jueves, 26 de noviembre de 2009

Final essay

Hi all,

These are the instructions, marking criteria and guidelines to write your final essay:

http://owl.english.purdue.edu/owl/resource/685/01/

http://depts.washington.edu/pswrite/grading.html


1. Write about 1000 words.
2. Write a catchy title that is clearly linked with your writing
3. State your purpose clearly at the beginning. Explain structure of the essay.
4. Each paragraph should contain a clear idea.
5. Use linking words between paragraphs to make the text flow.
6. Give your opinion and clearly explain your rationale behind your thinking.
7. Write a conclusion that clearly summarises the main points you´ve raised, and that shows your critical engagement.

Deadline, Friday 4 at 12.00. Please leave two copies with Normita and upload it to your blog. Also, you´ll have to upload your outline the latest Sunday 29 at midnight.

See you tomorrow,
Claudia


domingo, 22 de noviembre de 2009

Auden post

Dear all,

Please remember to post your commentary on Auden´s poem by midnight, and make decisions towards what your final essay will be about so that you write your outline on our last session on Friday.

Deadline to hand in your essays will be Friday December 4 at noon (12.00). You´ll have to upload them to the blog and leave two printed copies with Normita.

Thank you. See you tomorrow,
Claudia

martes, 10 de noviembre de 2009

W.H. Auden

Dear all,

Next session will be devoted to study of one of W.H.Auden´s most famous poems "September 1, 1939" . You´ll find it in the following link

http://www.poemdujour.com/Sept1.1939.html

After reading it discuss the following questions:
1. What do you think the last two lines of the second stanza refer to?
2. What political and historical events does the poems address?
3. What attitudes towards patriotism does the poem take?
4. What do you think the poet means by

"The strength of Collective Man"
"Out of the mirror they state, Imperialism´s face. And the international wrong".
"There is no such thing as the State"

5. What is the relevance of this poem to our times?

Also, remember to post a comment about "The Waste Land" by Eliot. Deadline Sunday15.

See you,
Claudia

lunes, 2 de noviembre de 2009

T.S. Eliot



Dear all,

T.S. Eliot was born in the USA but at the the age of 25 went to live in London, and at 35 became a British citizen. He worked as a bank clerk and later became an editor for the publishing house Faber. During World War II, he served as an air-raid warden. His influence on the next generations of English poets was enormous. One of his most well known poems is "The Waste land" written in 1922, in which he complains about the lack of meaning of contemporary city life. In one of his essays about poetry "The music of poetry" 1942, he wrote: "It is not necessary in order to enjoy the poem, to know what the dream means; but human beings have an unshakeable belief that dreams mean something..."

You´ll find the poem in the following link


Read it, think of the title, sub-titles, images, characters, date in which it was written....

Also, please remember to write your post about "The Rocking-Horse Winner" and "Odour of Chrysanthemums" by D.H. Lawrence. Deadline Sunday 8.

Claudia

miércoles, 28 de octubre de 2009

Friday session

Dear all,

This Friday will be devoted to finishing the last 3 presentations, and to the analysis and discussion of "The Rocking-horse winner".

Attached you´ll find a link to the "Odour of Chrysanthemums" which you should read for Friday too as we will try and draw comparisons between the two stories.


See you next class,
Claudia

jueves, 22 de octubre de 2009


Dear all,

We will read two stories by D.H. Lawrence. The first one "The Rocking-Horse Winner" can be found in the following link. You should read for Monday 26.

http://www.literature.org/authors/lawrence-david-herbert/the-woman-who-rode-away-and-other-stories/part-12/index.html


1. What do you think is the main conflict in the story?
2. Describe the characters
3. Discuss the opposition between being lucky and rich
4. What does the rocking-horse represent?
5. Discuss the ending of the story.

See you,
Claudia

domingo, 11 de octubre de 2009

About Virginia Woolf

Dear all,

Please remember to post your entry about Virginia Woolf´s "A room of one´s own". Deadline Tuesday 13 at midnight.

You may decide to focus your reflections on the main issues, or on one of them:

1. Gender issues
2. The need to have a space, both real and metaphorical to write
3. The importance of money to have that space
4. The art of writing and the impact of "interruptions" when writing
5. The stream of consciousness
6. Leisure and time to think, etc.

Also, if you wish to refer to the story "The mark on the wall" you are very welcome to do so.

