Many famous stories might contend for the title of "the greatest story ever told". Certain stories in the Western tradition seem to get told time and time again, in a variety of formats. Many would argue that the Bible is probably the most influential literature in Western culture, with its plots, literary forms and characters still speaking to us some two and a half thousand years later. While biblical narratives in both narrative prose and poetic forms were an obvious source of material for ancient, medieval and modern writers in the West (largely for political and/or religious reasons), they have also been a source of literary inspiration for many nineteenth and twentieth century Western writers.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Great Narrative Literature|
Delivery & attendance
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate an understanding and ability to express orally and in writing alternative points of view about literature and how we might interpret it.
- Demonstrate an ability to rigorously test ideas and arguments in ways that are of general application.
- Demonstrate knowledge of some of the most influential historical positions on the understanding of biblical texts and their influences on contemporary literature.
- Demonstrate an ability to articulate clearly alternative positions on biblical narratives and their literary relevance, whether or not the student personally agrees with them.
- Demonstrate a capacity to express in writing interpretations and critiques of selected biblical and contemporary narratives.
- In general, demonstrate oral and written skills in constructing and critically analysing theoretical arguments concerning narrative literature.
|In-Class Quiz - Individual||Weekly Quizzes: Multiple-choice questions on weekly content||30%||Weekly||1, 3, 4.|
|Essay||This essay is a critical analysis of a major work of literature, a novel of the students' choice. 2500 words.||45%||Week 11||1, 2, 3, 4, 5, 6.|
|Project||Each week, one student runs the tutorial discussion. This involves addressing weekly set questions, a brief synopsis of the literature and a scholarly article. The student is assessed on the quality of the discussion generated and the content of the oral synopsis.||25%||To Be Negotiated||1, 3, 4, 6.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
1. Why is literature important? 2. What is narrative? 3. What is the Bible? 4. Weekly summaries 5. Assessment
1. What is myth? 2. Gen. 2-3: a myth of origins 3. Slavery and Exodus a. African Americans and the Bible 4. Toni Morrison's Song of Solomon
1. Myth, continued. 2. Cain and Abel 3. Jacob and Esau 4. Steinbeck's East of Eden: a contemporary Cain and Abel story
1. What is Legend 2. The ancient context: what was life like for women in ancient Israel? 3. Sarah and Hagar: wife and concubine (?) 4. Leah and Rachel: sisters, wives, one loved more than the other 5. Margaret Atwood’s The Handmaid’s Tale
1. Feminist revisionism 2. Biblical women revised 3. Genesis 34: the rape(?) of Dinah 4. The Red Tent: a revisionist novel
1. The Book of Ecclesiastes 2. The main themes of Existentialism (especially the “absurd”) 3. Albert Camus’ The Myth of Sisyphus, and 4. Samuel Beckett’s Waiting for Godot
1. We look at (the book of) Job, a character known as the righteous, yet suffering servant. 2. We examine Kafka’s strange tale of a man arrested for a crime which is never told to him. #. We encounter one of the most humane renderings of perhaps the most inhumane catastrophe, Primo Levi’s account of life in Auschwitz (If This is a Man). We shall ask if Job is an adequate figure for understanding the Holocaust.
1. The popular image of Mary Magdalene (MM) 2. The New Testament depiction 3. The Gnostic Gospels (MM and Philip) 4. Dan Brown’s The Da Vinci Code
Consultation with lecturer and peers about essay topic, secondary sources, and the formulation of a thesis.
1. The New Testament 2. Who was Jesus (how much do we know?) 3. Superman: the American Monomyth 4. Gore Vidal's Messiah 5. Documentary: The End of the World Cult
1. Apocalyptic Literature: style and themes 2. The Book of Revelation 3. Toni Morrison's Beloved: unveiling the forgotten ones
I am Legend.