ENGL2121: CHAUCER

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• To introduce students to a range of Chaucer's writings.
• To explore relevant critical perspectives and contextual material.

• This module addresses the work of one of the greatest writers in Middle English (traditionally regarded as the father of English poetry), situating him in relation to medieval culture and society more generally, introducing students to some of the major literary and intellectual influences on his work, and raising questions about the reception of his work over the centuries and its continuing relevance today
• The syllabus will normally include the following:
• (a) Chaucer's dream vision poems: The Book of the Duchess, The House of Fame, The Parliament of Fowls, The Legend of Good Women
• (b) Troilus and Criseyde
• (c) The Canterbury Tales
• (d) a selection of Chaucer's minor poems.

Subject-specific Knowledge:

• Students will be expected to show knowledge of a range of Chaucer's writings, to be able to analyse a range of medieval texts in context, and to develop an understanding of the principal movements in literary criticism applied to Chaucers work
• The module also provides students with the opportunity to acquire:
• A understanding of the nature of medieval literature, and of the ways in which its assumptions about art, society and culture differ from those of modernity
• Appreciation of the role played by the imagination in literary production
• Knowledge of linguistic, literary, cultural and socio-historical contexts in which literature is written.
• Knowledge of useful and precise critical terminology.
• Awareness of the range and variety of approaches to literary study.
• Appreciation of the cultural differences created by time, and of the mechanisms by which cultural assumptions change over time.

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 single author and critical approaches to his works.
• an informed awareness of formal, aesthetic and socio-cultural dimensions of literature and also an ability to offer cogent analysis of their workings in Chaucer's texts
• a 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 Chaucer's works.
• an ability to articulate knowledge and understanding of concepts and theories relating to this author.
• awareness of conventions of scholarly presentation, and bibliographic skills, including accurate citation of sources and consistent use of scholarly conventions of presentation.
• skills of effective communication and argument.
• a command of a broad range of vocabulary and an appropriate critical terminology.
• an awareness of literature as a medium through which values are affirmed and debated.
• an understanding of the nature of the primary evidence for Chaucerian texts, and the ability to adjust responses accordingly.

Key Skills:

• Students studying this module will develop:
• a capacity to analyse 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
• a competence in the planning and execution of essays
• a capacity for independent thought and judgement, 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
• organisation and time-management skills

• Lectures: enable students to gain subject-specific knowledge of cultural, aesthetic and intellectual issues in relation to individual works and authors, an area or period, or a theoretical or language-related topic; encourage students to be aware of the range and variety of approaches to literary study; present ideas and information to encourage, on the part of students, further thought and discussion
• Tutorials: enable students to explore, in a selective way, through small-group discussion, specific texts and topics (many of which will be addressed by lectures); to focus on selected literary issues and problems; and guide them in developing subject-specific analytical skills and knowledge
• Formative essays: are written on a text or texts, or a literary topic, and they require the student to demonstrate appropriate subject-specific knowledge and skills, such as the ability to articulate knowledge and understanding of concepts and theories relating to literary study. Written feedback is provided for all formative work. The essay is carefully marked with detailed annotations and constructive feedback. Students may arrange to discuss feedback with their tutors in a one-to-one session during the tutor's office hour. Formative essays allow for students to explore without risk different approaches to and perspectives on literary texts. Formative work is useful for revision purposes. Choice of topics encourages development of students capacity for independent thought and judgement.
• Essay feedback: encourages students to reflect critically and independently on their work
• Independent but directed reading in preparation for lectures and tutorials provides opportunity for students to enrich subject-specific knowledge and enhances their ability to develop appropriate subject-specific skills.
• Assessed essay: tests students ability to argue, respond and interpret, and to demonstrate subject-specific knowledge and skills such as appreciation of the power of imagination in literary creation and the close reading and analysis of texts. The assessed essay also tests that students have achieved stated learning outcomes and the ability to present word-processed work, observing scholarly conventions.
• Examination: tests the student's ability to present subject-specific knowledge, to select appropriate materials, and to construct and manage clear and effective arguments in a timed period; to demonstrate independent thinking, and test that students have achieved stated learning outcomes.

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