Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Convenor Louise D'Arcens louise.darcens@mq.edu.au Contact via By email Level 2, North Wing, Australian Hearing Hub By appointment Guest lecturer John Severn john.severn@mq.edu.au Contact via By email n/a n/a Antonina Harbus antonina.harbus@mq.edu.au
Credit points	Credit points 3
Prerequisites	Prerequisites 6cp in ENGL units at 200 level
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description The unit considers a broad range of Shakespeare's writings in relation to writings by his contemporaries and by his successors – dramatists as well as non-dramatists. In doing so it examines how those texts at once represent and engage with issues and problems in the culture of early modern, or Renaissance, England. Those issues and problems include: issues of genre and of sexuality in verse of the 1590s; problems evoked in representations of tragic selfhood; problems associated with religious and political conflict; and problems arising from English portrayals both of England and of life outside it.

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:

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

General Assessment Information

In the case of each assignment, please also consult the 300-level grade descriptors, which can be viewed under "marking rubrics".

Assessment Tasks

Name	Weighting	Hurdle	Due
Close Reading Task	15%	No	12.59pm 26 August, 2018
Drama critical analysis	25%	No	11.59pm, 5 October 2018
Final Research Essay	40%	No	11.59pm 11 November 2018
Class participation	20%	No	Each teaching week

Close Reading Task

Due: 12.59pm 26 August, 2018
Weighting: 15%

Brief description:

The Reading Task will be a 1000-word essay.

Choose from one of the following options:

Read EITHER Thomas Wyatt’s “Whoso list to hunt” OR John Donne’s “Batter my heart, three-personed God” and discuss in detail its use of and/or departure from the Petrarchan sonnet tradition.

Compare Thomas Wyatt’s “Whoso list to hunt” AND John Donne’s “Batter my heart, three-personed God”, discussing in detail their use of and/or departure from the Petrarchan sonnet tradition.

·This is predominantly a close-reading exercise rather than a research exercise. Please limit secondary material to no more than 1-2 sources.

·Concentrate on your English expression: write lucid, concise, grammatical sentences.

·Check your spelling and proof-read your response carefully before submission.

Submit the essay electronically via Turnitin in the unit’s iLearn site

On successful completion you will be able to:

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Drama critical analysis

Due: 11.59pm, 5 October 2018
Weighting: 25%

Brief description:

The Drama Critical Analysis task will be a 1500-word essay.

Choose from ONE of the following options:

1. Analyse the use of no fewer than three dramatic techniques in the depiction of human desire in EITHER William Shakespeare’s Twelfth Night OR Christopher Marlowe’s Doctor Faustus.

2. Compare the use of at least three dramatic techniques in the depiction of human desire in William Shakespeare’s Twelfth Night AND Christopher Marlowe’s Doctor Faustus.

Dramatic techniques include (but are not limited to)

Plot / dramatic structure

Dialogue, incl. use of verse or prose, use of soliloquy

Staging and use of space / props

Embodiment of actors

Dramatic irony

This exercise has a more pronounced research component than Assignment 1. Appropriate research into early modern theatre/drama is encouraged. Select your critical material with care: make sure it is scholarly and relevant. Do not, for instance, use Sparknotes, Wikipedia, blogs, and other unscholarly sources; rather, start with the sources listed in this Handbook, and use the library catalogue to conduct your own research).

·Check your spelling and proof-read your response carefully before submission.

Submit the essay electronically via Turnitin in the unit’s iLearn site.

On successful completion you will be able to:

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Final Research Essay

Due: 11.59pm 11 November 2018
Weighting: 40%

Brief description:

2500 words (includes all quotations and footnotes/references, but not the bibliography / works cited) (40% of the final grade)

The topics and questions for this Essay are designed to encourage independent analysis and research. Students will be asked to analyse texts closely, to link them, to suggest how they represent preoccupations in English Renaissance culture, and to engage with commentary on those texts. Since the final essay is in lieu of an exam, the paper is graded, with a general comment, but not annotated. Students wishing to have feedback on the essay can make an appointment to discuss it.

A text discussed in Assignment 1 or 2 cannot be a focal text in the Final Essay, unless negotiated with Louise D’Arcens.

·With an essay of this length, it is important that you create an argument and support it with evidence from your primary texts and references to your secondary (i.e., critical and theoretical) readings.

·This is a research essay. You are expected to use at least 4-6 sources apart from your primary texts. You may use material from this Handbook, but, if needed, should also do some independent research to locate material of specific relevance to your topic.

