2022/3, Trimester 2, FACE-TO-FACE,
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Occurrence: | 001 |
Primary mode of delivery: | FACE-TO-FACE |
Location of delivery: | MERCHISTON |
Partner: | |
Member of staff responsible for delivering module: | Scott Lyall |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
I would like each week to have three different yet related parts to the three-hour class.In part one, we will sit down together and discuss our responses to the week’s reading (LOs 1,2,5). This may take around half an hour, or may take up to an hour depending on how fruitful the discussion proves to be. I would hope we will discuss the poems in relation to ideas, but our aesthetic and emotional responses to them are also important and worth sharing. While I will guide the discussion, I will not impose my own ideas or the give the ‘right answer’ as to what any one poem is about. Poetry is often more metaphorical and symbolical than, say, the novel. This means that it is often open to nuanced interpretation: there may be no wrong or right answer. Therefore, your own response to the poem is a crucial starting-point in any critical interpretation. Each week I will pick out certain focus poems (marked out in each week’s readings) that will be the focus of the discussion, although we may not have time to discuss all of these poems.After a break, in part two, I’ll give a lecture, probably for around an hour, focussing on the poet/s we are reading that week and the particular historical contexts that are arguably most relevant to an understanding of their work. At the end of the lecture, I will ask you to write down three main points that you took from the lecture for further discussion in the tutorial (LOs 2,4,5). This can include aspects of the lecture that helped advance your understanding, or points that remained unclear. After another break, in part three, the final hour of the class, we will have a tutorial in which we will begin by discussing those key lecture points. If there remains enough time, I will then provide questions that students can discuss with their peers (LOs 1,2,3,4,5).
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At the end of the lecture, I will ask students to write down three main points that they took from the lecture for further discussion in the tutorial (LOs 2,4,5). This can include aspects of the lecture that helped advance their understanding, or points that remained unclear. Students will also have the option for tutor feed-forward on a draft of the essay’s abstract (of around 200 words) in week 11, before the final summative essay to be submitted in week 12.
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There are two summative assessments on this module: a 1500 word essay (LOs 1,2,4,5), worth 40% of the module total, and a 2500 word essay (LOs 1,2,3,4,5), worth 60% of the module total.
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Tutorial | 10 |
Face To Face | Lecture | 20 |
Independent Learning | Guided independent study | 170 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Essay | 40 | 1,2,4,5 | 6 | HOURS= 0, WORDS= 1500 |
Essay | 60 | 1-5 | 12 | HOURS= 0, WORDS= 2500 |
Component 1 subtotal: | 40 | |
Component 2 subtotal: | 60 | | | |
Module subtotal: | 100 | | | |