FdA and FdSC - truro- Web viewSchneider, P. (2003) Writing alone ... du Maurier for readers and book...

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Plymouth UniversityAcademic Partnerships

Truro & Penwith College

Programme QualityHandbook for FdA English Studies

2017 – 18

Truro and Penwith College, FdA English Studies, Programme Quality Handbook 2017 – 2018Last saved: September 2017 of 65

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Contents1. Welcome and Introduction to FdA English Studies....................................................................3

2. Programme Specification……………………………………………………………………………...4

3. Module Records......................................................................................................................15


1. Welcome and Introduction to FdA English Studies

The foundation degree in English Studies contains three main study strands:

1. Literature and critical theory2. Creative and practical writing in vocational contexts3. Cornish identity and culture

Based at the Truro campus, the foundation degree in English Studies provides an exciting opportunity to combine vocational and literary elements of English Study with a unique regional flavour. The practical issues of writing for different purposes, for publication and for personal creative development, are explored through a variety of workshops, modules and visiting speakers. In the second year students study film and there are opportunities to develop skills in media and new technologies as a gateway into a variety of careers after graduation. There is an emphasis upon applied study, so routes into publishing and journalism, creative writing, teaching and cultural tourism are explored. In the second year students are encouraged to make links between their academic studies and future career opportunities. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle).


Programme SpecificationPROGRAMME SPECIFICATION FOR FOUNDATION DEGREES

Awarding Institution: Plymouth UniversityTeaching Institution: Truro and Penwith CollegeAccrediting Body: N/AFinal Award: FdAIntermediate Awards: Certificate of Higher Education (Cert HE)Programme Title: Applied Literary StudiesUCAS Code: Q301JACS Code: Q301Benchmarks: Foundation Degree Qualification

BenchmarkQAA English

Date Produced: September 2009

Date of Approval: 2004

Admissions Criteria:

Qualification(s) Required for Entry to the FdSc

Comments

Candidates must have at Level 2:At Level 2Key Skills requirement/Higher Level Diploma

Considered on individual basis

and/orGCSEs required at Grade C and above

English or Humanities-based subjects

Plus at least one of the following Level 3 qualifications:

A Levels required: 60 points at A2 in English or Humanities based subjects

Advanced Level DiplomaBTEC National Certificate/Diploma

Considered on an individual basis Equivalent to 60 points

HNC/D Considered on an individual basisVDA: AGNVQ, AVCE, AVS Considered on an individual basis

Equivalent to 60 points Access to HE or Year 0 Considered on an individual basis


provisionInternational Baccalaureate Normally considered on an individual

basis – normally 16 pointsIrish/Scottish Highers/Advanced Highers

Equivalent of 60 pointsPass

Work Experience N/AOther non-standard awards or experiences

Considered on an individual basis

APEL/APCL possibilities https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

Reviewed on an individual basisPlymouth University regulations apply.

Interview/portfolio requirements

Normally all students will be interviewed. In exceptional cases, alternative means of interview such as video/telephone/e-correspondence might be employed.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required

Yes

Aims of the Programme:

1. The programme is intended to develop a critical awareness and understanding of the issues and practices of applied literary studies.

2. The programme is intended to develop and explore practical applications of applied literary studies within relevant industries.

Programme Intended Learning Outcomes: By the end of this programme the student will be able to:

Demonstrate an informed, critical and creative approach to literature Meet the challenges of employment (including self-employment) in

literary or communicative industries Demonstrate the development of creative, intellectual, analytical and

research skills Demonstrate development in their own forms of written

communication Demonstrate developing critical and creative independence,

flexibility, sensitivity to audience, and self-reflexiveness, across both individual and group work, and both analytical and creative work


https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

https://staff.plymouth.ac.uk//upcfacul/UoPregs/intranet.htm

Demonstrate subject-specific and generic skills, including skills of investigation and enquiry, oral and written communicative skills, the use of a range of technology systems for accessing data, resources, contacts and literature

Demonstrate critical reflection on issues of practice, on new knowledge and understandings, and on students’ own and others’ performance against agreed criteria, including the capacity to deploy and evaluate evidence and to express the outcomes of such reflection clearly and fluently

Brief Description of the Programme

The Foundation Degree in English Studies is approved by Plymouth University. It is a two year programme containing four main study strands: Literature; Creative and Practical writing in a vocational context; Cornish identity and culture. Study skills and critical approaches.

Progression to local Degree courses is possible. This is an exciting opportunity to combine practical and literary elements of English with a unique regional flavour.

The first year comprises of mainly taught modules which combine a variety of teaching styles. Throughout the year students develop study skills which are related to the type of assignments they do. In the summer term, the modules become more workshop based. Creative Writing involves more independent learning and A Sense of Place incorporates trips and visits.

The second year has two major pieces of personal study, one of which is vocationally focussed, which last throughout the year (culminating in the final term).


