outcomes

• Students will gain detailed literary and appropriate historical knowledge of this literary-historical period.

• Students studying this module will develop:
• critical skills in the close reading and analysis of texts
• an ability to demonstrate knowledge of a range of texts and critical approaches
• informed awareness of formal and aesthetic dimensions of literature and ability to offer cogent analysis of their workings in specific texts
• 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 literary studies
• skills of effective communication and argument
• awareness of conventions of scholarly presentation, and bibliographic skills including accurate citation of sources and consistent use of scholarly conventions of presentation
• command of a broad range of vocabulary and an appropriate critical terminology
• 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
• 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

• 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
• Consultation session: encourages students to reflect critically and independently on their work
• Independent but directed reading in preparation for seminars provides opportunity for students to enrich subject-specific knowledge and enhances their ability to develop appropriate subject-specific skills.
• 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.
• 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. In individual Special Topics, the essay may, where appropriate to the subject, take an alternative form, such as 'creative criticism'.
• Feedback: 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.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Before the first assessed essay, students have an individual 15 minute consultation session in which they are entitled to show their seminar leader a sheet of points relevant to the essay and to 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