THEORIES OF READING I - 2022/3

Module Overview

The module gives 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.


 


 

Module provider

School of Literature and Languages

Module Leader

THOMPSON Carl (Lit & Langs)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

None

Module content

Indicative Content May Include:

 

Before Theory—The Rise of English

Formalism

Structuralism

Poststructuralism

Psychoanalytic Theory

Assessment pattern

Alternative Assessment

NA

Assessment Strategy

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 critical analysis and essay assess 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. They also assess 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:

·         Critical analysis (500 words)

·         Essay (1500 words)

 

Formative assessment and feedback

·         Seminar discussion with ongoing tutor feedback in seminar

 

The deadline for the critical analysis is usually in the middle of the first term. Students receive both written feedback and verbal feedback in tutorials that informs the final summative assessment, i.e. the essay.

Module aims

• 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.

Learning outcomes

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 a combination of lecture materials, seminars, captured content, guided learning and independent learning. 

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ELI1010

Programmes this module appears in

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 2022/3 academic year.