| Unit name | Dangerous Books |
|---|---|
| Unit code | ENGL20023 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Tom Sperlinger |
| Open unit status | Not open |
| Pre-requisites |
None. |
| Co-requisites |
None. |
| School/department | Department of English |
| Faculty | Faculty of Arts |
Can works of literature only reflect society, or might they be a catalyst for reform? If a book has an urgent political message, can it also become a lasting work of art? Why might a work of literature be considered dangerous? In what circumstances are books banned? And conversely, what does this tell us about the power of literature, including in consciousness-raising or as a form of protest or resistance? This unit will explore these questions and others, through a reading of imaginative and non-fiction works from c. 1800 to 1980 that might be thought to constitute a ‘radical’ tradition. Texts to be studied will include fiction of various kinds, including socially realist works and political allegories; essays and polemics; and literary texts in English from other cultures, including apartheid South Africa.
On successful completion of this unit students will have had an opportunity to (1) develop a detailed knowledge and critical understanding of literary works in the nineteenth and twentieth century that might be thought to constitute a ‘radical’ tradition in the period; (2) develop an in-depth understanding of some of the historical and political contexts that inform this literature; (3) engage with questions about whether literature may be a didactic, dangerous, powerful or revolutionary medium and consider the implications of these ideas for related questions in aesthetics and reception; (4) demonstrate the ability to analyse and evaluate differing critical accounts of the primary literature; (5) demonstrate the ability to identify and evaluate pertinent evidence in order to illustrate/demonstrate a cogent argument; (6) strengthen their ability to articulate their ideas through academic writing.
Normally 1 x 2-hour seminar per week; or an equivalent number of hours across the teaching block (e.g. if taught outside normal hours for students on the BA English Literature and Community Engagement).
One short essay of 2000 words (33.3%) and one long essay of 4000 words (66.7%). Both summative elements will assess (1) knowledge and understanding of relevant literary works; test (2) students’ understanding of the historical and political contexts that may be relevant. In addition the essays will test (3-6) students’ ability to engage with questions about the role of literature; analyse and assess competing accounts of the primary texts; their ability to adduce pertinent textual material in support of their argument; and their ability to present that argument lucidly and in accordance with academic conventions.
