| Unit name | The Age of Beowulf |
|---|---|
| Unit code | ENGL20144 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Hattie Soper |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Department of English |
| Faculty | Faculty of Arts |
Why is this unit important?
Where does English literature begin, and what do we get out of looking for beginnings? This unit will introduce you to the earliest writings in English, those in Old English (c.650–1100), the language of ‘Anglo-Saxon’ England. From the epic heroic poem Beowulf, to mysterious riddles, to lyrics on love and loneliness, we will encounter a striking variety of texts. Our readings will be enriched by engagement with historical contexts, such as fearsome viking attacks, quiet monastic life, and the varied experiences of women, and we will explore material culture, like manuscripts, sculpture, architecture, jewellery, weapons, and more. Our interpretations will also be enhanced by close attention to language, without assumption of any prior knowledge. All the while, we’ll think about present-day responses to Old English: how has it been reworked in modern poetry, film, and TV, and weaponised in political contexts? Beginnings are, after all, never straightforward…
How does this unit fit into your programme of study?
Exploration units offer thought-provoking and engaging investigations into key topics, including period-focused, thematic, and trans-historical options. You will hone your abilities as a researcher able to navigate skilfully a range of databases and archives, as well as engaging effectively with more advanced critical and theoretical perspectives. Exploration units ask you to both rethink the familiar and meet the unexpected, and encourage you to develop depth as well as breadth of critical understanding.
An Overview of Content
Students will encounter a wide variety of Old English texts, initially in translation but, as they grow in confidence, in the original language. Seminars will be structured around close-reading and prepared translation (with lots of support provided), as well as broader discussion of literary themes and preoccupations. Seminars will be complemented by the lecture content, delivered by a variety of expert lecturers, introducing students to the wider context and asking questions that will broaden student knowledge, such as:
How will students, personally, be different as a result of the unit?
Students will hone a number of existing skills and acquire new ones. They will be able to confidently assess a variety of source materials, from poetry to sculpture to treasure, to twenty-first century responses to the early medieval period. Their understanding of Old English will allow them to examine the literature in the original language with the aid of glossaries and online supports. They will complete the unit with a more nuanced understanding of pre-Conquest literature and society, and—through thinking about the challenging issues around the exploitation of the iconography, language, and legend of the period—will understand the ways in which the discipline continues to be relevant in modern society.
Learning Outcomes
On successful completion of the unit, students will be able to:
1) Recognise the principles of Old English grammar and translate examples of Old English poetry into idiomatic modern English with the aid of notes and glossary;
2) Identify and appraise major currents of Old English written culture in relation to what can be known of the social, religious, and literary-cultural contexts of its production;
3) Analyse and interpret specific passages of Old English poetry;
4) Assess the reception of Old English literature in present-day society and criticism.
The unit is taught by seminars and a lecture programme. Teaching includes group discussion, research and writing activities, and peer dialogue. Students are expected to attend all timetabled teaching, engage with the reading, and participate fully with the weekly tasks and topics. Learning will be further supported through the opportunity for individual consultation.
Tasks which count towards your unit mark (summative)
Translation portfolio (30%) [ILO 1]
2,500-word essay (70%) [ILOs 2-4]
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the format or number of reassessments required. Details of reassessments are confirmed by the School/Centre shortly after the notification of your results at the end of the year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ENGL20144).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
