Reading and analyzing Dutch literature

Teacher(s)

Vanasten Stéphanie;

Language

Dutch

Prerequisites

Level B1 of the Common European Framework of Reference for Languages 

Main themes

Emphasis is placed on the critical reading, interpretation and analysis of modern and contemporary literary texts in Dutch Various literary genres - poetry, short stories, novels, theater, essay, youth literature, literature, illustrated fiction – and even media (adaptation) are studied in their specificity and also considered from the point of view of their hybridity and modes (narrative, lyrical, argumentative). 
Students are introduced to the main concepts and tools of (Dutch-language) literary studies Several aspects of (Duch-language) literature, as a singular discourse, with its effects (rhetorical, ethical, esthetic, etc.), its positioning (institutional, cultural, political, etc.), its functions (place of memory, cognition, knowledge, therapy, entertainment, etc.), and its material carriers are highlighted and explored.  
An analysis of a selection of Dutch-language literary texts will be presented, based on different methods. By comparing specialist interpretations and theoretical orientations, the analysis illustrates the point and allows for problematization. 
The course also introduces students to heuristic research in Dutch literary studies, to understanding scientific texts and to academic writing in the field of Dutch-language literary studies.  

Learning outcomes

At the end of this learning unit, the student is able to :
1	Will have acquired the basic concepts and methods of literary studies applied to the Dutch-language field;
2	Demonstrate their knowledge of basic vocabulary and terminology in Dutch-language literary studies;
3	Understand and identify various scholarly methods of critical reading and study of Dutch-language literature;
4	Analyze and interpret a wide range of literary texts (poem, short story, novel, play, essay, youth literature, illustrated fiction) from the modern and contemporary period using a scholarly method ;
5	Identify specific generic features and dominant modes, and to develop a critical reflection on genericity, or mediality, and the literary phenomenon;
6	Research relevant sources independently, and to use them critically and justifiably in a well-argued analysis of Dutch-language literary texts.
This learning unit contributes to the development and command of the following skills and learning outcomes of the ELAL programmes: 1.4; 1.5; 1.6; 2.3. ; 2.6; 3.5; 3.6 ; 5.6.

Content

The course unit covers a variety of texts (of different genres, authors, periods, functions and carrier) belonging to literature written in Dutch and representative from it, and in order to help students take pleasure in reading those texts and to develop literary analysis skills in the target language.
As a starting point, we will question the literary object (in the specific field of study of Dutch literature): its functions, its effects, its materiality, its conditions of production and reception, its positioning. We will critically examine the criteria determining whether or not a text belongs to the category of "Dutch literature" and the foundations of the disciplinary field.
The course then introduces the main theoretical, critical and methodological basic tools for approaching literary texts in their diversity: according to their genre (poems, short stories, novel subgenres, drama, essays, paraliterature…), their medium and material carrier, their posterity (canonization, memory, circulation), their positioning in the field, the reading experience and the process of interpretation.
Students are introduced to various methods of textual analysis and critical paradigms in Dutch literary studies whose main operating concepts are presented. Some canonical works or texts that are representative of the studied aspects are analyzed in detail.
The course unit also introduces the basics of the heuristic approach (actors and institutions, sources of information and bibliographic referencing, data collection and processing, development of questions and themes to be investigated, methodological limitations and frontiers of knowledge) in the field of Dutch literary studies.

Teaching methods

Introduction to the main concepts of literary theory and criticism for Literatures in Dutch and to the tools of literary analysis (with examples and exercices included). Illustration and exploration of various issues through selected literary texts, works and excerpts. Students are expected to do their required readings before class. Where applicable, a series of open questions orient their reading and analysis, and encourage an active approach.
Presentation of critical methods of analysis (based on excerpts from scholarly articles, with reading comprehension training) and elaboration, in interaction with the lecturer, of a personal and argued analysis in which one experiments with the text's virtualities, confronts points of view, evaluates reading methods and questions their validity. Gradual preparation for own academic production in the field of Dutch-language literary studies. Awareness of the risk of plagiarism, the importance of authenticity and responsibility, and respect for intellectual, academic and scientific integrity.
Students are expected to actively take part in the discussions, which 3 compulsory written assignments will contribute to.
The course includes 15 hours of workshops (tutorials) conducted by the teaching assistant. These tutorials help the students to understand the literary texts of the corpus and consist of exercices about the concepts and tools of literary criticism and text analysis in order to help students overcome the difficulties that may arise. Through three compulsory written assignments, they work towards gradually developing a personal and scientifically substantiated analysis of Dutch-language literary texts, incorporating the concepts covered. Visiting a museum, a cultural institution or attending a play in group helps the students to enrich their learning process in a new environment.
The various learning activities and tasks enable students to prepare for the final assessment. A mock test is provided with sample questions of a similar level of difficulty to those in the written exam, and sample answers are provided, explaining the assessment criteria, so that students can adjust their study.

