Resit Essay Questions – LIT101 Introduction to Close Reading: Approaches to Literary Study
Hello, dear friend, you can consult us at any time if you have any questions, add WeChat: daixieit
Resit Essay Questions – LIT101 Introduction to Close Reading: Approaches to Literary Study
Deadline: 4pm, Monday July 24th, 2023 (to be submitted electronically with cover sheet via Learning Mall Online)
Word Limit: 2000 words (+/-10% leeway), not including reference list
100% of overall grade
Please note that you should avoid repeating material that appeared in any previous coursework.
Learning Outcomes Assessed: A, B, C, D, E (see below)
Answer only one of the following questions:
Does the literary style employed by Joyce in his Dubliner’s collection contribute to or detract from his attempt to depict an honest picture of contemporary life in the Irish capital? Discuss in relation to at least two of the short stories. Your answer should include a reference to at least one work of theory or literary criticism.
Discuss the ways in which Charlotte Perkins Gilman’s ‘The Yellow Wallpaper’ engages with the ideals and preoccupations of feminism. Your answer should include a reference to at least one work of theory or literary criticism.
Discuss the importance of point of view and focalisation in Muriel Spark’s The Prime of Miss Jean Brodie. Your answer should include a reference to at least one work of theory or literary criticism.
Discuss the importance of point of view and focalisation in Robert Louis Stevenson’s Strange Case of Dr. Jekyll & Mr. Hyde. Your answer should include a reference to at least one work of theory or literary criticism.
Explore some of the literary techniques J.M. Coetzee employs in Elizabeth Costello to make the reader consider contemporary ethical issues. Your answer should include a reference to at least one work of theory or literary criticism.
Is Swift’s ‘A Modest Proposal’ a ‘successful’ work of satire? Discuss in relation to the rhetorical techniques employed. Your answer should include a reference to at least one work of theory or literary criticism.
Learning Outcomes:
By the end of this module students will be able to:
A. Demonstrate the ability to research, design, construct and conclude an academic essay in the field of literary studies.
B. Deploy an initial analytical and critical vocabulary for the discussion of literature at undergraduate level.
C. Demonstrate an understanding of the basic principles and aims of literary criticism.
D. Apply the above knowledge and skills in the writing of coherent, informed critical essays.
E. Demonstrate a basic ability to interrelate texts and discourses specific to the discipline with issues in the wider context of cultural and intellectual history.
Submission Guidelines:
The essay should be submitted via the designated dropbox on the module’s Learning Mall Online portal and should include a completed coversheet (available to download on the module’s Learning Mall Online portal). The essay should also follow the standard conventions of an undergraduate essay, with a clear structure – i.e. with an introduction, main body and conclusion (these do not require subheadings). A reference list should also be included at the bottom of the text, and requires a subheading.
Reference materials (works of theory and criticism) and primary texts (novels, short stories etc.) can be found on the module’s Learning Mall Online portal, but you are also encouraged to use the library or other appropriate academic sources.
With regards to format: Size 11 or 12 text in either Arial, Times New Roman or Calibri formats are preferred (there are no strict requirements for spacing, but note that this is not always the case for other modules).
With regards to style and referencing: you are encouraged to follow the conventions of the XJTLU Harvard Style Guide, which may be downloaded from the module’s Learning Mall Online portal. The other accepted formatting styles are: Modern Language Association (MLA), Modern Humanities Research Association (MHRA) and Chicago. The American Psychological Association (APA) style is not acceptable. Please try to be consistent in your adherence to one of the accepted formatting styles.
Marking descriptors
|
|
Knowledge & understanding |
Intellectual Skills |
Transferable Skills |
|
100% |
The best answer that could reasonably be expected from a student at that level of study under the prevailing conditions (i.e. exam or coursework) |
||
|
90-99% ‘Outstanding’ |
Total coverage of the task set. Exceptional demonstration of knowledge and understanding appropriately grounded in theory and relevant literature. |
Extremely creative and imaginative approach. Comprehensive and accurate analysis. Well-argued conclusions. Perceptive self-assessment.
|
Extremely clear exposition. Excellently structured and logical answer. Excellent presentation, only the most insignificant errors
|
|
80-89% ‘Excellent’ |
As ‘Outstanding’ but with some minor weaknesses or gaps in knowledge and understanding.
|
As ‘Outstanding’ but slightly less imaginative and with some minor gaps in analysis and/or conclusions
|
As ‘Outstanding’ but with some minor weaknesses in structure, logic and/or presentation.
|
|
70-79% ‘Very Good’ |
Full coverage of the task set. Generally very good demonstration of knowledge and understanding but with some modest gaps. Good grounding in theory.
|
Some creative and imaginative features. Very good and generally accurate analysis. Sound conclusions. Some self-assessment.
|
Generally clear exposition. Satisfactory structure. Very good presentation, largely free of grammatical and other errors.
|
|
60-69% ‘Comprehensive’ |
As ‘Very Good’ but with more and/or more significant gaps in knowledge & understanding and some significant gaps in grounding
|
As ‘Very Good’ but analysis and conclusions contain some minor weaknesses.
|
As ‘Very Good’ but with some weaknesses in exposition and/or structure and a few more grammatical and other errors.
|
|
50-59% ‘Competent’ |
Covers most of the task set. Patchy knowledge and understanding with limited grounding in literature.
|
Rather limited creative and imaginative features. Patchy analysis containing significant flaws. Rather limited conclusions. No self-assessment.
|
Competent exposition and structure. Competent presentation but some significant grammatical and other errors.
|
|
40-49% ‘Adequate’ |
As ‘Competent’ but patchy coverage of the task set and more weaknesses and/or omissions in knowledge and understanding. Just meets the threshold level.
|
As ‘Competent’ but probably without much imagination. Shows barely adequate ability to analyse and draw conclusions. Just meets the threshold level.
|
As ‘Competent’ but with more weaknesses in exposition, structure, presentation and/or errors. Just meets the threshold level.
|
|
35-39% ‘Compensatable fail’ |
Some parts of the set task likely to have been omitted. Major gaps in knowledge and understanding. Some significant confusion. Very limited grounding. Falls just short of the threshold level.
|
No creative or imaginative features. Analysis and conclusions rather limited. Falls just short of the threshold level.
|
Somewhat confused and limited exposition. Confused structure. Some weaknesses in presentation and some serious grammatical and other errors. Falls just short of the threshold level.
|
|
20-34% ‘Deficient’ |
As ‘Compensatable Fail’ but with major omissions and/or major gaps in knowledge and understanding. Falls substantially below the threshold level. |
As ‘Compensatable Fail’ but analysis and/or conclusions may have been omitted. Falls substantially below the threshold level.
|
As ‘Compensatable Fail’ but with more serious weaknesses in presentation and/or grammar. Falls substantially below the threshold level.
|
|
0-20% ‘Extremely weak’ |
Substantial sections of the task not covered. Knowledge & understanding very limited and/or largely incorrect. No grounding in theory.
|
No creative or imaginative features. Analysis extremely weak or omitted. No conclusions.
|
Largely confused exposition and structure. Many serious grammatical and other errors.
|
2023-07-16