Module Code and Title:       ENP301          English Project I

Programme:                          BA in English Studies

Credit Value:                         12

Module Tutor:                       All English department faculty

Module Coordinator:            Sonam Deki

General objective: All BA in English Studies students are expected to successfully complete an English writing project of approximately 8000 words (including appendices and bibliographies) as a pre-requisite for their graduation. Students will be allowed to choose between either literary criticism or creative writing as their “capstone” project. ENP301 is the first part of a two-semester project, the purpose of which is to give students the opportunity to conduct independent research in the areas of literary and cultural studies. The project as a whole is intended to synthesize skills and knowledge that students have acquired prior to this point in their studies, and to demonstrate their mastery thereof. By the end of ENP301, students will have produced a detailed project proposal which will form the basis of their work in ENP302. In order to reach this stage, they will first decide between two types of projects, these being: (1) a critical thesis; or (2) a creative writing project. They will then be guided through the initial stages of their individual projects over the course of the semester. By the end of the module, students are expected to have successfully formulated a sufficiently challenging writing project proposal and a preliminary literature review or gathered adequate materials depending on the nature of their projects.

In general, the critical thesis will be the default option for most students: the skills of research and analytical writing and research are of more relevance than creative work to most professions that graduates will be seeking to enter. In addition, there is a danger that the creative project will (erroneously) be seen as an ‘easy option’ by students. For this reason, the creative option will be limited to students who have demonstrated potential and genuine interest in creative work. This limitation will be enforced by restricting the creative option to students who have averaged 70% or above in creative tasks (i.e. tasks assessed using the creative writing rubric; tutors may also wish to take projects with a creative slant, such as video presentations, into account when assessing a student’s suitability to undertake a creative project).

The objectives of the two types of projects are as follows:

1. Critical Thesis

A critical thesis requires students to produce an extended piece of literary criticism based on a thorough analysis of literary or cultural texts. This may address wider debates on some of the concepts and theories covered over the course of the BA in English Studies programme.

By the end of the ENP301 module, students who intend to write a critical thesis must submit a thesis proposal of 1000-1500 words, including a tentative bibliography. The proposal should present an overview of the topic, a discussion of the method of investigation or analysis, and a description of the proposed organization of the thesis by chapter. It will also include a preliminary bibliography of primary and secondary works that the thesis will engage. Students may then proceed with their work on the thesis, to be completed in its entirety by the end of the second thesis module. Acceptable thesis topics may include any aspect of global literature in English or any theories or debates raised in the programme related to literary or cultural studies.

1. Creative Project

A creative project requires students to produce an original literary work in poetry, fiction, nonfiction, playwriting, or screenwriting. 

Creative writing project proposals must be submitted by the middle of the first thesis module. The proposal should be a brief 500 word document simply giving a sense of the project and acting as a point of entry for the work to be done. Students should submit at least one sample of original prose (fiction or nonfiction) or poetry of roughly 1500 words along with the proposal before the end of the module ENP301. A creative writing project should consist of three parts: a creative portfolio of 7500-8000 words; an annotated reading list of 12-15 works; and a reflective essay of 750-1000 words examining an issue of craft, subject or genre. Plays may be performed and screenplays may be filmed, though these are optional.

Learning outcomes – On completion of this module, learners should be able to: 

For the critical thesis option:

1. Identify a suitable text, group of texts, or theoretical approach to serve as a basis for the critical thesis.
2. Formulate a research question.
3. Frame the research question within the body of knowledge acquired in the first two years of the programme.
4. Produce a project proposal including a detailed schedule and bibliography.
5. Revise a project proposal based on a tutor’s feedback.
6. Present and defend a research proposal.
7. Conduct a basic literature survey of relevant theoretical and critical texts.
8. Independently conduct in-depth research into their topic.
9. Organize and manage data and bibliographies using appropriate software.

For the creative project option:

1. Identify a suitable theme or concept to serve as the basis for a creative project.
2. Apply knowledge acquired from previous modules to the conceptualisation of their creative project.
3. Produce a project proposal for their creative project.
4. Revise a project proposal based on a tutor's feedback.
5. Present and defend a project proposal.
6. Conduct a survey of literature to form the theoretical and conceptual basis for the project.
7. Independently draft creative work.