Evaluation methods

Formative assessment : compulsory preparatory readings, exercises integrated into the lectures and obligatory workshops (to facilitate adaptation to the academic context), active participation, self-study tasks through Moodle.
Continuous assessment (20%): compulsory participation in workshops and learning activities (e.a. visiting a museum, cultural institution or attending a play in group), completion of 3 compulsory assignments (heuristic exercises, poetic analysis, personal and critical commentary of a text in prose). If students have not regularly followed these learning activities (including more than one unjustified absence from the workshops preparing for the final assessment), the student may be refused access to the oral examination, which mobilises in particular the learning outcomes targeted here.
Final evaluation (80%): 

• written exam (60%) covering the material presented in the lectures and practised during the tutorials. The literary texts included in the corpus and studied as part of this learning unit are subject to a thorough assessment.
• oral exam (20%) consisting of a discussion about a portfolio (personal and authentic commentary with bibliography drawn up in accordance with academic conventions on a text (not studied before) and based on, inter alia, a scholarly article. Under Article 72 of the Règlement général des études et des évaluations, the course lecturer may propose to the examination board that they refuse to allow a student who has not submitted their work by the required deadline to sit the oral examination.

Assessment of language quality
The quality of the language, in additin to the correct use of the disciplinary terminology, will be taken into account when assessing the written and or oral work submitted by students as part of this learning unit, and an excessive number of language errors may result in a lower mark or even lead to a fail.
Students’ various written work, in particular the final assignment (short paper), must be produced in accordance with the specific instructions provided and in line with the principles of academic and scientific integrity (see RGEE, in particular Article 107 concerning irregularities and plagiarism).  In all tasks and activities relating to this learning unit, students must comply with the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative set out by the Ecole de Langues et Lettres. More specifically, any use of artificial intelligence tools within the framework of this course unit must be limited to the minimum level (level 1) of the Grille des usages de l’intelligence artificielle générative, which supplements the guidelines, and must be accompanied by a Declaration in accordance with the template provided therein. In case of non-compliance with the relevant rules, the examination board will take the measures set out in section 6 of the Guidelines.
In case of a resit, the assessment of the separate parts will be as follows: a written exam (70%) plus an oral exam (30%) based on the portfolio. For the oral exam, the student is at liberty to decide, after consulting the lecturer(s), to improve the short paper whilst keeping the same literary text(s) or topic submitted in the previous exam session, provided that there has been a substantial improvement and that the feedback given has been taken on board.
The final mark will be made up of the various assessment components weighted according to the percentages described above for each exam session. In order to achieve the minimum pass mark for this course unit, taking the various learning activities into account, and in order to demonstrate the skills and knowledge set out in the learning outcomes, a score of at least 8/20 must be obtained for each of the two parts of the final assessment (written exam, oral exam). If the student has obtained a mark of less than 8/20 for (one of) these parts, then the final mark for the entire exam session cannot exceed 9/20.

Online resources

anthology of chosen poems and literary works or excerpts (+ media excerpts); hand-outs and Powerpoints, audio and video recordings, Internet ressources for literary criticism and textual analysis (see bibliography and Moodle) ; Moodle course for heuristics and research in Dutch literary studies

Bibliography

van Boven, Erica & Dorleijn, Gillis. Literair mechaniek. Bussum: Coutinho, 3de herziene druk, 2013.
Herman, Luc & Vervaeck, Bart. Vertelduivels. Handboek verhaalanalyse. Brussel: VUB Press, 2005. (mise à jour: Handbook of Narrative Analysis. University of Nebraska Press, 2019.)
Brillenburg Wurth, Kiene & Rigney, Ann. Het leven van teksten. Een inleiding tot de literatuurwetenschap. Amsterdam: Amsterdam University Press, 2011. (mise à jour: The Life of Texts. An Introduction to Literary Studies. Amsterdam: Amsterdam University Press, 2019).
van Deinsen, Lieke; Sanders, Mathijs & Van Voorst, Sandra. Basisboek Letterkundig Onderzoek. Groningen: Uitgeverij kleine Uil, 2026.

Teaching materials

• Manuels de référence en théorie littéraire et analyse de textes (voir bibliographie)
• anthologie de poèmes choisis et (extraits de) livres en prose (+ extraits de médias);
• plateforme d’initiation à la recherche en études littéraires néerlandophones (voir Moodle)
• Powerpoints et hand-outs

Faculty or entity

> ELAL