First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
LANGUAGE, LITERATURE AND CULTURAL COMMUNICATION
Course unit
ENGLISH LITERATURE 3
SUP6074740, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course First cycle degree in
LINGUE, LETTERATURE E MEDIAZIONE CULTURALE (Ord. 2016)
SU2294, Degree course structure A.Y. 2016/17, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination ENGLISH LITERATURE 3
Department of reference Department of Linguistic and Literary Studies
Mandatory attendance No
Language of instruction English
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge Maria Maddalena Parlati L-LIN/10

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines L-LIN/10 English Literature 6.0

Course unit organization
Period First semester
Year 3rd Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 42 108.0 No turn

Calendar
Start of activities 30/09/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2018 course timetable

Syllabus
Prerequisites: Upper Intermediate-advanced skills in English;
intermediate knoweldge of the main trends of modern literatures In English
Target skills and knowledge: Knowledge of the main themes and issues related to British literature of the 'Long Nineteenth Century' and early twentieth century.
Students will be able to recognize and discuss in English on literary genres, as well as on the most important cultural and ideological issues of the time.
Examination methods: Oral exam, primary texts will be essential, bring your books!
The reading list is to be intended as WHOLLY compulsory, in its entirety as suggested and clarified on this page and on Moodle.

Students may choose to present orally part of the reading list (as a form of pre-exam activity)
Assessment criteria: Students will argue over the main key terms and issues in decent, understandable, functional English.

They will be able to connect authors and texts to the general discourses treated in class and to the critical material listed in the bibliography section.

Oral presentations will be evaluated (they are not compulsory)

Attendance and active participation in reading groups activities will equally be evaluated
Course unit contents: Novel Identities

We shall work on the eighteenth-century and nineteenth-century experimental genre of the novel and cross this approach with a thematic reading of novels as documents and instruments of self- and nation-building, as sites for gender and class construction and confrontation.
By using the term 'Bildungsroman' as leading keyword, we will work on Daniel Defoe's Robinson Crusoe and Jonathan Swift's Gulliver's Travels as far as the eighteenth century is concerned; we shall later move on to Wuthering Heights by E. Bronte, Great Expectations by C. Dickens and Alice in Wonderland by L. Carroll as examples of nineteenth-century literary production.
Planned learning activities and teaching methods: Lectures and texts in English.
Powerpoint presentations.

Students may, either alone or in group, present oral papers at the end of the module (this will be organized and evaluated).

Attendance is strongly recommended. So is also a very active and fruitful participation in class activities and lectures
Additional notes about suggested reading: rimary Reading (the literary works we shall analyze):

Novels (2 among the ones dealt with in class:
Daniel Defoe, Robinson Crusoe, 1719 (Penguin edition recommended, but ANY edition will do)

Jonathan Swift, Gulliver's Travels, 1726 (Norton edition recommended, but ANY edition will do)

Emily Bronte, Wuthering Heights, 1847 (Penguin edition recommended, but ANY edition will do)

Charles Dickens, Great Expectations, 1861 (Penguin edition recommended, but ANY edition will do)

Lewis Carroll, Alice in Wonderland, 1865 (Penguin edition recommended, but ANY edition will do)

Secondary Materials

- ONE of the following Textbooks on the History of Literature in English:
1. R. Carter, J. Mc Rae, The Routledge History of Literature in English: Britain and Ireland, London, Routledge, 1997 (2001),

2. A. Sanders, The Short Oxford History of English Literature, any edition

3. M. Alexander, A History of English Literature, Palgrave, 2000 (2007, 2013 3rd edition)

- a list of a few other critical texts (2 for each chosen novel) will be provided when the course starts
Textbooks (and optional supplementary readings)
  • --, robinson crusoe. --: --, --. Cerca nel catalogo
  • Swift, Jonathan; Pope, Alexander; Greenberg, Robert A., Gulliver's travelsan authoritative textJonathan SwiftThe correspondence of Swift ; Pope's verses on Gulliver's travels ; Critical essays\di Louis A. Landa ... et al.!edited by Robert A. Greenberg. New York: London, Norton, --.
  • Brontë, Emily; Stoneman, Patsy; Jack, Ian, Wuthering heightsEmily Bronteedited by Ian Jackwith an introduction and notes by Patsy Stoneman. Oxford: New York, Oxford University Press, 1998.
  • Dickens, Charles; Trotter, David; Mitchell, Charlotte, Great expectationsCharles Dickenswith an introduction by David Trotteredited and with notes by Charlotte Mitchell. London: Penguin, 2003.

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Interactive lecturing
  • Working in group
  • Questioning
  • Flipped classroom
  • Active quizzes for Concept Verification Tests and class discussions
  • Video shooting made by the teacher/the students
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Kaltura (desktop video shooting, file loading on MyMedia Unipd)

Sustainable Development Goals (SDGs)
Quality Education Gender Equality