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GUÍA DE ESTUDIO DE LA ASIGNATURA GRADO 2ª PARTE | PLAN DE TRABAJO Y ORIENTACIONES
GUÍA DE ESTUDIO DE LA ASIGNATURA GRADO 2ª PARTE | PLAN DE TRABAJO Y ORIENTACIONES
GUÍA DE ESTUDIO DE LA ASIGNATURA
GRADO
2ª PARTE | PLAN DE TRABAJO Y ORIENTACIONES PARA SU DESARROLLO

2013-2014

Mª Teresa González Mínguez y Dídac Llorens Cubedo (Equipo Docente) GRADO EN ESTUDIOS INGLESES: LENGUA, LITERATURA Y CULTURA

UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA 1.- WORK PLAN Literatura Inglesa II: Ilustración,

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA

1.- WORK PLAN

Literatura Inglesa II: Ilustración, Romanticismo y Época Victoriana is divided into SEVEN STUDY UNITS (see TABLE 1 below), each one covering between two and three weeks. In general terms, the Units follow a chronological order. Successful completion of Literatura Inglesa II… will give you 10 ECTS, or the equivalent of 250 study hours spread over the whole academic year.

Each Unit includes texts by critical and literary authors included in the Norton Anthology of English Literature, vols. I & II, together with three separate novels (there being two other novels whose reading is optional), as well as selected chapters from the course text book, English Literature in Context. All texts are explored through related exercises or activities. These activities can be used in tutorials, group discussions (face-to- face or online) or for the purposes of self-assessment. The curso virtual will provide you with the answers.

Each Unit will be organized as follows:

OVERVIEW OF THE MAIN PERIODS + AUTHORS - Reading of theoretical introductions + self-assessment questions

STUDY OF PRIMARY SET TEXTS - Reading of primary texts + self-assessment questions

2.- STUDY GUIDELINES AND TIME MANAGEMENT

A number of learning outcomes are common to all units:

General grasp of literary contexts

A sense of the historical evolution of English literature

Familiarity with readings from relevant authors

Ability to analyse introductory and theoretical texts and answer questions on them in English

Familiarity with literary texts in English

Ability to read/analyse literary texts in English from differing critical and cultural perspectives

Ability to write in English about literary texts from differing critical and cultural perspectives

General familiarity with concepts and vocabulary in English associated with critical reading and commentary

Ability to avoid plagiarism and express original ideas and arguments

TABLES 1 & 2 below give you a breakdown of specific learning outcomes and activities. A suggested plan for distributing and managing your time is also included (the February exam period is not taken into consideration). Study hours devoted to the various activities will necessarily vary depending on the length and difficulty of the reading material, though you should aim to keep to the number of hours indicated for each entire unit.

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Profs. Mª Teresa González and Dídac Llorens

Profs. Mª Teresa González and Dídac Llorens

TABLE 1

UNIT NUMBER

LEARNING OUTCOMES SPECIFIC TO EACH UNIT

FINISH

AND TITLE

UNIT BY

 

- Demarcating satire as a literary figure, genre or mode.

 

- Distinguishing how satire is used in verse, prose and drama.

1

- Connecting the use of satire with a specific political / social situation.

- Identifying the defining traits of two important genres: the satirical pamphlet and the ballad opera.

Week 3 (end of October approx.)

The Turn of the Century: From Comedy to Satire (1690-1780)

- Becoming aware of the importance of journalism in 18 th century England.

 

- Realising the weight of classical references in 18 th century English literature.

2

- Learning about the social context in which the modern English novel appeared.

Week 7 (end of November approx.)

The Rise of the Novel:

- Recognising how the trend of ‘sensibility’ influenced 18 th century fiction.

Literature and Socialization

- Judging Defoe’s Moll Flanders as a good example of the early English novel.

 
 

- Demarcating the Gothic as a literary genre or mode.

 

- Establising connections between Gothic fiction and Graveyard Poetry.

