Aims

This module aims to introduce students to a varied selection of early modern texts, broadening their knowledge of the culture of the period across genres and forms.

By combining historicist scholarship with cutting edge theoretical approaches, it aims to provide students with the tools to critically analyse questions of embodiment, gender and sexuality in early modern culture and in our own context.

The module will take an intersectional approach, registering how class, colonialism and race helped to shape changing ideas about embodiment, gender and sexuality in the early modern period, and noting how those intersections remain significant. In doing so, it enables to enable students both to make sense of the complexity of literary representations of embodiment, gender and sexuality, and to make informed contributions to current debates about these issues.

Outline Of Syllabus

The module will interweave the study of selected sixteenth- and seventeenth-century texts and writings on gender, sex, sexuality and embodiment by C20th and C21st critics and commentators. Students will be encouraged both to explore the early modern texts in relation to current issues, and to reflect on how studying the past can deepen our understanding of the world we inhabit.

In 2025/26, early modern texts are likely to include:

Plays:
- William Shakespeare, As You Like It;
- Thomas Middleton, The Roaring Girl;
- John Fletcher and Philip Massinger, Love's Cure;
- Margaret Cavendish, The Convent of Pleasure.

Poetry by Richard Barnfield and Katherine Phillips
Life writing associated with Catalina de Erauso and Thomasine Hall

Other texts are being considered for inclusion; final decisions about primary texts will be made nearer the time of teaching to ensure the module is engaged with current conversations in this fast-moving field.

Relevant contemporary scholarly and activist writings will also be assigned as essential reading.

Teaching Rationale And Relationship

Lectures will include a variety of teaching and learning activities appropriate to the intended outcomes of the module.
Seminars will allow for deeper study of materials and issues addressed in lectures and support the development of analytical and reflective skills as well as depth of understanding.
Student-led study groups (Directed research and reading) will ensure that students are well-prepared to participate in class, and encourage them to be active and independent learners.
Workshops and surgery sessions will provide guidance on assessment and support with the broader reflective learning aims of the module.
Assessment preparation time reflects the need for both sustained reflective engagement with learning and the undertaking of independent research and thinking.
As for all English Literature modules, extensive independent research and reading under the guidance of the module leader is an essential element of the development of students' knowledge and skills.

Assessment Rationale And Relationship

The essay will require students to engage in detail with the texts and concepts studied, demonstrating their ability to relate critical and historical debates to textual analysis, as well as assessing key discipline-specific skills in research and writing. A single final summative assessment is appropriate to the module's position in semester 2 of stage 3, where students can draw on cumulative learning across the programme.

Assessment to consist of a single final essay of 3500 words, or a portfolio of 2-3 items to the same total length, as students prefer.

There is no formal formative assessment however there will be an opportunity of an optional formative to accompany either an essay or a portfolio off 2-3 item. Students will be supported through the workshops and surgeries to try out and develop draft material with input from the module leader and via peer review activities.