ENGL2471: GEORGE ELIOT: NOVELIST OF IDEAS (SPECIAL TOPIC)

• Any Single or Joint Honours finalist student wishing to take this Special Topic module must have satisfactorily completed the required number of core modules. Combined Honours and Outside Honours students must have satisfactorily completed either two Level 1 core introductory modules, or at least one Level 1 core module and one further lecture based module in English at Level 2.

• None.

• None.

• The module is designed to introduce students to the full range of George Eliot's diverse, experimental fictions.
• It aims to foster literary understanding and appreciation of these works by highlighting their imaginative engagement with nineteenth-century social, political, scientific, and cultural theories.
• The module will not only provide in-depth study of a major nineteenth-century novelist, but also encourage a broader awareness of the links between literary works and their intellectual, social, and cultural contexts.

• This module provides students with the opportunity for study of a major nineteenth-century English novelist in greater depth, range, and detail than is permitted by survey modules in English Studies.
• It will complement a number of existing modules. For example, it will provide those studying 'Introduction to the Novel' with the chance to pursue the study of prose fiction at a more advanced level. Those studying 'Literature of the Victorian Period' will be given the opportunity to consolidate and develop their interests through seminar work.
• It is hoped that the module's emphasis on the examination of literary works in their intellectual, social, and cultural contexts will also be attractive to students based in other disciplines.

Subject-specific Knowledge:

• Students will be expected to gain detailed knowledge of a series of major nineteenth-century novels, and of the social, intellectual, and cultural ideas which stimulated and provoked their author.

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 range of texts and critical approaches
• informed awareness of formal and aesthetic dimensions of literature and ability to offer cogent analysis of their workings in specific texts
• 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 literature
• an ability to articulate knowledge and understanding of concepts and theories relating to literary studies
• skills of effective communication and argument
• awareness of conventions of scholarly presentation, and bibliographic skills including accurate citation of sources and consistent use of scholarly conventions of presentation
• command of a broad range of vocabulary and an appropriate critical terminology
• awareness of literature as a medium through which values are affirmed and debated

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
• 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

• Seminars: encourage peer-group discussion, enable students to develop critical skills in the close reading and analysis of texts, and skills of effective communication and presentation; promote awareness of diversity of interpretation and methodology
• Consultation session: encourages students to reflect critically and independently on their work
• Independent but directed reading in preparation for seminars provides opportunity for students to enrich subject-specific knowledge and enhances their ability to develop appropriate subject-specific skills.
• Typically, directed learning may include assigning student(s) an issue, theme or topic that can be independently or collectively explored within a framework and/or with additional materials provided by the tutor. This may function as preparatory work for presenting their ideas or findings (sometimes electronically) to their peers and tutor in the context of a seminar.
• Coursework: tests the student's 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; they also test the ability to present word-processed work, observing scholarly conventions. In individual Special Topics, the essay may, where appropriate to the subject, take an alternative form, such as 'creative criticism'.
• Feedback: The written feedback that is provided after the first assessed essay allows students to reflect on examiners' comments, giving students the opportunity to improve their work for the second essay.

Before the first assessed essay, students have an individual 15-minute consultation session, in which they are permitted to show their seminar leader a sheet of points relevant to the essay and to receive oral comment on these points. Students may also, if they wish, discuss their ideas for the second essay at this meeting.

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