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Course Outlines

ENGL 3045 - The Question of Postmodernism: Texts and Issues

North Terrace Campus - Semester 2 - 2022

Postmodernism? Nothing about this term is unproblematic, nothing about it is entirely satisfactory. So begins Brian McHale's study, Postmodernist Fiction. In this course we'll consider the relation between the terms Modernism and Postmodernism, and the relation between Postmodernism and the other -isms and posts- of our time, through our reading of a set of literary texts written in or translated into English, in different countries, over the last half-century or so. Our major focus will be on these texts, which may include novels, short stories, drama and poetry, with a secondary focus on literary theory. Apart from the pleasures of reading and engaging in critical discussion, our aim will be to gain some understanding of how the term Postmodernism is used by different theorists and critics, and how well and in what ways the concept addresses the concerns and procedures of the literary texts in our study. This course will in certain ways follow on from the course on Modernisms, but students who have not done that course are also welcome, and should not feel at a disadvantage.

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  • General Course Information
    Course Details
    Course Code ENGL 3045
    Course The Question of Postmodernism: Texts and Issues
    Coordinating Unit English, Creative Writing, and Film
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible ENGL 2065
    Assessment Participation 10%, Seminar presentation 10%, Seminar essay 40%, Take-home exam 40%
    Course Staff

    Course Coordinator: Professor Julian Murphet

    Course Timetable

    The full timetable of all activities for this course can be accessed from .

  • Learning Outcomes
    Course Learning Outcomes


    After successfully completing this course, students should be able to:

    1. Read and understand Postmodernist texts and critical discussions of them
    2. Draw upon a range of Postmodernist concepts in the context of literary
    discussion
    3. Discuss Postmodernist literary texts in the historical and cultural context
    of their production
    4. Write coherent and logically argued written material, based on evidence, and engage in evidence-based critical debate
    5. Work with others in the exploration of ideas, the negotiation of solution to problems, and the production of written and spoken materials
    6. Collaborate and engage productively and respectfully with their peers
    7. Use technologies relevant to the university learning environment






     



     






    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    		 1,2,3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    		 1,2,3,4,5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    		 4,5,6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    		 5,6,7

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    		 3,5,6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    		 5,6
  • Learning Resources
    Required Resources
    WEEK  
    1. Poetry by Allen Ginsberg, Diane Di Prima, and Frank O’Hara
    2. Thomas Pynchon, The Crying of Lot 49 (1966)
    3. Selected Short Stories (Various authors: Borges, Barthelme, Jennifer Egan, Cortazar, Atwood) 
    4. E. L. Doctorow, Ragtime (1975)
    5. Videodrome (Cronenberg, Canada, 1983) [Film]
    6. Ishmael Reed, Mumbo Jumbo (1972)
    7. Kathy Acker, Blood & Guts in High School (1978)
    8. Lyn Hejinian, My Life (1980) 
    9. Near Dark (Bigelow, USA, 1987) 
    10. J. M. Coetzee, Foe (1986)
    11. John Ashbery, selected poems 
    12. Patricia Lockwood, No One Is Talking About This (2021)


    Recommended Resources

    The English Resources Guide on the Barr Smith Library site has a page devoted to Modernism and Postmodernism:

    Click on literary periods, then Modernism and postmodernism

     




     

    Online Learning
    Additional online material will be available though Canvas, and all lectures will be recorded and available for download.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures will introduce students to the cultural and historical out of which postmodernism emerged, and some key conceptual terms relating to postmodernism, as well as introducing them to the set texts and some of the critical frames through which they have been read. In seminars students will explore the set texts and conceptual terms in greater depth, focussing on areas of difficulty through tutor-directed tasks and questions, and student led-discussions. Student research skills will be developed through student-led discussions, seminar research essays and the major research essay.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    WORLOAD-STRUCTURED LEARNING            TOTAL HOURS
    1x1 hour lecture per week                          12
    1X2 hour seminar per week for 10 weeks     20

    WORLOAD-SELF-DIRECTED LEARNING
    6 hours reading per week                           72 hours per semester
    2 hours research per week                          24 hours er semester
    2 hours assignment preparation per week    24 hours per semester

    TOTAL= 156 hours per semester
    Learning Activities Summary


    WEEK LECTURE TOPIC TUTORIAL TOPIC
    1 Poetry by Allen Ginsberg, Diane Di Prima, and Frank O’Hara
    2 Thomas Pynchon, The Crying of Lot 49 (1966) Poetry by Allen Ginsberg, Diane Di Prima, and Frank O’Hara
    3 Selected Short Stories (Various authors: Borges, Barthelme, Jennifer Egan, Cortazar, Atwood) Thomas Pynchon, The Crying of Lot 49 (1966)
    4 E. L. Doctorow, Ragtime (1975) Selected Short Stories (Various authors: Borges, Barthelme, Jennifer Egan, Cortazar, Atwood)
    5 Videodrome (Cronenberg, Canada, 1983) [Film] E. L. Doctorow, Ragtime (1975)
    6 Ishmael Reed, Mumbo Jumbo (1972) Videodrome (Cronenberg, Canada, 1983) [Film]
    7 Kathy Acker, Blood & Guts in High School (1978) Ishmael Reed, Mumbo Jumbo (1972)
    8 Lyn Hejinian, My Life (1980) Kathy Acker, Blood & Guts in High School (1978)
    9 Near Dark (Bigelow, USA, 1987) [Film] Lyn Hejinian, My Life (1980)
    10 J. M. Coetzee, Foe (1986) Near Dark (Bigelow, USA, 1987) [Film]
    11 John Ashbery, selected poems J. M. Coetzee, Foe (1986)
    12 Patricia Lockwood, No One Is Talking About This (2021) John Ashbery, selected poems
    Specific Course Requirements
    No specific requirements
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Short Written Exercise: 20% (1000 words)

    Research Essay: 50% (2500 words)

    Take-Home Examination: 30% (1500 words)
    Assessment Related Requirements
    Assessment will include close textual analysis, a research essay, and a take home exam.
    Assessment Detail
    To be confirmed
    Submission
    All work will be submitted via Turnitin
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through .

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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