FdA and FdSC - truro- Web viewSchneider, P. (2003) Writing alone ... du Maurier for readers and book...
Transcript of FdA and FdSC - truro- Web viewSchneider, P. (2003) Writing alone ... du Maurier for readers and book...
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Plymouth UniversityAcademic Partnerships
Truro & Penwith College
Programme QualityHandbook for FdA English Studies
2017 – 18
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Contents1. Welcome and Introduction to FdA English Studies....................................................................3
2. Programme Specification……………………………………………………………………………...4
3. Module Records......................................................................................................................15
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1. Welcome and Introduction to FdA English Studies
The foundation degree in English Studies contains three main study strands:
1. Literature and critical theory2. Creative and practical writing in vocational contexts3. Cornish identity and culture
Based at the Truro campus, the foundation degree in English Studies provides an exciting opportunity to combine vocational and literary elements of English Study with a unique regional flavour. The practical issues of writing for different purposes, for publication and for personal creative development, are explored through a variety of workshops, modules and visiting speakers. In the second year students study film and there are opportunities to develop skills in media and new technologies as a gateway into a variety of careers after graduation. There is an emphasis upon applied study, so routes into publishing and journalism, creative writing, teaching and cultural tourism are explored. In the second year students are encouraged to make links between their academic studies and future career opportunities. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.
This Programme Quality handbook contains important information including: The approved programme specification Module records
Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle).
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Programme SpecificationPROGRAMME SPECIFICATION FOR FOUNDATION DEGREES
Awarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith CollegeAccrediting Body: N/AFinal Award: FdAIntermediate Awards: Certificate of Higher Education (Cert HE)Programme Title: Applied Literary StudiesUCAS Code: Q301JACS Code: Q301Benchmarks: Foundation Degree Qualification
BenchmarkQAA English
Date Produced: September 2009
Date of Approval: 2004
Admissions Criteria:
Qualification(s) Required for Entry to the FdSc
Comments
Candidates must have at Level 2:At Level 2Key Skills requirement/Higher Level Diploma
Considered on individual basis
and/orGCSEs required at Grade C and above
English or Humanities-based subjects
Plus at least one of the following Level 3 qualifications:
A Levels required: 60 points at A2 in English or Humanities based subjects
Advanced Level DiplomaBTEC National Certificate/Diploma
Considered on an individual basis Equivalent to 60 points
HNC/D Considered on an individual basisVDA: AGNVQ, AVCE, AVS Considered on an individual basis
Equivalent to 60 points Access to HE or Year 0 Considered on an individual basis
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provisionInternational Baccalaureate Normally considered on an individual
basis – normally 16 pointsIrish/Scottish Highers/Advanced Highers
Equivalent of 60 pointsPass
Work Experience N/AOther non-standard awards or experiences
Considered on an individual basis
APEL/APCL possibilities https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm
Reviewed on an individual basisPlymouth University regulations apply.
Interview/portfolio requirements
Normally all students will be interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed.
Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required
Yes
Aims of the Programme:
1. The programme is intended to develop a critical awareness and understanding of the issues and practices of applied literary studies.
2. The programme is intended to develop and explore practical applications of applied literary studies within relevant industries.
Programme Intended Learning Outcomes: By the end of this programme the student will be able to:
Demonstrate an informed, critical and creative approach to literature Meet the challenges of employment (including self-employment) in
literary or communicative industries Demonstrate the development of creative, intellectual, analytical and
research skills Demonstrate development in their own forms of written
communication Demonstrate developing critical and creative independence,
flexibility, sensitivity to audience, and self-reflexiveness, across both individual and group work, and both analytical and creative work
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Demonstrate subject-specific and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature
Demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students’ own and others’ performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently
Brief Description of the Programme
The Foundation Degree in English Studies is approved by Plymouth University. It is a two year programme containing four main study strands: Literature; Creative and Practical writing in a vocational context; Cornish identity and culture. Study skills and critical approaches.
Progression to local Degree courses is possible. This is an exciting opportunity to combine practical and literary elements of English with a unique regional flavour.
The first year comprises of mainly taught modules which combine a variety of teaching styles. Throughout the year students develop study skills which are related to the type of assignments they do. In the summer term, the modules become more workshop based. Creative Writing involves more independent learning and A Sense of Place incorporates trips and visits.
The second year has two major pieces of personal study, one of which is vocationally focussed, which last throughout the year (culminating in the final term).
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Programme Structure FdA English StudiesCollege: Truro and Penwith
Course Code: 2874 Full Time
Stage 1Module Code Module Title No. of
Credits Core
TCALS131
Identity and Nationhood 20 Core
TCALS112
Transactional Writing 20 Core
TCALS113
What is Theory? 20 Core
TCALS132
Introduction to Literature 20 Core
TCALS122
Creative Writing 20 Core
TCALS125
A Sense of Place 20 Core
Stage 2Module Code Module Title No. of
Credits Core
TCALS226 Integrative Applied Study 20 Core
TCALS214 The Victorians 20 Core
TCALS225 Film Studies 20 Core
TCALS223 Integrative Literary Study 20 Core
TRUR2001 Romanticism 20 Core
TRUR2002New Technology & Writing
20 Core
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Total number of credits at Level 4 = 120 Total number of credits at Level 5 = 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits.