3

- Comparing Gray’s Elegy with neoclassical poetic models.

Pre-Romantic and Gothic Echoes/Contributions:

- Understanding why poets like Gray and Thomson are considered ‘pre-romantic’.

Week 10 (end of December approx.)

Imagination and Improbability

- Considering whether Shelley’s Frankenstein is the culimnation of the Gothic in fiction

- Viewing the Gothic as an antecedent of Romanticism.

 
 

- Identifying the general characteristics and main themes of Romantic fiction or ‘romance’.

 

4

- Becoming familiar with certain 18 th / 19 th century narrative texts that reflect the social situation of women.

Women Novelists and the Transformation of Fiction:

- Studying how women novelists make their voices heard and vindicate their rights through fiction in the early 19 th century, in England.

Week 12 (end of January approx.)

Feminizing Culture

- Examining the most relevant aspects of Jane Austen’s Pride and Prejudice: characterisation, irony and social satire.

 

- Discussing why Elizabeth Bennet is ‘a modern heroine’.

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LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA   - Demarcating Romanticism as a literary

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA

 

- Demarcating Romanticism as a literary genre or mode.

 

- Contrasting the different attitudes of English intellectuals to the French Revolution.

5

- Tracing the evolution of English Romantic poetry, from Wordsworth to Keats.

Poetry in an Age of Revolution. Romanticism

- Realising the relevance of Lyrical Ballads and its ‘Preface’ in literary history.

Week 17 (end of March approx.)

(1780-1832).

- Recognising the originality of Romantic poetry, comparing it with poetry produced in the preceding century.

- Characterising English Romantic poetry by reference to a selection of representative poems.

 

- Learning about the concerns of Romantic essayists.

 

- Viewing the Victorian Age as a period of deep social transformations.

 

- Understanding why novelists and essayists showed concern about the excesses of industrialisation.

6

- Finding out why Victorian novelists were interested in ‘the Woman Question’.

The Victorian Age

- Becoming aware of the development of fiction during the Victorian Age, a ‘Golden Age’ of the English novel.

Week 22 (end of April approx.)

(1832-1901):

The Victorian Novel

- Reading and analysing Charlotte Brontë’s Jane Eyre as a prototypical Victorian novel.

 

- Determining the extent to which ‘the Woman Question’ is present in Jane Eyre.

- Comparing Jane Eyre with other important Victorian novels (e.g. Dickens’ Great Expectations).

 

- Identifying the defining traits and different trends of Victorian poetry.

 

- Recognising Romantic elements in Victorian poetry.

7

- Understanding why Victorian poets were fascinated by the past.

The Victorian Age

- Analysing the interaction between the visual arts and poetry (e.g. Tennyson’s poems and Pre- Raphaelite paintings).

Week 25 (mid May approx.)

(1832-1901):

Victorian Poetry

 

- Determining the extent to which ‘the Woman Question’ is present in the works of Christina Rossetti and Elizabeth Barrett Browning.

- Considering Victorian poetic innovations, such as Browning’s dramatic monologue or Hopkins’ sprung rhythm.

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Profs. Mª Teresa González and Dídac Llorens

Profs. Mª Teresa González and Dídac Llorens

TABLE 2

SECTIONS COMMON TO UNITS 1-10

ACTIVITIES IN EACH SECTION

APPROXIMATE STUDY HOURS NEEDED

A)

Reading introductory

and

Reading

understanding

1-4 hours

and theoretical texts

theoretical texts

B) Self-assessment exercises

Analytical and comprehension exercises based on theory and contextualization of literary texts (Norton Anthology and English Literature in Context)

1-3 hours

C) Reading primary texts

Reading and understanding literary set texts

1-15 hours, depending on whether they are brief poems, essays or long narrative texts

D) Self-assessment

Analytical and comprehension exercises on literary texts

2-3 hours

exercises

 

