Part I

Programme Title : BA(LS); BEd(EL); BA(LS) &BEd(EL)

Course Title : Approaching English Literature
Course code : LIT 1040
Department : Literature and Cultural Studies
Credit Points :3
Contact Hours : 39
Pre-requisite(s) : NIL
Medium of Instruction: English
Level : 1
___________________________________________________________________________

Part II

1. Course Synopsis

This course provides an introduction to literary criticism. It offers students the critical
tools they need to read poetry, drama and fiction effectively. They will move far beyond
the sentence level to analyse and interpret larger chunks of text. Works will be chosen for
their suitability in teaching the reading skills that constitute the target of the course, as
well as for their literary quality.

2. Course Intended Learning Outcomes (CILOs)

Upon completion of this course, students will be able to:

CILO1 Recognize, define, and use in reading basic concepts associated with poetry,
drama and fiction;
CILO2 Read, and offer an original interpretation of, works presented in the course;
and
CILO3 Develop critical thinking skills through the analysis of complex literary texts.

3. Course Intended Language Learning Outcomes (CILLOs)

Upon completion of this course, students will be able to:

CILLO1 Demonstrate competence in reading different genres of literary works; and

CILLO2 Demonstrate sensitivity to text features in writing.

4. Content, CILOs, CILLOs and Teaching & Learning Activities

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 Course Content CILOs/ Suggested Teaching &
CILLOs Learning Activities
 Core concepts as starting points for CILO1,2,3 Lecture, tutorial – Literature
the reading of poetry: Metre, CILLO1,2 Circles.
metaphor, simile, irony, poetic
form, thematic analysis following
the usage of individual words and
groups of words.
 Core concepts as starting points for CILO1,2,3 Lecture, tutorial – Literature
the reading of fiction: Narrative CILLO1,2 Circles, Group PowerPoint
structure, setting, character, Oral Presentation.
organisation of time, organisation
of space, narrative point of view.
 Core concepts as starting points for CILO1,2,3 Lecture, tutorial – Role play.
the reading of drama: Conventions CILLO1,2
of dramatic writing, stage
terminology, visualising a play
based on a written text, tableau,
interaction of character, the nature
of the dramatic moment.
 Philosophical considerations: how CILO3 Lecture, tutorial – Literature
the marks on the page produce CILLO1,2 Circles.
meaning, and how personal
interpretation is and is not limited
by the text.

Organisation

The teaching method adopted for this course is a mixed mode of lecture and tutorial. There
will be an hour of mass lecture where you will be introduced to key concepts and/or a
broad framework for conducting textual analysis. You are encouraged to raise points
and/or questions during the lecture in a collegial manner. It is hoped that this atmosphere
of learning will foster critical enquiry and engagement rather than the traditional mode of
“teacher talk”. The lecture will be followed by two-hour tutorials where you will work in
small groups called “Literature Circles”. “Literature Circles” allow you to engage in
exploratory talk around a text within a small group. In other words, this is a ‘space’ for you
to try out the analytical vocabulary and models of critical reading introduced each week,
question your colleagues’ interpretations of a text, and unpack a text together. There will
also be opportunities for you and your group to present your critical readings of a text to
the class.

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Course Coordinator and Lecturers

Name Office Telephone Email

Dr Hawk Chang B4-2F/25 2948 6151 htcchang@eduhk.hk

(Course Coordinator)

Professor Eric Yu B3-2F/11 2948 7351 ekwyu@eduhk.hk

Dr Kelly Tse B3-1F/41 2948 7383 yntse@eduhk.hk

Teaching Schedule

This course schedule is a guide only and may be subject to change at very short notice. Please
check your Moodle on e-learn regularly or emails where changes will be announced.

Lectures will take place on Fridays (12:30-13:20) in D2-LP-05. Accompanying tutorials will
take place in the week to follow and tutorial time will vary.

