Module ENGL2321: IRISH POETRY SINCE YEATS

Department: English Studies

ENGL2321: IRISH POETRY SINCE YEATS

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

• Study the major Irish poets (writing in English) since Yeats.
• Explore their imaginative treatment of politics and history.
• Concentrate on poetic achievement.

Content

• This module will study the major Irish poets (writing in English) since Yeats.
• It will focus on the work of the following poets: Patrick Kavanagh, Louis MacNeice, Thomas Kinsella, John Montague, Seamus Heaney, Michael Longley, Derek Mahon, Tom Paulin and Paul Muldoon.
• We shall also explore the ways in which individual talents work and examine whether the poets compose a tradition.
• The module will look at the imaginative treatment of politics and history, in the belief that this is at the heart of the poets' success.
• Prominence will be given to their consideration of national identity.
• The following anthology will be essential reading: the Faber Book of Contemporary Irish Poetry, ed Paul Muldoon.

Learning Outcomes

• Students are expected to gain knowledge of the development of Irish poetry since Yeats, and of relevant critical ideas and issues.
• Gain detailed knowledge of the work of a selection of the poets.

• 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 ther 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