Progression Route(s)
On successful completion of this award after two years, a Foundation Degree in English Studies will be the qualification awarded. On partial completion, a certificate indicating the titles of passed modules will be obtainable. The progression route on successful completion of the two year FdA is to the third year of the BA (Hons) English or the BA (Hons) English and Creative Writing at Plymouth University, subject to satisfactory references and performance.
Any Exceptions to Regulations:
None
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Teaching methods and assessments
A: Development of Knowledge and Understanding
Learning and Teaching Strategy/Method
Understanding of literary analysis, techniques and terms
Overview of historical development of English Literature
Awareness of individual periods, genre and ‘sites’ of transactional creative writing applications
Primary Lectures, seminars and tutorials Directed independent study Learning from work experience
Secondary Case studies Problem-solving exercises
NB: Benchmark References
English
Assessment
Key knowledge and understanding is assessed via a combination of examinations, essays, presentations and seminar performances.
B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method
Critiques of rival theories and frameworks
Abstract analysis and synthesis Intelligent application of
appropriate principles Problem solving and research
skills
Primary Class exercises Tutorial/seminar discussions Feedback via coursework
assessment process (essays etc.)
Secondary Research exercises
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NB: Benchmark References
English
Assessment
Assessed discussions Essays/projects/dissertations Examinations Coursework on practical
application questions
C: Key Transferable Skills
Literary and information processing
Self-management Communication (oral, written, CIT)
Learning and Teaching Strategy/MethodPrimaryLibrary and other research exercisesGroup work awareness and practice
SecondaryClass and seminar interactions and feedback
NB: Benchmark References
English
Assessment
Coursework of all types Examination preparation and
completion
D: Practical Skills
Computer and information technology skills
Presentation and oral communication skills
Written communication
Learning and Teaching Strategy/Method
Projects Designated tasks Lectures and tutorials Learning from work
NB: Benchmark References
English
Assessment
Project work Competence in a range of
communication techniques
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Foundation Degree Intended Learning Outcomes Map Certificate Level
1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes (as worded in the Programme Specification)The FHEQ requirements are already given here in italics
Aim Subject Benchmark
Related Core Modules
Knowledge/ Understanding Knowledge of the underlying concepts and principles associated
with Literary Studies and an ability to evaluate and interpret these
Understand cultural influences affecting literary judgements, which can be expressed using appropriate terminology
Demonstrate knowledge of a range of canonical writing, characterised by genre and regional distinctiveness
NB refer to relevant Aim(s)
1
NB refer to relevant benchmark(s)
1.1, 1.3, 3.1, 3.2,3.3, 4.1.4, 4.2.3
NB refer to relevant core modules
112, 113, 132, 131, 122, 125
Cognitive / Intellectual Skills (generic) An ability to present, evaluate, and interpret qualitative and
quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of literary studies.
To weigh and debate relative importance of different historical and cultural perspectives
11.1, 1.3, 3.1, 3.2, 3.3, 4.14, 4.2.3
112, 113, 132, 131, 122, 125
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Key / Transferable Skills (generic) Evaluate the appropriateness of different approaches to solving
problems related to literary studies Communicate the results of their study/work accurately and
reliably, and with structured and coherent arguments To present sustained oral arguments cogently
21.3, 3.1, 3.2, 3.3, 4.14, 4.23
112, 113, 122, 125
Practical Skills (subject specific) To adapt language to practical communication tasks To demonstrate mastery of research and study techniques 2 1.3, 3.2, 3.3 112, 122
Employment-related skills Undertake further training and develop new skills within a
structured and managed environment Qualities and transferable skills necessary for employment
requiring the exercise of personal responsibility To develop communication skills of value to employers To adapt language to work-related communication skills
2 1.3, 3.2, 3.3 112, 122
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Foundation Degree Intended Learning Outcomes Map Intermediate level
1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes (as worded in the Programme Specification)The FHEQ requirements are already given here in italics
Aim(s) Subject Benchmark(specific reference)
Related Core Modules
Knowledge/ Understanding Knowledge and critical understanding of the well-established
principles of literary studies and the way in which those principles have developed
Knowledge of the main methods of enquiry in literary studies An understanding of the limits of their knowledge, and how this
influences analyses and interpretations based on that knowledge Understand the impact of technology on language and
communication Demonstrate knowledge of filmic portrayals of culture Demonstrate deeper understanding of literary, cultural and
communicative data underpinning objectives itemised in first year modules
NB refer to relevant Aim(s)
1
NB refer to relevant benchmark(s)
1.3, 3.2, 3.3, 4.1.2, 4.2.4
NB refer to relevant core modules
226, 213, 221
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Cognitive / Intellectual Skills (generic) Ability to apply underlying concepts and principles outside a
literary context Display or demonstrate communication skills transferred to a
work/organisational context Communicate ideas with fluency
11.3, 3.3, 4.2.3, 4.2.4
226, 225, 223
Key / Transferable Skills (generic) Ability to evaluate critically the appropriateness of different