Date (of lecture) Lecture Topics Readings

(Lecturer)

15 Sept 2023 Introduction to the Lecture and Tutorial

Course and Ways of “Norton Introduction” pp.1-9
Reading Texts “The Act of Reading” pp. 19-28
(Hawk Chang)

22 Sept 2023 Drama Lecture

(Hawk Chang) Susan Glaspell’s Trifles

Tutorial
Activities and discussion of Trifles

29 Sept 2023 Drama Lecture

(Hawk Chang) Susan Glaspell’s Trifles
Edward Albee’s The Sandbox

Tutorial
Activities and discussion of Trifles and The

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 Sandbox

6 Oct 2023 Poetry Lecture

(Kelly Tse) Texts assigned by the lecturer

Tutorial
Texts chosen by individual tutors

13 October Blog Post 1 Deadline (Drama) (by 5 PM)

13 Oct 2023 Poetry Lecture

(Kelly Tse) Texts assigned by the lecturer

Tutorial
Texts chosen by individual tutors

20 Oct 2023 A guest lecture on

Singapore poetry Lecture
(Dr Ann Ang, NIE, Texts assigned by the lecturer
NTU)
Tutorial
Texts chosen by individual tutors

27 Oct 2023 Short Fiction Lecture

(Eric Yu) Edgar Allan Poe, “The Tell-tale Heart”

Tutorial
Jean Rhy’s “Let Them Call It Jazz”

03 November Poetry Analysis Assignment Deadline (by 5 PM)

03 Nov 2023 Short Fiction Lecture

(Eric Yu) Kurt Vonnegut’s “Tom Edison’s Shaggy
Dog”

Tutorial
Margaret Atwood’s “Happy Endings”

10 Nov 2023 The Novel Lecture (Online Lecture via Zoom)*

(Kelly Tse) Guo Xiaolou’s A Concise Chinese-English
Dictionary for Lovers

Tutorial

*The venue ( D2/LP/05) was reserved for

Installation of President and Honorary
Doctorate Conferment Ceremony 2023)
17 November Blog Post 2 Deadline (Short Fiction) (by 5 PM)

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17 Nov 2023 The Novel Lecture
(Kelly Tse) Guo Xiaolou’s A Concise Chinese-English
Dictionary for Lovers

Tutorial

24 Nov 2023 The Novel Lecture

(Kelly Tse) Guo Xiaolou’s A Concise Chinese-English
Dictionary for Lovers

Tutorial

1 Dec 2023 Consultation Consultation

Make an appointment with your individual
tutor

Final Exam:
Venue: D2/LP/05

Time: 11:15—13:15, 8 December

Assessment Tasks

Assessment Tasks Weighting (%) CILO

Poetry Analysis (1200

words). Discuss the poetic 40% CILO2,
technique used in the poem CILLO1
and its impact on your CILLO2
interpretation of it.

Two individual blog posts

(one on drama and one on 10% CILO2,
short fiction) and one answer
to another student’s post.

Examination. Write two

exam essays on topics 50% CILO1,2,
relating to drama and fiction. CILLO1

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Assignment One (40%) – Poetry Analysis
Due Date: 03 November 2023 (by 5 pm)
Word Length: 1200 words (with penalties for essays under 1100 words and
over 1300 words)

This assignment requires you to analyse a poem of your choice from a recommended set (to
be distributed during the course). Your choice of poem must be on the recommended list.
Your analysis must demonstrate the concepts and analytical tools taught in the course. In
other words, you need to use the language of poetry in your analysis.

There is no need for you to consult secondary resources for this essay because what you are
required to do is, essentially, to conduct a thorough and independent analysis/critical reading
of a poem.

The word limit for the essay is 1200 words. You will be penalised if your essay is under 1100
words or over 1300 words.

You should make every effort to consult your instructor if you are unsure of the requirements
of the assignment. You are further advised to study the assessment criteria (attached at the
end) closely before writing up your essay. However, you should not ask your tutors to tell
you what the poem means and how you can interpret the text.

