Personal Blogs

6 January 2023

It’s tutorial day! I had one booked in for the start of this week with a different tutor, but I couldn’t attend, since I was travelling. 

In advance of the tutorial, we were sent two readings: one by Wordsworth, and another by Shelly. I have to admit that I hadn’t found the time to read either of these. 

After beginning with a brief summary of what romanticism is all about and how these different poets defined poetry, our tutor showed how he carried out close reading of passages from both of these authors. Whilst he was doing this, he showed us how to use some of the technical language that can be used to describe poetry. 

During the tutorial, I made notes, which I need to revisit. 

The next thing I need to do is highlight the technical terms that were used an applied.

7 January 2023

I’ve been ejected from an A230 WhatsApp group!

During an informal call with some A230 students, I did my duty as a tutor to emphasise that students should not be discussing answers to TMA questions.

A fellow student in the group referenced section 2.1 of the TMA assessment policy which contains the words: "discussing the material and ideas you are learning with your tutor and other students is beneficial and is encouraged. However, when you start to write your assignment you must make sure this is entirely your own work and you should not share it with other students." 

The policy is ambiguous. 

Sharing of your own work with other students could be done either textually or verbally. I sense that the policy ambiguity is deliberate since there are different ways to assess TMAs.

8 January 2023

Back to the module materials. I picked up where I left, finding my place thanks to a bookmark. It felt quite a long time since I was reading this section. I finish the section on Frankenstein, but I have made a mental note to return back again to the start of the section, so I have a good feel about the shape of the block and what it is discussing.

A glance at the module website says that I’m now a bit behind, which I’m not surprised about. I need to get back a bit more focus. 

I notice that I haven’t booked in any more tutorials between now and the TMA cut off date, and there haven’t been and recordings of the day school 2 event. Through the tutorial booking system, I notice that there is another one that I can now attend. 

My plan of action: after doing some catch up reading tomorrow morning (and making some notes), and after the forthcoming tutorial, I’m going to put all my attentions into my TMA.

9 January 2023

I’ve done what I promised myself: to re-read the two sections of the module block that we’re studying. I’ve also ticked off all the activity from week 12 that I’ve done, and I’ve found an additional PowerPoint presentation (from a tutorial) that relates to Wordsworth and Shelly in one of the module forums.

My next task (on the build up to the TMA) is to start the close reading of the texts highlighted in the TMA, and to get my head around the bigger picture of “Home at Grassmere” (which is reading 1.4).

10 January 2023

An online tutorial to attend! This would have been the second I have attended. The first, of course, was ran by my tutor. 

Although I was tired from a day of work, I found this one useful in terms of getting a feel for what the TMA is asking for.

I almost volunteered to read out some of the passages, but someone got there before me (which is what I’m telling myself).

11 January 2023

I’ve downloaded the PowerPoint that the tutor used with her tutorial, which I found very useful (I’ll look at it again, in combination with the one that my own tutor provided).

My next step of prep work: I print out the text that we have to read closely, making sure that I make the font a bit bigger. I also leave spaces between the lines, so I can scribble with different coloured pens.

I’m not doing too much today since I’m mentally addled. The final thing I do today is mark off two days: one day for TMA related reading, and another day for TMA writing. If I get my energy back tomorrow, I’m going to pour over the TMA instructions, the fragments of text used with the TMA, and the accompanying TMA guidance. I feel I’m building up a ‘head of steam’ towards the writing of the TMA (even though I don’t yet feel that I’m understanding the bigger picture).

13 January 2023

I’ve managed to get started! I’ve started to add a bunch of notes into my TMA template file, dividing it up into different sections. I’ve also read the text, and have been underlining sections with different colours; each colour relating to a different theme.

I’ve pretty much prepped part 1, which I have to write up into an answer.

My next steps: a tutorial tomorrow, transfer notes from the tutorial into the TMA document, look through all the blocks again and highlight sections that are relevant, and then re-read the texts again.

I’m hoping that the last tutorial I’ll be attending before writing the assessment will help me to make sense of Wordsworth!