Max. total: 25 hours per unit

3.- STUDY PLAN AND COURSE PROGRAMME

3.1.- STUDY PLAN

English Literature II… requires you to read closely a number of literary texts, and critical and theoretical texts in English. Each text is further accompanied by a set of exercises based exclusively on the texts in question. The curso virtual will provide detailed study guidelines, but below you will find an outline of the study plan:

CRITICAL

AND

THEORETICAL

TEXTS

(INTRODUCTIONS

OF

THE

NORTON

ANTHOLOGY

AND

ENGLISH LITERATURE IN CONTEXT)

You may be asked to

- read and understand an extract from a chapter or the chapter in full;

- provide definitions or explanations of a number of key words;

- identify the main ideas of a literary text;

- answer questions on a literary text;

- summarize the key points and arguments.

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LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA LITERARY TEXTS Here you will be asked

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA

LITERARY TEXTS

Here you will be asked to

- read the texts actively, establishing connections with other readings, taking notes, making sure that you have acquired a clear understanding of them;

- write a summary of what you think the text is ‘about’;

- look up and provide definitions for certain terms;

- answer questions on the text’s literary devices, figurative language, formal aspects;

- where appropriate, carry out textual commentaries.

WHAT YOU WILL NEED FOR YOUR STUDIES

- All the compulsory texts.

- The Guía de Estudio, parts I and II (available through the UNED web site and the curso virtual aLF respectively).

- A good monolingual English dictionary.

- Access to the internet and the curso virtual aLF.

- The commitment to use your own wordswhen completing the self-assessment exercises and in the examand avoid plagiarism.

- A minimum of an hour-and-a-half daily (including weekends!) when you know you won’t be interrupted by family, friends, colleagues, pets…

3.2.- COURSE PROGRAMME

Here is a detailed breakdown of the course programme. Take into account that you will find specific supplementary information and additional material (bibliography, web pages…) in the curso virtual:

STUDY UNITS

UNIT 1. THE TURN OF THE CENTURY: FROM COMEDY TO SATIRE (1660-1780)

 

INTRODUCTORY AND THEORETICAL TEXTS

 

LITERARY TEXTS

English Literature in Context

 

The Norton Anthology (vol. 1, 9 th ed.)

 

From The Norton Anthology (vol. 1, 9 th ed.):

Chapter 3, ‘The Restoration and Eighteenth Century, 1660-1780’, by Lee Morrissey. Pay attention to the information provided about all the literary authors of the Restoration and the Enlightenment included in the

Introduction to the 18 th

 

century (pp. 2177-2205)

   

Introductions to Jonathan

Jonathan Swift’s A Modest Proposal

 

Swift (pp. 2464-2466).

 

programme of this course (pp. 211-305).

       

(pp. 2633-2639).

 

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Profs. Mª Teresa González and Dídac Llorens

Profs. Mª Teresa González and Dídac Llorens

• Introduction to Addison and Steele (pp. 2639- • Alexander Pope’s The Rape of the
• Introduction to Addison
and Steele (pp. 2639-
• Alexander Pope’s
The Rape of the
2641).
Lock (pp. 2686-
• Introductions to
2704).
Alexander Pope (pp. 2665-
• John Gay’s The
2669) and to The Rape of
Beggar’s Opera
the Lock (pp. 2685-2686).
(pp. 2789-2833).
• Introduction to John Gay
(pp. 2787-2788)
• Additional and detailed analyses of The Rape of the Lock and The Beggar’s Opera will be provided in the
curso virtual aLF.

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNIT 2. THE RISE OF THE NOVEL: LITERATURE AND SOCIALIZATION

 

INTRODUCTORY AND THEORETICAL TEXTS

   

LITERARY TEXTS

 

English Literature in Context

 

The Norton Anthology (vol. 1, 9 th ed.)