Information on recommended poems for analysis will be provided in the tutorials.

Assignment Two (10%): Blog Posts

Due Dates: 13 October 2023 (by 5 pm) AND 17 November 2023 (by 5 pm)
Word Length: 150-200 words (with penalties for posts under 150 words
and over 200 words)

You need to post two reflections on a Moodle forum, based on your reading of the texts and
the ideas introduced in the lectures (about 150-200 words each). The first post must be on
drama. The second post must be on short fiction. The two posts cannot be related to the
poetry analysis required for Assignment One. In addition, you have to respond to another
student’s post once (about 50 words). You will not be allocated a grade for this 50-word
response but you will receive a penalty on the overall blog post grade if a satisfactory
response is omitted.

Information on blog post topics will be provided in the tutorials.

Assignment Three (50%): Final Examination

Date: 11:15—13:15, 8 December

Six questions will be provided in the final exam. You are required to choose only two from
the provided questions and write the two essays based on the short stories, novel, or drama
taught in class (you must cover two out of the three genres). Though certain room is left to
you in the final exam, you are strongly advised to be familiar with all the texts from different
genres discussed in class. Confining your study to only one or two genres can be very risky.

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Assessment Reminders

Late submission of assignments without prior approval from the course coordinator and non-
submission of assignments will be accorded a fail grade (grade F).

An assignment will not be awarded the grade as described in the relevant grade description if
the English does not reach the level described for that grade. Students should note that
demonstrated proficiency in English is a major component of this course and its assessment
criteria. Poor performance in this respect will have a serious impact on the overall grade(s)
awarded.

Plagiarism (unacknowledged copying or use of someone else’s work in assignments) is an

academic offence and is treated seriously. Assignments submitted showing evidence of
plagiarism will be downgraded and may well be awarded a fail grade or discontinuation of
studies. See EdUHK Student Handbook for details:
https://www.eduhk.hk/re/student_handbook/

Required Texts

Xiaolou, Guo. (2008). A Concise Chinese-English Dictionary for Lovers. London: Vintage
Books. Available for online purchase at the following sites:

https://www.bookdepository.com/Concise-Chinese-English-Dictionary-for-Lovers-Xiaolu-
Guo/9780099501473?ref=grid-view&qid=1594710585589&sr=1-1

In addition, a pack of reading materials will be available on Moodle (or distributed by

individual tutors)

Recommended Reading

Textbooks: (by the order of relevance)

Abrams, M. H. (2015). A Glossary of Literary Terms. Boston: Wadsworth. (PN41.A184
2012).
Booth, Alison & Mays, Kelly J. (2013) . The Norton Introduction to Literature. Shorter 11th
Edition. New York: Norton. (PN6014.N67)
Brown, James S. (2005). A Practical Introduction to Literary Study. Upper Saddle River, N.J.
: Pearson Prentice Hall. (PR21.B76 2005)
Cavanagh, D., et al. (2010). The Edinburgh Introduction to Studying English Literature.
Edinburgh: Edinburgh University Press. (PR33.E35)
Guerin, Wilfred L., et al. (2011). A Handbook of Critical Approaches to Literature. New
York: Oxford University Press. (PN81.H26 2011).
Stanford, Judith A. (2006). Responding to Literature: Stories, Poems, Plays and Essays.
Boston, Mass.: McGraw-Hill. (PE1417. R4745.2006)
Guth, H. P. (2003). Discovering Literature: Stories, Poems, Plays. Prentice Hall.
(PE1417.G866).

