EN3CM: Class Matters

Module code: EN3CM

Module provider: English Literature; School of Humanities

Credits: 20

Level: 6

When you’ll be taught: Semester 1

Module convenor: Dr Nicola Wilson , email: n.l.wilson@reading.ac.uk

Pre-requisite module(s): At least 40 credits of EN-coded modules at Part 1 (except for visiting students) (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2025/6

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 3 April 2025

Overview

Module aims and purpose

What is class and why does it matter? How is class experienced and structured in relation to race, gender, age and place? This module considers both the idea of ‘working-class writing’ and the representation of the working classes in cultural forms. Structured chronologically and moving from the work of Robert Tressell and D.H. Lawrence through to contemporary writers Fran Lock and Derek Owusu, the module introduces a variety of twentieth- and twenty-first century working-class writings including novels, short stories, essays, poetry, drama, and autobiography. Broadening our understanding of the literary and cultural history of the contemporary and twentieth century, we consider the impact of unemployment, economic depression, im/migration, and changes in patterns of consumption and leisure on the production and reception of working-class writing. In addition to the writers named above, other authors likely to be studied include Akala, Shelagh Delaney, Buchi Emecheta, Alan Sillitoe, Malachi Whitaker. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. apply discipline-specific practices of close reading, interpretative analysis and critical argument
2. recognize what and how they have learnt, through self-reflection and through constructive dialogue with other people               
3. articulate their own and other people’s ideas concisely, accurately, and clearly          
4. make sound judgments on complex and culturally sensitive issues, and communicate them in an appropriate and effective manner                   
5. demonstrate personal commitment, intercultural competence, and international engagement in public discourse.

Module content

Texts studied may include D.H. Lawrence, ‘The Odour of Chrysanthemums’; Robert Tressell, The Ragged Trousered Philanthropists; Ethel Carnie Holdsworth, This Slavery; James Hanley, Boy; Walter Greenwood, Love on the Dole; Alan Sillitoe, Saturday Night and Sunday Morning; Shelagh Delaney, A Taste of Honey; Buchi Emecheta, Second-class citizen.

Structure

Teaching and learning methods

Three seminar hours weekly, for which students are required to do preparatory reading. Students are also entitled to a tutorial on their formative written work and will be offered group rehearsal time in class in preparation for the assessed oral presentation. With the consent of the module convenor, students may also undertake a placement, through which they will learn how to apply the knowledge and skills gained in studying for this module in a professional context outside the University.

Study hours

At least 33 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback will be provided on a formative blog to develop work for the public engagement piece.

In-class presentations (scheduled throughout the module) will include feedforward before the assessed presentation at the end of term. 

Reassessment

Additional costs