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I did not teach this course in the autumn of 2022, but I have taught it several times earlier, so I can comment on its development with regard to its iterations under my stewardship. The course was redesigned from scratch this time, but using some elements from earlier versions when I have taught it as an eighteenth-century literature and culture survey course. On this occasion, I used the idea of 'adventure' as a focus, taking into account the many connotations of this term in the eighteenth century. One of these connotations - adventure as financial speculation or gamble - has enabled me to draw on insights emerging from the NFR project 'The Invention of the lottery fantasy' and to connect the course to this project. This has proven to be very productive and, to my mind, the course could be taught again in this form (even after the period for the NFR project; that project does not need to be ongoing to nourish the course). The 'adventure' focus has provided an excellent key to discussing a broad range of eighteenth-century texts and aspects of not only British but also global culture at the time. At the same time, not attempting a survey of the period's literature takes the pressure off an attempt at any sort of coverage of genres, authors, literary movements etc. The very positive student survey and emne report suggests that the approach has been successful from a student perspective. See the files uploaded here.

The course, as suggested, has progressed very successfully (see uploaded files). The semesteroppgaver and the exams suggest that the learning outcomes have been achieved by a large body of the students, but I would like to note some observations about both student attendance and exam performance. From the very start - the introductory lecture - attendance levels have been low: in most lectures only around 50% of the students registered on Blackboard were present. There was a loyal crew of very regular attendees, some who attended most but not all sessions, some who came occasionally, and some who never attended. Given that some students lived outside Trondheim, I had a Zoom link in every lecture which was used by some students in addition to those noted above, but still there were many students who didn't attend. Regarding the exams, I noted this time that there was a large cluster of very strong performances (I don't have statistics here, but I sensed that I was confronted with more A-standard exams). I also noted that there was a large cluster of weak performances - a good many Fs. I can note also that there was a higher than usual number of students who turned up to take the exam but submitted nothing (based on my counting during the trøsterunde and the number of exams supplied to me via Inspera). Because of the anonymity of the exams, I don't know whether these points are connected, but it seems quite likely that non-attendance may lead to poor performance. If that is the case, it strengthens arguments for making attendance compulsory. Every F-graded exam may be seen, in part, as a waste of time: of student time, administrative time, academic staff time; it would be good to find ways to reduce this waste.

I'm not quite sure what type of comment is invited by the heading. I can note, though, that Inspera remains a thorn in the side of, I imagine, all sane people who come into contact with it. Leganto? That hasn't obviously added to the sum of human happiness.

NTNU:TIA:REST

Institutt for språk og litteratur

Department of Language and Literature

Spesifiserte trykte og håndskrevne hjelpemidler tillatt. Ingen kalkulator tillatt.

Engelsk

Mer om vurdering

Informasjon om hvilke ordbøker som er tillatt brukt under eksamen, blir gjort tilgjengelig i pensumlista ved semesterstart. 

Anbefalte forkunnskaper

Faglig innhold

Emnet tar for seg et utvalg av engelskspråklig litteratur fra en bestemt historisk periode eller flere historiske "øyeblikk". Verkenes innvirkning og respons på samtidig samfunn og kultur vektlegges. Nærmere beskrivelse av det faglige innholdet i emnet vil foreligge i pensumlisten for engelsk ved semesterstart.

Kursmateriell

Læringsutbytte

KunnskapKandidater som har bestått dette emnet,<ul><li>har kjennskap til et utvalg av engelskspråklig skjønnlitteratur fra én eller flere historiske perioder.</li><li>kan forklare hvordan verkene formes av og påvirker samfunn og kultur i perioden(e).</li><li>har kjennskap til faglig kunnskap og kritisk forståelse av én eller flere historiske perioder.</li></ul>FerdigheterKandidater som har bestått dette emnet,<ul><li>kan vise faglig kunnskap og kritisk forståelse av én eller flere historiske perioder.</li><li>kan skrive selvstendige litterære analyser på avansert engelsk med bruk av akademiske skrivekonvensjoner.</li><li>kan finne og ta i bruk relevant sekundærlitteratur.</li></ul>Generell kompetanseKandidater som har bestått dette emnet,<ul><li>anerkjenner viktigheten av kritisk refleksjon over forholdet mellom kultur og historie.</li><li>har dyptgående muntlige og skriftlige engelskferdigheter utover det som kreves for rene litteraturstudier.</li><li>utvikler tverrkulturell kompetanse.</li><li>kan kritisk evaluere ulike kunnskapskilders troverdighet og relevans.</li><li>kan delta i kritisk refleksjon over ulike kulturelle verker og egne arbeider</li></ul>

Læringsformer og aktiviteter

Forelesninger/seminarer. Veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Studenter bør forvente at dette emnet på 7,5 studiepoeng tilsvarer omtrent 10 timers arbeid per uke, inkludert undervisningstid. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester). Alle obligatoriske aktiviteter må avlegges i samme semester.

