Programme/Approved Electives for 2024/25
None
Available as a Free Standing Elective
No
Aims
To introduce students to the relationship between literature, ageing, and identity via an in-depth examination of key narratives (fictional and non-fictional) from the period 1908-2018To relate these narratives to key social, cultural and demographic contexts, and key theoretical debates including in social and cultural gerontologyTo reflect on ageing and identity as a diverse experience from the point of view gender, class, and ethnicityTo reflect on these learning experiences in ways that link literary analysis and insight with real-world challenges and opportunities posed by ageing
Intended Learning Outcomes
Assess critically the relationship between ageing and literature through narrative, one of the key vehicles for interdisciplinary inquiry in ageing studies: 1,2Present effective close analysis of the relationship between literary narratives about ageing, and other narrative discourses (i.e. policy, reports, social inquiries, memoirs) organised by narrative: 1,2Demonstrate the research skills appropriate to advanced undergraduate study in the Humanities, and the ability to sustain an argument in written work: 1,2Plan, research, and produce work within the limitations of time and resources available: 1,2Assimilate, synthesise and assess major critical approaches to literature and ageing, in particular discussions of authorship, genre, culture (including cultures of care), gender, sexuality, class, race and nation: 1,2Demonstrate an understanding of the political and institutional questions arising from the relationships between literary and other discourses on ageing (including questions of audience, purpose, evaluation, impact): 1,2
24 hours seminars12 hours workshops54 hours seminar preparation (heavy reading load)60 hours assessment preparation
Description of Module Assessment
1: Short Paper weighted 30%1000 word short paper 'reading log' based on 3x narratives/seminar discussionsAssessment 1 is modelled on reading group activity; students will reflect personally and critically on attitudes to and experiences of ageing represented in x3 narratives, utilising class discussions where appropriate, commenting on genre, and weaving in elements of critical comparison
2: Essay weighted 70%Critical essay, reflecting on either literature/policy or different narrative modes2000 word essay which will reflect on ageing and identity by comparing and contrasting different kinds of novel/narrative: the assessment will explore different iterations of the novel genre, or an iteration of the novel genre and its relationship to another kind of discourse (for example, a memoir, or a policy statement, or a report, or scholarly research paper)