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ENG20450

Academic Year 2026/2027

Writing and Performance in the Age of Shakespeare: Renaissance Literature (ENG20450)

Subject:
English
College:
Arts & Humanities
School:
English, Drama & Film
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Naomi McAreavey
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is designed as an introduction to the writing of Shakespeare and his contemporaries. Reading Shakespeare's plays and poems alongside the work of other key writers of the Elizabethan and Jacobean periods, this module will examine Renaissance drama and poetry in the light of contemporary writing and performance practices. Key preoccupations of the age will be investigated, amongst them the representation of the self and intimate relationships, the portrayal of outsiders and ethnic Others, the struggles of imperialism, the problems of monarchy, the controversies surrounding religion, and the debates about gender. The writings of Shakespeare and his contemporaries will thus be situated in dynamic relation to their Renaissance contexts. As an introduction to the period, this module will provide a good foundation for further study of Shakespeare and Renaissance literature at Stage Three and beyond.

About this Module

Learning Outcomes:

On successful completion of this module, students will be able to demonstrate:

1. knowledge and critical understanding of a spectrum of Renaissance writings in different dramatic and poetic genres;

2. a sophisticated understanding of the way literature and history are mutually constituting in this period;

3. the ability to situate a range of Renaissance texts in their writing, reading, and performance contexts, showing how this deepens understanding of the texts;

4. the ability to critically analyse the language and practice of Renaissance drama and poetry;

5. thoughtful engagement with key critical and theoretical debates in the field.

Indicative Module Content:

The module will cover drama, poetry, and some prose. Plays will include Shakespeare's Twelfth Night, Webster's The Duchess of Malfi, and Cary's The Tragedy of Mariam.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

12
Tutorial

12
Specified Learning Activities

36
Autonomous Student Learning

40
Total

100

Approaches to Teaching and Learning:
Weekly lectures and weekly tutorials (encompassing groupwork and peer learning). Lectures provide a high level overview of the text in its social and cultural contexts, while also modelling historicist analysis for students. Tutorials provide a space for active student learning where students practice the skills of literary and historicist analysis.

School moderation policy: A proportion of written assignments in each module in the School of English, Drama and Film are subject to moderation, meaning they undergo a second layer of review by another grader. This is to promote consistency within and between modules in the same level and discipline.

AI policy: AI Not Permitted. The use of AI tools is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools.

Requirements, Exclusions and Recommendations
Learning Recommendations:

Successful completion of Literature in Context 1 is recommended for this module.


Module Requisites and Incompatibles
Incompatibles:
ENG31260 - Renaissance Literature (EVENIN

Equivalents:
Renaissance Literature (ENG30010)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Essay on one play Week 7 Graded No
40
 No
Assignment(Including Essay): Essay comparing two texts, including at least one poem on the module. Week 14 Graded No
60
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Written and optional oral feedback after each written assignment.

Please note: All readings are available on Brightspace via UCD Library so you do not have to buy any books. However, if you would prefer to access a printed copy of the text, you can choose to borrow from the library or buy your own copy. There are multiple good quality editions of these texts including Arden, Routledge, and New Mermaids.

Drama
William Shakespeare, Twelfth Night
Christopher Marlowe, Tamburlaine
John Webster, Duchess of Malfi
Elizabeth Cary, The Tragedy of Mariam

Poetry
Aemelia Lanyer, ‘Description of Cookham’; ‘Eve’s Apologie’
Ben Jonson, ‘To Penshurst’, ‘A Sonnet to…Lady Mary Wroth’, ‘An Elegy to Mistress Boulsted, 1602’
Edmund Spenser, The Faerie Queene, Book III
John Donne, ‘La Corona’, “Death Be not Proud’
Mary Wroth, ‘A Crown of Sonnets’

Name Role
Professor Danielle Clarke Lecturer / Co-Lecturer
Professor Jane Grogan Lecturer / Co-Lecturer
Assoc Professor Naomi McAreavey Lecturer / Co-Lecturer
Ms Anna Graham Tutor
Dr Jason O'Toole Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 10:00 - 10:50
Autumn Small Group Offering 1 Week(s) - Autumn: All Weeks Tues 13:00 - 13:50
Autumn Small Group Offering 2 Week(s) - Autumn: All Weeks Tues 10:00 - 10:50
Autumn Small Group Offering 3 Week(s) - Autumn: All Weeks Tues 12:00 - 12:50
Autumn Small Group Offering 4 Week(s) - Autumn: All Weeks Mon 11:00 - 11:50
Autumn Small Group Offering 5 Week(s) - Autumn: All Weeks Mon 12:00 - 12:50
Autumn Small Group Offering 7 Week(s) - Autumn: All Weeks Mon 10:00 - 10:50
Autumn Small Group Offering 9 Week(s) - Autumn: All Weeks Mon 12:00 - 12:50
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