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Unit outline_

ENGL3695: Medieval Tales of Wonder

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Medieval Romance includes narratives of adventure and ideals of courtly love within a context infused with wondrous potential. In this unit students will explore a selection of romance texts, exploring themes of gender, the fantastic and literary history. Students will analyse recent developments in theoretical approaches to Medieval romance, including monster theory and affect theory. Texts will be studied in Middle English with class support.

Unit details and rules

Academic unit
Credit points 6
Prerequisites
? 
12 credit points at 2000 level including 6 credit points in the English major
Corequisites
? 
None
Prohibitions
? 
None
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
Assignment research essay
Long Answer / Essay
60% Formal exam period
Due date: 08 Jun 2022 at 23:59
3000wd
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Participation Class Participation
Participation Presentation / Performance
15% Ongoing on going
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment annotated bibliography
Long Answer / Essay
25% Week 07
Due date: 08 Apr 2022 at 23:59
1500wd
Outcomes assessed: LO2 LO4 LO3

Assessment summary

Please note: all assessments for this unit are compulsory and must be attempted in order to avoid an absent fail for the course.

Assessment criteria

The grading information below comes from the English Faculty “Interpretation of Grades” guidelines

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.

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: Medieval Wonder and Sources of the Marvellous Lecture (1 hr) LO2 LO3
Wonder in Medieval Romance and the Borders of the Human Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 02 The Book of John Mandeville (1): Introduction Lecture (1 hr) LO1 LO2 LO3
Distance and Difference in John Mandeville Seminar (2 hr) LO1 LO3 LO4 LO5
Week 03 The Book of John Mandeville (2): Boundaries, Maps and Travel Narratives Lecture (1 hr) LO1 LO2 LO3
Time and Space in John Mandeville Seminar (2 hr) LO1 LO4 LO5
Week 04 The Book of John Mandeville (3): Monster Culture Lecture (1 hr) LO1 LO2 LO4
Monstrosity and Gender in Mandeville Seminar (2 hr) LO1 LO3 LO4 LO5
Week 05 Floris and Blauncheflour (1): The Wonder of the East Lecture (1 hr) LO2 LO3 LO4
Floris and Blauncheflour: Alternative Economies, Ingenuity and/or the Marvellous Seminar (2 hr) LO1 LO4 LO5
Week 06 Floris and Blauncheflour (2): Affect Theory Lecture (1 hr) LO1 LO3 LO4
Reading Floris and Blauncheflour: Emotion and Practice Seminar (2 hr) LO1 LO3 LO4 LO5
Week 07 Emaré (1): Background to Emaré, Common Medieval Romance Tropes Lecture (1 hr) LO1 LO2 LO3
Reading Emaré: Desire, Gender and Kinship Seminar (2 hr) LO1 LO3 LO4 LO5
Week 08 Emaré (2): Narrative Design and Medieval Romance Lecture (1 hr) LO2 LO3
Reading Emaré: Cloth and Other Precious Objects Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Sir Launfal (1): Queens, Fairies and Knights Lecture (1 hr) LO1 LO2 LO3 LO4
Reading Sir Launfal: Gender and Disablement Seminar (2 hr) LO1 LO3 LO4 LO5
Week 10 Sir Launfal (2): Sources, Developments and Comparative Texts Lecture (1 hr) LO2 LO3
Reading Sir Launfal: Constructing Masculinity Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 11 The Wedding of Sir Gawain and Dame Ragnell (1): Hunting and Kings Lecture (1 hr) LO2 LO3
The Wedding of Sir Gawain and Dame Ragnell: Discourses of Nobility, Chivalry and Class Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 The Wedding of Sir Gawain and Dame Ragnell (2): Gender and Power Lecture (1 hr) LO1 LO2 LO3 LO4
The Wedding of Sir Gawain and Dame Ragnell: Transformation and Gender Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Conclusions and Revision Lecture (1 hr) LO1 LO2 LO3 LO4 LO5
Conclusions and Revision Seminar (2 hr) LO1 LO2 LO3 LO4 LO5

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.

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. read Middle English literary texts
  • LO2. identify the scope and range of Medieval romance
  • LO3. understand the social and cultural questions with which Medieval romance texts engage
  • LO4. use appropriate terminology and methods to discuss and analyse texts
  • LO5. develop and communicate informed arguments about the ways texts relate to each other and to the periods and genres that produced them

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 texts have been slightly revised and seminar activities have been reviewed.

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.