Aims

-To introduce students to the canon of early 20th century American literature
-To establish the plurality of that canon
-To examine a range of American literary responses to the period 1901-1950, including through the Progressive era, the Roaring 20s, the Depression and New Deal, the war years and the beginning of the Cold War.
-To explore the distinctive literary forms of early 20th century US writing, and the reasons for their emergence
-To engage critically with the aesthetics and politics of this writing
-To develop analytical skills by combining close reading with knowledge of historical contexts, theoretical models and wider scholarship
-To establish a grounding for further study of American literature produced in later periods

Outline Of Syllabus

What literature was produced in the early 20th century United States, and how does it respond to and generate some of the major artistic and political concerns of the period? What are its formal and thematic concerns? How can the plurality of this writing be approached and understood?

This module explores a range of American literature and critical frameworks produced in the period after the Spanish American War to the beginnings of the Cold War. Themes addressed will include nativism and internationalism, innovation, racial and cultural identity, nature, war, economics and social struggle, and the relationship to history, amongst others. There will be an explicit address to literary form as a vehicle of meaning and to the literary innovations of the period. The module will also introduce the major critical frameworks used to approach the literary movements and wider representative concerns of the literature of the period, providing a basis for critical analysis of the works studied.

The following list of authors is intended to offer an indicative sense of possible module texts: Edith Wharton, Willa Cather, Djuna Barnes, William Faulkner, Marianne Moore, Gertrude Stein, John Steinbeck, Wallace Stevens, William Carlos Williams, Gwendolyn Bennett, Rudolph Fisher, Raymond Chandler.

Teaching Rationale And Relationship

Lectures introduce students to the literary texts, to knowledge outcomes and model critical approaches and readings. Seminars develop this knowledge and enable the practice of skills, namely close textual analysis, critical engagement and interpersonal communications. Study groups and engagement give students a chance to study independently with their peers and prepare for the seminars, and to expand their critical engagement skills. Workshops will allow students to peer review work, understand assessment criteria, improve their written work and build collegiality. The module talk introduces complex concepts in accessible ways in a format in which students can ask questions and comment. Structured research and reading activities allow concentrated and focused critical activity that builds knowledge and helps with assessment preparation. Drop-in sessions provide tutorial support for assessments.

Assessment Rationale And Relationship

Written assignments assess knowledge of primary and contextual materials studied on the module, critical and analytical skills, close reading skills, and writing skills. A mid-module take-home exam assesses students' understanding of texts and topics covered in weeks 1-4. The end-of-module written exercise assesses students' understanding of texts and topics covered in the remainder of the module.