Programme Structure FdA English StudiesCollege: Truro and Penwith

Course Code: 2874 Full Time

Stage 1Module Code Module Title No. of

Credits Core

TCALS131

Identity and Nationhood 20 Core

TCALS112

Transactional Writing 20 Core

TCALS113

What is Theory? 20 Core

TCALS132

Introduction to Literature 20 Core

TCALS122

Creative Writing 20 Core

TCALS125

A Sense of Place 20 Core

Stage 2Module Code Module Title No. of

Credits Core

TCALS226 Integrative Applied Study 20 Core

TCALS214 The Victorians 20 Core

TCALS225 Film Studies 20 Core

TCALS223 Integrative Literary Study 20 Core

TRUR2001 Romanticism 20 Core

TRUR2002New Technology & Writing

20 Core


Total number of credits at Level 4 = 120 Total number of credits at Level 5 = 120 A Foundation Degree therefore totals 120 Level 4 credits and 120 Level 5 credits.

Progression Route(s)

On successful completion of this award after two years, a Foundation Degree in English Studies will be the qualification awarded. On partial completion, a certificate indicating the titles of passed modules will be obtainable. The progression route on successful completion of the two year FdA is to the third year of the BA (Hons) English or the BA (Hons) English and Creative Writing at Plymouth University, subject to satisfactory references and performance.

Any Exceptions to Regulations:

None


Teaching methods and assessments

A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

Understanding of literary analysis, techniques and terms

Overview of historical development of English Literature

Awareness of individual periods, genre and ‘sites’ of transactional creative writing applications

Primary Lectures, seminars and tutorials Directed independent study Learning from work experience

Secondary Case studies Problem-solving exercises

NB: Benchmark References

English

Assessment

Key knowledge and understanding is assessed via a combination of examinations, essays, presentations and seminar performances.

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

Critiques of rival theories and frameworks

Abstract analysis and synthesis Intelligent application of

appropriate principles Problem solving and research

skills

Primary Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc.)

Secondary Research exercises



English

Assessment

Assessed discussions Essays/projects/dissertations Examinations Coursework on practical

application questions

C: Key Transferable Skills

Literary and information processing

Self-management Communication (oral, written, CIT)

Learning and Teaching Strategy/MethodPrimaryLibrary and other research exercisesGroup work awareness and practice

SecondaryClass and seminar interactions and feedback


English

Assessment

Coursework of all types Examination preparation and

completion

D: Practical Skills

Computer and information technology skills

Presentation and oral communication skills

Written communication

Learning and Teaching Strategy/Method

Projects Designated tasks Lectures and tutorials Learning from work


English

Assessment

Project work Competence in a range of

communication techniques


Foundation Degree Intended Learning Outcomes Map Certificate Level

1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes (as worded in the Programme Specification)The FHEQ requirements are already given here in italics

Aim Subject Benchmark

Related Core Modules

Knowledge/ Understanding Knowledge of the underlying concepts and principles associated

with Literary Studies and an ability to evaluate and interpret these

Understand cultural influences affecting literary judgements, which can be expressed using appropriate terminology

Demonstrate knowledge of a range of canonical writing, characterised by genre and regional distinctiveness

NB refer to relevant Aim(s)

1

NB refer to relevant benchmark(s)

1.1, 1.3, 3.1, 3.2,3.3, 4.1.4, 4.2.3

NB refer to relevant core modules

112, 113, 132, 131, 122, 125

Cognitive / Intellectual Skills (generic) An ability to present, evaluate, and interpret qualitative and

quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of literary studies.

To weigh and debate relative importance of different historical and cultural perspectives

11.1, 1.3, 3.1, 3.2, 3.3, 4.14, 4.2.3

112, 113, 132, 131, 122, 125


Key / Transferable Skills (generic) Evaluate the appropriateness of different approaches to solving

problems related to literary studies Communicate the results of their study/work accurately and

reliably, and with structured and coherent arguments To present sustained oral arguments cogently

21.3, 3.1, 3.2, 3.3, 4.14, 4.23

112, 113, 122, 125

Practical Skills (subject specific) To adapt language to practical communication tasks To demonstrate mastery of research and study techniques 2 1.3, 3.2, 3.3 112, 122

Employment-related skills Undertake further training and develop new skills within a

structured and managed environment Qualities and transferable skills necessary for employment

requiring the exercise of personal responsibility To develop communication skills of value to employers To adapt language to work-related communication skills

2 1.3, 3.2, 3.3 112, 122


Foundation Degree Intended Learning Outcomes Map Intermediate level

1 Graduate Attributes and Skills 2 3 4Core Programme Intended Learning Outcomes (as worded in the Programme Specification)The FHEQ requirements are already given here in italics

Aim(s) Subject Benchmark(specific reference)

Related Core Modules

Knowledge/ Understanding Knowledge and critical understanding of the well-established

principles of literary studies and the way in which those principles have developed

Knowledge of the main methods of enquiry in literary studies An understanding of the limits of their knowledge, and how this

influences analyses and interpretations based on that knowledge Understand the impact of technology on language and

communication Demonstrate knowledge of filmic portrayals of culture Demonstrate deeper understanding of literary, cultural and

communicative data underpinning objectives itemised in first year modules

NB refer to relevant Aim(s)

1

NB refer to relevant benchmark(s)

1.3, 3.2, 3.3, 4.1.2, 4.2.4

NB refer to relevant core modules

226, 213, 221


Cognitive / Intellectual Skills (generic) Ability to apply underlying concepts and principles outside a

literary context Display or demonstrate communication skills transferred to a

work/organisational context Communicate ideas with fluency

11.3, 3.3, 4.2.3, 4.2.4

226, 225, 223

Key / Transferable Skills (generic) Ability to evaluate critically the appropriateness of different

approaches to solving problems in literary studies Use a range of established techniques to initiate and undertake

critical analysis of information, and to propose solutions to problems arising from that analysis