·Concentrate on your English expression: write lucid, concise, grammatical sentences.

·Check your spelling and proof-read the essay carefully before submission.

Submit the essay electronically via Turnitin in the unit’s iLearn site.

NB: “No more than two/three texts” means any number from one to three can be discussed. A collection of poems by a single author can be considered a single text; but if you are planning to include numerous poems, please discuss this with Louise D’Arcens.

Write an essay on ONE of the following topics.

1. Consider the representation of gender and / or race in no more than two texts you have studied in the unit.

2. Discuss the different functions of soliloquies in three plays that you have studied this semester (that is, focus on at least one soliloquy from each play).

3. How are revenge and self-destruction linked--or not--by Shakespeare and by one other author?

4. What theoretical approach to Shakespeare--that is, what literary, historical, or ideological theory--have you found most useful in reading his texts? In your answer, discuss no more than three Shakespearean plays that you have studied this semester.

5. Examine portrayals of the divine, or of religious experience, by no more than three authors whose work you have studied in this unit: what do you see as their main differences between and among those portrayals?

6. Do you think a ‘female voice’ can be detected in early modern English literature? You might wish to consider how, or whether, women writers present female subjectivity differently from male authors. Your response should include no more than three authors.

7. What attitudes to male competitiveness, possessiveness, or ambition are presented by no more than three writers studied in this unit?

8. Devise a topic of your own choosing—but consult with Louise D’Arcens beforehand.

On successful completion you will be able to:

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Class participation

Due: Each teaching week
Weighting: 20%

There is a one-hour tutorial each week, beginning in week 2. Attendance at tutorials is compulsory, and is a prerequisite for both fulfilling the requirements of the unit and for earning the tutorial participation mark. Attendance at tutorials is only a prerequisite for the tutorial mark. Active participation in tutorial discussiom, showing significant preparation beforehand, is necessary to earn a good mark.

On successful completion you will be able to:

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Delivery and Resources

Students must: attend all tutorials; submit the three written assessment tasks in this subject. Attendance at lectures is strongly advised.

Lecture (1 hour)

Tutorial (1 hour)

I-Learn

(as in previous delivery of unit)

Assignment Submission:

Written assessment tasks are to be submitted via Turnitin.

Examination:

There is no examination.

Extensions and special consideration:

Extensions will be granted only for medical or other exceptional reasons.

Required and recommended texts and/or materials

S. Greenblatt, et al., The Norton Shakespeare: Essential Plays/The Sonnets

S. Greenblatt, et. al., The Norton Anthology of English Literature, Ninth Edition, Volume B

Recommended secondary materials are outlined in full in the ENGL309 Unit Handbook, and will be available through the ENGL309 iLearn site.

Unit Schedule

Week 1	LECTURE Introduction to the Unit, and "What was the Renaissance?	TUTORIAL No tutorial
Week 2	Petrarchan sonnet and its English legacy:	Periodisation: The meaning of 'the Renaissance'
Week 3	John Donne: heavenly/earthly love	Sonnets by various authors (listed in unit handbook)
Week 4	Twelfth Night, Shakespeare	John Donne's poetry
Week 5	Twelfth Night, Shakespeare	Twelfth Night
Week 6	Women's Voices in the Renaissance	Twelfth Night
Week 7	World and Ambition: Doctor Faustus, Christopher Marlowe	Women's Voices in the Renaissance
Week 8	Assignment 2 strategies	Doctor Faustus
Week 9	England and the World: Othello, Shakespeare	'Bardolatry' vs the collaborative Shakespeare
Week 10	Revenge and Race in the Renaissance: Othello, Shakespeare	Othello
Week 11	King Lear and the Matter of England	Othello
Week 12	King Lear: Tragedy and Madness	King Lear
Week 13	Final essay writing strategies	King Lear

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Appeals Policy
Academic Integrity Policy
Academic Progression Policy
Assessment Policy
Fitness to Practice Procedure
Grade Appeal Policy
Complaint Management Procedure for Students and Members of the Public
Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
understanding how texts by his contemporaries relate to each other (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

gaining an understanding of key Shakespearean texts by close analysis and research (1-5, 8-9)
gaining an understanding, in the same ways, of major non-Shakespearean texts of the English Renaissance (1-5, 8-9)
understanding relations between texts by Shakespeare and those by his contemporaries (1-5, 8-9)
gaining knowledge of how the set texts represent issues and problems recurrent in the culture of the English Renaissance (1-5, 8-9)

Assessment tasks

Close Reading Task
Drama critical analysis
Final Research Essay
Class participation

