THEORIES OF READING II - 2021/2
Module code: ELI1011
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
The module builds on ELI1010, continuing to give students the necessary methodologies for undertaking close reading of literary texts and a self-aware understanding of their own subject positions in so doing. It provides wide coverage of different forms of literary theory and sets this alongside discussions of how to carry out critical analyses on literary texts. The module acts as a basis for levels 5 and 6 where the theoretical knowledge and application skills will be reinforced.
School of Literature and Languages
THOMPSON Carl (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: Q323
Module cap (Maximum number of students): 100
Prerequisites / Co-requisites
Indicative Content May Include:
New historicism/cultural materialism
Gender and Sexualities
|Assessment type||Unit of assessment||Weighting|
|Coursework||PRESENTATION AND REPORT (500 WORDS)||25|
|Examination||EXAM: 2 HOURS||75|
Students unable to participate in a group presentation should write a short report (600-700 words) on one of the theoretical approaches studied during the module, assessing issues such as the distinctive features of that approach, its strengths and weaknesses and its relationship to other theories we've studied. (25% of overall mark)
The assessment strategy is designed to provide students with the opportunity to demonstrate achievement of the module learning outcomes.
Seminar discussion with ongoing tutor feedback is designed mainly to assess transferable skills in working as part of a group and practical/professional skills in expressing ideas and critical analysis in oral communication. It also assesses subject knowledge in the different forms of critical theory used in English literature and cognitive/analytical skills in critical thinking and in using theory in the close reading of literary texts.
The presentation with report and exam assess subject knowledge in the different forms of critical theory used in English literature; cognitive/analytical skills in critical thinking and in using theory in the close reading of literary texts.
The presentation with report also assesses practical/professional skills in expressing ideas and critical analysis in oral communication and, as a group presentation, also assesses transferable skills in working both independently and as part of a group.
The exam also assesses practical/professional skills in expressing ideas and critical analysis in written communication and transferable skills in working independently.
Thus, the summative assessment for this module consists of:
· Presentation with report (normally, students are allocated presentation slots in weekly seminars and reports are due the week after a presentation)
· Exam (2 hours)
Formative assessment and feedback
· Seminar discussion with ongoing tutor feedback in seminar
Students receive both written feedback and verbal feedback in tutorials for the presentation and report, which informs the final summative assessment, i.e. the exam.
- a range of critical theory;
- the skills necessary for using that theory;
- how to apply theory to literary texts, in particular through the process of close reading;
- skills in oral and written communication;
- the ability to work independently and as part of a seminar group.
|1||Understand the different forms of critical theory used in English Literature||K|
|2||Use theory in the close reading of literary texts||C|
|3||Carry out analysis and critical thinking||C|
|4||Express ideas and critical analysis in both oral and written communication||P|
|5||Work independently and as part of a seminar group||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 128
Lecture Hours: 11
Seminar Hours: 11
Methods of Teaching / Learning
The learning and teaching strategy is designed to introduce the student to subject knowledge, to develop cognitive/analytical skills, and to develop transferable, practical and professional skills. Specifically, the weekly lectures deliver subject knowledge related to the different forms of critical theory used in English Literature and develop cognitive/analytical skills in using theory in the close reading of literary texts and in critical thinking. The weekly seminars offer student-led discussions that develop skills in expressing ideas and critical analysis in oral communication, and in working as part of a seminar group (T).
This relates to the programme learning and teaching strategy, which, at FHEQ Level 4, is designed to introduce students to subject knowledge through the lectures and further resources on SurreyLearn. SurreyLearn also enables students to develop IT skills in accessing and utilising resources. Seminars, in which students are expected to have done core reading and to discuss this in class, serve to ground this subject knowledge further and to give students a reasonable level of attainment in cognitive/analytical, practical/professional and transferable skills. Discussions in seminars and workshops aim to give students further practical and transferable skills in working with others and in using rhetorical skills for argument.
The learning and teaching methods include:
- 1 hour lecture per week x 11 weeks
- 1 hour seminar per week x 11 weeks
- 3 hour revision session
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for THEORIES OF READING II : http://aspire.surrey.ac.uk/modules/eli1011
Programmes this module appears in
|English Literature BA (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|English Literature with Creative Writing BA (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2021/2 academic year.