14 January 2023

Tutorial time. 

In this tutorial, we looked at a further fragment of a poem by Wordsworth, relating some of the technical language to the text. A useful tip was: “refer to the glossary”.

Towards the end of the tutorial, I wanted to ask a question (which was the broad question about the aim of a poem), and another student had a question about the structure of the TMA. Unfortunately, neither of us had our questions answered, since the tutorial didn’t have a Q&A section.

Thankfully, I have managed to answer my own question by going back to the module materials.

I spend the rest of the day preparing notes, and starting to write my TMA.

15 January 2023

Everything came together! I think I figured out what Wordsworth’s poem was all about, thanks to a very obscure reference in a paper that I discovered through the university library which was a source of inspiration.

17 January 2023

Submission day. I got a printout of my TMA and read through it with a cup of coffee and a pen, crossing out various sections, and finishing some partially completed sentences. I then submit the final version through the eTMA system, and send a quick note to my tutor, saying I no longer need an extension. It almost feels as if I’m back on target again.

18 January 2023

Back to the module materials. I’ve noticed I’m now slightly behind, so I start reading The Sandman by E.T.A.Hoffman. I quite like it, but I have no idea what it is all about. I get distracted by my day job, and have to return to my email inbox.

20 January 2023

Back to catching up. 

I finish reading The Sandman, and then get a printout of two of the other short stories that we have to read. Although these don’t feature within the TMAs, there is a possibility that they might be important when it comes to the EMA (which still feels a long way away).

My aim for today (which is a leave day from my main office work, except for an hour of training I have to do) is: read those two stories I’ve just printed, have another read of the block that relates to Hoffman, and then have a look through TMA 4 to get an early idea about what it is all about.

I want to have an early look at the next TMA since one of the students on a social media group mentioned that there is a book to go through that I haven’t (yet) had a chance to read.

21 January 2023

I didn’t manage to finish reading those two printouts, but I got pretty close. There was a bit of The Automata that took a bit longer to read. I found myself looking into the concept of the Mechanical Turk which I had heard about before (through my studies of computing).

Back to catching up: I worked through the audio-visual materials of weeks 15 and 16, making a set of notes as I go. I read Wuthering Heights (for the second time) over the summer, but I do need to have a proper read through of the block materials again.

Next step: reviewing where I am on the module website (whilst optimistically ticking off the current week), and looking to what is scheduled for the next few weeks ahead. I’ve already read The Sign of Four, so I’m going to prioritise reading The Beach of Falesá, since this is the text that features in the next TMA.

I feel as if I’m on target, which is good. I’m going to take a trip over the coming days, so I’ll make sure I’ve packed the module materials, the book by Stevenson, and my laptop.

25 January 2023

I spent the night at Milton Keynes, and I got up early and have a bit of time to kill before something called a Research Fiesta. I get back to reading The Beach of Falesá, and find my way through chapter 2. I was a bit confused about what was meant by all the “tabooing”, and some of the weird sentence structure Stevenson seems to adopt, but I’m starting to really like the story. I’m beginning to see where the module team are coming from in terms of the TMA question.

27 January 2023

A day on leave from most things, apart from some study. I read the penultimate chapter of The Beach of Falesá.

30 January 2023

On Sunday, I noticed that a fellow student had shared an article about a radio production of The Beach of Falesá, entitled Why Robert Louis Stevenson’s South Sea Tales go against the tides.

A quick search of BBC Sounds reveals a 2014 BBC Radio adaptation of the same text. I’ve listened to three quarters of it, getting to the part which I still need to read. I later discovered an accompanying Guardian article that relates to the recording.

12 November 22

I went to the London School of Economics for a face-to-face day school about prose, and two of the set texts: Candide and Oroonoko. There were two tutors on the day, and they gave us some small activities to carry out.

Our first tutor asked us to look at some bits of text, and assess it in terms of some of the technical language that was being introduced through the module. Our second tutor asked us to write on a post-it note: what was Oroonoko all about? Given that I had read Oroonoko over the summer (along with some of the other set texts), I struggled to carry out this task.