Changes from Previous Offering

Changes from ENGL309 are as follows:

Some of the texts have been altered

The assessment tasks have been altered

A list of linkable secondary resources has been provided

Lecture Notes

Powerpoints for ENGL309 lectures will be made available on the iLearn site

Marking Rubrics

University Grading Policy

http://www.mq.edu.au/policy/docs/grading/policy.html

The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study. Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution. In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc). Graded units will use the following grades:

HD High Distinction - 85-100

D Distinction - 75-84

Cr Credit - 65-74

P Pass - 50-64

F Fail - 0-49

Criterion

High

Distinction

Credit

Pass

Fail

Relation-ship

to topic or

task

Highly

sophisticated

demonstrated

understand-ing

of the task;

excellent

knowledge of

implicit or

embedded

aspects;

provides

substantial

number of

additional

insights

Superior

demonstrated

understand-ing

of the task;

superior

knowledge of

implicit or

embedded

aspects;

provides some

additional

insights

Good

Demonstra-ted understand-ing

of the task;

some

knowledge of

implicit or

embedded

aspects; may

provide some

additional

insights

Adequate

demonstrated

understand-ing of

the task. Some

understand-ing of

relevant

concepts but

these may not be

incorporated in a

productive

manner

Does not

demonstrate

understand-ing of the

task/topic or

fundament-ally

misinterp-rets

what is being

asked.

Knowledge

of literary/

critical

concepts

Highly

sophisticated

demonstrat-ed

understand-ing

of critical

concepts and

how these can

be applied to

texts.

Superior

demonstrated

understand-ing

of critical

concepts and

how these can

be applied to

texts.

Good

demonstrated

understanding

of critical

concepts and

how these can

be applied to

texts (provides

evidence of

learning that

goes beyond

replication of

lecture/semin-ar content)

Adequate

demonstrated

understanding of

critical concepts

and how these

can be applied

to texts (relevant

concepts can be

applied to texts

in a basic

manner)

Does not

Demonstrat-ed

Understand-ing of critical

concepts;

fails to apply

such concepts

to texts

Develop-ment of

Indepen-dent

critical

argument

Substantial

originality and

insight in

identifying,

generating and

communicat-ing a convincing

critical

argument

Originality

and insight in

identifying,

generating and

communicat-ing a coherent

critical

argument

Generates an

adequate,

critical

argument that

is supported

by primary

and secondary

evidence.

Minimal

evidence of

critical

argument

(argument is

simplistic and

underdevelop-ed

Does not

construct a

coherent

critical

argument.

Analysis of

narrative

strategies /

literary

technique/

theories

Highly

sophisticated

and original

analysis of

narrative

strategies/

literary

technique/

theories

Superior

analysis of

narrative

strategies/

literary

technique/

theories

Some analysis

of narrative

strategies/

literary

technique/

theories, but

still reliant on

plot/story

elements for

argument

Limited analysis

of narrative

strategies/

literary

technique/

theories and

heavy reliance

on plot/story

elements for

argument

Failure to

analyse

narrative

strategies/

literary

technique/

theories.

Total reliance

on plot/story

Selection

and analysis

of examples

from text(s)

Highly

sophisticated

selection and

analysis of

examples from

texts

Superior

selection and

analysis of

examples from

texts

Effective

selection and

analysis of

examples from

texts – but

some aspects

problematic

Examples from

text included but

these examples

not selected or

analysed

effectively

Failure to

analyse

specific

examples

from the text;

incorrect use

of citations

Evidence of

secondary

research

Sophisticated

use of research

to support and

extend ideas

Research

clearly

connected to

ideas; citations

correct

Evidence of

research used

to support

ideas, but

research not

always used

effectively

(e.g. citations

substituted for

original

argument)

Some research

used but fails to

support ideas

Lack of

appropriate

research.

Presentation

(language

and

expression)

Highly

sophisticated

and effective

expression that

is appropriate

to the task.

Superior

expression that

is appropriate

to the task.

Good

expression.

Some

improvement

needed in

relation to

expression of

ideas and

articulation of

argument.

Adequate use of

language.

Numerous

mistakes in

expression or

grammar.

Sub-standard

use of

language.

Substantial

mistakes in

grammar

and/or

awkward

expression.

Selected Reading List

Selected linkable readings are listed in the unit handbook and will be available through the ENGL309 iLearn site. Students are encouraged to also use the large number of books available in the MQ Library, and to seek out other journal articles available via databases, to do further independent research.