Writing to Change the World: Pamphlets, Blogs and Manifestos
| Module title | Writing to Change the World: Pamphlets, Blogs and Manifestos |
|---|---|
| Module code | POC3125 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | James Muldoon (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Writing has the power to shape how we perceive the world. After reading a captivating text, we never see things the same again. In this module, you will examine how writing can be used as a tool for social justice. It takes up the position of the social critic, an unflinching iconoclast who exposes hypocrisy, injustice and oppression. From Thomas Paine’s Common Sense to Martin Luther King's Letter from a Birmingham Jail and Chimamanda Ngozi Adichie’s We Should All Be Feminists, writing provides a catalyst to change and offers a vision of a new world. The gift of the writer is to articulate precisely what we were thinking but were never able to put in words. In this module, you will undertake historical research on an emancipatory text that challenged the status quo, and will also learn how to frame their ideas, use evocative language and create compelling narrative. It will appeal to students interested in journalism, political activism and social change. We examine the effectiveness of different formats of writings and the changing conditions for the production of political texts. We trace the evolution of political writing from revolutionary pamphlets to party manifestos, opinion pages, blogs and YouTube channels. In addition to historical analysis, we will learn practical skills of writing opinion and examine contemporary masters of the craft from Roxane Gay to Jessica Valenti and George Monbiot. Students will finish the module with a portfolio of work and a greater appreciation for the tenor and force of persuasive writing.
No prior knowledge skills or experience are required to take this module and it is suitable for specialist and non-specialist students. The module is suitable for students studying Politics and History.
Module aims - intentions of the module
The module aims to provide an introduction to some of the historically most significant political texts along with teaching the skill of political writing. It aims to interpret and analyse historical texts and to place them in relation to contemporary debates. The course will provide students with an understanding of the influence of political texts and the skills to write opinion pieces and other forms of journalistic writing.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate knowledge of influential pamphlets, manifestos and writings through lectures, class discussion and submitted coursework;
- 2. Demonstrate knowledge of major social movements within which such texts were produced
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Assimilate taught materials and utilise them to analyse different forms of political text;
- 4. Demonstrate knowledge of major political theories and understand them in their historical context;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Research and write analytical essays;
- 6. Formulate opinion pieces for newspapers and blogs; and
- 7. Communicate arguments effectively through written submissions.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some of the following topics or readings:
Emmanuel Sieyès, What is the Third Estate?
Thomas Paine, Common Sense
The People's Charter of 1838
Karl Marx and Friedrich Engels, The Communist Manifesto
MT Marinetti, The Manifesto of Futurism
Social Democratic Party of Germany, The Erfturt Program
Wollstonecraft, A Vindication of the Rights of Woman
V. I. Lenin, What is to be Done?
Students for a Democratic Society, The Port Huron Statement
Germane Greer, The Female Eunuch
The Guerilla Girls, various slogan artworks
The Combahee River Collective Statement
Martin Luther King Jr., Letter from a Birmingham Jail
Franz Fanon, The Wretched of the Earth
Aldous Huxley, What are you Going to Do about It?
Mahatma Gandhi, The Wisdom of Gandhi in His Own Words
Rebecca Solnit, Men Explain Things to Me
Ta-Nehesi Coates, Between the World and Me
Laurie Penny, How to Be a Genderqueer Feminist
Chimamanda Ngozi Adichie, We Should All Be Feminists
Laverne Cox Talks to TIME About the Transgender Movement
Alicia Garza, A Herstory of the #BlackLivesMatter Movement
Roxane Gay, Bad Feminist
Ronan Farrow, From Aggressive Overtures to Sexual Assault: Harvey Weinstein’s Accusers Tell Their Stories
Susan Fowler, Reflecting On One Very, Very Strange Year At Uber
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | 11 x 2 seminars |
| Guided Independent study | 128 | Private study students are expected to read suggested texts and make notes prior to seminar sessions. They are also expected to read widely to complete their coursework assignments. More specifically, students are expected to devote at least: 60 hours to directed reading; 6 hours to completing the formative research outline; 14 hours for completing the essay; 48 hours for completing opinion pieces. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay Outline | 300 words | 1,2,4 | Written or verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research Essay | 40 | 2000 words | 1-7 | Written |
| Opinion Piece 1 | 20 | 900 words | 1-7 | Written |
| Opinion Piece 2 | 20 | 900 words | 1-7 | Written |
| Opinion Piece 3 | 20 | 900 words | 1-7 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Research Essay | Essay (2000 words) | 1-7 | August/September re-assessment period |
| Opinion Piece 1 | Opinion Piece 1 (900 words) | 1-7 | August/September re-assessment period |
| Opinion Piece 2 | Opinion Piece 2 (900 words) | 1-7 | August/September re-assessment period |
| Opinion Piece 3 | Opinion Piece 3 (900 words) | 1-7 | August/September re-assessment period |
Indicative learning resources - Basic reading
Emmanuel Sieyès, What is the Third Estate? Accesible at https://pages.uoregon.edu/dluebke/301ModernEurope/Sieyes3dEstate.pdf
Thomas Paine, Common Sense, Accessible at https://www.learner.org/workshops/primarysources/revolution/docs/Common_Sense.pdf
The People's Charter of 1838, Accessible at https://www.bl.uk/collection-items/people-charter
Karl Marx and Friedrich Engels, The Communist Manifesto
MT Marinetti, The Manifesto of Futurism
Wollstonecraft, A Vindication of the Rights of Woman
V. I. Lenin, What is to be Done?
Students for a Democratic Society, The Port Huron Statement
Germane Greer, The Female Eunuch
The Guerilla Girls, various slogan artworks
The Combahee River Collective Statement
Martin Luther King Jr., Letter from a Birmingham Jail
Franz Fanon, The Wretched of the Earth
Aldous Huxley, What are you Going to Do about It?
Mahatma Gandhi, The Wisdom of Gandhi in His Own Words
Rebecca Solnit, Men Explain Things to Me
Ta-Nehesi Coates, Between the World and Me
Laurie Penny, How to Be a Genderqueer Feminist
Chimamanda Ngozi Adichie, We Should All Be Feminists
Laverne Cox Talks to TIME About the Transgender Movement
Alicia Garza, A Herstory of the #BlackLivesMatter Movement
Roxane Gay, Bad Feminist
Ronan Farrow, From Aggressive Overtures to Sexual Assault: Harvey Weinstein’s Accusers Tell Their Stories
Susan Fowler, Reflecting On One Very, Very Strange Year At Uber
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| Available as distance learning? | No |
| Origin date | 17/11/2018 |
| Last revision date | 17/11/2018 |
