Students
ENGL724 – Text, Image, Screen
2015 – S1 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Paul Sheehan
Contact via paul.sheehan@mq.edu.au
W6A 622
By prior arrangement
Antonina Harbus
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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 considers some of the issues surrounding the interpretation of multi-genre material and its transformations. Texts are drawn from illustrated narrative; film; television drama and adaptation; and other sources as appropriate.
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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:
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Seminar participation | 20% | Weekly |
| Class presentation & essay | 30% | Monday following present |
| Major essay | 50% | 10/6/15 |
Seminar participation
Due: Weekly
Weighting: 20%
Seminar attendance is compulsory. Failure to attend at least 11 of the 13 weekly seminars without a medical certificate or other kind of documentation may result in failure of the unit.
Participation means showing evidence of preparation and making relevant contributions to discussions.
On successful completion you will be able to:
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Class presentation & essay
Due: Monday following present
Weighting: 30%
Presentation refers to a 10-minute in-class oral response to the weekly tutorial question, to help stimulate class discussion. This is followed by a 1,200-word essay, a written-up response to the weekly tutorial question.
On successful completion you will be able to:
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Major essay
Due: 10/6/15
Weighting: 50%
2,500-word research paper on two subject areas students have studied. Essay questions can be found on iLearn site.
On successful completion you will be able to:
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
Delivery and Resources
Required reading (texts to purchase)
Tom McCarthy, Remainder
David Mitchell, Cloud Atlas
J. M. Coetzee, Summertime
Chris Ware, Jimmy Corrigan: The Smartest Kid on Earth
Required viewing
I’m Not There (2007), dir. Todd Haynes
Cloud Atlas (2012), dirs. Tom Tykwer, the Wachowskis
Hidden (2005), dir. Michael Haneke
Meek’s Cutoff (2011), dir. Kelly Reichardt
Double Take (2009), dir. Johan Grimonprez
Citizen Kane (1941), dir. Orson Welles
Vagabond (1985), dir. Agnes Varda
21 Grams (2003), dir. Alejandro Inarritu
Shame (1968), dir. Ingmar Bergman
Film viewing
Students will need to view films studied in weeks 2-7 and 9-12 in their own time, prior to the relevant seminar. This can be done either in the library, which holds DVD copies in Reserve of the nine films; or by renting through a DVD rental outlet or an online media library such as iTunes.
Unit Schedule
| WEEK | TOPIC |
| Week 1 | Introduction: Inventing Modernism |
| Week 2 |
Impressionism and Empire Joseph Conrad, Heart of Darkness;'Preface to The Nigger of the "Narcissus"' Chinua Achebe, 'An Image of Africa' |
| Week 3 |
Romanticism Reconstructed W. B. Yeats, 'Adam's Curse', 'A Coat', 'Easter, 1916', 'The Wild Swans at Coole', 'The Second Coming', 'Leda and the Swan', 'Sailing to Byzantium', 'Among School Children', 'The Circus Animals' Desertion' |
| Week 4 |
Blasting and Bombardiering Siegfried Sassoon, 'They' Wilfred Owen, 'Anthem for Doomed Youth' Ford Madox Ford, 'From "Antwerp"' T. E. Hulme, 'Trenches: St Eloi' Wyndham Lewis, 'The Romance of War'; 'Cantleman's Spring-Mate' |
| Week 5 |
Ascent of the Image T. E. Hulme, 'Romanticism and Classicism' F. S. Flint and Ezra Pound, 'Imagisme / A Few Don'ts' Hulme, 'Autumn' Pound, 'In a Station' H. D., 'Oread', 'Sea Rose' |
| Week 6 |
Modernist Storytelling Ford Madox Ford, The Good Soldier Katherine Mansfield, 'The Daughters of the Late Colonel' D. H. Lawrence, 'Odour Of Chrysanthemums' |
| Week 7 |
Myth, Tradition, Impersonality T. S. Eliot, 'The Boston Evening Transcript', 'Hysteria', 'The Love Song of J. Alfred Prufrock'; The Waste Land; 'The Hollow Men'; 'Tradition and the Individual Talent' |
| MID-SEMESTER BREAK | |
| Week 8 |
Revolution of the Word James Joyce, A Portrait of the Artist as a Young Man D. H. Lawrence, 'Why the Novel Matters' |
| Week 9 |
Toward the Vortex Wyndham Lewis, 'Long Live the Vortex!; 'Blast 6' Pound, 'Vortex, Pound' Mina Loy, 'Feminist Manifesto' Marinetti and Nevinson, 'A Futurist Manifesto' Lewis, Vorticist paintings |
| Week 10 |
Identity, Language, Subjectivity Sigmund Freud, 'The Material and Sources of Dreams'; 'The Dream-Work' Film: Persona |
| Week 11 |
Being in Time Virginia Woolf, To the Lighthouse Virginia Woolf, 'Modern Fiction' |
| Week 12 |
End and Aftermath: Neo-Modernism(s) Herman Melville, 'The Whiteness of the Whale' Film: The White Ribbon |
| Week 13 | Essay workshop |
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/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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 - 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
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment tasks
- Seminar participation
- Class presentation & essay
- Major essay
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
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment tasks
- Seminar participation
- Class presentation & essay
- Major 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
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment tasks
- Seminar participation
- Class presentation & essay
- Major 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
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment tasks
- Seminar participation
- Class presentation & essay
- Major 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
- Demonstrated critical and analytical reading strategies, interpretive analysis, scholarly research, and effective communication, with application to both literary and visual texts.
- Ability to identify, evaluate and apply critical principles to different literary and visual modes.
- Display creative thinking and construct cohesive arguments, with specific application to literary and visual texts.
- Consider how historical and theoretical critical propositions have shaped the reception and reproduction of 20th- and 21st-century literary and visual works.
- Demonstrate effective time management, work organisation and application of critical principles to both narrative and non-narrative contexts.
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.
Assessment tasks
- Seminar participation
- Class presentation & essay
- Major 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 outcome
- Ability to engage in informed critical discussion on unit content with peers and teachers, consider and assess others’ points of view, and to argue a critical position.