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Anthologies: (by the order of relevance)
Jacobs, Richard (2001). A Beginner’s Guide to Critical Reading: An Anthology of Literary
Texts. London: Routledge. (PR83.J34.2001)
Wade, Barrie (1988). Into the Wind Contemporary Stories in English. London: E J Arnold.
(PR1309.S5 I67 1988)
Shackleton, Mark (1985). Double Act: Ten One-Act Plays on Five Themes. London: E.
Arnold.(PR1272.D68)
DiYanni, Robert (1989). Reading Poetry: An Anthology of Poems. NY: McGraw-Hill.
(PE1127.P57R44)
DiYanni, Robert (1990). Reading Drama” An Anthology of Plays. NY: McGraw-Hill.
(PN6112.R43)
DiYanni, Robert (1988), Reading Fiction: An Anthology of Short Stories. NY: McGraw-Hill
(PE1127.S45.D59)

Useful References on Poetry:

Eagleton, T. (2007). How to read a Poem. Malden, MA: Blackwell (PR502.E3).
Kennedy, X. J. & Gioia, Dana. (2005). An Introduction to Poetry. New York: Longman,
Pearson. (PN1042.K39).
Polonsky, Marc. (1998). The Poetry Reader’s Toolkit: A Guide to reading and understanding
Poetry. Lincolnwood, ILL: NTC Pub Group. (PN1042.P58).
Miller, Lindy. (2002) Mastering Practical Criticism. New York: Palgrave. (PN81.M55)
Peck, John & Coyle, Martin. (1995). Practical Criticism. Basingstoke, Hampshire:
Macmillan.(PN1031.P43).

Useful References on Drama:

Sanger, Keith. (2001). The Language of Drama. London: Routledge (PN1631.S26).
Rush, David. (2005). A Student Guide to Play Analysis. Carbondale, Southern Illinois
University Press (PN1707.R77).
Lennard, John & Luckhurst, Mary. (2002). The Drama Handbook: A Guide to Reading Plays.
Oxford: Oxford University Press. (PN1655.L46).
Pickering, Kenneth. (2003). Studying Modern Drama. New York: Palgrave. (PN1701.P53).
Burton, Bruce. (2004). Creating Drama. Melbourne: Pearson. (PN1655.B87).

Useful References on Short Story/Novel:

Chatman, Seymour. (1978). Story and Discourse. Ithaca: Cornell UP (NX650.N37C45)
Genette, Gerard. (1980). Narrative Discourse. Trans. by Jane E. Lewin. Ithaca: Cornell UP.
(PQ2631.R63A791713)
Rimmon-Kenan, Shlomith. (1983). Narrative Fiction. London: Routledge. (PN212.R55)
Toolan, Michael. (2001). Narrative: A Critical Linguistic Introduction. 2nd Edition. London:
Routledge. (P302.7T66)
March-Russell, Paul. (2009). The Short Story: An Introduction. Edinburgh: Edinburgh
University Press. (PN3373.M37)
Mullan, John. (2006). How Novels Work. New York: Oxford University Press. (PR826.M86).

