Unit rationale, description and aim
We are in the early stages of the Anthropocene - a period in which a growing human population and industrial development have begun to shape our environment, rather than vice versa, a process that is leading to catastrophic collapse of our ecosystems. Our understandings of the environment, which may cause or prevent catastrophe, are conveyed in the form of words - media stories, scientific texts and fiction. Environmental literary studies is a relatively recent approach to texts which allow one to better understand how texts 'construct' the environment. Students will experiment with creating their own nature writing to in order to understand its demands. A range of primary texts will allow students to see how the environment is constructed in very different ways in cultural, chronological and geographical contexts. Students will also explore a variety of ecocritical ideas and approaches and apply them to generate interpretations of primary works in which the environment plays a key role. The aim of this unit is to develop students' capacity to join a theoretical approach to a close reading of a variety of texts in order to produce real insights into the textual construction of that we call 'nature'.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate broad and deep knowledge of theories i...
Learning Outcome 01
Devise, develop and communicate complex ideas and ...
Learning Outcome 02
Locate, interpret and appropriately reference a ra...
Learning Outcome 03
Critically analyse evidence and synthesise scholar...
Learning Outcome 04
Critically analyse key literary theories and conce...
Learning Outcome 05
Content
Topics will include:
- Origins of and approaches to ecocriticism
- Historical writing about nature
- Romanticism, literature and nature
- The development of the idea of the ‘environment’
- The idea of the Anthropocene
- The national park and the garden in literature/ pastoral vs wilderness
- Indigenous conceptions of the natural world
- Post-apocalyptic novels and nature
- Cli-fi/climate change science fiction
- Eco-feminist literary studies
- Postcolonial ecocriticism and global climate justice
- Ecocritical perspectives on animal and plant studies
- ‘New’ nature writing
- Aboriginal & Torres Strait Islander Australian, and world Indigenous peoples responses, critiques and approaches to the environment
Active literary/critical methods
- Advanced techniques in locating secondary ecocritical material and applying these to produce readings of primary texts
Assessment strategy and rationale
The fundamental position of ecocriticism is that nature is not ‘out there’, as Western conceptions of nature would have it, but that it is also constructed through texts, and that the way it is constructed leads to different attitudes and outcomes. The first assessment is a reflective exercise that elicits insights into the complexities of writing about our natural environment.
Students build on this understanding of the dynamics of nature writing by constructing an independent research assignment investigating a selection of primary texts. The assessment will require a close reading of these primary texts sysnthesised with a high-level understanding of ecocritical theory to produce an insightful interpretation. This assessment may take the form of an active research task requiring locating a specific text and placing it within its historical or cultural context.
The summative task assesses how well students can synthesise a high-level understanding of ecocritical approaches with close reading of texts to produce statements demonstrating an awareness that these theories and texts have real-world implications.
Overview of assessments
Reflective Task The key purpose of this assignme...
Reflective Task
The key purpose of this assignment is for students to develop a sense of the issues involved in writing about nature. A creative work is matched with a reflective component which is aimed at developing an awareness that ‘nature’ is a textual and cultural construction – a fundamental preconception in ecocritical studies.
20%
Research Task The aim of this assessment is to e...
Research Task
The aim of this assessment is to enable students to demonstrate skills in close reading, analysis, writing and research in order to produce an evidence-based argument that offers interpretations of texts within a framework of ecocritical approaches.
50%
Summative Task The key purpose of this task is t...
Summative Task
The key purpose of this task is to test how well students can synthesise knowledge about ecocritical theory and a range of texts to produce statements which acknowledge that texts and theories have real-world implications.
30%
Learning and teaching strategy and rationale
This unit embraces active learning by engaging in class activities in which students are:
1) Developing a knowledge of the relationship between primary texts, ecocritical theory and the material world
Students will read a range of texts in which the environment is a central concern of the texts. Students will engage in debates about our ethical responsibility towards the environment and the ways in which texts construct our understanding of the natural world.
2) Sharpening a set of skills fundamental to the discipline of English literary studies
The active learning activities in this unit include: writing creatively and reflectively; engaging in problem solving through synthesis of close reading and a range of ecocritical theories; analysing texts by placing them within historical contexts; locating the material within a real-world context of environmental risk and activism.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
Representative texts and references
Clark, Tim. The Value of Ecocriticism. Cambridge University Press, 2019.
DeLoughrey, Elizabeth M. Allegories of the Anthropocene. Duke University Press, 2019.
Hall, Dewey W. Victorian Ecocriticism: The Politics of Place and Early Environmental Justice. Lexington Books, 2017.
Hiltner, Ken (ed). Ecocriticism: The Essential Reader. Routledge, 2014.
Huggan, Graham and Tiffin, Helen. Postcolonial Ecocriticism: Literature, Animals, Environment. Routledge, 2015.
Miller, John. Empire and the Animal Body. Anthem Press, 2012.
Simpson, Leanne Betasamosake. As We Have Always Done: Indigenous Freedom Through Radical Resistance. University of Minnesota Press, 2017.
Smith, Andrew, and Hughes, William (eds). EcoGothic. Manchester University Press. 2016.
Tally, Robert T. and Battista, Christine M. Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies. Palgrave Macmillan, 2016.
Yusoff, Kathryn. A Billion Black Anthropocenes or None. University of Minnesota Press, 2018.