| Competencias |
| Tipo A | Código | Competencias Específicas |
| A5 | Dominar la lengua inglesa desde un punto de vista teórico y práctico y expresarse oralmente y por escrito de manera fluida y precisa | |
| A6 | Analizar las obras más relevantes de la literatura en lengua inglesa en sus diversos entornos culturales | |
| Tipo B | Código | Competencias Transversales |
| B1 | Aprender a aprender. | |
| B5 | Trabajar en equipo de forma colaborativa y responsabilidad compartida | |
| Tipo C | Código | Competencias Nucleares |
| Resultados de aprendizaje |
| Tipo A | Código | Resultados de aprendizaje |
| A5 |
Elabora un discurso oral y/o escrito conciso y coherente a fin de comunicar los resultados del trabajo realizado a un nivel intermedio-alto. | |
| A6 |
Adquiere la capacidad de establecer la relación entre forma y contenido a las obras de autores en lengua inglesa. Analiza y comenta textos literarios de forma oral y/o escrita. | |
| Tipo B | Código | Resultados de aprendizaje |
| B1 |
Pregunta para aprender y se interesa para aclarar sus dudas. | |
| B5 |
Colabora en la definición, organización y distribución de las tareas del grupo. | |
| Tipo C | Código | Resultados de aprendizaje |
| Contenidos |
| tema | Subtema |
| Formas de ver y modos de lectura |
¿Qué preguntas hacemos cuando vemos una pintura o cuando leemos un texto? ¿Cómo interactuamos con el texto? ¿Qué significa el texto? |
| Introducción al libro de texto de esta asignatura. | ¿Cómo buscar información? ¿Cómo analizar un texto a base de "close reading"? ¿Cómo hacer preguntas relevantes sobre la interpretación de un texto? ¿Cómo reconocer los registros de lenguage? Antes y después: ¿Cuáles eran nuestras expectativas ante de la lectura? ¿Se cumplieron? |
La lectura / El proceso de leer. The Reading Process: negotiating meaning. |
* Autor / autora * Texto * Lector / lectora |
| POESÍA | William Blake, Emily Dickinson, Ezra Pound, Gertrude Stein, Dorothy Parker, Sylvia Plath, e.e. cummings, Benjamin Zephaniah, Marlene Nourbese Philip, Ishmael Reed, Philip Larkin, John Updike. |
| FICTION / SHORT STORIES | Edgar Allen Poe, Virginia Woolf, Alasdair Gray, Margaret Atwood, Angela Carter, Irvine Welsh, James Kelman, Manjula Padmanabhan |
| PROSE | Sigmund Freud, George Orwell, Ossie davis, Martin Luther King, Susan Sonntag. |
| Planificación |
| Metodologías :: Pruebas | ||||||||||
| Competencias | (*) Horas en clase |
Horas fuera de clase |
(**) Horas totales | |||||||
| Actividades introductorias |
|
2 | 0 | 2 | ||||||
| Seminarios |
|
39 | 78 | 117 | ||||||
| Sesión magistral |
|
5 | 0 | 5 | ||||||
| Presentaciones/exposiciones |
|
8 | 6 | 14 | ||||||
| Seminarios |
|
2 | 10 | 12 | ||||||
| Atención personalizada |
|
2 | 0 | 2 | ||||||
| (*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor. (**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos | ||||||||||
| Metodologías |
| descripción | |
| Actividades introductorias | The first few classes will introduce students to a range of critical tools and methods for reading and analysing texts in interesting and (hopefully) thought-provoking ways. |
| Seminarios | The seminars will be based on the analysis of texts in the Dossier. Please try and read the texts before attending the class. The seminar-style of class is ideal for the exchange of opinions, suggestions for reading and the negotiation of meanings. |
| Sesión magistral | In the Lectures, I shall use power-point presentations and also textual examples to on critical perspectives. What critical tools can we use when analysing a text? How can we find the underlying structures of a text? How can we reveal power structures and how can we assess the aesthetic value of the text? |
| Presentaciones/exposiciones | Part of the assessment is based on individual presentations. The class will be divided into different groups and each group, and each student, will have to introduce different issues related to the social-historical context that accompanies each literary extract and short story. A general discussion will follow. |
| Seminarios | There will be five written assignments: --three critical reviews corresponding to the reading material, --a handout of the bibliography used for the oral presentation --and a paper on the compulsory novel, which will have to follow the guidelines estabished in the photocopiable materials. |
| Atención personalizada | Students are welcome to use the teacher's office hours for personal consultation or to become acquanted with the basic structure and contents of the course, and to further practise their communication skills in English. I will also be available for consultation, etc. via e-mail. |
| Atención personalizada |
| descripción |
| Students are welcome to use the teacher's office hours for personal consultation or to become acquanted with the basic structure and contents of the course, and to further practise their communication skills in English. I will also be available for consultation, etc. via e-mail. |
| Evaluación |
| Metodologías | Competencias | descripción | Peso | ||||
| Seminarios |
|
Class attendance at each session is expected since active participation is essential to the course requirements. Students have to demonstrate that they have read the texts. Their own critical ideas and in-depth thoughts are required. |
30% | ||||
| Presentaciones/exposiciones |
|
The oral presentation and the handout of its bibliography will be graded according to: -relevance -accuracy -fluency -critical development -reliable sources |
40% | ||||
| Seminarios |
|
-Three critical reviews related to the texts of the programme. The culminating assignment for the course is the writing of a paper based on the compulsory novel The God of Small Things. Note: Writing the paper is compulsory to pass the course. |
30% |
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| Otros |
| Otros comentarios y segunda convocatoria | |||
|
Students who attend classes regularly but fail the continuous assessment: If the sum of all your grades does not add up to 50%, you will have to take the resit exam which will consist of a 20 question test (20 marks) + 4 short essay questions (80 marks). The date of the exam will be registered on Moodle. Regular attendance means not missing more than 5 classes. Students who do not attend classes regularly will be asked to do the following: A 20-question test based on the texts discussed in class, that is: all the texts in your dossier and those on Moodle. (20 marks) |
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| Fuentes de información |
| Básica |
, Anthology of texts available from the Photocopying Room, ,
, Course contents on Moodle, ,
Martin Montgomery et al, Ways of Reading, Fourth edition, 2007 |
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| Complementaria | |||||||||
| Recomendaciones |
| Asignaturas que continúan el temario | ||
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(*)La Guía docente es el documento donde se visualiza la propuesta académica de la URV. Este documento es público y no es modificable, excepto en casos excepcionales revisados por el órgano competente o debidamente revisado de acuerdo la normativa vigente.