Demonstrate ability to change style/content of writing to communicate effectively for the needs of difficult audiences and purposes

Produce sustained written work drawing on the research and creative skills fostered in earlier modules

2 1.3, 3.2, 3.3, 4.2.3, 4.2.4

226, 225, 223

Practical Skills (subject specific) To adapt learning to the world of work To use writing skills to achieve practical outcomes

2 1.3, 3.2, 3.3, 4.2.3 226, 223


Employment-related skills The application of subject principles in an employment context Undertake further training, develop existing skills and acquire

new competencies that will enable them to assume significant responsibilities within organisations

Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making

Use expressive and linguistic resources to persuade an audience in ways that benefit an organisation/place of work

Apply knowledge of electronic and other forms of communication effectively to enhance achievement of work/organisational goals

21.3, 3.2, 3.3, 4.1.2, 4.2.3

226, 2002


PLYMOUTH UNIVERSITY MODULE RECORD

3. Module RecordsDEFINITIVE MODULE RECORDS FOR YEAR ONE FDA ENGLISH STUDIESSECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCALS112 MODULE TITLE: Transactional WritingCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Introductory module to analyse, deconstruct and imitate generic codes and conventions in reports, essays, journals, criticism and reviews, manuals and advertising.

ELEMENTS OF ASSESSMENT (Use HESA KIS definitions)WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

C1 100% P1

E2 (OSCE) C2 P3 T1 (in-class test) A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement:

MODULE AIMS: To develop competence in writing for practical purposes To understand generic conventions

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate knowledge of contextual approach to the production/reception of non-literary texts. (1.3)

2. Use range of transferable literary/communication skills of value in graduate employment (1.3)

3. Show capacity to adapt language used to various work-related communication tasks (3.3)

DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 10/04 SCHOOL/PARTNER: Truro & Penwith College



DATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer

Additional notes (for office use only):

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010


http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx


http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138

MODULE LEADER: Trish Scaf OTHER MODULE STAFF:

Summary of Module Content A series of workshops introducing practical communication tasks and exemplars, providing generic analysis, guidance and advice on producing practical writing, especially for a work context.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)



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Coursework C1TW1 and TW2

100%Two separate portfolios of work produced as a series of practical tasks. Assessed as detailed in section A.

Updated by: V HagerDate: July 2017

Approved by: Date: N/A

Recommended Texts and Sources:Carter, R. (1990) Seeing Through Language, Blackwell. Carter, R. (2001) The Language of Speech and Writing, Routledge. Chomsky, N. Media Control: The Spectacular Achievements of Propaganda (Sun Stories, 2002)Crystal, D. (2002) The English Language, Penguin. Crystal, D. (2004) Rediscover Grammar, Pearson. Fisk, J. (1982) Introduction to Communication Studies, Methuen. Thorne, S. (1997) Mastering Advanced English Language, Palgrave.



SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCALS113 MODULE TITLE: What is Theory?

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Brief survey course to create rudimentary understanding of critical and theoretical perspectives.



C1 100% P1


SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement: N/A

MODULE AIMS:1) To problematise the art of reading to encourage critical reflectiveness about

textual approaches (1.3)2) To provide basis for further study in English (1.3)


1. bring new critical skills to analysis of texts (3.2)2. command an appropriate critical terminology (3.2)3. understand influence of cultural assumptions on literary judgements (3.2)4. develop ability to use distinctive interpretative skills in a structured and systematic

way (3.3









MODULE LEADER: Vanessa Hager OTHER MODULE STAFF:

Summary of Module Content In practical terms, students might be introduced to feminist, psychoanalytical, structuralist and Marxist readings and samples from a critical miscellany

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)



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Coursework C1Th2 and Th4

100%

Two summative assessed tasks (either two essays of 1500-2000 words or one essay and one oral assessment). Assessed as detailed in section A.



Recommended Texts and Sources:

Barry, P. (1995) Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester: Manchester

University Press.Eagleton, T. (1996) Literary Theory: An Introduction. Oxford: Blackwell.Bennett, A. and Royle, N. (2009) Introduction to Literature, Criticism and Theory. Harlow: Prentice Hall Europe.Gallagher, C. and Greenblatt, S. (2000) Practicing New Historicism. Chicago: Chicago Press.Gilbert, S.M. and Gubar, S. (2000) The Madwoman in the Attic: the Woman Writer and the Nineteenth-century

Literary Imagination. Yale: Yale UP.Rice, P. and Waugh, P. (eds.) (2001) Modern Literary Theory: a Reader. Sevenoaks: Hodder & Stoughton.Seldon, R. (1989). A Reader’s Guide to Contemporary Literary Theory. Lexington: University Press of Kentucky.Showalter, E. (2009) A Literature of their Own: British Women Writers from Charlotte Bronte to Doris Lessing.

London: Virago.Rivkin, J. and Ryan, M. (ed.s) (2004) Literary Theory: An Anthology. Oxford: Blackwell.Leitch, V.B. (ed.) (2001) The Norton Anthology of Theory and Criticism. New York: Norton.