approaches to solving problems in literary studies Use a range of established techniques to initiate and undertake
critical analysis of information, and to propose solutions to problems arising from that analysis
Demonstrate ability to change style/content of writing to communicate effectively for the needs of difficult audiences and purposes
Produce sustained written work drawing on the research and creative skills fostered in earlier modules
2 1.3, 3.2, 3.3, 4.2.3, 4.2.4
226, 225, 223
Practical Skills (subject specific) To adapt learning to the world of work To use writing skills to achieve practical outcomes
2 1.3, 3.2, 3.3, 4.2.3 226, 223
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Employment-related skills The application of subject principles in an employment context Undertake further training, develop existing skills and acquire
new competencies that will enable them to assume significant responsibilities within organisations
Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making
Use expressive and linguistic resources to persuade an audience in ways that benefit an organisation/place of work
Apply knowledge of electronic and other forms of communication effectively to enhance achievement of work/organisational goals
21.3, 3.2, 3.3, 4.1.2, 4.2.3
226, 2002
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PLYMOUTH UNIVERSITY MODULE RECORD
3. Module RecordsDEFINITIVE MODULE RECORDS FOR YEAR ONE FDA ENGLISH STUDIESSECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS112 MODULE TITLE: Transactional WritingCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Introductory module to analyse, deconstruct and imitate generic codes and conventions in reports, essays, journals, criticism and reviews, manuals and advertising.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement:
MODULE AIMS: To develop competence in writing for practical purposes To understand generic conventions
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Demonstrate knowledge of contextual approach to the production/reception of non-literary texts. (1.3)
2. Use range of transferable literary/communication skills of value in graduate employment (1.3)
3. Show capacity to adapt language used to various work-related communication tasks (3.3)
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 10/04 SCHOOL/PARTNER: Truro & Penwith College
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PLYMOUTH UNIVERSITY MODULE RECORD
DATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: Trish Scaf OTHER MODULE STAFF:
Summary of Module Content A series of workshops introducing practical communication tasks and exemplars, providing generic analysis, guidance and advice on producing practical writing, especially for a work context.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc)
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PLYMOUTH UNIVERSITY MODULE RECORD
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Coursework C1TW1 and TW2
100%Two separate portfolios of work produced as a series of practical tasks. Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Carter, R. (1990) Seeing Through Language, Blackwell. Carter, R. (2001) The Language of Speech and Writing, Routledge. Chomsky, N. Media Control: The Spectacular Achievements of Propaganda (Sun Stories, 2002)Crystal, D. (2002) The English Language, Penguin. Crystal, D. (2004) Rediscover Grammar, Pearson. Fisk, J. (1982) Introduction to Communication Studies, Methuen. Thorne, S. (1997) Mastering Advanced English Language, Palgrave.
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS113 MODULE TITLE: What is Theory?
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Brief survey course to create rudimentary understanding of critical and theoretical perspectives.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement: N/A
MODULE AIMS:1) To problematise the art of reading to encourage critical reflectiveness about
textual approaches (1.3)2) To provide basis for further study in English (1.3)
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. bring new critical skills to analysis of texts (3.2)2. command an appropriate critical terminology (3.2)3. understand influence of cultural assumptions on literary judgements (3.2)4. develop ability to use distinctive interpretative skills in a structured and systematic
way (3.3
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer
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PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: Vanessa Hager OTHER MODULE STAFF:
Summary of Module Content In practical terms, students might be introduced to feminist, psychoanalytical, structuralist and Marxist readings and samples from a critical miscellany
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc)
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PLYMOUTH UNIVERSITY MODULE RECORD
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Coursework C1Th2 and Th4
100%
Two summative assessed tasks (either two essays of 1500-2000 words or one essay and one oral assessment). Assessed as detailed in section A.
Updated by: V HagerDate: July 17
Approved by: Date: N/A
Recommended Texts and Sources:
Barry, P. (1995) Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester: Manchester
University Press.Eagleton, T. (1996) Literary Theory: An Introduction. Oxford: Blackwell.Bennett, A. and Royle, N. (2009) Introduction to Literature, Criticism and Theory. Harlow: Prentice Hall Europe.Gallagher, C. and Greenblatt, S. (2000) Practicing New Historicism. Chicago: Chicago Press.Gilbert, S.M. and Gubar, S. (2000) The Madwoman in the Attic: the Woman Writer and the Nineteenth-century
Literary Imagination. Yale: Yale UP.Rice, P. and Waugh, P. (eds.) (2001) Modern Literary Theory: a Reader. Sevenoaks: Hodder & Stoughton.Seldon, R. (1989). A Reader’s Guide to Contemporary Literary Theory. Lexington: University Press of Kentucky.Showalter, E. (2009) A Literature of their Own: British Women Writers from Charlotte Bronte to Doris Lessing.
London: Virago.Rivkin, J. and Ryan, M. (ed.s) (2004) Literary Theory: An Anthology. Oxford: Blackwell.Leitch, V.B. (ed.) (2001) The Norton Anthology of Theory and Criticism. New York: Norton.
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS122 MODULE TITLE: Creative Writing CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: W800PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR:Scriptwriting, sample activities drawn from fiction and non-fiction, introducing Key issues for creative writers, as well as vocational and practical aspects of getting into print.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement: N/A
MODULE AIMS:To encourage creative independence.To explore several genres; enabling specialisation in one.To enhance understanding of publishing process.
ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:
1. Present examples of creative writing which use the expressive resources of language skilfully (1.3)
2. Appreciate generic conventions and their effects on communication (3.2) 3. Engage imaginatively with the process of writing. (1.3)
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer
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PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: S Lavery OTHER MODULE STAFF:
Summary of Module A series of workshops introducing practising writers, different genres and providing literary support and editorial advice; and craft seminars exploring practical aspects of writing.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLectureSeminar Tutorial 10Project SupervisionDemonstrationPractical Classes & Workshops 70Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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PLYMOUTH UNIVERSITY MODULE RECORD
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Coursework C1CW1 and CW2
100%
Two portfolios of creative writing – one prose and one poetry, each accompanied by a reflective commentary. Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:
Schneider, P. (2003) Writing alone and with others. Oxford: Oxford University Press Inc.Dillard, A. (1990) The writing life. New York, USA: Harper Collins. Gardner, J. (1991) The art of fiction : notes on craft for young writers. New York: Vintage.Hemingway, E. and Phillips, L.W. (ed.) (2004) Ernest Hemingway on writing. New York: Simon & Schuster.Forster, E.M.M. (2005) Aspects of the novel. London: Penguin. (Penguin classics). Boles, P.D. (1987) Storycrafting : a master storyteller teaches the art and craft of writing fine short stories. Cincinnati, Ohio9: Writer's Digest Books. Lodge, D. (2011) The art of fiction. London: Vintage.Sansom, P. (2013) Writing poems. 6th edn. Northumberland: Bloodaxe Books Ltd. Maxwell, G. (2012) On poetry. London: Oberon. (Oberon masters).Prose, F. (2012) Reading like a writer : a guide for people who love books and for those who want to write them. London: Union. O'Neil, D. (2001) The DC Comics guide to writing comics. New York: Watson-Guptill. Mccloud, S. (1994) Understanding Comics - The Invisible Art. London: Harper & Row. McKee, R. (2014) Story : substance, structure, style, and the principles of screenwriting. York: Methuen Publishing Ltd. Voytilla, S. (no date) Myth and the movies : discovering the mythic structure of over 50 unforgettable films. Michael Wiese Productions.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS125 MODULE TITLE: Sense of PlaceCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q390PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Using presentations of Cornwall as a starting point, this module explores relations between sense of place, character, emotion and ideology. Students will encounter a range of material and will be encouraged to engage in cultural interpretations as well as literary viewpoints.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement: N/A
MODULE AIMS:To develop research and analytical skills related to the theme of place in literatureTo explore and analyse how a sense of place is both significant and formative in the creation of literary texts and cultural identityTo enable students to explore the formation and development of cultural identity
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Analyse different forms of narrative and discourse2. Weigh the importance of different historical perspectives3. Explore, research and present analyses and interpretations of ‘place’ in a defined
area of literature4. Engage dialogue with past and present cultures and values (1.1)
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith
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CollegeDATE(S) OF APPROVED CHANGE: 02/08
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: V Hager OTHER MODULE STAFF:
Summary of Module Content An exemplar might be a study of Bodmin Moor as a location for Du Maurier’s novel and a recreative entity embodied in the Jamaica Inn Museum. The module could relate closely to Nationhood/Identity and encourage a consideration of cultural identity in a wider context.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1SP2 and SP4
100%Two summative assessed tasks (two essays of 1500-2000 words). Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:
Barry, P. (2002) Beginning theory: an introduction to literary and cultural theory. Second edn. Manchester: Manchester University Press.Clark, T.J.A. (2011) The Cambridge introduction to literature and the environment. Cambridge: Cambridge University Press. (Cambridge introductions to literature).Forster, E.M. (2005) A passage to India. Penguin. (Penguin Classics). Garrard, G. (2012) Ecocriticism. 2nd edn. London: Routledge. (The new critical idiom).Mehrotra, A.K. (1998) The transfiguring places: poems. New Delhi: Ravi Dayal Publisher.Hiss, T. (1991) The experience of place. New York: Vintage. Hall, S., Evans, J. and Nixon, S. (2012) Representation : cultural representation and signifying practices. 2nd edn. London: SAGE. (Culture, media and identities).Tuan, Y. (1977) Space and place : the perspective of experience. Minneapolis: University of Minnesota Press. Williams, R. (1982) Culture and society : Coleridge to Orwell. The Hogarth Press. Raymond W. (1973) The City and the Countryside
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS131 MODULE TITLE: Identity and Nationhood
CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Introduction to linked texts providing an exploration of Celticity alongside representative writing arising from other, perhaps nascent subcultures
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement:
MODULE AIMS: To explore a relevant and stimulating curriculum relating to the location of the
programme To convey knowledge and understanding of the Cornish impact on English Literature
as a regional variety
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Comprehend and develop ideas and arguments relating literature to Cornish culture (3.3)