Skriftlig arbeid(er) (ca. 2000 ord totalt)

Litteratur og historie

Engelsk litteratur

Engelsk litteraturvitenskap

Bachelor i engelsk

Fremmedspråk - bachelorstudium

Europastudier - bachelorstudium

Lektorutdanning i språkfag for trinn 8 – 13

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This course has functioned well.

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Informasjon om hvilke ordbøker som er tillatt brukt under eksamen, blir gjort tilgjengelig i pensumlista ved semesterstart. 

Emnet tar for seg et utvalg av engelskspråklig litteratur fra en bestemt historisk periode eller flere historiske "øyeblikk". Verkenes innvirkning og respons på samtidig samfunn og kultur vektlegges. Nærmere beskrivelse av det faglige innholdet i emnet vil foreligge i pensumlisten for engelsk ved semesterstart.

Forelesninger/seminarer. Veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester). Alle obligatoriske aktiviteter må avlegges i samme semester.

KunnskapKandidater som har bestått dette emnet,<ul><li>har kjennskap til et utvalg av engelskspråklig skjønnlitteratur fra én eller flere historiske perioder.</li><li>kan forklare hvordan verkene formes av og påvirker samfunn og kultur i perioden(e).</li><li>har kjennskap til faglig kunnskap og kritisk forståelse av én eller flere historiske perioder.</li></ul>FerdigheterKandidater som har bestått dette emnet,<ul><li>kan vise faglig kunnskap og kritisk forståelse av én eller flere historiske perioder.</li><li>kan skrive selvstendige litterære analyser på avansert engelsk med bruk av akademiske skrivekonvensjoner.</li><li>kan finne og ta i bruk relevant sekundærlitteratur.</li></ul>Generell kompetanseKandidater som har bestått dette emnet,<ul><li>anerkjenner viktigheten av kritisk refleksjon over forholdet mellom kultur og historie.</li><li>har dyptgående muntlige og skriftlige engelskferdigheter utover det som kreves for rene litteraturstudier.</li><li>utvikler tverrkulturell kompetanse.</li><li>kan kritisk evaluere ulike kunnskapskilders troverdighet og relevans.</li><li>kan delta i kritisk refleksjon over ulike kulturelle verker og egne arbeider</li></ul>

Lektorutdanning i språkfag - masterstudium (5-årig)

