Ateneo - UPO

Introduction to Irish literature

Declan Kiberd, Inventing Ireland, Vintage 1996; Terence Brown, The Literature of Ireland: Culture and Criticism, Cambridge UP, 2010; Eugenio F. Biagini & Mary E. Daly (eds), The Cambridge Social History of Modern Ireland, C.U.P. 2017; Alvin Jackson(ed.), The Oxford Handbook of Modern Irish History, O.U.P. 2014

The basic educational objectives of the course are: 1. introducing students to the work of some of the major figures in the Irish literary tradition (including Yeats, Joyce, Bowen, Heaney, Muldoon, Boland); 2. situating the texts under analysis within their broader historical and cultural context, with a particular focus on how literary discourse engages with the complex events that have shaped Ireland's relationship with the United Kingdom (the Celtic Revival, Irish Modernism, the experience of exile, the postcolonial dimension of Irish literature, women's writing, the Troubles, and contemporary Ireland); 3. presenting, either in written or multimedia form, the essential aspects of a text and an author not included among the set readings for the course. A more advanced goal is the development of students' ability to critically analyze and synthesize the assigned texts, with particular attention to their linguistic features.

B2 level of English

Lectures and seminar-style readings of primary texts

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

Students may choose between two assessment options, depending on their level of participation in seminar activities: OPTION A – For Attending Students (with regular seminar participation) Final grade composition: 50% – Seminar activities 50% – Oral exam Seminar Activities include: Assignments: Individual reading tasks based on primary texts, completed at home. Assignment links are available on the DIR course page under the “Assignments” section. All forms must be completed and submitted at least one week before the first exam session. Reading List Project: A short PowerPoint presentation (preferably in pairs) on a text not covered in lectures. Each speaker will present for approximately 10 minutes. Detailed guidelines are provided in the “Reading List Project” section on DIR. The final version must be submitted as a PDF via DIR before the oral exam. Assessment criteria: Accuracy in completing assignments Clarity and coherence in both written and oral work Oral Exam (approx. 15 minutes): Discussion of course topics Analysis of ONE group of texts selected from the course reading list on DIR OPTION B – For Non-Attending Students (without seminar participation) Final grade composition: 50% – Written report 50% – Oral exam Written Report: Approx. 20,000 characters (including spaces) Must explore a specific topic covered in the course Topic must be agreed upon with the instructor To be submitted (in print or via email) at least one week before the exam date Evaluation criteria: Depth and relevance of content Coherence and clarity of argument Language accuracy (grammar, syntax, spelling) Formal correctness (use of sources, footnotes, bibliography, formatting) Oral Exam (approx. 15 minutes): Discussion of course topics Analysis of THREE groups of texts from the DIR reading list Assessment Criteria for the Oral Exam (Both Options) Knowledge of primary texts Understanding of historical and cultural contexts Effectiveness of oral expression (clarity, organization, relevance, and accuracy) Grading Scale 27–30: Thorough and well-structured understanding; strong analytical and synthetic abilities; excellent language use. Cum laude may be awarded for original critical insight and independent research beyond course materials. 23–26: Generally accurate content; some imprecision in language or analysis; mostly descriptive. 18–22: Basic understanding; weak analytical skills; limited to plot summaries or surface-level observations. Fail: Inadequate preparation; poor language use; major gaps in knowledge; inability to contextualize or engage with the syllabus.

Close attention will be paid to the ways in which Irish literary works respond to the pressures of Irish history and politics, focusing on themes such as the Irish literary revival, Irish Modernism, exile and the Irish diaspora, the post-colonial dimension of Irish literature, women writing and gender dynamics, the Troubles, and contemporary Ireland. Students will read and critically analyze the work of major figures, including Jonathan Swift, W.B. Yeats, James Joyce, Frank O'Connor, Elizabeth Bowen, Seamus Heaney; Eavan Boland

To achieve the basic level of knowledge, skills, and competences, students are expected to demonstrate: Knowledge: An understanding of the key developments in Irish literary discourse and familiarity with its most significant figures; Awareness of how Irish literary texts engage with their historical, political, and cultural contexts. Competences: The ability to produce a short essay or presentation that explores specific aspects of the topics discussed in class; The ability to conduct basic bibliographic research. Transversal Skills: The ability to clearly and effectively present knowledge, information, and opinions on course-related topics, using appropriate language and terminology. To attain an advanced level, students are expected to: Analyze the assigned texts with particular attention to their linguistic dimension; Read texts from a critical perspective, identifying both their distinctive features and interconnections.