Students
ENGL726 – Romanticism to Postmodernism: Developments in Children's Literature
2014 – S2 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Robyn McCallum
Contact via robyn.mccallum@mq.edu.au
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MRes
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit examines the critical and cultural development of children's literature from the nineteenth century to the present. The unit relates the literature to social and intellectual history, and considers the impact of major paradigm shifts. Topics may include the social and literary constructions of childhood; the development of the Bildungsroman for younger readers; representations of gender, class, race and power; and the development of social realism and of fantasy.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| CLASS PARTICIPATION | 10% | WEEKLY |
| REPORT | 20% | WEEK 5 |
| MINOR ESSAY | 30% | 2 WEEKS AFTER CHOSEN SEMINAR |
| FINAL ESSAY | 40% | 17 NOVEMBER |
CLASS PARTICIPATION
Due: WEEKLY
Weighting: 10%
STUDENTS MUST ATTEND ALL CLASSES AND ACTIVELY PARTICIPATE IN DISCUSSION AND CLASS ACTIVITIES
On successful completion you will be able to:
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
REPORT
Due: WEEK 5
Weighting: 20%
STUDENTS MUST WRITE A 1000 WORD REPORT ON TEXTS SELECTED FROM THE FIRST THREE WEEKS OF STUDY
On successful completion you will be able to:
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
MINOR ESSAY
Due: 2 WEEKS AFTER CHOSEN SEMINAR
Weighting: 30%
STUDENTS MUST WRITE A MINOR ESSAY BASED ON ONE OF THE TOPICS LISTED FOR WEEKS 4-12
On successful completion you will be able to:
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
FINAL ESSAY
Due: 17 NOVEMBER
Weighting: 40%
STUDENTS MUST WRITE A FINAL 2500 WORD RESEARCH ESSAY
On successful completion you will be able to:
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Delivery and Resources
DELIVERY: WEEKLY TWO HOUR SEMINAR
RESOURCES: SET TEXTS ARE AVAILABLE FROM THE COOP BOOKSHOP AND LIBRARY. SECONDARY READINGS ARE AVAILABLE THROUGH E-RESERVE.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- CLASS PARTICIPATION
- REPORT
- MINOR ESSAY
- FINAL ESSAY
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- CLASS PARTICIPATION
- REPORT
- MINOR ESSAY
- FINAL ESSAY
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- MINOR ESSAY
- FINAL ESSAY
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- CLASS PARTICIPATION
- REPORT
- MINOR ESSAY
- FINAL ESSAY
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- CLASS PARTICIPATION
- REPORT
- FINAL ESSAY
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- A. To give students a broad sense of how children’s literature has evolved over the past three centuries
- B. To become familiar with the principal themes of children’s literature over this period
- C. To gain an understanding of the relationship between texts and the changing cultural constructions of childhood and adolescence
- D. To understand the relationships of literature to social and cultural paradigm shifts – for example the emergence of romanticism, and its relation with subsequent developments in modernism and postmodernism (
- E. To examine and explore changing narrative strategies in literature for children over time
- F. To understand how the dominant genres of the literature have changed and evolved
- G. To develop and refine students skills in textual and critical analysis, and refine research and writing skills through identifying the main features of problems posed in weekly topics identifying appropriate questions to ask when researching a topic, assembling information to develop an argument and arguing their own view
Assessment tasks
- CLASS PARTICIPATION
- REPORT
- FINAL ESSAY