2. Display awareness of how a different social context has affected the nature of textual meaning (3.2)
3. Reflect upon and evaluate a range of work related employability skills within own professional area
4. Reflect on the qualities and transferable skills necessary for employment and personal and professional development
5. Demonstrate how entrepreneurial ideas can be applied to own professional practice
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith
CollegeDATE(S) OF APPROVED CHANGE: 09/11
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: J Bell OTHER MODULE STAFF:
Summary of Module Content Exploration of Celtic texts, perhaps grouped around a documentary centre such as records of the 1497 Cornish Rebellion; suitable poetic selections of ballad and myth; or the representation of Cornishness both by national and regional media.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal Visits 5Work Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours,
etc)
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Coursework C1IN1 IN2 and IN4
100%
One presentation and reflectionTwo summative assessed tasks (two essays of 1500 – 2000 words).Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:
Ali, M. (2004) Brick Lane. London: Black Swan.* Anderson, B. (1991) Imagined communities : Reflections on the origin and spread of nationalism. Revised edn. Verso Books. * Ashcroft, B., Griffiths, G. and Tiffin, H. (eds.) (1997) The post-colonial studies reader. London: Routledge.* Bhabha, H.K. (ed.) (1990) Nation and narration. London: Routledge.Clemo, J. (2000) The clay kiln : a novel set in mid Cornwall. Cornwall: Cornish Hillside Publications. * Colls, R. (2004) Identity of England. Oxford: Oxford University Press.* Colley, L. (2014) Britons : forging the nation, 1707-1837. Rev. edn. New Haven, USA: Yale University Press.Headdon, B. (ed.) and Rawe, M. (ill.) (1995) Cornish links: Kevrennow Kernewek. Tunbridge Wells: Kernow Poets Press. * Crawford, R. (2000) Devolving English literature. 2nd edn. Edinburgh: Edinburgh University Press.Du Maurier, D. (2014) Jamaica Inn. London: Virago Press Ltd. Du Maurier, D. (2003) Rebecca. 2003 edn. London: Virago Press. Giles, J. and Middleton, T. (1995) Writing Englishness 1900-1950 : an introductory sourcebook on national identity. London: Routledge.* Gilroy, P. (2002) There ain't no black in the Union Jack : the cultural politics of race and nation. London: Routledge. Hall, S. ‘Locals’ (available from module leader)Kent, A.M. (ed.) (2010) Four modern Cornish plays. London: Francis Bouttle.Kent, A. (2009) The theatre of Cornwall : Space, place and performance. Bristol: Redcliffe Press Ltd.Kent, A.M. (2007) Electric pastyland. Somerset: Ryelands.Kent, A.M. (tr.) (2005) Ordinalia: the Cornish mystery play cycle, a verse translation. London: Francis Boutle.Kent, A.M. (2005) Proper job, Charlie Curnow!. Halsgrove.
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Kent, A. (2002) Love and seaweed. Cornwall: Lyonesse Press.Kent, A.M. and Saunders, T. (2000) Looking at the mermaid : a reader in Cornish literature. London: Francis Boutle.Kent, A. (2000) The literature of Cornwall : Continuity, identity, difference 1000-2000. Redcliffe Press.Kumar, K. (2003) The making of English national identity. Cambridge: Cambridge University Press. (Cambridge cultural social studies). http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511550058Mehrotra, A.K. (1998) The transfiguring places: poems. New Delhi: Ravi Dayal Publisher. * Nairn, T. (2015) The break-up of Britain : crisis and neo-nationalism. Champaign, ILL: Common Ground Publishing. Payton, P. (2004) Cornwall: a history. Fowey: Cornwall Editions. Payton, P. (1992) The making of modern Cornwall : historical experience and the persistence of "difference". Redruth: Dyllansow Truran.Shields, R. (1991) Places on the margin : alternative geographies of modernity. London: Routledge. * Said, E.W. (2003) Orientalism. [New edn.] London: Penguin Classics. Saunders, T. (ed.), Hale, A. (.) and Jones, B. (.) (1999) The wheel: an anthology of modern poetry in Cornish 1850-1980. London: Francis Boutle. * Westland, E. (ed.) (1997) Cornwall: the cultural construction of place. Penzance: The Patten Press.Westland, E. (2007) Reading Daphne : a guide to the writing of Daphne du Maurier for readers and book groups. Truro, Cornwall: Truran.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS132 MODULE TITLE: Introduction to LiteratureCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q320PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Mini-survey long thin module intended to establish foundation skills in literary analysis by considering a range of texts in English, many canonical, often with a Cornish element
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement: N/A
MODULE AIMS:To establish foundation skills in literary analysis.To encourage linked literary reading.To investigate existing readings of significant representative texts.To develop familiarity with sustained readings of canonical literature.To investigate and explore Celticity
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate knowledge of canonical writing both pre- and post-1800 (3.1)2. Demonstrate knowledge of distinctive character of prose, poetry and drama (3.1)3. Apprehend distinctive character of a regional literary influence (3.1)4. Demonstrate the development of new and appropriate academic skills in a
structured and managed environment5. Present work appropriately, displaying skills of citation and bibliography6. Show competence in the planning and execution of assessed work7. Organise, present and evaluate information effectively8. Develop scholarly information retrieval skills
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DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: 09/11
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: S Lavery OTHER MODULE STAFF: N/A
Summary of Module Content Exemplar texts might include: Hamlet, and selections from Keats, Causley, Golding, Du Maurier and D.M. Thomas, to introduce plot, character, theme, style, history, biography, audience, structure, context and genre.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1 IL2 and IL4 100%Two summative assessed tasks (2 essays of 1500 – 2000 words).Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Carter, R. and Mcrae, J. (2001) The Routledge History of Literature in English: Britain and Ireland. 2nd edn. London: Routledge.Bradbury, M. (ed.) (2001). The Routledge History of Literature in English. London: Taylor
and Francis.Bradbury and McFarlane, Modernism: A Guide to European Literature 1890 – 1930.