MODULE CODE: TCALS122 MODULE TITLE: Creative Writing CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: W800PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR:Scriptwriting, sample activities drawn from fiction and non-fiction, introducing Key issues for creative writers, as well as vocational and practical aspects of getting into print.



C1 100% P1


SUBJECT ASSESSMENT PANEL Group to which module should be linked: English

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To encourage creative independence.To explore several genres; enabling specialisation in one.To enhance understanding of publishing process.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:

1. Present examples of creative writing which use the expressive resources of language skilfully (1.3)

2. Appreciate generic conventions and their effects on communication (3.2) 3. Engage imaginatively with the process of writing. (1.3)









MODULE LEADER: S Lavery OTHER MODULE STAFF:

Summary of Module A series of workshops introducing practising writers, different genres and providing literary support and editorial advice; and craft seminars exploring practical aspects of writing.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLectureSeminar Tutorial 10Project SupervisionDemonstrationPractical Classes & Workshops 70Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10

credits = 100 hours, etc)



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Coursework C1CW1 and CW2

100%

Two portfolios of creative writing – one prose and one poetry, each accompanied by a reflective commentary. Assessed as detailed in section A.




Schneider, P. (2003) Writing alone and with others. Oxford: Oxford University Press Inc.Dillard, A. (1990) The writing life. New York, USA: Harper Collins. Gardner, J. (1991) The art of fiction : notes on craft for young writers. New York: Vintage.Hemingway, E. and Phillips, L.W. (ed.) (2004) Ernest Hemingway on writing. New York: Simon & Schuster.Forster, E.M.M. (2005) Aspects of the novel. London: Penguin. (Penguin classics). Boles, P.D. (1987) Storycrafting : a master storyteller teaches the art and craft of writing fine short stories. Cincinnati, Ohio9: Writer's Digest Books. Lodge, D. (2011) The art of fiction. London: Vintage.Sansom, P. (2013) Writing poems. 6th edn. Northumberland: Bloodaxe Books Ltd. Maxwell, G. (2012) On poetry. London: Oberon. (Oberon masters).Prose, F. (2012) Reading like a writer : a guide for people who love books and for those who want to write them. London: Union. O'Neil, D. (2001) The DC Comics guide to writing comics. New York: Watson-Guptill. Mccloud, S. (1994) Understanding Comics - The Invisible Art. London: Harper & Row. McKee, R. (2014) Story : substance, structure, style, and the principles of screenwriting. York: Methuen Publishing Ltd. Voytilla, S. (no date) Myth and the movies : discovering the mythic structure of over 50 unforgettable films. Michael Wiese Productions.




MODULE CODE: TCALS125 MODULE TITLE: Sense of PlaceCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q390PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Using presentations of Cornwall as a starting point, this module explores relations between sense of place, character, emotion and ideology. Students will encounter a range of material and will be encouraged to engage in cultural interpretations as well as literary viewpoints.



C1 100% P1




MODULE AIMS:To develop research and analytical skills related to the theme of place in literatureTo explore and analyse how a sense of place is both significant and formative in the creation of literary texts and cultural identityTo enable students to explore the formation and development of cultural identity


1. Analyse different forms of narrative and discourse2. Weigh the importance of different historical perspectives3. Explore, research and present analyses and interpretations of ‘place’ in a defined

area of literature4. Engage dialogue with past and present cultures and values (1.1)


DATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith



CollegeDATE(S) OF APPROVED CHANGE: 02/08

TERM: Autumn/Spring/Summer



















SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.


MODULE LEADER: V Hager OTHER MODULE STAFF:

Summary of Module Content An exemplar might be a study of Bodmin Moor as a location for Du Maurier’s novel and a recreative entity embodied in the Jamaica Inn Museum. The module could relate closely to Nationhood/Identity and encourage a consideration of cultural identity in a wider context.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial 5Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10




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Coursework C1SP2 and SP4

100%Two summative assessed tasks (two essays of 1500-2000 words). Assessed as detailed in section A.




Barry, P. (2002) Beginning theory: an introduction to literary and cultural theory. Second edn. Manchester: Manchester University Press.Clark, T.J.A. (2011) The Cambridge introduction to literature and the environment. Cambridge: Cambridge University Press. (Cambridge introductions to literature).Forster, E.M. (2005) A passage to India. Penguin. (Penguin Classics). Garrard, G. (2012) Ecocriticism. 2nd edn. London: Routledge. (The new critical idiom).Mehrotra, A.K. (1998) The transfiguring places: poems. New Delhi: Ravi Dayal Publisher.Hiss, T. (1991) The experience of place. New York: Vintage. Hall, S., Evans, J. and Nixon, S. (2012) Representation : cultural representation and signifying practices. 2nd edn. London: SAGE. (Culture, media and identities).Tuan, Y. (1977) Space and place : the perspective of experience. Minneapolis: University of Minnesota Press. Williams, R. (1982) Culture and society : Coleridge to Orwell. The Hogarth Press. Raymond W. (1973) The City and the Countryside




MODULE CODE: TCALS131 MODULE TITLE: Identity and Nationhood

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q300PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Introduction to linked texts providing an exploration of Celticity alongside representative writing arising from other, perhaps nascent subcultures



C1 100% P1



Professional body minimum pass mark requirement:

MODULE AIMS: To explore a relevant and stimulating curriculum relating to the location of the

programme To convey knowledge and understanding of the Cornish impact on English Literature

as a regional variety


1. Comprehend and develop ideas and arguments relating literature to Cornish culture (3.3)

2. Display awareness of how a different social context has affected the nature of textual meaning (3.2)

3. Reflect upon and evaluate a range of work related employability skills within own professional area

4. Reflect on the qualities and transferable skills necessary for employment and personal and professional development

5. Demonstrate how entrepreneurial ideas can be applied to own professional practice

DATE OF APPROVAL: 06/04 FACULTY/OFFICE: Academic



PartnershipsDATE OF IMPLEMENTATION: 09/04 SCHOOL/PARTNER: Truro & Penwith
























MODULE LEADER: J Bell OTHER MODULE STAFF:

Summary of Module Content Exploration of Celtic texts, perhaps grouped around a documentary centre such as records of the 1497 Cornish Rebellion; suitable poetic selections of ballad and myth; or the representation of Cornishness both by national and regional media.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 20Seminar 35Tutorial Project SupervisionDemonstrationPractical Classes & Workshops 20Supervised Time in Studio/WorkshopFieldworkExternal Visits 5Work Based LearningGuided Independent Study 120OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours,

etc)



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Coursework C1IN1 IN2 and IN4

100%

One presentation and reflectionTwo summative assessed tasks (two essays of 1500 – 2000 words).Assessed as detailed in section A.




Ali, M. (2004) Brick Lane. London: Black Swan.* Anderson, B. (1991) Imagined communities : Reflections on the origin and spread of nationalism. Revised edn. Verso Books. * Ashcroft, B., Griffiths, G. and Tiffin, H. (eds.) (1997) The post-colonial studies reader. London: Routledge.* Bhabha, H.K. (ed.) (1990) Nation and narration. London: Routledge.Clemo, J. (2000) The clay kiln : a novel set in mid Cornwall. Cornwall: Cornish Hillside Publications. * Colls, R. (2004) Identity of England. Oxford: Oxford University Press.* Colley, L. (2014) Britons : forging the nation, 1707-1837. Rev. edn. New Haven, USA: Yale University Press.Headdon, B. (ed.) and Rawe, M. (ill.) (1995) Cornish links: Kevrennow Kernewek. Tunbridge Wells: Kernow Poets Press. * Crawford, R. (2000) Devolving English literature. 2nd edn. Edinburgh: Edinburgh University Press.Du Maurier, D. (2014) Jamaica Inn. London: Virago Press Ltd. Du Maurier, D. (2003) Rebecca. 2003 edn. London: Virago Press. Giles, J. and Middleton, T. (1995) Writing Englishness 1900-1950 : an introductory sourcebook on national identity. London: Routledge.* Gilroy, P. (2002) There ain't no black in the Union Jack : the cultural politics of race and nation. London: Routledge. Hall, S. ‘Locals’ (available from module leader)Kent, A.M. (ed.) (2010) Four modern Cornish plays. London: Francis Bouttle.Kent, A. (2009) The theatre of Cornwall : Space, place and performance. Bristol: Redcliffe Press Ltd.Kent, A.M. (2007) Electric pastyland. Somerset: Ryelands.Kent, A.M. (tr.) (2005) Ordinalia: the Cornish mystery play cycle, a verse translation. London: Francis Boutle.Kent, A.M. (2005) Proper job, Charlie Curnow!. Halsgrove.



Kent, A. (2002) Love and seaweed. Cornwall: Lyonesse Press.Kent, A.M. and Saunders, T. (2000) Looking at the mermaid : a reader in Cornish literature. London: Francis Boutle.Kent, A. (2000) The literature of Cornwall : Continuity, identity, difference 1000-2000. Redcliffe Press.Kumar, K. (2003) The making of English national identity. Cambridge: Cambridge University Press. (Cambridge cultural social studies). http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511550058Mehrotra, A.K. (1998) The transfiguring places: poems. New Delhi: Ravi Dayal Publisher. * Nairn, T. (2015) The break-up of Britain : crisis and neo-nationalism. Champaign, ILL: Common Ground Publishing. Payton, P. (2004) Cornwall: a history. Fowey: Cornwall Editions. Payton, P. (1992) The making of modern Cornwall : historical experience and the persistence of "difference". Redruth: Dyllansow Truran.Shields, R. (1991) Places on the margin : alternative geographies of modernity. London: Routledge. * Said, E.W. (2003) Orientalism. [New edn.] London: Penguin Classics. Saunders, T. (ed.), Hale, A. (.) and Jones, B. (.) (1999) The wheel: an anthology of modern poetry in Cornish 1850-1980. London: Francis Boutle. * Westland, E. (ed.) (1997) Cornwall: the cultural construction of place. Penzance: The Patten Press.Westland, E. (2007) Reading Daphne : a guide to the writing of Daphne du Maurier for readers and book groups. Truro, Cornwall: Truran.




