This course shows the development of comparative literary and cultural studies in their historical context, accompanied by an overview of the different approaches to the subject, with examples from selected texts.
Readings include major critical theorists covering issues in cultural studies such as Orientalism and new historicism. Literary texts include examples of the captivity narrative in the American and Mediterranean contexts.
Vertical Tabs
Course Learning Outcomes
Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
1) To explore the history of comparative cultural studies. | 1-3, 6-10 | 1,2,3 | B, C, D |
2) For the students to gain knowledge in the historical background of cultural studies and comparative literature, and to become equipped with the concepts and terminology used in the analysis of literary texts. | 1-3, 6-10 | 1,2,3 | B, C, D |
3) To equip the students with the necessary critical approach, interdisciplinary vision and analytical, skills for a successful understanding of comparative cultural studies. | 1-3, 6-10 | 1,2,3 | B, C, D |
4) To analyse different definitions of the “captivity narrative”. | 1-3, 6-10 | 1,2,3 | B, C, D |
5) To discuss and contrast different positions in comparative literature. | 1-3, 6-10 | 1,2,3 | B, C, D |
Course Flow
COURSE CONTENT | ||
Week | Topics | Study Materials |
1 | General Introduction | Materials for the course provided by instructor |
2 | Michel Foucault & Edward Said | |
3 | Stephen Greenblatt | |
4 | Miguel De Cervantes & Maria Garces | |
5 | Linda Colley | |
6 | John Smith & Brooke Stafford | |
7 | Joe Snader | |
8 | Paul Baepler | |
9 | Mary Rowlandson & Pauline Strong | |
10 | Royall Tyler | |
11 | James Fenimore Cooper | |
12 | Nancy Armstrong | |
13 | Gordon Sayre | |
14 | Paper Workshop | |
15 | Conclusion |
Recommended Sources
RECOMMENDED SOURCES | |
Textbook |
Foucault, Discipline and Punish
Said, Orientalism Greenblatt, Marvellous Possessions |
Additional Resources |
Cervantes, Don Quixote (“The Captive’s Tale”)
Garces, Cervantes in Algiers Colley, Captives: Britain, Empire, and the World Smith, General History Stafford, “Where Mediterranean and American Captivity Narratives Meet” Snader, “The Oriental Captivity Narrative and Early English Fiction” Baepler, “The Barbary Captivity Narrative in Early America” Rowlandson, Narrative of the Captivity and Restoration Strong, Captive Selves, Capturing Others Tyler, The Algerine Captive Cooper, The Last of the Mohicans Armstrong, “The Problem of Population and the Form of the American Novel” Sayre, “Renegades from Barbary” |
Assessment
ASSESSMENT | ||
IN-TERM STUDIES | NUMBER | PERCENTAGE |
Presentation (20) + Response Paper (20) | 1 | 40 |
Class Performance | 1 | 20 |
Final Paper | 1 | 40 |
Total | 100 | |
CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE | 40 | |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
Total | 100 |
Course’s Contribution to Program
COURSE'S CONTRIBUTION TO PROGRAM | |||||||
No | Program Learning Outcomes | Contribution | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | The ability to apply knowledge of English and world literature and social sciences to topics including culture, society, ethics, politics etc. | X | |||||
2 | The ability to review, analyse and apply the relevant literature. | X | |||||
3 | The ability to carry out interdisciplinary reading and analysis. | X | |||||
4 | The ability to utilise the basic concepts and issues of literary theories in developing life strategies | X | |||||
5 | Awareness of professional ethics and responsibility | X | |||||
6 | Effective communication skills. | X | |||||
7 | A sufficiently broad education to understand the global and social impact of literary movements. | X | |||||
8 | An awareness of the importance of lifelong learning and the ability to put it into practice. | X | |||||
9 | Knowledge of issues in contemporary literature and of the cultural issues of the period. | X | |||||
10 | The ability to use sources and modern tools in order to carry out research in cultural studies. | X |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
Hours for off-the-classroom study (Pre-study, practice) | 14 | 17 | 252 |
Presentation | 1 | 18 | 18 |
Final Paper | 1 | 60 | 60 |
Total Work Load | 375 | ||
Total Work Load / 25 (h) | 15.0 | ||
ECTS Credit of the Course | 15 |