|
Tipus A
|
Codi |
Competències Específiques | | | A14 |
Conèixer les característiques principals, així com les obres i els autors més rellevants, d'una o diverses literatures en llengua anglesa. |
| | A17 |
Saber formar-se una opinió clara i concisa sobre un text i expressar-la de forma oral i escrita. |
|
Tipus B
|
Codi |
Competències Transversals | | | B6 |
Comunicar informació, idees, problemes i solucions de manera clara i efectiva en públic o en àmbits tècnics concrets. |
|
Tipus C
|
Codi |
Competències Nuclears |
|
Tipus A
|
Codi |
Resultats d'aprenentatge |
| | A14 |
Coneix els principals moviments literaris i la seva inserció en els diversos contextos culturals i històrics
| | | A17 |
Millora les capacitats de lectura i escriptura
|
|
Tipus B
|
Codi |
Resultats d'aprenentatge |
| | B6 |
Les presentacions estan estructurades, complint amb els requisits exigits, si n’hi hagués
|
|
Tipus C
|
Codi |
Resultats d'aprenentatge |
| Tema |
Subtema |
| 1. Reading Prose Fiction |
The novel. The short story. |
| 2. Studying prose fiction; significant features |
Character, Narration, Language, Reader response. |
| 3. Narrative strategies |
|
| Set reading: |
4. Angela Carter, The Bloody Chamber
5. E. Allan Poe The Fall of the House of Usher
6. Katherine Mansfield In a German Pension
7. Rudyard Kipling, How the Leopard Got His Spots
8. James Joyce, Araby
9. Virginia Woolf, A Haunted House
10. Doris Lessing, Brother and Sister
|
Suggested reading for individual study.
(Full title to be provided at the beginning of the course)
|
Margaret Atwood
Julian Barnes, Pulse (2011)
John Banville, The Sea (2005)
Sebastian Barry, The Secret Scripture (2009)
Elizabeth Bowen
John Coetzee, Foe (1992)
Joseph Conrad Hear of Darkness
Emma Donoughue, Stir Fry
F. Scott Fitzgerald, The Great Gatsby
Hugo Hamilton, The Speckled People
Ernest Hemingway
Kazuo Ishiguro, The Remains of the Days
Henry James , What Maisie Knew
Jennifer Johnston
Jackie Kay, TheAdoption Papers (1991)
Maryan Keyes, Sushi for Beginners
D.H.Lawrence
Andrea Levi, Small Island (2007)
Penelope Lively, Making it Up (2005)
Ian McEwan, On Chesil Beach (
Mary O’Donnell, Storm over Belfast
Edna O’Brien, Down by the River
Ali Smith, Hotel World (2001)
Rose Tremain
William Trevor, Felicia’s Journey
Ali Smith, Hotel World
|
| Metodologies :: Proves |
| |
Competències |
(*) Hores a classe
|
Hores fora de classe
|
(**) Hores totals |
| Activitats Introductòries |
|
2 |
4 |
6 |
| Supòsits pràctics/ estudi de casos a l'aula ordinària |
|
43 |
24 |
67 |
| Sessió Magistral |
|
12 |
10 |
22 |
| Atenció personalitzada |
|
2 |
0 |
2 |
| |
| Proves objectives de tipus test |
|
6 |
0 |
6 |
| |
(*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor.
(**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat |
Metodologies
| |
Descripció |
| Activitats Introductòries |
Explanation of the course syllabus and procedure. Students’ assessment |
| Supòsits pràctics/ estudi de casos a l'aula ordinària |
Seminar sessions for the analysis and discussion of the novels and short stories in the set reading list. Students will have read the texts beforehand, according to the course calendar, and to the guidelines suggested by the teacher. These sessions are obligatory as they are part of the Continuous Assessment (CA). |
| Sessió Magistral |
Each student will undertake the study of one literay work (novel or short story) of his/her choice, out of the list suggested by the teacher. Depending on the number of students in class, this activity may be carried out in groups of two students. This means that each group will be studying one novel/short story. The result of the individual /group work will be presented in class, before the whole group. Each presentation will be followed by a five minutes’ forum for discussion on the presentation. |
| Atenció personalitzada |
|
|
Descripció |
|
Each student will be given personal attention in the form of individual tutorials. The aim of these tutorials is to help students who may have doubts or difficulties in following the course. Tutorials will be obligatory as part of the student’s individual work and previous to their class presentation. All students will be encouraged to visit their teacher whenever they have any doubts concerning the course. |
|
Metodologies |
Competències
|
Descripció |
Pes |
|
|
|
|
| Activitats Introductòries |
|
Attendance and active participation |
1% |
| Supòsits pràctics/ estudi de casos a l'aula ordinària |
|
Seminar sessions: analysis and discussion of the fictional works studied.
Participation in discussion and bringing notes |
9% |
| Sessió Magistral |
|
Students will present their individual/group work before the class |
30% |
| Proves objectives de tipus test |
|
There will be three written tests in which students will be asked to answer some questions on a number of topics previously studied in class |
60% |
| Altres |
|
|
|
| |
|
Altres comentaris i segona convocatòria |
|
Students who do not attend classes regularly and consequently do not complete the Continuous Assessment programme satisfactorily, will have to take the final exam. The final exam will consist of text commentaries, based on the set texts of the course 50%, and a short essay on one of the novels/short stories studied in the course syllabus 50%. |
| Bàsica |
|
|
Atkins, G., Walsh, C., Watkins, S. (eds) (1995) Studying Literature. A Practical
Introduction, Hemel Hempsted: Harvester Wheatsheaf Eagleton, T. Literary Theory. An
Intrdouction Minneapolis
: University of Minnesota Press, 1996 82"19".09
Eag Practising theory and reading literature : an introduction
Selden, Raman. New York [etc.]: Harvester Wheatsheaf, 1989. N1-7-15 Reading
anthology (Photocpy shop; Campus Catalaunya) |
| Complementària |
|
|
(*)La Guia docent és el document on es visualitza la proposta acadèmica de la URV. Aquest document és públic i no es pot modificar, llevat de casos excepcionals revisats per l'òrgan competent/ o degudament revisats d'acord amb la normativa vigent |
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