This biannual learning unit is being organized in 2025-2026
Teacher(s)
Language
English
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, students should be able to - critically approach an author, a literary text, period, movement or critical method; - produce a structured, well-argued discourse that integrates the specific vocabulary and concepts used in literary studies; - analyse a literary text using the knowledge acquired through the course. |
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Content
This course focuses on the concept of rewriting (including postcolonial and postmodern reconfigurations) through the detailed analysis of texts like Jean Rhys' "Wide Sargasso Sea", which reconfigures Charlotte Brontë's "Jane Eyre", or Michael Cunningham's postmodern rewriting of Virginia Woolf's "Mrs Dalloway", entitled "The Hours".
This course includes 8 hours of workshops. These sessions are meant to help students become more familiar with the texts thanks to activities in which the extracts discussed in class are approached from a different angle. The workshops also include writing tasks and/or short presentations.
The workshops sessions are intended for block 2 students, although block 3 students are welcome to attend.
This course includes 8 hours of workshops. These sessions are meant to help students become more familiar with the texts thanks to activities in which the extracts discussed in class are approached from a different angle. The workshops also include writing tasks and/or short presentations.
The workshops sessions are intended for block 2 students, although block 3 students are welcome to attend.
Teaching methods
Lectures. Students are encouraged to actively prepare and take part in the discussions through weekly compulsory tasks.
The lectures make ample use of audio-visual material and technologies (extracts from film adaptations or performances, podcasts, etc.).
The lectures make ample use of audio-visual material and technologies (extracts from film adaptations or performances, podcasts, etc.).
Use of generative artificial intelligence (or any other online tool, e.g. translators, spelling and grammar checkers, ...)
If the student chooses to use one or more AIs (or any other online tool), they must systematically indicate all the parts in which these tools were used, e.g. in footnotes. The student should specify whether the AI was used to search for information, to write the text, or to improve or correct it. The student should also mention which AI (or other online tool) was used (ChatGPT, Copilot, DeepL, etc.) and the date on which it was used. Information sources must be systematically cited in accordance with bibliographic referencing standards. The student remains responsible for the content of their work, regardless of the sources used.
In order to ensure that the student's written work is personal, criteria such as originality, critical thinking, creativity and illustration with examples (e.g. from their own experience) will be taken into account.
Any behavior on the part of the student that prevents or attempts to prevent, in whole or in part, the correct assessment of their knowledge, skills and/or competences will be considered an irregularity that may lead to sanctions.
If the student chooses to use one or more AIs (or any other online tool), they must systematically indicate all the parts in which these tools were used, e.g. in footnotes. The student should specify whether the AI was used to search for information, to write the text, or to improve or correct it. The student should also mention which AI (or other online tool) was used (ChatGPT, Copilot, DeepL, etc.) and the date on which it was used. Information sources must be systematically cited in accordance with bibliographic referencing standards. The student remains responsible for the content of their work, regardless of the sources used.
In order to ensure that the student's written work is personal, criteria such as originality, critical thinking, creativity and illustration with examples (e.g. from their own experience) will be taken into account.
Any behavior on the part of the student that prevents or attempts to prevent, in whole or in part, the correct assessment of their knowledge, skills and/or competences will be considered an irregularity that may lead to sanctions.
Evaluation methods
3-hour written exam (without access to the course material or reference books).
Other information
Course notes with course plan and reading portfolio.
Brontë, Charlotte. Jane Eyre. Penguin Classics, 2017. (ISBN 9780141441146)
Rhys, Jean. Wide Sargasso Sea. Penguin Books, 2017. (ISBN 0141182857)
Woolf, Virginia. Mrs Dalloway. Penguin Books, 2022. (ISBN 0241436273)
Cunningham, Michael. The Hours. Fourth Estate, 2003. (ISBN 1841150355)
PowerPoint presentations available on Moodle after each session.
Brontë, Charlotte. Jane Eyre. Penguin Classics, 2017. (ISBN 9780141441146)
Rhys, Jean. Wide Sargasso Sea. Penguin Books, 2017. (ISBN 0141182857)
Woolf, Virginia. Mrs Dalloway. Penguin Books, 2022. (ISBN 0241436273)
Cunningham, Michael. The Hours. Fourth Estate, 2003. (ISBN 1841150355)
PowerPoint presentations available on Moodle after each session.
Online resources
See on Moodle.
Bibliography
Une bibliographie est comprise dans le syllabus.
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Bachelor in Philosophy
Bachelor in History (French - English)