The Reading Public in the Romantic Period
| Code | School | Level | Credits | Semesters |
| ENGL4419 | English | 4 | N/A | April Full Year UK, Full Year UK, January Full Year UK |
- Code
- ENGL4419
- School
- English
- Level
- 4
- Credits
- N/A
- Semesters
- April Full Year UK, Full Year UK, January Full Year UK
Summary
This pod provides students with the skills and experience to critically evaluate the impact of canonicity and to take innovative approaches to literary history. In approaching the Romantic period, students will be asked to shift their focus from authors who are studied in curricula to authors who were popular in their contemporary society. They will also learn about book production and publication, giving them insights into the development of literary publication and commercialism, and enabling them to critically evaluate concepts of popularity and quality in literary works. Focusing on the public who read and authors who were bestselling, students will reflect on the role of the bookselling market in contemporary society, and consider how the selection of authors on academic curricula can (mis)represent literary history.
Target Students
Students registered on the School of English online masters scheme.
Assessment
- 100% PARTICIPATION: STUDENT PARTICIPATION
Assessed by end of designated period
Educational Aims
This module comprises an optional component in the following pathways: Applied English, English Literature, and Romantic and Gothic Writing. As such, it contributes in its specific aims to the programme-level coverage of these pathways.Learning Outcomes
Show awareness of the role canonical literature plays in our understanding of literary history.
Demonstrate critical understanding of the difference between the reading and the book-buying public.
Critically engage with a variety of ways of evaluating reading practices in literary history.
Demonstrate knowledge and skills acquired to the appropriate disciplinary and professional standard.
Assimilate and present subject-specific material in an appropriate format (assessed within the ‘Assessment Portfolio’ 1, 2 or 3).