Year
2024Credit points
10Campus offering
Prerequisites
ENGL200 Nineteenth-Century Literature: Revolutions in Writing OR ENGL202 Twentieth-Century Literature OR ENGL204 American Writing OR ENGL205 Australian Literature for Children and Young Adults OR ENGL210 Shakespeare and the Renaissance OR ENGL221 Cultural Studies OR ENGL224 Romantic Generations OR ENGL231 Australian Literature OR ENGL232 Irish Literature OR ENGL234 The Literature of Other Worlds: Fantasy and Science Fiction OR ENGL235 Writing with Style OR WLIT200 Medieval and Renaissance Masterpieces: the Rise of the English Literary Tradition OR WLIT201 The Age of the Novel: 1600-1900 OR WLIT300 Romanticism to Postmodernism: Movements Toward the Literary Present
Unit rationale, description and aim
All literary studies are underpinned by implicit or explicit theories of literature that professionals working in the literary field need to understand. Engagement with current literary studies requires a knowledge of a range of influential literary theories, many of which have had a major impact in the public sphere as well as within the discipline. This capstone unit in the English major will provide students with a detailed survey of theoretical frameworks encountered in the study of literature. It examines influential theories, ideas and approaches, interpreting key works of literature through the lens of these theories. The aim of this unit is to provide students with opportunities to utilise theoretical approaches so that they may participate in current scholarly discourse through analysing literary texts.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate broad and deep knowledge of a range of literary theories and periods and apply these to a variety of literary texts in order to generate interpretations of texts | GC1, GC2, GC9 |
| LO2 | Devise, develop and communicate complex ideas and concepts to a specified audience using both critical and creative approaches including audio, digital, oral, visual or written form as appropriate | GC7, GC8, GC11, GC12 |
| LO3 | Locate, interpret and appropriately reference a range of texts and critical resources and use them to sustain a nuanced evidence-based argument in a self-devised project | GC1, GC2, GC9, GC10 |
| LO4 | Critically analyse evidence and synthesise scholarship on a range of literary theories | GC1, GC7, GC9 |
| LO5 | Critically analyse key literary theories and concepts and over time, and recognise and reflect on the significance of complex literary texts in imagining and interpreting the world | GC1, GC3, GC5, GC6, GC7 |
Content
Topics will include a consideration of some or all of the following literary and/or cultural theories:
- classical literary theory
- modernism and postmodernism
- structuralism and poststructuralism
- Marxist literary theory
- feminist and gender literary theory
- psychoanalytic literary theory
- postcolonial and ecocritical literary theories
- theories of reader reception
- Aboriginal, Torres Strait Islander, world Indigenous literary perspectives,
- Non-Western challenges to literary theory
Learning and teaching strategy and rationale
The aim of this unit is to immerse students in active learning through activities which facilitate the development of interpretive skills fundamental to the discipline of literary studies and which generate a deep understanding of unit content. The unit engages students in inquiry-based learning, a research-based strategy that actively involves students in the exploration of the content, issues and questions surrounding a curricular area or concept. This approach has been selected because of the breadth, depth and complexity inherent in a capstone unit of a major. Students in this unit will be encouraged to develop specifics skills in applying a range of literary theories to literary texts in order to understand the way theories underpin all interpretations and that particular theories have implications for interpretation. This unit introduces students to the dynamics and power of interpretation, demonstrating that a variety of theories can produce radically different meanings from the same literary text.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes, as described below.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress
Assessment strategy and rationale
This third-year capstone unit in the discipline of English is designed to include assessment tasks that build deep content knowledge, independent learning, and higher-order research and analytic skills.
The interpretive task requires students to demonstrate knowledge of a range of literary theories.
The literary analysis task builds on this knowledge and skill and prepares students for their final capstone research essay by requiring them to rehearse the application of a literary theory in the interpretation of text.
Finally, students will undertake a research project that further expands on the skills developed in the first two assessment items in the form of a self-devised project that locates critical resources to produce a sustained argument that reflects on literary texts and their interpretations.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Interpretive task This task requires students to demonstrate a knowledge of literary theories and use these to interpret literary texts. | 20% | LO1, LO2, LO3 |
Literary Analysis Task This task builds skills in the application of theory in the interpretation of texts in preparation for the final research task. | 30% | LO1, LO2, LO3, LO4, LO5 |
Research Task This task requires students to undertake a self-devised research project to produce a sustained literary theoretical essay. The task may be structured to include a proposal and the essay. | 50% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Awadalla, Maggie and March-Russell, Paul. The Postcolonial Short Story Contemporary Essays. Palgrave Macmillan, 2013.
Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester University Press, 2017.
Bennet, Andrew and Royle, Nicholas. An Introduction to Literature, Criticism and Theory. Taylor & Francis 2016.
Bertens, Hans. Literary Theory: The Basics. Routledge, 2013.
Cohen, Ralph. (ed). The Future of Literary Theory (Routledge Library Editions: Literary Theory). Routledge, 2018.
Eagleton, Terry. Literary Theory: An Introduction. Blackwell Publishers, 2008.
Klages, Mary. Literary Theory: The Complete Guide. Bloomsbury, 2017.
Rocchi, Jean-Paul. The Desiring Modes of Being Black: Literature and Critical Theory. Rowman & Littlefield International, 2018.
Sharmani, Patricia Gabriel and Pagan, Nicholas O. Literature, Memory, Hegemony East/West Crossings. Palgrave Macmillan, 2018.
Tyson, Lois. Critical Theory Today. Routledge, 2014.