ENGL 3106 - Writing Southern Worlds

North Terrace Campus - Semester 1 - 2019

This course will introduce students to and deepen their understandings of literatures of the south and world literary debates. Students will encounter a range of representational forms - including fiction, poetry and film - from various locations in the geographic, global and/or post-colonial south, and including works from Africa, Australasia, the Caribbean, South America, South Asia, and islands of the Indian and Pacific oceans. They will also engage with key questions arising from various theories of the south and different ideas of southness (including the geographical south or southern hemisphere, the Global South, and the postcolonial south) along with related debates on world literature (including positions that foreground global circulation, metropolitan acclaim, and the world-making potential of literature). Through careful attention to the specificities of particular texts and locales, we will be asking and responding to questions such as: What is a world? How does literature represent or make worlds? What defines the south? Can we speak of a southern aesthetic? What prospects on the world are presented by literatures of the south?

  • General Course Information
    Course Details
    Course Code ENGL 3106
    Course Writing Southern Worlds
    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 Y
    Prerequisites At least 12 units of undergraduate study.
    Incompatible ENGL 2047
    Assumed Knowledge ENGL 1101 and/or ENGL 1106
    Course Description This course will introduce students to and deepen their understandings of literatures of the south and world literary debates. Students will encounter a range of representational forms - including fiction, poetry and film - from various locations in the geographic, global and/or post-colonial south, and including works from Africa, Australasia, the Caribbean, South America, South Asia, and islands of the Indian and Pacific oceans. They will also engage with key questions arising from various theories of the south and different ideas of southness (including the geographical south or southern hemisphere, the Global South, and the postcolonial south) along with related debates on world literature (including positions that foreground global circulation, metropolitan acclaim, and the world-making potential of literature). Through careful attention to the specificities of particular texts and locales, we will be asking and responding to questions such as: What is a world? How does literature represent or make worlds? What defines the south? Can we speak of a southern aesthetic? What prospects on the world are presented by literatures of the south?
    Course Staff

    Course Coordinator: Associate Professor Meg Samuelson

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1. Demonstrate specialised knowledge and understanding of literatures of the south
    2. Demonstrate knowledge of key literary theories relating to world literature, postcolonial literature, the global south, and the southern hemisphere
    3. Demonstrate comprehension and analytic skills in written and oral forms
    4. Demonstrate independent research skills as well as the ability to collaborate effectively with peers in discussion groups
    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
    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
    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
    3, 4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 2, 3, 4
    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, 4
    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
  • Learning Resources
    Required Resources
    Set works:

    Novels (students to purchase copies from Book Coop, or borrow from the library etc):
    Gabriel Garcia Marquez, One Hundred Years of Solitude
    Caryl Philips, Crossing the River
    Abdulrazak Gurnah, By the Sea
    Amitav Ghosh, The Hungry Tide
    Richard Flanagan, Death of a River Guide
    NoViolet Bulawayo, We Need New Names

    We will also read short fiction, poetry and auto-ethnography (to be made available through MyUni) by:
    Pablo Neruda
    Jorge Luis Borges
    Zoe Wicomb
    J.M. Coetzee
    Maxine Beneba Clarke
    Derek Walcott
    Kamau Brathwaite
    Grace Nichols
    Witi Ihimaera
    Patricia Grace
    Keri Hulme
    Lila Abu-Lughod



    Recommended Resources
    Recommended theoretical and secondary readings will be made available through MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    1 hour lecture x 12 weeks
    2 hour seminar x 10 weeks
    Workload

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

    WORKLOAD – STRUCTURED LEARNING TOTAL HOURS
    1 x 1 hr lectures per week 12 hours per semester
    1 x 2 hr seminar per week 20 hours per semester
    SUBTOTAL = 32 hours

    WORKLOAD – SELF-DIRECTED LEARNING TOTAL HOURS
    6 hrs reading per week 72 hrs per semester
    3 hrs research per week 36 hours per semester
    2 hrs assignment preparation per week x 8 16 hours per semester

    TOTAL = 156 hours per semester
    Learning Activities Summary
    WEEK   LECTURE & SEMINAR TOPIC SET WORKS
    1.
    4 Mar
    World literature and literatures of the south: An Introdution (LECTURE ONLY - NO SEMINAR) N/A
    2.
    11 Mar
    ADELAIDE CUP (NO LECTURE OR SEMINAR) N/A
    3.
    12 Mar    
    Writing the South Poetry and short fiction by Neruda, Borges, Wicomb, Coetzee, Clark 
    4.
    25 Mar
    The Marvellous Realities of the South Marquez's One Hundred Years of Solitude
    5.
    1 Apr
    Submarine Southern Worlds Poetry by Walcott, Brathwaite, Nichols
    6.
    8 Apr
    Navigating the Black Atlantic Philips's Crossing the River 
    7.
    29 Apr
    Mapping the Indian Ocean World Gurnah's By the Sea
    8.
    6 May
    Plotting an Estuarine Ecosystem Ghosh's The Hungry Tide
    9.
    13 May
    Maori Words and Worlds Poetry and short fiction by Ihimaera, Grace, Hulme
    10.
    20 May
    Reimagining Australia Flanagan's Death of a River Guide
    11.
    27 May
    Framing Africa-in-the-world Bulawayo's We Need New Names
    12.
    3 Jun
    Writing Women's Worlds across North and South Excerpts of auto-ethnography by Abu-Lughod and others


  • 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
    Assessment will take the form of (a) short exercises completed throughout the semester and (b) a research essay completed after teaching has concluded. 

    More details will be provided in MyUni.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.

    This is a new course and it has not yet been accessed by students. 
  • Student Support
  • Policies & Guidelines
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