Daniel Defoe’s Moll Flanders. An

Revise the information on the origins of the

Introduction to Aphra Behn (pp. 2307-

   

additional and detailed analysis of

2309).

2309).

English novel (pp. 255- 259). Revise the section on Samuel Johnson’s •

English novel (pp. 255-

English novel (pp. 255- 259). Revise the section on Samuel Johnson’s •

259).

Revise the section on Samuel Johnson’s

 

Introductions to Samuel Johnson (pp.

2857).
2857).
• Introductions to Samuel Johnson (pp. 2857). 2841-2843) and Rasselas (p. 2856-

2841-2843) and Rasselas (p. 2856-

 

the novel will be provided in the curso virtual aLF.

 

Dictionary (pp. 277-279).

 

Revise the section on Aphra Behn’s Oroonoko

 

(pp. 281-285).

 

Revise the section on

 

Daniel Defoe’s Robinson

 

Crusoe (pp. 285-290).

 

Revise the section on Samuel Richardson’s

 
 

Clarissa (pp. 297-300).

 

Additional material about other significant novelists of the eighteenth century in England, together with those concerning the important topic of ‘Sensibility’, will be provided in the curso virtual aLF.

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNIT

3.

PRE-ROMANTIC

AND

GOTHIC

ECHOES/CONTRIBUTIONS:

IMAGINATION

AND

IMPROBABILITY

 

INTRODUCTORY AND THEORETICAL TEXTS

   

LITERARY TEXTS

 

English Literature in Context

The Norton Anthology (vol. 1 & 2, 9 th ed.)

From The Norton Anthology

The section on ‘The

The section on ‘The Gothic’ (2,

pp.

(vol. 1, 9 th ed.): Thomas Gray’s

Gothic’ (p. 331).

Gothic’ (p. 331).

584-585) and the introductory

584-585) and the introductory

Elegy Written in a Country

 

Supplementary material

paragraphs to Horace Walpole (2,

p.

 

Churchyard (pp. 3051-3054).

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LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA on the Gothic novel will be provided

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA

on the Gothic novel will be provided in the curso virtual aLF.

 

586), Ann Radcliffe (pp. 598-599) and

   

Optional

reading

of

Mary

Matthew Gregory Lewis (pp. 602-603).

 

Shelley’s Frankenstein. An

Introductions to Thomas Gray (1,

p.

additional and detailed analysis of

The brief reading guide to Mary Shelley’s

3047). • Introduction to Mary Wollstonecraft

3047).

Introduction to Mary Wollstonecraft

the novel will be provided in the curso virtual aLF.

Frankenstein (pp. 386-

Frankenstein (pp. 386-

Shelley (2,

pp. 981-983).

 

392).

 

Reading guides for both Elegy Written in a Country Churchyard and Frankenstein will be provided in the curso virtual aLF.

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNIT 4. WOMEN NOVELISTS AND THE TRANSFORMATION OF FICTION: FEMINIZING CULTURE

 

INTRODUCTORY AND THEORETICAL TEXTS

   

LITERARY TEXTS

 
 

English Literature in Context

 

The Norton Anthology (vols. 1 & 2, 9 th ed.)

 

Jane

Austen’s

Pride

and

Read the section

 

Introductions to Frances Burney (1,

pp.

Prejudice. An additional and detailed analysis of the novel will be provided in the curso virtual aLF.

‘Gender and Sexuality’

 

2992-2993) Charlotte Smith (2,

pp. 53-

 
 

(pp. 361-364).

   

54) and Jane Austen (2,

pp. 523-525).

