CHILDRENS LITERATURE - 2017/8
Module code: ELIM036
School of Literature and Languages
WYNNE-DAVIES M Prof (Lit & Langs)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Seminar Hours: 22
|Assessment type||Unit of assessment||Weighting|
|Coursework||CREATIVE PIECE (3000 WORDS OR EQUIV. IN POETRY) PLUS CRIT. ESSAY & COMMENTARY (1500 WORDS) OR CRIT. ESSAY (4500 WORDS)||100%|
Prerequisites / Co-requisites
The module offers students the opportunity to learn about children’s literature across a variety of genres and ages, as well as about its historical development and social context. Students are introduced to a range of theoretical approaches enabling them to analyse texts, engage with critical concepts, and develop their own writing both creative and critical. Through participating in class discussions and workshops students will be offered an overview of how to write for children.
At the end of the semester students will produce a work of children’s literature alongside a commentary reflecting upon their creative work OR a critical essay that focusses on three works of children’s literature either from the module or their own choice using the theories, concepts and practices studied.
Develop in students a thorough critical understanding of children's literature
Develop the ability in students to analyse and appraise styles and techniques used in children's literature and to apply these critical insights to their own writing practices OR published works
Facilitate the acquiring of the detailed knowledge and skills necessary for writing and/or analysing children's literature
Help students attain the ability to apply critical awareness to their own creative writing OR to the works of others
Encourage students to work as a group in the production of collaborative work in the workshop context
Facilitate the examination of the theory and conceptualisation of children's literature critically alongside the practices and published texts produced in relation to it
Encourage students to critically develop their thinking about their own practice as writers, both creative and critical, and to present this in cogent terms
|Gained significant confidence and ability in critical analysis and thinking||C|
|Gained the ability to analyse and appraise styles and techniques used in children's literature and to apply these critical insights to their own writing practices and/or the works of published authors||KC|
|Acquired the detailed knowledge necessary for analysing children's literature||K|
|Acquired the detailed skills necessary for writing children's literature||P|
|Increased the ability to apply critical awareness to their own creative writing and/or to the works of others||PT|
|Developed the ability to work as a group in the production of collaborative work in the workshop context||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
The following areas are indicative of topics to be covered:
Theoretical approaches including: reader response, gender, psychoanalytic
Examples of works might include: Little Red Riding Hood, The Gruffalo, Max and the Wild Things, The Tiger Who Came to Tea, Alice in Wonderland, The Lion the Witch and the Wardrobe, Northern Lights, Charlie and the Chocolate Factory, Harry Potter and the Philosopher’s Stone, Twilght, The Hunger Games
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Hone and develop students’ writing skills in academic writing, and/or creative writing (writing for children) by helping students understand the context of children’s literature
Assist students in locating children’s literature and their own critical and/or creative work in historical and cultural contexts by developing a stronger sense of the materials and techniques available, and begin to develop their thinking in the context of writing for children across ages and genres
Equip students with the research and writing skills they will need to produce critically informed academic writing and/or creative writing (writing for children) and creative criticism by helping them gain significant confidence and ability in critical analysis and thinking and/or an ability to use specific compositional skills that will have practical application to their practices as writers of children’s literature
Facilitate students’ productive reflection on both the creative process and the finished work by helping them gain significant confidence and ability in critical analysis and thinking, and an ability to use specific compositional skills that will have practical application to their practices as writers, both academic and creative.
The learning and teaching methods include:
2 hour seminar x 11 weeks.
The assessment strategy is designed to provide students with the opportunity to demonstrate achievement of the module learning outcomes.
Seminar discussion with ongoing tutor feedback is designed mainly to assess transferable skills in working as part of a group and practical/professional skills in expressing ideas and critical analysis in oral communication. It also assesses subject knowledge in the different forms of children’s literature and cognitive/analytical skills in critical thinking and in developing writing for children.
The essay OR the creative piece plus critical commentary assess subject knowledge in the different forms of writing for children and cognitive/analytical skills in critical thinking and in using the theories of children’s literature to analyse texts. They also assess practical/professional skills in expressing ideas about children’s literature AND/OR writing their own creative work for children and in written communication and transferable skills in working independently and as part of a group.
Thus, the summative assessment for this module consists of:
End of semester Creative Piece (3000 words or equivalent in poetry) plus critical essay and commentary (1500 words) (100%) OR Critical Essay (4500 words) (100%)
Formative assessment and feedback
Verbal Feedback in class, written and/or verbal feedback on one piece of writing (maximum of 2000 words).
Formative ‘feed forward’ is provided through seminar discussions, tutor feedback in seminars, and a range of other feedback mechanisms agreed between tutor and students in week 1 of the module, such as seminar contribution and writing exercises.
Reading list for CHILDRENS LITERATURE : http://aspire.surrey.ac.uk/modules/elim036
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.