Enjoy the rest of the weekend!!
Best,
Claudia

domingo, 27 de septiembre de 2009

Oliver Twist

Hello everybody,

Please remember to post your entry on "Oliver Twist". Deadline tonight!!

You may decide to focus on the metaphors found in Dickens´s writing or on the keystones of the Victorian times. How are they represented in Oliver Twist?

About Virginia Woolf, please listen to the following interview to Norma Clarke (author of The Rise and Fall of the Woman of Letters), and Amanda Craig who is a modern woman writer.


What´s Amanda´s view of having a room of one´s own to write?
What does she think about women writers today?
What does Norma think about the idea of the room? Has it been harmful or not?

Claudia



















domingo, 20 de septiembre de 2009

The signal-man

Dear all,

As I mentioned on our last session, deadline to write the post about the signal-man is tonight!!

Please remember to do so.

See you tomorrow,
Claudia

jueves, 10 de septiembre de 2009

The signal-man

Dear all,

Tomorrow´s session will be devoted to discussing the short ghost story "The signal-man" by Dickens.

To help contextualise its writing, it´s useful to know that "The Signal Man" was written after a railway accident which took place in 1865 that had a great impact on Dickens´s life.


On our discussion of the story think of the following:

What does the train represent?
Think of the opposition between isolation and community.
Think of the issue of social responsibility
How is modernity depicted in this ghost story?

See you in class,
Claudia

http://www.gutenberg.org/ebooks/1289

domingo, 6 de septiembre de 2009

Keynotes of the Victorian Age




Before reading Dickens´s stories, please take a look at the following keynotes about the Victorian Age. Discuss the central metaphors in Dickens´s writing. To what extent do you think they depicted the main problems of the Victorian Age?

  • Keynotes of the Victorian age: progress, expansion, power and mobility (See Poplawski, P. (2008). English Literature in Context. CUP)

  • 1830 Opening of railway lines in Britain: advancement, growth and difussion, awareness of interconnectedness, invention.

  • Print culture proliferated and literacy rates increased

  • Influence of the Romantic era on Victorian writers: ideas of liberty, individualism, the nature of subjectivity, emphasis on the self, emotion, imagination, relationship between man and the natural world.

  • Social responsibility of the artist.

  • The Victorian age witnessed the boom of economic expansion, transformation and hope in the first period, while in the second, it witnessed uncertainty and doubt.

Dickens´s fiction central metaphors: Fog, contagion, the prison. These three metaphors were best embodied in the word disease, both literal and figurative (cholera was a common disease at the time and it hit working-class communities very hard in the years 1831, 1848, 1853 and 1866). In Dickens´s writings one finds the idea of disease that spread through modern society and it immobilised it. His desire to represent the social realities of urban life are found in most of his writings. In "Oliver Twist" (1837-1838), the author depicts his own suffering during his childhood. At the age of 12 he starts working in a blacking factory. His family is sent to prison due to debt. He isn´t but this traumatic experience would influence his writing very much. At the age of 15 Dickens starts working as a free-lance writer.


Also, please remember to post your entry about Frankenstein. Deadline Sunday 14. You may use the words listed below (Thank you Carolina!!) which were the result of your own reflection and discussions.



Consequences

Regret

Loneliness

Emptiness

Family

Self-esteem

Hate

Senses

Happiness

Marginalization

Frustration

Mistakes

Maternity

Beliefs

Problems

Feelings

Overwhelming

Rejection

Morality

Discrimination

Injustice

Acceptance

Love

Forgetfulness

Emotions

Lack of satisfaction

Identity

Society


See you in class,

Claudia

jueves, 27 de agosto de 2009

Frankesntein




Dear all,


Before we start the analysis of Frankenstein by Mary Shelley, I would like you to take a look at this picture. Think of how many similar pictures you´ve seen based on the novel, have you seen any of the films...?
Now be ready to listen to a fanstatic interpration of the novel...enjoy it!!
For next session please read the article provided in the following link
What aspects of Mary Shelley´s novel does the author of the article want to emphasise?
Claudia

martes, 25 de agosto de 2009

Wordsworth

Dear all,

I have uploaded my latest presentation to the virtual. Please write your personal reflection after reading Keats´s poem "When I have fears that I may cease to be". Deadline Sunday 30.

