ENGL2531: Literature in England and Wales, 1066-1300

• At least one of the following modules: Introduction to Drama (ENGL 1011), Introduction to the Novel (ENGL 1061), Introduction to Poetry (ENGL 1071). English: Language, Use, Theory (ENGL1021), Classical and Biblical Backgrounds of English Literature (ENGL1031), Myth and Epic of the North (ENGL1041), Romance and the Literature of Chivalry (ENGL1051).

• Any other 20 credit lecture module in English.

• None

• To offer an introduction to the literature and culture of England and Wales between 1066 and 1300, focusing on a representative selection of texts drawn from the three principal literary languages of medieval England in this period, English, French, Latin all of which will be taught in translation
• To illustrate the complexity of national, regional and linguistic identities in this period and to explore the nature of the relationships between the literary languages of medieval England and Wales
• To provide an account of the particular social, historical and material contexts in which the selected texts were written
• To investigate the stylistic, aesthetic and intellectual expectations of writers (and readers) in this period, focusing especially on the implications of translation, adaptation and appropriation of literary material across languages

• This module presents a sample of texts written in English, French and Latin between the Norman Conquest of England in 1066 and the end of the thirteenth century. From the particular perspective of English-language literary history, the cultural richness of this period has often been obscured by the fact that Englishs role as literary language is relatively small with the result that this period has sometimes been treated as little more than an interlude between the Anglo-Saxon era and the age of Chaucer. Only by taking into account Latin and French texts as well as English ones is it possible to gain a full sense of the richness and complexity of literary culture in this period which is crucial to the history of national, regional and linguistic identities on this island. Among the topics this module will explore are: the uses of political spin in an age of conquest and empire-building; the role of women in literary culture in this period; marvels, miracles, prophecy and the supernatural; the shape and use of books; and the early development of romance, fiction and pseudo-history in England and Wales. The texts addressed in this module will generally be selected from the following: Geoffrey of Monmouths History of the Kings of Britain; the Middle English Guide for Anchoresses; Lawrence of Durhams Dialogues; the Life of Christina of Markyate; the St Albans Psalter and the Song of St Alexis; the works of Chardri; the contents of BL MS Harley 978; romances in French and/or English.

Subject-specific Knowledge:

• On completion of this module, students will be able to demonstrate: detailed knowledge of a selection of texts written in England between 1066 and 1300; insight into debates about national, class and linguistic identities in this period; appreciation of significant historical, social, political and cultural contexts and various critical approaches.

Subject-specific Skills:

• Students studying this module will develop:
• critical skills in the close reading and analysis of texts
• an ability to demonstrate knowledge of a range of texts, authors, literary periods and critical approaches
• informed awareness of formal and aesthetic dimensions of literature and ability to offer cogent analysis of their workings in specific texts
• sensitivity to generic conventions and to the shaping effects on communication of historical circumstances, and to the affective power of language
• an ability to articulate and substantiate an imaginative response to literature
• an ability to articulate knowledge and understanding of concepts and theories relating to literary studies
• appreciation of the cultural differences created by time, and of the mechanisms by which cultural assumptions change over time
• skills of effective communication and argument
• awareness of conventions of scholarly presentation, and bibliographic skills including accurate citation of sources and consistent use of scholarly conventions of presentation
• command of a broad range of vocabulary and an appropriate critical terminology
• awareness of literature as a medium through which values are affirmed and debated

Key Skills:

• Students studying this module will develop:
• a capacity to analyse literary texts and other cultural artefacts critically
• an ability to acquire complex information of diverse kinds in a structured and systematic way involving the use of distinctive interpretative skills derived from the subject
• an informed awareness of formal, aesthetic and socio-cultural dimensions of literature and also an ability to offer cogent analysis of their workings in relation to particular evidence
• competence in the planning and execution of essays
• a capacity for independent thought and judgment, and ability to assess the critical ideas of others
• skills in critical reasoning
• an ability to handle information and argument in a critical manner
• information-technology skills such as word-processing and electronic data access information
• organization and time-management skills

• Seminars will encourage peer-group discussion and a collective, interactive responsiveness to the texts under discussion. They will also enable students to think critically and to read the primary evidence with a close attention to its formal, aesthetic and historical dimensions
• Seminars will encourage effective oral communication skills.
• The consultation session with one of the seminar leaders prior to the first essay will facilitate an informed exploration of specific interests, ideas and arguments, enabling students to develop their subject-specific knowledge.
• Coursework: assessed essays will allow an opportunity for detailed, independent study and reflection, demonstrating an awareness of the ongoing critical commentary surrounding the texts under consideration, thereby enriching their subject-specific knowledge.
• Written feedback provided after the first assessed essay will allow students to reflect upon the comments of examiners, stimulating reflection on how to improve the rhetorical persuasiveness and subject-specific knowledge exhibited in their second essay.
• Typically, directed learning may include assigning students an issue, theme or topic that can be independently or collectively explored within a framework and/or with additional materials provided by the tutor. This may function as preparatory work for presenting their ideas or findings (sometimes electronically) to their peers and tutor in the context of a seminar.

Before the first essay, students will have an individual consultation session in which they are entitled to show their seminar leader a list of points relevant to the essay and receive oral comment on these points. Students may also, if they wish, discuss their ideas for the second essay at this meeting.

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