Childs, P. (2001) Reading Fiction: Opening the Text. London: Palgrave. (2007) Modernism. Oxford: Routledge.
Lee-Browne, P. (2002) The Modernist Period: 1900-45: English Literature in its Historical and Social Contexts. London: Evans.Reidhead, J. (ed.) (2000) The Norton Anthology of English Literature: vol 2. 7th edn. London: Norton.Watt, I, (2000). The Rise of the Novel. London: Pimlico.
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DEFINITIVE MODULE RECORDS FOR YEAR TWO FDA ENGLISH STUDIES
SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS226 MODULE TITLE: Integrative Applied StudyCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q290PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR:Supervised production of piece of practical writing, perhaps relating to organisation where work experience has taken place. Could be for any ‘applied’ situation.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 80% P1 20%
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement: N/A
MODULE AIMS: To encourage students to find an employment context in which to use communication and language skills (1.3)To adapt and transfer material learned to a working environment
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Plan and execute writing geared to a practical purpose and a specific audience and practical outcome
2. Demonstrate/Display communication skills transferred to a work or organisational context
3. Plan and execute writing geared to a practical purpose and a specific audience and practical outcome
4. Demonstrate/Display communication skills transferred to a work or organisational context
5. Reflect on the qualities and transferable skills necessary for employment and
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personal and professional development.6. Demonstrate how entrepreneurial ideas can be applied to own professional
practice7. Understand the day-to-day operations of the workplace8. Understand and employ their professional skills in the workplace environment9. Adopt a professional attitude to work10.Write analytically about their experience
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: 09/2015
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: V Hager OTHER MODULE STAFF:
Summary of Module Content Students should produce a practical piece(s) of writing of direct relevance to a workplace or other organisation. For example, an applied piece of literature on behalf of a tourist outlet or a pressure group, or a written bid for funding support on behalf of a sport or social club, accompanied by an analytical commentary, could be produced.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 5Seminar 20Tutorial 25Project SupervisionDemonstrationPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1
IAS a) abstract
IAS c) portfolio
12.5%
87.5%
=100%
10% - abstract
70% - portfolio containing practical work and reflective evaluation
Assessed as detailed in section A.
Practice P1
IAS b)Oral presentation
=100%Oral presentation
Assessed as detailed in section A.
Updated by: V. HagerDate: July 2017
Approved by: Academic PartnershipsDate: September 2015
Recommended Texts and Sources:Harris, T.E. and Sherblom, J.C. (2007) Small group and team communication. Fourth edn. Hemel Hempstead: Allyn and Bacon. Thorne, S. (2008) Mastering Advanced English language. 2nd edn. Basingstoke: Palgrave Macmillan. (Palgrave master series).
