Overview
Poetry, as they say, is a many splendid thing: the art of the unsayable, an outlet for expressing innermost thoughts and feelings, a special use of language and poetic forms such as metaphor and metonymy, a certain kind of discourse, an aesthetic practice, a form of knowing that sits outside conventional epistemologies - the list goes on. Poetry has had a significant influence on contemporary intellectual thought: Freud, for example, repeatedly acknowledged that the poets preceded him in all his thoughts. The aim of this unit is to introduce students to the plethora of poets and poetic forms represented in the Romantic and Contemporary eras, to show them a form of advanced poetics that will inform their reading practices, and to introduce the sorts of challenges to modern poetic orthodoxies represented by recent developments in post-structuralist literary theory. Students will also explore the main influences poetry has had on contemporary thought.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have your Say Student Evaluation
Students appear to be less satisfied with the learning resources provided.
It is recommended that this unit undergo enhancements with the use of more interactive technology to improve the engagement with learning resources. Reflections could include more consideration of learning and future use to be more relevant.
Feedback from Have your Say Student Evaluation
Students report excellent feedback and relevant resources.
Continue to provide timely and relevant feedback and resources.
- Analyse selected poems from the Romantic and contemporary eras using advanced poetics.
- Identify and evaluate ideas that both affirm and contest orthodox canonic views of poetry, such as the transparency of language, the fixity of meaning, the unity of the self, and non-ideological access to universal truth, within the framework of modern poetry.
- Communicate research outcomes and cogent arguments with advanced oral and written communication skills.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 20% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 50% | ||||||||||
Textbooks
The Norton Anthology of Poetry
Edition: 6th edn (2018)
Authors: Ferguson, M., Salter, M. J., & Stallworthy, J.
WW Norton & Company
New York New York , New York , USA
ISBN: 9780393679021
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom app on your smart phone or access to Zoom on your laptop
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
n.anae@cqu.edu.au
l.dodd@cqu.edu.au
Module/Topic
Introduction
Chapter
Stephens, J 1992, Reading the Signs: Chapter 1
The Norton Anthology of Poetry - Syntax Chapter from 5th edition (copy available in eReading List if you have the 6th edition)
Events and Submissions/Topic
a) Make yourself familiar with the unit and assessment items
b) Work through the introductory resources provided on the Moodle site.
Module/Topic
Reading Poetry: Meaning Beyond Sense
Chapter
Stephens, J 1992, Reading the Signs: Chapters 5 & 6
The Norton Anthology of Poetry - Versification Chapter from 5th edition (copy available in eReading List if you have the 6th edition)
Mary Wroth
Events and Submissions/Topic
a) Work through the resources provided on the Moodle site for an introduction to poetry analysis techniques.
b) Submit a practice entry to the blog for Week 2 on the blog platform this week to practice your poetry analysis skills and receive feedback.
c) Comment on another student's blog post for Week 2.
Module/Topic
Romantic Poetry
Chapter
Blake, Wordsworth, Dorothy Wordsworth
Events and Submissions/Topic
a) Start your Poetry Blog by submitting your entry for Week 3 on the blog platform for this week.
b) Comment on another student's blog post for Week 3.
For Assessment 3 you are expected to submit a total of six (6) weekly entries (blog entry + comments), on a weekly basis, over the course of the Term, selected from Week 3 to Week 11.
Module/Topic
Romantic Poetry
Chapter
Shelley, Coleridge, Mary Wollstonecraft Shelley
Events and Submissions/Topic
a) Submit your entry for Week 4 on the blog platform for this week.
b) Comment on another student's blog post for Week 4.
Module/Topic
Romantic Poetry
Note: A voluntary Zoom session will be scheduled before the due date for Assessment Item 1: Short Paper. Please check the Moodle unit site (see 'Virtual Classes' tile) for details.
Chapter
Byron, Keats, Barrett Browning
Events and Submissions/Topic
a) Submit your entry for Week 5 on the blog platform for this week.
b) Comment on another student's blog post for Week 5.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Romantic Poetry, Victorians, Early Modern Poetry
Chapter
Events and Submissions/Topic
a) Submit your entry for Week 6 on the blog platform for this week.
b) Comment on another student's blog post for Week 6.
Assessment Item 1: Short Paper Due: Week 6 Monday (18 Apr 2022) 11:45 pm AEST
Module/Topic
Early Modern(ist) Poetry
Note: A voluntary Zoom session will be scheduled before the due date for Assessment Item 2: Essay. Please check the Moodle unit site (see 'Virtual Classes' tile) for details.
Chapter
Events and Submissions/Topic
a) Submit your entry for Week 7 on the blog platform for this week.
b) Comment on another student's blog post for Week 7.
