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Unit outline_

ENGL3633: Introduction to Old English

Semester 2, 2022 [Normal day] - Remote

Old English was the language of England from the fifth century until the twelfth. This earliest phase of the English literary tradition evolved against a background of cultural encounters: as the Anglo-Saxons encountered the culture of Rome, as they adopted and adapted the Christian religion, and as they reflected on their origins on the European continent. This unit introduces students to the language spoken and written by the Anglo-Saxons, and presents the opportunity to translate and read Old English texts.

Unit details and rules

Academic unit English and Writing
Credit points 6
Prerequisites
? 
12 credit points at 2000 level including 6 credit points in the English major
Corequisites
? 
None
Prohibitions
? 
ENGL3621 or ENGL3622 or ENGL3631 or ENGL3632
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Emma Knowles, emma.knowles@sydney.edu.au
Type Description Weight Due Length
Small test Take-Home Exercise (Part B)
Translation and long response section of take-home exercise
20% Formal exam period
Due date: 18 Nov 2022 at 23:59
48 hours
Outcomes assessed: LO1 LO4 LO2
Tutorial quiz Take-Home Exercise (Part A)
Multiple choice quiz section of take-home exercise
10% Formal exam period
Due date: 18 Nov 2022 at 23:59
30 minutes
Outcomes assessed: LO1 LO2
Tutorial quiz Quizzes
10 quizzes with best 5 results to count
10% Multiple weeks equiv. to 250 words in total
Outcomes assessed: LO1 LO4 LO2
Assignment Translation Exercise
Translation exercise and commentary
20% Week 07
Due date: 15 Sep 2022 at 23:59
1000 words
Outcomes assessed: LO1 LO3 LO4
Assignment Essay
Research essay
40% Week 11
Due date: 20 Oct 2022 at 23:59
1750 words
Outcomes assessed: LO2 LO3 LO5 LO6

Assessment summary

Detailed information for each assessment can be found on Canvas.

All assessment tasks in this unit are compulsory. This means that you must attempt each of them to be eligible to pass the unit.

 

The Quizzes (10%) will be offered weekly (for 10 of the 12 weeks of semester). Of these quizzes the 5 best results will count, with each quiz counting for 2% of the final mark.

The Translation Exercise (20%) is equivalent to about 1000 words of work. It will require you to translate a passage of Old English prose (approx. 500 words in length) and write a short grammatical commentary on it. The specific details of this task will be made available at least one month before the due date.

The Research Essay (40%) will require you to choose your own research topic, develop a 'question' or issue that you want to explore, and then address that question in your essay. Because this task should be primarily self-directed, the specific details—including a list of potential areas from which you might like to pick a topic—will be made available early in the semester.

The Take-Home Exercise (30%) will have two parts, a multiple choice quiz and a longer response section which includes a translation section. This will be released in the first week of the exam period.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

  • The work demonstrates a deep and intelligent understanding of, and individual engagement with material;
  • presents a very close analysis of focal texts or issues;
  • addresses a specific issue and develops an independent critical or theoretical argument successfully;
  • indicates awareness of complexities and qualifications in argumentation;
  • demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
  • provides evidence of wide-ranging reading;
  • is properly referenced and well-presented.

The writing is characterized by creativity, clarity, and independent insight. A High Distinction is distinguished from a Distinction by the work’s demonstration of awareness of subtleties, nuances, qualifications and a possible other case. Work which is awarded a mark of over 90% in Senior level units of study will often contain some publishable or potentially publishable elements.

Distinction

75 - 84

  • The work demonstrates an intelligent understanding of, and individual engagement with material;
  • analyzes focal texts or issues appositely;
  • addresses an issue and presents a well-argued, coherent case;
  • demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
  • provides evidence of reading beyond what is strictly required for the task;
  • is properly referenced and well presented.

The writing is characterized by individuality, clarity, and independent insight. A Distinction is distinguished from a High Credit chiefly by the quality of theoretical understanding and the range of intellectual enquiry it demonstrates.

Credit

65 - 74

High Credit: 70-74

  • The work provides evidence of independent reading and thinking about focal texts or issues and their contexts;
  • shows some clear understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
  • uses close critical analysis;
  • avoids summary;
  • indicates an intelligent attempt at a critical or theoretical argument;
  • is clearly and effectively written;
  • is well-referenced.

A High Credit is distinguished from a Low Credit chiefly by the extent of independent discussion of focal texts or issues, and by some obvious attempt to interpret the outcome of close analysis.

Low Credit: 65-69

  • The work shows some understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
  • demonstrates some independent reading and thinking about focal texts or issues and their contexts;
  • uses close critical analysis;
  • avoids summary;
  • attempts a critical or theoretical argument;
  • is clearly and effectively written;
  • is adequately referenced.

A Low Credit is distinguished from a High Pass by the extent of independent discussion of focal texts or issues, the clarity of the writing and the extent to which it attempts a more general critical and/or theoretical argument.

