| Competències |
| Tipus A | Codi | Competències Específiques |
| Recerca | ||
| AR3 | Articular un discurs acadèmic coherent basat en l’anàlisi científic de les dades obtingudes | |
| AR7 | Desenvolupar habilitades investigadores que permeten l’autonomia a l’aprenentatge | |
| AR9 | Valorar les sinèrgies que genera la multiculturalitat a les societats de parla anglesa | |
| Tipus B | Codi | Competències Transversals |
| Recerca | ||
| BR3 | Aplicar pensament crític, lògic i creatiu, a la vanguàrdia del camp d’estudi | |
| BR4 | Treballar de forma autònoma amb responsabilitat i iniciativa | |
| BR6 | Comunicar informació, idees, problemes i solucions de manera clara i efectiva en públic o àmbit tècnic concret | |
| Tipus C | Codi | Competències Nuclears |
| Comú | ||
| Recerca | ||
| CR2 | Gestionar la informació i el coneixement | |
| Objectius d'aprenentatge |
| Objectius | Competències | ||
| The aim of this course is to study authors who can be considered writers of the world and who from an ethical and intellectual position use their creative capacity to call attention to the great problems and evils of the world of today. | AR3 AR7 AR9 |
BR3 BR4 BR6 |
CR2 |
| Continguts |
| Tema | Subtema |
| I. General Introduction | 1.1.The situation of literature at the beginning of the Twenty-first Century. 1.2. Form and content of the Twenty-first century novel. |
| II. Present situation of the South-African novel written in English. | 2.1. J.M. Coetzee and his criticism of the post-apartheid in South-Africa: analysis of the novel Disgrace. 2.2. J.M. Coetzee's vision of the twenty-first century world: analysis of the novel Diary of a Bad Year. |
| III. Present situation of the Indian novel written in English. | 3.1. The theatre of the South of India: revision of the Hindu tradition in the works of Girish Karnad. 3.2. The cultural and historical heritage as a source of inspiration for the Indian authors: the critical position of Kiran Desai in The Inheritance of Loss. |
| IV. The present moment in Native Canadian and Australian literatures written in English. | 4.1. The native Canadian thought in relation to ecological themes: analysis of Jeanette Armstrong's Wispering in Shadows. 4.2. The claim for a cultural identity of the Australian Aborigines: analysis of the novel Benang. |
| V. An ethical attitude to face the challenges of post-colonial Nigerian. | 5.1. Tension between the traditional and the Western traditions in the post-colonial Nigeria: analysis of Chris Abani's novel Graceland. 5.2. Nigeria as an example of a fragmented society: analysis of Chris Abani's novel Song for Night. |
| Conclusions | 1. The technical and esthetic efectiveness of the authors J.M. Coetzee, Girish Karnad, Kiran Desai, Jeanette Armstrong, Kim Scott, and Chris Abani. |
| Planificació |
| Metodologies :: Proves | |||||||||
| Competències | (*) Hores a classe | Hores fora de classe | (**) Hores totals | ||||||
| Activitats Introductòries |
|
4 | 0 | 4 | |||||
| Presentacions / exposicions |
|
3 | 12 | 15 | |||||
| Treballs |
|
0 | 30 | 30 | |||||
| Sessió Magistral |
|
17 | 34 | 51 | |||||
| Seminaris |
|
15 | 30 | 45 | |||||
| Atenció personalitzada |
|
5 | 0 | 5 | |||||
| (*) 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 | An overview of the subject will be given at the beginning of the course. |
| Presentacions / exposicions | Students will be required tp give an oral presentation on one aspect of one of the novels studied in this course. |
| Treballs | Students will be required to write short critical essays on the novels analysed in class. |
| Sessió Magistral | Each lecture will be followed by a question and answer period. |
| Seminaris | Within the frame of the course, students will prepare cultural and literary topics for discussion. |
| Atenció personalitzada |
|
|
| Avaluació |
| Descripció | Pes | ||
| Presentacions / exposicions | Assessment will be based on the content, structure, and delivery. Content 50% Structure 20% Delivery 30% |
This part will represent 40% of the final mark. | |
| Treballs | Assessment will be based on the interest, originality, clarity, and conclusions of the written work. Interest 40% Originality 20% Clarity 20% Conclusions 20% |
This part will represent 40% of the final mark. | |
| Seminaris | Students are expected to participate actively in the seminar-type sessions | This part will represent 20% of the final mark. | |
| Altres comentaris i segona convocatòria | |||
| Fonts d'informació |
| Bàsica |
Chris Abani, Graceland, , Straus and Giroux, 2004
Jeanette Armstrong, Whispering in Shadows, , Pentincton: Theytus Books, 2004.
J.M. Coetzee, Disgrace, , Vintage, 2000
Kiran Desai, The Inheritance of Loss, , Atlantic Monthly Press, 2005
Girish Karnad, Collected Plays, Vol I, , OUP
Kim Scott, Benang, , Fremantle Arts Centre Press, 1999 |
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CANADA Moses, Daniel David and Terry Goldie. An Anthology of Canadian Native Literature in English. OUP, 1998. Hoy, Helen. How Should I Read These? Native Women Writers in Canada. University of Toronto Press, 2001. Petrone, Penny. Native Literatures in Canada. From Oral Tradition to the Present. Toronto: OUP, 1990. AUSTRALIA Brewster, Anne. Reading Aboriginal Women’s Autobiography. Sydney UP, 1996. Davis, Jack & Bob Hodge, eds. Aboriginal Writing Today. Canberra: Australian Institute of Aboriginal Studies, 1985. Hodge, Bob and Vijay Mishra. Dark Side of the Dream. Australian Literature and the Postcolonial Mind. Sydney: Allen & Unwin, 1990. SOUTH AFRICA Canepari –Labib, Michela. Old Myths-Modern Empires. Power, Language and Identity in J.M. Coetzee’s Work. Oxford, Peter Lang, 2005. Poyner, Jane, ed. J.M. Coetzee and the Idea of the Public Intellectual. Athens, Ohio University Press, 2006. |
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| Complementària | |||||||||
| Recomanacions |
| Altres comentaris | |
| Students are suppose to get from the library/buy the novels which appear in the section "Basic sources of information". At the beginning of the course students will have a dossier available at the photocopy place. The information in DOCnet is for guidance. Changes can be introduced depending on the number and the hetereogeneity of the students. |
(*)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