These so-called minor literary genres

Teacher(s)

De Croix Severine;

Language

French

Main themes

Learning outcomes

At the end of this learning unit, the student is able to :
1	Provide a theoretical definition of the concepts of literary legitimacy, literary genres and paraliterature and develop a critical approach to them;
2	Be familiar with the specific features of  "minor" genres such as children's literature, illustrated literature and songs, and their main developments;
3	Analyse and interpret works from these genres using a relevant theoretical apparatus;
4	Describe and critically analyse the production and reception of works in so-called minor literary genres (practices - digital and non-digital - of readers/listeners/viewers, authors, publishers, etc.).
This learning unit contributes to the development and command of the following skills and learning outcomes of the ELAL programmes (ELAL learning outcomes): 1.4; 1.5; 1.6; 2.6; 4.3.

Content

The first part of the course deals with the question of legitimacy in literature and the notions of literary genres and paraliterature. Using notional and socio-institutional approaches, the course leads students to problematise ‘genres’ and the phenomenon of genericity, and to identify the specific features of ‘paraliterary’ genres (spheres of production and dissemination, issues and difficulties of categorisation, legitimisation processes, etc.).
The second part of the course focuses on the study of so-called ‘minor’ literary genres, which fall into three distinct categories: literature for young people (literature of the oral, the imaginary, the real, etc.), illustrated literature (albums, illustrated texts, graphic novels, comic strips, manga, etc.) and songs (particularly rap and slam). The aim of this part of the course is to develop students' knowledge of the main developments in the three genres studied and their ability to identify their constituent features. The course will also enable students to acquire theoretical concepts and approaches useful for interpreting literary works in these genres and groups (editorial strategies, implicit or explicit target audience, intended effects on the reader, themes and ideologies, structure, form, style, intertextuality, etc.) and for analysing their reception.

Teaching methods

Alternating complementary approaches:

• Presentations or readings (of literary texts, chapters and/or scientific articles) followed by a discussion aimed at comprehension, debate or interactive reflection;
• Role-playing exercises followed by reflection;
• Individual and group practical exercises (classification, reading and analysis, interpretation, oral presentation, etc.).

Evaluation methods

Formative activities are offered as part of the course. Students receive feedback to help them progress in the development of their learning outcomes.
Assessment takes the form of a written exam in the January session. Students must demonstrate their ability to :

• define on a theoretical level the notions of literary legitimacy, literary genres and paraliterature and develop a critical reflection on them;
• identify, on the basis of specific works or representative extracts from them, the characteristics and specific features of the ‘minor’ genres of children's literature, illustrated literature or song and their main developments;
• analyse and interpret works, particularly iconotextual works, from these genres, using relevant theoretical apparatus.
• describe and critically analyse the production and reception of works in minor literary genres (practices - digital and non-digital - of readers/listeners/viewers, authors, publishers, etc.).

The assessment procedures are identical for the June and September sessions.
Rules Governing the Use of Generative Artificial Intelligence Tools
In all tasks and activities related to this course, students must comply with the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative defined by the École de langue et lettres. More specifically, any use of artificial intelligence tools in the context of evaluated written work must be limited to Level 2 (moderate use) of the Grille des usages de l’intelligence artificielle générative, which supplements the guidelines, and must be accompanied by a Déclaration using the template provided therein.
In the event of non-compliance with these rules, the examination board will apply the measures set out in Section 6 of the Lignes directrices.
More generally, students must adhere to UCLouvain’s Règlement général des évaluations des études et des examens (RGEE), particularly with regard to irregularities and plagiarism (Article 107 of the RGEE).
Specific Assessment of Language Quality
The language quality of the submitted work is subject to a specific assessment by one of the examination board members. The modalities of this assessment are defined in the document « Modalités d’évaluation spécifique de la qualité de la langue des productions écrites dans les programmes de l’École de langues et lettres de l’UCLouvain ».
This language quality assessment may lead the examination board to lower the grade awarded or even to declare a failure.

Other information

Students are provided with a selected bibliography for each chapter of the course.

Online resources

The course is based on the moodle platform, which offers texts and documents to be read, slideshows used during class sessions, tasks to be completed (in class or outside class) and additional resources (course code LFRA1101).

Faculty or entity

> ELAL