Learning and Teaching Approach:

The learning and teaching approaches used in ENP301 reflect students being guided towards more independent research and writing. As such, the first and second halves of the semester will be structured differently, as outlined below:                                            

Note: The final week will be used primarily for proposal presentations and defence.

The role of the supervisor in ENP 301 will initially be hands-on, delivering both skills-based group workshops and providing individual feedback. However, the supervisor should aim to gradually relinquish control of the project to the student as the semester progresses. The supervisor will therefore undertake the following roles in this module:

1. Lead whole-class skills workshops (e.g. research skills, analysing completed research projects, integrating research into a project).
2. Provide guidance for reading and research.
3. Provide guidance regarding the scope and aims of students’ projects.
4. Provide detailed feedback on progress, indicating specific areas of strength and weakness in the project.
5. Provide a clear schedule for the initial stages (for weeks 1 – 7) of the project, and ensure that students adhere to this schedule.

Assessment Approach:

A. Class participation and preparedness: Portion of Final Marks: 5%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. Assessment will be based on the ‘Participation and Preparedness’ rubric.

B. Weekly progress: Portion of Final Mark: 20%

Tutors will monitor and assess the progress made by students during their weekly tutorials. Assessment will be based on the ‘Participation and preparedness’ rubric.

C. Project proposal draft: Portion of Final Marks: 20%

The first draft of the project proposal will be due by the mid-term. Tutors will be expected to return the drafts with comments within two weeks of receiving them.

Assessment will be based on the ‘Analytical Writing’ rubric.

D. Project proposal: Portion of Final Marks: 40%

The final version of the project proposal will be due two weeks before the end of teaching. Each proposal will be roughly 1000-1500 words long and must be accompanied by a tentative bibliography and work schedule for the coming semester. The proposal will also be evaluated on how well students have applied their previous knowledge and research skills. Assessment will be based on the ‘Analytical Writing’ rubric.

E. Project proposal viva: Portion of Final Mark: 15%

The aim of the viva is to check the feasibility of the proposal and the student’s depth of understanding, as well as original thought. Assessment will be based on the ‘Oral tasks’ rubric.

Pre-requisites: ACS101: Academic Skills, LAN202 Basic Journalism, LAN203: Creative Writing, and LIT212: Imitation, Imagination, and Tradition: Literary Theory & Criticism I

Subject matter:

1. Introduction to writing a thesis
   • Summary of requirements of the critical thesis and creative project
     • Originality
     • Independent research
   • Overview of skills required
     • Research skills
     • Time management
     • Synthesis of sources
   • Overview of expectations regarding independent study and amount of guidance provided by tutors
2. Critical theses
   • Detailed summary of requirements of critical theses
     • Word limit
     • Structure
     • Referencing and bibliography
   • Analysis of examples of critical theses
     • Identifying structure
     • Identifying sources used
     • Identifying argument
   • Revision of relevant knowledge from semesters I-IV (literature modules)
     • Revision of key skills, including research and referencing, argument, and use of the primary
     • Revision of subject matter – dependent on students’ projects

1. Creative projects
   • Detailed summary of requirements of creative projects
     • Originality
     • Understanding of conventions and requirements of the genre
   • Analysis of examples of creative projects
     • Identifying generic traits
     • Formatting and presentation
   • Revision of relevant knowledge from semesters I-IV (creative writing modules)
     • Revision of subject matter – dependent on students’ projects

1. Format of the proposal
   • Guidance on formulating aims and / or research questions
     • Specificity of aims
     • Number of aims
     • Achievable aims
   • Guidance on producing a rationale for the project
     • The concept of the ‘knowledge gap’
     • From knowledge gap to rationale and aims
   • Revision of bibliography and use of citation management software
     • Revision of purpose and role of citations
     • Revision of APA in-text citations
     • Revision of APA bibliography
     • Managing large numbers of sources
     • Using Microsoft Word citation manager
   • Guidance on writing a literature review
     • Purpose of the literature review
     • Format and structure of the literature review

Reading List:

1. Essential Reading
   • Baker, N. (2000). A research guide for undergraduate students: English and American literature. New York: Modern Language Association of America.
   • Purdue University Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/747/01/
   • Young, T. (2008). Studying English literature. Cambridge: Cambridge University Press.
2. Additional Reading
   • To be identified, evaluated and used by students as part of their research. Students will also be expected to re-visit texts from relevant modules from semesters I-IV depending on their chosen project type.

Date: December 20, 2015