| Course title | Regional Literature |
|---|---|
| Course code | KAA/RLIT |
| Organizational form of instruction | Seminar |
| Level of course | Bachelor |
| Year of study | 3 |
| Semester | Winter and summer |
| Number of ECTS credits | 3 |
| Language of instruction | English |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Course availability | The course is available to visiting students |
| Lecturer(s) |
|---|
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| Course content |
|
Defining region and regionalism. The bleakness of England 1.: T. Hardy Wessex Tales. The bleakness of England 2.: E. Brontë Wuthering Heights. Early clashing of cultures - the Creoles: J. Rhys Wide Sargasso Sea. Ireland - a history of poverty: F. McCourt Angela's Ashes. Scotland - where have all the women gone?: A. Gray Poor Things. Wales - a sense of Cymru: L. Brito: Mama's Baby (Papa's Maybe). Australia colonised: M. Kneale English Passengers. Nostalgia of the US South: F.S. Fitzgerald Tender Is the Night. Distant and overlooked - the US Northwest: B. Macdonald Egg and I. The Land of Lumberjacks? - Canada: M. Atwood Bodily Harm.
|
| Learning activities and teaching methods |
| Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book) |
| Learning outcomes |
|
The goal of this seminar is to introduce its participants to regional literature in English. The analysis of the role of "genius loci" in literature is always connected with exploring the specific features of the given region. To some extent the contents of the seminar map the development of literary regionalism and so the reading list includes both older and contemporary works.
The students not only gain new information about various English speaking regions, but also get the chance to expand their reader horizons, as they will come into contact also with lesser known works or writers in English. Students will enhance their ability of literary text analysis and intercultural competence. |
| Prerequisites |
|
unspecified
KAA/ULIA |
| Assessment methods and criteria |
|
Written examination, Work-related product analysis
Participants are obliged to attend 80% of seminars with the prepared assigned texts and participate actively in class discussions (20%). They are also expected to have an oral presentation of a chosen text as well as to lead a class discussion on a topic given by the text (30%). Written credit test based on the information discussed in seminars represents the final requirement (50%). |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English for Business (2013) | Category: Philological sciences | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English for Education (2013) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): Historical and Literary Studies (2013) | Category: History courses | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English for Business (2016) | Category: Philological sciences | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English for Business (2015) | Category: Philological sciences | 3 | Recommended year of study:3, Recommended semester: Summer |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English for Education (2013) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |