CONTEMPORARY LITERATURE: POSTCOLONIAL FICTIONS - 2022/3
Module code: ELI2022
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Focussing on a range of postcolonial fictions this module explores what it means to write today in a postcolonial context and how that context affects the content and forms of writing, and how the process of reading is altered. As such, the module addresses prominent global issues and uses these key areas as a way of understanding how contemporary literature engages with the major factors in world society today. The module provides a theoretical underpinning that will enable students to construct links between contemporary texts and relevant theories.
School of Literature and Languages
LAZZARI Gabriele (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: Q200
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 128
Lecture Hours: 11
Seminar Hours: 11
Prerequisites / Co-requisites
The module will introduce key postcolonial theories and will ask students to read texts by writers of prose, poetry and drama whose work engages with issues of postcolonial history, experince and critical thought, such as Salman Rushdie, Jhumpa Lahiri, Hanif Kureshi, Monica Ali, Caryl Phillips, Junot Diaz, Percy Mtwa, Mbongeni Ngema, Barney Simon, Tsitsi Dangarembga and Peter Carey.
|Assessment type||Unit of assessment||Weighting|
|Coursework||ESSAY (2500 WORDS)||100|
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 group networking resources in an e-learning environment; oral presentation and written communication; self-reflexive enquiry based work; analysis and critical enquiry. It also assesses subject knowledge related to global and postcolonial literatures and how literature engages with social and cultural issues; and cognitive/analytical skills in understanding how contemporary literature is contextualised in a global framework.
The essay and exam assess subject knowledge related to global and postcolonial literatures and how literature engages with social and cultural issues; cognitive/analytical skills in understanding how contemporary literature is contextualised in a global framework; transferable skills in group networking resources in an e-learning environment; oral presentation and written communication; self-reflexive enquiry based work; analysis and critical enquiry; and professional skills in time management.
Thus, the summative assessment for this module consists of:
· 2500-word essay
Formative assessment and feedback
· Seminar discussion with ongoing tutor feedback in seminar
Students will be encouraged to workshop essay plans in seminars and will receive peer and tutor feedback in these sessions
- deepen and widen students' knowledge of global and postcolonial literatures;
- increase knowledge and awareness of how literature engages with social and cultural issues;
- develop an understanding of contemporary literature in a postcolonial context;
- further students' skills in terms of IT competency, written communication and oral presentations;
- introduce students to self-reflexive Enquiry Based Learning;
- strengthen students' ability to undertake analysis and critical thinking;
- develop further skills in independent study and group work and the ability to work to deadlines.
|1||Have a wide and relatively sophisticated understanding of global and postcolonial literatures||K|
|2||Have knowledge of and ability to analyse how literature engages with social and cultural issues||K|
|3||Have an understanding of how contemporary literature is contextualised in a global framework||C|
|4||Use group networking resources in an e-learning environment||P|
|5||Have a good level of oral presentation and written communication skills||P|
|6||Undertake self-reflexive enquiry based work||T|
|7||Have a good level of skill in analysis and critical enquiry, as well as in independent study||T|
|8||Have good time management skills||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to deliver subject knowledge, to develop cognitive/analytical skills, and to develop in-depth transferable, practical and professional skills. Specifically, the weekly lectures deliver subject knowledge related to global and postcolonial literatures and how literature engages with social and cultural issues; and develop cognitive/analytical skills in understanding how contemporary literature is contextualised in a global framework. The weekly seminars offer student-led discussions that develop skills in group networking resources in an e-learning environment; oral presentation and written communication; self-reflexive enquiry based work; analysis and critical enquiry, independent study; and time management.
This relates to the programme learning and teaching strategy, which, at FHEQ Level 5, is designed to continue the delivery of subject knowledge through lectures and SurreyLearn and to develop in-depth transferable, practical and professional skills, with a greater emphasis on student-led involvement, critical analysis, discussion and rhetorical ability.
The learning and teaching methods include:
1-hour lecture per week x 11 weeks
1-hour seminar per week x 11 weeks
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.
Upon accessing the reading list, please search for the module using the module code: ELI2022
Programmes this module appears in
|English Literature BA (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|English Literature with Creative Writing BA (Hons)||1||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 2022/3 academic year.