During the tutorial, I made a lot of notes.

One thing that I found really useful was that the tutors gave quite a lot of background information about the texts. I especially appreciated how they summarised the historical context. On the point about context, I noted down that there are a number of perspectives to consider: biographical context, historical context, philosophical, political and cultural.

Two things I need to look at: what the term ‘focalisation’ means, and ‘free indirect speech', which is something that Joyce uses.

The tutors were excellent! By the end of the day school, my head hurt. In a good way.

13 November 22

It’s time to catch up with some study admin. 

I sort out all my notes from the day school, sort them in order. I have some other printouts that I prepared earlier this month. I have printed out each of the TMAs, and the EMA. I put everything together in my study file in date order, so everything relates back to the module calendar. (I also look for a neat one or two page summary of this on the module website, but there isn’t one).

I review the study calendar, and realise that I’m not too far off the schedule; I had to take a week out from study to help with some family things. I tick of the various items, and realise that I need to go through the poetry tutorial materials.

I have two objectives for the week; work through the materials that relate to Oroonoko (whilst strategically very quickly reviewing the text), before moving onto the week that focusses on Voltaire, whilst also trying to find the time to review the poetry tutorial materials.

A point I remember from the day school I attended was: it’s okay if you don’t understand everything in one go; you need to return to these tutorials on a number of occasions to get a firm grasp of the concepts.

A note to self: I need to have another go to create a “first thing in the morning” study habit. 

It’s time for a break. When I return, I’m going to return to the study calendar, look at the notes for this week and next week, and then read the block materials again.

14 November 22

Well, I didn’t manage to do my studying first thing in the morning. Instead, I got onto it after resolving a few issues by email.

Yesterday my tutor had emailed me a set of notes which he had shared at the day school. Having printed them out, I worked through them, underlining some of the key concepts. I then filed them next to my day school notes.

After reviewing what I have to do for week 7, I have another look at the prose and poetry skills tutorials. I make a note of all the key concepts that are shared through these documents.

I notice that there was a reference to four audio recordings about the ‘long eighteenth century’. These recordings emphasise the historical role travel writing has during the time of empires, and how they have influenced the development of the novel. An interesting comment was how Oroonoko isn’t just a travelogue; it is also a romance. The audio clips also highlighted the role of the grand tour, and how here was a market for travel books.

As a very brief aside, around 15 years ago, I found a really interesting book (published by a publisher called ‘forgotten books’) about early travel writing in Poland. For a while, I found it fascinating, but I didn’t really know what I was reading. Although it was published in the 19th century, I can now see that the book was a part of a wider and more established tradition of travel writing.

All this discussion about travel writing has been a lovely surprise. Some years ago, I made my own very modest contribution to the genre, through a book sized blog called Meetup 101: a journey through a midlife crisis. Whilst it aims to adopt a comic mode (I’m applying terms from the skills tutorial!) It’s focus accidentally reflects some of the later themes in A230: cities.

My next bit of reading: the two chapters from the block, and then I’m going to focus on Candide, and then I might be in a good place to be set for the next TMA.

15 November 22

I’ve read the block chapters on Aphra Behn, and have read most of the chapter on Voltaire; I have a bit more to go, which I’ll hopefully manage to get through tomorrow.

In the evening, there was a tutorial! Our tutor took us through bits of the two texts from this block: Oroonoko and Candide. She introduced the context for each of these books, and we looked at some detailed passages. I made notes, and I feel a bit more confident about how to tackle the TMA.

Before getting there, I have to finish reading that chapter, and also read Candide again, now that I have more of an idea about what it is all about.

20 November 22

I have a day off from just about everything, so I settle down to read Candide again, paying particular attention to the introduction. After learning more about the context through the previous two tutorials I’ve attended I’m finding it a whole lot more interesting and enjoyable. Voltaire is funny, often through his understatement, but also (of course) his hyperbole.