About Wordsworth, follow the link below...listen to the poem, watch the video and be ready to write your reflection. What do the daffodils mean in the poem? What is the relationship between nature and the poet? Explain the following stanza "A poet could not but be gay, In such a jocund company". Deadline Sunday September 6. You may also decide to draw a comparison between the four Romantic poets/poems we have read.

http://www.youtube.com/watch?v=gS9-tEbv75E

On Friday we will start discussing "Frankenstein". I hope you´ve made progress with the reading.

See you then,
Claudia

jueves, 20 de agosto de 2009

Keats


Dear all,

Tomorrow´s session will be devoted to reading, appreciating and discussing one of the most beautiful poems written by John Keats "When I have fears that I may Cease to be".

Here is a link to a video where you can listen to the poem...its music...its melancholy

http://www.youtube.com/watch?v=asGolDPXMoo

and the written version...

When I have fears that I may cease to be

Before my pen has glean'd my teeming brain,

Before high-piled books, in charactery,

Hold like rich garners the full ripen'd grain;

When I behold, upon the night's starr'd face,

Huge cloudy symbols of a high romance,

And think that I may never live to trace

Their shadows, with the magic hand of chance;

And when I feel, fair creature of an hour,

That I shall never look upon thee more,

Never have relish in the faery power

Of unreflecting love;--then on the shore

Of the wide world I stand alone, and think

Till love and fame to nothingness do sink.


I will upload my previous presentation to the virtual so that you write your post on Coleridge´s poem. Deadline Sunday night. You can choose any of Coleridge´s quotations included in the presentation and discuss how they relate to the poem.

See you,
Claudia



domingo, 16 de agosto de 2009

Kubla Khan




Dear all,

Below you´ll find a Spanish translation of the poem. I hope this helps you understand, appreciate and enjoy this poem better:

Kubla Khan

•En Xanadu Kubla Khan decretó
•Un solemne edicto de la cúpula del placer:
•Donde Alph, el río sagrado, fluía
•A través de cavernas inescrutables para el hombre
•Hacia un mar sombrío.
•Diez mil millas de suelo fértil
•Con muros y torres fueron rodeados;
•Y había jardines que brillaban con sinuosas plantas,
•Donde florecían numerosos árboles de incienso;
•Y aquí, los bosques, tan antiguos como las colinas,
•Abrazaban rayos de luz entre el follaje.
•¡Pero! ! ¡Ese abismo encantador que se inclinaba
•Bajo la colina cubierta de raíces de cedro!
•¡Ese lugar salvaje! Por siempre sagrado y encantado,
•Bajo una luna menguante fue perturbado
•¡Por una mujer que sollozaba por su amante!
•Y del abismo, con furibunda e incesante confusión,
•Como si la tierra respirase atenazada,
•Una poderosa fuente surgió de pronto:
•Entre su rápida cadencia entrecortada
•Grandes fragmentos saltaban como ráfagas de lluvia,
•O como espigas bajo el filo de la guadaña:
•Y en medio de esas rocas danzarinas,
•de una vez y para siempre,
•Brotó el río sagrado.
•Cinco millas serpenteando como un laberinto,
•Entre bosques y valles corría el río sagrado,
•Hasta alcanzar las cavernas inescrutables para el hombre,
•Y se sumergía en un océano sin vida, con gran conmoción:
•¡Y entre el caos formidable, Kubla escuchó lejanas
•Voces ancestrales profetizando guerra!
•La sombra de la cúpula del placer
•Flotaba en medio de las olas;
•Allí se dejaba oír la confusa melodía
•De la fuente y las cavernas.
•Era un milagro, un extraño prodigio,
•Una luminosa cúpula del placer con entrañas de hielo!
•Una doncella con una cítara
•En una visión admiré:
•Era una joven abisinia,
•Y con el instrumento se acompañaba,
•Para cantar la belleza del Monte Abora.
•Podría revivir en mí
•Su melodía y su voz,
•A tal placer yo sucumbiría,
•Y con notas altas y prolongadas
•Aquella cúpula en el aire construiría,
•¡Esa soleada cúpula! ¡Esas cavernas de hielo!
•Y todos los que de ella han oído la verían allí,
•Y todos romperían a llorar. ¡Cuidado! ¡Cuidado!
•¡Sus ojos centelleantes, su cabello flotante!
•Ondean un círculo a su alrededor,
•Y cierran tus ojos con sagrada reverencia,
•Porque él se alimentó del rocío,
•Y bebió la leche del Paraíso.