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Emnerapport  Dato: 6 Jan 2021Emnekode og -tittel: ENG2302 (Litteratur og Historie – Victorian Medievalisms) Program emnet inngår i: ISL    Kandidater som har bestått dette emnet - har kjennskap til et utvalg av engelskspråklig skjønnlitteratur fra en eller flere historiske perioder. - kan forklare hvordan verkene formes av og påvirker samfunn og kultur i perioden(e). - kan vise faglig kunnskap og kritisk forståelse av en eller flere historiske perioder. - kan skrive selvstendige litterære analyser på avansert engelsk med bruk av relevant sekundærlitteratur.    Emnerapportens datagrunnlag: I followed the reference group’s feedback, including their report, and had several conversations with students in the course. Since this course had extended evaluation, I also discussed some matters with the external examiner for the exams (Heidi Støa). I also inaugurated a survey on Blackboard, to which 9 students responded.The home exam and obligatory assignments were also a useful way of measuring how students responded to the course’s subject matter and central questions.    Emneansvarligs vurdering av kvaliteten i emnet: I’m pretty happy with the course, in general. I imagine it’s a bit difficult for the students who haven’t studied Victorian or medieval literature before, since they don’t have the background in either, but judging from the exam a number of the students engaged with the material itself pretty well.  Pga the pandemic, lectures were online (early seminars could take place in a classroom environment, which was nice, and we all felt pretty safe with that). Online teaching was not easy, but it went better than I expected. Seminars in my usual style are pretty much impossible in that environment, however, and when we had them in person they were enjoyable. Based on the survey, students seemed to think that the online lectures went well, but that they are no replacement for classroom teaching. I hope the department will add more seminars and I look forward to getting back to the much more effective classroom teaching. Generally, the pensum has now found its best balance so far. In future, I will make sure to leave “My Last Duchess” off the pensum, however. It was there because students don’t always get it in earlier courses, but since students do often already get it, it is a bad repetition. I wish I could drop Carlyle, but he’s too important; there was less depth devoted to him, because he’s very difficult, but I think we should actually read him more closely. Procter (new to this year’s version) was a surprising hit, judging by the responses to the survey, and so for some reason was Ivanhoe; Morris’s A Dream of John Ball was also a success and should also be kept. According to the survey, the obligatory assignment was generally well received, and students thought the research exercise should be kept. When I do it again, I might adopt a research exercise that concentrated on general related topics rather than on reviews (i.e. switch the exercise with the one I do in ENG2303). The survey suggests that the comments on the obligatory assignment were very good, and that my contact availability to students received the highest approval. Generally students who responded to the survey stated that the current high standards regarding resubmission are a good idea (quite a number agreed, however, that some leniency this particular difficult pandemic semester would have been better). I am not sure I want to do “less work” commenting on the OAs, as the reference group suggests!  I like the idea of including some former student OAs that represent different levels of achievement, and have considered it in the past, but there are two difficulties with that: first, I will need students’ permission to do so, and second, and more difficult, the OA topics and methodologies often change from year to year, so they won’t always be useful every time.   There was a lot of activity on the discussion board, but a lot of it was mine. I enjoyed writing up the “popular medievalism” posts, but it’s hard to tell whether anyone actually saw them, since no one commented. The writing tips achieved rather more interactivity. According to the survey responses, many students looked at the discussion board but didn’t feel the need to join the conversation. I think that one of the lessons of the pandemic is that for online teaching to be successful, the students need to get engaged and get involved. In this, as in other examples here, it is probable that we need to require more from the students.  Regarding the exam, I endorse the reference group’s call for home exams; I am in the minority in being someone who as a student actually thrived writing school exams, but I also think that in English the home exam is a more reflective and more valuable exercise – as long as students use the time to reflect and revise, since some of the exams looked like they didn’t take advantage of all the available time. As for this particular exam, I think it was not a good idea to ask them to discuss two pensum texts on the short essay question; it should only have been one. Depth was sacrificed, and organization was harder to achieve, and students tended to concentrate on the easier, shorter texts (“My Last Duchess” again). The adoption of an external examiner was a useful corrective; I realized that in the past I have actually been grading too leniently, whereas I was worried that I was being too hard. Nevertheless, there were some good answers. Students, even those with weaker answers, really seemed to understand the material; the issue on the exam, as I mentioned to the class, and as the reference group notes, was that the student writing was of particularly weak quality this time round.  Now, that last part really surprised me, since as the reference group notes I spent a lot of time trying to help students with their writing this time around. I included a number of extra links to writing and research resources, and in fact for this course I wrote up a whole 10 thousand words of “Writing Advice,” shared in weekly parts on the discussion board. To see it go unmentioned in the report, and to see that many of the exams often made the exact missteps (general and specific) that I discussed in the writing advice and drew students’ attention to in my feedback on the OAs, suggests that these resources, even when they are available, aren’t being taken advantage of by the students. I am wholeheartedly in agreement with the reference group that we need to initiate some sort of writing course in the English section here. We are beginning to do that with ENG2800, but in its current iteration it only reaches a limited number of students.

Informasjon om hvilke ordbøker som er tillatt brukt under eksamen er tilgjengelig på eksamensoppgaven.

Emnet tar for seg et utvalg av engelskspråklig litteratur fra en bestemt historisk periode eller flere historiske "øyeblikk". Verkenes innvirkning og respons på samtidig samfunn og kultur vektlegges. 

Nærmere beskrivelse av det faglige innholdet i emnet vil foreligge i pensumlisten for engelsk ved semesterstart.  

Forelesninger/seminarer. Veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform.

Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester). Alle obligatoriske aktiviteter må avlegges i samme semester.



Kandidater som har bestått dette emnet 
- har kjennskap til et utvalg av engelskspråklig skjønnlitteratur fra en eller flere historiske perioder.
- kan forklare hvordan verkene formes av og påvirker samfunn og kultur i perioden(e).
- kan vise faglig kunnskap og kritisk forståelse av en eller flere historiske perioder.
- kan skrive selvstendige litterære analyser på avansert engelsk med bruk av relevant sekundærlitteratur.

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Litteratur og historie - ENG2302