Module/Topic
Chapter
Events and Submissions/Topic
a) Submit your entry for Week 8 on the blog platform for this week.
b) Comment on another student's blog post for Week 8.
Module/Topic
Chapter
Events and Submissions/Topic
a) Submit your entry for Week 9 on the blog platform for this week.
b) Comment on another student's blog post for Week 9.
Assessment Item 2: Essay Due: Week 9 Monday (9 May 2022) 11:45 pm AEST
Module/Topic
Contemporary Poetry
Note: A voluntary Zoom session will be scheduled before the due date for Assessment Item 3: Poetry Journal. Please check the Moodle unit site (see 'Virtual Classes' tile) for details.
Chapter
Events and Submissions/Topic
a) Submit your entry for Week 10 on the blog platform for this week.
b) Comment on another student's blog post for Week 10.
Module/Topic
Chapter
Events and Submissions/Topic
a) Submit your final entry for Week 11 on the blog platform for this week.
b) Comment on another student's blog post for Week 11.
Remember, for Assessment 3 (due next week) you are expected to submit a total of seven (7) weekly entries over the course of the Term, selected from Week 3 to Week 11.
NOTE: For submission of the assessment item, you will combine your 6 weekly entries (blog posts + comments) into a single Word document and submit to Moodle using the unit’s submission platform for this assessment item.
Module/Topic
Contemporary Poetry
Chapter
Events and Submissions/Topic
Finalise and submit your Poetry Blog. Remember to match your entries against the assessment criteria to ensure your work meets the requirements for the assessment item.
Assessment Item 3: Poetry Blog Due: Week 12 Monday (30 May 2022) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Word Count: 750-1000 words + references
Note: Questions, poems and poets used for this short paper may not be used in Assessment 2 - Essay or Assessment 3 - Poetry Journal.
This short paper will give you the opportunity to demonstrate the poetry analysis techniques that you have developed so far in the unit and received feedback to assist you with your next assessment.
Topic: Choose one of the weekly Discussion Questions from the weekly unit modules as the topic for your short paper. The analysis of the poem/s you choose must reflect an understanding of analytical techniques used in John Stephen's Reading the signs, chapters 5 & 6. This text is available in the e-Reading List on the Unit Moodle site.
Task Description: You should adopt the academic essay technique for this short paper. You are required to perform poetry analysis in answering your chosen topic question, and provide direct evidence from the poem/s.
Please see unit Moodle site for more specific details about this assessment item.
Week 6 Monday (18 Apr 2022) 11:45 pm AEST
Week 8 Monday (2 May 2022)
The short paper will be assessed using the following criteria:
- The way in which the analysis of the poetry reflects an understanding of analytical techniques used in John Stephen's Reading the signs, chapters 5 & 6;
- The proper formatting of the prose and references according to the Harvard (author-date) referencing style;
- Clarity of expression and presentation (including spelling and grammar).
- Analyse selected poems from the Romantic and contemporary eras using advanced poetics.
- Identify and evaluate ideas that both affirm and contest orthodox canonic views of poetry, such as the transparency of language, the fixity of meaning, the unity of the self, and non-ideological access to universal truth, within the framework of modern poetry.
- Communicate research outcomes and cogent arguments with advanced oral and written communication skills.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
2 Written Assessment
Word Count: 1500-2000 words + references
Note: Poems and poets used for the Short Paper - Assessment 1 - may not be used in this essay):
This essay will give you the opportunity to demonstrate the advanced poetry analysis techniques that you have developed in the unit.
Choose one of the following topics for your essay and respond using a selection of poems (no less than 4, no more than 8):
- Two of the characteristics of Romanticism are a preoccupation with nature, both for its own sake and as a metaphor for some kind of divine essence; and a fascination with the past, particularly mysticism, myths, and legends. Explore, compare, and contrast the treatment of these characteristics in the poetry of a cross section of Romantic poets/poetry.
- John Stephens (1992) states that 'One of the main concerns of lyric poetry is to explore the complexities of the relationship between the subjective self and the otherness of the world, and poems about landscape have been a common site in which to carry out this exploration' (Reading the signs, p. 102). Working with a selection of lyric poetry, explore the significance of Stephens' comment.
- Michael Coyle (2014) argues that 'Popular culture is part of what made modernist poetry radical in that it changes the relation of art to the real: it is radical in the literal sense, affecting artistic production at is very roots' ('Popular Culture' in A companion to modernist poetry, pp. 81-94). Working with a cross section of Modernist poets, discuss the ways in which the emergent dominance of popular culture has made way for the profound experimentation so characteristic of modernist poetry.
- Anthony Easthope argues that 'what makes poetry poetry is what makes poetry ideological' (Poetry as discourse 1983, p. 22). Examine this statement comparing and contrasting the works of two poets from different periods/styles.
