This biannual learning unit is being organized in 2024-2025
Teacher(s)
Language
Dutch
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| At the end of the course the student should be able to - distinguish between the major ideological, aesthetic and literary currents in a social and political context for the period from 1880 to the 1990s in the Netherlands and Flanders - critically read and situate major literary texts, their authors and other prominent literary figures according to these currents; - write an essay on literary texts, in strict accordance with the criteria of scientific writing; - submit literary texts to critical analysis according to various methodologies and theoretical approaches. |
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Content
Starting from a reflection on the validity and the stakes of a 'historiography' of literature, this course devotes itself - in a Western and more particularly European perspective - to a detailed overview of the major ideological, aesthetic and literary currents that have determined Dutch-language literature as well as its key figures and canonical texts during the above-mentioned period.
At the same time, the student will continue to learn the main theoretical and methodological tools necessary for an in-depth analysis of the literary text and its relationship to other arts and media. The texts cover the entire history of Dutch literature and are chosen because of their canonical status and/or because of the innovation they have initiated. Priority is given to different disciplinary approaches and their combinations.
At the same time, the student will continue to learn the main theoretical and methodological tools necessary for an in-depth analysis of the literary text and its relationship to other arts and media. The texts cover the entire history of Dutch literature and are chosen because of their canonical status and/or because of the innovation they have initiated. Priority is given to different disciplinary approaches and their combinations.
Teaching methods
On the one hand, an ex cathedra lecture accompanied by readings commented on and discussed during the course. On the other hand, on the basis of concrete cases and through exchanges between teacher and students, the course presents the theoretical and methodological tools for the scientific analysis of Dutch-language literary texts. Based on an ex cathedra introduction, students are invited to react critically and creatively to texts from different literary genres.
Evaluation methods
1/ Oral exam (15 min) based on the course content (60%)
2/ Discussion based on the correction of a paper. A first version of this work will be handed in for the first day after the spring break (20%). The final version of the work will be submitted by the first day of the block (20%).
Successful completion of part 1/ and part 2/ is essential to demonstrate the skills and knowledge defined in the learning outcomes for the course unit. A failing grade for part 1/ or part 2/ will result in a failing grade for the whole of the course unit.
Students are required to systematically indicate all parts where one or more AIs (or any other online tool) have been used, e.g. through the use of footnotes. Students should specify whether the AI was used to search for information, to write the text or to correct it. Students should also mention which AI was used (ChatGPT, Bing, Bard, Chatsonic...) and the dates on which it was used. These sources of information will be systematically cited in compliance with the bibliographic referencing standards indicated by the course instructor. Students remain responsible for the content of their work, regardless of the sources used.
To ensure that the student's written production is personal, criteria such as originality, critical thinking, creativity and illustration with examples (e.g. from his/her own experience) will be taken into account.
Any behaviour on the part of the student which prevents or attempts to prevent, in whole or in part, a correct assessment of his/her knowledge, aptitudes and/or skills will be considered as an irregularity.
2/ Discussion based on the correction of a paper. A first version of this work will be handed in for the first day after the spring break (20%). The final version of the work will be submitted by the first day of the block (20%).
Successful completion of part 1/ and part 2/ is essential to demonstrate the skills and knowledge defined in the learning outcomes for the course unit. A failing grade for part 1/ or part 2/ will result in a failing grade for the whole of the course unit.
Students are required to systematically indicate all parts where one or more AIs (or any other online tool) have been used, e.g. through the use of footnotes. Students should specify whether the AI was used to search for information, to write the text or to correct it. Students should also mention which AI was used (ChatGPT, Bing, Bard, Chatsonic...) and the dates on which it was used. These sources of information will be systematically cited in compliance with the bibliographic referencing standards indicated by the course instructor. Students remain responsible for the content of their work, regardless of the sources used.
To ensure that the student's written production is personal, criteria such as originality, critical thinking, creativity and illustration with examples (e.g. from his/her own experience) will be taken into account.
Any behaviour on the part of the student which prevents or attempts to prevent, in whole or in part, a correct assessment of his/her knowledge, aptitudes and/or skills will be considered as an irregularity.
Bibliography
Literatuur van de Moderne Tijd. Nederlandse en Vlaamse letterkunde in de 19e en 20e eeuw.
D. DE GEEST DIRK, A. FAEMS, K. RYMENANTS & T. SINTOBIN, Nederlandse literatuur. Van de middeleeuwen tot vandaag, Averbode: Averbode, 2006.
J. GERA & A. SNELLER, Inleiding literatuurgeschiedenis voor de internationale neerlandistiek, Hilversum, Verloren, 2010.
G.KNUVELDER, Handboek tot de geschiedenis van de Nederlandse letterkunde (4 delen)
H. SLINGS Hubert & R. VAN STIPRIAAN René, www.literatuurgeschiedenis.nl
Erica VAN BOVEN en Mary KEMPERINK (bewerking). Uitgeverij Coutinho, Bussum, 2006.
H.VAN GORP e.a., Lexicon van literaire termen
Sites internet:
www.dbnl.org (Digitale Bibliotheek Nederlandse Letteren)
www.anbf.be (Association des Néerlandistes de Belgique francophone)
http://www.bntl.nl (recherches de ressources bibliographiques)
Literom (critiques d'ouvrages, ressource en ligne à accéder via la bibliothèque)
Geschiedenis van de Nederlandse literatuur (10 volumes, disponibles en ligne):
• https://dbnl.org/tekst/geld008gesc01_01/
• Considérations sur le projet: https://www.mdnl.nl/?p=11249
D. DE GEEST DIRK, A. FAEMS, K. RYMENANTS & T. SINTOBIN, Nederlandse literatuur. Van de middeleeuwen tot vandaag, Averbode: Averbode, 2006.
J. GERA & A. SNELLER, Inleiding literatuurgeschiedenis voor de internationale neerlandistiek, Hilversum, Verloren, 2010.
G.KNUVELDER, Handboek tot de geschiedenis van de Nederlandse letterkunde (4 delen)
H. SLINGS Hubert & R. VAN STIPRIAAN René, www.literatuurgeschiedenis.nl
Erica VAN BOVEN en Mary KEMPERINK (bewerking). Uitgeverij Coutinho, Bussum, 2006.
H.VAN GORP e.a., Lexicon van literaire termen
Sites internet:
www.dbnl.org (Digitale Bibliotheek Nederlandse Letteren)
www.anbf.be (Association des Néerlandistes de Belgique francophone)
http://www.bntl.nl (recherches de ressources bibliographiques)
Literom (critiques d'ouvrages, ressource en ligne à accéder via la bibliothèque)
Geschiedenis van de Nederlandse literatuur (10 volumes, disponibles en ligne):
• https://dbnl.org/tekst/geld008gesc01_01/
• Considérations sur le projet: https://www.mdnl.nl/?p=11249
Faculty or entity