MODULE CODE: TCALS132 MODULE TITLE: Introduction to LiteratureCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: Q320PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR: Mini-survey long thin module intended to establish foundation skills in literary analysis by considering a range of texts in English, many canonical, often with a Cornish element



C1 100% P1


SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement: N/A

MODULE AIMS:To establish foundation skills in literary analysis.To encourage linked literary reading.To investigate existing readings of significant representative texts.To develop familiarity with sustained readings of canonical literature.To investigate and explore Celticity

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate knowledge of canonical writing both pre- and post-1800 (3.1)2. Demonstrate knowledge of distinctive character of prose, poetry and drama (3.1)3. Apprehend distinctive character of a regional literary influence (3.1)4. Demonstrate the development of new and appropriate academic skills in a

structured and managed environment5. Present work appropriately, displaying skills of citation and bibliography6. Show competence in the planning and execution of assessed work7. Organise, present and evaluate information effectively8. Develop scholarly information retrieval skills





DATE(S) OF APPROVED CHANGE: 09/11






















MODULE LEADER: S Lavery OTHER MODULE STAFF: N/A

Summary of Module Content Exemplar texts might include: Hamlet, and selections from Keats, Causley, Golding, Du Maurier and D.M. Thomas, to introduce plot, character, theme, style, history, biography, audience, structure, context and genre.





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Coursework C1 IL2 and IL4 100%Two summative assessed tasks (2 essays of 1500 – 2000 words).Assessed as detailed in section A.



Recommended Texts and Sources:Carter, R. and Mcrae, J. (2001) The Routledge History of Literature in English: Britain and Ireland. 2nd edn. London: Routledge.Bradbury, M. (ed.) (2001). The Routledge History of Literature in English. London: Taylor

and Francis.Bradbury and McFarlane, Modernism: A Guide to European Literature 1890 – 1930.

Childs, P. (2001) Reading Fiction: Opening the Text. London: Palgrave. (2007) Modernism. Oxford: Routledge.

Lee-Browne, P. (2002) The Modernist Period: 1900-45: English Literature in its Historical and Social Contexts. London: Evans.Reidhead, J. (ed.) (2000) The Norton Anthology of English Literature: vol 2. 7th edn. London: Norton.Watt, I, (2000). The Rise of the Novel. London: Pimlico.



DEFINITIVE MODULE RECORDS FOR YEAR TWO FDA ENGLISH STUDIES


MODULE CODE: TCALS226 MODULE TITLE: Integrative Applied StudyCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q290PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR:Supervised production of piece of practical writing, perhaps relating to organisation where work experience has taken place. Could be for any ‘applied’ situation.



C1 80% P1 20%




MODULE AIMS: To encourage students to find an employment context in which to use communication and language skills (1.3)To adapt and transfer material learned to a working environment


1. Plan and execute writing geared to a practical purpose and a specific audience and practical outcome

2. Demonstrate/Display communication skills transferred to a work or organisational context

3. Plan and execute writing geared to a practical purpose and a specific audience and practical outcome

4. Demonstrate/Display communication skills transferred to a work or organisational context

5. Reflect on the qualities and transferable skills necessary for employment and



personal and professional development.6. Demonstrate how entrepreneurial ideas can be applied to own professional

practice7. Understand the day-to-day operations of the workplace8. Understand and employ their professional skills in the workplace environment9. Adopt a professional attitude to work10.Write analytically about their experience


























Summary of Module Content Students should produce a practical piece(s) of writing of direct relevance to a workplace or other organisation. For example, an applied piece of literature on behalf of a tourist outlet or a pressure group, or a written bid for funding support on behalf of a sport or social club, accompanied by an analytical commentary, could be produced.





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Coursework C1

IAS a) abstract

IAS c) portfolio

12.5%

87.5%

=100%

10% - abstract

70% - portfolio containing practical work and reflective evaluation

Assessed as detailed in section A.

Practice P1

IAS b)Oral presentation

=100%Oral presentation


Updated by: V. HagerDate: July 2017

Approved by: Academic PartnershipsDate: September 2015

Recommended Texts and Sources:Harris, T.E. and Sherblom, J.C. (2007) Small group and team communication. Fourth edn. Hemel Hempstead: Allyn and Bacon. Thorne, S. (2008) Mastering Advanced English language. 2nd edn. Basingstoke: Palgrave Macmillan. (Palgrave master series).




MODULE CODE: TCALS214 MODULE TITLE: The VictoriansCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: V100PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR: This module will examine Victorian literary heritage, in particular poetry and novels, exploring especially the tensions between the demands of realism and the imagination. It will attempt to place this debate in the cultural context of Victorian culture and values, referring to Cornish exemplar material.



C1 100% P1




MODULE AIMS:To explore the key ideas of the Victorian periodTo develop analytical skills related to novels and poetryTo explore the relation between this literature movement and its historical and cultural positioningTo develop an understanding of underpinning critical perspectives

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:

1. Demonstrate knowledge and understanding of Victorian literature2. Demonstrate analytical skills 3. Demonstrate understanding of the relation between literature and culture 4. Demonstrate ability to critically examine historical, Marxist and Freudian

perspectives




PartnershipsDATE OF IMPLEMENTATION09/04 SCHOOL/PARTNER: Truro & Penwith

CollegeDATE(S) OF APPROVED CHANGE: N/A TERM: Autumn/Spring/Summer






















Summary of Module Content Poetry of Hardy, Hopkins, Tennyson, Rossetti et alNovels of Gaskell, Hardy, Dickens, Hocking, Ballentyre





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Coursework C1 V1 and V2 100%Two summative assessed essays (2000 – 3000 words each)Assessed as detailed in section A.