Claudia

sábado, 15 de agosto de 2009

Blake´s world




Dear all,
Last session we read and tried to understand the poem The Little black boy included in the Songs of Innocence (1789) by William Blake (1757-1827).



As many of you very well pointed out, the poem is full of biblical references, which were very prominent in Blake´s poetry.


According to Trejo (2007), Blake´s world was a unity inhabited by Man and God. Inspiration was a keystone in his poetry as opposed to rationality. But, there was no such thing as black and white in Blake´s world. On the contrary, oppositions such as present and past, eternity and instant, tangible and intangible, coexisted and transformed the understanding of Man in the world. More than oppositions, what Blake´s poetry offered was a binary system where everything was symmetrical. Thus, "I" for Blake was an entity which equated divinity. For Blake Man didn´t differentiate from God in that he is also eternal.


After reading the poem, which of the keystones in Blake´s poetry do you think are present in "The Little Black boy"? Post it on your blog in about 150 words, deadline Sunday 16.



Finally, as next session will be devoted to discussing Coleridge´s famous poem "Kubla Khan", please click on the following link..


Enjoy the reading!!
Claudia

domingo, 9 de agosto de 2009

Dear all,

As we study the so called "Romantic Poets" let´s first consider what Romanticism means (From English Literature in Context by Paul Poplawski (Ed.), 2008).

The Romantic period covers the period between the 1780s and 1830s although some authors argue that the period starts in the 1760s and it finishes in the 1850s.

Romantic refers to a kind of writing in opposition to neo-classicism in which "reason" dominated.
It marked a profound change in sensibility as a violent reaction to 18th century "reason".

The most representative British Romantic poets are William Blake, William Wordsworth, Samuel Taylor Coleridge, Percy B. Shelley, John Keats and Lord Byron.

Romanticism was apparently inspired by te political revolutions of America in 1776 and France in 1789, and therefore the products of Romanticism were often radical.

Characteristics:
Romantic poets affirm the creative powers of the imagination.

They introduce us to a new way of looking at nature which becomes the main subject of their work. The "Unity of being" or transcendence can be achieved through communion with nature: mountains, glaciars, storms, strange and exotic settings.

Romantic poets often write about the nature of the individual self and the nature of individual experience. They also show high regard for the figure of the artists.

Below you will find the poem "The little black boy" by William Blake. Read it, what images does it evoke? What is the relationship between the mother and the boy? Think of the contrast between black and white, how is it presented, what does it represent?


THE LITTLE BLACK BOY

My mother bore me in the southern wild,
And I am black, but oh my soul is white!
White as an angel is the English child,
But I am black, as if bereaved of light.
My mother taught me underneath a tree,
And, sitting down before the heat of day,
She took me on her lap and kissed me,
And, pointed to the east, began to say:
"Look on the rising sun: there God does live,
And gives His light, and gives His heat away,
And flowers and trees and beasts and men receive
Comfort in morning, joy in the noonday.
"And we are put on earth a little space,
That we may learn to bear the beams of love
And these black bodies and this sunburnt face
Is but a cloud, and like a shady grove.
"For when our souls have learn'd the heat to bear,
The cloud will vanish, we shall hear His voice,
Saying, 'Come out from the grove, my love and care
And round my golden tent like lambs rejoice',
" Thus did my mother say, and kissed me;
And thus I say to little English boy.
When I from black and he from white cloud free,
And round the tent of God like lambs we joy
I'll shade him from the heat till he can bear
To lean in joy upon our Father's knee;
And then I'll stand and stroke his silver hair,
And be like him, and he will then love me.

Claudia

sábado, 11 de julio de 2009

your essays

Hi all,

I´m happy to see that most of you have uploaded and sent your essays to me. The ones who haven´t done so yet, have been in touch and have explained their reasons.

Please remember to send the essay via email to me. Also, please be reminded that I will collect them on paper too to facilitate the marking process. Since there are still some people who haven´t finished because of the flu, I will collect them all on Wednesday after 12.00.

Finally, I have had problems accessing the virtual since yesterday. As I need to finalise the marking of the pending presentations too, could the following people send their presentations to my gmail? Thanks a lot!!

Pamela
Alicia
Salomón
Luis
Victoria
Nataly
Paulina
Patty

I will send the marks to each of you individually once I have finished the marking.

