ADVANCED CHILDRENS LITERATURE - 2022/3
Module code: ELIM036
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.
The module offers students the opportunity to learn about children’s literature across a variety of genres and ages, as well as about its historical development and social context. Students are introduced to a range of theoretical approaches enabling them to analyse texts, engage with critical concepts, and develop their own writing both creative and critical. Through participating in class discussions and workshops students will be offered an overview of how to write for children.
At the end of the semester students will produce a work of children’s literature alongside a commentary reflecting upon their creative work OR a critical essay that focusses on three works of children’s literature either from the module or their own choice using the theories, concepts and practices studied.
School of Literature and Languages
WYNNE-DAVIES Marion (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: Q320
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 73
Seminar Hours: 22
Guided Learning: 44
Captured Content: 11
Prerequisites / Co-requisites
The following areas are indicative of topics to be covered:
- Fairy tales
- Picture books
- Classic works
- Young Adult
- Theoretical approaches including: reader response, gender, psychoanalytic
- Examples of works might include: Little Red Riding Hood, The Gruffalo, Max and the Wild Things, The Tiger Who Came to Tea, Alice in Wonderland, The Lion the Witch and the Wardrobe, Northern Lights, Charlie and the Chocolate Factory, Black Powder, The Lie Tree, The Hunger Games
|Assessment type||Unit of assessment||Weighting|
|Coursework||CREATIVE PIECE (3000 WORDS OR EQUIV. IN POETRY) PLUS CRIT. ESSAY & COMMENTARY (1500 WORDS) OR CRIT. ESSAY (4500 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 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 children’s literature and cognitive/analytical skills in critical thinking and in developing writing for children.
The essay OR the creative piece plus critical commentary assess subject knowledge in the different forms of writing for children and cognitive/analytical skills in critical thinking and in using the theories of children’s literature to analyse texts. They also assess practical/professional skills in expressing ideas about children’s literature AND/OR writing their own creative work for children and in written communication and transferable skills in working independently and as part of a group.
Thus, the summative assessment for this module consists of:
End of semester Creative Piece (3000 words or equivalent in poetry) plus critical essay and commentary (1500 words) (100%) OR Critical Essay (4500 words) (100%)
Formative assessment and feedback
Verbal feedback and formative ‘feed forward’ is provided through seminar discussions, and tutor feedback in seminars, on short pieces (250-500 words of prose, or equivalent in another form) presented as part of the workshopping element of the classes. Each student can expect to present 2-3 such pieces over the course of the semester according to a schedule worked out between the tutor and the student cohort.
Written and/or oral tutor feedback will also be provided on one piece of creative writing (maximum of 1000 words or equivalent for poetry) during the course of the module (the student is free to submit this at any point of the semester).
As such, writing, presentation and critical analysis skills will be developed and honed which will feed forward to the summative assessment at the end of the module.
There is the option of a range of other feedback mechanisms agreed between tutor and students in week 1 of the module, such as seminar contribution and writing exercises.
- Develop in students a thorough critical understanding of children's literature
- Develop the ability in students to analyse and appraise styles and techniques used in children's literature and to apply these critical insights to their own writing practices OR published works
- Facilitate the acquiring of the detailed knowledge and skills necessary for writing and/or analysing children's literature
- Help students attain the ability to apply critical awareness to their own creative writing OR to the works of others
- Encourage students to work as a group in the production of collaborative work in the workshop context
- Facilitate the examination of the theory and conceptualisation of children's literature critically alongside the practices and published texts produced in relation to it
- Encourage students to critically develop their thinking about their own practice as writers, both creative and critical, and to present this in cogent terms
|1||Gained significant confidence and ability in critical analysis and thinking||C|
|2||Gained the ability to analyse and appraise styles and techniques used in children's literature and to apply these critical insights to their own writing practices and/or the works of published authors||KC|
|3||Acquired the detailed knowledge necessary for analysing children's literature||K|
|4||Acquired the detailed skills necessary for writing children's literature||P|
|5||Increased the ability to apply critical awareness to their own creative writing and/or to the works of others||PT|
|6||Developed the ability to work as a group in the production of collaborative work in the workshop context||PT|
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:
- Hone and develop students’ writing skills in academic writing, and/or creative writing (writing for children) by helping students understand the context of children’s literature
- Assist students in locating children’s literature and their own critical and/or creative work in historical and cultural contexts by developing a stronger sense of the materials and techniques available, and begin to develop their thinking in the context of writing for children across ages and genres
- Equip students with the research and writing skills they will need to produce critically informed academic writing and/or creative writing (writing for children) and creative criticism by helping them gain significant confidence and ability in critical analysis and thinking and/or an ability to use specific compositional skills that will have practical application to their practices as writers of children’s literature
- Facilitate students’ productive reflection on both the creative process and the finished work by helping them gain significant confidence and ability in critical analysis and thinking, and an ability to use specific compositional skills that will have practical application to their practices as writers, both academic and creative.
The learning and teaching methods include:
2 hour seminar 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: ELIM036
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.