- Module description
The Novel (EAS1037)
|Staff||Professor Jane Spencer - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The module aims to address the emergence and reception of the novel in relation to its historical and literary contexts and to its adoption, and adaptation, of particular voices and forms. Close readings of six chosen novels will be supplemented by theoretical and critical analysis. Stylistic changes - such as the move from nineteenth-century realist fiction to modernist experimentation - will be explored alongside specific texts which illuminate the impact of cultural change on fictional form. In looking at a variety of examples of prose fiction, the module will examine the pleasures of the novel, as well as the historical conditions and textual strategies which underpin those pleasures.
ILO: Module-specific skills
- 1. demonstrate a basic understanding of how the novel has emerged and developed across a range of different periods and cultural contexts.
- 2. demonstrate a basic understanding of structural, formal and technical elements of the novel.
- 3. demonstrate a basic ability to discuss how literary form both generates meaning and relates to its historical and cultural contexts
ILO: Discipline-specific skills
- 4. demonstrate a basic ability to analyse the literature of an earlier era and to relate its concerns and its modes of expression to its historical context.
- 5. demonstrate a basic ability to interrelate texts and discourses specific to their own discipline with issues in the wider context of cultural and intellectual history.
- 6. demonstrate a basic ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts.
ILO: Personal and key skills
- 7. through seminar work, demonstrate basic communication skills, and an ability to work both individually and in groups.
- 8. through essay-writing, demonstrate appropriate research and bibliographic skills, a basic capacity to construct a coherent, substantiated argument, and a capacity to write clear and correct prose.
- 9. through research for seminars and essays, demonstrate basic proficiency in information retrieval and analysis.
The syllabus plan should not be provided on a week-by-week basis unless the delivery pattern can be guaranteed
Introduction: 'The rise of the novel' and Daniel Defoe, Roxana (1): Historical and cultural contexts
Daniel Defoe, Roxana (2): Text
Charles Dickens, Great Expectations (1): Historical and cultural contexts
Charles Dickens, Great Expectations (2): Text
Virginia Woolf, The Waves (1): Historical and cultural contexts
Virginia Woolf, The Waves (2): Text
Don DeLillo, White Noise (1): Historical and cultural contexts
Don DeLillo, White Noise (2): Text
David Dabydeen, A Harlot’s Progress (1): Historical and cultural contexts
David Dabydeen, A Harlot’s Progress (2): Text
The Future of the Novel: Alison Bechdel, Fun Home
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||11||Lectures|
|Scheduled learning and teaching activities||11||Weekly seminar|
|Guided independent study||22||study group meetings and preparation|
|Guided Independent study||46||seminar preparation (individual)|
|Guided Independent study||60||reading, research and essay preparation|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Seminar presentation and discussion of study group findings (continuous)||Continuous||1-7, 9||Oral feedback from tutor. Opportunity for office hours follow up.|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Seminar participation||10||Continuous||1-7, 9||Oral feedback from tutor, with opportunity for tutorial follow-up.|
|Creative response exercise (1000 words- 300 words creative response + 700 words reflective commentary)||30||1000 words||1-6, 8-9||Written feedback with opportunity for tutorial follow-up.|
|Essay||60||2000 words||1-6, 8-9||Written feedback with opportunity for tutorial follow-up|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Seminar participation||Repeat study or mitigation||7, 9||Referral/deferral period|
|Creative response exercise||Creative response exercise (1000 words- 300 words creative response + 700 words reflective commentary)||1-6, 8-9||Referral/deferral period|
|Essay||Essay, 2000 words||1-6, 8-9||Referral/deferral period|
Indicative learning resources - Basic reading
Indicative basic reading list:
In addition to the primary texts listed below, core further reading will be made available on the Exeter Learning Environment
Primary texts (any modern edition)
Bechdel, Alison, Fun Home
Defoe, Daniel, Roxana
DeLillo, Don, White Noise
Dickens, Charles, Great Expectations
Dabydeen, David, A Harlot’s Progress
Woolf, Virginia, The Waves
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
Selected secondary texts
Booth, Wayne, The Rhetoric of Fiction, rev. ed. Chicago: U of Chicago, 1983.
Lanser, Susan Snaider, Fictions of Authority: Women Writers and Narrative Voice, Ithaca: Cornell UP, 1992.
Watts, Ian. The Rise of the Novel, London: Pimlico, 2000.
Wood, James, How Fiction Works, London: Vintage, 2009.
Available as distance learning?
Last revision date
Key words search
Novel; graphic novel; realism, modernism; postmodern; postcolonial