Module Information
Course Delivery
Delivery Type | Delivery length / details |
---|---|
Seminar | 11 x 2 Hour Seminars |
Assessment
Assessment Type | Assessment length / details | Proportion |
---|---|---|
Semester Assessment | First Essay Assignment 1 x 1500 word essay | 25% |
Semester Assessment | Second Essay Assignment 1 x 3000 word essay | 75% |
Supplementary Assessment | Resubmit First Essay 1 x 1500 essay Resubmit failed or missing essay | 25% |
Supplementary Assessment | Resubmit Second Essay 1 x 3000 word essay Resubmit failed or missing essay | 75% |
Learning Outcomes
On successful completion of this module students should be able to:
1. Describe and appraise the main characteristics of the victorian and modern ghost story, both as an identifiable literary genre and as a varied tradition (from the mid-C19th to the early 20th century)
2. Consider and evaluate the arguments put forward by victorian and modern writers about the definition of the ghost story: its narrative techniques, its literary conventions, its creative possibilities.
3. Engage with theoretical and critical debates on the uncanny and the ghostly as problems of historical, cultural and literary interpretation.
4. Write about the subject in a well-structured and argued manner.
Brief description
Average Student Workload:
Contact time 20.5 hours
Reading and preparation: 100 hours
Independent study preparing assignments 79.5 hours
Aims
This module combines close textual analysis, intellectual history and literary theory, covering a range of authors largely excluded from the existing syllabus for 19th century core modules.
Content
Anne Radcliffe, ‘On the Supernatural in Poetry' (1826) [e-text];
Walter Scott, ‘On the Supernatural in Fictitious Composition' (1827) [e-text];
Elizabeth Gaskell, ‘The Old Nurse’s Story’ (1852) [PGS 3-24];
J. S. Le Fanu, Squire Toby’s Will (1868) [OGS 25-50]
Week 2: Victorian Phantoms: Transport and Trauma
Charles Dickens, The Signalman (1866) [PGS 91-104];
Wilkie Collins, Mrs. Zant and the Ghost (1879) [CGS 30-58];
Jill Matus, ‘Trauma, Memory and Railway Disaster: the Dickensian Connection' (2001)
Week 3: Ghost Feelers: Gender and Genre
Margaret Oliphant, The Open Door (1885) [PGS 193-203];
Vernon Lee, A Wicked Voice (1890) [OGS 87-108];
Edith Nesbit, Man-Size in Marble (1893) [OGS 125-36];
Nick Freeman, ‘E. Nesbit’s New Woman Gothic’
Week 4: Seeing and Believing: Science and the Supernatural
Fitz-James O'Brien, What Was It? (1859) (PGS 25-37];
Amelia B. Edwards, The Phantom Coach (1864) [OGS 13-24);
The NewPass (1873) [CGS 74-85];
Edward Bulwer-Lytton, The Haunted and the Haunters: or, The House and the Brain (1859) [PGS 39-66];
Srdan Smajic, ‘The Trouble with Ghost-Seeing: Vision, Ideology and Genre in the Victorian Ghost Story’ (2004)
Week 5: Uncanny Sites
H. G. Wells, The Red Room (1896) [OGS 172-9];
Algernon Blackwood, The Empty House (1906) [OGS 222-35];
W. W. Jacobs, The Monkey’s Paw (1902) [PGS 231-42];
Sigmund Freud, ‘The Uncanny’ (1919) Nb no ‘Ralph Cram, In Kropfsberg Keep
Week 6: Ghosts and Scholars
M. R. James, 'Oh, Whistle, and I'll Come to You, My Lad' (1904) [PGS 261-80];
The Mezzotint (1904);
Ralph Harrington, ‘So jarred were all my nerves: supernatural shock and traumatic terror in the ghost stories of M. R. James’;
Luke Thurston, ‘Broken Lineage: M. R. James’ from Literary Ghosts (2012)
Week 7: Ghosts of the Self
Henry James, The Jolly Corner (1908) [PGS 291-325]
Eric Savoy, ‘The Queer Subject of “The Jolly Corner”’
Week 8: Haunting Memories
May Sinclair, The Intercessor (1911);
H. D. Everett, The Next Heir (1920);
D. K. Broster, The Pestering (1932);
Richard Bleiler, ‘May Sinclair’s Supernatural Fiction’
Week 9: Modern Domestic Ghosts
A.M. Burrage, Smee (1931) [OGS 377-86];
Elizabeth Bowen, Hand in Glove (1952) [OGS 444-52];
A. S. Byatt, The July Ghost (1987)
Week 10: Imperial Spectres
W. Somerset Maugham, The Taipan (1922) [OGS 283-8];
L.P. Hartley, A Visitor from Down Under (1926) [OGS 307-21]
Module Skills
Skills Type | Skills details |
---|---|
Application of Number | N/A |
Communication | Written communication in the form of essays, oral communication in seminar discussion and group presentations. |
Improving own Learning and Performance | Developing own research skills, managment of time, expression and use of language. |
Information Technology | Use of electronic resources (JSTOR, websites); use of databases of digitized newspapers and periodicals; the production of written work. |
Personal Development and Career planning | By critical reflection and the development of transfeerable communication skills. |
Problem solving | Formulating and developing extended arguments |
Research skills | By relating literary texts to historical contexts and theoretical commentaries, and by synthesizing various perspectives in an evaluative argument. |
Subject Specific Skills | Detailed critical and contextual analysis of literary texts and evaluation of the theoretical concepts. |
Team work | Through group presentations in seminars - this will involve preparation outside of class and team work within the seminar. |
Notes
This module is at CQFW Level 6