Department of English
Faculty of Arts, Chulalongkorn University
British Fiction from the Twentieth Century to the Present
Office: BRK 1106
Office Hours: M 1–3 and by appointment
Phone: 0 2218 4703
For the final paper, you will be designing a week of the course 2202441 British Fiction from the Twentieth Century to the Present. There will be two components to the final paper: 1) the week's lesson (provide link to its online presence), and 2) the paper (e-mailed to me). Here is an opportunity to look at the overall picture of British fiction from the last century to the present, and to focus specifically on a work, a period, an issue within that literary history to tell the story of this remarkable creative production that has influenced the world, continues to do so, and is also influenced by the outrageously diverse and dynamic world in turn.
final project is also an opportunity to assess the course. What has been
skipped and skimmed over that needs more careful attention? What real
world events could have been taken advantage of in the learning
experience that was missed? What resources (audio, film, live theater,
author invitations, guest speakers, virtual museums, online library
collections, literary festivals, debate, role play, field work) could be
used that hasn't? How might students be encouraged to participate, to
think creatively and critically, or to make their knowledge useful to
the public? What kinds of learning experiences do you want your students
to have? How will you pace out the reading and learning over the Tuesday
and Thursday lessons? When can students be assessed, how and how often?
Some questions to ask yourself as you design your week of British Fiction.
Your 5–7-page paper is an argument for your week's course design. The two-day lesson needs to be fully remote-learning enabled.
are some week's designs under construction. Share your ongoing project,
if you like, and give feedback to other projects being developed. E-mail
me your link, notes and comments so I can post them here.
|Weeks 1 and 2
Here, I would like to insert William Hope Hodgson’s “The Voice in
the Night” (1907). The short story explores themes of agnosticism,
and the role of nature that challenge the rational field of
science and medicine. It breaks with tradition of rational value
and worth studying in this course.
|Weeks 1 and 2
With her one short story, we can see a lot of perspectives of
England during the 1910s such as the current situation, the
impacts of war, the proficiency of politicians, the question of
knowledge, the lack of self-reflective, the negative effects of
the conformist followers and many more.
| Week 3
Students would have a chance to investigate the historical events
and changes in the time, and the reflection of history on the
fiction works, which is selected to be horror short stories.
Despite being written almost 90 years ago, the content seems to be
more relevant than ever in the world with social media, constant
advertising and many technological conveniences. I wish that
students can explore some similarities and differences between
Brave New World and modern society.
Students can also discuss about the significance of the
characters. Why the characters are all children when this story
talks about brutality and savagery?
|Intukorn: The Birth Machine was and probably is considered as controversial because of its contents about disturbing imagery, labour and sexual experience. It is interesting to see the representation of women from an “indie” publication, a non-mainstream view which caused such a shocking reaction to other publications.|
The reason I choose to place this book there is though Midnight's
Children is undeniably a great text to explore the theme of
post-colonial sensibility as we have already discussed in class, Wide
Sargasso Sea, offers us a different perspective and
represents the voice that might have been overlooked in the
history of British Empire. Rhys who was shocked to to see Bronte’s
portrayal of Bertha as a mad woman started to pen the story of
Antoinette Cosway [...]
The difference between children and adult books is
what I want to discuss in the class.
I will be constantly updating the schedule in my google drive so
please feel free to check and comment.
This is, of course, a controversial choice. How it will work
depends on several factors. My comments focus on three areas:
The ever-changing meanings of both literature and life are
intertwined, accelerated by technologies of the present age. There
are infinite ways to define Britishness, Thainess, or
I want people to experience something new, something that will
blow their mind or maybe, in this case, creeps them out.
The goal is to let the students see recurring social issues
through the fiction, so that they are more aware and thoughtful
towards the complicated situations.
I like your heading "Student Engagement." It's a clear but broad
category that can encompass both the the overall course/lesson
spirit and policy and the specific pedagogy of lesson planning ex.
activities, discussion questions and style, and even assessment
methods. Engagement is also such a friendly and active
A couple of other comments:
This course design takes us back to the paperback of the book with
an old-school fantasy setting that was released in 2019, because I
want to show that even with the new narrative being invented on
another platform, the ‘old’ style still exists.
|Weeks 16 and 17
We will inspect on love in the twenty-first century British
society presented through the mundane love story of the
protagonist. Together with comparing it with our own perspective
on the subject, we will be able to see how universal emotions and
logic behind the concept of love is.
This additional week will cover the focus on the perception of
modern British literature and its adaptation in different media.
Fiction from the Twentieth Century to the Present |
Last updated May 17, 2020