Life and Death in Early Modern Literature (EAS3179)

StaffDr Victoria Sparey - Convenor
Credit Value30
ECTS Value15
NQF Level6
Pre-requisitesNone
Co-requisitesNone
Duration of Module Term 1: 11 weeks;

Module aims

  • Life and Death is designed to advance knowledge and appreciation of early modern English culture. Through rigorously examining early modern literature that connected the stages of life to ideas of self, family and state, you will be invited to make your own contribution to intellectual debates about early modern views regarding the life cycle. Was producing children always crucial to concepts of selfhood within the period? To what extent does literature give insight into debates surrounding affective relationships between family members in the early modern period? How did different early modern writers confront the idea of dying?

ILO: Module-specific skills

  • 1. Demonstrate an informed appreciation of specific works of early modern literature that engage with ideas about stages in an individual’s life
  • 2. Confidently relate these literary works to the relevant contextual material from the period
  • 3. Demonstrate an informed appreciation of a variety of critical approaches to the early modern life cycle

ILO: Discipline-specific skills

  • 4. Demonstrate an advanced ability to analyse literature and to relate its concerns and its modes of expression to its historical context
  • 5. 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
  • 6. Demonstrate an advanced ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts

ILO: Personal and key skills

  • 7. 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
  • 8. Through research for seminars and essays, demonstrate proficiency in information retrieval and analysis
  • 9. Through research, seminar discussion, and essay writing demonstrate a capacity to question assumptions, to distinguish between fact and opinion, and to critically reflect on their own learning process
  • 10. Through sitting their final examination, demonstrate proficiency in the use of memory and in the development, organisation, and expression of ideas under pressure of time

Syllabus plan

Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:

The module is structured around four sub-topics relating to the human life cycle: ‘Having Children and Being Parents’; Growing Up’; Unrest Within and Without the Household’; ‘Getting Old, Dying, and Leaving a Legacy’. Within the topic of ‘Having Children and Being Parents’, you will examine texts including: bereavement poetry by Katharine Philips and Ben Jonson; Dorothy Leigh’s A Mother’s Blessing, and Thomas Middleton’s A Chaste Maid in Cheapside. Within the topic of ‘Growing Up’ you will examine: Ben Jon’s Hymenaei: John Milton’s Comus, and William Shakespeare’s Romeo and Juliet.  Within the topic of ‘Unrest Within and Without the Household’, you will consider texts that include: Thomas Dekker’s Shoemaker’s Holiday; Thomas Heywood’s A Woman Killed With Kindness, and John Ford’s ‘Tis Pity She’s a Whore. Within the topic of ‘Getting Old, Dying, and Leaving a Legacy’ you will examine William Shakespeare’s Hamlet and poetry by Isabella Whitney, John Donne and Shakespeare.  While texts are organised by thematic topics pertinent to understanding aspects of each text, you are encouraged to draw comparisons across texts and topics within the module as a whole.

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

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
372630

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching22Seminars
Scheduled learning and teaching15Lectures
Guided independent study33Study group preparation and meetings
Guided independent study70Seminar preparation (individual)
Guided independent study160Reading, research and essay preparation

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
50500

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Essay503000 words1-3, 4-6, 7-9.Feedback sheet with opportunity for tutorial follow-up.
Exam502 hours1-3, 4-6, 10Feedback sheet 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
EssayEssay1-3, 4-6, 7-9Referral/Deferral period
ExaminationExamination1-3, 4-6, 10Referral/Deferral period

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

Core reading:

  • English Renaissance Drama: A Norton Anthology, ed. David Bevington et al. (W.W. Norton, 2002). 
  • A Woman Killed With Kindness and other Domestic Plays, ed. Martin Wiggins (Oxford World Classics, 2008).

Students may have modern scholarly editions of Romeo and Juliet and Hamlet that can be used for the module and should check with seminar leaders whether individual editions will be suitable. Recommended for these plays here is William Shakespeare, The Norton Shakespeare: Tragedies, ed. Stephen Greenblatt et al., 2nd ed. (W.W. Norton, 2008).

Secondary Reading:

  • David Cressy, Birth, Marriage and Death: Ritual, Religion and the Life Cycle in Tudor and Stuart England. (1999)
  • Greenblatt, Stephen. Renaissance Self-Fashioning from More to Shakespeare (1980)
  • Laura Gowing, Domestic Dangers: Women, Words and Sex in Early Modern London (1996)
  • Kathryn M. Moncrief and Kathryn R. McPherson, Performing Maternity in Early Modern England (2007)
  • Michael Neill, Issues of Death: Mortality and Identity in English Renaissance Tragedy (1997)
  • Lind Pollock, Forgotten Children: Parent-Child Relationships from 1500 to 1900 (1983)                    
  • Wendy Wall, The Imprint of Gender: Authorship and Publication in the English Renaissance (1993)
  • Susan Zimmerman, (ed.), Erotic Politics: Desire on the Renaissance Stage (1992)

Module has an active ELE page?

Yes

Indicative learning resources - Web based and electronic resources

Available as distance learning?

No

Origin date

07/03/2014

Last revision date

01/11/2018

Key words search

English literature, early modern, Renaissance, life and death