Enjoy the winter break!!
Claudia

viernes, 3 de julio de 2009

Final essay

Dear all,

Time goes by so...quickly. Last class you did a very good job trying to share your summaries of "Sense and Sensibility" with your classmates. This technique called "story telling" can be adapted to different scenarios and levels.

As we didn´t finish "telling" the whole story, I have asked people to send a message to their classmates or rather post a summary on the blogs.

Finally, if you decide to write your essay on "Sense and Sensiblitity" you may focus on some of the main conflicts:

1. Marrying for love or money
2. Social status and love
3. The development of the opposition between sense and sensibility in the novel

or else

4. How could this Romantic novel be used in an EFL class
5. other

To write the essay you can follow these guidelines and links:

http://owl.english.purdue.edu/owl/resource/685/01/

http://depts.washington.edu/pswrite/grading.html


1. Write about 1000 words.
2. Write a catchy title that is clearly linked with your writing
3. State your purpose clearly at the beginning. Explain structure of the essay.
4. Each paragraph should contain a clear idea.
5. Use linking words between paragraphs to make the text flow.
6. Give your opinion and clearly explain your rationale behind your thinking.
7. Write a conclusion that clearly summarises the main points you´ve raised, and that shows your critical engagement.

Deadline, July 10.

You´ve got to upload your essay on your blog, send it to me via email as a word document, and leave a copy at the English Department.

Good luck!!
Claudia

domingo, 14 de junio de 2009

Sense and Sensibility


Dear all,


Here is the link to Jane Austen´s masterpiece "Sense and Sensibility"




We will discuss it on the week of June 22.
See you soon,
Claudia

domingo, 24 de mayo de 2009

Dear all,


Here are some ideas that might help you decide what topic to choose for your presentations, but you may very well decide to focus on other issues that are not mentioned in the examples below..


About Beowulf:


1. Discuss the heroic character of Beowulf.

2. Paganism versus Christianity: references to the bible in Beowulf.

3. The importance of the anglo-saxon epic poem for English Literature



About Chaucer:


1. Chaucer has been called the father of English poetry, why?

2. Discuss the poem "Truth". In your opinion, what makes it so contemporary?


3. Discuss the importance of "The Canterbury Tales" in the example of the "The Wife of Bath". Telling the story of laymen and their free will seems to have been an issue of major concern for Chaucer. Why?



About E. Spenser:


1. The Faery Queene: an allegorical poem in favour of Queen Elizabeth.

2. The introductory letter sent to Sir Walter Raleigh: its strategic importance.




About Shakespeare:


1. The Merchant of Venice: racism? Otherness? other issues?

2. The Tempest: colonialism, freedom, etc.



Instructions:

1. The presentation should last between 7 and 10 minutes. It should include an introduction and a clear outline of what you will present. You may use pictures, videos, etc.

2. Include examples and refer to how you would use the work you will present in an English class.

3. Include contextual facts where appropriate, refer to other authors if you deem it necessary.

The marking criteria will be presented to you on Wednesday.
See you then,
Claudia

viernes, 15 de mayo de 2009

The Tempest

Hi all,

Please watch the following films:

http://www.youtube.com/watch?v=2XZ091CEgNU

http://www.youtube.com/watch?v=5xYzRsQBn_M&feature=related

http://www.youtube.com/watch?v=HWa_uhtj0Fk&feature=related


How is Prospero described?
What is his relationship with Ariel? and Caliban? Is it the same? What expressions does Prospero use to refer to each of them?
Where does the action take place?
What happens when the ship arrives to the enchanted island?
Who helps Prospero with his magic?
How is Caliban described when he´s first seen by Trinculo? What words does Trinculo use?
How does the story end?

Themes:
Discuss the opposition between
a. imprisonment and freedom
b. reconciliation and forgiveness
c. illusion and magic

Also,
d. transformation, change
e. appearance versus reality
f. order and disorder
g. colonialism

See you soon,
Claudia

domingo, 10 de mayo de 2009

Shakespeare



Dear all,

As promised, you´ll find below the links to the plays "The Merchant of Venice" and "The Tempest" by W. Shakespeare.

http://www.gutenberg.org/dirs/etext97/1ws1810.txt

http://www.gutenberg.org/dirs/etext97/1ws4110.txt


For our discussion of "The Marchant of Venice" on Wednesday at 20.00, you´ll need to finish watching the film (and .... ideally...read the play).

After the discussion, you´ll have to write a film review, deadline Friday 15, at midnight. But, before writing your reviews, you are asked to write an outline of the issues you will touch upon and the order in which you´ll develop them.



