EAS2080 - Renaissance and Revolution
2023/4 Module description
| Staff | Dr Niall Allsopp - Convenor |
|---|---|
| Credit Value | 30 |
| ECTS Value | 15 |
| NQF Level | 5 |
| Pre-requisites | None |
| Co-requisites | None |
| Duration of Module | Term 2: 11 weeks; |
Module description
This module introduces English literature written during the most violent and turbulent period of English history: the seventeenth century. The module traces literature from Shakespeare to Milton, exploring literary culture at the courts of the Stuart kings James I, Charles I, and Charles II, as well as literary reactions to the civil war, the execution of the king, and the rule of Oliver Cromwell. It includes drama, poetry, and prose, and studies major male and female writers within their wider literary and historical landscape.
Module aims
• To introduce you to English literature during one of the most violent, turbulent period of English history.
• To trace the development of literature from Shakespeare to Milton, through the reigns of James I, Charles I, and Charles II, and the civil wars, execution of the king, and rule of Oliver Cromwell.
• To read the work of major writers like William Shakespeare, John Milton, and Aphra Behn within their historical context, alongside the writings of prophets and visionaries, cavaliers and libertines.
• Key themes include: monarchy and the display of power; political violence and revolution; gender, sexuality, and the growth of women’s writing; nationhood, travel, and the beginnings of empire; pastoral and depictions of the countryside; radicalism and the rise of popular print.
• You will be introduced to the political and social conflicts which divided English society before and during the Civil War and the Restoration, and to the writers who intervened in and drove those conflicts.
ILO: Module-specific skills
- 1. Demonstrate an informed appreciation of specific key seventeenth-century authors and texts
- 2. Demonstrate an informed appreciation of seventeenth-century literary historythe range and development of genres, forms, media, and modes in seventeenth-century literature
- 3. Demonstrate an informed appreciation of the relation between seventeenth-century literature and important historical and intellectual developments of the timekey historical and intellectual developments that shaped seventeenth-century literature
ILO: Discipline-specific skills
- 4. Demonstrate an ability to analyse the literature of an earlier era and to relate its concerns and its modes of expression to its historical context
- 5. Demonstrate an ability to interrelate relate texts and discourses specific to their own discipline withliterary texts to issues in the wider context and disciplines of cultural, and intellectual, and political history
- 6. Demonstrate an ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts
ILO: Personal and key skills
- 7. Through seminar work, demonstrate communication skills, and an ability to work both individually and in groups
- 8. Through essay-writing, demonstrate appropriate research and bibliographic skills, a capacity to construct a coherent, substantiated argument and a capacity to write clear and correct prose
- 9. Through research for seminars and essays, demonstrate proficiency in information retrieval and analysis
- 10. Through sitting yourtheir final examination, demonstrate proficiency in the development, organisation, and expression of ideas within a defined task and timeframe
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
This module will explore the rich and diverse literature produced throughout the 17th century, enabling us to map key issues and themes in relation to the historical-cultural shifts occurring during this period of profound upheaval and rapid change.
It will provide an opportunity to consider the role of literary and dramatic forms and representations, and their significant political and social intervention. We will look at the ways in which they engage with the operations of power: how do they transgress or conform? What is their response to conflict, change, and violence? How can literature both reflect and shape political and religious identities? How does it allow for alternative voices to be heard? In addressing these questions, we shall examine the significance of gender, allegiance, community, and social position, and how these issues relate to the status of the writer. We shall consider attitudes towards sexuality and the body, expressions of emotion, and also explore how the literature of this period negotiates cross-cultural contact and understandings of ethnicity.
The module is structured chronologically, which will allow us to track these changes. It will begin with the dramatic and literary output of the early Stuart period, under James I and Charles I, identifying the increasing tensions leading up to the period of the Civil Wars. The middle weeks of the module will look at the literature of the Revolutionary period - a period which witnessed war, the execution of Charles I, and the creation of the English Republic. Writing was a way to register the astounding events of the time, to articulate a view about them, and also to shape them. The final weeks of the module will look at the changes to literature and representation brought about by the Restoration to the throne of Charles II, bringing with it a new debate about the origins and nature of government and monarchy.
Teaching is by weekly two-hour seminar and one-hour lecture, with 5 further context lectures, plus an additional research-based event (in previous years, a field trip).
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 41 | 259 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 16 | 16 x 1 hour lectures |
| Scheduled learning and teaching | 22 | 11 x 2 hour seminars |
| Scheduled learning and teaching | 2 | 1 x 2 hour workshop |
| Scheduled learning and teaching | 1 | 1 x 1 hour revision lecture |
| Guided independent study | 70 | Seminar preparation (individual) |
| Guided independent study | 189 | Reading, research and essay preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Mini-Research Essay | 1000-word essay | 1-6, 8-9 | Written feedback with opportunity for tutorial follow-up |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 45 | 45 | 10 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 45 | 2000 words | 1-6, 8-9 | Feedback sheet with opportunity for tutorial follow-up |
| Examination | 45 | 2 hours | 1-6, 8-10 | Feedback sheet with opportunity for tutorial follow-up. |
| Module participation | 10 | Continuous | 7.9 | Oral feedback with opportunity for office hours follow-up |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay | 1-6, 8-9 | Referral/Deferral period |
| Examination | Examination | 1-6, 8-10 | Referral/Deferral period |
| Module participation | Repeat study or Mitigation | 7, 9 | Referral/Deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
- Norton Anthology of English Literature: Eighth Edition. Volume B: The Sixteenth Century/The Early Seventeenth Century (W.W. Norton, 2006).
- Shakespeare, Othello (Arden 3rd series, 2016).
- John Ford, 'Tis Pity She's a Whore and other plays (Oxford World Classics, 1999).
Module has an active ELE page?
Yes
Indicative learning resources - Web based and electronic resources
Available as distance learning?
No
Origin date
01/10/2011
Last revision date
27/02/2021
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