This course is offered in the second term of the 4th year of English Studies. Its main goal is to provide the students with a general survey of 19th and 20th century English literature, exploring its main currents, genres, authors, and texts. These lectures will offer a basic introduction to the historical and cultural background of the different texts to be analyzed during the term, as well as information of the lives and careers of the writers under study. Seminars and practical lectures will be used to discuss the texts included in the compulsory reading list.

This course belongs to the module Foundations of English Literature. Specifically it contributes to the achievement of module competences:



M06CM01- To understand the English language and to use it properly through the reading of different literary texts.



M06CM02- To analyze literature written in English, exploring the interaction of the literary texts with the cultural and historical context in English-speaking countries.



M06CM03- To understand, analyze and interpret critically literature in English, using adequate text analysis techniques and to transmit and discuss it in groups and individually.



M06CM04- To understand the role of literature in the creation of personal and collective ideas related to fields of general interest, such as history, social relations or gender.



M06CM05- To use appropriate critical approaches, taking into account the diverse nature of the texts to be analyzed.



M06CM06- To think and develop a critical and respectful attitude towards diversity.





Final achievement of the module competences above entails the fulfillment of the following degree competences:



G004 To understand, analyse and interpret English literature and to be able to evaluate critically texts and documents in English.



G007 To be able to relate the specific knowledge of the degree with other areas and disciplines and to transmit that knowledge in further studies in order to favour conciliatory and tolerant attitudes towards multilingual and multicultural diversity



G008 To be able to work autonomously and in teams, making use of the techniques and tools acquired.



G009 To be able to transmit the knowledge acquired in different academic contexts to be used in diverse professional contexts.



After having successfully completed this course, the students will be able to:



1. Define, describe, present and summarize the main woks of English literature written in the 19th and 20th centuries.

2. Identify, contrast and differentiate the dominating genres and movements in the English literature written in the 19th and 20th centuries; situate the most representative authors and texts in their social, literary and historical context

3. Interpret and evaluate the texts under study through critical readings, correctly identifying their main thematic, stylistic and structural features.

4. Formulate arguments based on readings for critical debates. Argue for or against given interpretations, employing specific literary terminology and jargon.

1. Introduction: the end of the 18th century and first vestiges of Romanticism

2. Romanticism

2.1 First generation of Romantics

2.2 Second generation

3. The Victorian Age

3.1 Early Victorian Age

3.2 Mid-Victorian Age

3.3 Late Victorian Age

4. The Twentieth Century

4.1. The first decade and background to the Great War

4.2 Poetry of the Great War

4.3 Modernism

4.4 Post-war literature

The lectures will provide the students with a general survey of 19th and 20th century English literature, exploring its main currents, genres, authors, and texts. These lectures will offer a basic introduction to the historical and cultural background of the different texts to be analyzed during the term, as well as information of the lives and careers of the writers under study. Seminars and practical lectures will be used to discuss the texts included in the compulsory reading list. Students are expected to play an active role during these lectures, discussing the main themes, characteristics, and formal features of the different texts. Students will have to convey their individual/group interpretations of these texts taking into account different critical stances.



Group work: Group work is meant to foster the students’ critical outlook, offering them an opportunity to develop a series of critical approaches to the different literary texts included in the syllabus. They are encouraged to develop a comparative approach, aiming toward an understanding of the main features of different authors by identifying central themes and discerning their relevance in particular literary texts and contexts. Students are encouraged to work in groups (with 4-5 students per group), and present their ideas in a compendium of essays (each student should contribute roughly 500 words) that are all related to the topic they have chosen. The secretary of each group will hand in the list of students and the chosen topic at the end of the second week of the course. Group works must discuss different authors and works and situate them firmly in a social, historical and literary context, and also reflect the students’ own ideas about the works and authors they havechosen to study, using MLA style (see reference listed under the heading “Websites”) when quoting both primary and secondary sources.





Tutorials will help students assess the progress of their assignments, their reviews and their group work. Office hours will be particularly useful for individual/group guidance, a deeper understanding of course material, and the development of critical inquiry through active questioning.

• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 60
  • Realización de prácticas (ejercicios, casos o problemas) (%): 15
  • Trabajos en equipo (resolución de problemas, diseño de proyectos) (%): 25

The type of assessment is continuous. Students will be assessed according to their performance in the following testing tasks:



Assignments:

a) Practical activities during seminars and practical lectures: 15 %. Students are expected to play an active role during these lectures, discussing the main themes, characteristics, and formal features of the different texts. Students will have to convey their individual/group interpretations of these texts taking into account different critical stances, based on questions provided by the lecturer, and/or by formulating their own questions.



b) Group work; 25%. Group work is meant to foster the students’ critical outlook, offering them an opportunity to develop a series of critical approaches to the different literary texts included in the syllabus. They are encouraged to develop a comparative approach, aiming toward an understanding of the main features of different authors by identifying central themes and discerning their relevance in particular literary texts and contexts. Students are encouraged to work in groups (with 4-5 students per group), and present their ideas in a compendium of essays (each student should contribute roughly 500 words) that are all related to the topic they have chosen. The secretary of each group will hand in the list of students and the chosen topic at the end of the second week of the course. Group works must discuss different authors and works and situate them firmly in a social, historical and literary context, and also reflect the students’ own ideas about the works and authors they havechosen to study, using MLA style (see reference listed under the heading “Websites”) when quoting both primary and secondary sources.



