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GH3567: THE GAELIC POETRY RENAISSANCE A (2017-2018)

Last modified: 01 Jun 2017 08:31


Course Overview

A course on Gaelic poetry post-1950 looking at some of the following themes: modern Gaelic identity, exile (and existentialism), Scottish nationalism, biculturalism, love and sexuality, and faith.  Poets who will be studied inlcude: Derick Thomson, Iain Crichton Smith, Christopher Whyte, Myles Campbell and Meg Bateman.

Course Details

Study Type Undergraduate Level 3
Session Second Sub Session Credit Points 15 credits (7.5 ECTS credits)
Campus None. Sustained Study No
Co-ordinators
  • Dr Michelle MacLeod

Qualification Prerequisites

  • Programme Level 3

What courses & programmes must have been taken before this course?

  • Gaelic (GH) (Studied)
  • Any Undergraduate Programme (Studied)

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

Are there a limited number of places available?

No

Course Description

The course will involve one two-hour seminar per week of reading, analysing and discussing set texts. Students will be engaged in directed self-study out of the class which will involve substantial amounts of additional reading, such as: further poetry, literary criticism, social commentary etc.

Further Information & Notes

This course may not be included as part of a graduating curriculum with its counterpart in the other half of Honours.

 

Degree Programmes for which this Course is Prescribed

None.

Contact Teaching Time

22 hours

This is the total time spent in lectures, tutorials and other class teaching.

Teaching Breakdown


Assessment

1st Attempt: Continuous assessment (100%): one 2000-word essay (70%), presentation (20%), and seminar assessment (10%).

Resit: 1 two-hour written examination (100%).

Formative Assessment

Assignments are set each week and students are given feedback on their performance in these assignments. These guide students in their preparation for the continuous assessment elements.

Feedback

Feedback is communicated verbally each week and in writing when summative assessments have been submitted. Feedback is always directed, and students are always invited to discuss written feedback.

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