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 Assessment Criteria (Please attach this rubric to your assignment)
Criterion Descriptors/Grades
A: Understanding of Fail (F) (D, C-) Satisfactory (C, C+) Good (B-, B, B+) Distinction (A- ,A, A+ )
the Text (20%)
- How well has the Little understanding of text Some understanding of Adequate understanding Good understanding of the Excellent understanding
candidate understood - little understanding of the the text of the text text of the text
the thought and feeling thought and feeling - superficial - adequate understanding - good understanding of the - perceptive
expressed in the text? expressed in the text. understanding of the of the thought and feeling thought and feeling understanding of the
- mainly irrelevant and/or thought and feeling expressed in the text. expressed in the text. thought and feeling
inappropriate references to expressed in the text. - relevant references to - detailed and appropriate expressed in the text as
the text. - some relevant reference the text. references to the text. well as some of the
to the text. subtleties of the text.
- detailed and well-chosen
references to the text.
B: Interpretation of
the Text (20%) Little interpretation of the Some interpretation of Adequate interpretation Good interpretation of the Excellent interpretation
- How relevant are the text the text of the text text of the text
candidate’s ideas - the candidate’s - the candidates - the candidate’s - the candidate’s - the candidate’s
about the text? ideas are mainly ideas are sometimes ideas are generally ideas are relevant ideas are clearly relevant
-How well has the insignificant and/or irrelevant relevant - the analysis is generally and include an
candidate explored irrelevant or - the commentary consists - the analysis is adequate detailed and illustrated by appropriate personal
those ideas? - the commentary consists mainly of unsubstantiated and generally illustrated relevant examples. response
- How well has the mainly of narration and/or generalizations or by some relevant - the analysis is detailed
candidate illustrated repetition of content. - the commentary is examples. and well illustrated by
claims? mainly a paraphrase of good examples.
- To what extent has the text.
the candidate
expressed a relevant
personal response?
C: Usage of Basic
Literary Concepts in Little usage of basic literary Some usage of basic Adequate usage of basic Good usage of basic literary Excellent usage of basic
Analysis (20%) concepts in analysis literary concepts in literary concepts in concepts in analysis literary concepts in
-To what extent is the analysis analysis analysis
candidate aware of the - little mention or - appreciation of the effects
presence of literary consideration of the literary - some mention or - general of some of the literary - clear
features in the text, features of the text. consideration of the appreciation of the features of the text appreciation of the
such as diction, literary features of the effects of some of the - the analysis is effects of some of the
imagery, tone, text. literary features of the adequate and generally literary features of the
structure, style and text illustrated by relevant text

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technique? - some analysis is examples. - the analysis is generally
-To what extent does illustrated by relevant detailed and illustrated by
the candidate examples carefully chosen
appreciate the effects examples.
of the literary
features?
- How well has the
candidate supported
claims about the
effects of literary
features?
D: Presentation (20%)
- How well has the Little sense of a focused Some sense of a focused A generally focused and A clearly focused and well- A clearly focused, well-
candidate organized and developed argument and developed argument developed argument developed argument developed and
the commentary? - little evidence of a - some evidence of a - adequate structure to - clear and logical structure persuasive argument
- How effectively have structure to the structure to the the commentary to the commentary - purposeful and effective
the candidate’s ideas commentary commentary - ideas are generally - supporting examples are structure to the
been presented? - little attempt to present - some attempt to present presented in an ordered appropriately integrated commentary
- To what extent are ideas in an ordered or ideas in an ordered and and logical sequence into the body of the - supporting examples are
supporting examples logical sequence logical sequence - supporting examples are commentary well integrated into the
integrated into the sometimes appropriately body of the commentary.
body of the integrated into the body
commentary? of the commentary
E. Formal Use of
Language (20%) The language is rarely clear The language is only The language is generally The language is clear, varied The language is clear,
- How accurate, clear or coherent sometimes clear and clear and coherent and precise varied, precise and
and precise is the - the use of language is not coherent - adequately - clear, varied and precise concise
language used by the readily comprehensible - some degree of clarity clear and coherent use of use of language - clear, varied,
candidate? - many lapses in grammar, and coherence in the use language - no significant lapses in precise and concise use
- How appropriate is spelling and sentence of language - only a few significant grammar, spelling and of language
the candidate’s choice construction - some degree of accuracy lapses in grammar, sentence construction - no significant lapses in
of register and style, - vocabulary is rarely in grammar, spelling and spelling and sentence - effective and appropriately grammar, spelling and
for this task? (Register accurate or appropriate sentence construction construction varied use of vocabulary, sentence construction
refers, in this context, - vocabulary is sometimes - some care shown in the idiom and style - precise use of wide
to the candidate’s appropriate to the choice of vocabulary, - suitable choice of register. vocabulary, idiom and
sensitivity to elements discussion of literature. idiom and style. style.
such as the vocabulary, - the register is generally - effective choice of
tone, structure and appropriate for literary register.
idiom appropriate to analysis
task.)

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