ENGL 3042 - Adaptation

North Terrace Campus - Semester 1 - 2019

Have you ever heard someone say 'Of course, the book is better than the film'? This course starts by interrogating such statements. What is 'of course' about it? What are the underlying assumptions? Undertaking this course, you will ask searching questions about fidelity, textual authority and cultural prestige. Working through a series of modules, you will consider adaptations between a range of media, including literature-to-screen adaptations, but also other kinds of adaptation. You will be introduced to specific knowledge about the cultural, industrial, political, social, historic and technological circumstances surrounding adaptation, and you will engage with important critical and theoretical debates informing the development of adaptation studies as a scholarly field. This course has the capacity to transform your experience: you may never look at an adaptation the same way again.

  • General Course Information
    Course Details
    Course Code ENGL 3042
    Course Adaptation
    Coordinating Unit English and Creative Writing
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible ENGL 2048
    Assumed Knowledge ENGL 1105, ENGL 2057
    Course Description Have you ever heard someone say 'Of course, the book is better than the film'? This course starts by interrogating such statements. What is 'of course' about it? What are the underlying assumptions? Undertaking this course, you will ask searching questions about fidelity, textual authority and cultural prestige. Working through a series of modules, you will consider adaptations between a range of media, including literature-to-screen adaptations, but also other kinds of adaptation. You will be introduced to specific knowledge about the cultural, industrial, political, social, historic and technological circumstances surrounding adaptation, and you will engage with important critical and theoretical debates informing the development of adaptation studies as a scholarly field. This course has the capacity to transform your experience: you may never look at an adaptation the same way again.
    Course Staff

    Course Coordinator: Dr Joy McEntee

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Engage with, critically analyse and evaluate a range of media, including texts and films, that demonstrate issues about adaptation
    2. Engage with, critically analyse and evaluate a range of secondary sources
    3. Consider, analyse, evaluate and respond constructively to an array of unfamiliar theoretical perspectives, applying them as appropriate
    4. Develop and conduct independent research projects on issues in adaptation
    5. Write appropriately about key course issues in a variety of genres as negotiated
    6. Work autonomously and/or in teams to lead oral discussions based on research, analysis, synthesis and high-level evaluation
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 4, 5, 6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3, 4, 5, 6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 2, 3, 4, 5, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 4, 6
  • Learning Resources
    Required Resources
    Provisional.
    "Memento Mori" Jonathan Nolan. (short story. To be made available via MyUni).
    Memento. Dir. Christopher Nolan, 2001. 
    No Country for Old Men. Cormac McCarthy
    No Country for Old Men.
    Dir. Joel and Ethan Coen, 2007.
    The Shining. Stephen King. 
    The Shining.
    Dir. Stanley Kubrick, 1980.
    The Talented Mr Ripley. Patricia Highsmith. 
    Pleil Soleil. Dir. Rene Clement, 1960. 
    The Talented Mr Ripley.
    Dir. Anthony Minghella, 1999.
    Guardians of the Galaxy. 2008 #1. Andy Lanning and Dan Abnett. https://www.marvel.com/comics/issue/21268/guardians_of_the_galaxy_2008_1 
    Guardians of the Galaxy.
    Dir. James Gunn, 2014.
    The Invention of Hugo Cabret. Brian Selznick. 
    Hugo. Dir. Martin Scorsese. 2011.
    Recommended Resources
    To be announced. To be provided through DRMC / MyUni. 
    Online Learning
    The course will make active use of MyUni and Echo360 ALP
  • Learning & Teaching Activities
    Learning & Teaching Modes
    To be announced. 
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    156 hours per semester. To be distributed in a manner to be annouced. 
    Learning Activities Summary
    To be announced. 
    Specific Course Requirements
    Students must be enrolled for degree for copyright reasons. Students must be over 18 years of age due to the possibility of discussing R rated material. 
    Small Group Discovery Experience
    The Small Group Discovery Experience will be delivered through the assessment that requires students to work in teams to develop a class discussion plan. Students will research discussion questions and activities and will then facilitate discussion in small groups in class. A roster for leading discussion will be drawn up early in the semester, and SGDE experiences will occur throughout the semester under the supervision of the course convenor. 
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Provisional. 
    Assessment Task Task Type Weighting Course Learning Outcome(s)
    Echo360 ALP participation (500 words equiv) Formative and summative 10% 2,3
    Foundational concepts quizzes (2) (500 words equiv) Formative and summative 20% 2,3
    Plan and lead a small group workshop discussion (500 words equiv)  Formative and summative 30% 1,2,3,4,5,6
    Essay or equivalent to be negotiated (e.g. reflective journal or eportfoio). 2000 words  Summative 40% 1,2,3,4,5
    Assessment Detail
    Provisional. 
    • Echo360 ALP quizzes on foundational readings. Formative and summative. Paritipation will contribute to students' capacity to complete the foundational concepts quizzes successfully. 
    • 2 quizzes on foundational concepts and key texts. Summative. 500 words equivalent each. 
    • Plan and lead a small group workshop discussion.  Formative and summative. 500 words equivalent each student. In week 1 of semester, students will roster themselves onto teams to research and plan a small group discussion in one of the following weeks of the semester (which week will be determined by which text the students choose). 2 weeks before the assigned seminar session, each team will submit a plan to their tutor for feedback. Distribution of marks will be distributed between the tutor, the students team-peers, and student discussants (1/3 each, or 10% of total course weighting each). 
    • Essay or equivalent to be negotiated (e.g. reflective journal) 2500 words. Summative. 
    Submission
    Via Turnitin / MyUni. 
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    SELT feedback from the 2015 iteration of the course was as follows: 
    Joy McEntee is an effective University teacher: Broad Agreement 89.83%
    Overall, I am satisfied with the quality of this course: Broad Agreement 91.53%
    Common issues raised by students:

    • Some students did not like being assessed as a member of a group
    • Some students did not like the creative adaptation exercise
    • More discussion of set theoretical readings in seminars and lectures requested by some students
    Action to be taken for the 2017 iteration of the course:
    • As working in a group is a graduate attribute, this will not necessarily be eliminated, but peer evaluation may be introduced
    • The adaptation exercise will be reviewed and possibly eliminated
    • The course will focus on set theoretical readings in a more concentrated way by changing the assessment (adding an annotated bibliography; changing the instructions for the assignment that calls on students to devise seminar discussion questions)
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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