My next steps: finish reading the 6 remaining chapters and then have a quick look through the notes that can be found at the back of the book. I also need to return to the module website to see what other materials I’ve got to go through.

There’s a tutorial tomorrow night, but it’s one that is recorded. I’ll try to go along if I can.

21 November 22

I had a quiet night, so I finished reading the final chapters of Candide.

It turns out that the tutorial isn’t tonight. It’s tomorrow.

22 November 22

First thing this morning I logged into the module website to see when the next TMA is due. It is sooner than I thought. This means that I need to get on and do my TMA over the weekend, perhaps on a Saturday or a Sunday.

My notes folder is getting a bit full, so I’ve moved it to a lever arch file, and have even added some dividers to separate to mark where the TMAs are.

I’m hoping to attend the tutorial this evening.

24 November 22

I transfer notes into my TMA document, and have started to analyse the text which forms the basis of the assignment. I pull together notes I made from tutorials, and points shared in documents that were prepared by the tutors.

I have three things to do before I can start writing properly: read the notes pages at the back of Candide, read the introduction again, and have another look at the block materials, making notes of certain paragraphs and sentences that will help me to summarise what a passage of Candide is all about.

25 November 22

It is TMA writing day. After making a start with the introduction yesterday, I work through the different bits of text that I’ve noticed, connecting them to some of the technical language we have been introduced to, and various quotes that I’ve noted down from Candide and the set text.

If I were writing a longer essay, I would have prepared an essay plan, but since this is quite short, and the aims and focus are quite clear, I’m winging it- My structure comes from the fragment of text that I have annotated, and the order in which I answer the questions. My results will tell me whether I’m adopting the right approach.

I finish the day by getting a printout of my TMA.

26 November 22

I begin the day by reviewing and copy editing my TMA, and then submitting it 5 days before the cut-off date.

Keeping up the momentum, I find out what I’ve got to do for week 10, and reach for Book 2: Romantics & Victorians.

I start to read some of the Wordsworth sections in the reading supplement, but I didn’t make much progress. I need a lot of concentration for Wordsworth, but I don’t seem to have this!

I’m studying again! This time I’m studying A230 Reading and studying literature (OU website)

When I was at school, something clicked in place when I was studying from my English Literature GCSE. I had moved up from a remedial English group to a higher stream, where I managed to get a pretty respectable score. It was a subject I quite enjoyed.

When I was taking my exams, I didn’t have much confidence. I didn’t think I would get sufficient scores to take A levels (which sounded pretty intimidating), so I opted for a vocational subject that I hoped would lead to employment. You would say I’ve ‘dabbled’ in the arts, but I’ve never properly studied it.

This blog series follows earlier posts that relate to earlier study of A111 Discovering the arts and humanities (blog) and A112 Cultures (blog).

Some of the links shared within this blog are likely to be only available to either current students, or students studying the module, but it is hoped that any accompanying descriptions are helpful to anyone who might be interested in any of the modules that I've mentioned.

10 September 22

The module website is open before the official start date, so I’m starting to have a look around. 

I find the welcome letter from the module team (which I got in the printed pack), and eyeball the study calendar. I note that the weeks where there is a cut-off date are highlighted in orange. I have a watch of the introductory video. Key points: critical awareness, tutorials, tragedies, cities, the theme of home and abroad, assessments and accompanying resources. 

Next up: the module guide, which introduces the six parts. Key concepts I’ve noted from the guide: context, the author, the reader and reading, period, and literatures. Another important point I’ve noted is that there is an expectation of studying for 14 hours per week. There are five TMAs, and an EMA, and there are some skills tutorials that you need to complete before working on TMAs 2 and 3. It looks like there are five face-to-face day schools (if they are running, I’ll try to go to as many as I can), along with online equivalents.

After returning to the module website, I start to look through the welcome forum, and discover the English Literature toolkit https://learn2.open.ac.uk/mod/oucontent/view.php?id=1859527 There are two big headings in this toolkit: how to study English literature, and how to write an English literature essay. 