Pass

50 - 64

High Pass: 58-64

  • The work gives some evidence of ability to attempt an independent argument and to structure material coherently;
  • demonstrates a genuine attempt at independent reading and thinking about focal texts or issues though the essay may contain some oversimplification or superficiality;
  • generally avoids summary, paraphrase or unsubstantiated assertion;
  • may sometimes present quotation for illustrative purposes merely, but does also present the outcome of some critical analysis;
  • is adequately expressed;
  • is adequately referenced.

Pass: 50-57

  • The work provides clear evidence of having read and thought about focal texts or issues;
  • attempts a coherent argument though there may be ellipses in argumentation;
  • uses some close critical analysis;
  • may paraphrase fairly extensively;
  • tends to use quotation for illustrative purposes only;
  • may tend towards generality in answering a question;
  • may present simplistic comment or unsubstantiated assertions;
  • is adequately expressed though there may be some weaknesses in this area;
  • may contain some referencing errors.

Fail

0 - 49

Work may fail for any of the following reasons:

  • no evidence of having read the prescribed material closely;
  • sloppy, inconsistent presentation;
  • preponderance of paraphrase, mere plot summary or listing of superficial characteristics;
  • excessive use of quotation for illustrative purposes only, without any attempt at analysis;
  • excessive level of generality in answering a question;
  • inappropriate or obscure expression;
  • incoherent general structure;
  • inadequate referencing;
  • late submission of work without extension.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to early medieval England, the Old English language and Old English literature Lecture (1 hr)  
Introduction to Old English Language and early medieval English History Seminar (2 hr)  
Week 02 Parts of Speech; The Old English Case System Lecture (1 hr)  
Old English Literature: Genres, Texts and Manuscripts; Seminar Text: [Simple text to be supplied from outside textbook] Seminar (2 hr)  
Week 03 Old English Articles, Pronouns and Nouns Lecture (1 hr)  
The Bible in Old English; Seminar Text: The Fall of Adam and Eve Seminar (2 hr)  
Week 04 Old English Verbs I Lecture (1 hr)  
The Anglo-Saxon Chronicle and the Vikings; Seminar Text: The Martyrdom of Ælfheah Seminar (2 hr)  
Week 05 Old English Verbs II Lecture (1 hr)  
Saints' Lives; Seminar Text: The Life of St Æthelthryth Seminar (2 hr)  
Week 06 Old English Adverbs and Adjectives Lecture (1 hr)  
Women in Early Medieval England; Seminar Text: The Life of St Æthelthryth (cont.) Seminar (2 hr)  
Week 07 Old English Conjunctions, Prepositions and Syntax Lecture (1 hr)  
The Early Medieval World; Seminar Text: Ohthere and Wulfstan Seminar (2 hr)  
Week 08 Introduction to Old English Poetry Lecture (1 hr) LO1 LO2
Old English poetry cont.; Seminar Text: The Wanderer Seminar (2 hr) LO1 LO2
Week 09 [No lecture, public holiday] Lecture (1 hr)  
The Old English Elegies; Seminar Text: The Wanderer (cont.) Seminar (2 hr)  
Week 10 Material Context of Old English: Runes, Inscriptions and Manuscripts Lecture (1 hr)  
Religious Poetry; Seminar Text: The Dream of the Rood Seminar (2 hr)  
Week 11 Old English Dialects and from Late Old English to Middle English Lecture (1 hr)  
Old English Heroic Poetry; Seminar Text: Judith Seminar (2 hr)  
Week 12 Beowulf Lecture (1 hr)  
Beowulf; Seminar Text: Beowulf Seminar (2 hr)  
Week 13 Conclusions and Exam Preparation Lecture (1 hr)  
Revision; Seminar Text: Beowulf cont. Seminar (2 hr)  

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Reading List link available on Canvas.

Textbook: Peter S. Baker, Introduction to Old English, 3rd edn (Chichester: Wiley-Blackwell, 2012). [ISBN 978-0-470-65984-7]

Although the textbook is available online through the Library catalogue, it is can be very useful to have a physical copy as well. Gleebooks, a bookshop at 49 Glebe Point Rd that you may be familiar with already (Gleebooks), has ordered several copies of the book specifically for this unit. They also offer a 10% student discount. Please visit or contact Gleebooks prior to semester to enquire about the textbook—if they sell out, they will be more than happy to order a copy for you.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate basic understanding of Old English language and grammar (English in its earliest form)
  • LO2. demonstrate familiarity with the major cultural and linguistic forces shaping medieval English
  • LO3. be equipped to undertake more advanced research in Anglo-Saxon and related areas of linguistic and literary studies
  • LO4. understand and develop arguments about the development of Modern English from its Germanic roots
  • LO5. appreciate Old English literature and its cultural contexts, and the cultural contexts of the history of scholarship on this field
  • LO6. demonstrate research and argumentation skills necessary for the study of pre-modern language and literature across a range of cultural contexts.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

The content and structure of the unit schedule has been chosen and arranged on the basis of student feedback on the previous four iterations of the unit (i.e. 2017–2021).

Please note that the list of texts in the Unit Schedule above is indicative only. Texts chosen for translation from week to week may change based on class interest and speed of progression through Old English grammar. In many cases, especially when we start translating Old English poetry, we won't have enough time to translate entire texts.
Instead, we may only be able to translate excerpts.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.