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS214 MODULE TITLE: The VictoriansCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V100PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: This module will examine Victorian literary heritage, in particular poetry and novels, exploring especially the tensions between the demands of realism and the imagination. It will attempt to place this debate in the cultural context of Victorian culture and values, referring to Cornish exemplar material.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement: N/A
MODULE AIMS:To explore the key ideas of the Victorian periodTo develop analytical skills related to novels and poetryTo explore the relation between this literature movement and its historical and cultural positioningTo develop an understanding of underpinning critical perspectives
ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:
1. Demonstrate knowledge and understanding of Victorian literature2. Demonstrate analytical skills 3. Demonstrate understanding of the relation between literature and culture 4. Demonstrate ability to critically examine historical, Marxist and Freudian
perspectives
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION09/04 SCHOOL/PARTNER: Truro & Penwith
CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: S Lavery OTHER MODULE STAFF:
Summary of Module Content Poetry of Hardy, Hopkins, Tennyson, Rossetti et alNovels of Gaskell, Hardy, Dickens, Hocking, Ballentyre
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 25Seminar 40Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 10Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1 V1 and V2 100%Two summative assessed essays (2000 – 3000 words each)Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Richard Cronin, Alison Chapman and Antony H Harrison eds (1988) A Companion to Victorian Poetry, Oxford: Blackwell. Altick, R D. (1963) The English Common Reader, University of Chicago. Baldick, C. (1983) The Social Mission of English Criticism, Oxford: Oxford University, Gilbert and Gubar, (1979) The Mad Woman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination, New Haven: Yale University.Kettle, A. An Introduction to the English Novel Vols 1 & 2 ( Hutchinson & Co. Ltd)Lane Christopher, (1998) The Burdens of Intimacy: Psychoanalysis and Victorian Masculinity, University of Chicago.Macherey, P. (1978) A Theory of Literary production, Routledge and Kegan Paul Mason, M. (1994)The Making of Victorian Sexuality, New York, Oxford University PressRicks, C. (1989) Tennyson, Macmillan. Sullivan, N. (2003)A Critical Introduction to Queer Theory, Melbourne Publishing GroupAshcroft, B., Griffiths G., and Tiffin H. (eds) (1995) The Post-Colonial Studies Reader, London: Routledge.Watt, I. (1963) The Rise of the Novel, Penguin. Williams, R. (1979) Culture and Society 1780 – 1950, Pelican. Silver, C. G. (1999) Strange and Secret Peoples, Oxford University Press
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TCALS223 MODULE TITLE: Integrative Literary StudyCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q290PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: Students will be asked to negotiate a topic with their supervisor and to produce a 5000 word literary project involving individual research. While not separately taught, it is expected that the key transferable skills drawn from modules will be synoptically present in this summative assessment.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement:
MODULE AIMS:• To enable individual literary enthusiasms the syllabus has not covered to be admitted for assessment.• To develop independent learning and to provide an opportunity for sustained writing.• To foster understanding of underpinning perspectives.
ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:
1. Demonstrate knowledge/understanding of specific student-led topic within literary studies
2. Demonstrate effective use of theoretical perspective(s)3. Demonstrate ability to conduct independent research
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith
CollegeDATE(S) OF APPROVED CHANGE: TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: V Hager OTHER MODULE STAFF:
Summary of Module Content It is intended to avoid prescriptive limitations on topic, as long as a supervisor can be found at Truro College to help the student create their piece of writing.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 10Tutorial 20Project SupervisionDemonstrationPractical Classes & Workshops 30Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1
Integrative Literary Study
Abstract
Oral presentation (reflective Statement)
Essay
10%
20%
70%
=100%
10% - abstract
20% - oral presentation (including brief reflective statement)
70% - essay (4000 – 5000 words)
Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:As an integrative assignment it is expected that students will draw on earlier reading and will be guided by tutors to undertake wider reading (of literary and critical texts) of relevance to their area of study.
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2001 MODULE TITLE: RomanticismCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q300PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: This module will develop an understanding of Romanticism, particularly Romantic poetry, and how it relates to historical context. The module will relate some of the key concepts of Romanticism in the historical and contemporary representation of Cornish culture.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement:
MODULE AIMS:To explore the key ideas of the Romantic movementTo develop analytical skills related to poetryTo explore the relation between this literature movement and its historical and cultural positioningTo develop an understanding of underpinning critical perspectives
ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:
1. Demonstrate knowledge and understanding of the Romantic movement2. Demonstrate analytical skills in poetry3. Demonstrate understanding of the relation between literature and culture
Demonstrate ability to critically examine historical perspective
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships
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DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith College
DATE(S) OF APPROVED CHANGE: 02/08
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138
MODULE LEADER: S Lavery OTHER MODULE STAFF:
Summary of Module Content Romantic Poetry (Wordsworth, Keats et al), Cornish poetry from 1800-1900- see The Mermaid, Historicism
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 25Seminar 40Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 10Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1 R2, R3 100%Two summative assessed tasks (essays of approximately 2000 words).Assessed as detailed in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Christ, C T (2012) Norton Anthology of Literature, Norton, WW & Company Inc.Day, A (1996) Romanticism London, Routledge.Gaul, M (1988) English Romanticism: Human Context New York, NortonWu, D ed. (2012) Romanticism, an Anthology Wiley-BlackwellWright, David (Ed.), The Penguin Book of English Romantic Verse (1973, Penguin)
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SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2002 MODULE TITLE: New Technology and WritingCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q300PRE-REQUISITES: N/A
CO-REQUISITES: N/A COMPENSATABLE: Y
SHORT MODULE DESCRIPTOR: A study of the impact of technological change and development on communication, integrating Communication theories and models.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement
MODULE AIMS:Encourage appreciation of the continuing and evolving nature of language and communication in a technological context Develop sensitivity to the shaping effects of circumstances, technology and change on language
ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:
1. Assess and evaluate electronic and other data, appreciating their impact on communication (3.3)
2. Develop and update knowledge of text production in the light of technological change (4.1.2. implicit)
3. Analyse and evaluate the effect of new technology on contemporary literary production
4. Discuss and reflect upon the role of new technology literary production in contemporary culture
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic
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PLYMOUTH UNIVERSITY MODULE RECORD
PartnershipsDATE OF IMPLEMENTATION09/04 SCHOOL/PARTNER: Truro & Penwith
CollegeDATE(S) OF APPROVED CHANGE: 02/08
TERM: Autumn/Spring/Summer
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138MODULE LEADER: S Lewis OTHER MODULE STAFF:
Summary of Module Content Sample content: the impact of electronic technologies on discourse, orthography and syntax; the impact of mass electronic availability on text production/distribution; the evolution of new organisational communication models.
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10
credits = 100 hours, etc)
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Coursework C1
NT1 (Practical portfolio)
NT 2 (essay)=100%
NT1 – practical portfolio of task(s) and reflection
NT2 – summative assessed essay (approximately 2000 words)Assessed as detailed in section A.
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Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Aarseth, EJ. (1997) Cybertext: Perspectives on Ergodic Literature. Johns Hopkins University Press. Birkerts, S. (1994) The Guttenberg Elegies: The Fate of Reading in an Electronic Age. Ballentine Books. Bolter, JD. (1991) Writing Space: The Computer, Hypertext, and the History of Writing. Lawrence Erhbaum Associates.Brooker, P. (1992) Modernism/Postmodernism Harlow. LongmanButler, C. (2002) Postmodernism: A Very Short Introduction Oxford University PressCahoone, L (1996) From Modernism to Postmodernism; an Anthology. BlackwellCrystal, D. (2001) Language and the Internet. Cambridge University PressDavis, E. (1994) Techgnosis, Magic, Memory, and the Angels of Information. Flame Wars: The Discourse of Cyberculture. Duke University Press. Delany, P & Landow, GP. (eds.) (1992) Hypermedia and Literary Studies. MIT Press. Featherstone, M. (1991) Consumer Culture and Postmodernism. London SageHayles, KN. 1997) Technocriticism and Hypernarrative, Modern Fiction Studies 43-3. Johnson, S. (1997) Interface Culture: How New Technology Transforms the Way We Create and Communicate. HarperBooks. Keen, A. (2013) Digital Vertigo. St. Martin's GriffinNewton, KM. (ed) (1997) Twentieth Century Theory: A Reader. London, MacMillanMurray, JH. (1997) Hamlet on the Holodeck: The Future of Narrative in Cyberspace. The Free Press.Postman, N. (1992) Technopoly: The Surrender of Culture to Technology. Vintage Books Sarup, M. (1993) An Introductory Guide to Post structuralism and Postmodernism. Harvester WheatsheafSharples, M. (1996) The New Writing Environment. Springer Verley Berlin Strinati, D. (1995) An Introduction to Theories of Popular Culture. London, Routledgehttp://henryjenkins.org/2007/03/transmedia_storytelling_101.htmlReadings and Resources on Moodle
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PLYMOUTH UNIVERSITY MODULE RECORD
SECTION A: DEFINITIVE MODULE RECORD FOR FdA English Studies
MODULE CODE: TCALS225 MODULE TITLE: Film StudiesCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: P303PRE-REQUISITES: None
CO-REQUISITES: None
COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to develop skills to become adept in interpreting film texts. The module uses a combination of analysis, research and theory to study examples examining their production, form and reception, and relating these to cultural, social and political contexts.
ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE
E1 (Formally scheduled)
C1 100% P1
E2 (OSCE) C2 P3 T1 (in-class test) A1
SUBJECT ASSESSMENT PANEL Group to which module should be linked: English
Professional body minimum pass mark requirement: N/A
MODULE AIMS:1. To develop an understanding of theory related to film analysis2. To develop an understanding and ability to apply analytical techniques in
interpreting film texts3. To explore cultural, social and political contexts of film
ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:
1. Demonstrate an applied understanding of a range of theoretical approaches to film analysis
2. Analyse the specifics of film discourse3. Communicate ideas either critically or creatively with fluency4. Discuss the cultural, social and political dimensions of film
DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic
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PartnershipsDATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith
CollegeDATE(S) OF APPROVED CHANGE: 12/12 TERM: 1,2,3
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 145
MODULE LEADER: S Lewis OTHER MODULE STAFF:
Summary of Module Content Film theory – genre, narrative, technical analysis Formalism and Structuralism
SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45Seminar Tutorial 5Project Supervision 10DemonstrationPractical Classes & WorkshopsSupervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 140OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100
hours, etc)
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Coursework C1
Presentation
Seminar paper
Film script
Evaluation
20%
30%
30%
20%
TOTAL = 100%
Subject knowledge assessed as detailed 8in section A.
Updated by: V HagerDate: July 2017
Approved by: Date: N/A
Recommended Texts and Sources:Corrigan, T. & White, P. (2012)The Film Experience Palgrave MacmillanKydd, E. (2011) The Critical Practice of Film Production Palgrave Macmillan, Etherington-Wright, C. & Doughty, R. (2011) Understanding Film Theory Palgrave Macmillan, Bordwell, D. & Thompson, K. (2009) Film Art : An Introduction (McGraw-Hill) Monaco, J. (2000) How to Read a Film USA OUP
Do the Right Thing (Spike Lee, 1989)Jaws (Steven Spielberg, 1975)Memento (Christopher Nolan, 2000)The Cabin in the Woods (Drew Goddard, 2011)Straw Dogs (Sam Peckinpah, 1971)Taxi Driver (Martin Scorsese, 1976)
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