This first section looks pretty big, so I’m going to go back to it later. An important bit looks like ‘learning to be a critic’ since I feel as if I’m okay with time keeping and making notes (but I need to go through those too). Another link is the English subject page. I note that there’s a section about bridging material, called Moving onto Stage 2. 

Key tips from a video: the pace of the materials, being more critical, spending more time online in different forums, attend tutorials, the materials are more in depth, plan your essays, do your referencing. 

There was a video summary of A233 Telling stories: the novel and beyond, which I couldn’t resist viewing. After returning to the forum, I saw a post to a BBC programme: The Duchess of Malfi: BBC Arts at the Globe (BBC iPlayer) which looks like a good watch (when I get to it in the materials).

Onto the week 1 study guide. I’ve ticked off the welcome letter, video, and module guide. The aims are to read the first part of the module text, and focus on Act 1 of Othello, and then read chapter 1 of the module book. I now know what I need to do! I’m going to make notes when I get to the activities, but for now, I’ll continue to look through the materials. 

I scan through the Resources section, the Downloads section, and the glossary.

A final action before stopping; I’ve found a place to store all my notes, and I’ve got a pad of A4 paper, and set of pens. This means I’m ready to go!

11 September 22

I’ve read the introductory section of the book, and have completed the first activity, but I found it pretty hard going. The text of Othello is very dense, and there’s a lot of take in during the first 80 lines. To complete the activity, I’ve made a few notes.

Continuing my look around on the module website, I have a quick look at the assessments. TMA 1, which is all about analysing a fragment of text, doesn’t look to be too difficult. The TMA sends me off to look at section 4 of the assessment guide, which is in the same section where the TMA is located. Since I need to take all this in, and closely follow the assessment guidance, print out the assessment handbook, and file it in my new folder.

14 September 22

There was a bit of chat in the module WhatsApp group, where students were sharing the initials of tutors they had been allocated to. Noticing this, I logged into the module page to see if I was allocated a tutor, and I had! I think I recognise the name from tutorials from an earlier module, but this is not a tutor that I’ve had before. 

I managed to read three pages of the assessment guide. 

15 September 22

I’ve noticed that the tutorial dates are now available. I book into as many as I can, saving events to my Outlook calendar. 

17 September 22

I get an email from my tutor. I send him a quick reply.

I return to reading the assessment handbook, and get as far as TMA 2. This takes me to two other sets of pages, both of which I’ve printed out: assessment information for arts modules, and the drama skills tutorial. I also head off down a resource that is all about employability, which is called FutureYou. I’m introduced to OneFile, which I don’t tend to use, and there’s an accompanying template that I look through. I made note of the OU employability framework, since I feel that it might be useful later. It’s interesting to see that there’s a place to store reflections against each element in the framework, and there’s a section that is specific for the English Literature qualification pathway. 

When looking through FutureYou, I get as far as the Identifying and planning section. I’ve not really done much in the way of reading or looking at texts, but one other good thing that I’ve done today is that I’ve organised my bookshelf. I’ve got rid of some books, and there’s now space for all my literature books. 

One thing I’m thinking of is, whether I could start to use OneNote to make a study log.

18 September 22

Back to looking at the employability framework. I found an assessment tool, where I could rate myself on each of the 10 items on the employability framework. I found this interesting, but I did question whether some of the items were immediate relevant to what I was studying. I also discovered a page that relates elements of the framework to the TMAs, which offered a suggestion about some of the activities I would be carrying out later on during my study.

I’ve decided not to use OneNote, for the reason that I’ve got my own methodology, which makes use of paper based notebooks. I also tend to create different files (sets of notes) for different things. I find I learn when writing things down, and I use my visual memory to recognise papers which I’ve written on. Whilst I could more easily search for things in OneNote, I’m happy with my current study approach. For other forms of note taking and writing, I use Word documents.

It’s back to the reading of the assessment handbook. I’ve read the assessment information for arts modules, and I’ve found the EMA question.