Recommended Texts and Sources:Richard Cronin, Alison Chapman and Antony H Harrison eds (1988) A Companion to Victorian Poetry, Oxford: Blackwell. Altick, R D. (1963) The English Common Reader, University of Chicago. Baldick, C. (1983) The Social Mission of English Criticism, Oxford: Oxford University, Gilbert and Gubar, (1979) The Mad Woman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination, New Haven: Yale University.Kettle, A. An Introduction to the English Novel Vols 1 & 2 ( Hutchinson & Co. Ltd)Lane Christopher, (1998) The Burdens of Intimacy: Psychoanalysis and Victorian Masculinity, University of Chicago.Macherey, P. (1978) A Theory of Literary production, Routledge and Kegan Paul Mason, M. (1994)The Making of Victorian Sexuality, New York, Oxford University PressRicks, C. (1989) Tennyson, Macmillan. Sullivan, N. (2003)A Critical Introduction to Queer Theory, Melbourne Publishing GroupAshcroft, B., Griffiths G., and Tiffin H. (eds) (1995) The Post-Colonial Studies Reader, London: Routledge.Watt, I. (1963) The Rise of the Novel, Penguin. Williams, R. (1979) Culture and Society 1780 – 1950, Pelican. Silver, C. G. (1999) Strange and Secret Peoples, Oxford University Press




MODULE CODE: TCALS223 MODULE TITLE: Integrative Literary StudyCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q290PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR: Students will be asked to negotiate a topic with their supervisor and to produce a 5000 word literary project involving individual research. While not separately taught, it is expected that the key transferable skills drawn from modules will be synoptically present in this summative assessment.



C1 100% P1




MODULE AIMS:• To enable individual literary enthusiasms the syllabus has not covered to be admitted for assessment.• To develop independent learning and to provide an opportunity for sustained writing.• To foster understanding of underpinning perspectives.


1. Demonstrate knowledge/understanding of specific student-led topic within literary studies

2. Demonstrate effective use of theoretical perspective(s)3. Demonstrate ability to conduct independent research





CollegeDATE(S) OF APPROVED CHANGE: TERM: Autumn/Spring/Summer






















Summary of Module Content It is intended to avoid prescriptive limitations on topic, as long as a supervisor can be found at Truro College to help the student create their piece of writing.





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Coursework C1

Integrative Literary Study

Abstract

Oral presentation (reflective Statement)

Essay

10%

20%

70%

=100%

10% - abstract

20% - oral presentation (including brief reflective statement)

70% - essay (4000 – 5000 words)




Recommended Texts and Sources:As an integrative assignment it is expected that students will draw on earlier reading and will be guided by tutors to undertake wider reading (of literary and critical texts) of relevance to their area of study.




MODULE CODE: TRUR2001 MODULE TITLE: RomanticismCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q300PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR: This module will develop an understanding of Romanticism, particularly Romantic poetry, and how it relates to historical context. The module will relate some of the key concepts of Romanticism in the historical and contemporary representation of Cornish culture.



C1 100% P1




MODULE AIMS:To explore the key ideas of the Romantic movementTo develop analytical skills related to poetryTo explore the relation between this literature movement and its historical and cultural positioningTo develop an understanding of underpinning critical perspectives


1. Demonstrate knowledge and understanding of the Romantic movement2. Demonstrate analytical skills in poetry3. Demonstrate understanding of the relation between literature and culture

Demonstrate ability to critically examine historical perspective







Summary of Module Content Romantic Poetry (Wordsworth, Keats et al), Cornish poetry from 1800-1900- see The Mermaid, Historicism





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Coursework C1 R2, R3 100%Two summative assessed tasks (essays of approximately 2000 words).Assessed as detailed in section A.



Recommended Texts and Sources:Christ, C T (2012) Norton Anthology of Literature, Norton, WW & Company Inc.Day, A (1996) Romanticism London, Routledge.Gaul, M (1988) English Romanticism: Human Context New York, NortonWu, D ed. (2012) Romanticism, an Anthology Wiley-BlackwellWright, David (Ed.), The Penguin Book of English Romantic Verse (1973, Penguin)




MODULE CODE: TRUR2002 MODULE TITLE: New Technology and WritingCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: Q300PRE-REQUISITES: N/A


SHORT MODULE DESCRIPTOR: A study of the impact of technological change and development on communication, integrating Communication theories and models.



C1 100% P1


SUBJECT ASSESSMENT PANEL Group to which module should be linked: EnglishProfessional body minimum pass mark requirement

MODULE AIMS:Encourage appreciation of the continuing and evolving nature of language and communication in a technological context Develop sensitivity to the shaping effects of circumstances, technology and change on language


1. Assess and evaluate electronic and other data, appreciating their impact on communication (3.3)

2. Develop and update knowledge of text production in the light of technological change (4.1.2. implicit)

3. Analyse and evaluate the effect of new technology on contemporary literary production

4. Discuss and reflect upon the role of new technology literary production in contemporary culture




PartnershipsDATE OF IMPLEMENTATION09/04 SCHOOL/PARTNER: Truro & Penwith






















ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 138MODULE LEADER: S Lewis OTHER MODULE STAFF:

Summary of Module Content Sample content: the impact of electronic technologies on discourse, orthography and syntax; the impact of mass electronic availability on text production/distribution; the evolution of new organisational communication models.