 

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNIT 5. POETRY IN AN AGE OF REVOLUTION: ROMANTICISM (1780-1832) INTRODUCTORY AND THEORETICAL TEXTS LITERARY
UNIT 5. POETRY IN AN AGE OF REVOLUTION: ROMANTICISM (1780-1832)
INTRODUCTORY AND THEORETICAL TEXTS
LITERARY TEXTS
English Literature
in Context
The Norton Anthology (vol. 2, 9 th ed.)
From The Norton Anthology
(vol. 2, 9 th ed.):
• Introductory sections of
Chapter 4 (‘The Romantic
Period, 1780-1832’), by
• Introduction to the Romantic period
William Blake’s ‘Infant Joy’ (pp.
(pp. 3-27).
123-124),
‘Infant
Sorrow’ (p.
134)
• Introduction to Mary Wollstonecraft (pp.
and ‘The Tyger’ (pp. 129-130).
Peter Kitson (pp. 306-
208-211).
• William Wordsworth’s ‘I wandered
372, except pp. 301,
• Introductions to William Blake (pp. 112-
lonely
as
a
cloud’ (pp. 334-335),
361-364, included in
previous units).
116), William Wordsworth (pp. 270-272),
Samuel Taylor Coleridge (pp. 437-439),
‘Lines Composed a Few Miles above
Tintern
Abbey’ (pp. 288-292), the
• The section on William
Wordsworth’s ‘Tintern
Lord Byron (pp. 612-616), Percy Bysshe
introduction to and extracts from the
Shelley (pp. 748-751), John Keats (pp.
‘Preface’ to the Lyrical Ballads (pp.
Abbey’ (pp. 372-377).
901-903).
292-304).
The
section
on
Lord
• Introduction to Lord Byron’s Don Juan
• Samuel Taylor Coleridge’s ‘The
Byron’s The Giaour (pp.
(pp. 672-673).
Rime of the Ancient Mariner’ (pp.
382-386).
443-459).
• Lord Byron’s stanzas 1-94 of the
Canto I of Don Juan in NA (pp. 673-
687).
P.
B.
Shelley’s
poems
‘To
a
Skylark’ (pp. 834-836) and ‘Ode to
the West Wind’ (pp. 791-793).
• John
Keats’s
‘Ode
to
a

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Profs. Mª Teresa González and Dídac Llorens

Profs. Mª Teresa González and Dídac Llorens

Nightingale’ (pp. 927-929), ‘Ode to a Grecian Urn’ (pp. 930-931) and ‘To Autumn’ (pp. 951).
Nightingale’ (pp. 927-929), ‘Ode to a
Grecian Urn’ (pp. 930-931) and ‘To
Autumn’ (pp. 951).

Additional and detailed analyses of the poems listed above will be provided in the curso virtual aLF.

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNIT 6. THE VICTORIAN AGE (1832-1901): THE VICTORIAN NOVEL

 

INTRODUCTORY AND THEORETICAL TEXTS

   

LITERARY TEXTS

 

English Literature in Context

The Norton Anthology (vol. 2, 9 th ed.)

Charlotte Brontë’s Jane Eyre.

General introductory

Introduction to the Victorian period (pp.

 

Optional reading of Charles Dickens’ Great Expectations.

epigraphs of Chapter 5, ‘The Victorian Age, 1832- 1901’, by Maria Frawley

1017-1041).

1017-1041).

The epigraph ‘Industrialism: Progress

 
 

or Decline?’ (pp. 1580-1581).

 
 

(pp. 403-488).

 

Introductions to Thomas Carlyle (pp.

• Introductions to Thomas Carlyle (pp. 1044-1047), John Henry Newman (pp. 1076-1078) and Matthew Arnold (pp.
• Introductions to Thomas Carlyle (pp. 1044-1047), John Henry Newman (pp. 1076-1078) and Matthew Arnold (pp.

1044-1047), John Henry Newman (pp. 1076-1078) and Matthew Arnold (pp.

Dickens’s Bleak House

The section on

 

(pp. 492-496).

 

1369-1373).

The analysis of

 

1259-1260) and George Eliot (pp. 1353-

Introductions to Elizabeth Gaskell (pp.

• 1259-1260) and George Eliot (pp. 1353- Introductions to Elizabeth Gaskell (pp.

