ENGL 3047 - Rhapsody & Revolution: Romanticism & Its Legacies
North Terrace Campus - Semester 2 - 2021
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General Course Information
Course Details
Course Code ENGL 3047 Course Rhapsody & Revolution: Romanticism & Its Legacies 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 2102 Assessment Seminar presentation 10%, Research essay 30%, Close reading assignment 15%, Participation 10%, Take-home exam 35% Course Staff
Course Coordinator: Dr Maggie Tonkin
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- Demonstrate a broad knowledge of British Romanticism.
- Critically examine each text's engagement with its historical, political and cultural context.
- Demonstrate their analytical and critical skills through the contextualized discussion, close reading and critical analysis of selected Romantic texts.
- Prepare well informed and well written assignments tasks informed by rigorous research.
- Contribute confidently to productive and respectful class discussion with their peers.
- Critically examine post-Romantic cultural traditions and cultural forms in the light of their newly acquired knowledge of Romantic ideologies and motifs.
- Use technologies relevant to the preparation and completion of assessment tasks.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,4,5,6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,7 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,2 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
Wu, Duncan. Romanticism: an Anthology. (4th edition) Wiley Blackwell, 2012. Also available as an ebook.
Austen, Jane. Persuasion. (any edition)
Bronte, Emily. Wuthering Heights. (any edition)
Course Reader (available from Image and Copy)Recommended Resources
There are many excellent guides to the Romantic period. Among them, I recommend:
Chaplin, Sue and Joel Faflak. The Romanticism Handbook. Literature and Culture Handbooks. Continuum. 2011.
Curran, Stuart. The Cambridge Companion to British Romanticism. Cambridge UP, 2010.
Day, Aiden. Romanticism. The New Critical Idiom. Routledge, 1996.
Wu, Duncan. A Companion to Romanticism. Blackwell, 1998.Online Learning
This course make full use of MyUni. All lectures will be recorded and posted on MyUni. Select secondary sources and additional core material will also be made available on MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
The Introductory Lecture will give a general overview of Romanticism in its historical context. Subsequent lectures will introduce key Romantic concepts and themes in order to provide the historical and theoretical framework for the close reading and analysis of set texts that will take place in seminars. Lectures will provide only very limited close reading of specific set texts, whereas seminars will be devoted to the discussion and analysis of them. Seminars will include both small and large group work, with the aim of facilitating student participation in discussions.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 1x1 hour lecture per week (x12) 12 hours per semester 1x2 hour semester per week (x10) 20 hours per semester 6 hours reading per week (x12) 72 hours per semester 2 hours research per week (x12) 24 hours per semester 2 hours assignment preparation per week (x12) 24 hours per semester TOTAL= 156 Hours Learning Activities Summary
Lecture Schedule: PLEASE NOTE THIS IS PROVISIONAL AD MAY CHANGE DEPENDING ON STAFF AVAILABILITY Week 1 Introduction to Romanticism Week 2 The Pamphlet Wars and Revolutionary poetry Week 3 New Kinds of Poetry: Lyrical Ballads, Bluestockings and peasant poets Week 4 Romantic Theories of Authorship Week 5 Romanticism and Nature Week 6 The Romantic Sublime and the Beautiful Week 7 Romanticism and Music Week 8 Jane Austen: Persuasion Week 9 Romantic ballet: Giselle and the fantastic Week 10 The Romantic Child and the Byronic Hero Week 11 Emily Bronte: Wuthering Heights Week 12 Romantic Legacies -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task: NOTE THIS IS PROVISIONAL ONLY Task Type Due Weighting Learning Outcome Participation in seminars, including leading discussion with prepared questions Formative ongoing
10% 3,5,6 Poetry quizz Formative and Summative Week 5 15% 3,7 Minor Essay Formative and summative Week 7 30% 1,2,3,4,6,7 Major Essay Summative Week 13 45% 1,2,3,4,6.7 Assessment Related Requirements
Students are expected to attend lectures and seminars having read the appropriate set texts. Attendance at seminars is compulsory. If you are unable to attend your scheduled seminar, you may attend any other in that week in its place. Please email your tutor regarding any absence from seminars. Yor tutor may require written work to make up for missed seminars if you are absent for any reason. Failure to attend more than three seminars without documentation may result in preclusion from the course.Assessment Detail
No information currently available.
Submission
All written assignments must be submitted via Turnitin on Canvas.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 .
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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.
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