James Joyce's Ulysses (EAS3167)

StaffDr Vike Plock - Convenor
Credit Value30
ECTS Value15
NQF Level6
Duration of Module Term 2: 11 weeks;

Module aims

a)    To enable you to situate Joyce’s text within its historical context and to facilitate your consideration of the intersections between modernist politics and aesthetics.

b)    To encourage you to consider Joyce’s stylistic and formal experimentations within the wider context of modernist art forms

c)    To enable you to refine your close-reading skills and develop original, independent research projects in response to your reading of Joyce’s novel

d)   To motivate you to evaluate and apply different critical models have been produced by critics in response to Joyce’s text. 

ILO: Module-specific skills

  • 1. demonstrate and advanced critical understanding of Joyce's Ulysses;
  • 2. demonstrate an advanced ability to understand Ulysses in the context of Literary Modernism;
  • 3. demonstrate an advanced capacity to engage with concepts such as modernism, free indirect discourse, stream of consciousness, and other narrative techniques;
  • 4. demonstrate an advanced critical understanding of the historical and theoretical approaches that have been used in the analysis of Joyce's novel;

ILO: Discipline-specific skills

  • 5. demonstrate an advanced ability to analyse a modernist literary text and to relate it to its historical and cultural context;
  • 6. demonstrate an advanced ability to interrelate texts and discourses specific to their own discipline with issues in the wider context of cultural and intellectual history;
  • 7. demonstrate an advanced ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts;

ILO: Personal and key skills

  • 8. through seminar work, demonstrate advanced communication skills, and an ability to work both individually and in groups;
  • 9. through essay-writing, demonstrate appropriate research and bibliographic skills, an advanced capacity to construct a coherent, substantiated argument, and a capacity to write clear and correct prose;
  • 10. through research for seminars and essays demonstrate advanced proficiency in information retrieval and analysis;
  • 11. through research and writing, demonstrate an advanced capacity to make critical use of secondary material, to question assumptions, and to reflect on their own learning process.

Syllabus plan

Individual episodes from Joyce’s Ulysses will be read in each week across the duration of the term to give students the time to develop an in-depth knowledge of Joyce’s text, his aesthetic concerns and the political and social contexts that prompted the composition of his novel. 

Significant time will be spent in the first few seminars to examine the particulars of Joyce’s stylistic experimentation (e.g. free indirect discourse, stream of consciousness, intertextuality). Critical debates that have developed in response to Joyce’s text will be introduced each week (e.g. “Sirens” and poststructuralism; “Wandering Rocks” and eco-criticism”; “Cyclops” and postcolonialism; “Penelope” and feminist criticism). 

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Two Hour Seminar22Seminars devoted to the main readings assigned for each week
One Hour Lecture11Lectures will introduce key aspects of the material to be discussed in seminars
Guided Independent Study103Seminar preparation (independent)
Guided Independent Study164Reading, research and essay preparation

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Critical commentary251500 words1-7, 9-11Written feedback with opportunity for tutorial follow-up
Essay proposal10500 words1-4, 8-11Oral feedback from tutor and peers in seminar supplemented by feedback sheet with opportunity for tutorial follow-up
Essay654000 words1-11Written feedback with opportunity for tutorial follow-up

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Critical commentaryCritical commentary1-7, 9-11Referral/deferral period
Essay proposalEssay proposal1-4, 8-11Referral/deferral period
EssayEssay1-11Referral/deferral period

Indicative learning resources - Basic reading

Indicative basic reading list:

Primary texts

Joyce, James. Ulysses: The Corrected Text, ed. by Hans Walter Gabler (London and New York: Random House, 1986).

Selected secondary texts

Attridge, Derek. Joyce Effects: On Language, Theory, and History (Cambridge: CUP, 2001).

Budgen, Frank. James Joyce and the Making of Ulysses (Bloomington: Indiana University Press, 1967).

Gifford, Don with Robert J. Seidman. Ulysses Annotated: Notes for James Joyce’s Ulysses (Berkeley: University of California Press, 1988).

Gilbert, Stuart. James Joyce’s Ulysses (New York: Vintage, 1958).

Kenner, Hugh. Joyce’s Voices (Berkeley: University of California Press, 1978).

Killeen, Terence. Ulysses Unbound: A Reader’s Companion to James Joyce’s Ulysses (Dublin: Wordwell, 2004).

Lawrence, Karen. The Odyssey of Style in Ulysses (Princeton: Princeton University Press, 1981).

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Key words search

James Joyce, modernism, Homer, critical theory