That students should understand the debates around periodization in the early nineteenth century, and in particular how the terms 'Romantic' and 'Victorian  have been critically conceptualised. That students should gain a wide knowledge of how Romantic writers were received, written about, and engaged with in the Victorian period. That students should gain detailed knowledge of certain specific engagements with Romantic writing by individual Victorian writers. That students should understand how various literary themes and concerns found in Victorian writing were implicated in patterns of resistance and influence with Romantic predecessors.

(LO1) By completion of the module, students will have the ability to examine problems of literary change in relation to specific literary historical examples.

(LO2) A sytematic understanding of the nature of the complex transition from Romantic to Victorian, informed by a careful scrutiny of both links and differences between the periods.

(LO3) The ability to formulate and develop comparative work on the inter-relationship between writers from the early and later nineteenth century with regard to major concerns and changes of the times.

(LO4) An advanced understanding of the critical complexities (and difficulties) involved in periodisation within literary studies.

(S1) Improving own learning/performance - Reflective practice

(S2) Communication (oral, written and visual) - Presentation skills - written

(S3) Communication (oral, written and visual) - Presentation skills – oral

(S4) Critical thinking and problem solving - Critical analysis

(S5) Critical thinking and problem solving - Synthesis

Topics may include:
The development of a genre (for example, Gothic from Keats to Ruskin);
The influence of a major Romantic author on Victorian successors (for example, Wordsworth on Arnold, Keats on Tennyson, Shelley on Browning); and
The reappraisal of a Romantic author in respect of his or her Victorian afterlife: the case of Blake’s Rossetti manuscript, or Jane Austen's reception in the nineteenth  century.

Teaching Method 1 - Seminar
Description:
Attendance Recorded: Not yet decided
Notes: 6 x 2 hour seminars