LITR19049 - Romantic and Contemporary Poetry

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 1 - 2020 Profile
Online
Term 1 - 2021 Profile
Online
Term 1 - 2022 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Written Assessment 30%
3. Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 1 - 2020 : The overall satisfaction for students in the last offering of this course was 4.4 (on a 5 point Likert scale), based on a 35.85% response rate.

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.

Source: Student Evaluation
Feedback
I believe the workload of this unit was far too much. I enjoyed the Short paper and Essay assessment however I feel as though the Poetry Journal just made the workload seem impossible. I couldn't keep up with the weekly readings and study guides because I just didn't have time to do that on top of all the other work. I would recommend reconsidering the amount of assessment of this unit. Perhaps less poetry journal entries or no Poetry Journal at all. The poetry journal is an interesting task and I enjoy the assessment tasks.
Recommendation
Feedback is consistent with previous term that assessment/workload is excessive, however some students did enjoy the poetry journal element and it is a fundamental learning activity. The number of journals that are assessed might be reviewed - perhaps to 6 - with students given the choice to complete more. Or the word count of each journal might be reviewed.
Action Taken
The requirement was set for students to complete 8 journals over a 10 week period, allowing for breaks to complete the other assessment tasks. A minimum number of 4 journals was set to obtain a Pass.
Source: Student Evaluation
Feedback
The variety of poetry presented was comprehensive and there was sufficient advice provided regarding assessment tasks. A lot of different content to choose from to use in assessment tasks.
Recommendation
Most students enjoyed the variety of the content. Maintain flexibility in choice to enable students to engage with a variety of poems/poets.
Action Taken
Flexibility in choice to enable students to engage with a variety of poems/poets was maintained, and feedback indicates that this was positively embraced.
Source: Student Evaluation/Self-Evaluation
Feedback
Lecturer feedback helped to modify aspects of my previous learning which I had allowed to lapse, putting me back on track. Maybe more feedback or communication with students about their forum comments (note this refers to poetry journals - but because these were ALL assessable entries, formatived feedback was provided at beginning and toward to catch any issues/errors).
Recommendation
Continue to provide timely formative feedback. May be an opportunity to provide more feedback on non-assessable journal entries if assessable number is reduced.
Action Taken
It was communicated to students that feedback would be provided on the first few weeks' entries to encourage students to post their entries to the forum so they could receive feedback to improve them. Later feedback was provided to catch any issues/errors or late starters.
Source: Student feedback
Feedback
Zoom/lecture recording quality
Recommendation
Seek advice on improving quality of recordings.
Action Taken
Nil.
Source: Student feedback
Feedback
Checkbox function was not turned on for all activities
Recommendation
Investigate using checkbox function for all activities
Action Taken
Nil.
Source: Student feedback/self-assessment
Feedback
Much of the feedback still relates to the workload for the weekly poetry journals, with students overall finding these difficult to manage along with other assessment tasks.
Recommendation
Consider the following options: 1) Reduce number of journals but increase word count allowing a greater depth of research for each entry. 2) Investigate if the weekly blog posts can be marked directly. Marking them throughout the term would encourage students to complete them more regularly, and negate the need for them to be collated into another document at the end (which they see as a double-up).
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse selected poems from the Romantic and contemporary eras using advanced poetics.
  2. 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.
  3. 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
2 - Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment