CAHE20091
Ancient Egyptian Literature
20
Semester 1
Undergraduate
Level 2
Huw Twiston Davies
Unit coordinator
1
FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors '
European Credit Transfer & Accumulation System Rating : 10.0
<p>The ancient Egyptian language was written down for longer than any other language in the world. This course explores 3,000 years of poetry, songs, stories and laments, allowing students to discover one of the world’s oldest, and longest, literary traditions. From the invention of writing to the first surviving stories, this course not only discusses a range of literary works, from the Tale of Setna to the Instruction of Ptahhotep, but also explores its place in wider Egyptian society, by exploring who wrote these texts down, the materials they used, and why they did so. Through this course, students discover the genres, conventions, and values of a body of literature from before the Greeks and beyond the conventions of Western thought.</p>
<p>The ancient Egyptian language was written down for longer than any other language in the world. This course explores 3,000 years of poetry, songs, stories and laments, allowing students to discover one of the world’s oldest, and longest, literary traditions. From the invention of writing to the first surviving stories, this course not only discusses a range of literary works, from the Tale of Setna to the Instruction of Ptahhotep, but also explores its place in wider Egyptian society, by exploring who wrote these texts down, the materials they used, and why they did so. Through this course, students discover the genres, conventions, and values of a body of literature from before the Greeks and beyond the conventions of Western thought.</p>
<ul> <li>to introduce students to ancient Egyptian literature and written culture;</li> <li>to encourage the development of a critical approach to textual source material;</li> <li>to develop students’ awareness of genre and materiality when studying literature;</li> <li>to broaden students’ knowledge of world literature(s);</li> <li>to develop students’ ability to formulate a clear, reasoned scholarly argument.</li></ul>
<ul> <li>to demonstrate an understanding of the range, depth, and concerns of ancient Egyptian literature;</li> <li>to demonstrate basic knowledge of the ways in which literary texts are transmitted and used by a society;</li> <li>to show an understanding of literacy in ancient Egypt.</li></ul>
<ul> <li>to conduct effective independent research;</li> <li>to present a clear and well-structured academic argument in written and oral form;</li> <li>to demonstrate an awareness of the usefulness and limitations of various types of historical source material.</li></ul>
<ul> <li>to engage critically and respectfully in written and oral debate;</li> <li>to effectively and independently manage time.</li></ul>
<ul> <li>to present a piece of independent research in oral form;</li> <li>to conduct good independent research;</li> <li>to construct and present a clear, reasoned argument in written form.</li></ul>
Other
This unit will focus to a great extent on giving students the ability and confidence to present a clear argument both in written and oral form. It will also sharpen their ability to read and engage critically with textual material as well as scholarly arguments.
0
Other
100%
<figure class="table"><table style="width:500px;" border="1" cellpadding="1" cellspacing="1"><tbody><tr><td><strong>Assessment task</strong></td><td><strong>Formative or Summative</strong></td><td><strong>Weighting within unit (if summative)</strong></td></tr><tr><td>Essay</td><td>Summative</td><td>60%</td></tr><tr><td>Oral presentation</td><td>Summative</td><td>40%</td></tr></tbody></table></figure><p> </p><p><strong>Resit Assessment</strong></p><figure class="table"><table style="width:200px;" border="1" cellpadding="1" cellspacing="1"><tbody><tr><td><strong>Assessment task</strong></td></tr><tr><td>Essay</td></tr></tbody></table></figure>
<table border="2" style="width:250px;" width="0"> <tbody> <tr> <td><p><strong>Feedback method</strong></p></td> <td><p><strong>Formative or Summative</strong></p></td> </tr> <tr> <td><p>Written feedback</p></td> <td><p>Summative</p></td> </tr> <tr> <td><p>Oral feedback in a dedicated seminar session and upon request during office hours</p></td> <td><p>Formative</p><p> </p></td> </tr> </tbody></table>
Y
<ul> <li>Parkinson, R. (2002).<em> Poetry and Culture in Middle Kingdom Egypt: A Dark Side to Perfection</em>. Equinox.</li> <li>Parkinson, R. (2009).<em> Reading Ancient Egyptian Poetry: Among Other Histories.</em> Wiley-Blackwell.</li> <li>Enmarch, R. and Lepper, V. M (ed.). 2013. A<em>ncient Egyptian Literature: Theory and Practice.</em> Oxford University Press.</li> <li>Loprieno, A. (ed.) 1996. <em>Ancient Egyptian Literature: History and Forms</em>. Brill.</li> <li>Lichtheim, M. 1973.<em> Ancient Egyptian Literature: A Book of Readings.</em> University of California Press.</li> <li>Parkinson, R. 1997. <em>The Tale of Sinuhe, and Other Ancient Egyptian Poems 1940-1640 BC.</em> Oxford University.</li> <li>Parkinson, R. 1991. <em>Voices from Ancient Egypt, an Anthology of Middle Kingdom Writings.</em> British Museum Press.</li> <li>Simpson, W. K. (ed.) 2003. <em>The Literature of Ancient Egypt: An Anthology of Stories, Instructions, Stelae, Autobiographies, and Poetry. </em>Yale University Press.</li> <li>Parkinson, R. and Quirke, S. 1995. <em>Papyrus</em>. British Museum Press.</li></ul>
Lectures
22
Seminars
11
0
167