ENG41840

Learning Outcomes:

The module will enable students to analyse the relationship between cultural theory and critical practice. Students will be to introduced tpo key contemporary theorisatons of lyric practice in post war American poetry. The course will enable students to make links between critical thought and cross genre writing. Transferrable skills: Students will be introduced to key critical terms to describe ideas of document and memoir in the processes of contemporary American lyric practice. They will be encouraged to use these analytic tools to judge and evaluate the impact of data capture and web practices on the writing and reception of contemporary American poetry and Poetics.

Indicative Module Content:

Defining ideas of document in poetry
Introducing lyric poetry theory
Relationship between innovative forms and exploration of self
How theory interests with close reading of poetry
Representing subjective states in 21st Century practice
Introducing key manifestos from 20th and 21st Century American Poetics

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. 

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:

Approaches to Teaching and Learning:

group work
active/task-based learning in seminar
introductory context established by module coordinator
student presentations
critical writing

Requirements, Exclusions and Recommendations

Learning Recommendations:

Recommended: Undergraduate courses in American Literature such as this School's Modern American Literature ENG20430 or equivalents in undergraduate courses at other institutions).

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on the preparation of a research proposal for final summative research essay Feedback will be individual face to face

Reading List (PLEASE NOTE THAT THIS LIST IS SUBJECT TO CHANGE)


• Hejinian, Lyn. My Life (Originally published 1987) Further versions published 2002/ (Wesleyan University Press, 2013)
Any edition.
• Goldsmith, Kenneth. Uncreative Writing: Managing Language in the Digital Age (2011) excerpts
• and Seven American Deaths and Disasters (2013) Excerpts will be made available.
• Niedecker, Lorine. Lake Superior (1966) recommended republished edition with archive documentation
(Wave Press, 2013).
• Komunyakaa, Yusef. Neon Vernacular (Wesleyan University Press, 1993)
• Nowak, Mark and Ian. The Coal Mountain Elementary (Coffee House Press, 2009) Excerpts will be made available.
• Palmer, Michael. The Lion Bridge: Poems 1972-1995. (Carcanet, 1999)
• Reznikoff, Charles. Holocaust (1975) Excerpts will be made available
• Rankine Claudia. Don’t Let Me Be Lonely: An American Lyric (Originally 2004) (Penguin, 2017)
•. Wright, C.D. One Big Self (Copper Canyon Press, 2007)
• Spahr, Juliana. this connection of everyone with lungs (University of California Press, 2005)

Background critical and theoretical material, manifestos and poetics will also be made available.