School of English
Module manager: Dr Amelia DeFalco
Email: a.i.defalco@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2022/23
Grade B at 'A' Level in English Language or Literature (or equivalent) or an achieved mark of 56 or above in a level 1 module in English (or its equivalent)
This module is approved as a discovery module
This module brings a number of disciplines into dialogue, including literary studies and cinema studies, history of medicine, philosophy, and aging studies in order to examine the various ways health, illness, and medicine are constructed, circulated, and interpreted in literature and film. The module interprets 'medical' in its broadest sense, incorporating artistic explorations dealing with experiences of doctors and patients, as well as a wide range of healthcare workers, caregivers, and others dealing with the meanings and implications of illness and care. Through weekly discussion we will investigate and theorize the multiple cultural meanings and functions assigned to health and illness by visual and literary representation. How do we read, see, know, understand, and evaluate illness, impairment, and care in a variety of texts, both literary and visual? How do such texts influence our notions of responsibility and identity? How do illness, impairment, and caregiving affect selfhood? These complicated questions will help guide our study of representations of health, illness, and medicine across the life course.
-To consider how do we read, see, know, understand, and evaluate illness, impairment, and care in a variety of texts, both literary and visual
-To explore the multiple cultural meanings and functions assigned to health and illness by visual and literary representation.
-To consider how textual representations of illness, disability and care influence theories of responsibility and identity.-
By the end of the semester, students should have:
-A general understanding of the burgeoning field of medical humanities and its related disciplines, including narrative medicine, graphic medicine, aging studies, disability studies, and ethics of care philosophy.
-An awareness of the ethical and political repercussions of representations that speak for and about bodies affected by illness, impairment and pain.
-Advanced critical reading skills, particularly in relation to narrative studies and visual culture. An ability to transfer these skills to 'everyday' texts encountered outside the classroom.
Skills for effective communication, oral and written.
Capacity to analyse and critically examine diverse forms of discourse.
Ability to acquire quantities of complex information of diverse kinds in a structured and systematic way.
Capacity for independent thought and judgement.
Critical reasoning.
Research skills, including information retrieval skills, the organisation of material, and the evaluation of its importance.
IT skills.
Time management and organisational skills.
Independent learning.
This module brings a number of disciplines into dialogue, including literary studies and cinema studies, history of medicine, philosophy, and aging studies in order to examine the various ways health, illness, and medicine are constructed, circulated, and interpreted in literature and film. The module interprets 'medical' in its broadest sense, incorporating artistic explorations dealing with experiences of doctors and patients, as well as a wide range of healthcare workers, caregivers, and others dealing with the meanings and implications of illness and care. Through weekly discussion we will investigate and theorize the multiple cultural meanings and functions assigned to health and illness by visual and literary representation.
How do we read, see, know, understand, and evaluate illness, impairment, and care in a variety of texts, both literary and visual? How do such texts influence our notions of responsibility and identity? How do illness, impairment, and caregiving affect selfhood? These complicated questions will help guide our study of representations of health, illness, and medicine across the life course.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Workshop | 1 | 1 | 1 |
| Film Screenings | 1 | 2 | 2 |
| Preparation Class | 1 | 1 | 1 |
| presentation | 1 | 1 | 1 |
| Seminar | 10 | 1 | 10 |
| Private study hours | 185 | ||
| Total Contact hours | 15 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Seminar preparation, reading, essay writing.
Weekly contributions to seminar will monitor student progress.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 1500 word essay (including quotations and footnotes) | 40 |
| Assignment | 2000 word essay (including quotations and footnotes) | 60 |
| Total percentage (Assessment Coursework) | 100 | |
The module will be assessed by one essay of 2250 words (including quotations and footnotes) [50%], and either a second essay of 2250 words or creative writing of 1250 words with a critical contextualisation of 1000 words [50%].
The reading list is available from the Library website
Last updated: 4/29/2022
Errors, omissions, failed links etc should be notified to the Catalogue Team