Charlotte Brontë’s Jane

 

Eyre (pp. 488-492).

 
1355).
1355).

The analysis of Robert Louis Stevenson’s Dr

The analysis of Robert Louis Stevenson’s Dr • Jekyll and Mr Hyde (pp.

Jekyll and Mr Hyde (pp.

The Victorian Debate about Gender’ (pp.

The epigraph ‘The Woman Question:

• The Victorian Debate about Gender’ (pp. The epigraph ‘The Woman Question: 1607-1610).
• The Victorian Debate about Gender’ (pp. The epigraph ‘The Woman Question: 1607-1610).

1607-1610).

 

499-503).

 

An additional and detailed analysis of Jane Eyre will be provided in the curso virtual aLF.

We recommend that you do the self-assessment exercises in the curso virtual aLF.

UNITS 7. THE VICTORIAN AGE (1832-1901): VICTORIAN POETRY INTRODUCTORY AND THEORETICAL TEXTS LITERARY TEXTS English
UNITS 7. THE VICTORIAN AGE (1832-1901): VICTORIAN POETRY
INTRODUCTORY AND THEORETICAL TEXTS
LITERARY TEXTS
English Literature
in Context
The Norton Anthology (vol. 2, 9 th ed.)
From The Norton Anthology
(vol. 2, 9 th ed.):
• The brief analysis of
Christina Rossetti’s
• Introduction to Alfred, Lord Tennyson
Tennyson’s Mariana (pp. 1159-
(pp. 1156-1159).
1161) and ‘The Lady of Shallot’ (pp.
‘Goblin Market’ (pp. 496-
Introductions to Christina Rossetti (pp.
1161-1166).
499).
1489-1490),
to
Elizabeth
Barrett
Rossetti’s ‘After Death’ (p. 1491),
Browning
(pp.
1123-1124),
Robert
‘Winter: My Secret’ (pp. 1494-1495),
Browning (pp. 1275-1278) and Gerard
and ‘Up-Hill’ (p. 1495-1496).
Manley Hopkins (pp. 1546-1548).
• The extract of Book I of E. B.
Browning’s Aurora Leigh entitled
‘The Feminine Education of Aurora
Leigh’ (pp. 1138-1143).
• R. Browning’s ‘My Last Duchess’
(pp. 1282-1283).
• Hopkins’s ‘God’s Grandeur’, ‘The

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LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA Starlight Night’ and ‘The Windhover’ (pp.

LITERATURA INGLESA II: ILUSTRACIÓN, ROMANTICISMO Y ÉPOCA VICTORIANA

Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).
Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).
Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).
Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).
Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).
Starlight Night’ and ‘The Windhover’
Starlight Night’ and ‘The Windhover’

Starlight Night’ and ‘The Windhover’

(pp. 1548-1549, 1550).

Starlight Night’ and ‘The Windhover’ (pp. 1548-1549, 1550).

Additional and detailed analyses of the poems listed above will be provided in the curso virtual aLF. We recommend that you do the self-assessment exercises in the curso virtual aLF.

3.3.-EVALUATION

You will be assessed in various ways by your local tutor or course supervisor throughout the course. This continuous assessment will be based on:

- Participation in tutorials.

- Participation in online discussions and activities.

- Pruebas de Evaluación Continua (two, one each term).

- Final evaluation in the form of exams or pruebas presenciales (the 1 st P.P. covers units 1-4 and the 2 nd P.P. covers units 5-7)

You will also be able to assess yourself through:

- Self-assessment exercises; answers will be provided in the curso virtual.

- Written feedback to the PECs and the final exam.

- Exams from past years with their corresponding feedback documents, available through the curso virtual aLF.

Both the exam format and the mark scheme (=criterios de evaluación) will be made available at the beginning of the course.

GLOSSARY

The volumes of The Norton Anthology of English Literature contain useful glossaries of literary terms for students to look up whenever they need this kind of terminological help.

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