Here is some information on how to write your reviews. Follow the steps suggested in the following webpage, they are very clear. Your review should be about 600 words long.

http://www.angelfire.com/journal2/englishresource/filmreview.html

...and you will find the marking criteria I will use in the following link (same as last year).

http://www.siue.edu/~deder/grrub.html
http://www.siue.edu/~deder/grstand.html

Issues you may decide to focus on:

1. Opposition between characters like Shylock and Antonio (or any other).

2. The place of "otherness" in the film/the play.

3. What do the caskets represent? How are the Prince of Marocco and the Prince of Aragon, who fail to choose the right casket, depicted?

4. Drama, comedy, tragedy? What kind of play is this? What do you think?

5. Description of any particular character, values they represent, how, etc.

Finally, read "The Tempest" for Friday 15.

Good luck!!
Claudia

miércoles, 6 de mayo de 2009

Dear all,

Please take a look at the letter sent by Spenser to Raleigh and discuss:

1. Why did Spenser choose to write about King Arthur in his Faery Queene?
2. Why is it called an allegory?
3. What are the characteristics that he is trying to emphasise through his different characters?
4. Why do you think he writes the letter to explain his intentions?

See you soon,
Claudia

miércoles, 29 de abril de 2009

Dear all,

Please discuss the following quotation, do you feel it represents your feelings after reading "The Wife of Bath"? If so, how?


"Chaucer´s text is complex and layered, his position is impossible to pin down, his tone inscrutably ironic. Master of indirection, he refuses to nail his colours to the mast in a gesture that fuses complicity with critique. There is no easy way to align ideological sympathies when medieval men write about women" Poplawski, P. et al., 2008

Claudia

domingo, 26 de abril de 2009

Dear all,

First, remember to write a 150 word long post with the title "What women love most" as a reflection of your reading of "The Wife of Bath" by Chaucer, our discussion in class and your own experience. Deadline Wednesday 29.

As promised, you´ll find below a link to the letter that Edmund Spenser wrote to Sir Walter Raleigh as an explanation of his intention in writing The Faerie Queene. Read the letter for next class.

http://www.gutenberg.org/files/15272/15272-h/15272-h.htm#letter

See you next week,
Claudia

sábado, 18 de abril de 2009

The Wife of Bath's Prologue and Tale

Hi everyone,

Juan has found a very good website with an interlinear translation of "The wife of Bath´s" tale and prologue. It will be a lot easier to read!! Read both for Wednesday.

http://www.courses.fas.harvard.edu/~chaucer/teachslf/wbt-par.htm

Thank you Juan!!
Claudia

viernes, 17 de abril de 2009

The Canterbury Tales

Dear all,

For next session, please visit the following link http://www.librarius.com/ and read "The Wife of Bath´s Tale", which is one of the tales that makes up The Canterbury Tales.

Wednesday class will be entirely devoted to this tale, so please read it.

See you,
Claudia

martes, 14 de abril de 2009

Chaucer


Dear all,


In the following link you´ll find a short poem by G. Chaucer. It´s been "translated" into readable English, so you shouldn´t have any problems reading it.

http://www.poemhunter.com/poem/truth-2/

Why do you think Chaucer called this poem "truth"?

What does he mean by "for greed entails hate and social climbing uncertainty? How does it apply to the present world?

What are the religious implications of this poem?

How do you feel after reading it? Does it make sense to you, to your life?

Post your answers and or comment (150 words) before Friday.


See you,
Claudia

domingo, 5 de abril de 2009

Beowulf

Dear all,

You´ll find attached a link to the epic poem Beowulf. Read the argument, chapters I, II, III and XLIII. We´ll do a series of activites based on the reading. The class will take place in the computer lab. See you then.

http://www.gutenberg.org/files/20431/20431-h/20431-h.htm

Claudia

viernes, 13 de marzo de 2009


Dear all,

Welcome to the literature course. This term we are going to study English literature from the epic poem Beowulf to the 19th century novel. The first and second sessions will be devoted to discussing different definitions of literature. Next we are going to analyse how literature can be used in the EFL classroom. The benefits, and possible approaches are going to be presented and discussed.




After that, we will start reading some of the most representative pieces of English literature to understand the context of production, culture, and critical reception. References will be made to how these pieces of literature could be used in the teaching of English as a foreign language.


See you soon,
Claudia