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Curricular information is subject to change
• have a good understanding of the key historical events of the seventeenth-century
• have the skills to read, annotate and explicate short extracts of seventeenth-century women’s writing
• Produce comprehensive and relevant individual research
• Critically engage with the process of writing through drafting, feedback, etc.
• Develop confidence in primary and secondary research skills – undertaking research, application of research, transmission of research
Our focus will be on seventeenth-century Anglophone texts, but will draw on writings from England, Scotland, Wales and Ireland, as well as some materials from early America and other colonial settings. Students will look at a wide range of types of writing, from poetry and romance, through to a range of other types of writing: letters, diaries, auto/biographies, accounts, recipes, mothers’ advice, legal documents and wills. The module will draw on both print and manuscript sources, availing of the considerable digital resources (EEBO, Wellcome Trust, Folger, Beinecke, Public Record Office, Pulter Project) as well as some hands-on work using documents from the National Library, Marsh’s Library and Trinity College Library. Many resources will be made available digitally using Brightspace.
|Student Effort Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
|Seminar (or Webinar)||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Continuous Assessment: At least one student-led class discussion on a specific text, topic or concept; one transcription and annotation of a short piece of text (10-15 lines), plus drafts and peer-review of final essays.||Throughout the Trimester||n/a||Graded||No||
|Essay: Final essay of 2500-3000 words – this will be an analysis of a single longer text; several very short texts; a comparison of two texts; or a thematic essay on an agreed topic.||Week 12||n/a||Graded||No||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
There are two types of assessment for this module: 1. Continuous assessment (a student-led discussion on a text/topic/concept) and a transcription/annotation of a short piece of text. 2. A final essay (2500-3000 words): this will be an analysis of a single longer text; several very short texts; a comparison of two texts; or a thematic essay on an agreed topic This will be a hands-on small group with weekly feedback delivered on the week's concepts and topics. Each week will involve a small activity with instant in-class feedback, and short follow-up feedback via email. Some activities will be shared with comments and guidance via Brightspace. Students will be encouraged to utilise drop-in sessions and individual appointments to discuss progress. Final assessments will be subject to drafting, peer review and 1:1 feedback from me.
|Mr Ciarán Leinster||Lecturer / Co-Lecturer|