LIT102 Literature in Context

发布时间：2024-05-24

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LIT102 Literature in Context

Coursework Two Topics

Word Limit: 1500 words (+/- 10% leeway, with 1350 word minimum and 1650 word maximum)

Please attach a cover sheet and submit an MS Word file via LMO.

As a form of good academic practice, referencing is essential. Both primary and secondary sources need to be referenced, and page numbers should be provided for direct quotations. 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. Students who fail the module on their first, second or third attempt (achieving an overall mark below 40%), will be permitted to take a resit at the end of Semester 2. This will take the form of a single piece of written coursework 1500 words in length. More details will be provided prior to the resit period.

Please note that all submissions are subject to Turnitin originality checks, but these are not the only tools we use to check for plagiarism. Do not rely only on getting your similarity score down to a particular number (e.g., by paraphrasing from an external source while not providing an appropriate citation). Acknowledging your sources in an honest and consistent manner, and following one of the accepted referencing guides listed above, will help you avoid academic integrity issues.

The submission should be named: Name_Student No._LIT102_CW2.doc(x).

Marking will be conducted by teaching staff on the module according to the University Marking Descriptors. All marks are provisional until confirmed and released by Registry.

Please answer one of the following questions:

1. In what way/s might Shakespeare’s sonnets reflect the times in which he was writing? Your answer should include a reference to at least one work of theory or literary criticism.

2. To what extent might we say that Jonathan Swift’s Gulliver’s Travels is a critique of the Enlightenment? Your answer should include a reference to at least one work of theory or literary criticism.

3. How might knowledge of Keats’s political and/or social context help us gain a deeper appreciate of his poetry? Discuss with reference to at least one of his poems. Your answer should include a reference to at least one work of theory or literary criticism.

4. How might knowledge of the social/political context in which Brontë was writing help us refine our understanding of Wuthering Heights? Your answer should include a reference to at least one work of theory or literary criticism.

5. To what extent can Melville’s ‘Bartleby, The Scrivener’ be understood as a political story that ‘speaks to’ its immediate socio-economic context? Your answer should include a reference to at least one work of theory or literary criticism.

6. What are the most significant things Hardy’s ‘The Withered Arm’ says about the socio-political circumstances of Victorian England? Your answer should include a reference to at least one work of theory or literary criticism.

7. In what ways does D.H. Lawrence’s ‘The Horse Dealer’s Daughter’ engage with the interwar period in which it was written? Your answer should include a reference to at least one work of theory or literary criticism.

8. What do Mansfield’s stories tell us about the New Zealand of her time? Discuss with reference to at least one of her relevant short stories. Your answer should also include a reference to at least one work of theory or literary criticism.

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.