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Coursework C1

NT1 (Practical portfolio)

NT 2 (essay)=100%

NT1 – practical portfolio of task(s) and reflection

NT2 – summative assessed essay (approximately 2000 words)Assessed as detailed in section A.


(rut) Charlotte Ballard, 27/07/17,

Please can you specify the weighting for these two pieces of work, thank you




Recommended Texts and Sources:Aarseth, EJ. (1997) Cybertext: Perspectives on Ergodic Literature. Johns Hopkins University Press. Birkerts, S. (1994) The Guttenberg Elegies: The Fate of Reading in an Electronic Age. Ballentine Books. Bolter, JD. (1991) Writing Space: The Computer, Hypertext, and the History of Writing. Lawrence Erhbaum Associates.Brooker, P. (1992) Modernism/Postmodernism Harlow. LongmanButler, C. (2002) Postmodernism: A Very Short Introduction Oxford University PressCahoone, L (1996) From Modernism to Postmodernism; an Anthology. BlackwellCrystal, D. (2001) Language and the Internet. Cambridge University PressDavis, E. (1994) Techgnosis, Magic, Memory, and the Angels of Information. Flame Wars: The Discourse of Cyberculture. Duke University Press. Delany, P & Landow, GP. (eds.) (1992) Hypermedia and Literary Studies. MIT Press. Featherstone, M. (1991) Consumer Culture and Postmodernism. London SageHayles, KN. 1997) Technocriticism and Hypernarrative, Modern Fiction Studies 43-3. Johnson, S. (1997) Interface Culture: How New Technology Transforms the Way We Create and Communicate. HarperBooks. Keen, A. (2013) Digital Vertigo. St. Martin's GriffinNewton, KM. (ed) (1997) Twentieth Century Theory: A Reader. London, MacMillanMurray, JH. (1997) Hamlet on the Holodeck: The Future of Narrative in Cyberspace. The Free Press.Postman, N. (1992) Technopoly: The Surrender of Culture to Technology. Vintage Books Sarup, M. (1993) An Introductory Guide to Post structuralism and Postmodernism. Harvester WheatsheafSharples, M. (1996) The New Writing Environment. Springer Verley Berlin Strinati, D. (1995) An Introduction to Theories of Popular Culture. London, Routledgehttp://henryjenkins.org/2007/03/transmedia_storytelling_101.htmlReadings and Resources on Moodle



SECTION A: DEFINITIVE MODULE RECORD FOR FdA English Studies

MODULE CODE: TCALS225 MODULE TITLE: Film StudiesCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: P303PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to develop skills to become adept in interpreting film texts. The module uses a combination of analysis, research and theory to study examples examining their production, form and reception, and relating these to cultural, social and political contexts.



C1 100% P1




MODULE AIMS:1. To develop an understanding of theory related to film analysis2. To develop an understanding and ability to apply analytical techniques in

interpreting film texts3. To explore cultural, social and political contexts of film


1. Demonstrate an applied understanding of a range of theoretical approaches to film analysis

2. Analyse the specifics of film discourse3. Communicate ideas either critically or creatively with fluency4. Discuss the cultural, social and political dimensions of film





CollegeDATE(S) OF APPROVED CHANGE: 12/12 TERM: 1,2,3






















MODULE LEADER: S Lewis OTHER MODULE STAFF:

Summary of Module Content Film theory – genre, narrative, technical analysis Formalism and Structuralism

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions)(This summary is indicative of what may be taught)Scheduled Activities Hours Comments/Additional InformationLecture 45Seminar Tutorial 5Project Supervision 10DemonstrationPractical Classes & WorkshopsSupervised Time in Studio/WorkshopFieldworkExternal VisitsWork Based LearningGuided Independent Study 140OtherTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100

hours, etc)



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Coursework C1

Presentation

Seminar paper

Film script

Evaluation

20%

30%

30%

20%

TOTAL = 100%

Subject knowledge assessed as detailed 8in section A.



Recommended Texts and Sources:Corrigan, T. & White, P. (2012)The Film Experience Palgrave MacmillanKydd, E. (2011) The Critical Practice of Film Production Palgrave Macmillan, Etherington-Wright, C. & Doughty, R. (2011) Understanding Film Theory Palgrave Macmillan, Bordwell, D. & Thompson, K. (2009) Film Art : An Introduction (McGraw-Hill) Monaco, J. (2000) How to Read a Film USA OUP

Do the Right Thing (Spike Lee, 1989)Jaws (Steven Spielberg, 1975)Memento (Christopher Nolan, 2000)The Cabin in the Woods (Drew Goddard, 2011)Straw Dogs (Sam Peckinpah, 1971)Taxi Driver (Martin Scorsese, 1976)


FdA and FdSC - truro- Web viewSchneider, P. (2003) Writing alone ... du Maurier for readers and book...

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Transcript of FdA and FdSC - truro- Web viewSchneider, P. (2003) Writing alone ... du Maurier for readers and book...