- Margaret Ferguson states that poetic syntax ‘is a slippery and even in some ways a contradictory topic, for while we are thinking about syntax as an orderly arrangement of verbal elements according to the conventions of a particular language, we also need to be thinking about poetic syntax as the making of a significant disorder within a language’. (The Norton anthology of poetry, 2005, p. 2052). Explore the implications of this comment in the context of a selection of poetry.
- perform advanced poetry analysis in answering your chosen topic question
- provide direct evidence from the poem/s
- use secondary material to support both your argument and analysis
Please refer to the unit Moodle site for specific detail and further information.
Week 9 Monday (9 May 2022) 11:45 pm AEST
Submit using the unit moodle site.
Week 11 Monday (23 May 2022)
The Essay will be assessed using the following criteria:
- The relevance, insight and depth of analysis of both direct evidence from the poems and associated issues;
- The extent to which the Essay demonstrates clear critical thinking skills through the clarity of arguments made and the effective use of secondary material to support both argument and analysis (no less than 5 credible, scholarly, secondary sources);
- The extent to which the Essay demonstrates advanced poetry reading skills;
- The proper acknowledgement of all in-text sources and reference list using the Harvard (author-date) referencing style; and,
- The extent to which the essay is carefully edited for presentation (expression, spelling and grammar) and overall clarity.
- Analyse selected poems from the Romantic and contemporary eras using advanced poetics.
- Identify and evaluate ideas that both affirm and contest orthodox canonic views of poetry, such as the transparency of language, the fixity of meaning, the unity of the self, and non-ideological access to universal truth, within the framework of modern poetry.
- Communicate research outcomes and cogent arguments with advanced oral and written communication skills.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Word count: 3000 words + references
Note: Do not use a question you have used or intend to use in your Short Paper for Assessment 1
Students are expected to keep a Poetry Blog during the term, giving you the opportunity to receive peer feedback on your entries. As the Blog is worth 50% of the overall mark, a strong demonstration of poetry analysis techniques is expected.
Topic:
Choose one of the weekly Discussion Questions from the weekly Moodle modules as the topic for each blog entry. You will also find these questions in the side bar on the weekly Poetry Blog platforms (do not use the questions from the Discussion Board).
Task Description:
This assessment item has two parts:
1) This will require reading the set poems (and others) each week and making entries using the weekly Poetry Blog platforms on the Moodle site that reflect your interpretation/analysis of the poems and of any secondary sources.
You are expected to submit a total of six (6) weekly entries to the Poetry Blog over the course of the nine week period from Week 3 to Week 11. The choice of weeks is yours to allow you to schedule them around your other assessment due dates.
Each topic section of the Moodle site includes a Poetry Blog platform for the respective weekly topics. These can also be accessed in the Assessment menu.
For each of the six (6) weeks you MUST:
-
address ONE of the discussion questions listed for that week, and in answering the question discuss 1-2 poems to demonstrate your poetry analysis skills and;
-
comment on at least ONE blog post, per week, posted by another student showing your critical engagement with the content
2) You must then collate your 6 weekly blog entries plus comments in a single Word document and submit to Moodle/Turnitin using the unit’s submission platform by the due date in Week 12. Prior to submission, you are permitted to edit your entries based on any feedback you have received on the Blog platform.
Word limit: Each entry should be approximately 500 words in total including your response to another student's post (which only needs to be short). Be aware that the generally accepted consensus in this unit is a variation of +/- 10%. Reference lists should be included separately for each entry and are not included in the word count.
Please refer to the unit Moodle site for specific detail and further information.
Week 12 Monday (30 May 2022) 11:45 pm AEST
Exam Week Monday (13 June 2022)
The Poetry Blog will be assessed using the following criteria:
-
The extent to which each of the six (6) blog entries represents an organised, weekly, and genuine attempt to develop an in depth understanding of the poems and associated issues on a weekly basis over the course of the term (avoid completing all the blog entries in one 'hit');
-
The extent to which the Poetry Blog as a whole demonstrates clear poetry analysis skills, through the clarity and depth of an engagement with the poem(s), and through the effective use of secondary material to support this analysis;
-
The submission comments on 6 blog posts posted by other students (one per week) showing evidence of clarity and critical depth of engagement with the content;
-
The extent to which each blog entry properly acknowledges all sources using the Harvard (author-date) referencing style; and,
-
The extent to which the blog is carefully edited for presentation (expression, spelling and grammar) and overall clarity.
- Analyse selected poems from the Romantic and contemporary eras using advanced poetics.
- Identify and evaluate ideas that both affirm and contest orthodox canonic views of poetry, such as the transparency of language, the fixity of meaning, the unity of the self, and non-ideological access to universal truth, within the framework of modern poetry.
- Communicate research outcomes and cogent arguments with advanced oral and written communication skills.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
