Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

The aim of this module is to examine the ways in which writings of the Romantic era (from the early 1790s to the early 1830s) engage with the struggle for liberty in Britain, continental Europe and globally.

Outline Of Syllabus

The focus of the module will be on writings by some of the following: Mary Wollstonecraft, William Godwin, William Wordsworth, Dorothy Wordsworth, Lord Byron, Mary Shelley, Percy Shelley and Mary Prince. Attention will be given to the manuscripts and early editions of some of the works studied.

Intended Knowledge Outcomes

(1) an understanding of the historical contexts of Romantic-era writing;
(2) an understanding of how writings were composed and published in the Romantic era;
(3) an ability to discuss literary form;
(4) an ability to evaluate critical positions towards the writings studied;
(5) an ability to compare and contrast the writings studied.

Intended Skill Outcomes

(1) to exercise sensitivity to verbal creativity both orally and in writing;
(2) to offer historically-informed insights into specific aspects of texts both orally and in writing;
(3) to assimilate information from a number of different sources;
(4) to evaluate the critical views of others;
(5) to make a positive contribution to group work in seminars and study groups through the sharing of ideas and skills.

Teaching Rationale And Relationship

The first lecture introduces the module and the last lecture provides practical advice on the final essay and the short reflective piece. The remainder of the lecture time will focus on the chosen texts and, in the relevant week, an introduction to the workshop in Special Collections. Lectures are the most appropriate method for delivering such content.

Two-hour seminars allow students to make connections between texts and to ensure that the imagining of liberty is addressed through deep and extensive discussion as appropriate for a Stage 3 module. One seminar will take the form of a workshop in Newcastle University Library's Special Collections to examine early editions and manuscripts of works by some of the writers we study. Every effort will be made to include the opportunity to view other material through live, in-person talks from curatorial staff based at repositories elsewhere (such as Keats-Shelley House Rome, the New York Public Library and Wordsworth Grasmere).

Students will be invited to meet the module leader in his consultation and feedback hours to ask any questions about the module, to discuss preparation for their formative essay, feedback on their formative essay and have their final essay title approved (if they wish to choose their own title) and/or to address queries about their final essays.

Study groups are essential to ensure that students are adequately prepared for seminars and also building their participation and engagement skills.

Assessment Rationale And Relationship

Students will research and write a 2,750-word final essay (85% of the assessment). The essay will be required to address in detail either one or two texts studied in the module. Students will be given the option to choose their own essay title (to be approved by the Module Leader), if they wish. Allowing students scope for their own initiative is appropriate for assessment at Stage 3.

The mid-semester formative assignment will be a formative essay of 1000 words. It is essential for students to consolidate their learning in the first six weeks through a piece of written work on which they get feedback before submitting their final essay.

A component of the overall mark will be for seminar participation and engagement (15% of the assessment). Part of this mark will be based on a short reflective piece of 250 words on the student's participation and engagement with the module.

General Notes

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