Exam:



a) 19th century: 40%. Mid-term written test.

b) 20th century: 20%. End of term written test.



The criteria when marking the exam are the following:



a) identification and synthesized explanation of the specific themes, topics and literary styles in each text, as seen in class: 40%

b) contextualization of the works under analysis: relevant information concerning the socio-historicalk context and the specifically literary context, using sources previously studied in class to support statements: 40%

c) Clarity of exposition, correct language, coherent structure of presentation: 20%







Withdrawal from Continuous or Mixed Assessment: All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to do so, they must write the instructor responsible for the course expressing their desire to withdraw from the continuous assessment. For quadmestral courses students can do so within the first 9 weeks of the course, according to the academic calendar of their centre. The form that has to be filled in is available at the website of the faculty http://www.ehu.eus/eu/web/letrak/idazkaritza



Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a].

1. In the case of continuous assessment, all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.

2. In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



In the case of online classes, the percentages of assessment will remain, but the written tests in the classroom will be replaced by written assignments covering the same topics, to be submitted by email on the corresponding day of the test.

The mark will be based on an exam (100%).



The new regulation about assessment can be found at the following link:

http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

NAEL: Norton Anthology of English Literature, vol II (VVAA). W.W. Norton & Company: New York, 2000

Bibliografía básica

Grellet, Francoise, A Handbook of Literary Terms. Hachette: Paris, 2009



Sanders, Andrew, The Short Oxford History of Literature in English. Second edition.

Clarendon: Oxford 2001



Simonson, Martin and Raúl Montero, English Poetry 1783-1916, Portal Publishing:

Berkeley, 2013



VVAA, Norton Anthology of English Literature, vol II, WW Norton & Company: New

York, 2000

Bibliografía de profundización

Armstrong, Isobel, Victorian Poetry: Poetry, Poetics and Politics. Routledge: Abingdon, 1993

Briggs, Asa, Social History of England. Weidenfeld and Nicolson: London, 1994

Byatt, A.S. Unruly Times: Wordsworth and Coleridge in their Time. Vintage: London, 1997

Carpenter, Humphrey, The Inklings, C.S. Lewis, J.R.R. Tolkien and Their Friends, HarperCollins: London, 1997

Childs, Peter, Modernism. Routledge: Abingdon, 2008.

Curran, Stuart (ed.), The Cambridge Companion to British Romanticism. CUP: Cambridge, 2010

Eksteins, Modris, Rites of Spring: The Great War and the Birth of the Modern Age. Houghton Mifflin: New York, 1999

Fussell, Paul, The Great War and Modern Memory. OUP: Oxford & new York, 2013

Hynes, Samuel, The Auden Generation: Literature and Politics in England in the 1930’s. Pimlico: London, 1992

Marsh, Jan, The Preraphaelite Circle. National Portrait Gallery Publications: London, 2005

Menand, Louis, Discovering Modernism: T.S. Eliot and His Context. Oxford University Press: Oxford and New York, 2007

Revistas

The Time Literary Supplement (contemporary reviews and articles on old and recent British and world literature):
http://www.the-tls.co.uk/tls/


The London Review of Books:
http://www.lrb.co.uk/


Romanticism (Edinburgh University Press): British literature 1750-1850

http://www.euppublishing.com/journal/rom


Victorian Literature and Culture (Cambridge University Press)

http://journals.cambridge.org/action/displayJournal?jid=vlc


Journal of Modern Literature (Indiana University Press):

http://www.jstor.org/page/journal/jmodelite/about.html

Direcciones web

MLA Purdue OWL (orientaciones para estilo MLA – de uso obligatorio para los trabajos escritos): https://owl.english.purdue.edu/owl/resource/747/01/

The Victorian Web: gran cantidad de recursos y crítica relacionada con la cultura y la literatura victorianas: http://www.victorianweb.org/


Romanticism Unbound (recursos, enlaces de interés, textos, cronologías, etc.): http://www.romanticsunbound.net/index.html

Digital Research Guide – Modernism in Literature (recursos para estudios del modernismo literario):
http://faculty.uml.edu/sgallagher/modernism_literature.htm