ENMCH2-Twentieth Century Children's Literature

Module Provider: English Literature
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Sue Walsh

Email: s.a.b.walsh@reading.ac.uk

Type of module:

Summary module description:
This module aims to explore a selection of children's fiction, poetry and picture-books, and introduce students to a wide range of twentieth century children's literature.

Aims:
This module aims to explore a selection of children's fiction, poetry and picture-books, and introduce students to a wide range of twentieth century children's literature. Although many of the texts are British, there are also works by American, Australian, New Zealand and European writers (in translation). The module also considers the way different cultural and critical approaches have been applied to the literature and discusses questions that recur throughout the MA degree: e.g. what is fiction? how do texts relate to history and national and cultural identity? how does children's literature relate to categories of high and popular culture? how are changing cultural practices, (for example, in publishing and in media production and transmission) shaping contemporary children's literature? The module is divided into two parts: the first covers the period roughly from 1900 to 1950, the second part covers the period from 1950 to the present. In the first part discussion will centre on authors such as Kenneth Grahame, Beatrix Potter, J. M. Barrie, Frances Hodgson Burnett, A. A. Milne, E. Nesbit, and J.R.R. Tolkien. the second part of the module, students and tutors together negotiate the content of the syllabus.

Assessable learning outcomes:
Students produce a 3000-3500 word essay on a Twentieth century text or texts, addressing issues raised in the module, such as ideas of period, genre, and identity. The essay must demonstrate an awareness of relevant theoretical issues and questions, and of how these issues might be included and formulated in the writing of the essay. The essay must therefore demonstrate too the student's ability to reflect on their own critical practices and assumptions, and their ability to revise and adjust their thinking and writing in the light of this reflection.

Additional outcomes:
In addition to the above, students will:
1)be able to formulate questions and recognise relevant problems and complexities.
2)be able to examine and question their own assumptions, arguments and choices of critical languages.
3)be able to analyse arguments made by others in terms of their assumptions and claims, including those of their tutor.
4)be able to read any text - fictional, critical, or non-fictional - closely and be able to analyse its precise use of language.
5)be able to think out loud and engage in peer-group discussion and debate.
6)be able to question notions of authority and think in an independent manner relevant to their own development.

Outline content:
A selection of children's fiction, poetry and picture-books from a range of twentieth century children's literature. Although many of the texts are British, there are also works by American, Australian, New Zealand and European writers (in translation). The module is divided into two parts: the first covers the period roughly from 1900 to 1950, the second part covers the period from 1950 to the present. In the first part discussion will centre on authors such as Kenneth Grahame, Beatrix Potter, J. M. Barrie, Frances Hodgson Burnett, A. A. Milne, E. Nesbit, and J.R.R. Tolkien. the second part of the module, students and tutors together negotiate the content of the syllabus.

Brief description of teaching and learning methods:
The module consists of twenty two once-weekly classes of one hour's duration. Classes consist of seminars, which students introduce through pre-prepared presentations on a chosen text.

Contact hours:
  Autumn Spring Summer
Seminars 11 11
Project Supervision 1
Guided independent study: 89 88
       
Total hours by term 10 10
       
Total hours for module 200

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:
Not applicable.

Summative assessment- Coursework and in-class tests:
One 3000-3500 word piece of written work.

Formative assessment methods:
Formative assessment consists of feedback on seminar participation and extensive feedback on all written work.

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:
50%.

Reassessment arrangements:
If the student submits an unsatisfactory coursework essay or assignment, the student will be allowed to re-submit the piece once more after tutorial consultation.
If the student is required to be re-examined on the coursework essays, they may be permitted one calendar month's extension for the subsequent submission of the dissertation.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 10 April 2019

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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